Introduction and methodology Essay Example | Topics and Well Written Essays - 1000 words

Introduction and methodology - Essay Example The real sign of the â€Å"credit crunch† started in summer 2007 when mortgage borrowers started defaulting on their mortgages and exposing billions of dollars of bad debt. This was when US housing prices started to plunge – 20% to 30% in 12 months (Financial Times 2009). However, this was not something that was being anticipated by the lenders, as bankers thought they held new products that guaranteed never-ending great profits. However, the best performance for the sub-prime market was between 2001 and 2006, when sales essentially boomed. Analysts state that approximately one-third of mortgages issued to subprime borrowers were adjusted rate mortgages. In the early 2000s, interest was at its lowest rate and mortgage lenders started to relax their lending standards, which made many poor credit families creditworthy to qualify for a mortgage. As more people started to buy property, it increased demand in the housing market and caused house prices to rise (Mortgageguideu k 2009). In addition, subprime lending rocketed to trillions of dollars; bankers and lenders bundled up the subprime mortgages with the prime mortgages, â€Å"good and bad apples†, and sold them in a single package to hedge funds and investment banks who initially thought it as a great way to generate high return investments (Terner 2008). These are called â€Å"Collateralised Debt Obligations† (CDOs). Lehman Brothers was the biggest player on this subprime market, making millions of dollars every month; they even offered â€Å"Ninja† (no income, no job or asset) mortgages, basically saying if you can breathe, we will give you a loan (reference). This is what caused the problem; subprime mortgages were mostly given to new homeowners who did not understand the risks behind the scenes (Financial Times 2009). When the demand in the housing reached its peak in the US, the interest rate started to rise from 1% to 5.35%, which caused the housing market to slowdown. As a result, this caused real concern for homeowners who could barely afford their mortgage payments when interest rates were low. Homeowners started to default on their mortgages, sparking trouble for all of us and the entire financial system (Mortgages 2010). When borrowers could no longer afford to pay their loans, the value of these investments started to fall, causing huge losses for banks across the world and many businesses that wholly depended on free fall credit have either collapsed, been taken over by competitors or been nationalised (Parliament 2010). For example, Lehman Brothers, Bear Stearns, Washington Mutual, Northern Rock, Freddie Mac, AIG, Fanny Mae, Bradford and Bingley, RBS Bank of Scotland Group, Wachovia, Halifax Bank of Scotland and many more have been hit hard by the credit crisis. For example, HSBC’s subsidiary Housing Finance Corporation (HFC) was the highest provider of high risk subprime borrowers in the US and was hit hardest by the credit crunch. T his was when US housing prices started to fall in 2006. As a result, provisions for losses on HFC loans increased by almost $3 billion in comparison to the previous year (Financial Times 2009). This dissertation focuses on how the credit crunch has affected the UK population in terms of mortgages and unemployment. Jon Moulton, the British venture capitalist stated that, as Americans and

Coursework Lesson Plan. Games Example | Topics and Well Written Essays - 1500 words

Lesson Plan. Games - Coursework Example Personal Aims: To improve how I give my teaching instructions by incloding a free speeking activity in my lesson. Anticipated problems for students: Little understanding of the type of a game i will chose for the activate stage of my lesson. Solution: Giving detailed instruction on the game and offering my students a rehearsal before the actual event. Anticipated problems for teacher: Having some of the students being afraid of speaking out their ideas and thoughts throughout the lesson. Solution: Starting with the whole class pronunciation of ideas and thought, then to the group work pronunciation of thought before coming to the individual level pronunciation. Procedure Phase Timing Interaction Showing my students some pictures on cartoons that are describing certain activities and then telling my students to come up with ideas of what is happening on those pictures, what had happened before and what is anticipate to happen after. Engage 10 Mins T-S Show the student a magazine extra ct with speech bubbles and description boxes describing the activities on each of the pictures and explain to them the difference between the speech bubbles and description boxes. ... Study 5 Mins T-S Put students into five groups and give each group a series of four pictures and require them to discuss the activities taking place in those pictures within their group and create discription boxes with the information they come up with and then select one of their members to present it to the whole class. Activate 10 Mins S-S Give the student cartoon pictures with description boxes but with no speech bubbles and tell them to give their ideas and thoughts on the communication that is taking place on those pictures. Study 5 Mins T-S Discussing with the students the different ideas and thoughts about the communication they can perceive from the pictures. Study 5 Mins T-S Putting students into five groups using a criteria different from the one previously used to ensure that each group ends up with a different set of individuals. Give this group a set of pictures with unfilled speech bubbles but with description boxes fully filled and require them to discuss among thems elves what to put in the speech bubble and after that they should choose one person to represent their discussion to the whole class Activate 10 Mins S-S Task 9 Additional Issues to Be Considered for a Writing activity Various additional issues should be considered for a writing activity of any kind. One of these issues is the planning and arrangement of thoughts. According to VanderMey et al (2012), this involves selecting a topic to write about, determining and analyzing audience, determining focus and purpose of the writing activity, generation of ideas and organizing thoughts. This issue requires the person doing the writing to apply a lot of creativity and to be very cautious and analytical. If this issue is not handled well, we can end up having a piece of writing that does

