Psycho Movie Reveiw

The film Psycho by Alfred Hitchcock is a horror film made in 1960. The film As yecch caused a huge amount of commotion in 1960 when it was released, it was a movie unlike any other that had ever been made, people were outraged and midtown by this movie for many reasons. In the movie Psycho a young female takes a large amount of cash fro m her job and leaves town planning to disappear, she is caught in a heavy rain storm and is f arced off the road and finds the nearest motel, Motel Bates.She finds that Motel Bates is compel tell vacant so she stays the night and has dinner with the owner; Norman Bates, Norman then eaves and she takes a shower and is brutally stabbed to death in her shower by a woman that app ears to be Normal's mother, the rest of the movie is an about finding the girls killer and figuring o UT what happened. The film Psycho has many great literary, dramatic, and cinematic aspects. The movies plot is very interesting and new and keeps viewers interested the whole mov ie e.The movie also uses many great dramatic aspects to keep the viewer in suspense, for example , when the main character is in the shower and we see that the killer is coming but she doesn't expect it. The movie also has many plot twists that a person watching the movie would not expect, such as the ending of the movie. The movie has amazing cinematic effects such as camera a angles that emphasize the scariness or happiness of a certain place, object, or person. Some things about the movie Psycho I noticed could have been a bit better.O en thing noticed was that the effects were a bit subpart, or could have used work. In the e film, the scene hen the main character is being stabbed the blood is so obviously fake and t he acting was not really great, this made it a big downside for me because it made the movie no t seem as real, and I personally like when I feel like movies are real. Also I wish that they would have e left the background of Norman Bates a bit more of a mystery in t he end of the movie, instead of explaining every little detail. I like when movies leave me wondering about so meeting, and this movie just did not do that.Irony Malamute like the movie Psycho a lot, by the ending of the movie I was very happy with he movie. I really liked how the movie used a very realistic scenario, It made the whole movie very relatable, like it could possibly happen to me, or someone I know. I also liked how the movie kept me in suspense through the whole thing, it was a very fun movie to watch h, and a very well put together movie. So the two most important things that led me to really like e this movie were: how I could really identify with the main character of the movie, and how real sticks the movie was.The other key point that made me really like the movie was: how well the vie was put together and how suspenseful it was. In conclusion, really enjoyed the movie psycho. There were many great asps acts of the movie that liked. The movie also had its faults. There were a few things AIBO t the movie that I didn't like, like how unrealistic the effects were, and some scenes the acting w assn that great. The movie Psycho did have a lot of great things too, and overall I really liked the m vie. Would give the film psycho by Hitchcock a 4. 5 out of 5 for a rating because it was a great movie, but it wasn't flawless.

Curriculum Strengths and Weaknesses

The curriculum that I have chosen is the K-12 Physical Education curriculum of a school in the United States. The strengths and weaknesses of the curriculum were assessed and are explained below. Besides this, recommendations are also provided for improving the physical education curriculum of the school. Strengths and weaknesses of the school physical education program The school-community environment was examined and the quality of the environment was considered to be moderately strong. The awareness of the mission/philosophy statement of the school is strong, but the classroom instruction does not seem to be integrated with the mission/philosophy statement of the school. The curriculum should be integrated to help the â€Å"students see and make the connections between and among subjects† (ETIM, 2005). The school environment is strong. There is general concern among the staff for the welfare of the students but more should be done to strengthen the student assistance program to help students at risk right from the elementary level. Students who have motor and fitness requirements besides emotional and other special needs are considered as at-risk students. There is strong recognition of student achievements but there is lesser recognition for the achievements of teachers and administrators. There is a need for recognizing quality teaching and this is one area where there is scope for a lot of improvement. Parent involvement is very strong and there is enough opportunities for parents to be involved in the activities of their wards. But there is scope for improvement in this area too, because getting parent input on their ward's development in a frequent and systematic manner. This is required especially in the school's curriculum, recognition and evaluation areas. There is scope for improvement in the communication and evaluation categories. The quality of communication needs to be improved especially at the elementary, middle and high school levels. The communication between classroom teachers and the physical education instructor needs to be improved. An effective communication program that highlights the activities and achievements of the physical education program is very much needed to gain much needed support for the physical education program. The goals and objectives of the school physical education program needs to be clear and as such it should improved. A clear program and instruction objectives is necessary to organize, implement and evaluate the quality of the K-12 program. If the goals and objectives of the chool physical education program are clear then designing high-quality instructional material and its evaluation becomes much easier. Also, the reports of the evaluation can be sent to the students, parents and others who are keenly involved in the development of the physical education program. There is also a need to implement, monitor and refine the school physical education curriculum to make it consistent with the resources available within the community. This is needed to eliminate redundancy and to promote a K-12 program that supports sequential learning. The secondary physical education service for students with special needs is very strong in the school overall, but there is scope for improvement of this service at the elementary school level. The quality of physical education for special students has to be improved at the elementary school level. There is scope for improvement of the program evaluation, implementation and dissemination needs for the K-12 physical education program in the school. Staff should concentrate more on improving the physical education program in the school because â€Å" a quality physical education program focuses on physical development, while integrating emotional, social and intellectual components† (Klungseth, 2009). Classroom instruction and class management are moderately strong but it should be improved to the level that it becomes absolutely strong. Currently, classroom instruction and class management are negatively impacted by the size of the class, the bigger the class the poorer the classroom instruction and class management, this situation should change. The certification process for physical education instructors should be tightened especially for activities that are considered high-risk activities. Also, the variance in qualification should be reduced for staff members in the school and it should be effectively streamlined. Staff development programs should be improved and there should be periodic evaluation of the staff. There should be involvement of the physical education director in monitoring physical education instruction, and there should be a clear role for a physical education coordinator. Information for garnering support for the physical education program should be provided to administrators by the physical education staff. The physical education facilities need to be upgraded. Currently they appear to be outdated, over-utilized and poorly maintained. Inadequate facilities can lead to injuries and poor physical education instruction. If facilities are inadequate then larger classes would thoroughly expose this problem. Poor facilities are the cause of less funds and decreased student enrollment. Student records in the physical education planning process needs to be automated. Currently the availability of equipment for this purpose is reasonably strong along with the availability of equipment for safety and medical records categories. Safety should be a top priority issue for the school, emergency action plans have to be drawn up with emergency first aid kit, telephones and supplies being made available at each teaching station. Teachers should be provided with student health information so that students are not put at risk by the physical education regimen. There is a need to improve the safety practices at the school that reduces risk to the well-being of students. Recommendations to improve the school physical education program The safety practices at the school needs to be improved, the safety practices should â€Å"recognize the risk and safety factors associated with regular participation in physical activity† (Griffey, Housener, 2007). There should be emergency action plans, telephones and first aid kit installed at all teaching stations. The process for getting student medical and health records should be improved. Staff development programs should be put in place especially in areas where there is need to improve safety practices. Proper processes and procedures should be developed for continuous evaluation of the physical education program. The program evaluation should lead to a proper assessment of the specified objectives of the program. The physical education program has to be implemented fully at all grade levels and to this extent additional physical education teachers need to be hired. Also, the standards set by the National Association for Sport and Physical Education (NASPE) should be implemented in the school. The NASPE standards â€Å"inform the teachers of the primary outcomes to be achieved in physical education at each grade level† (Lund, Tannehill, 2010) The goals and objectives of the physical education program needs to be implemented through the design of a curriculum framework. The framework should state the goals and objectives clearly and speak about the role of a comprehensive physical education program, besides, the program content should be matched with the local resources and prioritized based on the objectives of the program and the importance of the program content. Also, the program content should be in synchronization with the K-12 curriculum. The physical education program results should be summarized and provided as feedback to all stakeholders concerned besides this, adequate funds should be obtained for creating physical education facilities and for the purchase of equipment to be used at the facilities to enable the smooth implementation of the physical education program. Committees should be formed to monitor the implementation of the physical education program and to suggest and implement improvements where ever needed in the physical education program. References ETIM, J. 2005. CURRICULUM INTEGRATION K-12 – THEORY AND PRACTICE. University Press of America, Maryland. Griffey D. C. , Housener L. D. 2007. Designing effective instructional tasks for physical education and sports. Human Kinetics. Klungseth S. 2009. A comparison between public elementary physical education programs in South Dakota and the STARS criteria for high quality physical education programs. ProQuest LLC. Eisenhower Parkway, Ann Arbor, MI. Lund J, Tannehill D. 2010. Standards-Based Physical Education Curriculum. Jones and Bartlett Publishers, LLC, MA 0 1776, USA.

