Elderly Drivers

Stefani Ward Age Limit Essay Professor Trewitt 8 – 8:55 Mandatory Age Limits As senior citizens grow older, they do not react as quickly as they used to. It’s not realistic to allow someone to drive who could endanger others. Senior citizens over the age of 75 should not be able to drive. They have increased health problems, require more medication, and drive too slow. Senior citizens have increased health problems making it difficult to handle a car safely.For example, a person with diabetes could have trouble controlling their blood sugar level, and might be in danger of losing consciousness. A person who has a pacemaker or a defibrillator could be a threat to safety because there is a chance that the device could stop working. Vision is a vital part of driving. As a person ages, their eyesight becomes poor, making it difficult to see things. In addition, senior citizens should not be able to drive because they require more medication.Medications can have serious side effects making it difficult to drive. Both prescription and over-the-counter medicines can affect the ability to drive safely by making you feel tired, dizzy, or nauseated. Studies have shown that using certain medications or many medications increase the chance of being in an accident. Senior citizens tend to drive slower than the average person. Driving under the speed limit can cause distractions, and possibly an accident. Not only can it harm other people on the road, but the elderly too.In some states a person can be given a citation for driving under the speed limit. Senior citizens have health problems, require more medication, and tend to drive slow, making the roads unsafe. Studies show that older drivers are more susceptible to injury or even death. Roads will be much safer if the government requires elderly drivers to turn in their licenses at age 75. There will be less accidents, less stress, and increased safety on the road. If the law doesn’t pass, the roads wi ll be dangerous and will cause chaos for other drivers.

Post Conflict Reconstruction and the Resurgence of Supposedly Resolved Territorial Conflicts Essay

Beyond the rhetoric of traditional causes of conflicts which intermittently are also at the root cause of African territorial civil conflicts, this paper examines the question as to why conflict resurges in states where conflict has previously been resolved. From the perspective of two major theoretical frameworks in International Relations: Liberalism and Realism, this paper argues that mechanisms for conflict resolution are often short-termed and often not home-groomed to accommodate the needs of citizens emanating from a civil war. Liberals argue that this is primarily a failure of cooperation between external and internal actors or stakeholders in the peace process. To them, this lack of cooperation generates economic problems and inhibits mistrust which is the embryo for conflict resurgence. In contrast conflict resolution fails primarily as a result of factors emphasized by Realism. The conflict may not have been ripe for resolution because the practical meaning of recognition revealed large gaps between the ways that the parties defined their core interests. Against this background and given the depth of antagonism between the DRC government and MONUC on the one hand and rebel movements on the other, economic wealth of the Congo has failed to generate support for the peace process. Instead, it increased friction and placed additional political obstacles in the way of compromise. The paper also examines the potency of peacekeeping as a vehicle for conflict resolution. It argues that the design and conceptualization of peacekeeping albeit structural challenges like inadequate resources, ill-equipped personnel and lack of a clearly defined and sustainable vision are at the bedrock of cyclical conflicts. In examining the role of MONUC and other interveners in the Congolese peace process, the paper engages a conceptual thesis which seeks to clarify the difference between peacekeeping as a mediator, meddler and interventionist in African civil conflicts. This clarification will inform conceptual thinking on the potency of peacekeeping as a vehicle for the resolution of civil conflicts. The conflict in the Democratic Republic of Congo (DRC) is one demonstration of the fragile nature of post conflict reconstruction and speaks to the need to step-up conflict prevention strategies to meet current challenges which have given rise to new trajectories to territorial conflicts in Africa. Despite deploying a Peace Mission to the Congo (ONUC)[1] in the 1960s, and despite currently harboring the largest and highest funded United Nations Peace Operation (MONUC);[2] the United Nations (UN) is still finding it difficult to bring an end to the territorial conflict in what is regarded as the site for the world’s worst humanitarian conflict. The conflict, therefore, seems to protract with each renewed effort to resolve it. Following field visits, extensive reading on the Congo and interviews with conflict analysts and residents of the DRC, this paper assesses the viability of peacekeeping as a measure for preventing the resurgence of new territorial conflict. While most interviewed are of the view that the challenges of the DRC peace process are enormous and complex, this paper interrogates the role of MONUC as a conflict prevention mechanism, and its effectiveness in sustainable peacebuilding in the Great Lakes region. The paper enriches conceptual thinking with the view that peacekeeping as a form of external intervention has the capacity to support fragile states in their peace building process, and to check prospective territorial conflicts if certain requirements are met. Preliminary investigations indicate that, contrary to previous research which posited political, natural resource and cultural underpinnings as causes of the current DRC conflict, the lack of a clearly defined plan to stop hostilities in the East can largely be accountable for the cyclical violence. Contrary to expectation that following the 2006 DRC election, the fragile Congolese state had attained sovereign maturity to govern itself with limited external support, this paper posits the need for dedicated and timely funding to a new mediator who will engage a five-phased peacebuilding process which will re-orientate existent theoretical and pragmatic processes of conflict prevention, and define succinctly, through policy recommendations, a new direction for the prevention of territorial conflicts. Following this introduction, the next section will explore the causes of territorial conflicts in Africa and elsewhere. This section engages a brief differentiation between causes of conflicts and causes of conflict resurgence with the view of demonstrating that if one cannot prima facie understand the causes of conflict, its resolution attempts will be flawed and such attempts will serve as the corner stone on which prospective conflicts will be erected. Section two will engage a theoretical overview of causes of conflict resurgence. This section will examine causes of conflict resurgence as propounded by two main schools of thought of International Relations: Realism and Liberalism. Following this, tools of conflict resolution will reviewed with principal focus on peacekeeping. The Section will trickle down to a case specific analysis of whether peacekeeping as a tool for conflict resolution is a byproduct of intervention or mediation, and whether in the exercise of their craft, peacekeepers qualify to be called mediators or would be considered meddlers. This section argues that, between 1999 to 2006 when the first democratic election in the Congo was organized, MONUC could well be considered as a mediator, but following that period, MONUC till date (July 2006 to 2010) she is a meddler in the peace process which is largely driven by the rapprochement that was reached between the DRC and Uganda on the one hand, and the DRC and Rwanda on the other. Causes of territorial Conflicts in Africa There are contending theories as to the causes of territorial conflicts. Conflicts seem to have a litany of literature compared to other subsidiary topics of International Affairs and African studies. Scholars have thus far not been able to see the divide between causes of territorial conflicts and conflicts which ensue from the impotency of mechanisms tailored to resolve them. As a result, there is no dearth of literature on the causes of conflicts but one hardly finds any one who has contended that an ineffective resolution strategy could spark new trajectories to conflict. Existing literature on causes of conflict is sometimes limited in scope to address on causes in particular. Adekeye Adebajo has articulated political and cultural underpinnings to be responsible for conflicts. 3] This could hold true for the Sierra Leone conflict but in the face of global adversities, his speculations stand to be criticized because other conflicts like the Rwandan genocide emanate from imbalances in the distribution of economic, political and social resources. Moreover, the ongoing Sudanese conflicts have religious/and or ethnic undertones with no element of cultural or political formulations which equally go along way to excavate the lacunae in Adekeye’s speculations. Paul Collier holds the view that conflicts are fuelled by economic considerations. He posits that most rebel organizations cling onto the idea of grievances in order to elicit more public support for their cause. In his hypothesis, he contemplates that a state with superfluous resources, increasing working-age population, and high unemployment rate is most likely to harbor conflict. His hypothesis, though true for many conflicts that have plagued Africa does not explain other cases in Africa. For instance, former British trusteeship of Cameroon fondly known as Anglophone Cameroon has been wailing for a fair share of economic, political, social and natural resources of the country. Despite this, discontentment has not resulted to war or any from of concrete violence as has occurred in other countries. This phenomenon consequently makes Collier’s assertions fluid. Summarily, Collier, Eboe Hutchful and Kwesi Aning argue that there are countries that have experienced conflict where natural resources were not articulated as the source of the conflict. They cited the examples of Chad and Ethiopia. [5] They acknowledged that some conflicts have been fueled by purely non-resource driven motives resulted. This is true with the cases of Angola, Afghanistan and Sudan. They, however, conceded to the fact that in the conflicts in Liberia, Sierra Leone, and the Democratic Republic of Congo (DRC) resources were one of the stimulants among other elements. They tried to strike a balance by postulating that the end of the Cold War culminated in the proliferation of arms, and ineffective post conflict demilitarization, demobilization, and reintegration of ex-combatants which culminated in an outburst of wary and distressed combatants resulting several coup d’etat putsch attempts. While one may agree with the grievance theory, the million dollar question is what are people aggrieved about as to resort to conflicts, destruction of property, murder and assassinations? Is it about Governance? Is it distribution of resources? The answer is definitely far from the propositions of the aforementioned scholars. Because some countries have resource crisis and mismanagement, repressive regimes, and poor governance, but know no conflict. This therefore suggests that there is yet an unknown cause of conflict, and this cause is probably one that cuts across all conflicts. The present paper contemplates that inefficacies in the mechanisms for resolving these conflicts could be the brain-child behind the cyclical resurgence of conflicts in states previously hit by territorial civil wars. William Reno on his part contends that internal warfare is motivated by economic considerations especially with regard to the intensification of transitional commerce. He argues that there is a relationship between corruption and politics. According to Reno, conflict is bound to rise where a ruler makes life uncomfortable for his citizens by encouraging the search of his espionage as a means of escaping from squalid conditions. Reno in his postulations contemplates that the absence of good governance engenders politics as a cause of conflict. [8] William Zartman on his part contemplates that the increase in conflict is orchestrated by the collapse of state structure. [9] While one may agree with the collapse of state theory, the lotto question is: What drives the leaders to run the state aground? Keith Somerville, in his view tries to locate the source of conflict within the geopolitical map of Africa, which was bequeathed to it by the colonial powers. He contends that the colonial boundaries and state lines have led to the potpourri of people who hitherto had never before mixed as a group. [10] This articulation is paradoxical. While it means that even if the boundaries that existed in the pre-colonial time were maintained, there could still exist though at different levels, and with different target. [11] The diverse schools of thought examined above have attempted an investigation into the causes of conflict. They have posited economic underpinnings, lack of good governance, and disintegration of state institutions, religious and ethnic differences, corruption and colonial imprints. The opinions are not quite erroneous but fail to see ultimately that conflicts emanate because the global village appears to be in consonance with the fact that peacekeeping is the first port of resort for conflict resolution. Moreover, the fact that the problems postulated by the above authors have engendered conflicts in some areas and not in some despite the presence of similar factors suggest that there is more to conflict than has been articulated by contemporary research on the subject matter. The present paper contemplates that inefficacies in the dispute resolution machinery incubate further conflicts. This paper contemplates that if peacekeeping tools are tailored to empower stakeholders to a peace process, conflicts will be resolved before they escalate. On the contrast between causes of conflicts and causes of conflict resurgence, it should be noted that if conflicts are not prima facie mastered, it will be difficult to seamstress right solutions to them. As a result conflicts tend to hatch new and probably even more complicated dimensions to it.

