The Relationship Between Private and Public Police

Relationship between Private and Public Police

In this paper I will be addressing the relationship between private and public police, weather their relationship is positive or negative, discuss how the conflict regarding the definition of public and private space influences the relationship between private and public police and ways that this relationship can be maintained or improved.
The Relationship
Policing is the government department charged with the regulation and control of the affairs of a community, now chiefly the department established to maintain order, enforce the law and prevent and detect crime (Farlex, 2011). In today??™s society public police and private security/police although different in some way are very important. Private police don??™t work for an entire community they work for different types of businesses and are hired by individuals for a certain area. Although the private outnumber the police by at least three times more, they still don??™t have the same training and criteria as the police. Private securities don??™t have to deal with things such as public safety, or civil rights. Both private security and police are for the protection of the society, even if the public police protect everyone and the private security only protects who and what they are hired to protect. Some of the duties that the public police have are: maintaining order, service the community, handle crimes, crime prevention, traffic control, question suspects, search and seize property, interrogate, and arrest. As for private police their duties include: patrol business and other assigned areas, used as guards, and also to protect the assigned property. The training that the public police have to obtain is far more than what the private security has to obtain. There are some private security officers that are still active public police officers; some are retired public officers so they do have the training of public officers. Some of the duties that public officers had are now duties of some private police. In other words the private security industry is taking over. Private police are being hired to protect the property and assets of companies as well as patrol the areas.
Positive or Negative
There are both positive and negative things about the relationship between the public and private police. Some public police may look down on private police, because that are considered to be at the bottom of the totem pole, and may get of the way of them doing their jobs. On the other hand being that they are outnumbered the private police can assist them in many ways. The private police and help the public police with patrolling areas, apprehending suspects, and other things of that nature. I read that other factors increase the importance of public??“private cooperation. Examples include information age crime (computer and high technology crime), private security in traditional law enforcement roles, the globalization of business, increased international operation by law enforcement, and the interdependence of critical infrastructures (Ohlhausen Research, 2004).
Conflict
The conflict regarding the definition of public and private space influences the relationship between private and public police in the following ways: Private police can??™t detain, question or apprehend/arrest anyone on public and private property, but public police can. Private police don??™t have the powers that the public police have. Public police have to have probable cause in order to search anyone due to their rights, but private police don??™t have to worry about their rights (Severino, 2009).

Improved and Maintained
Ways that this relationship can be maintained or improved could be to improve communications between private and public police, by allowing them to work together to decrease any tension between them. Get them to both understand that their job is to protect the people, their property, and the community regardless if it is private or public. Provide more training for the private police so they can further assist the public police as far as: arresting, investigating, and questioning.

In conclusion, the relationship between public police and private police can be rocky at times but, if they can set their differences aside they can gain respect for one another. Police are outnumbered because more businesses are hiring their own private security to protect them and their property and assets. Because, private security can??™t arrest and question, or investigate the public police still have work to do. The negative things about the private and public police caused the conflict between them, but the positive things can help to improve them.

The Relationship Between Physical Activity and Health

TASK 2 Part A
Discuss the relationship between physical activity and health.

People??™s definition of health varies due to education, cultural and social influences.
But the main definition known worldwide is in order to be completely healthy a person must be socially, mentally, emotionally and spiritually healthy as well as physically. I have been taught this through high school in the form of Hauora a Maori philosophy of health and well being unique to New Zealand.

All five aspects deal with different areas. The physical aspect of hauora does not just mean whether or not someone exercises regularly and is fit; it is also about how our bodies move and how we look after ourselves. The mental and emotional health aspect looks at how we think and feel about things. The social aspect is about friends and family and spiritual is about what we think is important in life.

Physical activity can be lots of different things, sports, fitness, outdoor activities such as rock climbing etc. But physical exercise is more specific and is based more on activities that you do in order to improve in a certain area for instance your fitness through running or your strength by doing weights.