Bathroom Reading

In a culture that’s filled with an incessant call to action, it is paramount that we stop from time to time to think. This may sound like common sense, but in a fast-paced world it’s hard to find time to stop and consider things for more than a few minutes. Throughout my hectic high school career I have made a point of doing what many people fail to do on a daily basis: reflect and assess my life and decisions. I am a thinker. I analyze, postulate, and contemplate– sometimes too much– but always with the intention of learning something new about myself. You might be surprised to learn that I do my best thinking not, in the classroom, not in my bedroom, but in the bathroom. The bathroom has always been a place where I can sit and relax in peace, an oasis of calm and contemplation. The closest thing to an interruption is a polite knock on the door, and a soft quiet is continually maintained. Bathrooms are kept diligently clean, and ample mirrors provide for sufficient self inspection. In short, the bathroom is the ideal place for introspection and critical thought. My bathroom, which is situated a brief walk down the hall from my bedroom, is a wonderful, pristine chamber where I take solace in silence and retreat from the stresses of my life. After a long day of high school and homework, clubs and activities, I head to my bathroom to think and reflect about the day past and the days ahead. In fact, I do some of my best thinking in the bathroom. Everything from ideas for novels, screenplays, songs and movies, from what to eat for lunch are considered when I take refuge in the bathroom. Solutions to longstanding problems come to me in epiphanies while staring into the symmetrical, blue-tiled floor. I achieve new understandings of books that I have read while looking up at the ivory coated walls. I ruminate on my friends and family, and what they mean to me. I even realize the numerous mistakes and errors that I have recently made, and attempt to resolve my flaws. The thinking I do in the bathroom– whether it be asinine fantasies about my future as a rock star, or the sorry realization that my mother was in fact correct– is important to me. Taking the time to think and reflect has kept me grounded during my high school career, allowing me to make good decisions and stay focused on what is important to me. Instead of living my life blindly and complacently, I have made a choice to think deeply and keep things in perspective. To me, the bathroom is not a place to escape the challenges of reality, but rather a place to embrace and conquer those challenges through the power of human ingenuity. I know that when I leave home for college, and eventually leave college for the real world, critical thought will remain a constant in my life. No matter what I end up doing with my life–whether it be law, film, or literature–there will always be a clean, quiet bathroom down the hall. And for me, that bathroom will always provide the opportunity to better myself through critical thought.

Iconic projects are virtually certain to fail.Discuss; illustrate your Essay

Iconic projects are virtually certain to fail.Discuss; illustrate your answer with references to recently completed trophy projects - Essay Example es need to be appropriately addressed by managers of projects worldwide: ‘a) the project mission, b) the top management support and c) the project scheduling’ (Schultz et al., 1987 in Belassi et al., 1996, 142). If these issues are taken into consideration when designing and implementing a project then it can be expected that this project will be led to success. On the other hand, it is supported that the success or the failure of projects in modern market can be depended on many factors – different criteria could be also used in order to decide on the success or the failure of a particular project at any stage of its development. In accordance with Diallo et al. (2004, 21) ‘success can be evaluated only when the evaluation dimensions are adequately defined; a project is usually considered a success if its implementation complies with the usual constraints of time, cost and the client’s terms of reference or ‘‘quality’’â€⠄¢. The above description of a project’s success refers only to the general aspects of project success; there is no reference to the benefits that a project may offers to the parties involved – i.e. even if a project cannot be characterized as successful in terms of the achievement of its targets still it could offer benefits to its creators/ developers – referring to direct or even indirect benefits (e.g. increase of the quality of life of people of a specific area because of the development of a specific construction project – the above project may be left uncompleted or it could be use for a different reason than the one defined by its developers). The importance of project management for the improvement of many aspects of human life around the world could be possibly understood only by referring to specific projects and their benefits for people within the international community. The definition of project given by Gasper (2000) could help identify the general aspects of projects in modern market. In accordance with

Cs related essay Coursework Example | Topics and Well Written Essays - 1000 words

Cs related essay - Coursework Example On the other hand, supporters claim that outsourcing brings down prices giving economic advantages to all. Outsourcing entails hiring overseas freelancers or companies, situated anywhere around the globe, to perform tasks an employee, entrepreneur, or CEO would generally do him/herself or assign to employees of the company. ODesk, Freelancer, and Elance are outsourcing avenues, where providers, from every part of the world, offer their services online (Osnowitz 9). Ethical outsourcing is a key to its lasting success. Customers prefer to buy from trustworthy companies, who make their business deals transparent as well as treat their workers with integrity. When a company gets outsourced, the individuals who are removed from the main company have to shift the knowledge to the new workers who come to the board. In few cases, it does not suit the full requirements (Sheldon 48). There might be a gap in communication when an individual transfers their knowledge to the third party. One may lack interest to coach the third party individual, but he/she is forced to do it. In such a case communication honesty as well as doing the correct duties makes the interest of ethical issues since this is against the Freedom of Speech. There is language as well as cultural barriers when communicating with the abroad workers. The overseas employees communicate in broken as well as inexplicable English with Americans. As a result, the corporations have to concession on the product quality. Indirectly one sees, now days due to job outsourcing in a peek, abroad workers are excellent in communication as well as very gifted (Sheldon 51). They can effortlessly comprehend the state of affairs and end up with good thoughts, offer the quality, and safety of the product. Customers benefit from the product of the result. From a Utilitarian point of view, outsourcing is good because there is no requirement to compromise the safety and quality of the product. The

Christianity in Japan Term Paper Example | Topics and Well Written Essays - 3000 words

Christianity in Japan - Term Paper Example Missionaries who enter the nation appear to be unaware of this reality, so many of them may continue to use similar strategies applied in non-Japanese cultures. Their failure to take into account the perspectives and inclinations of the people of Japan may explain why so few Christians exist in the country and why the church has grown by only minuscule levels in this part of the world. In the early seventeenth century, Japan underwent a unification process in which they created a politically stable system for over 200 years. This need for stabilization came after prolonged periods of civil strife starting from the 12th to the 16th century under the leadership of the shogun, which was a military governor. The shogun was a representative of the Japanese emperor and had much political power; in fact, many argue that the emperor was a mere symbol as the real ruler was the shogun. The shogun also had retainers who got property and political control for offering military services, but this arrangement would prove to be ineffective as the two parties often conflicted amongst themselves. By the 16th century, it became clear that the system was unsustainable as it led people to enter into war amongst themselves (Reader 39). This civil war led political leaders to seek unification among various states through the efforts of military representatives; the process would lead to a series of social and cultural processes as well. The remaining chieftain in 1600 to 1616 was known as Tokugawa bakufu - a temporary military government – that had shoguns. These shoguns wanted to prevent civil war using the daimyo who were strong property owners found throughout the country. Daimyo also had their own schools, judiciary and military representatives within their territories; several of them worked on expanding their economies by foreign relationships with foreigners. They acquired the skill of weapons manufacture from European travelers and purchased firearms as well

Japan Exchange Rate Regime Essay Example | Topics and Well Written Essays - 1250 words

Japan Exchange Rate Regime - Essay Example The major currency that is used in Japan is Yen and all matters related to the currency were normally administered by the Ministry of Finance. However, the administration was carried out with the cooperation of the Ministry of International Trade (MITI) and Industry and the bank of Japan. MITI also handled licenses related to exports and imports. However, the authority for approving major payments was given to the authorized banks in Japan.Studies reveal that trade in Japan was being regulated by the government directly before 1949. During this time, the country practiced multiple exchange rates. However, the direct control by the government was gotten rid of in 1949 and a new system that was meant to regulate foreign trade was introduced since the market economy was under transition. This was meant to ensure that the foreign trade system in the country would be compatible with the market economy that was in transition. Japan also shifted from plural exchange rate regime to the singl e exchange rate regime. This regime continued to play as the dominant force in Japan until the early 1960s. The major force that interrupted the performance of the Japanese currency was the US dollar. In this case, Japan sustained a fixed exchange rate of 360.00 Yen for every US dollar up to 1971. However, in 1971, the Yen was permitted to float above its fluctuation ceiling whereby an effective fluctuation rate was implemented. However, since the US dollar continued to devalue, the Bank of Japan was forced to place a control that would regulate the exchange rate and facilitate a floating basis . (Trading Economics b, 2012). The Effective rate of Japan was later set in a manner that allowed it to float in a free manner. However, since the floating exchange rate was introduced in Japan in 1973, the economy of Japan has been experiencing significant fluctuations while dealing with foreign exchange rates. The Interbank Rate was also in traduced in Japan in 1973. In this case, the Yen w as supposed to be determined on the basis of the demand and supply forces in the Japanese economy. The bank of Japan was only supposed to intervene whenever the Yen was observed to be fluctuating in an abnormal manner in the currency market (The Chinese University of Hong Kong, 2000). Discuss three relationships that describe the behavior of exchange rate Covered Interest Rate Parity (CIP) Interest rate parity describes an equilibrium situation whereby investors are normally indifferent regarding the interest rates that are available on the bank deposits between two countries. However, since this condition does not always hold, investors are normally provided with an opportunity to earn riskless profits while under the covered interest arbitrage mechanisms (Economy watch, 2012). Therefore, in the case where the no-arbitrage condition is satisfied while under the use of a forward contract that would help to hedge against the risks that are present in the exchange rate markets. In thi s case, the interest rate is described as covered. In this case, the forward exchange rate sustains an equilibrium state (Trading Economics b, 2012). In this case, the return on the dollar to dollar deposits normally equals to the return on the dollar to foreign deposits. This means that the potential for making profits in the case of covered interest arbitrage is eliminated. Moreover, the covered interest rate parity also helps while determining forward exchange rate. For example, assuming japans currency trades at par with the US currency and the interest rate in Japan is 6 percent while the interest rate in the US is 3 percent, then it would be advisable to borrow the currency of the US and convert it in the spot market to the currency of Japan when all other factors are held

Abnormalities of Schizophrenia Research Paper Example | Topics and Well Written Essays - 750 words