The Career Of Katherine Dunham Theatre Essay

The Career Of Katherine Dunham Theatre Essay Katherine Dunham modern dancer and choreographer, born in Glen Ellyn, Illinois United States of America, she were completed her study at the Chicago University and went on to earn a higher degree in anthropology. According to Darlene, (2006) turn to the side of dance she began her first school in Chicago in 1931, when she becoming dance director for the works progress administrations project of Chicago theatre. A flashy performer, she was best known for her choreography in such musicals as Cabin in the sky 1940, and for action pictures, notably Stormy Weather 1943. According to Barbara, (2000) Dunham studied abut the dance forms in the Caribbean, especially Haiti where she lived for many years, and is credited with bringing Caribbean and African determines to a European dominated dance world. Her company traveled globally in the 1940s-60s, and she consistently denied performing at segregated venues. According to Joyce, (2002) in 1967 she founded the Performing Arts Training Center fo r inter-city younger in East St Louis, IL, and in 1992 went on a 47-day appetite strike to protestation in resistance to the American banishment of Haitian refugees. Her honours incorporated the Presidential Medal of the Arts (1989) and the Albert Schweitzer Prize. Introduction Dunham is perhaps most well known, however, for her unique blending of anthropology and dance. According to Jessie, (2002) Dunham challenged mainstream academic circles by using her anthropology not only for articles and books, but also as a catalyst for her own artistic dance productions, which heavily drew on the dance forms and cultural rituals she witnessed and documented through total immersion in the cultures she observed. Dunham traveled the world with these productions, bringing African culture, through movements, rhythms and sounds, to the worlds consciousness. This hybrid of anthropology and dance later morphed into what is today known as the Dunham technique, a special type of dance training utilizing movements witnessed in her field work. According to Darlene, (2006) Dunham technique is today studied and practiced around the world. After Dunham retired from dancing, she moved to East St. Louis, a blighted, predominantly African-American city which she hoped to revitalize through establishing a vibrant cultural center. Dunham established there an interactive museum and a dance institute (which continues to teach her technique to students from around the world). Research objectives Dunham desired to experiences this academy the base of enough larger cultural institution that world bring the East St. Louis community with each other. Just as surely as Haiti is overcome through the character of vaudun the island possessed African American Katherine Dunham when she first went there in the year of 1936 for the purpose of study dance and ritual. According to Joyce, (2002) in her book, Dunham discloses how her anthropological research, her work in dance, and her fascination for the people and cults of Haiti worked their trance, catapulting her into experiences that she was often lucky to have had. According to Richard and Joe, (2008) Dunham explain how the island came to be possessed by the deities of voodoo and other African religions, as well as by the deep class distributions, particularly within mulattos and blacks, and the political strife remain enough in evidence at present. Full of flare and suspense, Island Possessed is also a pioneering work in the anthropol ogy of dance and a captivating document on Haitian beliefs and politics. Discussion The book Island Possessed,  details Ms. Dunhams experiences and sentiments of her adopted homeland, from the year 1936 to the late 1960s, and even describes her final initiation into the Vaudoun (Voodoo) religion of the half-island. According to Patrick, (2006) she speaks Haitian Creole fluently, she has owned a beautiful 18th century Haitian estate, Habitation LeClerc for decades, and, in the early 1990s, she put her life on the line and went on an extended hunger strike, when President Aristide was overthrown and forced to leave the country. According to Jane, (2007) Ms. Dunham also adopted a young girl from the French West Indies island of Martinique, back in the 1950s, as further demonstration of her love and commitment to the Diaspora. Introduced to Theater One of those baby-sitters, Clara Dunham, had come to Chicago with her daughter, Irene, hoping to break into show business. They and other amateur performers began rehearsing a musical/theatrical program in the basement of their apartment building, and Dunham would watch. Although the program wasnt a success, it provided Dunham with her first taste of show business. According to Darlene, (2006) Dunham and her brother were very fond of their Aunt Lulu. However, because she was experiencing financial difficulties, a judge granted temporary custody of the children to their half-sister Fanny June Weir, and ordered that the children be returned to their father as soon as he could prove that he could take care of them. Katherine Dunham Katherine Dunham was born June 22, 1909, in Glen Ellyn, Illinois, in DuPage County, and died May 21, 2006 in New York City. Although one of the most important artists (and scholars) of her time, she remains largely unknown outside Dance and African-American studies. According to Darlene, (2006) Sara E. Johnson supposed that the breadth of Dunhams accomplishments is perhaps one explanation for the underappreciation of her work. Dunham worked so hard on so many different things that she remains hard to classify. She almost single-handedly created a genuine artistic and cultural appreciation for the unique aspects of African dance, especially as manifested in African diaspora cultures. According to Joyce, (2002) Dunham was also a serious anthropologist that began her career with ground-breaking studies carried out in Jamaica and Haiti as a student at the University of Chicago. Finally, she was a tireless advocate, who led to a brief arrest during race riots in East St. Louis and a 47 da y hunger-strike carried out at the age of 82 against US discrimination against Haitian refugees. Dunhams Artistic Academic Background This process was, in fact, a remaking of memory through performance. As Hamera reinforces, the practice of he social work of aesthetics is especially communal and corporeal, and where corporeality and sociality are remade as surely as formal event is produced. According to Jessie, (2002) in this sense, Afro-Caribbean culture and sociality voyaged across the Atlantic to the rest of the Americas, Europe, and Asian-wherever the Katherine Dunham Dance Company performed. According to Ruth, (2009) Dunhams Research-to-Performance Method Armed with these researched dances of the black Atlantic and an understanding of their Functional social contexts, Dunhams dance theater became a prime laboratory where Afro- Caribbean cultures could migrate through the performance of her choreography and through the personalities of her individual dancers in the act of performing the Dunham oeuvre. Uncovering Danced Memory Katherine Dunhams earliest written ethnography provides ample proof of her prescience as a fieldworker and scholar in uncovering an ancient African dance surviving in the Caribbean on the island of Jamaica. According to Joyce, (2002) in her fieldwork represented in Journey to Accompong, she utilized a functionalist theoretical frame by recording the various social institutions in relationship to each other in the village of Accompong. Kinship, ownership patterns, religion, work group organizations, clothing and material culture, age, gender (unusual for her time), and social interaction were the sequential subject matters of her chapters. Yet, as she reveals, she had come there to study and take part in the dances. According to Naima, (2001) Accompong was and is one of the maroon villages in the Blue Mountains of Jamaica, having been established by run-a-away slaves from the Spanish as early as 1650 and later the English rulers in the 1690s of these maroons the Coromantees, an Akan g roup from the West African Gold Coast made up the largest ethnic group. They fought many battles with the British and were finally given their independence by England in a treaty signed in 1738. Thus, as a nation within a nation, the maroons of the cockpit region of the Blue Mountains had sufficiently maintained their ways of life for two centuries by the time that Katherine Dunham had arrived to study their dances and ways of life. Enslavement and colonialism had taken its toll even among those so long separated from European influence. But Dunham was determined to unearth a vital expressive part of their successful victory and independence against the British. She would soon discover this same phenomenon among the petwo dances among the Vodou practitioners in Haiti against their French captors. Through her intense engagement of the participatory insider role with the dancing maroons, she gained historical insights that were embedded within the dancing act itself: According to Richard and Joe, (2008) The war dances are danced by men and women. Their songs are in lusty Koromantee, and from somewhere a woman has procured a rattle and shakes this in accompaniment to Ba Weeyums. Some of the men wave sticks in the air, and the women tear off their handkerchiefs and wave them on high as they dance. According to Patrick, (2006) few of these turns, and we are separated in a melee of leaping, shouting warriors; a moment later we are bush fighting, crouching down and advancing in line to attack an imaginary enemy with many feints, swerves and much pantomime. At one stage of the dance Miss May and I are face to face, she no longer is a duppy, but a maroon woman of old days, working the men up to a pitch where they will descend into the cockpit and exterminate one of his majestys red-coated platoons. Afro -Jamaican dances, such as the Coromantee war dance, represent in a direct way the concept of dance itself as having rhetorical voice. As Judith Hamera explains, performance, including dance, is enmeshed in language, in reading, writing, rhetoric, and in voice. Dunham implicitly understood the movement rhetoric of the Coromantee dance and the relationship between its performance and the writing of her ethnographic experience in Jamaica. According to Richard and Joe, (2008) Dunhams willingness to engage the maroon dances on the cultures own terms, treating dance as another social system, allowed her a unique view into the role of the nearly forgotten Koromantee dance as a part of the maroons hard won battle for independence from the British. According to Joyce, (2002) this is a prime example of dances unique rhetorical voice-what dance anthropologist Yvonne Daniel calls embodied knowledge: Community members are in an open classroom with dance and music behavior. These sorts of knowledges are on display as community instruction for social cohesion and cosmic balance, Participants learn from observation, witnessing, modeling and active participation. According to Ira and Faye, (2009) Dunhams implicit understanding of this embodied knowledge established her philosophical foundation that would serve her use of dance and the body, according to Clark, as a repository of memory. Moreover, she trusted her choreographic acumen to represent her understanding of her research, which in the Jamaican case, had been unearthed and cajoled from the continuing, yet reluctant, milieux de mà ©moire lingering in Accompong. According to Richard and Joe, (2008) in her active participation, Dunham was, thus, one of the first to demonstrate the continuity of specific West African dances that served enslaved Africans with similar purposes in the colonial New World. It is significant that this discovery was cognized in the act of dancing, through corporeal immersion in the communal dances of the people. We realize from todays contemporary scholarship the importance of Dunhams early trans-Atlantic performance connections. According to Joyce, (2002) Africanist anthropologist Margaret Drewal revealed in the 1990s that African-based performance. Primary site for the production of knowledge, where philosophy is enacted, and where multiple and often simultaneous discourses are employed. As I have said elsewhere, dance, for African peoples, whether on the continent or in the diaspora, is a means of enacting immediate social context, history, and indeed philosophical worldview. Dunham understood these multiple strat egies embedded within Africanist performance, such as in her treasured Koromantee war dance. Honouring Katherine Dunham as the progenitor of African American dance would be misleading and disrespect the legacy of other African Americans who contributed their own particular ways of knowing movement. According to Jane, (2007) it introduced Bannerman to Pearl Primus. Both Dunham and Primus were pioneering giants in the American dance pantheon with different ways of making dance. Since the programme was ultimately going to comment on the dance practices of African Americans, these two pioneers had to be discussed. According to Ruth, (2009) collecting life stories and reflections on movement and descriptions of individual interactions with works of Dunham and Primus would speak of the diversity that is American dance making than the celebration of any one artist. Dunhams Staged Caribbean Dances of the Black Atlantic Dunham perceived her form of dance-theater as intercultural communication. For example, when international audiences viewed her 1948 ballet Naningo, she was allowing non-Cubans to interact with one of the ritualized ways in which male Afro-Cubans had retained their cosmological secret rituals perpetuated from the Ejagham people of todays Cross-River area of Nigeria. According to Jessie, (2002) Naningo, as an all-male ballet was a fusion of balletic athleticism, Dunham technique (particularly rhythmic torso isolations and the use of the pelvis as the source for extending the legs), and a recontextualization of the movements of the Cuban male secret society called Abakua. Through program notes, the exuberant virtuosity of the dance, and the cryptic Abakua symbolic movements, she transported European audiences to secret enclaves in Cuba that only initiated Abakua members could have previously viewed. She also cast one of her Cuban dancers in the role of a traditional Abakua figure that drums upstage center throughout the entire ballet, as an authentic gaze watching over her appropriated fusion style. According to Barbara, (2000) as the curtain closes, after all the Dunham technique dancers have left, the ballet ends with that figure moving across the stage in enigmatic movement phrases representative of the symbolic language of the Abakua Cuban male society. Secret society rituals, restaged in a secular theatrical setting is not a substitute for being there, but it does transmit an underlying social strategy of male survivors of the Atlantic slave trade, as well as a vision of sacred danced symbolism in that survival strategy. According to Ruth, (2009) Dunham company performed Naningo for people internationally who had no idea that the Abakua society even existed. In the adept hands of knowledgeable researchers like Katherine Dunham, performance becomes another mode of bridging t he cultural gaps that make cross-cultural understanding such a difficult goal to reach. Conclusion In conclusion, life of the Dunham and career are miraculous, and although she was not alone, Dunham is perhaps the best known and most influential pioneer of black dance. She wanted to make a point that African-American and African-Caribbean styles are related and powerful components of dance in America. Performed imagined migration is underpinned by her specific artistic intent and projected audience reception. There are many ways to present dance on radio but a visual image is preferable if the discussion concerns elements of a form. The programme makers can then include descriptions of how the shaping of arms and legs display rhythm or portray expression and how contours of the torso fulfill the dancers intended personification. Radio though is an excellent tool to stir the minds eye especially if the words relate life stories and movement experiences in a descriptive way. Bannerman contacted me to research and be the presenter for the 45-minute programme You Dance Because You Hav e To aired on 21 September 2003. Interested in emerging American dance forms producer, Richard Bannerman submitted a proposal to BBC Radio 3 to make a documentary on Katherine Dunham. Bannerman knew Radio 3 wanted to explore new territories in dance and Katherine Dunhams story was relatively unknown in Britain. Bannerman also found the repertory of The Alvin Ailey Dance Company inspiring and speculated that Katherine Dunhams life would be a good starting point to discuss in a general way, the dance practices of African Americans. In our preliminary meeting it became clear to me that our programme had to respect the diversity of African American practices.