Physical activity and exercise definitely have a role in whether or not someone is healthy, but it isn??™t the only thing. Physical activity and exercise can also contribute to a person??™s health and a lot of the time being physically active and fit can also affect the social mental, emotional and spiritual aspects of health. Being involved in a sports team or group for example can influence your social health by making new friends and having a sense of teamwork. It can influence a person mentally and emotionally because of the team??™s performance and feelings when the team is doing well as well as if the person has played well.

This can also work the other way, if nothing is going right and the person
is doing poorly then it will have a negative effect on their health. If this is the
case then physical activity does not equal health. Some of our top athletes
do a lot of physical activities but get injured all the time or some people spend
too much time exercising at gyms and don??™t have time for friends or family.
Health is more than just being physical. A person might eat well and look
after their bodies but not be physically active. They might have a positive outlook on life, have lots of friends, enjoy family life and have good ideas about what is important to them but may not do a lot of physical activity. Does this mean they are not healthy Physical activity and physical exercise can be an important part of health but not the only part.

TASK 2 Part B
What does this mean for me

I see health as a complete state of wellbeing; this includes being physically fit,
eating well, being socially happy mentally and emotionally stable and feeling
good about all of these aspects.

Most of my physical activity comes from the sport I am involved in. Because I am a loose forward in rugby at 1st xv level which is a reasonably high level in my sport my physical needs and requirements are a different to the average person. The sport that I play requires me to be stronger, faster and fitter than my opposition who if being trained and prepared correctly will be thinking the same thing as me, so a lot of my spare time before and after school and work is spent training with my team to improve my abilities within the game, or going to the gym to improve my strength or going for runs to improve my fitness. Although I am doing most of this for my sport it all contributes to what I want for my wellbeing. But sometimes the amount of activities I am involved in has negative effects on my wellbeing. It makes me tired and therefore I do not complete school work. Also as you can see from my activity log most of my spare time during the week is taken up by training and exercising and this has resulted in me not having time to socialise after school and do stuff with my friends. But not only does this affect the social aspect negatively it also affects it positively because I am making other friendships closer, as the season progresses our rugby team builds stronger bonds and we become an impenetrable family. When we have a team like this it affects other aspects to such as mentally and emotionally. This is shown on the field where we help each other out and encourage one another when we make mistakes, this makes the game far more enjoyable.

TASK 2 Part C
What does this mean for society

I think that a majority of society realises and understands how important physical activity is to a good lifestyle and health. People in society need to be aware of how physical activity
can contribute to health, that it can contribute positively and that it can contribute
physically, mentally, emotionally, socially and spiritually. People also need to
know that physical activity and physical exercise can be different and that you
do not always have to go hard out and that physical activity can be a part of their everyday
life. This is a message that push play gives when it shows different people doing
everyday type activities like walking or dancing. The media is doing all they can to put out the message that physical activity and exercise play an important role in becoming or being healthy. Because at the moment our health systems and hospitals are having to pay a lot for health especially for people with heart failure and disease.

SPARC did some research about why people did or did not take part in physical activity. They identified the following barriers to physical activity; time, lack of encouragement or support from others and difficulty in sticking to a routine. As a result they have come up with
programmes and advertising that try to look at how people can overcome these barriers.

At the moment there are lots of messages about physical activity and health. Most of them are in the newspapers and on the television about children and adults being overweight because they are not eating right and are not doing enough activity. There seem to be lots of people making suggestions about what to do about it. For instance there should be a ban on junk food, advertising, no more fizzy drinks, more physical education in primary schools, push play at least 30minutes a day and so on.

Maybe with all the advertising people will see a need to eat well and be more active but I don??™t think the answer is as simple as that. Most people in society are not properly educated about their health and its only through media messages that they have a basic understanding of physical activity and exercise and how it relates to health.