Abnormalities of Schizophrenia - Research Paper Example Statistical estimates of the genetic epidemiology of schizophrenia confirm that a high degree of heritability factor is fundamental to the psychological disorder of schizophrenia. A review of the scholarly literature on the question of schizophrenia in relation to heritability also supports the claim that heritability is a crucial factor in schizophrenia. However, it is essential to realize that the estimates of heritability show a high level of discrepancy as a result of the complexity in taking apart the effects of genetics and the environment on schizophrenia. Therefore, an investigation into the psychological disorder of schizophrenia as having a high degree of heritability is an essential contribution to the study of genetics and neurobiology. Although schizophrenia has been the most studied of all psychiatric disorders in relation to heritability, this research focuses on the abnormalities of the neuroanatomical pathways and neurophysiological function believed to cause schizop hrenia and this study undertakes a reflective analysis of the available scholarly literature on the topic. An Annotated Bibliography Costello, Charles G. (Ed). (1993). Symptoms of Schizophrenia. New York: John Wiley and Sons. One of the most resources on the study of the abnormalities of the neuroanatomical pathways and neurophysiological function of schizophrenia... This significant writing brings about the link between basic science and clinical insights through the exploration of schizophrenia research and it makes a vital contribution to the understanding of various abnormalities of Schizophrenia in connection with heritability. Significantly, â€Å"this new book brings together many of the most productive and admired investigators in those areas of research, individuals who have contributed most to contemporary developmental models of schizophrenia. Each of the chapters provides a state-of-the-art overview of the authors’ area of expertise, including directions for future.† (Keshavan, Kennedy, and Murray, 2004, p. xvii). Therefore, this book is an essential resource for investigation on abnormalities of schizophrenia and the role of heritability. Turetsky, Bruce I., Moberg, Paul J., Mozley, Lyn Harper., Moelter, Stephen T., and Agrin, Rachel N. (2002 ). â€Å"Memory-Delineated Subtypes of Schizophrenia: Relationship to Clinica l, Neuroanatomical, and Neurophysiological Measures.† American Psychological Association, Inc. Neuropsychology. 16, (4). pp. 481–490. In this article, Turetsky, Moberg, Mozley, Moelter, and Agrin (2002) examine memory performance in patients with schizophrenia in order to identify subgroups conforming to cortical and sub-cortical dementias and to determine whether these subgroups differed on clinical, neuroanatomical, and neurophysiological measures. It is one of the essential articles on neuroanatomical pathways and neurophysiological function of schizophrenia. In this study, â€Å"the authors conclude that categorizing patients on the basis of memory deficits may yield

How has Stokoes work impacted the field of deaf education Essay

How has Stokoes work impacted the field of deaf education - Essay Example Such people who contributed much in the establishment of sign language include Stokoe who encountered myriads of challenges in learning the language and developing it. For many years pope considered sign language as a primitive form of language compared to the spoken one, but stoke has managed to change this mentality possessed by many members of the society. Stokoe (1993) with his colleagues learnt to communicate in sign language and they wrote a first dictionary of sign language Stokoe made the deaf people in America to be recognized and by celebrating their culture with them, which made the society to accept them. Additionally, Stokoe and his team made communication between the deaf people and the normal people to be simple after they explained the meaning of the signs and expressions used by the deaf in their dictionary. Fischer (2000) commented that the linguistic experts were able to show that spoken language and sign language are equal. Apart from Stokoe, several other linguistic experts chipped in their efforts in to form American Sign Language. Carl and Dorothy, who were colleagues of stoke learnt the sign language of the deaf and dumb students and used them to compose a sign language dictionary. Dorothy typed a copy of the sign language while Stokoe worked on the symbols. Karl, Kodak, and Moviola assisted Stokoe to collect form materials for the writing from different deaf centers (Stokoe, 1993). The deaf editors and other deaf and dumb people from all walks of life supported Stokoe and his colleagues by providing labels that provided the meaning to the words used in that dictionary. There was a formal agreement between the deaf editors and Stokoe’s team on the convenience of the labels used. Making the American Sign Language was not an easy task to Stokoe and his colleagues as they faced severe resistance from both the deaf and the hearing communities. Carl, who assisted him information about ASL, had a challenge in learning a doctorate in

The death penalty Research Paper Example | Topics and Well Written Essays - 1000 words

The death penalty - Research Paper Example Retribution and deterrence are often cited as the major objectives aiming to achieve by giving death penalty in America; however, these objectives are difficult to achieve under present circumstances. America is often accused for showing double standards while deciding capital punishments for the Whites and Blacks. It is a fact that some hard core criminals may repeat the crimes if they released from the prison. Some people argue that capital punishment will force people to think in terms of the value associated with human life. However, capital punishment will eliminate the differences between a civilized and uncivilized society. The secrets behind life and death are unknown to science and technology yet. In short, death penalty is a complex topic and is difficult to either support or criticize it. The Death Penalty â€Å"The death penalty is the ultimate, irreversible denial of human rights† (Death Penalty). Death penalty is one of the highly controversial subjects in the wo rld because of the serious ethical issues involved in it. Critiques of death penalty argue that humans don’t have the moral or legal right to take the life of another person even if he has committed serious crimes. On the other hand, supporters of death penalty argue that in order to save the lives of innocent people or to save the people from threats, death penalty is unavoidable at certain circumstances. â€Å"Around 137 countries have abolished the death penalty in law or practice. However, despite international human rights standards, some nations still execute people† (Death Penalty). â€Å"In 2004 four (China, Iran, Vietnam and the US) accounted for 97 percent of all global executions. On average, every 9-10 days a government in the United States executes a prisoner† (Pros and Cons of the Death Penalty (Capital  Punishment)). Surprisingly, United Sates, one of the prominent countries which value and argue for human right protection, has no hesitation in giving death penalties to serious criminals. â€Å"In US, as of April 1, 2008, the Death Penalty was authorized by 37 states, the Federal Government, and the U.S. Military† (The death penalty in the US) (See appendix for more details). This paper analyses the pros and cons of death penalty by taking United States as the example. Capital punishment is an expensive way of punishment compared to other punishments because of the heavy expenses needed for it. It is around 70% more expensive when compared to other punishment methods. The trial of a criminal which leads towards a capital punishment is expensive because of the heavy fees needed to be given to the advocates, expert witnesses, forensic testing etc. â€Å"In the United States, death penalty is said to serve two principal social purposes: retribution and deterrence of capital crimes by prospective offenders† (Delfino & Day, p.1). America is a Christian country which adheres to the teachings of Jesus Christ. But, J esus asked his disciples to love the enemies rather than punishing them. Retribution through capital punishment cannot be justified under any circumstances if we analyze it though the lenses of Christian doctrines. Deterrence is the second objective of giving capital punishments to criminals. However, hard core criminal activities are growing across the world and united Sates is also not an exception.

Wil Haygood Paper Essay Example for Free

Wil Haygood Paper Essay On September 12th, I attended the talk with Wil Haygood discussing his new movie â€Å"The Butler. † It seemed that the entire community came together to see Wil Haygood speak that night. The entire gym was filled to see Wil, and you could tell that he was very appreciative. I am really glad that I chose to go to the talk rather than the movie because I got to hear about Wil Haygood’s life and how the movie really came to be. I can always go and see the movie whenever I want, but this was a great chance to see what Wil has to say and listen to him talk about his inspiration behind the book and movie. ODU’s manager of communications, Thomas Brockman, introduced everyone that was a part of the event. First, Don Davis was introduced because she made the Butler book possible. Davis was the publisher of â€Å"The Butler. † Next, Steven Reece came to the podium. He had a 22 year career at the Washington Post and edited Haygood’s original article. These two people were extremely significant in the success that â€Å"The Butler† has had. Finally, the author, Wil Haygood, was introduced. I was excited to hear about his journey and his perseverance in making all of this possible. Wil Haygood was born and raised in Columbus, Ohio, where his career as a writer began. He attended Ohio Dominican University as a high school student and received his bachelor degree from Miami University of Ohio. It is inspiring that someone as successful as him has roots from ODU. In high school he was accepted into the Upward Bound Program and it remained the greatest moral movement in United States history. It is great that Haygood was getting involved at such a young age and trying to make a difference in our country. Haygood had become successful during his career as a journalist. His success as a writer had only developed more when he received a call from a lady that told him about Eugene Allen. This call is what started it all. He relentlessly pursued to get a hold of Allen and had to make 57 different phone calls until he finally reached him. Haygood was not going to let anything get in his way of getting to talk to Eugene. Eugene worked as a White House butler for 34 years and never missed a day of work. He served as a butler from Harry Truman to Ronald Reagan. Allen agreed for Haygood to come over and speak with him. However, before he said anything Mrs. Allen had to make sure Haygood was a good person. Finally she gave Eugene permission to show Haygood the basement. The basement was dedicated to the presidents and his life. All of this gave Haygood critical information to be able to write about Eugene. I always commend people that go out and find these stories because without Haygood we would not know about Eugene Allen. Many obstacles got in Haygood’s way where he could have called it quits, but he kept moving forward. Once the book came out it was an instant New York Times Best Seller. It is considered one of the best political books of the year. I have not had a chance to read the book yet, but after hearing from Wil Haygood it is definitely a book that I want to read. History can tell us so much about our country and this book can tell us more in depth about the history that Eugene Allen was a part of. I am glad I attended this event because it showed me that if one really wants something, then he should go after it. Failure is always going to happen, but if one never goes out and tries, he would never know if he could actually achieve his goal. Haygood made a name for himself by putting himself out there and making a difference. I want to be an individual that makes a difference and Haygood has given me inspiration to go after what I want.

