How to Write a Coursework in Criminal Law †a Full and Detailed Guide for College Students

How to Write a Coursework in Criminal Law – a Full and Detailed Guide for College Students Technically, a coursework is any practical work a student has to complete as a part of the course that counts towards his/her overall grade. It can take different forms: a long essay, a field project, a lab, etc. However, in the field of criminal law, it is usually an extended essay or a short research paper, and this is what we will discuss here. The main purpose of such a coursework is to teach you how to carry out a research project on your own, with only limited guidance from your supervisor. You can ask him/her for advice concerning the topic choice and wording, methodology and other basic things, but mostly you are on your own. How to Choose a Relevant and Workable Topic for Your Criminal Law Coursework 1. Define the General Area of Your Research A coursework should be, by definition, related to the topic of the course you take. Ask your supervisor how else you are limited in the choice of topic. Are there subjects you should avoid? Are any areas obviously over- or understudied? Delineate a general area of knowledge that is worth looking into. For example, if the course covers cybercrime, you may want to focus on its particular types: cryptojacking, ransomware creation, identity theft, etc. 2. Pick a Topic You Are Comfortable With Do not take the choice of topic lightly – you will have to delve deep into it, study a lot of information on it, probably even do some field work. Do not choose a topic you are uncomfortable with or uninterested in – you will spend most of your next term researching and writing it up. 3. Choose a Topic Related to Your Previous Research If you have previously done any work related to the topic of your current course, you may leverage it. Look at your previous assignment and try to identify a problem connected to it that would be sufficient as a basis for independent research. For example, if you wrote a paper on identity theft, you may now cover effective methods of its prevention practiced in different countries. 4. Study the Existing Body of Research Find all the sources you can on the general topic you have chosen. You can: Ask your supervisor for recommendations; Consult a librarian; Apply keyword search on online academic databases and specialized search engines. NCJRS, LexisNexis and Westlaw are good specialized sources of information on legal matters, EBSCO, Google Scholar and JournalSeek are multidisciplinary resources that also can help you find something useful. By studying the existing research, you will identify the main authorities on the subject, find suggestions where to look for further sources and probably single out a gap in the knowledge you can base your own research on. 5. Narrow Your Topic Down and Word Your Title A research question should be relatively narrow so that you can study it in-depth and have enough material to write a full-size coursework. For example: The International Criminal Court in Modern World: Its Application and Efficiency; Connection of Drugs, Drug Abuse and Crime: How Legislature Affects This Connection; Psychological Undercurrents of Crime: Are Certain People More Likely to Break the Law than Others; Crime Classification in the United States and How It Compares to Other National Systems; Cybercrime: New Types of Crimes Brought about by the Technological Advances of the 21st Century. Do not try to polish the title of your coursework too much. For now, you need a working title – something that delineates your area of study and specifies the purpose of your research. However, usually you are not obliged to keep it – most professors give you an opportunity to reword your title before you submit the coursework so that it better reflects your findings and contents of your work. Preliminary Stage of Writing a Criminal Law Coursework: Working with Sources A coursework is primarily about research, and research is primarily about working with sources. You may be carrying out some fieldwork and data processing, but they will not bring you a good grade by themselves. To show that you truly engage with your topic, you should put your own findings in the context of the existing knowledge on the subject. To write a high-quality coursework you will have to spend about 60% of the time on gathering and analyzing the sources. Writing is what you do when most of the work is already done. 1. Pick Relevant Sources Only You may be tempted to put as many sources you can find in your bibliography to impress the assessor with all the reading you have done. It is a mistake, especially if you have not actually read some of these books. Choose only the sources that support your point, provide new information and/or prompt interesting questions. 2. Verify Sources before You Use Them In addition to the difference between primary and secondary sources, you have to remember that you cannot trust all sources equally, especially when they deal with as sensitive a subject as criminal law. Before you refer to a source in your coursework, consider the following: Who is the author? What are his/her credentials? Is he/she a specialist on the subject in question? Is it his/her only publication on the subject? Is he/she an authority on it? Do other authorities refer to him/her? Who published the text? Does the publishing organization has its own agenda? Is the writing objective? Is there any emotionally charged language or words/expressions with evaluative connotation? Do other publications by the author or publisher suggest they may be biased? What is the publication’s goal? Is it to inform or persuade the reader? Can you verify the information? Is the information current? 3. Use as Many Primary References as Possible Primary sources provide direct or first-hand accounts of events, persons or facts. Secondary sources analyze, interpret, discuss the information received from primary sources. Although you cannot do without them, make sure your work is more than a rehash of other secondary sources. 4. Read What You Have Found It may sound obvious, but you will be amazed how many students try to go along the line of least resistance and simply copy the quotes they find in their sources to boost their bibliography, implicating that they actually read all these books. 9 times out of 10, this trick is painfully obvious – your supervisor has seen it done many times and will immediately discover you. Of course, depending on the amount of time you have, the size of your coursework and the number of sources you have gathered, you may or may not be physically able to read all the publications immediately related to your subject. However, you should be at least generally acquainted with every book on your list and use your own quotes that support your writing, not gather easily findable quotes and cram them into your text. 5. Make Notes as You Read Don’t trust yourself to remember the interesting and valuable passages or their location. As you read your sources, make notes: specify the gist of a quotation, in relation to what you want to mention it, the book and page where it is located. 6. Quote Sparingly Some students see quoting as an easy way of boosting their word count. The problem is, your assessor also knows this. Use too many quotes, and it will relegate your own speech to connective tissue keeping together thoughts of other people. The assessor wants to see your original thinking grounded in the existing research – so try and maintain balance. There is usually no hard limit to how many sources you can use (although it is imposed sometimes), so listen to your common sense or ask your supervisor. Writing Your Coursework on Criminal Law: The Proper Structure The exact structure of your coursework may differ depending on your assignment, but typically, it takes the form of an extended essay, consisting of: Title; Introduction; Thesis statement; Body paragraphs; Conclusion. 1. Title We have already covered how to choose a working title. Here are some tips on how you can polish it before you submit the coursework: Indicate the area and scope of your research; Don’t use abbreviations; Limit it to 15-17 substantive words; Do not use constructions like â€Å"research of†, â€Å"study of† etc.; Use capitalization properly. Ask your supervisor which capitalization type you should use. 2. Thesis Statement It is the most important part of your coursework – the primary idea you want to prove, e.g., ‘Mass media can have significant positive influence on the outcome of criminal investigation’. A thesis statement should: Reflect your opinion. Do not just state the facts, tell what you think about them; Be focused. Ideally, it should have a single point you can express in one sentence. If you find it necessary to elaborate further, the thesis statement is probably too vague; Be unambiguous. There should not be any questions left about your stance. 3. Body Paragraphs You may start writing with introduction, but you will almost certainly have to revise and alter it after you finish the rest of the paper. Therefore, better put it off until you know for certain what your findings are. As for body paragraphs, the rule of the thumb is to structure them according to this formula: Topic sentence – introduce the main idea you cover in the paragraph; Explanation – provide some details about it; Supporting arguments – introduce 2-3 facts, statistics, references, etc. to support this point; Comment – specify how your arguments support your point. Consider weak points in your argument and think about potential counter-arguments. Address them; Connection – sum up the point of the paragraph, point out how it supports your thesis statement and why it is important. Lead up to the next body paragraph. You may change this structure if necessary, but first you should master it and start using it automatically. 4. Introduction and Conclusion There are no specific methods of writing an introduction. It should attract and grasp the reader’s attention, and whatever does the job is fine. You may start with: A shocking statement; A little-known fact; A relevant quote; An intriguing question; Or something else entirely. Be wary of guides that give you clear-cut instructions on how to write an introduction – the cookie cutter approach does not work with this section. The conclusion is usually a restate your thesis statement. Tell if you have achieved the goal of your research, if your findings correspond to your initial viewpoint and what requires further investigation. What You Should Do after You Finish Your Criminal Law Coursework: Revision 1. Structure Check Check if all sections of the coursework work as intended individually and in conjunction with each other. Do they flow smoothly from one to another? Does the introduction hook the reader and lead up naturally to the thesis statement? Do you limit every paragraph of the body to a single point? Do you summarize everything in the conclusion? 2. Content Check Check if all the content of your coursework is relevant. Do you contradict yourself in different parts of the text (it is possible if you write your paper in short instalments over a long period)? Do you leave gaps in your argumentation? Are there any leaps of logic? Do you treat the evidence objectively? Are you biased? 3. Style Check Use the following checklist: Avoid jargon and unnecessarily complicated terms related to criminal law. It does not make you look more serious and scientific – the skill of discussing complex subjects in simple language is valued more; Divide or cut overly long sentences, but do not try to bring all sentences to the same length. Better alternate 3-4 shorter sentences with a long one; Use active voice whenever possible and natural; Be specific, avoid vagueness; Cut everything that is not necessary: excess words, sentences and even paragraphs. 4. Grammar, Syntax and Orthography Check Finally, check your paper for grammar, syntax and spelling mistakes. Even if you firmly believe in your skills, do a double-check using an online tool like Grammarly and ask somebody with good English to read the paper for you – you may have missed some errors simply because you are too familiar with the text. Follow this guide, and you will never again have problems with your criminal law coursework!