By Scott Booth

The Relationship Between Nazi Ideology and Foreign Policy

The Relationship Between Nazi Ideology and Hitlers Foreign Policy

From the day Adolf Hitler was appointed German Chancellor on the 30th of January 1933 to the outbreak of the second world war on the 1st of September 1939 Nazi Ideology played a highly significant role in shaping Germanys foreign policy. Almost every move Hitler made in foreign policy is connected to Nazi Ideology and the National Socialist program (Hitlers 25 points.) Although closely linked to the highly immoral Ideology of the Nazis Hitlers foreign policy program was an amazing success. He reached many of the goals he had planned for the short term by late 1938 and had managed to avoid another war. If he had been allowed to continue his long term plans also would have been achieved.
Nazi Ideology revolved primarily around a few key points. It is most infamous for its beliefs that some races, primarily Aryan, Whites, Germanic and Nordic were superior to other races. The Nazis were strongly against Semitism and Slavism. They considered both Jewish and Slavic people “sub-human.” They also believed that the treaty of Versailles was both humiliating and unjust and sought its destruction. They were against most other political systems, especially Democracy, Communism, Marxism and Bolshevism. They believed in the “Fuhrerprinzip,” or leader principle. They were for Social Darwinism or survival of the fittest. They had strongly Nationalistic beliefs and were devoted to creating a Greater Germany. They believed that for Germany to become a great nation they would need to expand her borders and create a nation large enough to support a unification of all German people.
After Germany lost World War One they were forced to sign the treaty of Versailles. Signing the treaty meant that Germany lost all of its overseas colonies, gave up sections of land to Poland, was unable to unite with its old ally Austria, enormously reduce the size of its armed forces, pay large reparations of both money and goods and shoulder the blame of the war. The treaty was seen by most Germans as unjust and humiliating. Hitler and the Nazis despised this treaty and sought to destroy it. They believed only by ending the restrictions on Germany could their nation thrive once again and become a Greater Germany. By 1939 Hitler had all but demolished what was left of the Treaty of Versailles.
One of the Key points of Nazi Ideology is “Blut und Boden” or the defence of blood and soil. So Hitlers plans for German re armament are also closely linked to Nazi Ideology. As well as that for Germany to regain International status and to begin its long term expansion goals (both Integral parts of Nazi ideology) an adequate army would be necessary. However the restrictions and limitations placed on Germany after World War One made this legally impossible. The Treaty of Versailles stated Germanys army had to consist of no more than 100,000 soldiers. Tanks, submarines and an air force were not allowed and everything else had very tight restrictions enforced. If Germanys army violated the limits that the Treaty of Versailles allowed it could provoke a war or an invasion of Germany from one of their enemies and without a sizeable army Germany would not be able to defend herself. Despite his precarious situation in March 1935, using the excuse that France was lengthening its conscription time Britain was increasing its air force capacity Hitler reintroduced conscription to Germany. Hitler boldly announced to the world his intentions of enlarging his peace time army to a considerable 36 divisions or approximately 600,000 men. Even though Hitler had directly breached the Treaty of Versailles nothing was done to stop him. In June 1935 the Anglo-German Naval Agreement allowed Germany to even further expand its armed forces by allowing a German Navy that was limited to only 35% of the capacity of the British Navy. By the end of 1938 Germanys army had grew to a formidable force of 51 battalions or approximately 800,000 men, it had 21 large watercraft, 47 submarines and an air force consisting of over 2000 aircraft.
The Nazis believed that in order for Germany to become great it was necessary to expand her boarders by regaining land that previously belonged to them but was lost at the end of World War One and to take new land from neighbouring countries. This was referred to as “Lebensraum” or Living space. Land with a significant population of native German speakers was considered particularly valuable. These same beliefs are reflected in Hitlers eastern expansion program. Hitler began the expansion of Germany by making a risky attempt to regain control of the demilitarised Rhineland. Troops had orders to withdraw at the first sign of French opposition but the amount of resistance that came was minimal and Hitler consoled the French by offering them a 25 year peace treaty. Once again this was a breach of the Treaty of Versailles. After his success with the Rhineland Hitler carried out his long term plan to unite Austria with Germany. Within Austria huge demonstrations were carried out by Austrian Nazis. When Hitler and the German Nazis marched into Austria they were warmly welcomed and Austria became a part of the third Reich. After his triumphs with both Austria and the Rhineland Hitler set his sights on the Sudetenland. These were areas of land on the Czech border whose primary residents were ethnic Germans. Because of this Hitler demanded the Sudetenland become a part of Germany. However this area of land was of great strategic importance to the Czechs. It contained the majority of Czechoslovakias border defences and also a significant number of banks. On the 29th of September 1938 at the Munich Agreement, it was to be decided whether the Sudetenland would become a part of Germany. Czechoslovakia was not even invited to the conference and the Sudetenland became an official part of Germany. However for this agreement to go ahead there was a condition. This was to be the last territorial gain for Germany within Europe. Germany later broke this promise by making an attempt to invade Poland and so the Second World War began.
The Nazis had very strong beliefs that Germans and the Aryan race were superior to all other races. They believed that Germany should become a large and fruitful country capable of supporting a large population. They strived for Voldeutsche a term describing the unification of all German people living together in a larger, greater Germany. Hitler went through great efforts on his quest to create Voldeutsche through his foreign policy and expansion plans. All of the early territorial gains he made for Germany when he came into power was land that previously belonged to Germany and therefore had a large population of German speaking people. His later attempts to gain land that had not initially belonged to Germany were made to create a greater and larger nation for Germans to live in.
Although the link between Nazi Ideology and Hitlers foreign policy was very strong there were some moves Hitler made in Foreign policy that did not follow Nazi Ideology. In particular Hitlers alliances with Russia, Italy and Japan. Although the Nazis despised all forms of communism Hitler still made an alliance with communist Russia. Even more surprisingly Hitler made alliances with Italy and Japan. Although Hitler admired the Fascist dictator of Italy, Mussolini, Italians and Japanese were certainly not considered a part of the superior Aryan race. In fact according to Nazi ideology they were considered “sub-human” because on racial terms they are more closely related to Eastern Europeans and Slavic people then they are to Germans. However Hitler desperately needed allies especially if he was up against Britain, France and America arguably the worlds strongest military powers of the time.
Nazi Ideology played an extremely important role in the shaping of Hitlers foreign policy. The two were almost always closely associated. Although Hitler made decisions like alliances with Russia, Italy and Japan he needed these countries to form alliances to successfully challenge the allies. Besides this Hitlers foreign policy religiously followed the ideas, beliefs and concepts behind Nazi Ideology.