Similarities And Differences Between Sport And Physical Education Essay

Similarities And Differences Between Sport And Physical Education Essay Introduction Throughout this essay I will identify the definition for both sport and physical education, implementing my own interpretation. I will also explain the differences and similarities between them. My research will be based largely on the affect physical activity has on school children. I aim to concentrate my research on the method of teaching PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I feel research should be continued in order to ensure both PE and sports is an active part of every childs life, especially after leaving school. Sport v PE Classifying the definition of sport is not as simple as it seems. Research states, an athletic activity requiring skill or physical prowess and often of a competitive nature, as racing, baseball, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http://dictionary.reference.com/browse/sport). This is true, however, there is a lot more to it that just skill and competition. Although rules are a major part of sport, making it sound more serious, it can also be fun and entertaining. Physical skill is a key advantage in playing sport, however lets not forget that most sports also require mental skill for strategic planning. The most important aspect of sport is having fun with the added bonus of maintaining a good fitness level. The term sport comes from the old French desport which means leisure. http://en.wikipedia.org/wiki/Sport. Physical Education is Training in the development of and care for the human body; stresses athletics; includes hygiene. http://www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting. http://en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as learning basic sporting skills, the curriculum also pays attention to health and fitness. My first recollection of PE at School was playing pirates in the school gym which involved running around on sporting apparatus being chased. PE is not always being taught the obvious sporting game such as football, hockey, etc. Its aim is to enhance an individuals progress through a variety of activities, which will boost their confidence level; hence my pirate game vastly improved my agility skills. As the student progresses, leaders hip skills are incorporated into the programme as well as being encouraged to be player independent in their decision-making. The most obvious similarity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking part in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local club. Research shows that children who participate frequently in physical activity will reduce their chances of acquiring certain ailments such as diabetes and obesity, therefore improving their quality of life. However, other benefits such as affective and social are also gained. Research suggests that affective development is now evident with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, can also be significantly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlle d PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behaviour is frowned upon and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity can help dramatically improve their interaction with other children outside of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may cause the child to become introvert and depression and anxiety could occur. Although PE has a positive effect for most, this concern needs to be considered carefully when planning PE lessons at school. However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play; ensuring teams are equally balanced, whether that is by age, sex, and/or ability. However, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a lower performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be adapted to suit the requirements of a match. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to partake and may be unruly. Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is usually decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an outdoor adventure activity, as there are no local amenities to support this and some inner city schools dont have the funds to purchase expensive equipment. Linear and non-linear pedagogy The basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may wish to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented. Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This style is more advantageous in schools than clubs, where, due to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to demonstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor. Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to think for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a typical training session may involve a short modified game to identify the teams failings. Drill sessions would then take place to strengthen these weaknesses. After the drills, another game would be played to implement the new skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game (Light, 2006). The main problem with linear pedagogy is that it can be strict and disciplined, almost military style, therefore enjoyment, which should be a major factor, is low on the list of achievements and participating in both PE and sport should definitely achieve this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, too much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to master the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited. Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the correct decision. It is very difficult to measure whether or not the children are learning anything and it can look a lot like chaos (Mack, et al, 2000). Conclusion Taking into consideration the research and my own interpretation, it is encouraging to see that both PE and sports has a positive affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then increase the number of potential elite athletes. Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport? Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is vital that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school. Reference list: http://dictionary.reference.com/browse/sport http://dictionary.reference.com/browse/Physical+education Ones I have not used yet: http://www.tgfu.org/taskforce/index.htm http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm http://www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136 http://www.questia.com/googleScholar.qst?docId=5002249790 http://www.bmj.com/content/327/7415/592.full