The Personal A of Spanish

The Personal A of Spanish In English, theres no difference in the way the following two sentences are structured: I saw the tree.I saw Teresa. But in the Spanish equivalent, theres an obvious difference: Vi el rbol.Vi a Teresa. The difference is a one-letter word - a - but its an essential one to learn. Known as the personal a, the short preposition is used to precede direct objects when those objects are people. Although a is usually translated as to, the personal a normally isnt translated into English. The First Rule of the Personal A The basic rule is a simple one: The a precedes the mention of a specific person or persons used as a direct object, and (except in some rare cases where its used for clarification) it is not used in other cases. Some simple examples: Levantà ³ la taza. (He lifted the cup.)Levantà ³ a la muchacha. (He lifted the girl.)Oigo la orquestra. (I hear the orchestra.)Oigo a Taylor Swift. (I hear Taylor Swift.)Recuerdo el libro. (I remember the book.)Recuerdo a mi abuela. (I remember my grandmother.)No conozco tu ciudad.  (I dont know your city.)No conozco a tu padre. (I dont know your father.)Quiero comprender la leccià ³n. (I want to understand the lesson.)Quiero comprender a mi profesora. (I want to understand my teacher.) The a is not used if the object doesnt refer to anyone specific: Conozco a dos carpinteros. (I know two carpenters.)Necesito dos carpinteros. (I need two carpenters.) Keep in mind that a is a very common preposition with a variety of translations. The basic rule here pertains to its use preceding a direct object, not in the numerous other cases where a preposition is called for. Although the basic rule is quite simple, there are a few exceptions (arent there always?), and even an exception to an exception. Key Takeaways: The Personal A in Spanish The personal a is used in Spanish before direct objects.The personal a is generally used when the direct object is a person, or an animal or thing that is thought of as a having personal qualities.Although in other contexts a is the equivalent of the English to, the personal a is usually not translated to English. The Exceptions With certain pronouns: This is really more of a clarification rather than an exception. When used as direct objects, the pronouns alguien (somebody), nadie (nobody) and quià ©n (whom) require the personal a. So do alguno (some) and ninguno (none) when referring to people. No veo a nadie. (I dont see anyone.)Quiero golpear a alguien. (I want to hit somebody.) ¿A quià ©n pertenece esta silla? (Whose chair is this?) ¿Taxis? No vi ningunos. (Taxis? I didnt see any.) ¿Taxistas? No vi a ningunos. (Taxi drivers? I didnt see any.) Pets: Many pet owners think of their animals as people, and so does Spanish grammar, so the personal a is used. But the a isnt used with ordinary animals. Veo a mi perro, Ruff. (I see my dog, Ruff.)Veo tres elefantes. (I see three elephants.) Personification: A country or object can be personified, that is it can be treated as if it were a person. Use of the personal a often implies some sort of a personal relationship, such as an emotional attachment, with the noun personified. Yo extraà ±o mucho a Estados Unidos. (I very much miss the United States.)Abracà © a la muà ±eca a causa de era mi amiga. (I hugged the doll, for she was my friend.) With tener: Generally, the a is not used after tener. Tengo tres hijos y una hija. (I have three sons and a daughter.)No tengo jardinero. (I dont have a gardener.) Exceptions to an Exception After tener: The personal a is used after tener when it is used in the sense to physically hold someone or to have someone somewhere. Tengo a mi hijo en los brazos. (I have my son in my arms.)Tengo a mi hija en el pesebre, I have my daughter in the crib. The personal a can also be used after tener when its usage suggests a particularly close or emotional relationship. Cuando estoy triste y necesito hablar, tengo a mis amigos. (When I am sad and need to talk, I have my friends.)Tengo amigos.  (I have friends.)

European Union Competition Law Essay Example | Topics and Well Written Essays - 1750 words

European Union Competition Law - Essay Example It is evidently clear from the discussion that the process has to be facilitated by EU vertical agreements and guided by the Competition law between the local distributors and the producers seeking new markets. The efficient distribution accompanied with proper after and pre-sales support makes part of pro-competitive process which ends up benefiting consumers. However, the vertical agreements between distributors and producers may also lead to the continuation of market partitioning and act as barriers to new entrants whose presence would have intensified the market competition and resulted in a declining pressure on prices. Thus the vertical agreements between distributors and producers can therefore be used in a pro-competitive way so as to promote the market’s efficient distribution and integration. The differences in prices among Member States that still exists offer incentives for new companies to access markets and also form barriers against new competition. This trend is as a result of the vertical agreements and constraints being pro-competitive in most cases. Enforcement priorities, modernization and more focus being put on effects has led the Competition Law actions to shy away from such agreements and lean towards restrictive practices which it considers being more serious. Since the enactment of Regulation No. 1/2003 as well as the prior notification requirement abolition, the EU Competitive Law decisions regarding vertical agreements have been almost non-existing concerning the Court of Justice litigation on this issue. 3. Following this premises, and without including the developments of major case laws in the adaptation of the new vertical agreement framework, the Law had correctly assumed that the Regulation No. 2790/1999 had come up with a system that was working smoothly. Consequently, the Regulation No. 330/2010 gave a full exemption to particular vertical agreement categories included with new guidelines4. Vertical agreements that ar e normally concluded between limited market power companies and lack competition hardcore restrictions are normally alleged to be pro-competitive and hence are covered by generalized exemption. Cross agreements which do not qualify according to exemptions do not face automatic prohibition but included as considering the vertical agreements beneficial effects, the undertakings and turnover should not undergo different treatment. Resale Price Maintenance (RPM) The EU Competition law has had remarkable impacts on vertical agreements including the way it affects the RPM5. Most lawyers and economist have argued that the Competition Law has had pro-competitive effects on RPM in relation to vertical agreements. The Supreme Court had a take in this during the Leegin case where it ruled to its favor but with a weak majority. The Competition Law has had both anticompetitive and pro-competitive affects on RPM but the situations leading to pro-competitive effects have proved to be of great sign ificance to vertical agreements. In a situation where there the RPM is strict, free-riding problems can be easily overcome in situations where pre-sale services are offered to consumers by retailers and go ahead to impact such services on the price6. In a similar situation, another retailer may resolve on doing away with the pre-sale services, hence ends up bearing the additional costs but supplies goods at a price that is reduced by taking advantage of the other retailers move to provide pore-sale services. In other