Compare the presentation of the Duke and Porphyrias lover in My Last E

Compare the presentation of the Duke and Porphyria's lover in My Last Duchess and Porphyria's lover Browning has presented The Duke and Porphyria's lover as obsessive and controlling in the two poems. Telling the stories from the characters point of view makes it clear that they both feel threatened by their partners, and wish to regain the lead role they should have as the men in their relationships. Rather than confronting their significant others, they kill them because of their obsessive nature and lack of communication. The Duke on one hand feels that he can only possess the Duchess in a painting because he can control who looks upon her, where as Porphyria's lover wants to capture Porphyria when he finally feels in control. The characters of both the Duke and Porphyria's lover are noticeable through the relationships they have with their partners. It is clear that they both have very similar intents, although for different reasons. They are portrayed as jealous and untrusting of their partners because of obvious insecurities they have in their relationships. The Duke suspected that The Duchess was having an affair with "Fra Pandalf": " 't'was not/Her husband's presence only, called that spot of joy into the Duchess' cheek' " This implies that the Duchess blushed for others and therefore was adulterous. He also suggests his wife gave sexual favours in return to politeness when he says; "She thanked men - good!". Instead of being concerned about losing her he was only worried that she would make a fool of him and hurt his pride, as their relationship was not based on love or passion but was merely a way for the Duke to show off. The Duke only saw his wife as and object and not as a person a... ...shows he has little in his life accept Porphyria. The Duke has many objects and pieces his art, showing his love for things not people. It also reminds us of the Renaissance setting and shows that his is wealthy. Comparing the two poems shows that Browning has a very pessimistic view of relationships. It seems he feels that relationships without love and admiration can never work and will end in disaster as is apparent from "My Last Duchess". Ironically he also feels that a relationship with love cannot be sustained either, which is evident from "Porphyria's Lover". In "My Last Duchess" she dies because she did not give the Duke the admiration he desired, but when in "Porphyria's lover" Porphyria made her love for her lover clear, he kills her anyway. This perhaps shows the aggressive nature of men and how at the time they were very dominant in society.

Kondracke and Vidal Evaluation Essay

In the article, â€Å"Don’t Legalize Drugs† by Morton M. Kondracke, writes on the pros and cons of the legalization of drugs in a convincing way to help the reader understand the ultimate downfall of our society if the legalization of drugs does come into effect. His convincing tone is brought together by his logical, outside resources, and predictions from credible doctors. His use of pathos also helps the reader have a deeper understanding of the serious problems of legalizing drugs. As Kondracke states in the beginning, â€Å"†¦ if the advocates of legalized drugs do have their way†¦there will also be more unpublicized fatal and maiming crashes, more job accidents, more child neglect, more of almost everything associated with substance abuse: babies born addicted or retarded..† hoping to touch the hearts of the many. Kondracke uses outside resources such as Dr. Robert DuPont who is the former director of the National Institutes of Drug Abuse and his predictions to help further his argument and give credibility. Not only does he share with the reader outside sources and studies, but he mentions many examples by comparing the predictions of legalizing drugs and the actual result of alcohol in America and what effects it would have on our society if alcohol has already done so much to change America. The only real flaw I see with this article is that it is old and much in our society has changed. In the article, â€Å"Drugs: Case for Legalizing Marijuana† by Gore Vidal, his case for the legalization of marijuana is not quite convincing enough to even call it a case. Nothing in his article seems to be believable because he uses no real statistics except for his own when he says, â€Å"†¦I have tried—once—almost every drug and liked none disproving the popular Fu Manchu theory that a single whiff of opium will enslave the mind.† which doesn’t help his case at all seeing that he could have made up that side story on the spot. Not only does he share no real believable evidence, but the article is also over forty years old and things have definitely changed. The seriousness of this article is not well developed enough which gives the reader more of a laugh than deep thinking reasoning.

Frankenstein and Blade Runner Comparative Study Essay

Through a comparative study of Mary Shelley’s novel Frankenstein and Ridley Scott’s film Blade Runner it is possible to gain an understanding of the notion of what constitutes humanity. Despite bearing different contexts, the texts embody parallel values that reveal the fundamentals of human nature. Shelley uses elements of Gothic literature and Romanticism to highlight the value of moderation through Victor Frankenstein’s pursuit of knowledge and the resulting ramifications. Similarly, Scott’s film, set in 2019, reflects concerns of the late 20th Century and the consequences of emerging technological advancements and globalisation. In addition, Scott demonstrates Post Modern views of the nature of our existence in a world of rampant corporatism. Ultimately, both texts are shaped with the values of their respective contexts but each explore the dangers associated with the usurpation of God by man, emphasising the inexorable nature of humanity. Shelley’s Gothic novel, Frankenstein, explores the complex nature of mankind by considering the consequences of an unrestricted pursuit of science. A rise in scientific experimentation with Galvanism during Shelley’s time is reflected through the protagonist Victor as he uses it to bestow life. Shelley portrays Victor and the Creature as complex beings, demonstrating both inhuman and human qualities. Despite this, the subsequent rejection by his creator and the De Lacy family drives the Creature to ‘eternal rejection and vengeance of mankind’. Victor’s initial response when meeting the creature, demonstrates his savage, cruel treatment and lack of responsibility towards his creation. â€Å"Devil I exclaimed†, â€Å"Do you dare approach me? Begone vile insect!† The Satanic imagery of ‘devil’, positions the creature as evil and through the rhetorical question and exclamation, we learn of his aggressive and contemptuous feelings towards the creature. The metaphor of ‘vile insect’ further reflects Victor’s disgust and anguish in creating his being. This reflects Frankenstein’s superiority in comparison to what he sees as an inferior, inhumane object. In her Gothic novel, Shelley demonstrates to audiences the question of who we are, through the actions of Victor and the Creature and the questions of what constitutes humanity during her time. Similarly, Scott utilises the film noir genre to depict the dystopian society during LA 2019, whilst reflecting concerns of power and unrestrained knowledge on the world. Scott is influenced by concerns from the 1980’s of capitalist greed, eventually influencing society’s treatment of the environment, reflected through Tyrell’s main objective, â€Å"commerce is our goal†. The opening scenes reflect a dystopian world enthralled by technology and consumerism, shown through the neon bright lights. The extreme long shot highlights the blazing fires within the gigantic city representing a dystopian world and a reflection of hell. The contrast of the blazing fire against the dark city portrays the absence of nature of LA in 2019 and a world encapsulated by technological overload. This gloomy image is reinforced with the non-diegetic sound of the aircrafts, providing the responder with an eerie atmosphere. The effects of the rise in scientific advancement are emp hasised through Tyrell’s isolation, much like Victor in Frankenstein. Despite differing contexts, both Shelley and Scott portray these notions and reveal their effects on humanity and the world. Furthermore, Frankenstein is a cautionary tale as it warns of the dangers of attempting to usur[ God, through contrasting images of the Romantics view of the sublime. The depiction of the beauty of the outside world reflects the Romantic concern regarding the preservation of nature in which the Industrial revolution was a precursor for. Victor seeks the natural world to mollify his anguish about the recent deaths of William and Justine. Shelley’s vivid descriptions of the natural landscape convey a Romantic appreciation of the beauty of nature, but they are intertwined with a sense of Gothic terror. The â€Å"eternity of such scenes†, the â€Å"savage and enduring scenes† and the â€Å"wonderful and sublime† feeling of the natural world enables Frankenstein â€Å"to forget†. The use of bucolic imagery shows the value that Shelley places in the beauty of the natural world. The fact that nature enables Frankenstein â€Å"to forget† his guilt fo llowing William’s murder indicates a strong connection between humanity and the natural world. â€Å"While I watched the storm, so beautiful yet terrific†¦This noble war in the sky elevated my spirits† Shelley’s use of rich imagery as well as religious imagery in ‘elevated’ provides connotations of beauty and a pristine place. Scientific advancements during the time reflect Shelley’s concerns of the dangers of unrestrained scientific knowledge during her context. Furthermore, Blade Runner reflects a postmodern questioning of the nature of humanity whilst exploring concerns of capitalism, leading to a diminishing of moral principles. Scott illuminates the dehumanising effects of such progress, foregrounded through Deckard’s â€Å"retiring† of the Replicant Zhora. Here, the stylistic placement of the transparent cloak places further emphasis on the violence of her death, with a slow-motion low angle shot conveying her heightened sense of humanity within her last moments. The frantic camera movements before Zhora’s death indicate that she is more than just a replicant, bringing on questions of what constitutes a human, reflecting postmodern views. Additionally, the depiction of a tear running down Pri’s face whilst she lies on the sidewalk surrounded by blood combined with sultry, non-diegetic sound and that of a heartbeat, reinforces this questioning of humanity. This is juxtaposed with Deckard’s emotionless features and the monotonous drone of the droid, suggesting that our artificial creations can lead to the dehumanisation of mankind, undermining our humanist framework and hence, cautioning us of the dire consequences of unchecked scientific progress. Blade Runner reflects ideals during the late 20th century of who we are, through the comparison of the replicants and humans, and inevitability reflecting the complex nature of humanity. Despite differing time periods both Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, explore similar concepts and values relating to their contexts. Frankenstein reflects Romantic concerns for the rise in technological overload and the effect this has, eventually leading to the questioning of humanity. Similarly Scott reflects these same ideals through Post Modern concerns of the time. Despite displaying similar concerns, both Scott and Shelley express these values and ideals in relation to their contexts.

