The Raven Essay

The Romantic Story, the Raven Surprising enough, the famous story by Edgar Allan Poe, the Raven, is a Romantic poem. Poe was a poet during the Romantic period, making him a romantic writer/poet. Actually he was a dark romantic poet, which makes a little more sense. The Raven typifies Romanticism in many ways, especially when it comes to their connection with God. Also Poe reveals many emotions throughout this poem. Romantics loved and cherished the natural world. They would rather be in the woods than in the city, and they also escaped to nature to find a more emotional and intellectual awakening.When it comes to God and spiritual beliefs, they place faith in inner experience and the power of imagination, everything including humans is a reflection of the divine soul, physical facts of the natural world are a doorway to the spiritual world, intuition allows people to behold God’s spirit revealed in nature or in their own souls. Dark Romantics explored the conflict between good and evil, the effects of guilt and sin, and the destructive underside of appearances. They also explored the madness in the human psyche as well as the humor of evil. The Raven mainly demonstrates connections to God.The Romantics believe that their imagination is of great importance in your life and in the Raven the narrators imagination got the best of him and he put faith in his imagination in thinking that his dead wife came back to life. The narrator hears something very quietly tapping on his door. He finally decides to go and answer the door, â€Å"Deep into that darkness peering, long I stood there wondering, fearing,/Doubting, dreaming dreams no mortal ever dared to dream before;/But the silence was unbroken, and the darkness gave no token,/And the only word there spoken was the whispered word, `Lenore! /This I whispered, and an echo murmured back the word, `Lenore! ‘/Merely this and nothing more† (Poe). In his imagination he saw Lenore, his wife who died and h e believed it which shows the importance of the imagination. Romantics also believe that everything is a reflection of the divine soul and in the Raven the raven is a demon or a reflection of the devil. The narrator says â€Å"And his eyes have all the seeming of a demon's that is dreaming,† which shows that he believes the raven is a demon and that the raven will take his soul to hell when he dies (Poe). The main emotions that Poe stressed are morning, grief and sadness.The narrator is morning the loss of his wife Lenore and he is depressed about it. The narrator was reading late at night to suppress the â€Å"sorrow for the lost Lenore† and he was sad and then he thought he saw her come back to life and come to the door (Poe). Poe also shows a few different emotions about how the narrator feels about the raven. He at first is cautious and even scared of the raven, especially since it could talk. He then became amused by the raven and develops a respect for the bird b ecause he came in like he owned the place and started talking, well at least saying one word.Then by the end of the poem Poe does not like the bird at all and describes him as an â€Å"ungainly fowl† (Poe). The Dark Romantic Poet does a wonderful job at typifying Romanticism and expressing many emotions through his poem, the Raven. He shows how much the Romantics valued the imagination by the narrator thinking his dead wife came back to life and also how everything is a reflection of the divine soul by the narrator thinking that the raven is a demon. Poe also mainly stresses how the narrator is morning the loss of his wife and how he is depressed. The Raven is a perfect example of a typical Romantic poem.

Evaluation-Macbeth Coursework Essay

In my english coursework on Macbeth by William Shakespeare the task was to choose two soliloquys and write about them, write how they affect the story, the character, if they are important in that particular scene and if they make any significant mark on the play and the story. The two soliloquys I chose were act 1 scene 7, and act 2 scene 1. I chose these two soliloquys because they are important points in the story. They help shape the storyline and the way in which it goes. These two soliloquys come in the start of the play, and therefore help shape it greatly. They come just before Macbeth murders Duncan, act 1 scene 7 is where Macbeth is thinking to himself whether he should commit the murderous deed or not. His first thoughts to himself are that he shouldn’t, but his devious wife soon persuades him. In act 2 scene 1 Macbeth is on his own and is hallucinating. He sees a dagger before him pointing to Duncans room, almost beckoning him to go and kill his king to which Macbeth has been so loyal to. This soliloquy is famous and helps to shape the storyline because it is just before he kills Duncan. From these soliloquys I have studied I can learn a lot about the ideas of the play. I think the main ideas that I can gather from act 2 scene 1 are that a man can be completely changed by a single action in his life. Macbeth was loyal to his king, but then his wife suggested the idea of kiling Duncan and taking the throne himself. From this act I can also learn about the characters. Macbeth is influenced by his wife and she has a lot of control over him, he is a strong and loyal man to his king and has a fairly strong character. From this I can learn that a play works on characters actions and reactions, this is what builds storyline and character. The ideas of the play here as shown in this soliloquy by Macbeth deciding whether or not he should kill duncan are that a loyal man can be driven to do something that goes against what he stands for, and that the main character does not have much self confidence, and doubts himself. This soliloquy shows me that the character doubts himself, and is considering whether or not he should commit the murder so he can fullfil his wife’s plan of becoming king, which he is now beginning to like the idea of. From this I can learn that this particular play works on deceit, betrayal and selfishness from some characters. Some of the ideas in these soliloquys that interested me the most were how a mans ideas and thoughts of himself and what is right and wrong can be changed very quickly if his pride is under threat, as shown in act 2 scene 1. I find another idea interesting in act 1 scene 7, if someone is under pressure than their mind can work in a completely different way, and they would think to act like they would never act if they were calm and in control. This is shown here in this soliloquy by Macbeth thinking to himself whether or not he should commit the deed or not. In explaining my findings to the class, I was pleased with the way I interpreted the Shakespearean text and the way I wrote the essay in which I was reading from. Also in explaining it to the class, I think I should have looked up more and read as I looked at my essay sheet most of the time. I don’t think I made the audience feel involved enough in what I was saying. This is my evaluation of my Macbeth english coursework on soliloquy’s.