Music Appreciation of Brandenburg Concerto by Johann Sebastian Bach Essay

Music Appreciation of Brandenburg Concerto by Johann Sebastian Bach - Essay Example The prominent musicians in the Baroque period were Claudio Monteverdi, Antonio Vivaldi, Georg Frederic Handel, Arcangelo Corelli etc, of which the most important was Johann Sebastian Bach. The paper at hand is a music appreciation of J S Bach’s Brandenburg Concerto, which was composed by him for the Calvinist chapel of the court that promoted instrumental music. The Baroque period is unique in terms of its various characteristic traits including its mood, melody, rhythm, texture, articulation, dynamics, style, basso continuo, timbre etc. The Brandenburg Concertos is primarily a collection of six movements and here the focus is on movement number one. Thus, this paper tries to use these elements and show how J S Bach’s Brandenburg Concertos is representative of Baroque music. Although the exact date of composition of the Brandenburg Concertos is still a mystery, it is known that Johann Sebastian Bach presented them to the Margrave of Brandenburg in the year 1721. What ma kes this piece Baroque is mainly its composition in that period, however for modern people, it is important to know the exact features that make the concertos an apt example of Baroque music. First of all, the most distinct feature of Baroque music is probably its unity of mood, this means that the mood remains same throughout the composition. Now in case of the Brandenburg Concertos, one can see that this is true, as the first movement of the concertos has a kind of happy mood from beginning till the end. Therefore, a single expression or mood is projected and presented till the second movement, and this predominantly makes the Brandenburg Concertos characteristic of Baroque music. When one analyses the melody of the pieces composed during the Baroque area, they find that the melodic idea basically remains the same throughout the whole piece. There is a continuity that can be felt when one listens to Baroque music, and this is especially so in case of the Brandenburg concertos. The audience will find that the opening melody is followed till the end of that piece. Despite the fact that Baroque music is usually elaborate and complex, there is only a minimal use of the piano’s extreme notes and, furthermore, it is seen that there is no use of the technique of pedalling either. So in overall, the Baroque music gives off a very complicated vibe with a lot of ornamental notes, however, the listener can still recognize the distinct theme the musician is trying to reach out to him or her. In case of the rhythmic aspect of the music composed during the Baroque era, the listener will find that the rhythmic patterns are mostly repeated throughout the piece. Thus, in Brandenburg Concertos’ first movement, the audience can find that the melody has a distinct theme and at the same time the rhythm is often continuous too, that is, the â€Å"lively rhythm† patterns are reiterated in the course of the composition (GCSE Music, n.d., p.9). Therefore, it can be said that Baroque music has a continuous or constant rhythmic drive, where the beat and pulse of the song are clear as well as distinct and, furthermore, the song consists of regular rhythms, which at times are dotted. Focusing on the texture of the Baroque music, it becomes clear that such music mainly consists of polyphonic or contrapuntal texture. The piece of composition under study is reminiscent of baroque music as it is made up of different melodies that are played simultaneously. As opposed to playing one melody at a time, Baroque music is very complex in the sense that it plays polyphonic, which is two or more melodic lines played

Columbine Shooting Essay Example for Free

Columbine Shooting Essay Columbine high school was built in 1973 on a dirt road off a larger dirt road way out in horse country. It was named after the flower that blankets section of the Rockies. Hardly anybody lived near the school, but soon enough there were about 100,000 new arrivals that filled one continuous suburb with no town center: no main street, no town hall, town library, or town name. Littleton is what they called this quiet suburb where columbine lied several miles west from. Eric and Dylan called it Judgment Day. Monday, April 19th was the day columbine would erupt with an explosion killing hundreds of students and faculty. Eric read instructions to create bombs from the internet called The Anarchist Cookbook. The first step was to plant a bomb near Eric’s house, three miles from the school. That bomb could kill hundreds of people but was intended for only stones and trees. The attack was to begin with a decoy that would rock the neighborhood and divert police. There plan was separated in three acts. The first act would start with a massive explosion by using two bombs in the commons, which would have about six hundred students killed. The bombs would wipe out most of the lunch crowd and set the school ablaze. The bombs would be set out for maximum killing radius and would be planted near two thick columns supporting the second floor which would collapse after exploding. After the explosion, Eric and Dylan would start firing their weapons at whoever they see in sight. Each had a backpack and duffle bag to carry more weapons and explosives. There next step was to have bombs planted in their own cars in the school parking lot near the school exits that would detonate forty five minutes after the initial blast. The cars were placed near the ideal locations for police command, emergency medical staging, and news vans. The maximum body count they were planning on would be: nearly 2,000 students, plus 150 faculty and staff, plus who knows how many police, paramedics, and journalists. The bombs Eric and Dylan planted in the school had failed to explode, but that didn’t stop them from going in and opening fire. They took pipe bombs and threw them wherever they saw a big crowed and opened fire to anyone they saw. They both had trench coats on and Eric discarded his trench coat at the top of the stairs almost as soon as he began shooting. Dylan kept his on until he got to the library. Each costume change created another shooter that would confuse the students and faculty. Nate was a friend of Eric’s and seen something peculiar. He saw Eric walk into the building from the wrong parking lot at the wrong time, when he should have been walking out. Nate figured Eric and Dylan were up to something since he knew they had both been missing that morning. At this point students were running for their lives and finding classrooms they could hide in. no one really knew who the shooters were and didn’t know why they were doing such an attack. Even though Eric and Dylan were shooting whoever they find in sight, they were mainly looking for people with white hats on. People who wore the white hats at school were the jocks. Eric and Dylan had committed suicide once they saw empty halls and when the school looked abandoned. Before they shot themselves, the officers had discovered files on the boys. The cops had twelve pages from Eric’s website, spewing hate and threatening to kill. Dylan Bennet Klebold was born brilliant. He started school a year early, and by third grade he was enrolled in the CHIPS program which stood for Challenging High Intellectual Potential Students. Even among the brains, Dylan stood out as math prodigy. Tom and Sue were Dylan’s parents. His father couldn’t see his boy as the killer, saying â€Å"this was not my son. † Dylan’s service was done quietly with just fifteen people including, friends, family and clergy. The Klebolds were afraid to bury Dylan because his grave would be defaced. It would become and anit-shrine, so they cremated his body and kept the ashes in the house. Eric Dutro was evolving inside and the changes began to show in his sophomore year. Social status was important to Eric as he always made friends. People described Eric as nice, polite, preppy and a dork, but in sophomore year, he tried an edgier look with combat boots and all black outfits. He was breaking out of his shell and grew boisterous, moody, and aggressive. Eric was neither normal nor insane, he was a psychopath. He killed for two reasons: to demonstrate his superiority and to enjoy it. â€Å"Psychopaths are distinguished by two characteristics. The first is a ruthless disregard for others: they will defraud, maim, or kill for the most trivial personal gain. The second is an astonishing gift for disguising the first. It’s the deception that makes them so dangerous. You never see him coming (it’s usually a him – more than 80 percent are male. ) Don’t look for the oddball creeping you out. Psychopaths don’t act like Hannibal Lecter or Norman Bates. They come off like Hugh Grant, in his most adorable role. † (Cullen, 240) Psychopaths take great personal pride in their deceptions and extract tremendous joy from them. Lies become the psychopath’s occupation. The truth does work, but they lie for fun. I have read stories about columbine before but reading this book has really enlightened me on such details that actually happened in this event. I didn’t know that there were bombs involved in this massacre until I read the book. Columbine was organized and well planned by high school students. Eric and Dylan planned this for nearly a year and half so they knew what they were doing. They made home video tapes saying their good-byes to their parents and apologizing to them about the trouble the columbine shooting might cause them. So they knew at some point they were going to either be killed or commit suicide. This impacted me because as it said in the book, the people who do these devastating events can be friends of mine and I wouldn’t even know it. They are people who act good to the public eye, but also have hidden secrets behind closed doors. I can’t imagine someone that is close to me going through this kind of tragedy. The question that was brought to mind was: why would someone do this? Why would two kids want to kill hundreds of people? What was the reason? Was it video games? Was it depression? Was it because they were being bullied and wanted payback? Was it because they were psychotic? I believe they had all of these problems. They were psychotic, Eric did have depression and was taking depression pills for it, and they might have been aiming for jocks because they were bullied by them.