Going Green at an Oil Company () Case Study Example | Topics and Well Written Essays - 1250 words

Going Green at an Oil Company () - Case Study Example Six months later, an even bigger leak occurred at a refinery within the vicinity of Curitiba – a million gallons of oil flowed into two rivers. Once more, the company was criticized for using outdated technology to detect leaks and for inadequate staffing and lacking emergency plans. The Curitiba accident elicited the worst negative publicity in the history of the company and led to a fine of $115 million being imposed on Petrobras. Just when the company thought that the worst was over, an even worse accident came in March 2001 when the company’s P-36 oil drill sank. Valued at $350 million, the facility was the world’s largest floating production facility. The accident killed 11 of the Petrobras’ employees and leaked over 300, 000 gallons of oil. The three major and several other accidents had far-reaching implications for the company – employees were demoralized, the image of the company was damaged and investor relations suffered (Barros de Cerqueira Pae, 2012). In addition, the hefty fines imposed on the company ate into its profits. Something drastic had to be done. The then CEO of Petrobras responded to the disasters by creating the new position of Director of Health, Safety and Environment (HSE) and introduced the Program for Excellence in Environmental and Operational Safety Management (PEGASO). These two interventions created a springboard from which Gabrielli dived into the business transforming Petrobras into a green oil company when he became the company’s CEO in 2005. In order to turn around Petrobras, Gabrielli adopted a three-point strategy on the environment (Gabrielli de Azevedo, 2009). First, he embarked on improving internal operations. At the heart of Petrobras’ internal strategy is the company’s HSE program. The program is a massive one – between 2009 and 2012, the company committed $2.5 billion in the program. The program is based

Outsourcing Essay Example | Topics and Well Written Essays - 500 words - 7

Outsourcing - Essay Example This business format demands a website which enables Lisa and Mark to gather goods from manufacturers, for instance, Stu Rees, 37, who dwells in Santiago. Similar to Mark and Lisa, Stu Rees is an attorney with inclination and love for cartooning. He undertakes the outsourced designing for Billable Hours cards. The company also outsources some of its works to professionals in Greece and Canada very cheap rates. The company considered the option of outsourcing its job to online experts due to challenges of having permanently employed staffs. Allocation of jobs online is much quick and effortlessly manageable as compared to having permanent staff members. While most small business experience fluctuating income and are much more exposed to risks such loses. The company notes that outsourced jobs are effectively conducted delivered within the timeframe desirable to business conditions. Currently, Billable Hour is a small business that Lisa can manage singly, but even as it expands Lisa notes that would resist the test of hiring new workers due to: workers health benefits, state payroll taxes , compensation insurance and compliance work place requirements. The qualitative factors that have prompted the company to outsource its jobs originate from the employment challenges directed by the current policies on labor process in America. The hurdles are ritualistically high and cannot be adopted by emerging firms. Similarly, people growingly desire to be independent and managed own firms. This was triggered by the unexpected turn of events under which many people were rendered jobless after economic downfall. Uniquely, Billable Hour deals with soft copy goods that easily deliverable by internet technology. The internet infrastructure exposes it to a wide variety of market players that contribute hugely to the design and successful growth of the company. This model of outsourcing also ensures allocation only

Industrial Assignment Example | Topics and Well Written Essays - 2500 words

Industrial - Assignment Example Over 40 persons were injured, businesses and homes were destroyed and the explosion detected as far as in the Netherlands on seismograph stations. There were investigation into the cause of the accident and the extent of the damage and this attracted legal action in which five companies were found guilty. This research paper will examine the incident at the Buncefield Oil Storage Depot and describe the events that led to the accident, its main causes and the preventive steps that should have been taken. It will further highlight the culture and management at the site in terms of safety systems and procedures implementation as well as the environmental impact and subsequent prosecutions. Design and maintenance shortcomings can be seen to be the aspects that sparked off a sequence of events that led to poor monitoring of this filling process and consequent explosions and fire. In 2005, located within the Buncefield Oil Storage Depot, a tank belonging to the Hertfordshire Oil Storage Ltd (HOSL) was filling with unleaded petrol on the night of 10th December. At around midnight of 11 December, tankers were barred from the terminal during which time stock checks were conducted for one and a half hours, without any reports of abnormalities (Nicholas & Whitfield 2013, p. 460). However, another hour and a half later, tank 912 did not register any changes on its level gauge even though it was still filling up. Initial approximations had indicated that the tank would have filled up and started overflowing by five in the morning, which it did. CCTV footage started showing vapour at 05.38 coming from the fuel that was escaping. Eight minutes later, the cloud of vapour is seen t hickening and spreading in all directions. At 05.50 the cloud was already flowing away from the facility and following the topography of the ground, spreading

Physical Activity Basketball Essay Example | Topics and Well Written Essays - 1500 words

Physical Activity Basketball - Essay Example Basketball has benefited me a lot, in terms of both physical and mental health. The physical activity I recommend is basketball. It is essential for basketball players to build strong mental health in addition to physical health. In order to make great achievements, personal skills alone are not the main contributors to success. Passion, team spirit and willingness to introspect are also essential qualities. I have been playing basketball for at least seven years now and I find it to be a really good sport. Basketball is a unique sport. Through my experiences over the years, I have found that my mind has become more mature and so have my skills. By participating in basketball matches since I was eleven, I have found that practice is not the only key to winning a game. Accurately identifying the opponents’ strengths and weaknesses can help a team gain a higher score. Therefore, I agree with Gladwell and Crawfords argument that physical activities require imagination, creativity as well as flexibility rather than blindly following textbook knowledge. While physical abilities are important for playing basketball, the importance of mental abilities also needs to be acknowledged. The height of a basketball player is one of the most important factors. If the height of an individual is not very low when compared to average height, he has a chance of becoming a good player. However, the main difference between a superstar and a normal player is not just their physical abilities, but their humbleness to improve on their weaknesses and sustain their strengths. In The Physical Genius, Malcolm Gladwell shares the secret of how Michael Jordan, the lord of basketball became the legend of this sport by spending a large part of his time wisely on reflection rather than exercise. He explains that though Michael Jordan and Karl Malone have unique skills that

Security as a profession Essay Example | Topics and Well Written Essays - 750 words

Security as a profession - Essay Example Most individuals find security as their last option preferring white-collar professions to it. The association of the industry and other fields is addressing these obstacles. It is unfortunate that most individuals are failing to appreciate security as a profession yet they cannot survive without applying various means of security in their workstations or their homes. Most organizations and industries are making use of such security individuals to safeguard their premises over theft and burglary. Thus, failing to appreciate this level of security details is intriguing and ironic at the same time. For many years, individuals working as security guards view themselves as working in jobs only for the survival of it but they do not view it as a profession. Many just ventured into such security jobs because they did not have any alternative job to earn a living from. Others were enrolled in security positions to safeguard the elite from others until they retired. Others served in the military or police service for many years and then figured out that they were qualified for a job as security officials. The other group of individuals chose it as a career went to school to develop essential skills then began tarmacking in search of security jobs from companies. They began building their skills in the progress and climbed up the ladder on their way.