EdTPA practice Assignment Example | Topics and Well Written Essays - 1250 words

EdTPA practice - Assignment Example co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. 3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. 3. Complete the chart below to summarize required or needed supports, accommodations, or modifications for your students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need. Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or

Political and economic corruption in Africa and China Research Paper

Political and economic corruption in Africa and China - Research Paper Example The science and technology has eased the living standards of human generation and more luxuries are incorporated to the human life. All these luxuries are expensive and a normal person cannot enjoy such things in his life span without earning something from illegal sources. The thirst for better living standards and luxury has forced people to keep a blind eye towards morality and to run after money. Corruption always negatively impacts the society. The money meant for the growth of the society going into the pockets of some individuals is not good for the well being of the society. Corruption will increase the distance between the poor and the rich further and hence the social equality can never be achieved. No country or society is free from corruption. Even the socialist republics like china and Cuba where equality in living standards offered to the citizens, are not free from corruption. On the other hand democratic countries like India and America are also victims of immense corruption. African countries are generally considered as economically poor countries, but the intensity of corruption in this region is extremely huge. Only when we analyze the corruptions in two different countries, politically, socially and economically, we will get all the dimensions of corruption and hence China and Africa is taken as the examples to study various perspectives of corruption â€Å"The linkage between corruption and poor governance is well established. Corruption undermines the economic and political foundations of a modern state and hinders the growth of trade and investment needed for development. This is particularly true in Africa, where fragile public institutions, weak civil society organizations, the lack of an independent judiciary, inadequately paid civil servants and hiring and promotion systems that are not merit-based all interact to create a climate in which corruption can flourish.† (USAIDs Anti-Corruption Initiative in Africa) Most of the

L2 development of Mohammed Essay Example | Topics and Well Written Essays - 3000 words

L2 development of Mohammed - Essay Example Context Mohammed is an Arabic ten-year old boy who immigrated to Australia from Iraq as a refugee one year ago. Mohammed received EFL instruction two hours a week in Iraq. He is familiar with some basic English vocabulary, grammar, and writing. In Australia, Mohammed attends the local primary school and Arabic classes on Saturday. He lives in Sydney's western suburbs with his parents and two older sisters. He is an average student who enjoys normal activities that boys his age enjoy such as videos, computer games and soccer. His parents completed year twelve schooling in Iraq and they highly value education and believe it is the way to success. L1 and L2 Mohammed's L1 is Arabic and it is quite different from the English language. The learner is familiar with basic English vocabulary, grammar, and writing which he learned in his EFL classes in Iraq. The relationship between the learner’s L1 and L2 can be explored by focusing on the following aspects. Similarities and difference s Some researchers argue that if similarities between L1 and L2 exist, it will positively influence L2 development and that L1 serves as a cognitive resource in the learning of L2 (Swain & Lapkin 2005, cited in Forman 2010). For example, Schachter (1974) in his study of the use of relative clauses by four groups of students with different L1 backgrounds, Arabs, Persians, Japanese and Chinese, found that the Persian and the Arab learners used far more relative clauses than Japanese and Chinese learners did. Schachter explains that the Arabic and Persian learners already have such structures in their native languages whereas Japanese and Chinese learners are unfamiliar with these structures and tried to avoid using them. Other researchers, however, believe that differences between L1 and L2 negatively impact L2 development. Gass (1984) found that Spanish speakers were able to perform significantly better than Arabic speakers on a vocabulary test and this is due to the fact that the na ture of Spanish language is close to English while Arabic is quite different. These are only two instances of similarities and differences between Arabic and English that might facilitate or delay Mohammed’s L2 development. L1 and L2 cultures In learning a second language, the learners cannot be isolated from their first languages and from their own cultures. However, L1 and L2 cultures may have similarities or the learner might have some knowledge of the L2 culture. It is assumed that Mohammed has some knowledge of L2 culture through the EFL classes he attended. His interest in videos and computer games might which represent youth popular culture could be another way to become familiar with L2 culture. His desire to be part of youth popular culture in Australia would positively impact his L2 development. Psychological factors There are three main psychological aspects that influence the learner’s L2 development. Age Mohammed’s age, which is ten years old, is an important factor that should be considered in examining his L2 development. According to Patkowski (1980, cited in Lightbown & Spada, 2007, p.69), second language learners can definitely achieve full native-like mastery of L2 only if they began learning before the age of fifteen. D?rnyei (2009) also examines the effect of age on the development of L2 and argues that learning L2 at a younger age is better only if it occurs in naturalistic contexts in which rich interactions with a variety of native

Long-Term Growth and Development of a Nation Dissertation

Long-Term Growth and Development of a Nation - Dissertation Example While the Democratic Party is known as the architect of modern day racism, the Republicans have been following a policy of attacking racism at its very roots. The delegation head J.C. Watts pointed out, â€Å"we are going to attack racism at its roots, we have to focus on education, on economic empowerment, and on rewarding hard work† the Republicans are aware of the Democratic policy of keeping the blacks in poverty and hunger in order to turn them against the Republicans during election time and induce them to cast protest votes. Republicans are against the racial quotas and social welfare benefits. However, I feel they should incorporate these in order to win the confidence of the blacks. Thus the Republicans aim at winning the hearts of the blacks and help them gain a respectable position such that they may have little ground for protest. According to Frances Rice, chairman of the National Black Republican Association, â€Å"The Democrats fight every effort of Republicans to get blacks out of poverty because they know that once blacks become prosperous, the Democratic Party will lose its power base†. Working at the grassroots level would be essential for this. The Republicans cannot work towards the betterment of the blacks without a policy of approaching the problem secretly, slowly and on a one-to-one level. The Democrats know that for politics’ sake they cannot let the blacks prosper. However, prosperity cannot come to a nation if a large section of the population or inhabitants lies impoverished and in misery. However, the United States by its very constitution, stand against bigotry and hence racism. In the words of Watts, â€Å"Our country was built on a foundation of liberty and equality for people of all races, religions, and backgrounds. The principles of tolerance and equality remain the core of our identity as a nation†. However, the most recent blow to the efforts against racism was disturbed when the 9/11 massacre to ok place. The threat would fall on the Arabs and Muslims. Recently, after 9/11 took place this hatred even spread towards the harmless Sikhs of India. The idea of promoting the Ku-Klux-Klan (KKK) complemented the Democrats’ interest.