Bowlbys Attachment Theory: Applications in Social Work

Bowlbys Attachment Theory: Applications in Social Work Describe and Evaluate Attachment Theory and Assess Its Value for Social Work. Attachment theory, pioneered by John Bowlby, holds that an individual’s emotional and interpersonal development throughout life can be understood, and is ultimately shaped by and rooted in, a system of attachment behaviours they form and internalize during a critical period in early life. According to Bowlby, attachment behavior in children arises out of an innate, instinctual need for security and stability. (Bowlby, 1969) Though a child can form multiple attachments, there is usually one primary figure they place at the top of their hierarchy. This is usually the child’s mother. But there is nothing intrinsic about the ‘maternal’ relationship per se that establishes its primacy over other attachment relationships. It is simply that mothers are often the most sensitive and responsive caregivers on a consistent basis over the longest period of time. There are important quantitative and qualitative distinctions Bowlby draws to properly describe the attachment relationship. The qualitative distinction has to do with the nature of caregiving. Children form attachments based upon the sensitivity and responsiveness of an adult’s reaction to attachment behaviours. Hence, an adult who feeds a child but who is at the same time insensitive or unresponsive will be a less likely candidate for attachment than an adult who does not feed them but remains sensitive and responsive in their interactions with the child. Even with the qualitative conditions met, the attachment relationship is still based upon their consistent application over an extended period of time. It is not enough to be responsive and sensitive as a caregiver in one instance or another. Healthy attachment relationships are formed with these qualitative conditions properly met over time. The primary attachment figure is usually the most consistent and continually present person who interacts with the child. Furthermore, this quantitative distinction appears to be the more significant of the two in forming attachment relationships because the lack of appropriate caregiver responsiveness has been shown not to sever or invalidate the attachment relationship, but to result in unhealthy and even pathological attachment behaviours. (Ainsworth, 1985) So the need for security and stability on the part of the infant results in attachment behaviours directed most commonly at a parent, usually the mother, who becomes their primary attachment figure. The nature of these behaviours is determined by how the primary attachment figure responds to them. Thus, the attachment relationship reflects the interaction between infant need and parental response. One of the most readily identifiable attachment behaviours is proximity seeking, where the child responds to distressful or frightening stimulus by seeking out their primary attachment figure. It is this security that the infant’s instinctual behaviour is designed to achieve. The role of this security is critical for the formation of a psychological stability that allows proper development to occur. Separation (or the threat of separation) from the caregiver, or inappropriate caregiver responses to attachment behaviour, can result in alarm and anxiety which arrest the development of the child as they seek to reestablish the security that allows them to naturally develop. Bowlby identifies the time period of six months to two years of age as a critical stage where most of the basic attachments, and after which, the fundamental internalizations of an ‘internal working model’ are formed. During this time infants and toddlers begin to display attachment behaviours that spawn relationships with caregivers which will form the basis for how they interact and relate to the rest of the world. Bowlby describes the ‘internal working model’, which develops after the ‘sensitivity period’, as a basis of understanding against which the child relates and responds to everything from the experience and analysis of emotions to the formation and understanding of human relationships and interactions. The ‘internal working model’ is not irrevocably fixed during the critical period, but it is most heavily and initially influenced there. Hence the developmental importance, and impact, of this period on the child is of huge significance to their healthy growth and future well-being. Whereas Bowlby’s model views attachments as the building blocks of an ‘internal working model’ that continues to develop throughout the child’s life, it does not delve deeply into the role of security created by attachment behaviours, and the various kinds of behaviour that can follow from various parental responses. Here, Mary Ainsworth’s addition to attachment theory is similarly pioneering. Ainsworth identifies the role of the primary attachment figure as a ‘secure base’ from which the child is free to explore. (Ainsworth et al., 1978) This exploration is a natural part of the child’s development and will occur uniquely according to the given factors present in the personality and makeup of each child. Such exploration occurs, however, under the conditions of healthy attachment. To identify different types of attachments, Ainsworth conducted an empirical study known as the ‘strange situation’ which yielded three initial classifications of attachment behaviour: secure, resistant, avoidant. Later studies following up on this work added a fourth: disorganized, usually resulting from abusive situations or mentally unsound parental response. Together, these four categories form the commonly accepted classifications of attachment behaviour within the child/caregiver relationship in attachment theory. In the strange situation study, a mother entered a room with her child. After they were left alone and the child began playing with toys a stranger entered the room and began talking with the mother, then approached the child with a toy. The mother left as the stranger engaged the child, then returned. The child was then left alone after which the stranger, then the mother successively returned. Finally, the stranger left and the mother and child were alone together in the room again. The study looked at how the children responded to the presence and absence of their mother and a stranger, in different variations, and how they explored the room and engaged the toys. Securely attached infants explored the room while remaining aware of their attachment figure’s location. They were alarmed by their mother’s departure from the room and comforted by her return. They were also more comfortable and willing to engage the stranger in the presence of their mother, and more comfortable with the stranger’s interaction with their mother absent than those not securely attached. Avoidant insecurely-attached children showed little response upon their mother’s departure or return while resistant insecurely-attached children displayed extreme distress upon their mother’s departure and resistance upon reunion, as if the need for the caregiver had been recognized but not accompanied by a feeling of security in accepting their comforting gestures, po ssibly due to inconsistent parental sensitivity and responsiveness to the child’s needs. Here it is clear that the consistency of parental availability and the manner of parental response are key in determining the foundational framework of how children react to their environment and interact with others. We see with Bowlby and Ainsworth the development of a model focused on the earliest stages of interpersonal and emotional development which not only identifies the correlative impact upon the well-being of children in later life, but provides a framework for understanding the causal factors involved in different types of identified behaviours. This is a particularly useful tool in the field of social work where myriad factors often complicate the view of how best to impact a child’s welfare. (Howe et al., 1999) Understanding the developmental aspects that inform healthy behaviour and growth is an important tool in confronting many of the challenges facing social workers today. This is evident in the first example of Howe et al.’s Attachment Theory, Child Maltreatment, and Family Support: A Practice and Assessment Model. His first example is of a woman, Melanie, who was raised by a demanding, abusive, and mentally-unsound mother, who was sexually abused by her father regularly (He died of a heart-attack the evening after he had intercourse with her at the age of fourteen), and who has three children. Her oldest son, Peter, age 7, has exhibited violent behaviour toward other children, demonstrated actions of theft, arson, cruelty toward animals, and has no friends. Her second son, age 3, is quiet and she is unsure about her ability to raise her infant daughter. Howe describes how â€Å"a developmental perspective based on people’s past and present socio-emotional experiences, particularly within close relationships, offers a powerful insight into human personality, styles of caregiving and the character of interpersonal life.† (Howe et al., 1999, p.3) It is this insight that enables an understanding of root causes amidst the fog of developmental complexity that plays into the challenges facing social workers. With attachment theory as a tool, sifting through the fog of factors that form a person’s makeup and identifying the appropriate solution is not an impossible task. Attachment theory provides grounds for a developmental understanding of individuals. As such it is a huge tool for social workers bound by increasing regulations and legalities. For children living in residential homes, the theory can enable an acute understanding of their development in unique situations, as well as create helpful guidelines for parents to foster healthy development of their children. It also enables a reliable assessment of whether or not a child may be in danger, whether parental practices are contributing to the continuing maladjustment of the child, and whether or not it is appropriate to leave them in their current care. Howe et al. also mention attachment theory can help foster parents â€Å"make sense of children who seem intent on rejecting the love offered by their new family.† (Howe et al., 1999, p.4) Understanding the developmental links between the growth of individuals (or lack thereof) and past attachment relationships is a tool useful to virtually every part of social work. In the face of such a powerful tool based on theory, however, there are always criticisms. Much like Bowlby’s criticism of the psychoanalytic theories that dominated the conversation prior to attachment theory (as being too preoccupied with children’s psychology in their world of fantasy), psychoanalytic criticisms of attachment theory stress its preoccupation with attachment realities as myopic. (Steele H, Steele M, 1998) (Cassidy, 1998) Other criticisms, such as Maureen Miner’s Back to the Basics in Attachment to God: Revisiting Theory in Light of Theology, points to the lack of attention to concepts of God during the development of the theories of attachment. There has been â€Å" little attention paid to ways in which God might be different from human attachment figures – most obviously, that God is not a physical being whose form and response to human beings can be observed.† (Miner, 2007) An anthropocentric treatment of God has resulted in a dismissal of theological realities for many people, particularly as it relates to reliance upon and attachments to God. The problem is compounded by the collective inability of individuals to include God in the empirical investigations of attachment theory. Add to this the fact that a majority of people in the world, and indeed many millions in Western countries, and we see the foundations for the explanatory power of attachment theory to begin to show cracks. Miner concludes, however, that the lack of empirical investigation does not preclude attachment theory from accounting for God. Rather, a â€Å"rigorous theological dialogue in the development of psychological theories of attachment to God† opens the door to possibilities of study between â€Å"theologians and psychologists as they investigate how secure (and insecure) attachment relationships with God might operate.† (Miner, 2007) The impact of this criticism on social work is significant as it relates to individuals who may have attachment relationships with concepts of God. However, the explanatory power of attachments that do not involve such concepts do not appear in danger. Miner’s criticism is, in effect, a humbling check on the would-be comprehensive aspirations of attachment theories explanatory power in the field of social work. Taking this criticism into account is imperative in keeping the theory, and social work based upon it, honest. Another important point of concern is the cross-cultural application of attachment theory. In a pluralistic western society, the cross-cultural implications of factoring in attachment theory to social work are very real. While the general consensus is that attachment theory is fundamentally valid across cultures, those analyses suffer from a magnification of Miner’s criticism that a theological conversation is absent, particularly in countries and cultures far more religious and centered on concepts of the divine than the secular West. A great deal of research has been done in different cultures on attachment theory and attachment theorists Prior, Glaser and Kingsley find that: â€Å"Commencing with Ainsworth’s findings in Uganda and Baltimore, US, studies followed in many different cultures, all of which found attachment theory to be applicable across cultures.† (Prior et al., 2006, p.81) Ijzendoorn and Sagi state after exhaustive research: â€Å"the universal validity of attachment theory appears to be confirmed in cross-cultural research.† (Cassidy et al., 1999, p.730) The absence of a theological conversation in Miner’s criticism is focused on a Trinitarian conception of God from a Christian point of view. The UK’s significant Muslim populations only add to the relevance of this criticism. In fact, it can be argued that while Christians exhibit an institutionalized tolerance for secular institutions and concepts (Render unto Caesar†¦), no such allowances will be forthcoming among Muslims. Add to this the factors of discrimination and unequal opportunity that challenge Muslim populations in the West and you see a significant stumbling block for social workers in this kind of environment. It may indeed be unfair to subject Muslim’s to the analysis that they are ‘avoidant’ or ‘resistant’ insecurely attached. The possibilities of a theological conversation may be bleak as well. Interestingly enough, this does not negate attachment theories relevance or importance in social work. Rather, it serves as an important refinement for its use. For example, Susanne Bennet and Loretta Vitals Saks identify its application between students and field instructors in the field of social work. â€Å"A logical extension [of Bowlby’s original hypothesis] is that attachment theory and research can provide a lens for conceptualizing the field supervisor-student supervisee relationship. Specifically, knowledge of internal working models of attachment can increase understanding of the educational process and the dynamics of supervision.† (Bennet Saks, 2006) The idea of the ‘secure base’ forms the foundation of how supervisors ought to manage student growth and education as they explore social work and encounter challenges. Of course, the development of such a relationship would require empirical study, evaluation and development on its own, and the authors caution about the limits of attachment theory as an explanatory tool, but conclude that â€Å"With this warning in mind, attachment theory can enhance an understanding of the supervisory relationship, without the supervisor becoming a parent or therapist to the student, because all adults have internalized models of attachment that influence their relational style, regardless of context. The expectation is that, in an attachment-based approach to supervision, field instructors will find clarity regarding the ideal supervisory relationship and guidance when problems arise. Likewise, when students feel understood in a secure relationship, they will find that supervision of fers a safe environment for learning, facilitating their exploration and professional growth.† (Bennet Saks, 2006) Attachment theory does indeed strike at some fundamental truth at the heart of human development. The truth is, however, that the temptation to run away with it gives rise to the danger of reductionism. In a field as complex and important as social work, the application of theories with such powerful explanatory power is cautioned by careful use and consideration. The field of social work is also an important area of research into the application of attachment theory where attachment theorists themselves may find mutual benefit as well. As long as the disciplines continue independently, however, many interesting developments may be missed. A coordinated approach is not likely any time soon, but stands as a hopeful possibility for the future with incalculable benefits.

Tree of Red Stars :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In all parts of the world social ranking has always been an issue to people. From early history when the Romans were the major empire to present day in the United States, social classes have always been accepted as a means for people to distinguish themselves. In Uruguay, the social classes are clearly divided and define whom people marry and how they are treated.   Ã‚  Ã‚  Ã‚  Ã‚  There is a very distinct social class system in Uruguay. This class distinction starts at the top with the landowners. This group is not at the top because of their wealth, they are there because they have the most land and power. The next tier in the class system is the business class. These are the people that own and operate all the businesses in the community. Unlike the United States, military comes next in the social chain, because they hold much power and control over the community. Next come agricultural workers, who do not hold power in society because they do not own a significant amount of money or land. The bottom tier of the social system is the beggars, or â€Å"bottom feeders,† They have no money, land, power or responsibilities, which in turn brings them no respect as peers.   Ã‚  Ã‚  Ã‚  Ã‚  As seen in the end of chapter thirteen with the marriage/elopement of Cora, and the attempted marriage of Raquel, social classes were a major factor in who people married and for what reasons. In Cora’s case, she wanted to marry Ramiro, a young man of no social consequence and not of the family’s faith. Cora’s mother was also against this marriage because Ramiro had no money and didn’t look respectable. Cora’s mother wanted her to marry a young Jewish lawyer, who had higher social status, was respected in the community, and made a much higher amount of money. Cora was to be forced to marry the lawyer, not out of love, but out of Uruguayan society’s class beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  The announcement of Raquel’s wedding to Walter Diaz Varela surprised and pleased all the characters in the book. Raquel’s family was not well off because of her father and his actions, and they were having problems supporting themselves. Raquel’s mother had to sew 15 hours a day to just get by, and this union would provide a trophy wife for Walter, and a reprieve from her mother’s duties. Walter did insist on a prenuptial agreement stating Raquel and her family would get no money if they married, which offended Senora Francisca, Raquel’s mother, but she ignored it because it meant they would live much better.

The summary of The Fall of the House of Usher :: essays research papers

The Narrator had received a letter from a boyhood acquaintance, Roderick Usher, begging that he come to him "posthaste." Usher had written to explain that he was suffering from a terrible mental and bodily illness, and longed for the companionship of "his only personal friend." The plea seemed so heartfelt that the Narrator immediately set out for the Usher ancestral home. Approaching the ivy-covered, decaying old house, the Narrator was struck b y an overwhelming sense of gloom which seemed to envelop the estate. The very sight of the manor caused within him "an illness, a sickening of the heart, an unredeemed dreariness." But even though the"eye-like" windows of the mansion seemed to be staring at him, he managed to swallow his fear and continue in his carriage up the path to the door. As he rode, he tried to recall Roderick Usher as he had once known him; years had passed since they had last met. He remembered his old friend as an extremely reserved fellow, quite handsome but possessing an eerie, morbid demeanor. Roderick's family was noted for its particular musical genius - and for the fact that no new branch of the family had ever been generated. For centuries, the title of the estate had passed directly from father to son, so that the term "House of Usher" had come to refer both to the family and to the mansion. Sad ly, though, Roderick was the last surviving male issue of the Usher clan. Finally, the carriage crossed over the creaking moat bridge to the door, and a servant admitted the Narrator. He was led through intricate passageways and past hung armored trophies to Roderick Usher's inner chamber, a sorrowful room where sunlight had never entered. Usher himself looked equally shut in, almost terrifying: pallid skin like that of a corpse, lustrous eyes, and long hair that seemed to float about his head. Moreover, he was plagued by a kind of sullen, intense, nervous agitation, similar to that of a drug-addict experiencing withdrawal. The list of his complaints was dismaying: He suffered much from a morbid acuteness of the senses; the most insipid food was alone endurable; he could wear only garments of a certain texture; the odors of all flowers were oppressive; his eyes were tortured even by faint light; and there were but peculiar sounds, and these from stringed instruments, which did not inspire him with horror.