Management information system (IT) case studies assignment Essay

Management information system (IT) case studies assignment - Essay Example They have a competitive edge because the web based program accurately predicts consumer buying pattern and accordingly, the company can facilitate the changes in its products and services, to meet the changing demands of its customers. Harrah’s approach to determining and rewarding customer loyalty has significantly increased the number of committed customers and opened scope for targeted marketing for customers with similar profiles. CDW and Harrah can considerably increase the number of products and services by efficiently analyzing customer buying behaviour and also introduce interactive and custom based products and services,at little extra cost. The purpose and business value of Web services is to provide a large platform for its users to improve their e-commerce activities and generate huge revenue. The ‘programmable website’ of Amazon has given its customers a readymade website of their own which can be customized as per their requirements. The benefits of Web services to Amazon, eBay, and their developer partners are extensive in the form of exposure to a whole new world of creative output, whose scope is unlimited with ever increasing customer base. The business benefits to Amazon and eBay of opening up some of their databases to developers and entrepreneurs are extensive in scope and revenue because each new developer brings many more new surfers in its ambit, each of which translates into revenue for Amazon and eBay. Google has been hesitant in opening its database to its users mainly because it thought that it may lose control over its core operations and gradual opening of its web based business areas would help it to better organize its activities to facilitate emerging opportunities. The other companies should follow Amazon and eBay’s lead and open up some of their databases to developers and

Kants philosophy of universalisation Essay Example | Topics and Well Written Essays - 2000 words

Kants philosophy of universalisation - Essay Example Kant’s notion of universalisation refers to the moral law which inspires and teaches us how to consider it as the ultimate truth of the possibility of moral obligation, since it cannot be explained with reference to any object of the will, or in accordance with any law of nature. What Kant believes is the significance of good will in universalism so that every individual act should be performed not as a duty, but as a moral deed in accordance with the universal moral law that the autonomous human being freely gives itself. One of the main reasons that justify Kant’s philosophy to treat and understand humanity as a rational agency allows an individual to maintain transparency by keeping his heart and soul clear from the malice. This way an individual values his or her morals and is able to perform his worldly duties without any obligation. Kant believe this as the only way to assure oneself of the necessary obligations involved in moral values which upholds a possibility for the individual to work under the pure concept of universality. This gives a sense of believe to the person that some particular action can acquire the strict universality required to explain its unconditional necessity. Ethics provides opportunity to the individual to believe in virtue, that is what Kant believes that ethical universalism supports ethical reasoning that allows autonomous authority to every individual to adopt the principles based on ethical values to lead a simple but effective life. (O'Neill, 2005). There are reasons that help in justifying our inner selves, this way justification is done with reasoning, rather than solely maxims that hollow our principles without reasoning. Checking our moral judgements In order to seek justification for morality for every person in our society, there is a certain criteria reserved as the role model of moral law. This criteria serves by means of which we can check our inner moral judgements, that is, our judgements to 'must' act or 'must not' to act in certain ways. Now, how to assume or believe our judgement depends upon the 'maxim' of the action what Kant has proposed. That is our 'right' judgement can be perceived as a universal law without contradiction, and in order to provide reasoning to believe that our judgement is correct, we feel the need to judge in our inner self the state of being 'correct' or ;incorrect' in our moral decisions. If some thing gets wrong or one feels that some act cannot be perceived correct or moral, the best indicator is the inner conscience. Since maxim is not that matters as it cannot be willed as a universal law, this gives us the reason to believe that this verdictive judgement is correct (Lake 2000:5). Morality close to universalism Good morals is all that matters, this illustration of Kant can be analysed by the notion that a person having good morals would not hesitate what he or she should solely because his or her maxim can be willed as a universal law without contradiction. Secondly it is not necessary for that person to built maxims, as action speaks louder than words. Moral person's morality is motivated and universalised by his or her deeds, for this reason a morally good person does what he or she should tends to be identical with the normative reason to do such act. Morality provides reasons to believe, it allows our deeds to seek and get an answer whenever justification requires, and therefore it teaches us to give equal respect to the autonomy of everyone. Following this it turns out to consider only those actions that are obligatory on every individual and those which can be

Analyzing a Pricing Strategy Essay Example | Topics and Well Written Essays - 1250 words

Analyzing a Pricing Strategy - Essay Example The company chosen here for the pricing strategy analysis is â€Å"Givenchy† which is a world renowned firm for perfumes and luxury goods. This company has maintained its market value and product quality since years and their pricing strategy is well balanced with their customer demand and need. The customers are the life of any business and their needs and demands are evaluated by studying the market segmentation and their value attribution. The Company’s pricing strategy is entirely formulated with the aim of delivering highly qualitative products which can be identified as the status symbol of wealthy people. The company has different product line as perfumes, clothes, jewellery and other fashion accessories. The company has a phenomenal product value among the world wide consumers and for the very same reason it does not compromise much on its pricing. This is because the price of the product is which conveys the consumers about the value and quality of the product. Market segment is a sub set of consumer market, which caters to the profitability of a firm. A company creates value for a market segment by adding advantages and benefits to their products in accordance with customer tastes. Givenchy is an international firm which manufactures branded goods and luxury items and hence its customers are mainly aristocrats and wealthy population. Here the value for products is given by attributing quality and uniqueness to product they sell. This is because the wealthy consumers look primarily for a product which is of outstanding quality with extra – ordinary features. Givenchy being a renowned luxury brand creates value for their product in the international market by establishing their brand image, quality consistency and status symbol quotient. In order to create product value in their market segment, the company makes use of various endorsements, promotional offers, discounts and advertisement campaigns. The endorsement of Givenchy products are done by international celebrities who are considered as fashion icons and divas. This ensures the consumers that the Givenchy product lines are highly in vogue and have the characteristics of unique designer wear. Moreover, advertisement is considered as the potential means of creating brand image and value among market segments. Givenchy employs top rated models for their products launch and as their brand ambassadors. This delivers the consumers a message that the pr oduct is of exquisite standard and flamboyance. Additionally, the sophisticated company website and services offered, re-instates their product value and brand image among its consumers worldwide. 2. Does the company use different price offerings for different market segments? Describe these and evaluate how effective they are. A. â€Å"Givenchy† being an international brand has well planned strategies to absorb effectively into the global market. The pricing strategy of a company is based on a market research performed by the company in different market segments. A company keeps in mind, the demand for a particular product, competitor’s price, purchasing power of the customers and the good will of the product to formulate a viable pricing strategy for their products. Even though, Givenchy has wide market segments around the globe, there price offerings are

Is gambling a good idea Essay Example for Free

Is gambling a good idea Essay There are many people gamble now a day. It is good or bad? some people think it is a good entreatment for killing time and relax, but is it a health entreatment for us? or it is just a activity that make us addicted and use all our money and time for it. Why people love gambling? there are lots of reason that a person get in to gambling. there are people said that when they gamble at the casino, they can throw all they problems away and be happy. some on the other said that it is a fun and relax when they gamble. the thrill of winning and getting back the money they lost. those are some of the reasons why people get in to gambling. There are good effects of gambling â€Å"Maryland will be following the examples set in the U. K. , where cash prizes are used to encourage citizens to buy savings bonds, and Michigan, which since 2009 has allowed credit unions to hold lotteries; anyone making a deposit of $25 or more is entered to win. †(1). This is some facts, For example, when a person is gambling, he \ she will use his \ her thinking skills (Critical thinking skills), that person need to use many strategies to win the game and that meanThe person makes use of judgment and decision making skills. The use of critical thinking and analytical skills are really health to our mind. The use of those skills can empower our brain by thinking and problem solving. Therefor when a person gamble, he \ she Is gambling a good idea! sharpening his \ her mind, on the other hand you can say it is health. Some other gambler play at the casino, and they describe it as a kind of a therapy. they said when they play at the casino, they can relax, because most casino offer free drinks and food. Some of it play soft music etc. The field of health aims to promote relaxation. The gamblers find relaxation in gambling which can cause some good effects to their health. Gambling is not all money. Many gamblers do not mind how much they win and lose. What is important for them is to have a great time and bond with their friends or even family. Most of the gambler are an addict, some of them even ignore their family life , focusing on gambling and gambling all alone â€Å"Significant child neglect has been reported, with 10-17% of children of compulsive gamblers being abused† ( by http:// www. scribd. com,A Bad Deal Gambling Facts) . they will not care about everything, for example their family and their work etc, and patrick murray said â€Å"Ive had bad luck with both my wives. The first one left me and the second one didnt†. For a gambling addict, nothing matter but gambling. Gambling can bleed your bank account dry. Those addicted in gambling almost end up saving money allotted for more important things like health or medical insurance. They find themselves in big gambling debts that they will never be able to pay for. If unlucky, they end up in a mess with loansharks who would go after their lives if they are unable to pay. â€Å"Problem gambling is harmful to psychological and physical health. People dealing with this addiction can suffer from depression, migraine, distress, intestinal disorders and other anxiety related problems. Ultimately, severe problem gambling can lead to Is gambling a good idea! suicide. The rate of problem gambling has risen globally over the last few years. †(2) Most people with gambling problems say they lost control over how much time and money they spend gambling. Meanwhile, they ignored other responsibilities. They knew they had problems, but only gambling seemed important. In conclusion, gambling is a bad activity â€Å"The effect from gambling for a problem gambler is comparable to someone taking a tranquilizer, a drug, or having a drink. The sensation experienced is similar, although no substance is ingested. The gambling behavior alters the persons mood and state of mind. The gambler is hooked and keeps repeating the behavior, attempting to achieve that same effect†(3). but it is not all negative. In moderation , gambling is fine to play, it is always fun to have a good time with your friends or family in the casino. Throwing a few dice and have fun, but please remember that the dealer is made to win. Casinos are design to trick people into playing longer, spend more and losing more. sometime people will get lucky, but most of the time you do not. There are many people have a really hard time shaking a gambling addiction, in my opinion, gambling just like drugs and alcohol, it will affects mostly the people you love and you care about. As i said, it is really bad and negative, but it dose not have to be â€Å"Gambling itself isnt bad, if you understand the game and can control yourself. The only bad thing is doing what someone else wants you to do, rather than what you want to do. Whether its gambling, or drinking or smoking, or any other activity, you should decide whether or not you want to do it. You shouldnt give in to pressure from other people† by (PokerChic). As PokerChic said, it is not a bad idea to gamble, but how you gamble and how you defined gambling is a big problem. No matter if you want to get in to gambling or not, this article is only for reference only. Is gambling a good idea! Reference 1. Christian Nordqvist (2012) How is gambling bad for you :Medical News Today 2. Brad Tuttle (2012) Gambling for good. :Time business and money 3. Christian Nordqvist (2012) How is gambling bad for you :Medical News Today.