Assignment 2 Example | Topics and Well Written Essays - 250 words - 6

2 - Assignment Example I would suggest bringing a revolutionary change in the television policy in favor of a healthier America both with respect to food consumption and activity level. Sustainability, as the name suggests, means to carry on. The term â€Å"sustainability† is used to refer to the need to live in a way that the resources can be prolonged and possibly expanded for future generations. Sustainability is the most important in jobs. People would only behave sustainably when their basic needs are fulfilled. A person that is not getting enough money to afford a decent living would not be concerned about protecting environment. Globalization is fundamental to the economic growth of Africa. Globalization would open doors to not only more jobs and better lifestyle for the Africans, but would also spread the African culture far and wide in the world. The problem fundamentally lies in wrong policy-making, and ties between the African countries. Resources are there, but they are

Corporate social responsibility Essay Example | Topics and Well Written Essays - 3000 words

Corporate social responsibility - Essay Example These acts are not requirements either by law or by any other stipulated framework but are still carried out by business corporations under their CSR platforms (McWilliams, Siegel, & Wright, 2006). The business need for such activities may not be clear at first but considering that CSR activities are used as PR stunts by various business corporations, some business value can be derived from CSR. The contention behind CSR is for large corporations to project a soft image of a corporation that cares for the environment and the society. This allows corporations to achieve better sales and integrate better with the consumers. The inclusion of business interests in CSR activities have the direct consequence of inflated CSR initiatives being used for marketing consorts. Research demonstrates that corporations have an overwhelming tendency to report the positive aspects of their CSR activities alone (Bebbington, Brown, Frame, & Thomson, 2007) (Dey, 2003) (Dey, 2007) (Ruffing, 2007). This te nds to bias the reporting situation since corporations are inclined to report the better parts of their corporate behaviour alone. The need was felt to bring to light information covered up by organisations at various levels (Dey, 2007). Silent and shadow accounting was evolved to deal with such a situation where the corporate behaviour of corporations was double checked through independent research. The silent account lists out the corporation’s projections on its CSR while the shadow account lists out an independent finding on the CSR of the concerned business corporation. The current paper will list out findings of the silent and shadow accounts for Procter and Gamble, which represents a top Fortune 500 business corporation. The silent and shadow account for Procter and Gamble will be used to determine the dynamic validity of the state of CSR in practice by Procter and Gamble. Corporate Social Responsibility Silent Account Shadow Account Sustainability Reporting Style P&G lists that it reports CSR initiatives and their results based on the Global Reporting Initiative (GRI) directives. More specifically, P&G utilises the G3Guidelines for reporting under GRI (P&G, 2012). A number of different CSR initiatives and their results – broadly categorised under Products, Operations and Social Responsibility, are available in the CSR report on the P&G website. The availability of quantitative information such as emissions reductions levels, packaging reusability amounts etc. tend to add more credibility to P&G’s portfolio for CSR. The transparency of P&G’s claims for social responsibility requires that the data compiled by P&G be verified independently. The CSR report uploaded at the P&G website contains a number of different claims with regards to environmental and social impacts of CSR activities but fails to report data for verification. Essentially, P&G’s CSR report is referenced under the GRI and is indexed accordingly but does not declare the level of reporting (Cohen, 2011). In addition, the CSR report provides a cue to the website to evaluate how GRI is implemented (P&G, 2013, p. 2) but the website provides no insight into how data is compiled and evaluated by P&G. No third party audit of the data is available to verify or substantiate the claims accordingly. Product Safety and Innovation One of the three key pillars for P&G’s sustainability framework is its products (P&G, 2012). The contention at P&G’

The Painted Veil Literature review Example | Topics and Well Written Essays - 1000 words

The Painted Veil - Literature review Example W. Somerset Maugham’s novel the Painted Veil is today recognized as a 20th century classic. The novel itself takes its title from a Percy Bysshe Shelley sonnet that states, â€Å"Lift not the painted veil which those who live / Call Life" (Maugham, ix). One considers that both the sonnet and the title hold a great degree of insight into the novel’s inter-workings. Specifically, the novel follows a variety of characters through personal challenges and foibles that are revealed after removing the metaphorical ‘painted veil’. This recognition carries with it a number of direct questions for the novel. For instance, is the work a bildungsroman -- a novel of development – or is it merely a critique of human weaknesses? This essay argues that the novel functions to demonstrate that life is the continual negotiation between moments of development and human weakness, and as such the central theme is one of adaptation and change. Analysis Throughout the nove l tremendous periods of change occurs, most notably in Kitty Fane’s life. The most notable developmental change in Kitty’s life occurs in direct relation to the specific places she lives and the people she encounters. One considers Kitty Fane’s life throughout the early stages of the novel as largely seeking a more firmly established identity or purpose. In the early stages of the novel Kitty’s weak identity is established as she faces pressure from her mother to marry. The text notes that, â€Å"Mrs. Garstin was a hard, cruel, managing, ambitious, parsimonious, and stupid woman" (Maugham, p. 19). This cruel and managing influence becomes a central area of concern in the novel as it drives much of Kitty’s decision-making. Not being able to recognize her mother’s social ambitions, Kitty rushes herself into an unhappy marriage with Walter Fane. Of course a notable shift in Kitty’s life occurs as she moves to Mei-tan-fu. Upon moving her e, Kitty states, â€Å"I feel like one of those old sailors who set sail for undiscovered seas†¦and I think my soul hankers for the unknown† (Maugham, p. 153). This is a highly significant statement within the text as it indicates that Kitty has achieved a new purpose in life. To an extent the notion of this area as contributing to Kitty’s new purpose in life is directly attributed to her becoming involved with the French nuns; these individuals work with the poor and take care of the orphans in the area. One considers that throughout a great portion of Kitty’s life her actions have been motivated out of self-interest and her mother’s irrational expectations. Her move to Mei-tan-fu then has allowed her to remove herself from her dysfunctional and ineffective adulterous affair with Charlie Townsend, as well as discover and throw herself into a life-pursuit that extends beyond her immediate self-interests. These are both things that she could not achie ve in London or in colonial Hong Kong. While Mei-tan-fu largely represents a period of awakening and stability for Kitty one recognizes that this peace is soon punctured by further moments of human weakness and strife. Despite Kitty’s new sense of purpose, her relationship with Walter is still recognized as containing considerable strife. Even Kitty’s newfound purpose and stability is not able to rectify the situation with Walter. It is not long before he gains cholera. It seems that to an extent Maugham implements Walter’s cholera as a sort of symbolic comment on the nature of their relationship as sick of dysfunctional. The text states, â€Å"I do not know what Walter has in that dark, twisted mind of his, but I’m shaking with terror. I think it may be that death will be really a release† (Maugham, p. 220). While Kitty is vague as to whose death would be a release it seems clear that the cholera in this instance functions outside of the direct re alms of a plot device and more in terms of a symbolic comment on the nature of the relationship. From the perspective of the novel as one of development it seems