Bibliography

http://www.johndclare.net/RoadtoWWII1_IGCSEnotes.htm – This website was fantastic. It provides a detailed yet straightforward overview of Hitlers foreign policy.

http://www.users.globalnet.co.uk/~semp/origins.htm – This website didnt provide all that much information and what it did provide was highly opinionated and hard to understand.

http://ibmick.posterous.com/analyse-the-relationship-between-national-ide – Although this website focuses on both Maos China and Hitlers Germany meaning some of the information is irrelevant the information that is provided on Germany was very useful.

http://www.nazism.net/about/nazi_ideology/ – This is a rather lengthy overview of Nazi Ideology. It covers all of the main points about Nazi ideology and was a useful source.

http://hsc.csu.edu.au/modern_history/national_studies/germany/4024/nazi.htm – This was another useful website which focuses on Hitlers foreign policy but includes some information on Nazi ideology as well.

http://en.wikipedia.org/wiki/National_Socialist_Program – This website is relatively useful in itself and also provides a link to what Hitlers 25 points actually were.

http://en.wikipedia.org/wiki/World_War_II – I didnt really get much information from this website but I used it just to make sure I had it right when I was talking about Germanys allies.

http://en.wikipedia.org/wiki/Aryan_race – I didnt actually use any of the information I found on this site but I wanted to do a little background research on the Aryan race and found it useful.