Indigenous Art History and the Education System Essay -- Indigenous Ar

â€Å"His Buffalo and horses are always in motion--they're running for their lives. They can't be caught. That's real freedom†(Lee). In the American educational system the curriculum is supposedly designed to enrich the hearts and minds of all the students who wish to become enriched. Professional educators throughout western civilization compose their contributions as to what is considered to be in the best interests of the students. However, some oversights have been made apparent. The history of Indigenous American Art has been ignored, for too long, at the expense of the students who happen to be the descendants of the first peoples of this continent. Furthermore these students also happen to be the majority within the Los Angeles Unified School District; whether these students are of American, Canadian, Mexican, or Central American ethnicity they almost always have one thing in common, the indigenous blood that runs through their veins. Science has established that environment greatly influences behavior, whether that environment is a classroom, a home, or the American Continent. Subsequently, this continent is reflected within the hearts and minds of its people, and inevitably in our artistic expression. We the first people of this continent have existed here for thousands of years before the western civilization stumbled its way to this side of the planet. Indigenous American Art and its history play a vital part in our facet of the human experience. What's more, it is fundamental for fulfilling our potential and responsibilities as human beings. In addition to the contribution to our collective psyche, indigenous art is a historical and anthropological timeline of natural and supernatural phenomena. It is apparent that ... ...de as we all account for each other and ourselves with clear wisdom and responsibility before creation. Works Cited Gangel-Vasquez, Janice. â€Å"Re: Native Art History II†. Email to the author. 17 August. 2003. Lee, Jeff and Donna Hand. â€Å"2 dimensional Art-Ed Defender†. Trophies of Honor. 9 Aug. 2003. www.msstate.edu/Fineart_O...troph1.htm Martà ­n del Campo, Edgar. â€Å"Mesoamerican Deities†. Edgar†s Mesoamerican art page. 7 Oct. 1996. 9 Aug. 2003. members.aol.com/emdelcamp/edgar2.htm McMaster, Gerald R. â€Å"Towards an Aboriginal Art History†. Native American Art in the Twentieth Century. Ed. W. Jackson Rushing III. New York. Routledge. 1999. 81-96. Moreno, Lisa M. â€Å"RudyResponse†. E-mail to author. 15 Aug. 2003. Surrounded by beauty: History and Culture. 9 Aug. 2003. The Minneapolis Institute of Arts. www. Artsmia.org/surrounded-bybeauty/history_culture.html

Agrana Essay

The Austria-based company, Agrana was founded in 1988 with operations consisting of the production of sugar and starch. While relatively small, the company only operated two starch factories and three sugar factories. As the years passed, the company has also focused on the production of fruit preparation, fruit juice concentrate, and ethanol. The new business strategy has enabled the company to not only grow, but expand across multinational borders while increasing the number of buyers to whom they supply their goods and services to. In this paper, an analysis on Agrana’s emergence will be discussed from an industry-, resource-, and institutional-based view. The challenges in which AGRANA might face as it continues its expansion into other regions, such as East Asia will also be a topic of discussion. Since Agrana’s beginning, the industry has been quite challenging and competitive. Prior to European integration in 1989, the company had to operate on small economies of scale. Many markets in other countries were not open to outsiders, therefore limiting the scope of customers to only local buyers. When applying Porter’s Five Forces Framework, the industry consisted of fierce rivalry from larger competitors, threat of substitution, little to no differentiation which increased the threat of potential entrants, high bargaining power of its buyers, and low bargaining power from suppliers. However, with the integrations of the European Union (EU) and the Central and Eastern European (CEE) in 1989, Agrana was able to compete with larger rivals and expand to markets in other countries. The regional and global integration allowed Agrana to aggressively expand its foreign direct investment (FDI) throughout CEE (Peng, p. 82). This move increased their economies of scale. With their new profound strategy, the company was able to improve the quality of its products as they pursued and formed partnerships with larger buyers like Coca-Cola, Pepsi, Nestle, and Danone. As they have continued to grow, Agrana added to their production by focusing on fruit processing and through the acquisitions of other companies. The growth of Agrana is quite impressive as you consider how small the company was, their limitations, and how little they had in order to compete with their rivals. Despite these disadvantages, Agrana capitalized on its resources and capabilities through the improved manufacturing of high-grade products at competitive prices and by a strategy that promotes expansion. Prior to their emergence, the company had little value in its resources, no rarity in its industry, wide-spread imitability and no competitive advantage. The VRIO Framework for Agrana was in need of help. Through restructuring, and increased profits, Agrana diversified by adding a fruit processing division. With fruit being a complementary good to sugar and starch, this move fell in line with the business strategy and production already established. To further their diversification, the company turned to acquisitions of companies in the fruit industry. Between 2003 and 2007, the company acquired Denmark’s Vall Saft Group (fruit juice concentrate), Austria’s Steirerobst (fruit preparation and fruit juice concentrates), Belgium’s Dirafrost (fruit concentrate) Germany’s Wink Group (fruit juice concentrate), and acquired a 50% stake in a joint venture with Xianyang Andre Juice Co. Ltd (fruit juice concentrate) [p. 384-385]. The numerous acquisitions have not only added to its growth but its value as well as the company had gained access to numerous markets in various countries. The competitive advantage of Agrana is a result of the value added by its acquisitions and their integration, market knowledge, global growth, and their means of finding new ways to develop other products such as biofuel. An institution-based view is a perspective that argues that in addition to industry- and firm-level conditions, firms also need to take into account wider influences from sources such as the state and society when crafting strategy (p. 3). This includes formal and informal institutions surrounding laws, regulations, cultures and ethics. Early in Agrana’s existence, much of its challenges were a result of the restrictions placed on Western European companies to enter CEE markets and the EU. The opening of the CEE markets, in 1989, presented new opportunities for Agrana and others to expand regionally and i nternationally. FDI proved to be effective in CEE countries as it lead to be increased profits, production and growth. As stated earlier, Agrana was able to produce goods for major companies; allowing them to better cater to the expanding needs of its corporate buyers (p. 382). As the company reduced its challenges, the EU encouraged the company to diversify its operations in order to grow. Though the EU imposed challenges for Agrana prior to its integration, many of the CEE countries have become members which have helped the company increase its opportunities. However, with a strong EU presence in sugar reforms, regulating prices, and tariffs on imports and exports, Agrana has encountered new challenges and looks for new opportunities. Currently, Agrana has a huge presence in most European countries as well as plants in Mexico, China, South Korea, and China. Though China and South Korea are countries of East Asia, further expansion into other regions may present challenges surrounding culture. A presence in North Korea is far from foreseeable and while business in the CEE is similar to Vienna, Austria, the culture in East Asia are hugely different. There will also be challenges when you consider how Agrana plans to duplicate its European working environment in countries where employees and management operate on more of a hierarchical management style that stems of culture and tradition. More importantly, the biggest challenges that Agrana will face will be linked to the laws and regulations of the local government. Each country has different laws and regulations regarding imports/exports, employee relations, production, working conditions and acquisitions. Agrana will also face challenges in competition presented by local companies operating in similar industries. Agrana’s rise to dominance starting a small company is similar to the story of Google, Inc. With strict limitations and an overwhelmingly grounded industry, the company chose to remain and capitalize on the opportunities presented. Through FDI, restructure, innovation and expansion; Agrana has gained a competitive advantage in its industry. Their business strategy of this company is one to marvel over and imitate.