Assignment 2 Essay Example | Topics and Well Written Essays - 2500 words

Assignment 2 - Essay Example The strategic human resource management (SHRM) is not bounded or guided by some definite of rules. Rather the whole idea is to develop a human resource development model that is dynamic in nature. That can be changed and recalibrated according to the need and wants of the current business situation. The present research topic details the problems and challenges faced by the human resource development and the strategies that can be adapted to overcome such challenges. 2.0 Identification and explanation of the main Human Resource challenges facing any organisation The number of challenges an organisation has to face depends on the size of the organization since size matters more than the effects of the internal and external interferences. As the size of the organization increases, the number of challenges and problems also increases (Boxall, 1982). ... So instead only few challenges and problems are discussed which are important in the present context. 2.1 Problems is fixing compensation Compensation planning is one of the problematic areas. The reasons associated with compensation problem are one and many. The managers are sometimes not able to understand the best way to measure the efficiency of the employees. Due to the wrong choice or methodology to measure the employee efficiency, the managers at times have trouble to understand, the exact compensation level which correlates with the level of efficiency (Guest, 1999). This is the one of the most acute problem in the compensation management area. The managers do not revise the methodology to check the level of efficiency of the employee for long period of times. So even after there is significant improvement in the employee performance and efficiency, the managers still tend to follow the unrevised version to measure the employee efficiency. So the compensation fixed does not c orrelate with the employee efficiency. The managers are sometimes unable to understand the factors that motivate the employees. The different level of employee working in the organisation may not have the same kind of motivational factors. The management sometimes tend to follow a general guideline, which considers that all most all employees have the same motivational factors. For example the employees at the bottom level are motivated by material benefits more than the employees at the higher level (Hyman, 1987). For employees at the higher level, the recognition and the power allotted and the status granted matter the most. During the budget preparations the managers forget to factor in the fact that the current