How to Become a Veterinary Technician

How to Become a Veterinary Technician When you think of life in a veterinarian’s office, you might think of a Doctor Doolittle-style situation, with amusing animal hijinks and lots of kitten-cuddling. In reality, it’s a busy medical office- and while there may indeed be cuddling, it’s like any other healthcare practice, working hard to treat patients and send everyone (and everydog) out the door healthier than they came in. Veterinary technicians (also known as vet techs) are an essential part of a veterinary clinic. They work with doctors to provide care- but they do it across species lines.The Day-to-DayVet techs are often the core nursing staff in an animal clinic. Depending on what kinds of animals the clinic specializes in treating, this could entail working with patients from small rodents all the way up to horses and livestock. Vet techs typically work in standard private vet clinics, but they can also be found in emergency care pet clinics, in zoos, in medical laboratories, or visiting animal owners’ homes to provide care.  Because the majority of vet techs work in a clinic/office setting, the most common work week is a standard 40-hour one, but techs who work in critical care or in unusual settings (zoos, farms) may work on an on-call basis.Vet techs are usually responsible for the following tasks:Observing the behavior and condition of animals in order to diagnose illness or injuryProviding nursing careAdministering emergency first aid to animalsPerforming grooming servicesRestraining animals during exams or proceduresAdministering anesthesia to animals, and monitoring vital signsCollecting laboratory samples for testing, such as blood, urine, or tissuePerforming diagnostic laboratory testsTaking and developing x-raysPreparing animals and instruments for surgeryVaccinating and administering medication prescribed by the veterinarianMaintaining patient charts and medical historiesFor more on what it’s like to be a veterinary technician, check out these v ideos:Career Choices – Vet Technician  A Day in the Life – Veterinary Technician  Becoming a Veterinary Technician  The RequirementsVet techs usually have at least an associate’s degree from a program accredited by the American Veterinary Medical Association. Many states also require certification in addition to the standard education and training, so be sure to research what your state’s requirements are for vet techs.The PayThe median salary for veterinary technicians is $31,070, or $14.94 per hour. Experienced technicians can often make about $41,000 per year.  Per a Salary.com survey, vet techs rate their career as â€Å"very satisfying.†The OutlookOpportunities for veterinary technicians are exploding: the Bureau of Labor Statistics expects that the field will have a major surge of at least 19% by 2024. This makes it one of the fastest-growing Allied Health careers out there. Also, the most kitten-intensive.

Gen. Henry Hap Arnold - World War II History

Gen. Henry Hap Arnold - World War II History Henry Harley Arnold (born at Gladwyne, PA on June 25, 1886) had a military career peppered with many successes and few failures. He was the only officer to ever hold the rank of General of the Air Force. He died January 15,  1950  and was buried at Arlington National Cemetery. Early Life The son of a doctor, Henry Harley Arnold was born at Gladwyne, PA on June 25, 1886. Attending Lower Merion High School, he graduated in 1903 and applied to West Point. Entering the academy, he proved a renowned prankster but only a pedestrian student. Graduating in 1907, he ranked 66th out of a class of 111. Though he desired to enter the cavalry, his grades and disciplinary record prevented this and he was assigned to the 29th Infantry as a second lieutenant. Arnold initially protested this assignment but ultimately relented and joined his unit in the Philippines. Learning to Fly While there, he befriended Captain Arthur Cowan of the US Army Signal Corps. Working with Cowan, Arnold aided in creating maps of Luzon. Two years later, Cowan was ordered to take command of the Signal Corps newly-formed Aeronautical Division. As part of this new assignment, Cowan was directed to recruit two lieutenants for pilot training. Contacting Arnold, Cowan learned of the young lieutenants interest in obtaining a transfer. After some delays, Arnold was transferred to the Signal Corps in 1911 and began flight training at the Wright Brothers flying school in Dayton, OH. Taking his first solo flight on May 13, 1911, Arnold earned his pilot license later that summer. Sent to College Park, MD with his training partner, Lieutenant Thomas Millings, he set several altitude records as well as became the first pilot to carry US Mail. Over the next year, Arnold began to develop a fear of flying after witnessing and being a part of several crashes. Despite this, he won the prestigious Mackay Trophy in 1912 for the most meritorious flight of the year. On November 5, Arnold survived a near-fatal crash at Fort Riley, KS and removed himself from flight status. Returning to the Air Returning to the infantry, he was again posted to the Philippines. While there he met 1st Lieutenant George C. Marshall and the two became life-long friends. In January 1916, Major Billy Mitchell offered Arnold a promotion to captain if he returned to aviation. Accepting, he traveled back to College Park for duty as the supply officer for the Aviation Section, US Signal Corps. That fall, aided by his friends in the flying community, Arnold overcame his fear of flying. Sent to Panama in early 1917 to find a location for an airfield, he was en route back to Washington when he learned of the US entry into World War I. World War I Though he desired to go to France, Arnolds aviation experience led to him being retained in Washington at the Aviation Sections headquarters. Promoted to the temporary ranks of major and colonel, Arnold oversaw the Information Division and lobbied for the passage of a large aviation appropriations bill. Though mostly unsuccessful, he gained valuable insight into negotiating the politics of Washington as well as the development and procurement of aircraft. In the summer of 1918, Arnold was dispatched to France to brief General John J. Pershing on new aviation developments. Interwar Years Following the war, Mitchell was transferred to the new US Army Air Service and was posted to Rockwell Field, CA. While there, he developed relationships with future subordinates such as Carl Spaatz and Ira Eaker. After attending the Army Industrial College, he returned to Washington to the Office of the Chief of Air Service, Information Division, where he became a devout follower of the now-Brigadier General Billy Mitchell. When the outspoken Mitchell was court-martialed in 1925, Arnold risked his career by testifying on behalf of the air power advocate. For this and for leaking pro-airpower information to the press, he was professionally exiled to Fort Riley in 1926 and given command of the 16th Observation Squadron. While there, he befriended Major General James Fechet, the new head of the US Army Air Corps. Intervening on Arnolds behalf, Fechet had him sent to the Command and General Staff School. Graduating in 1929, his career began to progress again and he held a variety of peacetime commands. After winning a second Mackay Trophy in 1934 for a flight to Alaska, Arnold was given command of the Air Corps First Wing in March 1935 and promoted to brigadier general. That December, against his wishes, Arnold returned to Washington and was made Assistant Chief of the Air Corps with responsibility for procurement and supply. In September 1938, his superior, Major General Oscar Westover, was killed in a crash. Shortly thereafter, Arnold was promoted to major general and made Chief of the Air Corps. In this role, he began plans for expanding the Air Corps to place it on par with Army Ground Forces. He also began pushing a large, long-term research and development agenda with the goal improving the Air Corps equipment. World War II With the growing threat from Nazi Germany and Japan, Arnold directed research efforts to exploit existing technologies and drove the development of aircraft such as the Boeing B-17 and Consolidated B-24. In addition, he began pushing for research into the development of jet engines. With the creation of the US Army Air Forces in June 1941, Arnold was made Chief of the Army Air Forces and acting Deputy Chief of Staff for Air. Given a degree of autonomy, Arnold and his staff began planning in anticipation of the US entry into World War II. Following the attack on Pearl Harbor, Arnold was promoted to lieutenant general and began enacting his war plans which called for the defense of the Western Hemisphere as well as aerial offensives against Germany and Japan. Under his aegis, the USAAF created numerous air forces for deployment in the various theaters of combat. As the strategic bombing campaign commenced in Europe, Arnold continued to press for the development of new aircraft, such as the B-29 Superfortress, and support equipment. Beginning in early 1942, Arnold was named Commanding General, USAAF and made a member of the Joint Chiefs of Staff and the Combined Chiefs of Staff. In addition to advocating for and supporting strategic bombing, Arnold backed other initiatives such as the Doolittle Raid, the formation of the Women Airforce Service Pilots (WASPs), as well as communicated directly with his top commanders to ascertain their needs firsthand. Promoted to general in March 1943, he soon had the first of several wartime heart attacks. Recovering, he accompanied President Franklin Roosevelt to the Tehran Conference later that year. With his aircraft pounding the Germans in Europe, he began focusing his attention on making the B-29 operational. Deciding against using it Europe, he elected to deploy it to the Pacific. Organized into the Twentieth Air Force, the B-29 force remained under Arnolds personal command and flew first from bases in China and then the Marianas. Working with Major General Curtis LeMay, Arnold oversaw the campaign against the Japanese home islands. These attacks saw LeMay, with Arnolds approval, conduct massive firebombing attacks on Japanese cities. The war finally came to an end when Arnolds B-29s dropped the atomic bombs on Hiroshima and Nagasaki. Later Life Following the war, Arnold established Project RAND (Research and Development) which was tasked with studying military matters. Traveling to South America in January 1946, he was forced to break off the trip due to declining health. As result, he retired from active service the following month and settled on a ranch in Sonoma, CA. Arnold spent his final years writing his memoirs and in 1949 had his final rank changed to General of the Air Force. The only officer to ever hold this rank, he died on January 15, 1950 and was buried at Arlington National Cemetery. Selected Sources HistoryNet: General Henry Hap ArnoldHenry H. Arnold