Dance In The Curriculum Drama Essay

Dance In The Curriculum Drama Essay Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. In UK schools it is a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy, conceptualised as art but located within physical education in the national curriculum (Downing et al, 2003; Brehoney, 2005). Placing additional emphasis on performance at A level also undermines the development of dance studies more widely within a subject hierarchy that places literacy, rather than embodiment, as a key factor of high-status knowledge. Beyond the confines of the dance curriculum, these changes illuminate Foucaults assertions that power and knowledge are interconnected and that power produces knowledge (1979, 1980b). He outlined three core processes for exerting disciplinary power: observation, examination and normalising judgement. Benthams Panopticon, a prison with cells constructed around a central tower, demonstrates how discipline and control can be transferred to the prisoners themselves. The inmates are always potentially visible to the guards and so must behave at all times as if they are being watched. They are their own guards, controlled by the gaze: Just a gaze. An inspecting gaze which each individual under its weight will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. A superb formula: power exercised continuously and for what turns out to be minimal cost (Foucault, 1980b, p. 155). Foucaults second disciplinar y technology, normalisation, is the way in which behaviour can be aligned with societys standards, to correct what is seen as deviant. The third, examination, is the combination of the other two and exemplifies power/knowledge as it both establishes the truth and controls behaviour. This article illustrates how these processes work in the context of dance in education. Taking into account Foucaults suggestion that the traditional way of describing power in negative terms as something that excludes or represses should stop, that it is the productive aspect of power that creates reality, the article explores how dance in education might be seen as both literate and a physical activity suitable for anyone, and thus to have more power in the twenty-first-century curriculum. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Currently there is little indication in school that dance, like music, has its own complex systems of notation. The current discourse of dance in education has normalised it as an illiterate art form and the removal of the notation component at A level has entrenched that perception. Furthermore, the idea that dance studies is solely about beautiful bodies in motion, the exclusive pursuit of slender, flexible females, is an unhelpful blueprint at a time when there is a need to encourage more physical activity to combat rising levels of childhood obesity. So if students are not to self-exclude from dance whether on grounds of perceived body type, gender or lack of academic currency, then there needs to be a more inclusive, valued and thus more powerful form of the subject in the curriculum. Dance in the Curriculum: an overview Dance developed as a part of public education in the UK during the 1880s when Swedish educator Martina Bergman Osterberg brought Lings physical education ideas to London. Physical training was introduced in 1909 into what were then called elementary schools to improve fitness levels and encourage discipline and cooperation in young men. The dance aspect was perceived as an exclusively female pursuit (Brinson, 1991). Western dance tradition is still strongly associated with the female; as Ferdun points out, the term dance is usually associated with girls and feminine qualities by a significant portion of the dominant culture. Labelling dance as female prevents it from functioning fully as an educational medium. It limits participation by anyone, male or female, who does not want to be associated with stereotyped gender images and practices (Ferdun, 1994, p. 46). Whilst dance still remains a part of the PE curriculum, McFee (2004) argues for the distinctive nature of dance as an artistic activity, for its value in the curriculum within an education system that demands accountability. He adopts a personal enquiry view of education which stresses the importance of personal development. Drawing on the work of Lawrence Stenhouse (1975) and David Best (1991), he argues that dance is a suitable medium for such an educational endeavour. However, whilst for McFee dance should be treated as an artistic activity that has intrinsic value, the notion of dance being understood in such a way as to make it accountable is at the heart of his text. His emphasis on accountability resonates with arguments around high-status knowledge and with the need for robust assessment in public examinations. Dance can be assessed as a sub-section of physical education and is also available as a separate subject at GCSE (usually taken age 16 at the end of compulsory education) and at GCE A level (advanced-level subjects, taken two years later, which usually form the basis of university entrance). Articulating the Power of Dance: Ideology into Practice Dance requires the development of physical skills just as other sporting activities do, but differs in that technical skill is not the end in itself. That skill must be used to create meaning; its main concern is aesthetic experience. Unsurprisingly, as McFee (2004) points out, many PE teachers have little interest in teaching dance. Not only does it require an understanding of dance technique if it is to embrace masterworks that is, known works in current repertory but it also has an aesthetic aspect that makes it distinctive. Indeed, when combined with the particularly female orientation of dance, it seems somewhat ironic to place it within a department that is culturally perceived as masculine and essentially in opposition. But in spite of the implication that to put dance with PE is to fail to emphasise the subjects aesthetic qualities, the dance as art model has become the predominant way of studying it. And this is a central problem for dance in education: the aesthetic dimension inherent in dance as an art form and expected by the national curriculum, at GCSE and at A level, leads to this subject having no obvious department in which to sit. All dance examination syllabi in school reflect the dance as art model. As well as having traditional written aspects, GCSE and A level have a practical component, carrying 70% and 55% of the total marks respectively (AQA, 2009). When first examined in 1986, the A-level syllabus required candidates to show ability to choreograph; to perform; to be able to read and use notation; to show knowledge of the constituent form and features of dances and their historical and social contexts; and, finally, to be able to interpret and evaluate dances (University of London Schools Examination Board, 1986). Changes to the syllabus in 2008 resulted in dropping the notation requirement; they also streamlined the choreographic tasks and placed an added emphasis on health and safety in training and performance. The specification also removed the technical study and instead assesses technical competence through the solo choreography task. The power of the dance itself is examined through students ability to analyse the choreographic structure of masterworks in essay form and to use defined compositional structures in their own choreography. It is also assessed through their ability to perform. The proportion of marks allocated for the practical components at both GCSE and A level reflects the need not only to understand dance in theory but also to use that knowledge in practice. It also points to the centrality of the body as the instrument through which the power of dance is articulated and made accountable through assessment. But examination is, in Foucaults terms, under the power of the gaze. The gaze, whether on the dance itself or on the wider notion of dance studies in the academic hierarchy, influences what is seen, what is valued, what is deemed to have power. It influences the kind of inspection itself. If literacy is valued in the academy, then how might dance be written, read, considered and interiorised under its inspecting gaze? Dance is a language with its own systems expressed through choreography and performance. The word choreography itself derives from the Greek, choreia, meaning choral dance, and graphia, meaning writing. But if, as Cohan states, dance speaks in a very special language, both to the doer and the watcher. It speaks of things read between the lines, things that are impossible to put into words (Cohan, 1986, p.10), how can school students articulate those impossible qualities, have the power to express them in a way that is accountable, to use McFees (2004) term? Not just toread and write about dance, but to read and write dance itself? Foster states: Literacy in dance begins with seeing, hearing and feeling how the body moves (1986, p. 58). From the high culture of classical ballet to the nineties revival of Lindy Hop, from contemporary technique to street dance, the dance reader must recognise the qualities of those movements, consider their features, remember and identify patterns. The syllabus, whether at GCSE or A level, refers to constituent features and compositional devices that should be understood, and later read in the masterworks studied for the latter. These include movement components (action content, dynamics and spatial arrangement); dancers (numbers, gender, physique, role); physical and aural setting; and the development of dance ideas. Choreographic devices such as motif development, variation and transition are also required. The cultural perspective Reading dance is not only about its internal structure, it is also about its place within culture: it is complex. The reader must understand the choreographic codes and conventions that give the dance its significance (Foster, 1986, p. 59). This complexity is reflected in the way choreography is examined, for example, at A level. The written papers ask both for discussion of the component features of a dance, but also to demonstrate how the dance relates to its cultural context. In other words, the papers ask the candidate to be able to read the dance in terms of form and context for example, to understand not only how Christopher Bruce creates the power of Ghost Dances (1981) through technical means, but why such a powerful and searing indictment of political oppression, the disappeared of Pinochets Chile, was significant. The practical examination calls for the student to write dance, to compose both solo and group choreography. The compositional components described above are to be used in this writing. But as Adshead (1986) points out, dance composition, where the elements of dance are put together in a recognisable construction, is only the beginning of choreography. Understanding the crafting of the piece only takes us so far and while it might in principle be the aspect of choreography most understood, dances are imaginative constructions designed to do far more than string steps together in a neat and tidy way, or even in an untidy conglomeration of movements (Adshead, 1986, p. 20). The power of choreography is not just about using form correctly, it is about creating meaning and its effective communication to the audience. Dance in education, then, as examined at GCSE and A level, requires students to read dance through understanding its own language of compositional devices, making reference to the cultural context of the practitioners and masterworks studied. There is also the requirement to write dance using those same compositional structures, and the solo must reflect the characteristics of a specific practitioner. Having envisioned and created meaningful artistic relationships derived from knowledge about dance, the student must have the technical skill to realise them in practice. Those qualities have to be conveyed to the observer through the dancers instrument, the body. Young observed that it is power, not knowledge, that counts in education (Young, 2008, p. 94). And power can be constructed as the power of Foucaults gaze (Foucault, 1980b). Dance knowledge encapsulated in its internal concepts of literacy may not have status in the eyes of those who have the power to create the curriculum and endorse its values; it has little power as academic currency. Dance as articulated through the body is similarly problematic: Shilling (2004) develops Bourdieus conception of the body as physical capital which needs to be converted into other forms in order to have value. But according to Foucault, the body itself has a complex relationship with power. As former ballerina Jennifer Jackson notes, The focus on the body, as against the person who dances, links standards of perfection to the instrument of the dance rather than the dancer or the dancing itself (Jackson, 2005, p. 32). Dance in education does not immediately appear to share this professional obsession with technical perfection either in the national curriculum or at GCSE and A level. Syllabus documents make no reference to technical excellence; no statements are given to indicate standards by comparison to technical qualifications. The Assessment and Qualifications Alliance (AQA) mark scheme for the 2009-10 choreographic section of the GCSE level paper which asks candidates to show appropriate and sensitive use of dancers skills and attributes to communicate the dance idea (AQA, 2009, p. 4), and my discussions with practical examiners reiterate the notion that dancers are used to illustrate the choreography, that their performance is not assessed, for a choreographers skill is, in part, to use what abilities the dancers have. In this view, the body is pushed aside, as if dance can simply be reduced to representation, not embodiment. But this is disingenuous: the power of dance is inevitably mediated through the body and the body cannot be removed from that representation, leaving embodiment and representation in irresolvable tension. A professional choreographer can indeed tailor the dance to the strengths of the performers, but those dancers will already be in possession of the docile body created through years of technique classes. School-level student choreographers creating dances for examination have to work with dancers who might but equally might not have technical skill. And so the technical skills of the dancers available to the candidates will affect both their choice of steps and the aesthetics of the performance. As one dance teacher colleague observed, I am sure you could look at a dance performed by two different candidates and think that one was better because you are more impressed by the performance of one because she was a better dancer, or slimmer, or more elegant Even with the best intentions, it is very difficult to remove the effect caused by a poor performance and a body that does not conform to normalised expectations because the two are so inextricably linked. And so the self-correction of the docile body is not limited to technical excellence but is also affected by the expected body shape, even at school level. Foucault describes the ideal body of the soldier, the muscular physique and bearing that replaces the peasant. In dance, as in society, there is an ideal body myth, the normalised body constructed as the aesthetic standard, the object of the observers gaze. Following Foucault, Green (2002) describes the ideal body of the female dancer as seen by her student participants, the long legs, the flexible, skinny body