Background of the study Essay Example for Free

Background of the study Essay Suicide is a complex issue that eludes explanation. Theories, studies and researches have been made in order to answer the many questions regarding the nature of suicide and the underlying causes why so many people commit, or even attempt, suicide: confusion, disappointment, heroic glorification, sympathy, anger, moral or religious condemnation (Cholbi, 2006). What causes a person to commit or even think of suicide? What makes a person’s behavior suicidal (Cholbi, 2006)? Is it even rational to commit suicide? During the time of Plato, philosophers argue about the rationality of suicide. Socrates, in Plato’s work Phaedo, argued that suicide is always disgraceful because one attempts to release himself from a â€Å"guard-post† which the gods placed upon him. Plato stressed that although suicide is wrong, there are some exceptions that can be regarded as a justification of suicide. The Stoics, in contrast with these theories, argued that suicide is justifiable when flourishing life is no longer available to the person (Cholbi, 2006). It was the advent of institutional Christianity the brought about the notion that suicide is morally wrong. St. Augustine argued that it is disobedience of the fifth commandment â€Å"Thou shalt not kill†. Even the Renaissance philosophers and Protestants agree to this notion about suicide. However, Protestants believed that it is possible that God treats suicide permissible and that he allows repentance. This notion prevailed into the late seventeenth century. Even John Locke believes that suicide is wrong, that God provide us with the liberty to think for ourselves but that liberty does not include the liberty to destroy ourselves (Locke 1690). The Enlightenment thinkers brought about the examination of suicide through science and psychology. They held out that suicide results from facts about individuals, their psychologies, and the social settings in which they belong to. The nineteenth and early twentieth century brought about modern developments about theories on suicide. Some romanticized these theories by defining suicide as â€Å"the inevitable response of a misunderstood and anguished soul jilted by love or shunned by society† (Liebermann 2003). Some attempted to study suicide through psychiatry. Others, and perhaps the most prevalent perspective today, view suicide as a social illness reflecting isolation, anomie and other attitudinal byproducts of modernity (Cholbi, 2006). This latter development led to a wave of institutionalization of suicidal persons (Cholbi, 2006). Today, suicide is a growing national concern. Suicide is a major cause of public health problem. More and more people die each day because of suicide. In fact, it is estimated that about 1 million people worldwide die each year from suicide (Torpy, 2005). In 2004, a total of 32,439 died by suicide in the United States while an estimate of 811,000 suicide attempts are made each year. An average of 1 person every 16. 2 minutes killed themselves. Suicide ranks as the eleventh leading cause of death in the United States as compared to homicide which ranks as fifteenth only (Macintosh, 2006). These rates may be higher since some suicide deaths may not be recorded like motor vehicle accidents that may result from suicide by the driver or deaths where the cause cannot be determined if it is suicide or murder. Among the races in the United States, from 1994-1998 Native Americans have the highest suicide rate with 12. 71 per 100,000 population followed closely by whites with 12. 61 and then African Americans with 6. 4. However, in 2004, statistics show that whites have the highest suicide rata with 24. 7 followed by the Native American with 12. 9. Males have higher risk of suicide than females. From 1994-1998, suicide rates among males were four to six times higher than females. In 2004, males still have higher suicide rates with 17. 7 than females with 4. 6. However, females have higher suicide attempt rates than males. It is estimated that three females for every one male attempt suicide each year. It is reported that suicide risk tends to increase with age. Older persons aged 65 and above have higher risk of suicide since they have a higher incidence of depression and have greater use of lethal weapons. However, suicide among adolescents is a major cause of death. It is, in fact, the third leading cause of death among people between the ages of 15 and 24 (cite). Out of the 32,439 suicide cases in the US in 2004, 4,316 were aged between 15 and 24. An average of 1 young person every 2 hours and 2. 1 minutes killed himself (Macintosh, 2006). Experts say that for every teenager that dies of suicide, ten other teenagers attempt to commit suicide. In a survey done by the National Youth Prevention Resource Center, it was found that about one in five teenagers have thought of suicide, about one in six made plans to commit suicide, and more than one in twelve attempted suicide. Because of the alarming cases of suicide, suicide prevention is made a bureaucratic and medical occupation. Many studies were conducted to understand the underlying causes of suicide and suicidal behavior in order to determine appropriate solutions to prevent suicide cases and attempts. The suicide problem is complex ranging from psychological to social and even religious factors. As mentioned previously, studying suicide through psychology helps determine the relationship between suicide and the state and characteristics of the human mind and behavior. Through psychology, reasons why certain groups such as adolescents and young adults have higher suicide potential than others can be understood. Adolescence is considered as a crucial stage because it is the time a person experiences a lot of changes, where abstract thinking, law of morality, and ideology are developed (Christie Viner, 2005). During this stage, the adolescent is starting to develop acceptance ideas and reactions to situations. Because of this, they are easily influenced making them vulnerable to disappointing situations that may result to depression and consequently, suicide. According to Bennet (1994), adolescents and young adults with history of depression, a previous suicide attempt, a family history of psychiatric disorders, family disruption, and certain chronic or debilitating physical disorders or psychiatric illness are at higher risk of committing or attempting suicide. Among these factors, depression was found out to be the most common clinical syndrome of suicidal behavior (Petrie Chamberlain, 1983)and approximately 66 percent of those who attempted suicide have depressive symptoms (Rich, Sherman, Fowler, 1990). Psychological pains are commonly caused by sociological factors such as exposure to suicide or suicide attempts, relationships, and interactions among the member of the society and may increase the potential of having suicidal behaviors thus psychology and sociology are interrelated disciplines when it comes to determining the causes of suicide. Sociology encompasses several issues such as culture, media, peer, family, demographics, ethnicity, and socioeconomics that may influence the behavior and thinking of adolescents and young adults. Adolescents are part of the society and the interactions occurring into it such as friendship. Friends and peers are parts of the social network and is one of the central contexts for adolescents (Bearman Moody, 2004). Adolescents who are still at the stage of finding their identity needed strong association and belonging and that isolation from peers leads to lower estimations of self-worth and self confidence (Tani, Chavez, Deffenbacher, 2001). Media is also a strong influence on adolescents and young adults. Young people are very much exposed to popular media such as television, radio, movies, Internet, and reading materials. Since they are at the stage where they are easily influenced, they tend to copy the values and actions depicted by what they see in the media. Religious beliefs and practices influence the behavior and thinking of most people including the young adults. Religion is considered as a significant part of peoples way of living, resulting to various beliefs about issues. It is perceived that the more a person is religiously committed; he is more likely to avoid suicide since suicide is considered to be a mortal sin for most religions. Kendler et. al. (2003) found that some dimensions of religiosity are related to reduced risk of particular psychiatric disorders. Malone et. al.(2000) also suggests that religion can provide reasons for living. This allows people experiencing depressive episodes to be more optimistic about life, reducing the feeling of hopelessness and thus reducing the risk of committing suicide. Dervic et. al. (2004) supports this notion by suggesting that religious affiliation is associated with less suicidal behavior in depressed patients and that religiously affiliated subjects may function as protective factors against suicide attempts (p. 2303). Thus, religion is a major factor that can impact a person’s suicidal behavior. Researches have been made regarding the psychological, sociological and religious aspects of suicide. However, there is a lack of research connecting these three aspects. Thus, the purpose of this study is to examine suicide through linking psychological, sociological and religious perspectives on suicide. First, earlier research studies relating to each discipline will be examined. Then each discipline will be compared to the other two. Studying suicide through an interdisciplinary approach will help in giving a wider perspective and understanding about the underlying causes of suicide. It will also help in determining appropriate solutions in order to prevent suicide and to help those who have already attempted suicide. Possible solutions that might be determined will not just help suicidal persons psychologically but in all aspects as well, that is, mentally, physically and spiritually. The study is limited to the data and studies made by earlier researchers about adolescent suicide. The scope of the study is broad and attempts to address important issues and developments from each discipline based on earlier researches.