Physics is Everywhere Essay -- Essays Papers

Physics is Everywhere Essay As Fall comes to a close and winter is upon us we can take an opportunity to reflect. Fall is the season of many events. For some it is the turning of the leaves that make it so memorable. For students, the excitement of a new school year and what that brings is always on the mind. Also on the mind of students, and professional fans alike, is the exhilaration and anticipation of a new season on the gridiron. This past fall I had the unique chance to document this exhilaration in a different manner. I chose to view the game of football through the eyes of science, physical science in particular. And with my own eyes, I will never view a football game in quite the same way again. Dr. Timothy Gay, a professor of physics at the University of Nebraska at Lincoln said, â€Å"Football is a manifestation of physics and it’s something people can relate to. It’s physics in action† (http://physics.unl.edu/outreach/football.html). Dr. Gay is right! What effect does altitude have on the flight of a kicked ball? How do Newton's laws of motion apply to blocking and tackling? What does the science of physics tell me about the best possible chase strategies for defensive backs? To get even simpler, when you throw a football across the yard to a friend, you are using physics. You make adjustments for all the factors, such as distance, wind and the weight of the ball. The farther away your friend is, the harder you have to throw the ball, or the steeper the angle of your throw. This adjustment is done in your head, and even with a soft grip of physics I have from one quarter with Dr. Mike Grams, I can tell you that these factors relate to physics. In this essay, I hope to demonstrate the scienc... ...tinctive, most players and coaches don't consciously translate the mechanics of physics into the game. By making that translation, we can understand and appreciate even more just how amazing some of the physical feats on the football field really are. Works Cited Football Physics with Dr. Tim Gay. 01 Feb. 2001. University of Nebraska. 15 Nov. 2005. Gay, Ph.D., Timothy. Football Physics: The Science of the Game. Emmaus: Rodale, 2004. Grams Ph.D., Mike. 15 Sept 2005- 17 Nov 2005. Lecture. 21st Century Physics and Astronomy. University of Denver Department of Physics. 2005 Hewitt, Paul G. Conceptual Physics: tenth edition. San Francisco: Pearson, 2006. The Physics of Football. 03 Mar. 2003. The American Physical Society. 15 Nov. 2005.

La Lodge and Entr’acte

I think that the poem entr'acte describes the painting very well. It brings across the feelings of the two people in it in a very good and sensitive way. Firstly the title of the poem -‘entr'acte' makes the poem sound elegant and impressive, or even sophisticated. The title means in between acts which describes the painting very well because she is just sitting there and he has his eyes on things completely away from the stage. Entr'acte also sounds a bit like ‘attract' so maybe that has something to do with it. At the start of the poem it says ‘the cuff links whispers to the glove, such elegance and all for love' I think in These lines the man speaking and he is saying to himself how elegant he is in his suit, (maybe he is being vain) and he how has done it all for love, maybe the love of the woman sitting in front of him or maybe the women he is looking at through his binoculars. Then in the second stanza ‘the glove confesses to the glass, oh how slowly five acts pass.' I think that it is the woman speaking about herself and how slowly five acts pass. Maybe the five acts pass slowly because she is not interested in the performance and is bored or maybe it is because she is waiting for the end so she can get away and do something else. In the first line of the third stanza, ‘the glass is lifted to the eye' I think this maybe the poet speaking, doing a running commentary of what is going on. On the second line of the stanza,' Show me a tear I cannot dry' I think this is the glass speaking about how the woman might be crying inside. She might be crying in the inside because the man is horrible to her or maybe because she just does not want to be there. Its like she's crying inside but is holding herself together so she doesn't show it. In the first line of the forth stanza ‘The eye shows nothing to the eye' I think this means that if you look at someone you cant judge them by what they look like because you cant see what they are like inside. In the second line ‘such elegance and all for art' I think It could be the man talking and saying that she was there displayed in the front of the box just for show. To say to the other people there that yes he could have a beautiful woman, or she could be there to make other woman jealous. Maybe the line means something completely different and the poet is saying ‘such elegance'- because they are all dressed up in beautiful clothes, and ‘all for art'- because In the end the people in the picture were probably there just to pose for the artist to paint them. In the painting it has the woman at the front of the picture- is this just so the man can show her off or is it because he is being a gentleman and letting her sit in front so she can see better. He is sitting at the back his could because if he looks up at other woman in the audience she won't be able to see. She is also wearing flowers by her face and breast as if to draw attention to these features. Her face is fixed, and her eyes especially make her look sad inside as if she is trying to put on a show, to hide her emotions in public. Her lips are bright red maybe for love, anger, passion or lust. Her dress is black and white stripes like a prisoners clothes, maybe she's trapped by the man behind her from freedom. Overall I think that the man behind her is using her to show of to the woman he is maybe looking at in the audience. He has dressed her and himself up in very exquisite and elegant clothes just for the show and to make him look wealthy. I think she is sad and upset that she is trapped as a model for him and is bored by the whole performance; she not very interested in it and probably wants to be somewhere else.