Police Perception In My Community Essay

INTRODUCTION AND RATIONALE Community Oriented Policing is a philosophy and not a specific tactic, It is a proactive, decentralized approach, designed to reduce crime, disorder, and by extension, fear of crime, by intensely involving the same officer in the same community on a long-term basis, so that residents will develop trust to cooperate with police by providing information and assistance to achieve those three crucial goals (Trojanowicz   and Carter,1988) The Violent Crime Control and Law Enforcement Act of 1994 (Crime Act) is widely recognized as a significant milestone in community policing. It was intended by President Clinton and Attorney General Reno as the â€Å"changing of policing.† The legislation provided the funding vehicle for an additional 100,000 police officers to boost law enforcement efforts in a climate of nationwide anxiety about crime. The Act gave the Office of Community Oriented Policing Services (OCOPS) the task of supporting a major drive toward rooting community policing in solid foundations to become the prevailing orthodoxy in American law enforcement. (Nicholl, 1999) Law Enforcement Agencies throughout the country look to Office of Community Oriented Policing Services to improve their own services. According to OCOPS, â€Å" Community policing focuses on crime and social disorder through the delivery of police services that includes aspects of traditional law enforcement, as well as prevention, problem-solving, community engagement, and partnerships. The community policing model balances reactive responses to calls for service with proactive problem-solving centered on the causes of crime and disorder. Community policing requires police and citizens to join together as partners in the course of both identifying and effectively addressing these issues.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is important to note then the Public’s Perception of the Police is an essential element for the success of Community Policing-based strategies. Throughout the country, studies have been made that correlate Police Perception and Community Policing. During the past 20 years, there has been an expanding body of research examining citizens’ attitudes toward the police. Most of this research has been directed at assessing the determinants of these attitudes. In contrast, less attention has been focused on the reasons why citizens hold certain attitudes (Frank et al,2005) The author then, as a member of the Chesterfield Police Department, has a special interest in Community Policing and Police Perception, most especially in his own community. This research them aims to study Police Perception particularly in the Community of Chesterfield Township, a part of The County of Macomb in the state of Michigan.   It is worth mentioning that The   Chesterfield Police Department ‘s aim is embodied in its mission statement:   it is committed to providing the highest quality of public service and crime prevention while maintaining the public’s respect and protecting the rights and dignity of everyone. The Chesterfield Police Department is dedicated to strong community relationships while providing a safe environment to enhance the quality of life for our citizens and visitors, which is very much in line with the concept of Community Policing. This is further supported by this Police Department’s value statement , abbreviated as POLICE, which includes developing an everlasting PARTNERSHIP between the Community, having a dedicated to the OATH of protecting and serving all people ,recognizing the importance of all Department members and Citizens, treating each other with fairness, LOYALTY and respect , maintaining   the highest degree of INTEGRITY, being responsible and accountable for their own actions and decisions , believing that COOPERATION and teamwork will enable them to achieve all goals of this Department and having a commitment   to EXCELLENCE in the performance of their   duties (http://www.chesterfieldtownshippolice.com/values.htm)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Chesterfield Police Department’s Mission and Value statements share the same elements with the Office of Community Oriented Policing Services which aims   â€Å"to help law enforcement agencies implement and enhance community policing, defined   as â€Å"a policing philosophy that promotes and supports organizational strategies to address the causes and reduce the fear of crime and social disorder through problem-solving tactics and police-community partnerships.†Ã¢â‚¬  (C.O.P.S. http://www.cops.usdoj.gov/Default.asp?Item=36/ )   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chesterfield Township is located in Macomb County, Michigan and encompasses an area of approximately 26 square miles. The population at the 2000 census was 37,004.   This increased to 446,962 in the year 2006. (Muller, 2006) The Township was established in 1842 and became a Charter Township in 1989 by Resolution. (Pall, 2002)   In Chesterfield, The number of violent crimes recorded by the FBI in 2003 was 28. The number of murders and homicides was 1. The violent crime rate was 0.7 per 1,000 people.   Meanwhile, in the whole Macomb county, of which Chesterfield is included, a total of   22,395 were reported for the year 2000 , a majority of reports were for Larceny and Motor vehicle theft. Sixteen of the reports for that year were on murder, 309 for rape and 384 reports on robbery for that year (Federal Bureau of Investigation to the National Archive of Criminal Justice Data, University of Michigan)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is in from scope then that the author gathered data for the completion of this research Guided by feedback from other researches undertaken on Police Perception of the community such as these:   Ã‚   â€Å"Gathering data on crime and community policing at the local level not only supplements our national data, but also allows local officials to identify their particular crime control needs,† said Bureau of Justice Statistics Director Jan Chaiken.   â€Å"As part of the Justice Department’s emphasis on police working with residents in their neighborhoods, we are giving local law enforcement agencies tools to learn more about crimes and public opinion that may not be reported to the police.† Community policing is a crime fighting strategy that encourages law enforcement to work in partnership with the community to solve crime problems. The high degree of citizen support for America’s neighborhood police officers is a testament to the dedicated men and women who work day in and day out to establish relationships with residents in their communities,† said Deputy Attorney General Eric Holder.   â€Å"These relationships help citizens and police work together to promote community safety.† (Smith et al, 1999)†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In light of these statements, this research was undertaken to determine the Police Perception in the Community of Chesterfield Township, whether it is positive or negative through the use of a Police Perception survey adapted from earlier studies made by other police department in certain cities, particularly Portland (Campbell De long, 2005) , Pasadena (Police Assessment Resource Center, 2006). Chicago (The Chicago Community Policing Evaluation Consortium, 2004) and Kentucky (Kentucky Crime Prevention Coalition) it also aims to provide demographic breakdown of survey respondents in relation to their Police Perception in Chesterfield Township.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Such information will enable the Chesterfield Police Department to continue living out their mission statement and embody the philosophy of Community Policing by either maintaining or improving their performance based on their community’s police perception, as will be determined by the survey done for this study.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is the hope of this author that this research will also lead to the initiation of other studies concerning his community and the other areas in the County of Macomb, and even the State of Michigan to further improve the Police Departments public service performance to ensure the safety of the citizens. REVIEW OF RELATED LITERATURE The idea of examining Police Perception is not new. The community’s perception of the police department has been linked to the success of police programs to promote safety in the neighborhood. A study made by Gallagher. Et al in 2001, summarizes the studies made regarding Police Image and Community’s perception of the Police in a â€Å"The Public Image of the Police: Final Report to The International Association of Chiefs of Police. Research findings point out that : â€Å"Polls of the adult population in the United States since the 1960s show that the majority of the public has an over-all positive view of the police. Depending on the year and the particular measure used, the percentage of respondents with a positive assessment of police has been between 51 and 81 percent. When asked to assess service to their own neighborhoods, respondents tend to produce even higher evaluations. Relatively few citizens offer a negative assessment of police. (Gallagher et al. 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research also recognizes that Police Perception has a great impact on the success of the promulgation of Community Policing. Trojanowicz & Carter(   1991) discuss the philosophy and role of community policing. It points out that â€Å"Community Policing’s unique contribution is a radical departure from the past and the present. While today’s community policing efforts retain the best elements of the foot patrol programs of the past, they are intended to avoid both the old system’s abuses and shortcomings.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In â€Å"Community Policing, Community Justice, and Restorative Justice: Exploring the Links for the Delivery of a Balanced Approach to Public Safety† Nicholl in 1999 with a report funded by Grant No. 98-CK-WX-0059 awarded to the National Victim Center by the Office of Community Oriented Policing Services, U.S. Department of Justice. It discusses the concept of Community extensively, in a policy-maker’s perspective.   Liou & Savage make the connection between Community Policing Strategies and Public Perception of Police through their research â€Å"Citizen Perception of Community Policing Impact† This study examines the impact of community policing by analyzing citizens’ perception of crime and police work before and after implementation of a community-oriented policing program in three neighborhoods in the city of West Palm Beach, Florida. The study reveals very positive findings about the community policing, including: perception of decreased local crime, increased perception of police performance, neighborhood improvement, and police-community relationship. Implications concerning the relationship between the community and the police, and citizen satisfaction and public services are discussed.( Liou & Savage) Many other studies have been done to examine Police perception and these take into consideration different variables, being done in various settings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Frank, Smith and Novak (2005) focused on the reasons why citizens have certain attitudes towards police officer. Their study â€Å"uses the survey responses of 613 residents of a Midwestern city to examine the information accessed by citizens when responding to questions regarding their general and specific attitudes toward the police. The findings suggest that citizens focus on attributes of agencies and encounters, some focus on the behavior of officers during interactions, and others base their attitudes on general perceptions of the occupation of policing.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A comprehensive look at   Police perception issues can be found in Brown & Benedict’s article â€Å"Perceptions of the police: Past findings, methodological issues, conceptual issues and policy implications† which is a   research updates and expands upon Decker’s article â€Å"Citizen attitudes toward the police: a review of past findings and suggestions for future policy† by summarizing the findings from more than 100 articles on perceptions of and attitudes toward the police. Initially, the value of research on attitudes toward the police is discussed. Then the research pertaining to the impact of individual level variables (e.g. race) and contextual level variables (e.g. neighborhood) on perceptions of the police is reviewed. Studies of juveniles’ attitudes toward the police, perceptions of police policies and practices, methodological issues and conceptual issues are also discussed. This review of the literature indicates that only four variables (age, contact with police, neighborhood, and race) have consistently been proven to affect attitudes toward the police. (Brown & Benedict,2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In terms of application, several police departments have made their own studies on Police Perception. â€Å"Community Policing in Chicago an Evaluation of Chicago’s Alternative Policing Strategy†   Prepared by The Chicago Community Policing Evaluation Consortium was done in through a grant awarded to   award to the Illinois Criminal Justice Information Authority in 2004. The â€Å"Portland Police Bureau 2005 Community Assessment Survey† was conducted for: City of Portland, Bureau of Police by Campbell de long resources Inc in August 2005 Police Assessment Resource Center and   Vera Institute of Justice completed â€Å"Assessing Police-Community Relations in Pasadena, California† in 2006 . The Kentucky Crime Prevention Coalition, meanwhile, adapted the use of a Community Policing Survey. HYPOTHESIS H0= There is no significant percentage of Chesterfield Residents who have a have a positive perception of the Chesterfield Police Department H1= There is a significant percentage of Chesterfield Residents who Have a positive perception of the Chesterfield Police Department METHODOLOGY:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Taking into consideration the limitations in man power and resources for this research, a simple random sampling method was applied to come up with the survey results.