The Relationship Between Literature and the Ameircan Spirit

The relationship between Literature and the American spirit

The essay starts from the basic idea that throughout history, the American spirit, as a collective multicultural unity was shaped by many socio-economic, political or ideological factors. Oversimplified, the basis of these factors can be seen as ideas containing values that helped shape the mentality of the collective identity in America. These ideas can be well found and their course chronologically followed in literature.
My basic intent is to exemplify and emphasize on the changes of the American mentalities and beliefs, the shaping and the misshaping of the American Dream using literary American works as examples. By doing so, I could cover some important factors that changed and shaped the American spirit.
I will start from the beginning, the first impressions on earth and the idealist goals of the newcomers using as an example Benjamin Franklin. The sublimity of the New World and further on ,of the new Continent, the purity and beatitude will be presented with examples from transcendentalists.
I will move on by covering chronologically important socio-economical events such as the Civil war, the puritan society, civil rights movement, ww1, ww2 using literary works as examples . I will also focus on writers that helped shape ideas unrelated to the realities of the time.
With the aid of some literary examples I could emphasize the way in which the American spirit , their ideas values and morals changed with America.
I will focus on the 20th century America and moving from the ???lost generation??? to the beat generation and into the modern times the goal is to describe the demise of the ???modern-urbanized??? American dream and the rise of the obsessive richness in commodities of the 21st century by emphasizing that the idea that nurtured the American spirit lost its original roots, changed its shape throughout history to become in modern times a global imperative: the basic desire of financial conquer.

Royal family

Royal family,

Elizabeth: An Example Of Dramatic License Elizabeth: An Example Of Dramatic License The film Elizabeth, directed by Shekhar Kapur, was released in the US in November of 1998. It was based on the reign of Queen Elizabeth I of England from 1558 to 1603. The director and producer of this film uses their dramatic license liberally throughout the entire motion picture and if the moviegoer was not a history buff, he or she would not know (Levin 1). ?England 1554. Henry VIII is dead. The country is divided. Catholic against Protestant. Henry?s eldest daughter Mary, a fervent Catholic, is queen. She is childless.

The Catholics? greatest fear is the succession of Mary?s half-sister. Elizabeth.? The first few minutes included a very graphic sequence of three Protestants being burned at the stake. The Protestants all have their heads shaved and are praying to God in Latin. Throughout Mary?s reign, later known as Bloody Mary, people of Protestant faith were burned at the stake on her command. Catholicism was the religion of the country and Mary was deathly afraid that Elizabeth, a Protestant, would usurp her crown. There are many historical inaccuracies throughout the movie; some are pure fiction while others are just slightly false. Queen Elizabeth I reined over England for forty-five years, the ?political intrigues with members of her court and the conflicts with Scotland, France, and Spain? (Levin 1) in the film have been compressed into a time span of about five years. Also, Elizabeth herself was portrayed as a ?weak and indecisive? (Levin 2) character when in fact she was a ?hardened and practiced politician who was not afraid of her power and knew how to use it. She was raised in the reign of her father, Henry VIII, learning only too well how dangerous even a slight personal or political mishap could be? (Gillett 1).

Elizabeth was twenty-five when she was crowned Queen and in the film she is characterized more like a sixteen year-old. Robert Dudley was a close and trusted friend to Elizabeth throughout her entire life. The film led to many misconceptions about her ?Lord Robert.? One is that they had a sexual relationship. Elizabeth and Robert did in fact have ?deep feelings of affection? for each other but Elizabeth never acted on ?childish passion.? In the film she and Robert were shown making love right in front of all her ladies-in-waiting. In reality ?Elizabeth lived and died a virgin.? There were spies everywhere that recorded in writing everything that went on in court. Nothing was kept secret and no one had any privacy, including the queen. Furthermore, Elizabeth?s virginity was of interest to everyone in the sixteenth century (Gillet 2). In the film Robert Dudley was also found guilty of treason. This never happened. ?He was involved with the plan for Norfolk to marry Mary Stuart?and it was not, to begin with, a plot to kill Elizabeth. When it turned that way, Robert abandoned it immediately and told the Queen exactly what was going on? (elizabethi.org). Mid-film Elizabeth also finds out that Dudley is already married. In reality Elizabeth knows that Robert is already married because she attended the wedding. She did not care that Robert was married for his wife lived in the country away from court (Levin 5). Francis Walsingham was a key figure in the film, yet not a key figure in English politics until the second decade of Elizabeth?s reign.