The Subcommittee on Terrorism and Homeland Security

The Subcommittee on Terrorism and Homeland Security made a report on Counterterrorism intelligence Capabilities and Performance before the 9/11 attack. According to this report, one of the reasons why this tragedy was not prevented was their less than satisfactory management of resources particularly information that could have be used to forewarn about terrorist intentions. It was reported for example, that the FBI, Homeland Security and the other agencies had very limited ability to watchlist terrorist suspects because of their inadequate access to up-to-date data collected by the different agencies and resources.In addition, it was found out that the actions of the FBI were more towards the investigation of possible terrorist attacks and less focus was placed on the prevention of such. (Report of Subcommittee on Terrorism and Homeland Security, 2002). These features harmed the Intelligence Committee’s ability to foresee possible threats of terrorism. Needless to say, forekn owledge of an attack is necessary for its prevention. This necessitates infiltrating communities especially those with significant Arab populations.Still, it is important to note that this infiltration is not an act of discrimination but an act based on the great probability that those involved in terrorism would belong to such nationality. There is a greater probablility that sympathizers and supporters of terrorism would belong to the members of the Islamic population than other populations of different religions. The situation demands that efforts never go below minimum if the safety of the population is to be considered. But this infiltration has drawbacks. One, it sacrifices the people’s liberty and privacy.Two, it creates exaggerated fear among the people especially if the infiltration is most obvious. To minimize the resultant fear among the people, it is necessary that infiltration be done in the most discreet way possible. Clearly, barricading the community with FBIs would not be wise as this would not only cause alarm but would also harmful to the intelligence we are trying to gather. This demands the need for informants and secret agents in the said community, from the said community and in all parts of the community, including mosques.It is very important that informants who are to be sent are selected among those already living in that population. These people are already knowledgeable about their community; they know the important people; have a personal concern over the safety of their community and would be more knowledgeable in finding important information given the right directions. This limits the time and effort required for information gathering, focusing the officials’ efforts in the interpretation and analysis of data, which speeds the process of investigation.The result is a more efficient transmission of deeply analyzed information, which is exactly what is needed in the prevention of terrorism according to the Subcommit tee on Terrorism and Homeland Security (2002). But then, using informants, especially if these informants were selected from the same community involved would entail precautions. The danger here lies on the informant’s loyalty. Since the informant is selected from those already living in that population, it would be wise to assume that his loyalty is not absolutely focused towards the progression of the government’s cause.The possibility that his loyalty would lie towards the side of a guilty individual or the investigated individual, who, like him belongs to the same community cannot be denied. Also it cannot be ascertained whether or not he is in league with the terrorists and is providing them with reports, or probably bound by the same ideals completely against the government’s. In using informants from the involved community, the danger lies in the uncertainty of one’s role: who is pulling the strings and who is the marionette. To manage this danger requires the use of a trusted agent who is beyond the bounds of devotion instilled by community membership.This agent would act as the control, monitoring the local informants’ actions and reporting any act that signals treachery. This way, it is possible to determine the reliability of the reports given, pinpoint possible leak in intelligence and manipulate information disseminated, to the advantage of the intelligence committee. Definitely, there is more to war ethics than preventing needless deaths through terrorism, that is, the need to protect the people has made it to the point that the liberty and privacy of the people are sacrificed.Some means of protecting the people such as expanded surveillance and â€Å"seize and interrogate anyone (O’Connor, 2006)† is in itself an act that would incise the people’s freedom. Infiltrating the community with informants and agents, may also, in a way, harm community’s liberty and privacy but in a relativel y less degree compared to other counterterrorism strategies. According to O’Connor (2006), counterterrorism strategies involving technology and the use of informants are the most effective in terms of ensuring the people’s safety and at the same time limiting disadvantages in people’s liberty.In any case at this point, all actions aiming to provide people with their deserved safety entail a cost to the people’s civil liberty. 2. In any undertaking, it is very important to stick to the objective. This does not exclude counterterrorism, war against terrorism or any war for that matter. The war against terrorism is not an end in itself but simply a means to another end which are to protect the peoples’ rights to safety and to provide, in the long run, freedom. I intend to base my answers on these premises.All peoples in the act of terrorism or fighting against the ideals of counterterrorism with the intention of harm would be enemy combatants, without any distinction of citizenship, soldier or non-soldier. This is very different to the status accorded to different people involved in the war on terrorism today where they are classified as enemy combatant, unlawful combatants, prisoners of war or noncombatant, each with different provisions ideally based on International Standards. Whether or not a terrorist is a citizen of Afghanistan, or a citizen of the United States, anyone captured in the act of terrorist violence is considered a terrorist.Simply being an American does not excuse someone from the punishment accorded to crimes of terrorism and the only possible status, rights and protection I could afford an American citizen in the act of terrorist violence is that of a criminal charged with terrorism. He will be interrogated, given a trial and punished according to law without disregard to his rights as human that is without the use of unnecessary torture. A foreign national engaged in terrorism in the United States would be treated in the same way, based on his actions and without regard to his nationality.There would be no more and no less harsh treatment given to a foreign national engaged in terrorism compared to an American counterpart. â€Å"American national birth should not protect American-born terrorists or fail to protect naturalized citizens (Criticisms of the War of Terrorism, 2006). † In affording rights, status protection and punishment, giving such special considerations would be a question to the justice system and to the real intent and objective of this undertaking. Counterterrorism is not a matter of nationality and citizenship.Counterterrorism is defending the peoples’ rights and freedom, a state’s sovereignty against people who disregard such ideals by instilling fear and uncertainty through violence. Double standards should have no place in the justice system. If nationality and citizenship is to be considered, in deciding rights and punishment, then the effor ts to realize the underlying goal which is the safety of the people would be for naught. This would not be counterterrorism but a war against a specific community. This can be applied in the case of the American Citizen who fights against American forces.Again, this is beyond the matter of citizenship. If the American citizen fights against the American forces, he is considered as a threat against the realization of the objectives of the war against terrorism, which is to protect the innocent citizens. The American forces would have no reason not to fight back. Torturing any of these subjects would never be justified in the context of just war. I, personally would say that the torture of these subjects would not be necessary. Eliminating terrorism does not entail the necessity to torture any of the perpetrators of terrorism.Elimination and torture may be similar in a way that it would provoke the wrath of the enemy but they are different in a way that elimination is exactly what it is—that is, it is supposed to eliminate terrorism by eliminating its perpetrators possibly through conviction and application of just laws. Torture, on the other hand would only provoke the wrath of the enemy without the assurance of eliminating terrorism resulting in possible retaliation. Surely, the means of saving lives of peoples would not be limited on a torture or no torture system.Solving terrorism with terrorism is not only unjust but also unwise. 3. Disregarding popular theories on just war, let me say that a war that is just is a matter of perspective. To the leaders, all wars are just as long as it promotes the ideals and purpose they try to protect and achieve. To the US and maybe to some, the war against terrorism is just because its purpose is supposedly to protect the lives, safety and liberty of innocent people against terror. To the leaders of the terrorists, they are supposedly protecting a certain ideal.To some, war is a religious undertaking. Terrorism may be an unpopular act to most but to its supporters, terrorism is their means of fighting for their ideals and achieve their purpose, which they personally believe are just whether others agree or not. But to some people especially those affected negatively by this war, this war would never be possibly just. The families left behind by innocent people who died in the 9/11 attack and those civilians who have become victims of bombs would never think of agreeing to any argument saying that wars could possibly be just.Those who sympathize with these civilians and those who fear the possibility that someday they would become the unknowing victims of war would think the same way. Theorists, most popular of whom, St. Augustine, conceived of criteria that characterize a just war. The just war theory provided guidelines in determining when a war is just (jus ad bellum), how combatants should fight in war (jus in bello), and when to end a war (Just War, 2006). According to the Jus ad bellum, wars should only be engaged in if there is a just cause.Just cause means that wars should only be engaged in to correct wrongdoings, as an act of defense against threats to freedom, rights and sovereignty. The cause is said to be just if it is an act to resist aggression (Orend, 2005). Right intention is also necessary in a just war. Engaging in war for material gains is outside the scope of right intention. In general, intention should always be to defend or correct suffered wrong doings (Orend, 2005). The proportionality and last resort states that gains should always outweigh the casualties incurred and wars should only be engaged in if all other possible means have been exhausted to no avail.Jus ad bellum also emphasizes the importance of legitimate authority and the probability of success. War should only be engaged in if the chance of success is high because doing otherwise would undermine the theory of proportionality, also one criterion in considering a war as a just war (Or end, 2005). In engaging in a just war, combatants