with no curves, thin face, long hair. An ideal, constantly striven for, self-policed, light as a feather. Never eat sweets (Green, 2002, p. 135), emphasising the sentiments of students and teacher referred to above. The self in the mirror is not checked just for technical accuracy but for any excess fat. The skinny dancer, existing on caffeine and cigarettes, is part of the dancing myth, if struggled against in reality. But the importance of indeed obsession with maintaining the perfect dancing body can lead to a range of eating disorders (Thomas, 1995). Perhaps addressing this concern might be one of the benefits referred to in the restructured GCSE specification that is, an understanding of health and safety in dance. Additionally, seeking to question the objectification of the body can result in a deeper understanding of the nature of dance and of its role in society (Shapiro, 1998, p. 10). The male professional dancers body is more contested, especially within the essentially patriarchal structures of ballet. In the nineteenth century he was caught between two competing discourses: if he looked muscular, strong and vigorous, he appeared too contrasting to the sylphlike ballerina who took the central role. But if he looked too ethereal and aesthetic, anxiety was generated in the theatre-going public through perceived homosexual overtones, a link that still persists whatever the reality. Male dancers in the contemporary idiom are perceived as more masculine than their classical counterparts, in part emphasised through the differences in classical and contemporary technique and choreographic principles, yet doubts regarding sexual orientation still remain in popular thought (Burt, 2007). The film Billy Elliot, in which Billy struggles to be permitted to dance, illustrates this perfectly: boys should play football or learn boxing dancing is for girls. What is more, in theatrical dance, the body is on view and most frequently a female body and with it historically, a link with moral laxity. The female body has long been regarded as a source of discord and danger to the patriarchal order, through distraction from knowledge, seduction away from God, capitulation to sexual desire, violence or aggression, failure of will, even death (Bordo, 1993, p. 5). Churches preached against social dance on grounds of immorality in the close physical proximity of male and female bodies, whether it was the introduction of the waltz in Victorian England or the perceived depravity of the tango and Charleston in the 1920s (Brinson, 1991). The theatre itself was the domain of women of questionable morals. Foucault saw the body to be central in the operationalising of power. Since the female body is repressed in a patriarchal culture and cultural representations of it (Fraser Bartky, 1992) that is, it is seen as the other to be controlled by the male, the relationship between dance and gender is influential in articulating the power of dance. The female body can be seen in terms of competing discourses and social control. If the power of dance must be expressed through the body, and that body is female (or if male, then with potentially homosexual overtones), then the dance expresses not power but subservience within that patriarchal hierarchy. And in the school curriculum, the body is similarly positioned and manipulated, its realities hidden (Oliver Lalik, 2001). Bakhtin (1968) argued that these impure meanings around embodiment could be overturned. Taking the world of medieval and Renaissance carnival as depicted in Rabelais novels, he showed how the worldview was upturned, where usual power structures were inverted and the boundaries between what was considered pure or profane could be crossed. The body image itself moved to a celebration of the grotesque but at its extreme it never presents an individual body; the image consists of orifices and convexities that present another, newly conceived body. It is a point of transition in a life eternally renewed, the inexhaustible vessel of death and conception (Bakhtin, 1968/1984, p. 318). But carnival is transitory: participants can only be temporarily free of Foucaults disciplinary technologies. In professional dance, the power of the choreography is essentially expressed through performance, and outside a carnival world view the lithe, trained dancer is considered uniquely able to interpret the choreographers ideas with the docile body. Dance and the Curriculum 2: Notating Dance But if in school the choreography is merely to be illuminated by the performer, then perhaps an alternative way of dealing with the potential interference from the use of (inadequately) docile bodies would be to ask dance candidates to write down their intentions, to allow the power of their choreographic choices to be examined in isolation from the power of the performing body. The question then arises of how this might be achieved in a curriculum that does not acknowledge the existence of dance notation. There are two main systems of notating dance, Labanotation and Benesh. Labanotation, devised by the influential dance figure Rudolf Laban, was published in 1928 and is used to record movement across a range of dance styles. Without notation, there is little chance of being able to accurately reproduce the movements; one can only know about the dance and its role within that particular culture. In spite of its availability, notation was used very little, with a resultant lack of documented dance scores (Redfern, 2007) although the number of scores is now gradually increasing. In the United States, for example, the Dance Notation Bureau, located at the University of Ohio, uses Labanotation to create a record of dance works, so that dance scores can be accessed and used in the same way as music scores. Other institutions in Europe and elsewhere are similarly collating notated dance works. These works are then available for interpretation, as are other art forms. And, as Redfern (2007) points out, increasing the number of interpretations of an art work increases its stature; the power of the dance can be enhanced by inviting different readings of its texts. As well as creating records of dance, notation use can also have learning-outcome implications. Goodmans (1976) theory of notation suggests that the created score defines a body of knowledge. Warburton (2000) goes on to argue that trying to express that knowledge verbally can be counterproductive because of what he refers to as the ambiguity and redundancy of spoken language. He illustrates this by explaining how the verbal description to glide for a ballet step called a glissade sets up expectations of the kind of movement to be completed that gliding overlaps the meanings of travelling and leaping moreover, to tell the dancer to perform a travelling-leaping-action-that-skims-across-the-floor permits a variety of interpretations (Warburton, 2000, p. 195). The anecdote he tells goes on to explore the problems of description and how one particular ballet mistress resolved this by demanding repetition until he performed the step properly the power of the dance expressed through the body, not through words. But although a dance step is a bodily experience, rarely conceptualised in terms of its component parts, notation, he asserts, might provide the means for this conceptualisation in a way that language cannot. He concludes that if the goal of dance education is to help dancers increase their abilities to use dance concepts, to read, write, and dance dance, then notation-use is a good tool for doing so (Warburton, 2000, p. 210), since it enables movement, concept and notation to be linked, which improves learning. Dance notation has never been a requirement for access to dance courses, whether at degree level or for professional training. Few institutions offered the particular AQA specification in which it appeared, and so many potential students would have been unable to study it. It is available for study in professional training courses at specialist dance schools and also features in some dance degree courses as an option. But at school level, the situation is rather different. From its inception in 1986 until restructured and examined for the first time in its new format in 2009, notation was a part of A-level dance, both for conveying the technical study to the teachers and their students and also as a separate test. Originally, according to one examiner, it was included at A level, for mainly cultural reasons. Dance has been regarded as an illiterate art for too long. There are few scripts or records of materials, so dance is seen as a time-based art, disadvantaged in comparison with drama or music. We wanted to help bring it into line with the other arts (Ridley, 1992, p. 37). Literacy, as used here, can be defined by the ability to read and write dance scores using either Benesh or Labanotation. At that time, the latter was the dominant choice of candidates; later examiners reports note the ability of students in both forms (AQA, 2008). The first and rather indirect test of notation skills at A level was through sending the compulsory technical dance study to centres in notated form. However, unless the students were extremely confident with notation, above the standard required for the exam itself, they were unable to read the complex scores themselves and thus were reliant on their teachers for their choice. This had important repercussions. Perhaps the first classical study might be slow, a piece of adage requiring balance, control and strength, whilst the second might emphasise speed, elevation and intricacy, a piece of allegro. Dancers tend to be more comfortable, and thus more competent, in one rather than the other. If the teacher decided to teach both studies then candidates would be able to choose their preferred option; if not, then some students would have to learn, perform and be assessed on a technical study which did not reflect their best performing ability. One solution was the option to buy video recordings from the National Resource Centre for Dance at the University of Surrey. However, this raised a further problem: any performance is inevitably an interpretation of the notation, not the definitive answer. The Resource Centre attempted to minimise this by offering a male and a female interpretation of each piece, but the essential problem remained. Students therefore copied the interpretation when perhaps they could have offered an equally valid, or possibly even better, interpretation from the score itself. The power of the dance as notated and to be interpreted was subsumed into copied technical performance. The specific notation component was also examined practically: students were tested in groups of six, each candidate having a different dance score. They were given sixteen bars of their chosen notation (either Benesh or Labanotation) to decode and perform. The bars were repeated in performance, to create a thirty-two-bar sequence. Thirty minutes were given in which the notation not only had to be understood but also memorised, then fitted to music and a creditable performance rendered which was itself graded. Candidates had to cope with distraction as well as having to race against the clock: the music was played periodically during the thirty minutes, which was potentially distracting if, at that moment, the individual was not ready to put the steps to music but was perhaps decoding a specific section. The memorisation aspect also meant that whilst a candidate might be able to read the notation and perform it with score in hand, marks would be lost if they could not perform it accurately without the score. If notation is a tool of dance, a way of recording movement, then memorisation and performance can hardly be a fair test of the ability to read it. One could read a poem for a test, but just because those lines were not remembered accurately would not be a reason to assume the person could not read. This memorisation aspect shifted the emphasis from reading the notation to one of demonstrating that understanding by way of perfected performance. The task was not a straightforward test of notation literacy but rather one of memorisation demonstrated through bodily skill. The power of dance was once again articulated through the performing body. Nevertheless, successive examiners reports throughout this period indicated the increasing familiarity of students with notated scores, and hence an increasing ability to cope with them. For example, in 2008, the report noted: As stated in previous years, some candidates are to be congratulated on their achievements. It was pleasing to see a number of candidates dance the whole 32-bar score and gain high marks in this component of the Unit 5 examination. This continues to be a positive progression over the past couple of years, indicating an increasing confidence in preparing reconstruction skills (AQA, 2008, p. 4). Yet the restructured 2009 A level removed the examined notation component completely. AQA suggested a summary of benefits of the new syllabus, which included encouraging critical engagement with dance as an art form, providing a suitable foundation for pursuing dance in higher education, providing experience of choreography and performance, and, finally, encouraging a hea lthy lifestyle (AQA, 2008). However, according to the National Dance Teachers Association (NTDA), the notation component was dropped because AQA was concerned about the ability of teachers to deal with this aspect of the course. Too few teachers were able to teach notation to a high enough standard and examiners had seen too many crying candidates attempting the notation part of unit five. It seems that we as teachers have failed to meet the standards required to deliver this part of the course successfully (NDTA, 2008, p. 13). Those teachers trained to use the system acknowledged the difficulties it posed, but nevertheless the outcome can only be seen as a retrograde step. Rather than calling for an improvement in teaching standards, this significant aspect of dance scholarship was dropped. The gaze of the literate hierarchy was rejected, not interiorised. So whilst schoolchildren may routinely be expected to understand that music has its own form of language that is, music notation there is no such expectation for dance; dance in schools is taught as if it were an illiterate art form that is, as if its notation does not exist. An unfortunate effect of this is, as Redfern (2007) points out, that a lack of interest in dance scores is perhaps what makes for, or at least reinforces, the tendency to concentrate on performance rather than the work; and this absence of a tradition of studying a dance script in the way that it is imperative for musicians or actors to study their scores or texts means that relatively little has been expected or demanded of the dancer in respect of interpretational ability (Redfern, 2007, p. 197). Notation is thus important for the development of dance studies. It allows dance works to be recorded and studied other than during the performance itself, giving dance a language equivalent to music. It can also enhance learning. But reading and interpreting through notated scores (however unskilled) is no longer a possibility at school level, and whilst writing scores was expected only at a very basic level, this too has gone. In addition, complex and analytical notation gives academic weight to a subject so often seen as unsuitable for serious study. It is also assessable in a way in which the more ephemeral aspects of the subject are not. The absence of notation at A level cannot help but reinforce