Behind Mud Walls Paper

Only then one can learn about the cities because one needs to understand the relationship between the two in India. Behind Mud Walls provides the opportunity to examine a north Indian village from a non-Indian point of view; in other words, a non-biased point of view. Since the book is broken up into parts by years, it gives the reader a great way to examine the changes that take place in this village; it shows how it was then and how it is now. Karimpur in 1930 was very different from Karimpur in the 80’s and 90’s. Many changes were observed by Wisers and Susan Wadley, who writes the later chapters in the book. These changes were social, economic, educational, technological, political and cultural but most significant of these were social, and educational. The social changes with an emphasis on role of women, the slowing down of the Jajmani system and the rise in education will be the focus of this paper. What was Karimpur like in 1930? Women in Karimpur in late 1920s were very traditional. They had a purdah (covering of the face) on at all times and were dependent on males (husbands, father or brothers). They were uneducated and illiterate. They had limited movement outside the house and were usually tied to raising children and doing household work. They worked almost entirely in mud enclosures. Their days were spent largely in menial labor, ensuring that their family could subside on a day-to-day basis. Their days began at dawn, when they gathered water for their family and their daily tasks of cooking, brushing, and cleaning. They ground flour for bread. They milked the family’s cow or buffalo. They prepared the ovens or chulas for the day’s cooking. They swept. They collected dung for fuel. They gathered vegetables from the fields. It is safe to say that these women lived entirely behind â€Å"mud walls†. (144). They were also not allowed to go to the fields by themselves to relieve themselves. (46). Moreover, a system called Jajmani was widespread in Karimpur when the Wisers first visited. It was basically a system that bounded upper castes to lower castes in the villages. There was exchange of goods and services between landowning higher castes and landless service castes. The relationship was to be permanent, hereditary and lower castes generally received grains against rendered services. Dhobis (washers), chamars (tanners), faqirs (beggars) dhanuks (midwives), sudras (lower caste), and bhangis (sweepers) were all treated in a degrading manner. (47). The upper caste people, the Brahmins, would not like when the Wisers’ children played with those of bhangis. A touch of a bhangi would bring pollution to the upper caste Brahmins since they carry human waste and clean the courtyards. The Brahmins dominated the village. They owned most of the land and also took part in religious rituals due to their priest roots. Therefore, the caste system was a major social structure in Karimpur. Every individual had to stay within their caste boundaries; everyone had a hereditary job to do. Two different castes could not marry and an upper caste could eat or drink anything offered by the lower caste. Even when the Wisers offered peanuts to the children, their parents refused to let them eat. Only food offered by Brahmins would be acceptable for other upper castes. Therefore, caste system played a huge role in the lives of people in Karimpur. Furthermore, education was very low in Karimpur in 1925. Both males and females could barely read or write. As a result, there were no technological developments and therefore, agricultural production was low. Lower education rate also meant that people strictly followed the caste system to keep order in the society. Another observation made by the Wisers during their first was that most village houses were made of mud and were called â€Å"kaccha† houses. An interesting relationship noticed by the Wisers was that of newly wed girls and their mother-in-laws. Mother-in-laws would keep an eye on their daughter-in-laws or â€Å"bahus. † These bahus would have to please their mother-in-laws and take care of the household and everyone living in the family or in this case joint-family where brothers and their families live together with their parents under one roof. Therefore, one can see that Karimpur described by the Wisers in 1930 was quite backward and orthodox. The next half of the paper will be focused on the changes that took place over the decades in Karimpur. What were the changes in the second half of the century when Wisers and Susan Wadley visited Karimpur? Firstly, the role of women had changed a little bit. Secondly, education had increased and more and more villagers had B. A. degrees and moved to cities to find work. Thirdly, technological changes had brought enormous agricultural growth in the farms. The rigid caste system had slowed down a little bit and the mutual relationship of Jajmani system had declined as well. Finally, the younger generation was more in touch with the world through cities and education, the lower castes had more access to land ownership and most of the mud houses were transformed into brick houses or â€Å"pakka† houses. The roles of women had started to change in the 60s and later as observed by Susan Wadley. The purdah declined except during ritual occasions. The dress style also changed. Head was less covered. They started to show more head and face unlike before. When women went out in the fields to work still wore long sleeve blouses and had their head covered. The ones who worked in their own courtyards or left their house briefly started wearing dhotis which was something shorter than saris and other traditional long sleeve garments that they wore. (193). This was a radical change. It really showed that times had changed and people were becoming a little more open-minded. The younger generation of women was far more educated than their mothers or sisters and also wore baggy pants (Panjabi suits) by 90s. At times they would refuse to help their female figures in preparing and collecting cow dung, calling it â€Å"dirty. † They no longer had to collect water for their families since the introduction of hand pumps in their courtyards. This made their job a lot easier. Women also experienced change in their work. Due to the decline in the jajmani system and male employment in the farms, women no longer worked on the farms. The decline in the jajmani system meant more opportunities for women. Female servants were more acceptable as household servants. The decline in the purdah also helped women since now they could get their own water without males, carry their own messages and pick their own flowers from the fields. (289). They also took part in Hindu rituals. At the same time, one can argue that the voice of women in a household declined. Females were excluded from farm work since men had moved to the cities for work. They were replaced by machines and pumps on the fields and farms, and traditionally employed women in caste-based jobs through the jajmani system were no longer employed. Therefore, the changes in the lives of women were both negative and positive although the changes in the levels of education in Karimpur definitely helped women. Education was beneficial to both men and women. Better opportunities for jobs and marriage increased education rates among men and women. Women were expected to be educated to train their future generations. An educated girl was a likely girl for a marriage proposal. In 1984, three schools were set up for both boys and girls. An astonishing forty nine percent of boys attended school. That is a big percentage for a backward village like Karimpur. (291). Fifty seven percent of girls attended primary schools. (291). All these numbers aside, education was still a luxury not a privilege in Karimpur. It was only accessible to upper castes that had money and the poor could not afford the cost of books and clothes. It is also important to note that it was extremely difficult to pass the sciences in schools without proper tutoring. As a result, the spread and benefit of education remained low. Still, it was a crucial change because it did make life better for some of the people. Many Brahmins obtained B. A. and M. A. degrees and most were literate including women. Increased education for men meant more opportunities in the cities for work which meant more money to provide for families back in village. Those who stayed in villages chose to be intermediates between the Brahmins and the government officials in matters of the village. Another reason why education was an important change for Karimpur was because it changed caste relationships. Education loosened the bonds of Brahmin dominance. Education brought knowledge and knowledge brought changes in caste relationships. Different lower castes were no longer tied to their jajmans or patrons. They were able to deal with banks, lawyers, doctors and government officials. There was a decline in the traditional jajmani system due to abundance of labor. The farmers no longer needed to maintain their workers when they could hire labor for a cheaper price. Wealthy farmers in the 80s did not need that many laborers. They had machines that took care of their daily work. Hand pumps were a great tool for rich farmers. (285). There were two new tractors in the village. As a result the whole relationship between the jajmans and their servants declined due to abundance of cheap labor and new technology in the farms. The jajmani system no longer provided services, wage labor was more focused and employment networks were more focused and laborers were in constant demand. (283). Some lower castes were also able to raise their status in the society by changing their caste names. Scheduled or backward castes like the chamars and telis became jatavs and rathors, both subcastes of the Kshatriya. (262). This type of upward mobility shows that progress did take place and this is the type of mobility is portrayed in the sacred Hindu texts like the Vedas. The system of hereditary caste system was never propagated by any texts. Rather, a system based on meritocracy was promoted in ancient Sanskrit texts and it was good to see such changed in a small north Indian village. Thus, one can see many social changes in Karimpur starting in the 60s and lasting till the 90s. Other important changes that took place were the transformation of the kuccha houses into pakka houses. Pakka houses were no longer limited to Brahmins. Even a sweeper had a pakka house. (248). Economic growth enabled people to buy bricks and build these new types of houses. Payments are done in rupees rather than grains due to cash economy. Jajmani system no longer controlled the exchange of goods. Agricultural production was booming due to technological changes and introduction of necessary materials by the government to increase production. Better seeds, more fertilizer and more irrigation were provided by the government. One can credit increased education for more interaction between the villagers and the government officials. 252). Crops other than grains were produced and more number of farmers from all castes planted more crops and vegetables unlike only the Brahmins forty years ago. Green revolution also brought tremendous change in agriculture along with introduction of pumped irrigation water. Family incomes increased for many castes and access to land ownership also increased for middle and lower castes. The dominant Brahm in influence declined over the years but they still had a huge presence in the village. Overall, Karimpur in 1920s was different from Karimpur in the second half of the century. The reason why it was different was because of the changes in the roles of women over the years, the decline in the caste and jajmani system, and increased education. These changes were tied to each other and a change in one system brought a change in another. Finally, Karimpur serves as a model for modern India; it shows how a socially orthodox and economically backward place can experience changes at all levels in the society and improve the lives of its people. Works Cited Wiser, Charlotte, William Wiser. Behind Mud Walls. Berkeley, Los Angeles, London: University of California, 2000. Behind Mud Walls Paper Only then one can learn about the cities because one needs to understand the relationship between the two in India. Behind Mud Walls provides the opportunity to examine a north Indian village from a non-Indian point of view; in other words, a non-biased point of view. Since the book is broken up into parts by years, it gives the reader a great way to examine the changes that take place in this village; it shows how it was then and how it is now. Karimpur in 1930 was very different from Karimpur in the 80’s and 90’s. Many changes were observed by Wisers and Susan Wadley, who writes the later chapters in the book. These changes were social, economic, educational, technological, political and cultural but most significant of these were social, and educational. The social changes with an emphasis on role of women, the slowing down of the Jajmani system and the rise in education will be the focus of this paper. What was Karimpur like in 1930? Women in Karimpur in late 1920s were very traditional. They had a purdah (covering of the face) on at all times and were dependent on males (husbands, father or brothers). They were uneducated and illiterate. They had limited movement outside the house and were usually tied to raising children and doing household work. They worked almost entirely in mud enclosures. Their days were spent largely in menial labor, ensuring that their family could subside on a day-to-day basis. Their days began at dawn, when they gathered water for their family and their daily tasks of cooking, brushing, and cleaning. They ground flour for bread. They milked the family’s cow or buffalo. They prepared the ovens or chulas for the day’s cooking. They swept. They collected dung for fuel. They gathered vegetables from the fields. It is safe to say that these women lived entirely behind â€Å"mud walls†. (144). They were also not allowed to go to the fields by themselves to relieve themselves. (46). Moreover, a system called Jajmani was widespread in Karimpur when the Wisers first visited. It was basically a system that bounded upper castes to lower castes in the villages. There was exchange of goods and services between landowning higher castes and landless service castes. The relationship was to be permanent, hereditary and lower castes generally received grains against rendered services. Dhobis (washers), chamars (tanners), faqirs (beggars) dhanuks (midwives), sudras (lower caste), and bhangis (sweepers) were all treated in a degrading manner. (47). The upper caste people, the Brahmins, would not like when the Wisers’ children played with those of bhangis. A touch of a bhangi would bring pollution to the upper caste Brahmins since they carry human waste and clean the courtyards. The Brahmins dominated the village. They owned most of the land and also took part in religious rituals due to their priest roots. Therefore, the caste system was a major social structure in Karimpur. Every individual had to stay within their caste boundaries; everyone had a hereditary job to do. Two different castes could not marry and an upper caste could eat or drink anything offered by the lower caste. Even when the Wisers offered peanuts to the children, their parents refused to let them eat. Only food offered by Brahmins would be acceptable for other upper castes. Therefore, caste system played a huge role in the lives of people in Karimpur. Furthermore, education was very low in Karimpur in 1925. Both males and females could barely read or write. As a result, there were no technological developments and therefore, agricultural production was low. Lower education rate also meant that people strictly followed the caste system to keep order in the society. Another observation made by the Wisers during their first was that most village houses were made of mud and were called â€Å"kaccha† houses. An interesting relationship noticed by the Wisers was that of newly wed girls and their mother-in-laws. Mother-in-laws would keep an eye on their daughter-in-laws or â€Å"bahus. † These bahus would have to please their mother-in-laws and take care of the household and everyone living in the family or in this case joint-family where brothers and their families live together with their parents under one roof. Therefore, one can see that Karimpur described by the Wisers in 1930 was quite backward and orthodox. The next half of the paper will be focused on the changes that took place over the decades in Karimpur. What were the changes in the second half of the century when Wisers and Susan Wadley visited Karimpur? Firstly, the role of women had changed a little bit. Secondly, education had increased and more and more villagers had B. A. degrees and moved to cities to find work. Thirdly, technological changes had brought enormous agricultural growth in the farms. The rigid caste system had slowed down a little bit and the mutual relationship of Jajmani system had declined as well. Finally, the younger generation was more in touch with the world through cities and education, the lower castes had more access to land ownership and most of the mud houses were transformed into brick houses or â€Å"pakka† houses. The roles of women had started to change in the 60s and later as observed by Susan Wadley. The purdah declined except during ritual occasions. The dress style also changed. Head was less covered. They started to show more head and face unlike before. When women went out in the fields to work still wore long sleeve blouses and had their head covered. The ones who worked in their own courtyards or left their house briefly started wearing dhotis which was something shorter than saris and other traditional long sleeve garments that they wore. (193). This was a radical change. It really showed that times had changed and people were becoming a little more open-minded. The younger generation of women was far more educated than their mothers or sisters and also wore baggy pants (Panjabi suits) by 90s. At times they would refuse to help their female figures in preparing and collecting cow dung, calling it â€Å"dirty. † They no longer had to collect water for their families since the introduction of hand pumps in their courtyards. This made their job a lot easier. Women also experienced change in their work. Due to the decline in the jajmani system and male employment in the farms, women no longer worked on the farms. The decline in the jajmani system meant more opportunities for women. Female servants were more acceptable as household servants. The decline in the purdah also helped women since now they could get their own water without males, carry their own messages and pick their own flowers from the fields. (289). They also took part in Hindu rituals. At the same time, one can argue that the voice of women in a household declined. Females were excluded from farm work since men had moved to the cities for work. They were replaced by machines and pumps on the fields and farms, and traditionally employed women in caste-based jobs through the jajmani system were no longer employed. Therefore, the changes in the lives of women were both negative and positive although the changes in the levels of education in Karimpur definitely helped women. Education was beneficial to both men and women. Better opportunities for jobs and marriage increased education rates among men and women. Women were expected to be educated to train their future generations. An educated girl was a likely girl for a marriage proposal. In 1984, three schools were set up for both boys and girls. An astonishing forty nine percent of boys attended school. That is a big percentage for a backward village like Karimpur. (291). Fifty seven percent of girls attended primary schools. (291). All these numbers aside, education was still a luxury not a privilege in Karimpur. It was only accessible to upper castes that had money and the poor could not afford the cost of books and clothes. It is also important to note that it was extremely difficult to pass the sciences in schools without proper tutoring. As a result, the spread and benefit of education remained low. Still, it was a crucial change because it did make life better for some of the people. Many Brahmins obtained B. A. and M. A. degrees and most were literate including women. Increased education for men meant more opportunities in the cities for work which meant more money to provide for families back in village. Those who stayed in villages chose to be intermediates between the Brahmins and the government officials in matters of the village. Another reason why education was an important change for Karimpur was because it changed caste relationships. Education loosened the bonds of Brahmin dominance. Education brought knowledge and knowledge brought changes in caste relationships. Different lower castes were no longer tied to their jajmans or patrons. They were able to deal with banks, lawyers, doctors and government officials. There was a decline in the traditional jajmani system due to abundance of labor. The farmers no longer needed to maintain their workers when they could hire labor for a cheaper price. Wealthy farmers in the 80s did not need that many laborers. They had machines that took care of their daily work. Hand pumps were a great tool for rich farmers. (285). There were two new tractors in the village. As a result the whole relationship between the jajmans and their servants declined due to abundance of cheap labor and new technology in the farms. The jajmani system no longer provided services, wage labor was more focused and employment networks were more focused and laborers were in constant demand. (283). Some lower castes were also able to raise their status in the society by changing their caste names. Scheduled or backward castes like the chamars and telis became jatavs and rathors, both subcastes of the Kshatriya. (262). This type of upward mobility shows that progress did take place and this is the type of mobility is portrayed in the sacred Hindu texts like the Vedas. The system of hereditary caste system was never propagated by any texts. Rather, a system based on meritocracy was promoted in ancient Sanskrit texts and it was good to see such changed in a small north Indian village. Thus, one can see many social changes in Karimpur starting in the 60s and lasting till the 90s. Other important changes that took place were the transformation of the kuccha houses into pakka houses. Pakka houses were no longer limited to Brahmins. Even a sweeper had a pakka house. (248). Economic growth enabled people to buy bricks and build these new types of houses. Payments are done in rupees rather than grains due to cash economy. Jajmani system no longer controlled the exchange of goods. Agricultural production was booming due to technological changes and introduction of necessary materials by the government to increase production. Better seeds, more fertilizer and more irrigation were provided by the government. One can credit increased education for more interaction between the villagers and the government officials. 252). Crops other than grains were produced and more number of farmers from all castes planted more crops and vegetables unlike only the Brahmins forty years ago. Green revolution also brought tremendous change in agriculture along with introduction of pumped irrigation water. Family incomes increased for many castes and access to land ownership also increased for middle and lower castes. The dominant Brahm in influence declined over the years but they still had a huge presence in the village. Overall, Karimpur in 1920s was different from Karimpur in the second half of the century. The reason why it was different was because of the changes in the roles of women over the years, the decline in the caste and jajmani system, and increased education. These changes were tied to each other and a change in one system brought a change in another. Finally, Karimpur serves as a model for modern India; it shows how a socially orthodox and economically backward place can experience changes at all levels in the society and improve the lives of its people. Works Cited Wiser, Charlotte, William Wiser. Behind Mud Walls. Berkeley, Los Angeles, London: University of California, 2000.