are expected to act in a way that violence and casualties are restrained and attempts to recognize human rights of both allies and enemies are made.According to the Jus in bello, combatants of a just war are expected to apply the principle of discrimination in which war is directed only to the perpetrators of wrong and definitely not to civilians. Similar to the Jus ad bellum, in the Jus in bello, proportionality is expected. In this case, the force to be implemented must be justified when compared to the problem that occurred and the possible good outcome. The more civilian casualties, the more the war being waged are questionable (Just War, 2006).The Jus in bello also preaches the use of minimum force, respect for prisoners of war, and derides the use of torture (Orend, 2005). In the same way, in the just war theory, wars should be terminated only with just cause: if both parties are willing to negotiate and violations made by the aggressor have already been recognized and vindicated; right intention, discrimination, proportionality and public declaration and authority (Orend, 2005). Fighting terrorism would cease to be just if it has lost the purpose and ideals which are its foundations.That is, if fighting terrorism has become a mere machination for purposes other than the ideals it stands for. Fighting terrorism would cease to be just if it resorted to unnecessary ways; if it violates human rights; if it in itself resorted to terrorism which is the exact ideal it is supposed to stand against. Fighting terrorism would cease to be just if it has become an act against the principles proposed by the just war theory. Others assert that the presence of any civilian deaths would define an unjust war (Bell, 2006).If all these would classify wars as unjust, then the impossibility of a just war is definite especially when applied to the war on terrorism. Still, criticisms of the just war theory stresses the inapplic ability of the just war theory in the present real wars, such as today’s war on terrorism which is unconventional one. When fighting terrorist groups such as the Al Qaeda, the conventional guidelines for war become obsolete. Therefore, â€Å"just war† has to be redefined (Bell, 2006). 4. Schools, colleges, universities, the press and some institutions have the power to carry out or instill ideas among the people.Unfortunately for the government, these institutions are the breeding ground of radical ideas, some, supporting terrorism and most of which pertaining to anti-militaristic views attacking any actions involving the war against terrorism, inspiring terrorist support. People who incite violence when they glorify violent acts against America may be responsible, indirectly for such acts because of the inspiration they give. They are indeed indirectly accountable but they should not be punished unless they themselves engage in violent acts directly.America, as it pro fesses, hold most deeply their love for freedom and democracy, and part of this freedom and democracy that they allow their people is the freedom to express one’s insights, beliefs and emotions. If a person feels like glorifying violent acts against America, if that person feels that in himself, he is against the beliefs and ideals that America stands for, then he or she is free to communicate, glorify or say anything about it whether or not it inspires violent acts among others. He should be free to say everything as long as he does not directly engage in such violence.It is, after all, his right. Now this freedom allowed to citizens is exactly what makes it difficult for the government to deal with schools, mosques and charities that indirectly support terrorism because imposing sanctions on such indirect actions would undermine the liberty that they strive to protect. The only thing the government can do is to make parallel actions that would negate the actions of the supp orters of terrorism. If there are local institutions that support terrorism, then they would have to use their power to tap what available resources they have, to negate such support and ideals.They have to make an effort to promote their ideas and market it, indirectly targeting the ideas of the supporters of terrorism and at the same time, indirectly making an effort to reach out and win the key supporters of terrorism. Part of the war against terrorism is to put out ideas that make possible the perpetuation of support of terrorism and not the people who support these ideas (if they do not directly engage in terrorism). In this case the war against terrorism is simply not a guns and bombs war, but also a challenge to make some people realize the correctness of the ideas imposed.If the ideas that support terrorism start from ideas imposed by some institutions, then actions should be targeted toward making powerful institutions publicly support ideas like the government’s. Or better yet, infuse anti-terrorist ideas to the institutions that support terrorism. In a way, this would be propagating anti-terrorist ideas as well as killing ideas that support terrorism. 5. â€Å"The fight against terrorism is now the first and overriding priority of the Department of Justice. (US Department of Justice, 2004).† Following this is the revision of the US Patriot act, which expands the power of Intelligence Officials in gathering information. In general, the main purpose of this expansion is for a more efficient targeting and prevention of terrorism by revising previous acts that limited the government’s ability to gather and use information and provide sanctions to terrorists. The revisions include a freer access to information, allowing information sharing among government agencies, â€Å"strengthening criminal laws against terrorism and updating the law to reflect new technology (US Department of Justice, 2004).All these revisions are said to be re quired to eliminate hindrances to the investigation of terrorist acts. The main purpose of this revision is to provide a more efficient means of using critical information especially those related to terrorism. Prior to the approval of the USA Patriot Act was a report submitted by the Subcommittee on Terrorism and Homeland Security in 2002, analyzing the possible causes of failure to prevent the 9/11 attack.The main points of the report is the mismanagement of intelligence caused mostly by certain restrictions in the law prior to the 9/11 attack, and the need for certain revisions to accommodate the present need regarding terrorism (Report of the Subcommittee on Terrorism and Homeland Security, 2002). Apparently, the revisions in the US Patriot Act are the response. Undeniably, the revisions in the US Patriot Act are a significant incapacitation of terrorist plans and are a great advancement, although not absolute, in terms of reducing the number of terrorist attacks and thus, ensur ing the safety of the people.This has been proven by situations exemplified in a report by the US Department of Justice in 2004 entitled, â€Å"Report from the Field: The US Patriot Act at Work. † The US Patriot Act has temporarily slowed and probably prevented many acts of terrorism, thus improving the perceived safety of the population. But this advantage comes with the price of increased deprivation of civil liberty. The Act could definitely justify secret wiretaps, increase arrests even at a lower threshold of evidence, increased secret access to personal accounts, records, technological usage, mails and conversations (O’Connor, 2006).The not so few accounts of erroneous arrests that have been recorded since the approval of the US Patriot Act confirm this (Criticisms of the War on Terrorism, 2006). Critics of Militarism and the US Patriot Act, and the proponents of civic liberty agree that â€Å"it is better to think before doing anything drastic (O’Connor, 2006). Those for the Patriot Act agree that in the war against terrorism, time is of the essence as a moment of hesitation could disastrously spell doom (Department of Justice, 2004).Another point to be considered in the US Patriot Act is the span of time when provisions of the Act would still be deemed effective in preventing terrorism and ensuring the peoples’ safety. Anyone motivated by a perceived moral cause would not be stopped by simple revisions of laws, or more appropriately, by â€Å"laws† per se. And this is exactly what characterizes the terrorists in question: their motivation to terrorize is beyond any physical or material cause; they are motivated by their perceived definition of morality and justice.Soon, they will find a loophole in the laws that are presently slowing them down, and continue towards their goals. The question now is would the government foresee possible threats that are beyond the treatment of laws? And if they do, how would they handl e and prevent these possible threats? Would it spell more demands on the peoples’ civic liberty in exchange for the more extensive need for safety? And if they do, what if the bombs and terrorist attacks are mere guises to remove our attention from how they are working on their real target—the peoples’ liberty—the ideal the state is trying to protect.Because if you are a terrorist, what better way to attack than attacking the foundation of your enemies’ framework. Is it not possible that the state is unknowingly working towards the achievement of the enemies’ real goal? Although the approval of the Act has provided the government with better capability to reduce threats of terrorism, it is still very important, especially with the erratic movement of priorities, that such questions be given consideration and other threats to the peoples’ security continue to be studied, understood and monitored (Report of Subcommittee on Terrorism and Homeland Security, 2002).Given the present circumstances when the safety of the peoples is at risk, the US Patriot Act seems to be working satisfactorily in terms of preventing terrorist attacks. It would not be wise to change the provisions of the Act if the objective is to ensure the peoples’ safety. But it would be nice to be hopeful that there would someday be a proposal that would ensure the peoples’ safety without sacrificing the peoples’ liberty. At present, all we can do is choose the lesser evil, and think of ways to eliminate â€Å"evil† as a choice.References Anti-Americanism. (2006, August 5). In Wikipedia, The Free Encyclopedia. Retrieved 02:02, August 6, 2006, from http://en. wikipedia. org/w/index. php? title=AntiAmericanism &oldid=67844288. Bell, D. (2006). Can the War be Just? Or What is Just War Good For? In Crosscurrents Magazine. Retrieved August 6, 2006, from http://www. crosscurrents. org/Bellspring2006. pdf Criticisms of the War on Terrorism. (2006, August 4).In Wikipedia, The Free Encyclopedia. Retrieved 02:03, August 6, 2006, from http://en. wikipedia. org/w/index. php? title=Criticisms_of_the_War_on_Terrorism&oldid=67579159. Just War. (2006, August 6). In Wikipedia, The Free Encyclopedia. Retrieved 02:02, August 6, 2006, from http://en. wikipedia. org/w/index. php? title=Just_War&oldid=67920472. O’Connor, T. (2006, June 6). Civic Liberties in Domestic Terrorism. In Megalinks in Criminal Justice. Retrieved August 6, 2006, from http://faculty. ncwc. edu/toconnor/429/429lect19. htm. Orend, B. (2005). War. In The Stanford Encyclopedia of Philosophy.Retrieved August 6, 2006, from http://plato. stanford. edu/archives/win2005/entries/war. Report of Subcommittee on Terrorism and Homeland Security, House Permanent Select Committee on Intelligence on Counterterrorism Intelligence Capabilities and Performance Prior to 9-11 (2002, July). In Federation of American Scientists Intelligence Resource Program. Retrie ved August 6, 2006 from http://www. fas. org/irp/congress/2002_rpt/hpsci_ths0702. html. US Department of Justice (2004, July). Report from the Field: The US Patriot Act at Work.