Along with that discrepancy, he also never traveled to Scotland to seduce and poison Mary of Guise, Elizabeth?s rival. The film also portrayed Walsingham as a homosexual, a scene early in the movie showed him slit the throat of a young boy, his supposed lover. Francis Walsingham was ?happily married, a very religious man? (elizabethi.org 2). Walsingham also lists, along with Dudley, Sussex and Gardiner as traitors. These facts are also wrong. Sussex was never a traitor and Gardiner was long since dead (Levin 6). The list of inaccuracies goes on and on. In the movie the Duc d?Anjou came to discuss marriage with Elizabeth. He was a transvestite and was caught dressing up as a woman. In truth the Duc d?Anjou was a transvestite, only it was a different duke than the one who was in the film. The duke that proposed to Elizabeth was not a cross dresser and the Queen actually considered marrying him. Another small fact that is entirely not true is that the French ?did not send a poisoned dress to kill the queen, and none of her maids of honour were murdered? (elizabethi.org). Sir William Cecil is also poorly depicted in this film. The main incorrect fact is that he was ?pensioned off with the title Lord Burleigh? during Elizabeth?s reign. William Cecil was ?only thirteen years older than Elizabeth was and, far from being pensioned off, his new title was a reward and a sign of how valued he was to the crown? (RMW 3). Director Shekhar Kapur not only gets most of the history wrong but what he does get right, he only partially gets.

One of Elizabeth?s most famous lines, ?I have the body of a weak and feeble woman; but I have the heart and stomach of a king? is delivered irritably, in a stony chamber, to a handful of anxious counselors. When in fact, she shouted this from horseback, wearing a silver breastplate, to her assembled troops (Miller 6). Finally the costumes and the surroundings were also historically inaccurate. ?One dress had a bodice, neckline and sleeves belonging more to the Edwardian era than Elizabethan? (Gillet 3). The films interiors and exteriors represented what ?life would have been like possibly in the 12th or 13th centuries rather than the 16th.? (elizabethi.org 3). It?s a shame that a movie that was artistically well done had so many factual flaws. From a historical standpoint it can hardly be called accurate. It is basically fiction with a little fact thrown in.

All of the actors did an amazing job, especially Cate Blanchett. She did a spectacular job portraying Elizabeth. Joseph Feinnes was equally convincing as Lord Robert Dudley, Elizabeth?s love interest in the film. The sparks were flying on screen and the chemistry was apparent. All in all this was a very good source of entertainment. What it was lacking in truthfulness it made up for in amusement. If one can get past the inaccuracies then it is a must-see.[-Z]

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The Regency Grand Hotel

Theoretical Frame work used to identify the issues Fishbone Diagram
1. Cultural Issues
??? Change in Management Style
??? Power Distance
??? Individualism vs Collectivisim
Social Issues
??? Lack of local knowledge
??? Lack of Relationship
??? Supervisor and Employees
Empowerment Issues
??? Lack of proper job description
??? Lack of responsibility of employees
??? Absence of evaluations on employee performance
??? High Turnover and Absenteeism
Leadership Issues
??? Lack of Organizational Structure
??? Policies and Procedures
??? Leader not task oriented
??? Sudden bureaucracy reduce
??? Misunderstanding Major and Minor issues

2. Problem Statement
The new management style of imposing too much empowerment gives freedom in decision making. Employees had difficulties in distinguishing between major and minor issues. The new management style reduced bureaucracy by giving more authority to employees in decision making. Employees were allowed to upgrade the guests to another room instead of waiting for their superiors??™ approval.

3a SWOT analysis used
Strength
??? The hotel is one of Bangkok??™s most prestigious hotels.
??? The hotel provides good welfare benefits, above-market rate salary, and job security.
??? Employees was feel the proud being the employees of this hotel.
Weakness-
??? Unclear power hierarchy.
??? Communication and culture.
??? Supervisor is not support the employees
Opportunity-
??? Hotel can expand after selling.
??? Empowerment increases employee motivation, performance and job satisfaction.
??? Supervisor were leaving the job.
??? Absenteeism and employees turnover were increasing.
??? Employees were unable to distinguish between major and minor problem.
??? Becker was frustrate due to customer complaints.
??? Customer were not satisfy.