Global Media & Communication Essay Example | Topics and Well Written Essays - 2000 words

Global Media & Communication - Essay Example The information presented entails complete and reliable information, but the directive of the independence press states that information presented to the general public should be factual, and obtained through methodical investigation (Sarikakis, 2004, p. 90). According to Barnhurst & Nerone (2002, p. 67), the theory maintains certain limits of free media, but also puts some restrictions on what is presented to the media. For instance, in India, the press has certain obligations to the public, and they must show truth and accuracy in any information they present. The media is free, but regulated by the government. On the other hand, the Chinese administration has always kept rules on traditional and the current media rules to protect its government political wishes through the use of watchdogs. The watchdog units ensure that these principles entail strict rules placed on the media that are used to control them. They even punish the media houses that break the rules by either jailing t hem or shutting down the entire publication firm and their websites. 1.2 The relation between economic, technological and political order on the globe to communication Society economy and technology are highly linked through communication. Internet, mobile phone services and satellite broadcasting services influence economic technological developments. With the increase in globalization, the economic technological and political developments have taken a positive outlook (Ferree, et al., 2002, p. 44). Globalization is also a requirement and driving force for all other types of communication. Several technological developments have improved the communication process, and this development in turn affects the press (Levira, 2004, p. 13). Technology like video communication through the internet has made communication essay and simple (Ferree, et al., 2002, p. 44). For instance in China, the types of communication in a country is determined by the country’s political ideology. The established controlling ideas have developed through different states without the citizens noticing and deliberating on their development. The authority of a neoliberal position in themes presented in mass media and the rise of the authoritarianism of the financial leaders, the increase of free communication principles, but also a commercial approach in broadcasting of information to the abandoned views of workforces is a characteristic of China media (Barnhurst & Nerone 2002, p.89). Similarly, through globalization in India, technology has assisted the government in improving its economy. This improved economy has improved the ways of life for the masses. In India, globalization has influenced technology development where it has shifted the pattern of its economy. In economic terms, technology influences the forms of production, asset and employment. It also changes the activities taking place within a company. This is because through improved challenges of communication, Indiansâ €™ business process has improved thus improving its economic activities (Rajagopal, 2012, pp.1). Mass media in India is also seen to be influencing globalization. This was achieved using several media channels like televisions, music, and new technological developments. The international flow of information has highly been