Law Essays

Law Essays Law essay assignments usually concern the discussion of the people rights and justice system. To write a successful law essay you will need to apply a lot of theory and knowledge. You cannot discuss law without knowing actual rules and regulations. Sometimes you can debate one or another issue, express your point of view, but in most cases in order to write a good argumentation you will need to have specific evidences. Sometimes your essay task will be to research some topic. For this purposes you can do two types of research: quantitative research, which relies numerical data, and qualitative research, which relies on field observations. Quantitative research in the law essay: Numerical data used to establish the truth about human behavior. Data collected during laboratory experiments or other controlled conditions, or through surveys, questionnaires, and the like. Data measured and analyzed to discover nonrandom relationships among variables. A legal study of the reformation of ethical law practices. Is there a cause-and-effect relationship between increases in welfare benefits and occurrence of criminal offenders on the street? Researcher is careful not to interfere in ways that might bias results (non-participative). Sample experiment: Researchers record number of times first-grade teachers call on male students and number of times they call on female students to identify potential patterns of sexual discrimination in elementary school classrooms. Qualitative research in law essay: Personal observations of behavior recorded in the field, in the research subjects natural environment or social context. Analysis and interpretation of recorded observations, inferring your significance to answer essay questions about human behavior. Interaction with research subjects during field observations (participative). Sample experiment: Examine strengths and weakness of the jury system. Identify how a jury functions during a trial and possible group theory phenomena that may affect jury verdicts. The teacher can also ask you to discuss and analyze the law case study that will contain the crime scene and the investigation that has been conducted. This type of law essay focuses on a particular case, one individual or group observed over a specific period of time. When you are writing your law essay, be aware that the findings or conclusions in one case study should not be generalized to populations outside the study, although a series of case studies may be compared or contrasted to help identify trends, patterns of behavior, and so forth. Use logic and knowledge in order to complete your law essay successfully. Study your topic precisely and use specific writing techniques. It will help you do good in your law classes. If you need professional essay help in writing business essays hire a highly qualified writer to write an essay for you.