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on the calculation for a 95 per cent confidence level and confidence interval of five, the sample size was 275.   The survey was conducted by distributing survey forms in several households   around the Township of Chesterfield. Respondents were limited to Chesterfield residents above 18 years of age. Only one respondent per household was accepted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These survey forms, consisting of eight simple questions pertaining to the residents’ perception of the police, which was based on survey forms used by other Police Departments as stated in the literature review. Only eight questions were included in the survey, because these questions focused on Police Perception. This is due to the scope and resource limitation stated earlier. A copy of this questionnaire is included in the appendix section of this paper   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study’s objective is to present data about Police Perception of the residents of the Township of Chesterfield in Macomb County in the State of Michigan. This research is done to show that the general perception of police in the sample population perceive the police positively.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The sample size was 275 respondents in the township of Chesterfield, which has a population of 446,962 in the   latest census in the year 2006. Based on a confidence level of 95 and a confidence interval of 5, the sample size is sufficient to estimate the response of this community regarding their perception of the Chesterfield Police Department.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Figure 1 shows the demographic breakdown of respondents by race. More than half of the respondents were Caucasians, which also reflected the actual population of Caucasians, 93 % of Chesterfield population, in the 2000 Census made by the US Census Bureau. In the sample population, 61 per cent was composed of Caucasian or white residents. Other races composes   14.5 percent and 12 percent were of African-American descent. Asians comprised 5.5 per cent and 4.4 % of sample population were Hispanics/Latino. Meanwhile, 1.1 per cent was   American Indians and Pacific islanders compose on 0.7 per cent. Based on these figures, it can be surmised that the Chesterfield Township was predominantly Caucasian, in terms of the population. The relationship of this data to the results concerning Police Perception will be discussed later.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The study only included residents who were 18 years old of age and above. The data shows that   majority of respondents were from the 18-29 age group, with a percentage of 39 of the sample population. The age group with the least number of respondents was that of residents 50-59 years old, representing only 9 per cent of the sample population. This signifies that the Chesterfield township has fairly young residents, as seen by the larger percentage of those below middle age.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Given the limited man power and resources, the author opt to estimate Police Perception using only eight questions adapted from other studies stated earlier. The first three questions were on how the community perceived police officers, based on their encounters. The fourth question estimated the residents’ opinion about the adequacy of the number of police officers in the community. The fifth, sixth and seventh questions estimated residents’ perception of police based on three parameters- behavior, ability to assess needs and relationship of police officers to residents themselves. The last question asked the residents to give their over-all perception by indicating their rating for the Chesterfield Township Police Department.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Figure 3 Police Perception Responses in Chesterfield Township Community shows the relationships of responses of residents to the first three survey questions. As evident in the chart, answers for the questions on police perception based on encounters follow a similar pattern, indicating that most respondents agree that police officers are prompt, professional and fair.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Figure 4 represents the respondent’s opinion on the need for more police officers in the community. Based on the results gathered, majority, 36.4 per cent , slightly agree that there is a need for more police officers in the community. As a whole, though, it can be seen that more residents disagreed and strongly disagreed, 14.5 and 7.3 per cent respectively, that there was further need for more police presence as compared to respondents who agreed,9.1 per cent, and strongly agreed,1.8 per cent to the augmentation of police visibility.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With regard to the Chesterfield community’s perception of Police based on three parameters, their responses follow a similar trend, as evident in Figure 5. In terms of behavior, 49 . 5 per cent rated police â€Å"Good†. 32. 7 % gave Chesterfield police officers a rating of â€Å"excellent†. â€Å"Fair was how 14. 5 per cent rated police in the community while 3.6 per cent did not know how to answer this question. In their ability to address the need of the community, Chesterfield police officers were   again rated â€Å"Good† by 54 . 5 per cent of   the residents.    An â€Å"Excellent† rating was given by 29.1 per cent, while â€Å"Fair† was what 11. 6 per cent deemed appropriate. There were 4.7 per cent of the population, though, that didn’t know how to rate their police officers. When it comes to relationships between Chesterfield residents and their community’s police, majority, 43.6 per cent chose to rate this, as â€Å"Good†, Fair was give as rating by 27. 3 per cent of the population and 21.8 gave an â€Å"Excellent† mark. There were 7.3 residents, though that were still unsure how to rate the Chesterfield community’s relationship with its police officers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on this information, Police perception in   the areas specified were rated â€Å"Good† by a majority of Chesterfield residents. This point out a positive view of the township’s police officers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In relation to this positive response, the over-all rating of Chesterfield township community residents is seen in Figure 6. However, here, we see a shift of the rating from â€Å"Good† to Fair†. Apparently, most residents, 40.4 per cent particularly, perceive the Chesterfield Police Departments’ performance as â€Å"Fair†. Thirty two per cent believe that the township’s police deserve a â€Å"good† rating. Approximately 25 per cent believe their Police force is â€Å"Excellent† HYPOTHESIS TESTING   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This limitation of this study has been presented in the previous chapters. It is important to reiterate that this is mainly, a descriptive study. However, for research purposes, the Hypothesis that â€Å" There is a significant percentage of Chesterfield Residents who Have a positive perception of the Chesterfield Police Department† has been stated, with its corresponding null hypothesis â€Å" There is   no significant lower percentage of Chesterfield Residents who have a have a positive perception of the Chesterfield Police Department†. Based on the data presented, there is evidence to believe that on all eight questions, the community’s police perception leaned towards a positive image of the members of the Chesterfield Police department.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although specific statistical tools were not applied on the data, the descriptive statistics show that the Hypothesis should be accepted and the null hypothesis are rejected. CONCLUSION and RECOMMENDATIONS   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study aims to observe the Chesterfield community’s perception of its police officers. Based on the data present, it is evident that most residents of this community hold a positive perception of their police officers. Descriptive Statistics show evidence of these, based on the percentages of positive responses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study, however is simplistic and there are a lot about Police perception these communities that should be evaluated so that they are translated into information that can improve the services of the Police Department.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The data gathered for this research however, can be a guide to others who will pursue such inquiry on Police Perception and who are interested in this area as a means on evaluation of Community Policing Programs, much like what other police   departments have done in their respective communities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is important to point out, however, that more resource be invested in such an endeavor to be able to come up with data that is comprehensive and more accurate.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is the hope of this author, though that this simple research has given a glimpse of the Chesterfield’s community’s perception of its police officers, and serve as a spring board to more advanced and relevant research.    REFERENCES: Annan, Sampson O.(1995) NATIONAL SURVEY OF COMMUNITY POLICING   STRATEGIES, 1992-1993 [Computer file]. ICPSR version. Washington, DC: The Police Foundation [producer], 1994. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], Brown, B. & Benedict W. (2002) Perceptions of the police: Past findings, methodological issues,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   conceptual issues and policy implications Policing: An International Journal of Police  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strategies & Management, 25,543 – 580 Campbell Delong Resources, Inc.(2005) Portland Police Bureau 2005 Community Assessment   Survey Conducted for: City of Portland, Bureau of Police RETRIVED   27 APRIL 2008 from http://www.portlandonline.com/shared/cfm/image.cfm?id=105839 Chesterfield, Michigan. Podunk, The Power of Place retrieved 29 April 2008 from http://www.epodunk.com/cgi-bin/genInfo.php?locIndex=21700    Frank, J, Smith, B.W., Novak, K.J. (2005)Exploring the Basis of Citizens’ Attitudes Toward  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the Police Police Quarterly 8, 206-228 Gallagher, Maguire, E., Mastrofski, S., Reisig, D.(2001) â€Å"The Public Image of the Police:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Final Report to The International Association of Chiefs of Police By The Administration  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of Justice Program George Mason University†.   International Association of Chiefs of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Police retrieved on   28 April 2008 from   Ã‚  Ã‚  Ã‚  Ã‚   http://theiacp.org/profassist/ethics/public_image.ht Liou,K.T.& Savage,E.G. â€Å"Citizen Perception of Community Policing Impact†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Public Administration and Management: An Interactive Journal. Retrieved on  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   28 April 2008 from http://www.pamij.com/liou1.html Mission Statement. 2007. Chesterfield Township Police Department, retrieved 27 April 2008 from http://www.chesterfieldtownshippolice.com/mission.htm Nicholl, Caroline G. (1999).Community Policing, Community Justice, and  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Restorative Justice: Exploring the Links for the Delivery of a Balanced Approach to Public Safety. Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services, Police Assessment Resource Center &   Vera Institute of Justice. (2006) â€Å"Assessing Police-Community Relations in Pasadena, California.† retrieved on 28 April 2008 from http://www.parc.info/client_files/Pasadena/Assessing%20Police%20Community%20Relations%20in%20Pasadena%20California.pdf Scaglion , R. & Condon, R.   (1980)   Determinants Of Attitudes Toward City Police.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminology 17, 485–494 Sims, B., Hooper,M., Peterson S.A. (2002)   Determinants of citizens’ attitudes toward police:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Results of the Harrisburg Citizen Survey – 1999 Policing : An International Journal of Police Strategies & Management, 25, 457 – 471 The Chicago Community Policing Evaluation Consortium ( 2004 ) â€Å"CAPS at Ten :Community Policing in Chicago An Evaluation of Chicago’s Alternative Policing Strategy†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Institute for Police Research retrieved 27 April 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.northwestern.edu/ipr/publications/policing_papers/Yr10-CAPSeval.pdf Trojanowicz R.C.   & Carter, D.   The Philosophy and Role of Community Policing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The National Center for Community Policing, Michigan State University.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   retrieved on 28 April 2008. fromhttp://www1.cj.msu.edu/~people/cp/cpphil.html