3b. Cross cultural conflict poses the biggest challenge for international business in any country.
Option 1:
??? Overall Strategy by implementing Empowerment
??? Vision, Direction, Policies and Time Frame
??? Develop Cross Cultural Awareness and Knowledge of Thai Culture
??? Research the other organization
??? Transformational and Task Oriented Leadership Style
??? Conduct Meetings with staff and managers to engage and gain trust
??? Build relationship with employees
??? Evaluate employee skills
??? Continue Team based feedback
??? Reward good performers
Option 2:
Do not apply empowerment leave organizational culture. Go back to the old strategy and hope everything will work out or continue with the current process.

4. Recommendation
Go with Option 1 by implementing the empowerment leave organizational culture. There should be proper coordination within the management team, when trying to implement the empowerment strategy.
1. An audit process should be implemented to ensure change in strategy in adopted effectively.
2. There should be the Proper coordination between the team.
3. Reward employees for correct/suitable action.

Learn finance walk the world

Learn finance, walk the world,?:

Essay I am applying for admission into Robert O. Anderson School of Business for the spring of 2002. It has been my intention since my senior year in high school to pursue a degree in business. I would like a degree in business to help me plan and attain my long-range career goals.

Which are to provide me with valuable information, which will help me make good personal financial decisions and for the overall education it would provide me. At this point in my life I am considering becoming a Commercial Real Estate Broker so that I can work with my father and eventually take over the family business of land development and commercial management. With the world?s current financial environment it seems to me that now more than ever, good financial decisions at a young age are going to be critical.

I intend to make those decisions based on the education I will receive at the University of New Mexico. Both my parents graduated with degrees from Robert O. Anderson and have both used those degrees to build businesses here in Albuquerque and I would like to do the same. [-Z]

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The Reformation Period

Running head: The Reformation and its effect on education

The Reformation Period Evaluated

Abstract
This paper reviews the characteristics of the Reformation and shows the many ways that the time period has affected modern day education practices. The study is made of the different philosophers that contributed to the development of education during the Reformation period. This paper also reflects on the different art and lifestyle that changed during the Reformation period.

The Reformation Period Evaluated
The Reformation period is the time between 16th and 17th centuries. In this time period there was Martin Luther and John Calvin sought to free themselves and their followers from papal authority. Their move away from the Catholic Church and to a system that promoted the separation of church and state is called the Reformation. It is also said to believe that education was changed forever by this movement. This is when the reformist established Protestant religion based in the supremacy of the bible. ???A main premise of the Protestant Reformation was that individual Christians could communicate directly with God through prayer and study of the Scripture??? (Protestant Reformation).
???The reformers sought to foster this relationship by providing catechisms and establishing schools to teach both boys and girls to read. Luther and Calvin each, in their efforts to aid in the training of children, produced catechisms that could be used by parents and ministers to teach children and adults in need of religious instruction. Such catechisms were written in the form of questions and responses about the basic tenets of the Christian faith. They were printed in the vernacular (for example, German or English, rather than Latin), in simple language, and could be expeditiously published and distributed across a region with the aid of the printing press, which had been in use in Europe since the 1450s??? (Protestant Reformation). The reformist believed that literacy needed to be their top priority. The reformist saw that there education did not improve as they expected, but the literacy rates did drastically improve.
John Calvin was a reformist (1509-1564). He was a principal figure in the development of the system of Christian theology later called Calvinism as stated by the Wikipedia. When we look at Calvin??™s accomplishment in the sixteenth century in this light, how are we to assess his
significance for us five hundred years later Clearly, there is no self-evident answer to this query. But, still, a suggestion may be hazarded. If we consider the two contexts of Calvin??™s work as a reformer (the Renaissance and the Reformation), I would argue that fidelity to his legacy today means at least two things: first, a non-negotiable commitment to the highest level of historical and theological scholarship on behalf of the church??™s proclamation and, second, an equally non-negotiable commitment to a continual examination of our church??™s doctrine and practice for the sake of insuring that the fundamental message of God??™s unequivocal grace is not being compromised. This is said from Paul Capetz.
Young people have lost that deference to their elders on which the social order depends; they reject all correction. Sexual offenses, rapes, adulteries, incests and seductions are more common than ever before. How monstrous that the world should have been overthrown by such dense clouds for the last three or four centuries, so that it could not see clearly how to obey Christs commandment to love our enemies. Everything is in shameful confusion; everywhere I see only cruelty, plots, frauds, and violence, and injustice, shamelessness while the poor groan under the oppression and the innocent are arrogantly and outrageously harassed. God must be asleep. (John Calvin)
So all and all, the Reformation was a new beginning in many ways. The great philosopher like John Calvin helped change the way education is today and the way people are able to worship the Lord Jesus Christ. The New World is grateful to have such fortunate recipients of such rich inheritance.