What do Recruiters Want in a Resume Answers within…

What do Recruiters Want in a Resume Answers within†¦ Last week I heard from one of my clients who was offered a new job. When she got the offer, the hiring manager told her that when they saw her resume, they just *had* to find out who the person was behind this unusually crafted document! Interestingly, she had gotten less positive feedback from some other people. Yet she stuck with her slightly unconventional resume and it led her to a great job. A Sea of Opinions Perhaps what drives job seekers crazy more than anything else is that if they ask 7 people to review their resume, they will get 7 different opinions about what is working and not working about the document. This state of affairs is challenging for me as a resume writer too: no matter how great I think a resume is, there will always be someone who disagrees with at least something about it. In an attempt to set the record straight, and to debunk the rumors and folklore that abound in conversation about resume writing, Career Directors International recently conducted a survey of recruiters, human resource professionals and hiring authorities: Global Hiring Trends 2012 I encourage you to read the entire report if you can. It is a quick read, full of illustrative graphs and charts. To give you an idea of what’s in there, I am highlighting some of the most salient results here. The Truth about Page Limits! A question that comes up extremely frequently with job seekers is whether their resume can be more than one page- or more than two pages. During my Top 10 Ways to Make Resume Writing FUN webinar on July 12, someone asked whether his resume could be automatically rejected by a company simply for breaking the 2-page barrier. I am happy to report that these fears are for the most part unfounded. Page Preferences for Executive Resumes In the survey, 37% of respondents stated that â€Å"length is not an issue as long as the resume provides the right data to make decisions†- and 8% actually preferred a 3-page resume, vs. 6% who preferred a 1-pager! (Only 34% preferred a 2-page resume.) Perhaps most important, 58% of respondents stated that they would NOT penalize an executive candidate for having a resume that did not meet their preferences (only 5% stated they would do so). Here’s a surprise to me: Several respondents stated that 5 pages was the maximum length they would read! Did you hear that, ladies and gentlemen? A 5-page resume! I think this reality check is a good one for any executives attempting to squeeze their resume onto 2 pages. Clearly it is more important to include essential information such as achievements and experiences than to meet some mythical page requirement. A hard-hitting resume with a compelling message about what the executive will do for a company will almost always be read, regardless of length. Page Preferences for Non-Executive Resumes When it comes to non-executive resumes, there is a higher preference for 2-page resumes, at 37%, and a lower percentage of respondents who didn’t have a preference (21%). One-page resumes were preferred by 21% of respondents for non-executive resumes, and only 6% preferred a 3-page resume. I’m putting my money on the 2-page resume for non-execs! Conclusion on the page length issue: It’s not size that matters- it’s content! A hefty 54% of respondents said the length would not really matter if the resume were well-written and highly focused. As one respondent stated, â€Å"As long as the person has a reason for several pages and I can find value in what is written, I don’t care. However, if the rà ©sumà © is filled with nothing but job duties on 80 separate lines, it is a waste of space and my time.† (The same could be said of a 1-page resume that doesn’t deliver the goods.) Resume Format and Design Format and design questions rank high on jobseekers’ question lists. The question that most interested me was about graphs and charts on resumes. Surprisingly, 33% of respondents still have not received a resume with a chart or a graph. 24% of those who had seen charts and graphs found them helpful or very helpful, while 22% found them distracting. These results are rather inconclusive but indicate to me that if you work in a conservative industry it might be best to stick to the tried and true bullet format; in more innovative industries I think charts and graphs can be a great fresh approach. Also for someone climbing the ladder within the same company, charts and graphs might be very effective. I was also intrigued by the response to rumors that some recruiters and hiring managers never click live links because of the possibility of viruses. The results of this survey tell a different story. Although 17% of respondents never click on links, 62% of reported that they sometimes or always click on hyperlinks when provided. Regarding format, the survey found that Word (.doc or .docx) is the preferred format for receiving resumes by far, although 23% preferred PDFs. Tooting Your Horn I have begun to include testimonials on almost every resume. Should you put them on yours? Although 41% of respondents said testimonials would not influence their decision positively, 29% stated they would. To me that’s enough support to continue my practice of including testimonials when space allows. I’d rather have someone else sing my clients’ praises than have the clients toot their own horns. You might want to find a quotable quote for your own resume as well. No Rules What this survey brought home for me is that there are no hard and fast rules of resume writing. However, if you focus on communicating your skills and accomplishments honestly and professionally, in a way that matches who you are, I figure you can’t go wrong. Sure, as my client found out, there are multiple opinions out there and there is no way you will please everyone. But in the end, you only need to impress one person: the one who hires you. Do you want professional resume writing services to make sure you make the right impression? The Essay Expert’s Resume and Cover Letter Services will turn your resume into gold.

Dealing with disaster Essay Example | Topics and Well Written Essays - 2250 words - 1

Dealing with disaster - Essay Example The cavalry he referred to includes many rescue personnel and organisations. Many individuals, groups, and agencies get involved in disaster response and recovery operations. It is important for disaster response planners to understand these teams in order to assign them roles and responsibilities that they can fulfill effectively during a disaster. The United Kingdom is less susceptible to large-scale disasters than many other countries. However, the UK is not entirely immune from the effects of all hazards. According to the national risk assessment, UK is considered to be most at risk from the spread of pandemic diseases, the effects of severe weather and flooding (Caron, Kelly, and Telesetsky 2013: 81). As a result, the UK government has established its domestic disaster response framework at all levels in the central government and local authorities. Different organisations including the civil society organisations and other institutions such as the British Red Cross Society get involved in disaster response, and their roles and responsibilities are outlined in this framework. This framework is highly devolved, and it may be difficult to establish what qualifies to be a well-defined role or responsibility and what does not. However, Caron, Kelly, and Telesetsky (2013) proposed that the emergency response framework should pr ovide greater clarity and understanding for all response teams. The rate at which disasters occur has risen from about 200 disasters in the 1980s to about 400 disasters per year (United Nations 2008: 1). 0ver 90 percent of these disasters are climate-related, and it is projected that this trend will continue as the weather related hazard events will continue to be more volatile and more frequent. The vulnerability is growing, and countries have become more prone to disasters. This vulnerability has increased due to

The history and perceptions of the secession crisis Research Paper

The history and perceptions of the secession crisis - Research Paper Example The conflict between Northern and Southern politicians was brought about by the massive western territories acquired by the United States in 1848 through the peace agreement with Mexico (Bartkus 1999).Southerners petitioned for the freedom to bring slavery into the newly acquired territories if the circumstances allowed lucrative ventures; Northerners demanded slavery clearly and completely abolished (Reynolds 1970). As stated by Huston (2000), the dispute had been raised by David Wilmot in 1846, yet it only reached an agreement in 1850 when the different sections of the Compromise of 1850 were ratified in Congress. Following the congressional resolution is the electoral affirmation that this agreement was definitely amenable (Crofts 1989). The congressional elections in the 1850 spurred Democratic wins of the compromise procedures in the North, which were eventually clearly reconfirmed in the 1852 presidential election (Wakelyn 1996). The reaction of the South to the Compromise was dissimilar. States in the upper South, namely, Delaware, Missouri, Maryland, Arkansas, Tennessee, Virginia, Kentucky, and North Carolina, willingly agreed to the actions taken by Congress; however, states in the lower South, namely, Mississippi, Alabama, Georgia, and South Carolina initiated a large-scale controversy about secession (Barnwell 1982). In 1850, particularly in the gubernatorial and congressional elections as well as in state conventions, the Southern states that agreed to the Compromise of 1850 largely succeed ... rther, according to Huston (2000), for a number of historians, the major concern, and hence the core of their interest, was the secession debate, not the debate over union, and the common assumption has been that the cotton-dependent Southerners refuted secession as a remedy to the suspected Northern incursions on the constitutional rights of the South. Few recognize the attempt of Southern unionists to mitigate the secession conflict in 1850 (Wakelyn 1996). The Southern States Rights, those supporting either provisional or immediate secession, have gained most of the attention. The victors of the elections in the state of the Deep South, the Constitutional Unionists or the unionists, have been given very little emphasis (Wakelyn 1996). It is not occasionally claimed, specifically by scholars of the nineteenth century, that the winners did not only enjoy the rewards, they also gained much of the historians’ interest (Barnwell 1982), and history is thus presented from the stand point of the victors. Basically, fury over the compromise stemmed mostly from Mississippi, Alabama, Georgia, and South Carolina. South Carolina, in particular, was willing to secede but demanded for the secession of the other states as well (Coppieters & Sakwa 2003). Governor Whitemarsh Seabrook had been given advise that other states harbor low judgments of the emotional security and intentions of South Carolina policymakers that if the state decided to act prematurely, other states would refuse to follow (Wakelyn 1996). George W. Towns, the governor of Georgia, requested to the state legislature in September 1850 the permission for a special election to commission representatives to a state conference to give opinion on the Compromise procedures (Huston 2000). John A. Quitman, the expansionist