Car Racing Assignment Example | Topics and Well Written Essays - 250 words

Car Racing - Assignment Example This is because in the world of car racing time is of great importance since every time lost normally reduces the chance of success (Doeden, 2009). Most companies in motor sports normally have highly qualified personnel. Some of the people hired include product designers who are normally entrusted with the role of coming up with outstanding car designs and features such as engines that will make the company stand out from the rest in addition to increasing the chances of winning in a race besides being easy to alter if need entails (Murray, 2013). Such companies also have a devoted human resource team whose main objective is normally to ensure that everything runs smoothly, for instance ensuring that the team responsible for conducting replacements are qualified and ever ready to swing into action when need arises. The companies have also come up with new technologies in order to increase speed and at the same time cutting down the expenditure cost. For instance, a fuel flow restrictor whose main role is minimizing fuel spent on car racing (Sam, 2014). Just like in car racing, the main objective of many companies and organizations is normally to succeed in business, which usually results to increase in terms of revenue. In my opinion, for other companies to succeed in the field of business, they ought to embrace the motor sport ideas. For instance, the companies should have an excellent human resource department whose main role should be ensuring the well-being of employees. In most companies, whenever a car develops a mechanical problem, it normally takes a lot of time before the problem is fixed hence loss of revenue. In this case, companies ought to have an ever-ready mechanical team whose role is identifying mechanical problems and fixing them immediately in a move to prevent the business from becoming

Capital Punishment - Pro and Contra Research Paper

Capital Punishment - Pro and Contra - Research Paper Example Capital punishment is of very old origin. The word capital is derived from the old Latin word ‘caput’, meaning head. Capital punishment, therefore, refers to beheading or decapitation as a method of execution. Today, the term ‘death penalty’ is used interchangeably with the term capital punishment. Capital punishment originated in England, it was then transported to colonies in America during the 17th and 18th centuries. The English legal system considerably relied on capital punishment; this was partly because imprisonment of people for different periods of time was not developed until the late 18th century. For about four centuries, capital punishment has been practiced in America has been a basic part of its history. The first execution in the United States took place in James town in 1608. Latzer and McCord point out that it has accounted for â€Å"at best estimate, about 20,000 executions† (2011, p.1).   However, the method of execution has undergone remarkable changes over time. In the 17th and 18th century America, men, women, and children would attend a public and solemn occasion where death was imposed by hanging. Execution in public was aimed at frightening members of the public in order to avoid crime, administering justice to the accused, and giving the convicted a chance to repent and gain salvation after death. Hymn singing, sermons, and a speech by the condemned accompanied hanging. During the 17th and 18th century, the number of capital crimes was very big. However, there was a great deal of leniency although most trials took less than a day and appeals were not permitted until the 19th century. A benefit of clergy was sometimes granted to the accused resulting in the pardon of certain death sentences. State governors sometimes granted executive clemency to the accused. For example, in New York City, over half of the condemned were granted clemency. According to Latzer and McCord (2011) â€Å"there were even ‘mock hangings’ to empathetically deliver the message, but spare the life of the offender† (p.2).

Community Child care Case Study Example | Topics and Well Written Essays - 2000 words

Community Child care - Case Study Example Eye contact was limited, which is a social skill he struggled with, something that most children are not afraid of (Hanbury 2007). On looking at him straight to the eye, the boy could not respond by looking back directly. From the observation, this case fits in the Autism Spectrum Disorders category. During birth the boy had no complications; he was robust and developed normally, until he showed the first signs of delayed milestones. A healthcare provider was contacted and the boy was screened for the delayed milestones and help was given. At three months of age, he started using vocalizations (Cooper 2004). He developed delayed communication, although he developed a good rapport with his mother. He was unable to identify body parts and a learning programme was suggested, he seemed to catch up. His social skills became abnormal. He seemed not to hear at times, had poor eyesight, poor response to his name, does not respond to touch and other feelings, he plays on his own and does not ask for assistance when he needs some (Benaron 2009). The boy takes a Risperdal name of treatment which was prescribed by a psychiatrist. Ethics involved acting in an appropriate manner, with due diligence and care in the execution of duties (Szatmari 2004). Various communication approaches were used and clinical decisions were made on alternative communication techniques on the boy. The relevance and reliability of the available evidence, expertise of the clinical staff and the client’s perspective on the consent of using a family member were put into consideration (Cooper 2004). Exploration of many alternative communication skills were considered as symptoms vary in Autism syndrome deficiency (Hanbury 2007). Consent was acquired on the basis of the boy’s needs, which included the strengths and weaknesses of learning, the degree of social communication skills and motor abilities. The policies that were put in place helped in the navigation of this case study and

Post-War Evolution of The Aircraft Manufacturing Industry Case Study - 1

Post-War Evolution of The Aircraft Manufacturing Industry - Case Study Example The speed was required in both the military and commercial jets. The piston engine was improved into a powered engine that could propel the jet at a speed higher than that of sound. The jet engine is based on Newton’s law of motion. The reactor in engine generates thrust through propulsion that makes the jet to move very fast. This was a very great milestone to the jet evolvement. Throughout the development of aircraft engine, engineers faced the challenges of trial and error where they overlooked some of the key aspects that they had to review. The new jets with high power engines lacked hydraulic flight control systems that were very important in a flight, air conditioning and ejection seats among others. Engineers had to come up with other models that would accommodate new modifications for a stable flight. The engineers wanted to make a jet that could easily maneuver on air. During this period, many different jets became obsolete before they made the great innovation due to the trial and error. After World War II, the engineers decided to improve the reliability of the aircraft that could be used for both military and commercial purposes. They wanted a jet that can fly under harsh weather conditions without losing its stability. To achieve this engineers spend lots of time to perfect on the high power engines. There was also the challenge of making the engine power without increasing its weight. The bigger the engine, the more powerful it is. The engineers had to choose the effective materials that would make a big, reliable and light engine The engineers also faced the challenge of making an engine that will be economical in fuel consumption. With time, the engineers came up with an engine that could propel the plane across the ocean with less fuel than what the piston engine consumed (Albert and Army War College, 1997). The development of this engine had a very great social impact on the people.  

Freud and psychoanalysis Research Paper Example | Topics and Well Written Essays - 2000 words

Freud and psychoanalysis - Research Paper Example No matter what level of education an individual might have, it is likely he or she is familiar with the name of Sigmund Freud. Freud’s name is now synonymous with the theory of psychoanalysis. It is a science he essentially invented near the beginning of the 19th century. Sigmund Freud began his career as a medical doctor. He worked in Vienna with mental patients and it is because of this work that he is today considered one of the founding fathers of modern day psychology. It was while working with these patients that Freud developed the psychoanalytic theory. Clearly, Freud’s original training was not in the field that he started. He originally worked as a neurologist, but the common method of treating patients was to use hypnosis, something Freud wasn’t very good at but which forced him to take a more imaginative approach to treating the mind that would revolutionize the way people thought about thought (Robbins, 1999). Although Freud was obviously not the fir st individual to study how the mind worked and he would obviously not be the last, Freud is given credit for making the first major break-through in treating the mind as an entity existing at least partially separate from the body. He identified that there were at least three different levels of thought and realized that these levels interacted and intertwined. Putting these pieces together led to his development of psychotherapy. Freud classified three major components as comprising an individual’s psyche. These were the id, the ego and the superego. This intuitive leap from biological function to mental processes did not occur by accident. To fully understand Freud’s theories, his theoretical model of the human mind and how these ideas translate into his theories regarding human culture, it is necessary to understand how these ideas developed as well as how Freud expressed

Post-War Evolution of The Aircraft Manufacturing Industry Case Study - 1

Post-War Evolution of The Aircraft Manufacturing Industry - Case Study Example The speed was required in both the military and commercial jets. The piston engine was improved into a powered engine that could propel the jet at a speed higher than that of sound. The jet engine is based on Newton’s law of motion. The reactor in engine generates thrust through propulsion that makes the jet to move very fast. This was a very great milestone to the jet evolvement. Throughout the development of aircraft engine, engineers faced the challenges of trial and error where they overlooked some of the key aspects that they had to review. The new jets with high power engines lacked hydraulic flight control systems that were very important in a flight, air conditioning and ejection seats among others. Engineers had to come up with other models that would accommodate new modifications for a stable flight. The engineers wanted to make a jet that could easily maneuver on air. During this period, many different jets became obsolete before they made the great innovation due to the trial and error. After World War II, the engineers decided to improve the reliability of the aircraft that could be used for both military and commercial purposes. They wanted a jet that can fly under harsh weather conditions without losing its stability. To achieve this engineers spend lots of time to perfect on the high power engines. There was also the challenge of making the engine power without increasing its weight. The bigger the engine, the more powerful it is. The engineers had to choose the effective materials that would make a big, reliable and light engine The engineers also faced the challenge of making an engine that will be economical in fuel consumption. With time, the engineers came up with an engine that could propel the plane across the ocean with less fuel than what the piston engine consumed (Albert and Army War College, 1997). The development of this engine had a very great social impact on the people.  