A Problem Statement Of Wireless Networks Information Technology Essay

A Problem Statement Of Wireless Networks Information Technology Essay A search process in unstructured wireless network generally employee whole network due to this it will generally carried out flooding problem. Existing system contains flooding algorithm to represent search process but this system address lack of search problem and inefficiency factors. The flooding algorithm needs to search on each node on over unstructured network to find out property which consumes an extra time. Energy Rate allocation and flooding problems are main aspects in unstructured networks. It leads high computational problems and which consumes extra processing time. To improve any wireless network environment performance it necessary to accessing structure in wireless network. The energy consumption is a key aspect in wireless network according to the random walk process will unbalance the energy and dynamic query search process. A native approach of flooding random walk algorithm will lead flooding problems and unbalanced energy rate allocation will be lead to network life time problems 1.2 Aim and Objectives Aim: The aim of this project is to design a distributed application to improve search efficiency in unstructured wireless network by reducing transactional cost Objectives To design a distributed application in unstructured wireless network using NS-2 simulator To take an advantage of biased random walk algorithm in on going distributed search application for avoiding number of transmissions To exploit a network model by using NS-2 simulator by representing uniform nodes and determine search protocol for calculating number of packets needed to represent search process To calculate time taken to cover the entire network after initiation of a search from a randomly selected initial node in designed network. To calculate the number of search items found after certain time steps from initiation of a search. 1.4 Proposed Methodologies This project mainly deals with unstructured wireless mobile network. An unstructured search has to potentially explore the whole network; as such, it is generally carried out by flooding. This project will improve a search process in unstructured wireless network by reducing flooding configuring uniform nodes using NS-2 simulator To analyze dynamic search and route discovery problems in various networks. To reduce number of transmissions during searching any property by establishing uniform nodes network using simulation methodologies. To reduce hitting time to the target node and expect number of transmission by implementing biased random walk by constructing uniform nodes in unstructured wireless networks. To evaluate a dynamic search efficiency by configuring uniform nodes for unstructured wireless network by applying simulation methodology. 1.5 Expected Artifact and outcomes: To design a distributed application to improve search efficiency in unstructured wireless networks and will evaluate this project results using NS-2 Simulator which will show dynamic search on over uniform nodes. 2 Research 2.1 General background to the subject: This research addresses the dynamic search problems in unstructured wireless network environment. The research considers search oriented problems and query computational problems in distributed dynamic applications. The high level data accessing could lead energy consumption issues. This research review the background study of location based spatial query processing on and snap shot query processing. The specified query processing supports only limited data level. To over come this difficulties here it need to review index method for managing static and dynamic data. This index process operates on over spatial query as well as snap shot which will be applicable on both data level. This research accomplish knowledge of query process in unstructured wireless network environment. Background knowledge of query monitoring in wireless broadcast environment . The background study will be conducted by reviewing various research papers, journals, books and websites. I will accomplish the relevant information by considering key words. Which might be use full gathering an appropriate data 2.2 Study on specific issues: The main aim of this project is to tackling dynamic search problems in wireless networks and to improve path discovery in wireless network during promoting dynamic search on over unstructured networks. To achieve efficient search on over unstructured network, it needs to review back ground study of various search algorithms such as flooding algorithm, random walk algorithm and dynamic search algorithm. This research mainly focuses on over unstructured wireless network by considering dynamic search problems 2.3 Technologies for implementation: The implementation of this project will be divided into various modules and layers. The entire implementation work will be carried out using NS-2 simulator. The simulator will design a wireless network with group of nodes. To configure network in terms of client- server architecture. Enhance the communication by promoting ad hoc protocol and compute energy rate level and consumption level by distributing message across client nodes. The entire code will be designed in Tool command language (TCL), C++ language and with combination of OTCL 2.4 Analysis of Existing Work: The problem statement address the search problem in unstructured network environment, to analyze the search process problems and flooding problem during evaluating dynamic search process on over unstructured network. To addresses such kind of problems by conducting an experimental review on over static and dynamic search process and evaluate various search process algorithm to measure performance factors. In this analysis which shows the resource consumption problems and computation problems during evaluating dynamic search. 3 Technical Requirements The proposed study analyzes the technical requirements by considering the problem statements and proposed study issues and which defines the functional requirements of proposed system. The functional requirements of proposed system should be classified into different processes; these processes have been configured in terms of input, transactions and output. The system should be capable to reduce energy consumption level and which is capable of distributing data across different sensor networks Proposed technical requirements are as follows Software Requirement: Ns2,Network Animator NAM, XGRAPH, TCL C++ programming. Hardware Requirement: P4 processor with 2.4ghz speed, 80GB hard disk, 512 MB RAM Communication protocol requirement: DSDV, AODV, DSR User interface requirement: NAM (network animator ) for dynamic visualization 4 Design/ Structural information 4.1 Development model: To develop this project here I will employee spiral life cycle model, I will classified this model into different phases, this model is useful for recycling purpose, this life cycle model basically enhance new requirements with out distributing previous work, this model is most appropriate for distributed applications. 4.2 Design and implementation model: To analyze the problem statements by reviewing existing system processes and finalize the functional requirements of proposed system, these functionalities will be consider as a case studies. These case studies will classified into modules and sub modules. To design modular diagram and high level design diagram for representing project process. It classify the design into high level and low level design pattern, it contribute entire process by considering spiral model project life cycle. 5 Data Acquisition I will gather relevant data to develop this project by referring various web sites, books and journals. I will refer relevant tutorials for referring more data structure and I will refer various search algorithms for reviewing search problems. The most of the information i will get from websites, forums, journals 6 Testing and analysis of Results: To test the project results by generating various test case reports and validation the process by giving data inputs. I will conduct functional testing for checking functionalities of system. The unit test and integration test should be apply for finding errors in system code and integrate all modules and verify operation by evaluating integration test case 7 Improvements: To improve the data Acquisition part by configuring entire network components. To determine processes in data acquisition by simulating data access 8 Overall evolution: The overall report evaluate the basic structure of project, here it schedules entire work by representing various task structure, the specified task should need to complete in given time, the overall structure should be organize end to end project structure. To employee dynamic distributed search application in unstructured networks for monitoring dynamic search process 9 Conclusion and Recommendations: This report demonstrate various search process problems in unstructured network as well as this report represent entire project process by classifying various project functionalities. Which also demonstrate project requirements and technical usage strcture for developing distributed dynamic application and classify proposed method for resolving spatial queries problems by establishing dynamic network model using network simulator, the proposed model will identify problem statement in existing system and reconstruct entire network by accepting dynamic search process.