The Impact Of The Norman Conquest English Language Essay

The Impact Of The Norman Conquest English Language Essay By the end of the Old English period an event took place which had a major impact on the English language. This event was the Norman Conquest, in 1066, which marks the beginning of the Middle English Period. The invasion is a milestone in the history of England, and played a key role in the development of Modern English. But another view sees the events of the occupation as having a negative effect on English, and as a national catastrophe that destroyed a sophisticated native Anglo-Saxon culture (Graddol et al, 1996:120) and disrupted the progression of the English language. Short states that Higden Ranulf, an English chronicler and Benedictine monk, saw French as one of the principal reasons why the English language had degenerated in Medieval England (2007: 29). Nevertheless, others claim that the Norman Conquest contributed to an enormous enrichment of the English vocabulary (Hughes, 2000: 111). English would probably have pursued another evolution had William the Conqueror not s ucceeded in appropriating the English throne. It would most likely lack the immense amount of French vocabulary that characterizes the English language today, and that make English look, on the side of lexicon, like a Romance language. No other previous event had had such an impact on the language. The Scandinavian invasion in the eighth century had affected English, but not as profoundly as the Norman Conquest. This is because the speakers of Anglo-Saxon and Old Norse could understand each other, since they were communicating through similar Germanic-root words. Whereas, Norman French was a foreign Romance language which was completely alien to a population speaking a Germanic language. The conquerors continued to speak their own language in Britain. Watson argues that Normans were ruthless people who had no interest in the culture, literature and learning the language of the conquered people. English, which had been the official and literary language, was demoted to be the languag e of the serfs (Watson, 2002: 17). Since the two languages, Norman French and English, were not mutually understandable and French was the language of the rulers, English speakers had to adapt to the newcomers and learn some key expressions. Thus, the Norman invasion brought bilingualism in the British Isles with French and English living alongside each other for a long time. It is estimated that around 10 000 French words (Mcrum et al, 1986: 82) poured into English during the Norman rule. These words are found in every sphere: art, literature, law and government. Modern English has retained a large number of these words which have been completely assimilated into English in their structure, pronunciation and spelling. The Normans represented a small proportion of the population, however, their language had a massive impact upon society, since they were in position of power. According to Short, the number of French speaking incomers at the start of the 12 century was around 15 000, which would represent less than 1% of the total population of some 1.75 million (2007: 26). This is the reason why Norman French is not the spoken language of England today, despite its dominance in Britain for almost three centuries. Baugh Cable claim that the Norman Conquest changed the whole course of the English language (2002: 208). Thus, such a consequential event deserves to be explored in detail. First Chapter Historical Background Normans were descendent of Vikings from Scandinavia who settled down in the northern region of France in the ninth and tenth centuries. This region was known as Northmannia, the land of the Northmen, later shortened to Normandy. The Normans became Frenchmen culturally and linguistically (Pyles, 1964:153) soon assimilating the French customs, marrying local women, converting to Christianity, and giving up their own language and acquiring French. England had had close ties with Normandy long before the conquest in 1066. In 1002 Æthelred the Unready, king of England between 78-1016, had married a Norman woman and his son known as Edward the Confessor, who was raised in France, was more French than English. During the 24 years of his reign, Edward brought many of his Norman friends over to England giving them important positions in the government. When Edward the Confessor died childless, William the Conqueror, who was a second cousin of the late king, believed he was entitled to be Edwards successor even though he had no right to inherit the English throne. (Loyn, 1991: 65-67). So when the accession to the throne was denied to him, he attacked England, and with his exceptional abilities he won the battle of Hastings and on Christmas Day 1066, William was crowned king of England (Baugh Cable, 2002: 112). The rule of William the Conqueror brought with it vast changes to the social, political, religious and linguistic (Fennell, 2001: 95) structure of England. Dominance of the French language in England Williams possession of the English throne had far-reaching consequences. One of the repercussions was the introduction of a new nobility. The old English nobility was virtually annihilated and replaced with Norman followers. Mcrum et al. (1986: 73) argue that William also purged the English church: gradually Norman bishops and abbots occupied the cathedrals and monasteries, and for many generations after the conquest, the great estates and important positions were held by French-speaking Normans. The most significant consequence, however, was the dominion that the French language acquired in England. The Norman Conquest brought not only a new way of life but also a new way of speaking. The Norman incomers mother tongue was French and it remained so until the second half of the 12th century. French became the language of the ruling class and their servants. It was adopted across the entire range of written registers: literature, legal proceedings, commerce, government businesses and p rivate correspondence (Ingham, 2010: 1). The members of the new commanding class continued to use their own language once they settled in England. First, only those of Norman origin would speak French, but soon through intermarriage and relation with the supreme class, many English people found it to their benefit to master the new language. Therefore French became the language of power and prestige (Hughes, 2000: 13). The status of French in England from 1066 onwards is comparable to the importance of English in the British Empire in the 19th and 20th century (Freeborn, 1998: 81). For almost three hundred years after the conquest English ceased to be the official language of the land (Hughes, 2000: 110), existing only as language of the masses. Short claims that the survival of French for three centuries, even after the loss of Normandy in 1204, is the result of a desire on the part of the Norman descendants to retain and strengthen their sense of separate identity (2007: 13). He b elieves that Anglo-Norman was a means of social and political self-definition and self-preservation. All the kings of England spoke French as their first language. Command of French would also be found amongst the middle class. Knights also had a tendency to using it, even if they were English natives. Merchants and tradesmen spoke French, and also clerks and bailiffs would use the language due to the fact that different services were conducted in that language. Nonetheless Latin remained the language of church and scholarship. It was the language of records used for any documents that were felt to be important to be left to posterity. Though French had cultural and social prestige in this period, both English and French were regarded as inferior to Latin (Knowles, 1997: 47). So from 1066 there were three languages that pervaded medieval England: Latin, French and English, and literature, religion, law, science were all conducted in languages other than English (Mcrum et al, 1986: 7 3). Short estimates that 80% of the population in Britain was monolingual English speakers, 16.5% bilingual French speakers, and 3.5% trilingual Latin, French and English (2007: 28). Latin was the unifying European language par excellence (Totter, 2000: 23). It was learned and studied in the schools and universities in England. Latin was the language of religion, culture and power and it was established all over