Reference Page
Capetz, Paul. (2009). John Calvin: His significance then and now, Network News,
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http://web.ebscohost.com.library.gcu.edu:2048/ehost/detailvid=11&hid=10&sid=a8eb
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Kreis, Steven. (2002). The Protestant Reformation. The History Guide, retrieved June 5, 2010
From: http://www.historyguide.org/earlymod/lecture3c.html.
Protestant Reformation. (2008). The Gale Group, retrieved June 5, 2010 from
http://www.faqs.org/childhood/Pa-Re/Protestant-Reformation.html.
Wikipedia. (2010). John Calvin, retrieved June 5, 2010 from
http://en.wikipedia.org/wiki/John_Calvin.

Learning management to become senior

Learning management to become senior

College From my college experience, I hope to gain many things. Obviously college is a time that students can truly become individuals. When I attend college I will have the opportunity to become more independent and to take on new responsibilities. I have always relied on my parents for support, but at college I will be on y own an will have to push myself harder.

This will help me to become more mature and will help me grow in character. Right now I have a fairly accurate idea concerning what I want to do with my life. Yet, I am also aware that I may change my mind several times before I begin a career. College will introduce me to new and various things, an I will develop new interests from this exposure. During my high school years, I have been very involved in school and community activities.

In college, I will also be exposed to new clubs and activities. Involvement in extra events has provided a balance for rigorous course study. With the pressures college brings, I will probably want to be involved in many groups. I hope to find a balance between my studies and my social life, and I hope to offer my leadership qualities to my college community. [-Z]

The Red Tree

The Red Tree
Phrases such as these are too whimsical, too absurd, to thrive as cliches – as far as aphorisms go, they are probably fairly unsuccessful. Yet the melancholy ichthyoid and the circling mollusc are among the images that Melbourne illustrator Shaun Tan uses to give unhappiness and isolation a physical form in his picture book The Red Tree. Ostensibly a childrens book – a classification that Tan openly questions – the story can, at its most basic level, be read as an impressionistic account of a little girl having a bad day. However, as with much of Tans work, the deeper connotations of the message lie in the decidedly idiosyncratic artworks that accompany the skeletal storyline. In The Red Tree, the otherworldly element peculiar to Tans illustrations is often invoked by reality out of place (the everyday taking on strange new forms and meanings) as well as the presence of the authors signature creations, quirky creatures of the tentacular variety. The image of the little girl walking in the shadow of a giant, mournful fish is effective because of – rather than in spite of – its inherent strangeness.
Tans artworks are characterised by the warped logic of dreams and the blurry elisions of half-light; as such, they elude plain verbal description. They transcend, subvert, and in some instances simply defy rational interpretation, heading straight for an unvoiceable truth on the boundary of understanding. For The Red Tree, a collaboration between the Australian Chamber Orchestra and Gondwana Voices created by Michael Yezerski and Richard Tognetti, this is potentially the very quality that could allow the project to go beyond word painting to become a whole work, one that is truly interdisciplinary.