I Will Find Happiness :: Happiness Essays

So I am a girl. What do you expect? What do you want to find here? Long hair [I've always been told never to cut my hair, boys will never go for short hair], colt legs, flat stomach, cute accessories. Do you want me to drive you up the wall with all my adorable quirks? Do you want ribbons and dresses? Lipstick and rouge? I find myself slipping between different states of mind. What should I be? Who should I be? I read books about subservience like Memoirs of a Geisha. I see television shows late at night when I can't sleep, the only time I watch TV. And there are women on these sitcoms just smiling. Non-stop smiling in their immaculate aprons and Sunday dresses. And I think of my aunt in Arizona who lives under my by-marriage-Italian uncle's will. How they are so money but she's only allowed to spend what he approves of, and he accuses her of pigishness if she eats some of the candy his son stuffs himself with. How he never mentions his 250-pound plus weight, while her bones poke out through her shirts. I see my best friend from junior high being dragged into her father's room while I'm standing right there to get hit with The belt. Huge welts formed for her borrowing a v-neck shirt from a girl at school and blue eye shadow. The shirt and make-up made her a "whore." I remember him yelling through the thin trailer walls while I was standing right on the other side. And there are other things . They all swim in my head, like a tank with too many tropical fish that needs cleaning. And I start thinking†¦ I will not appear to be "easy." At the same time I will not come off as too cold or rigid. My shirts must be low-cut, but not low enough to leave nothing to the imagination. It is better that he has something to look forward too. I will make my body hourglass like. I will be careful about my weight and skin and clothes and make up. I will stay thin, but retain hips and breasts. I will set high standards for myself and the other women around me. I realize we are all in competition for the most handsome and financially sound male, despite the fact that we are the "prize" in relationships.

Saint Sernin Of Toulouse And Notre Dame Of Paris Essay -- Architecture

Saint Sernin of Toulouse and Notre Dame of Paris   Ã‚  Ã‚  Ã‚  Ã‚  When one thinks of St. Sernin and Notre Dame, one tends to think of two beautiful cathedrals, not to churches that portray two totally different styles of architecture. Those two styles are, of course, Romanesque in St. Sernin and the Gothic style of Notre Dame. Some characteristics that these two buildings share include quest for height, basic floor plan, and artistic flair. The period of Romanesque architecture, which lasted roughly from 1050 A.D. to 1150 A.D., concentrated mainly on achieving massive proportions, rounded vaulted bays, the round arch, the wall buttress, cylindrical apse and chapels, and towers. Early Gothic architecture, which began in 1144 with the dedication of Saint Denis, concentrated more on mastering the idea of an obscenely high ceiling, as well as ribbed and pointed vaults, the relationship between the structure and its appearance, and perhaps, most importantly the use of light.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most enjoyable things about comparing the two structures of St. Sernin and Notre Dame is that there are so many differences as far as the particulars go, but in general the two cathedrals are very, very much alike. Through the years, enough architectural and engineering advances had been made to raise the ceiling to staggering new heights of over one hundred feet. The materials remained the same as they had for years before, stone and mortar. The basic floor plan remained the same,... Saint Sernin Of Toulouse And Notre Dame Of Paris Essay -- Architecture Saint Sernin of Toulouse and Notre Dame of Paris   Ã‚  Ã‚  Ã‚  Ã‚  When one thinks of St. Sernin and Notre Dame, one tends to think of two beautiful cathedrals, not to churches that portray two totally different styles of architecture. Those two styles are, of course, Romanesque in St. Sernin and the Gothic style of Notre Dame. Some characteristics that these two buildings share include quest for height, basic floor plan, and artistic flair. The period of Romanesque architecture, which lasted roughly from 1050 A.D. to 1150 A.D., concentrated mainly on achieving massive proportions, rounded vaulted bays, the round arch, the wall buttress, cylindrical apse and chapels, and towers. Early Gothic architecture, which began in 1144 with the dedication of Saint Denis, concentrated more on mastering the idea of an obscenely high ceiling, as well as ribbed and pointed vaults, the relationship between the structure and its appearance, and perhaps, most importantly the use of light.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most enjoyable things about comparing the two structures of St. Sernin and Notre Dame is that there are so many differences as far as the particulars go, but in general the two cathedrals are very, very much alike. Through the years, enough architectural and engineering advances had been made to raise the ceiling to staggering new heights of over one hundred feet. The materials remained the same as they had for years before, stone and mortar. The basic floor plan remained the same,...

Cowardliness? - Edgar Allan Poe :: essays research papers

Cowardliness? (Edgar Allan Poe – The Masque of the Red Death) Each person is individual. We actually act differently in the same situations. But the situation does not have to be so problematic and so stressing for each of us. Somebody will stay and face the arising problem and somebody will run away as quickly as possible. However still there is something we all have in common, we all hide a coward in ourselves. No matter how powerful, wealthy and strong we are, everybody is scared by something. This fatal fear makes us to do everything possible to avoid it and if there is no other way just to escape from it. But are we therefore cowards? There are lots of kinds of threats. Some of us are afraid of different sorts of animals, some are afraid of height, some are afraid of closed vessel, etc. However, the most usual fear is a fear of death. Also this piece of literature is about such a fear and what it can do to human. Poe chooses plague as his tool of death. He takes his time to perfectly describe how enormous threat such a plague can be: â€Å"No pestilence had ever been so fatal, or so hideous.† Another terrifying fact is that the plague is incredibly quick and therefore there is practically no chance to be cured: â€Å"At the whole seizure, progress and termination of the disease, were the incidents of half and hour.† To support the idea of dread, Poe is also describing the process of the horrible and painful dying: â€Å"There were sharp pains, and sudden dizziness and the profuse bleeding at the pores, with dissolution.† Moreover we can feel a certain respect to it. The author even calls it by a name â€Å"The Red Death† and uses capital letters. He is animating it this way and the reader realises it is not so easy to escape from it. So it is not surprising people are so thrilled by it. Maybe it is also because it is so painful. Maybe because it is extremely quick or maybe because it kills without any control. No matter if you are man, woman or child, if you are young or old, if you are rich or poor, etc. Poe uses a great example of what is human able to do to protect his own life. The Prince Prospero, â€Å"happy, and dauntless and sagacious† man has such a fear that he decides to isolate himself in a big fortress with â€Å"a strong and lofty wall girdled it in.

Examine computer Forensics and Privacy Essay

Although the Fourth Amendment of the Constitution protects us from illegal searches and seizures, it left somewhat of a grey area when it came to electronic communications. With all the technological advances almost every person uses some kind of device to communicate electronically that goes out to the Internet. When using these devices to communicate information can be intercepted and even altered in some ways. Because of these advances in technology Congress has implemented laws to protect people from having information stolen or accessed illegally by individuals or even in some cases Law Enforcement. In the advent of Computer Forensics, certain guidelines must be met before obtaining any information either by intercepting the transmission, securing the device or acquiring the information by means of remotely connecting into the device. Several laws have been implemented to protect a person’s rights with regards to accessing their electronically stored data. The Wire Tap Act is one of these laws. This law prohibits any interception of a communication between two private parties without an order issued by a court. Any violation of this Act will result in criminal or civil liability, and a violation by governmental officials in a case could result in a suppression of that evidence. Both the Stored Wired and Electronic Communications Act, and the Pen Registers and Trap and Trace Devices Statute identify the need for protecting the privacy of individuals with regards to computers and the data within them. Initially this act was regarding phone numbers that an individual called, but since the implementation of the Patriot Act, I.P addresses can now be accessed along with emails ,communication ports, and what Web sites are being accessed from either your computer or cell phone. Investigators must obtain legal access to computers before obtaining any data from them. The case of Jamie Staley provided an example of how such an intrusion of computer privacy can in fact take place. This case involved the defendant Jamie Staley intercepting emails from members of her husband’s family with  information pertaining to a bitter divorce and child custody battle. Through computer forensic analysis it was determined that in fact Jamie had intercepted and in some cases altered electronic transmissions made by her ex husband’s grandparents and their attorney. This was clearly a violation of the Attorney Client privilege and also the Wire Tap Act, which clearly stated that electronic data being transmitted cannot be intercepted by a third party. An argument can also be made that the Stored Wired and Communications Act regarding accessing stored data had also been violated. When gathering evidence the individual who is responsible for the process has an obligation to obtain the data as accurately and responsibly as possible. Data must be collected both legally and proficiently, in order to protect the rights of the individuals being investigated. Both policies and procedures must be followed to protect the integrity, and reliability of the evidence being collected. Sources: 1. Stored Communications Act : http://en.wikipedia.org/wiki/Stored_Communications_Act 2. â€Å"Pen Registers† and â€Å"Trap and Trace Devices https://ssd.eff.org/wire/govt/pen-registers 3. Computer Security and Forensics Law Checklist: By Josh Wepman http://www.ehow.com/list_6746948_computer-security-forensics-law-checklist.html