Europe. Nonetheless Latin was mainly used for written purposes. The language was spoken by a tiny minority of the English and it was employed only in the highest ecclesiastical circles (Trotter, 2000: 24). Latin, however, was certainly not the spoken language used in court. French was the language used in the kings court (Ingham, 2010: 95). Nevertheless, in spite of the fact that English was ousted by the two prestigious languages, it was never wiped out. It had a low status and it was reduced to an informal- colloquial vernacular, but it was still used to a great extent by the lower classes. Fennell states that there was diglossia in England for a long time with French as the High language and English as the Low language (Fenell, 2001: 117). However, Baugh Cable maintain that if the Normans did not appreciate English as a vernacular this should not be interpreted as an oppressive language attitude towards English. A few generations before they had themselves renounced their own Germanic language in favour of Latin and French. The perception that Normans were hostile to the English language is without foundation (Baugh Cable, 2002: 117). It is true that English was considered to be an unsophisticated tongue, however there is sufficient evidence of mutual respect and peaceful cooperation between the English and the Normans (Baugh Cable, 2002: 117). William the Conqueror himself made an effort at the age of forty-three to learn English without succeeding. In general, the upper classes were indifferent towards the English language because their activit ies in England did not require the use of it, and French was for them more useful. Survival of English How did English manage to survive and not get absorbed in the dominant Norman tongue? Mcrum et al (1986: 75) suggest that there are three important motives that explain the survival of English. First of all, Old English was too established, too vigorous, and, thanks to its fusion with Scandinavian languages, too hardy to be wiped out (Mcrum et al, 1986: 75). Despite the written records becoming Latin and French, English continued being the speech of commoners and it would have needed many centuries of French rule to obliterate it as the vernacular of ordinary people. They were not going to stop speaking English just because they had been conquered by a foreigner. Second, the fusion between Normans and English was rapid, as Normans intermarried with English people. The French-born mixed with the English-born. Thus, future generations living in Britain would feel more English. The Norman ancestors were forgotten with time and young people identified with the natural language of most in habitants in Britain. One hundred years after the invasion, an anonymous chronicler wrote that The two nations had become so mixed that it is scarcely possible today, speaking of free men, to tell who is English and who is of Norman race (Baugh Cable, 2009: 120). The Francophone incomers seemed to have become fully integrated with English people. Third, and most important reason, the Anglo-Normans lost control of their French territory across the Channel. When King John lost Normandy in 1204, conflict began to develop between France and England, which concluded with the Hundred Years War. The ex Norman nobility became English, as many nobles had to declare themselves either French or English. The loss of Normandy established an independent English nation and a feeling of national consciousness and identity began to arise in the British Isles (Short, 2007: 31). English people began to be more interested in their native language, therefore the trilingual setting of medieval England e xisting following the Norman Conquest started to disappear. The initial trilingual situation developed into oral bilingualism, although it was not omnipresent in England, and progressively culminated into vernacular monolinguism (Trotter, 2000: 25). Chapter 2 Re-establishment of English The rivalry created between England and France meant that interests between English and French were no longer the same. This resulted in the decline of French and re-establishment of English. Fennell believes that if England had remained in the control of France, French might have continued to be used in England forever (Fennell 2001: 117). This did not happen though. While French had been necessary to the English upper class during the two centuries following the Norman Conquest, in the thirteenth and fourteenth centuries its use was artificial. French lost its importance gradually and became a second acquired language after English till it disappeared. Evidence of the passage of Anglo-Norman from a mother tongue to an acquired language has its roots in 1160s but also the first murmurings of discontent surfacing form those of Anglo-Saxon stock who see themselves as excluded an denied professional advancement by their ignorance of French (Short, 2007: 26). At the start of the fourtee nth century Anglo-Norman seemed to have lost its prestige completely. Slowly English won its way back to being ubiquitous in England. French passed into oblivion in the fifteenth and English was re-established, but it was a new language in vocabulary and in spirit, wholly different in character, rhythm and feeling from the Anglo-Saxon (Watson, 2002: 18). Under the influence of Chaucer poets began to write in English, but also literature was highly influenced by French. When English re-emerged as the written language of England, it was extremely altered in structure; however, Romaine claims that debate still continues about the extent to which change was internally or externally motivated (1998: 7). These differences in the English language remained immutable. Freeborn (1998: 51) argues that when reading English texts from the 12th century onwards, there are changes in grammar, vocabulary, spelling and word form. Of course, the English language did not change overnight in response to the Norman Conquest. Fennell, on the other hand, maintains changes in English did not happen as a result of the conquest. He states th at the influence of French on English is neither extreme nor special (Fennell, 2001: 130). Many loan words have been borrowed from French, but there is no marked structural change that can be revealed. It is also hard to demonstrate French influence on word order. There is no influence on concord as well. According to Fennell, changes in the English language are simply due to gradual change (2001: 131). The Lexicon: Loan Words from French While the loss of inflection was only indirectly due to the use of French in England, French impact is much more noticeable on the vocabulary. A huge body of French words became part of the English language. The influx of French words began slowly and continued with varying pace for a long time. Most of the Norman French loanwords entered English during the Middle English period, and they actually came fastest when French was dying out (Barber et al., 2010: 155). Some scholars argue that actually the main borrowings by English tool place from 1250 onwards (Hughes, 2000:110). In the eleventh and twelfth century the number of words borrowed from French was minimal, and in the thirteenth and fourteenth century the amount of loanwords increased significantly. When bilingual speakers changed over to English for such purposes as literature and government, they needed specialized terms that they were habituated to in these domains (Barber et al., 2010: 156). The influence, however, was reci procal. Numerous English words were introduced into the French spoken in England as well. From the very start of the century it is possible to find Anglo-Norman poets incorporating words of Old English origin into their works (Short, 2007: 22). Where two languages live alongside each other for a long time a substantial transference of words from one language to another is unavoidable. Despite that, English had more to gain form French than vice versa, therefore the number of French words that entered English was incredibly vast. Many of the words borrowed by English are words to do with war, ecclesiastical matters, heraldry, hunting, the law, arts and fashion. The earliest adoptions from Norman French are encountered in 1137: tresor treasury, Canceler Chancellor prisun justice and tenserie protection money (Hughes, 2000: 111). These words indicate a whole new Norman vocabulary of power. Other words that infiltrated English in the 12th century