Betting Shop computer investigation Essay Example for Free

Betting Shop computer investigation Essay The task given to me for the following essay was: Assume you have been called in to investigate suspected incidences of computer crime enacted through the computer system at a local betting office. Describe how you would conduct the search and seizure operation. Also explain why you would conduct the operation in the manner you describe. Keywords: Electronic, Evidence, Investigation, Computers, Seizure, Forensic, Computing Introduction I was recently given the task of Head of Forensic Computing Investigation into Operation Gamble. Operation Gamble had been in place for over 12 weeks, in this time it had become obvious that there was every possibility that some kind of computer crimes were being committed on a everyday basis. This job entails making sure that nothing is overlooked, that everything is done in a methodical manner, everything needs logging in one way or another. There are many things to think about , and many that need acting upon, decisions often need to be made on site at the time of the search. Hopefully this essay will inform the reader of a little knowledge into the world of forensic computing investigation. Also that it will become clear that the successful prosecution of offenders means that the investigation must be done thoroughly from start to finish. ACPO state there are 4 principles that should be adhered to at all times, so when reading this must be took into consideration. The four principles are as follows:- Principle 1: No action taken by law enforcement agencies or their agents should change data held on a computer or storage media which may subsequently be relied upon in court. Principle 2: In exceptional circumstances, where a person finds it necessary to access original data held on a computer or on storage media, that person must be competent to do so and be able to give evidence explaining the relevance and the implications of their actions. Principle 3: An audit trail or other record of all processes applied to computer based electronic evidence should be created and preserved. An independent third party should be able to examine those processes and achieve the same result. Principle 4: The person in charge of the investigation (the case officer) has overall responsibility for ensuring that the law and these principles are adhered to. Ruth Suttons investigation into a local betting shop. Firstly I was called into the office and was allocated a new case, which involved investigating a betting shop that may have been involved in some kind of fraud or computer misuse. I wasnt given any information in detail. Without having much detailed information I have to prepare the investigation as though I am looking for every kind of electronic crime there is. With an open mind it makes the investigation much more through and lengthy, maybe turning up more clues to what has been occurring in this particular establishment. Also as I have been put in charge of this investigation I make sure that all staff that had been drafted in to help with this investigation had the expertise to do so, they all needed to be aware how volatile forensic data is, how easily evidence can be lost, changed, or altered and therefore inadmissible in court. If I were to be given this case and was previously made aware that it was child pornography that I was looking for this would set my mind thinking, and turning into the direction of looking for not only images but perhaps photography equipment, chat logs, email, internet usage logs. On the other hand it is a much different case for fraud. Accounting would be looked into address books, credit card data, calendars, credit card skimmers, the list just goes on and on. Having no idea could turn up more things as child porn can often be attached to a ring, perhaps in that ring credit card fraud is being used to purchase entry to child porn sights, so with my open mind and that of my colleagues I start my investigation. Within the ACPO (Association Of Chief Police Officers) guidelines there are 4 stages that are involved in gaining forensic evidence. They are: 1. Acquiring the evidence 2. Identifying the evidence 3. Evaluating any evidence found 4. Presenting the evidence. For the purposes of my investigation in fact all forensic computing investigations, the first 3 rules are paramount as they all rely upon each other being performed correctly. Although it must be said if any of the rules are not followed correctly this wouldnt even get as far as the presenting Evidence rule, as there could be no successful prosecution. Preparation Knowing this is a retail betting shop, the first decision to be made is the time that we will serve our warrant to search the premises. After not much deliberation it is decided to carry out the search before opening time, I was aware that the manager opened up every morning at 8am so meeting him as he opened up would be the best policy. The reason for this decision is that with less staff and no customers there would be less chance of anyone being able to tamper with any networks, data, or any other relevant evidence. In the past it has been known for one member of staff to distract an investigator, while another removes vital evidence. As time went on 3 other members of staff arrived for work, they were all taken aside and asked details of what there job involved, where there individual workstation was and any usernames, passwords or encryption keys that may be relevant to the case. On Entry On entry it was most important to visually identify anything that could be possible evidence. The following items were identified and noted down: 1. Computer 2. Laptop 3. Usb stick 4. Digital camera 5. Printer 6. Scanner 7. Mobile Phones 8. Cds Dvds 9. PDA All these items could be relevant in gaining evidence as they all may contain relevant data. My reasons for each item were as follows: 1. Computer This is obvious that looking for forensic data the desktop computer could hold lots of evidence. 2. Laptop Same reasons as above. 3. Usb Stick This could also contain data. 4. Digital Camera may contain images or even files of any data 5. Printer Printers have their own memory now so this could contain much needed evidence. 6. Scanner May have been used to scan fraudulent documents (if there is any damage or imperfections to the glass this could show that a particular document was created with its use. 7. Mobile Phones Mobile phones have own operating system, could contain not only contacts but also images, files, and time logs etc, lots of relevant data. 8. Cds Dvds Another item that could contain lots of data. 9. PDA This like a mobile phone has its own operating system and could be used to store relevant data, contacts, time logs etc. Before any searches in drawers or anything was moved the whole area was photographed, picturing where all the above items were exactly in relation to the shop. This is done to document the evidence in a visual manner, that can be looked at after things have been moved to unsurface perhaps more clues, for example If a computer mouse was sitting on the left hand side of the desk, perhaps the manager is right handed so it could lead to a clue that perhaps a left handed member of staff uses that desk, which the computer is sitting on. Photographs were taken of the computer screen as it was on and had the user names on it, this was also documented by text. The computer felt quite warm so this could give clues as to whether it had been left on overnight or perhaps used before we had gained entry to the premises. Photographs were also taken of all the cables at the back of the computer, so as reconstructing at a later stage would be easier, also the cables were labelled. The desktop computer was then switched off by removing the power from the computer not the wall socket. The laptop was the next item to be dealt with, it was switched off so removal of the battery was next. Next a search took place which would involve looking in drawers, cupboards etc. The items I was looking for were: 1. Any paper work that may give some clues to any passwords that may have been used 2. Memory Cards 3. Credit card Skimmers 4. Address books 5. Appointment cards/books 6. GPS SAT NAV equipment 7. CCTV footage Most of these items were found lurking in and around the vicinity of the desk where the desktop computer was located, other than the CCTV footage that was located in the DVD recorder next to the kitchen door. The DVD recorder contained a DVD- rw (DVD re- writable), which was left in place until also photographed and noted while in situ. The rest of the items were subsequently photographed and logged before anything else was done. The reasons for seizing these items were as follows: 1. Paperwork passwords, contacts etc. 2. Memory Cards Data, Images 3. Credit card skimmers Evidence in itself or even more so if there is data contained on the magnetic strip. 4. Address books Contacts 5. Appointment cards/books verify evidence of suspects whereabouts 6. GPS SAT NAV Travel logs, previous places visited 7. CCTV Evidence to say who has been in the premises, and when as the camera will have its own time logs. The manger was then asked a few questions about any passwords or encryption keys he may have been aware of, this was done to try and gain any extra information regarding passwords, encryption etc, as this could all save time when it comes to imaging and gaining access to files. All the questions and answers were noted down in a methodical manner. Seizing the evidence The decision was made by myself to take the equipment, rather than live image at the suspected crime scene, as there was no network, wireless or otherwise, I felt this was the best decision to make as the imaging could be done under labatory conditions. Also as there was quite an amount of electronic data that would need to be imaged, this would take far too long and would not be efficient to do so. Although it is seen best for the raw electronic data to be accessed least as possible due to its volatile nature, this would only have to be done the once in the lab, once imaged they actual items (pc, laptop) would not need to be handled again as the image would be an exact copy. Fingerprinting would need to be done, but this could not occur until all equipment had been imaged, as the chemicals used can be destructive The laptop was known to have Bluetooth capability, and wifi so this had to be put into a shielded box, so as that it could not receive any signals from anywhere else. The mobile phone and PDA were treated in the same manner. The boxes were tagged and everything noted so as to start the chain of evidence for these items. All that had to be done now was to actually bag up all the evidence. This has to be done and sealed in anti static bags, and all written down in a methodical manner. This was done item by item individually as each item was tagged and bagged it had to be logged in a chain of evidence. This took quite a long time but this job cannot be rushed, as anything missed could be fatal to a prosecution. Next was the issue of transportation, this would need to be done strategically so as not to damage any possible data evidence. These would have to be kept away from any magnetic fields, e. g. speakers, radios etc, so they were removed with a van that had storage boxes within so as the seized equipment would not get too warm, cold, or anything else happen to them. Evaluating the Evidence This is where the real investigation continues, and where more light may be shed on the situation concerning electronic data found. Encase was used to image the hard drive of the desktop computer and laptop, and various other software was used for the acquisition of the other electronic items. Once imaged work would begin on searching labouredly through the data. To finish this investigation could take quite a few man-hours, as there is so much data to work through. Now is when this case is turned over to the other specialists that I work alongside. Conclusion Alas my work has ended now in this case as I have finished my job of searching the crime scene and seizing the evidence, after a full week of preparation before the actual search, I am quite pleased with the result. I am no clearer about any crimes that were or may have been committed, but hopefully due to myself carrying out the investigation thoroughly I have led the way for a successful prosecution to go ahead. References :- National hi-tech crime unit (2008) The ACPO Good Practice Guide for Computer-Based Electronic Evidence www. acpo. police. uk/asp/policies/Data/gpg_computer_based_evidence_v3. pdf [accessed 05/05/2008]. Computer Crime: ACPO Guidelines (2008) http://www. dataclinic. co. uk/computer-ACPO. htm [accessed 07/05/08].