Racism and Prejudice in To Kill a Mockingbird Essay

In Harper Lee’s To Kill a Mockingbird, an African American, named Tom Robinson, is accused of raping a white girl. Throughout the story we learn that Maycomb County, Alabama is full of people who are considered to be racist. From the beginning, even before Robinson’s trial began, everyone believed that he would be found guilty. At the end of Robinson’s trial he is found guilty. Another issue throughout the novel is many of the citizens of Maycomb are prejudice against others in the town, such as Boo Radley. A statement one may conclude after reading To Kill a Mockingbird is that racism and prejudice are comparable to habits. Racism, prejudice, and habits may be acquired by watching and listening one’s family, as well as others one interacts with, from a young age. Both racism and prejudice, like most habits, can be broken with some effort and a set mind, but one must first understand what it is they are doing wrong. To understand what is wrong with one’s behavior one might seek an adult or someone they respect to explain what it is that is wrong and why it may be considered wrong. In Harper Lee’s, To Kill a Mockingbird, the character development throughout the story shows that racism and prejudice are acquired through one’s interaction with others and that it is possible to break these mindsets. Throughout the majority of this book Scout is afraid of Boo Radley, but towards the end, after Boo Radley carries Scout’s brother home, she realizes he is not such a bad person after all (270). Scout is only afraid of Boo Radley because of the rumors she heard about him from others that she interacted with. Once Scout actually met Boo Radley herself she realized he is not scary, he just keeps to himself. The fact that Scout has an opinion about Boo Radley before actually meeting him shows that she is influenced by others around her. One may not consider this a favorable characteristic, but it is relatable to everyday life. The majority of people are easily influenced or know someone who is easily influenced, so one may comprehend more easily why racism and prejudice exist. A similar situation to the last one takes place in the beginning of the book. Most of the people in the book know very little about Boo Radley, but â€Å"[a]ccording to Miss Stephanie†¦As Mr. Radley passed by, Boo drove the  scissors into his parent’s leg, pulled them out, wiped them on his pants, and resumed his activities† (11). Miss Stephanie tells the children and others this which causes the children and the others to form a prejudicial view about Boo Radley without ever having met him. The fact that Miss Stephanie’s statement affected others’ opinions about Boo shows how one’s statement can affect the logical reasoning of others. The others had no way of knowing if Miss. Stephanie’s statement was true or not, yet they still believed her. One may come to the conclusion that others believe something one says just to feel accepted or included.

Comparing tajfel’s social identity theory and scapegoating theory in explaining prejudice Essay

The issue of comparing and contrasting Tajfel’s theory of social identity and the scapegoating theory in explaining prejudice is a very controversial issue subject to debate .The theories are like one and the same thing though they are different as show be noted as the debate goes on.The main difference is that scapegoating mainly touches on the rivals of in-group against out-group while social identity theory bases on the individual rivalry against individual and both have got a negative prejudice effect. Barbara (1997) reiterates that prejudice by definition is an attitude usually negative toward a member of some other group solely on prejudice the membership in that group . Feldman explains prejudice in the sense that when two groups want to achieve the same goal but both groups cannot get hostility is due to happen .For example increased competition of various groups in times of economic crisis may be one of the factors leading to prejudice .Tajfel (1971) believes that the scapegoating theory is not adequate in explaining prejudice and he also uses a social identity theory . However Tajfel et al (1971) argue that competition is not sufficient for inter-groups conflict and hostility .Tajfel does not deny the importance of competition between groups as explanation for the origins of prejudice but argues that mere perception of the existence of another group can itself produce discrimination .Tajfel et al goes on to say that before any discrimination occur ,people must be categorized as members of in-groups or out-groups but more significantly the very act of of categorization by itself produces conflict and discrimination leading to negative prejudice . Therefore from the above analysis one can be tempted to say that the origins of prejudice in both social identity theory and scapegoating theory arise from the same nature to a greater extent as noted in the argument in question though they might be some differences but to a lesser extent. Moreover, scapegoating theory in explaining prejudice asserts that people or groups seeks to displace their anger on the weaker people or groups .When the weaker group sees that its being dehumanized or being regarded as inferior scapegoating has entered in the danger zone which will eventually lead to the aggression of the out-group. However Tajfel’s social identity theory suggest that individuals strive for self image and social identity that is influenced by the value categorized by a group an individual belongs .Therefore from the aforementioned analysis one might be tempted to conclude that the spirit of pride within one group and an individual’s ego perpetuated by a group an individual belongs may leads to prejudice as expulsed in the argument above. In addition , basing on the scapegoating theory in explaining prejudice ,pain and frustration only often evoke hostility for example the native Africans were allocated land in reserves which was very infertile and this led to the First Chimurenga war when the natives fought the whites blaming them for drought and other misfortunes that they were facing as a result of their presence .In contrast to the above theory, Myers(2008) elucidates that the social identity theory in explaining prejudice suggest that individuals in a group come to develop a sense of their identity that is anchored within in-group . Therefore .from the information above one might tempted to clear that both of the two theories asserts that as a result of aggression by scapegoating and in-group development development as supported by Tajfel(1971) elaborates the concept of prejudice though they vary to a lesser extent as exhibited in the argument in question. More so, Healey (2006) pontificates that the scapegoating theory targets for the displaced aggression vary, for example failure by the government of Zimbabwe to run the economy that led to hyper-inflationary epoch many Zimbabweans blamed the sanctions for the economic turmoil and the Europeans as the oppressors but were there to blame for economic crisis in actual sense and this poses a question to many people . Moreover, in the early 1980s people vented their anger to the witchcraft tradition and leading to the masquerading of tsikamutandas to uproot witches in societies and people who were presumed to be witches were humiliated or forced to drink a concoction and if the witch belongs to in-group and another one from out-group  favoritism was bound to happen leading to someone being unfairly treated due to favoritism .The South Africans felt the shortage of employment in their country is because of Zimbabweans saying that they are taking all jobs thus leading to xenophobia attacks on Zimbabweans and in that essence it evokes prejudice between the in-group and out-group. On the other side of the coin ,Faney (2004) alludes that the social identity theory furnishes favoritism among in-groups and out-groups. The theory asserts that as groups are formed ,they come to develop a culture of patriotism towards themselves and to discriminate against out-groups .therefore , from the aforesaid assertions one might be tempted to alludes that prejudice arise from favoritism and displaced aggression as exposed in both theories above . Furthermore , Tajfel (1971) suggests that resource allocation is done unequally ,in particular they will favor their own group at the expense of out-group .This suggest that the tendency in-favor of in-group may be especially powerful if the in-group feels to be minority .In addition the scapegoating theory in explaining prejudice propounds that for instance in Zimbabwe ,opposition to immigration since 1990 has gone up and down following the hijacking unemployment rate . Moreover ,the scapegoating theory and social identity theory explain the concept of prejudice in a different dimension as noted above in the argument in question though some very small similarities were noted but since the explanations outwit the similarities one might be tempted to conclude that both theories in explaining prejudice they differ immensely . To add more flesh to the bones , the social identity theory presumes that as people hear the views of a group they are bound to change their own views to suite of the in-group and one school of thought believes that similarities within groups will ultimately lend itself to polarization among groups .Members of the in-group will try to make themselves look unique from out-group as they endeavor this uniqueness to prove a spirit of social identity . For example if l am a soccer fan and we are discussing the play of the play of an opposing team , l might advocate for my team that plays much better than the opposing team .However the scapegoating theory reiterates that the strongest anti-black prejudice has occurred among whites who stay  much closer to blacks on the socio-economic hierarchy . For instance the whites who protested for the industrial conciliation act enactment are the whites who were feeling threatened by the black society and those white who were on top of the socio-economic hierarchy felt no intimidation by blacks .there, as thus discussed above one might possibly say that it is clear from the aforesaid argument that scapegoating and social identity theory can explain prejudice from various angles as expulsed in the argument in question . Moreover , Tajfel (1971) asserts that the personal identity deteriorates and social identity become focal in the sense that people have a feeling of themselves individually and as part of the group they belong and in doing so their group identity comes to the central core of their prejudice and they ceases to pay more attention on the individual characteristics of out-group .Furthermore , scapegoating pontificates that the clash of interest may result in prejudice and anyone who is not satisfied with himself is always ready for a revenge .For example Floyd May-weather might always feel that he can outclass Pacquino despite losing to him and every time is ready for a revenge match so as to claim his status as a champion . Therefore , from the above analysis one might be tempted to conclude scapegoating and social identity theory are somehow different though clearly explaining the concept of prejudice as noted in the aforesaid assertions . In summation ,It does not need a rocket scientist to discover that competition to prestige, social recognition ,water, land ,jobs and some other resources may precipitates aggression which will eventually turn into prejudice in both theories scapegoating and social individual theory .However , it is an abortion of factual evidence to sidestep the differences such as displaced aggression , feelings of in-group and out-groups , favoritism among in-groups and out-groups and just to mention but a few were addressed as differences of social identity and scapegoating theory as exhibited in the argument in question in explaining the concept of prejudice. ` Tatenda Nyoka is a student at Great Zimbabwe Zimbabwe University and can be contacted on tatendanyoka@gmail.com