are: duc duke, cuntess countess, curt court, messe mass, clerc scholar (Graddol et al, 1996: 123). Also these loanwords demonstrate the domination of the Normans in influential institutions such as the church and the royal court. The Norman Conquest made French the language of the official class in England. Therefore it is not the least bit astonishing that many word having to do with administration and government are of French origin. Some of the earliest loans from French are: service, prison and castle (Pyles, 1980: 324). Other words include: crown, state, empire, au thority, sovereign, parliament, assembly, treaty, alliance, country, attorney, chancellor, judge, jury, noble, royal. The word office and the titles of many offices are also French: coroner, treasurer, marshal, governor, councillor, minister, warden, and castellan (Baugh Cable, 2009: 169). In the religious domain amongst many words there terms such as: abbot, clergy, preach, sacrament, vestment. As English was the language of the masses, it is not surprising that the original terms for livestock were retained: ox, sheep swine, deer, calf. Whereas words such as beef, mutton, pork, bacon, venison, veal were used for the flesh of the animals, eaten mostly by the higher classes (Fennell, 2001: 107). Family relationships such as: mother, father, sister, brother, son, daughter kept their Germanic names. Nevertheless, family relationships expressing more compound social relations such as: uncle, aunt, cousin, nephew, niece were designated by French terms. The terms father-in-law and mot her-in-law show native English words, but they are in fact calques, loan translations from Old French. Numbers did not lose their original, native names, and parts of the body kept their English terms. This is because such terms are core words and resistant to borrowing except in situations of exceptionally long and fervent contact. One remarkable example is the word face: this term was borrowed from French in the late thirteenth century as an informal term (Fennell, 2001:107). Titles of rank were taken from French such as: baron, count, duke, marquees, peer, prince and sovereign (Barber et al., 2010:156). However, English words were retained such as: earl, king, knight, lady, lord, and queen. Literary borrowings of French only entered English in the thirteenth and fourteenth centuries. English writers started borrowing French words, as they were certain about an acquaintance with French on the part of their readers. While a considerable amount of French words came into English thro ugh this method, many are no longer in use since they filled no real communicative need. Norman French vs. Central French An interesting fact in Modern English is that despite many words being borrowed from French, the pronunciation of the English words differs considerably from their French counterparts. An important thing to be pointed out is that Modern French is not like eleventh-century French. There were two main dialect groups in Old French: the language of the north langue doÃÆ'Â ¯l, and the language of the south and central France langue doc also known as the dialect of Paris (Knowles, 1997: 47). The Norman Conquest brought with it the Northern dialect which developed characteristics of its own and then is called Anglo-Norman. There were significant differences in the pronunciation between the two vernaculars. In Anglo-Norman ca- was pronounced as cha- chie- in Central French. So for instance, the Anglo-Norman word caitif caitiff changed its pronunciation into chaitif in Central French. The same can be said for other words that are pronounced with ca in English and cha in French such as: ca tch which has derived form Anglo-Norman catel, became chacier in Central French and subsequently chaser in Modern French. Other differences in the manner of speaking of the two dialects are the pronunciation of some consonants. Where the langue doÃÆ'Â ¯l had [w, k, ts] would be pronounced as [g, ts, s] in the langue doc. The English word wicket (AN wiket) was transformed into guichet in the Parisian dialect. In the same way waste representing the Anglo-Norman waster was in Central French guaster. Consequently, there were two French sources often leading to the same word being borrowed twice. Many adoptions from Norman French coexisted with the Central French equivalent words which were assimilated at a later date. So we have Norman French: catch, warranty, launch, wage, warden, convey, gaol, beside Central French: chase, guarantee, lance, gauge, guardian, convoy, jail (Graddol et al, 1996: 123). In the thirteenth century, the Anglo-Norman dialect lost some of its importance in England, and the Anglo-Norman realised that the French they spoke was no longer fit for purpose. The Central French dialect of Paris had begun to exercise a strong influence in France, therefore the Anglo-Norman patois was regarded as uncouth and obsolescent (Barber et al. 2009: 151). Giraldus Cambrensis, a writer of the early Middle Ages, contrasts the elegant French of France to its unsophisticated Insular counterpart which he disregards as gutter French (Short, 2007: 14). Due to its prestige, the dialect of Central France became the standard language in court and fashionable society in England. As Central French became fashionable it was from this dialect that many words were borrowed at this period. After the Norman Conquest duplications in English were very common. Many of the French words that came into use conveyed meanings that were already expressed by a native English word. In this case one of two things occurred: either one of the words was lost, or they both survived but they had different meanings. In some cases the French word died out, but in most cases it was the Old English word that ceased to exist. For example the OE word anda competed for its status with the word envy and managed to survive until the time of Chaucer, but at some point the word became obsolete and died out. The replacement was not always sudden; often both words carried on to being used for some time, and the English word often persists in the dialect today. The Old English word eam which has been substituted by the French word uncle is still used in Scotland (eme). Where both the French and the English words existed they acquired different significations. English was not deficient in vocabulary, and in many cases when a new word poured into English it existed side by side with newer borrowed word. Hence, there are many pairs of words in English whose meaning is similar. So there are the native words which survive alongside the French words such as: begin/commence; freedom/liberty; child/infant; happiness/felicity; friendly/amicable; hearty/cordial; house/mansion (Watson, 2002: 19). Watson argues that the native words are vivid and homely whereas the French words are colder, more aloof, formal, dignified (Watson, 2002: 19). French had also an impact on the increase of the number of prepositions, which was already considerable in Old English. Strang (1970: 274) maintains that during the period 1170-1370 the number of prepositions was larger than any before. She attributes this process to two processes. The first of these is compounding and analogical formation. The second process includes loans from French. A number of prepositions such as countre, sans and save were borrowed directly from French. Others, such as during, excepting and saving were anglicised versions of French words. Some prepositions are calques on originally French equivalents, e.g. notwithstanding derives from Old French non obstant. The borrowing of French words had also an impact on English grammar. Many grammatical points were reconstructed on the French model. For instance, the use of who was remodelled on French qui. Old English used who just to ask questions such as who are you?, and this the equivalent of the use of qui. But qui was used in French also in a relative clause, such as the boy who lives next to me, for which English used the. Middle English started to use who as a relative pronoun under French influence (Mustanoja, 1960: 187-206). English was influenced by French also in the formation of passive forms. Old English used the verb weorpan (to become) to form passive idioms, but this became unusual after the Norman Conquest. Modern English uses the verb to be to construct passive sentences just like Modern French (Mustanoja, 1960: 438-9). Another point of Middle English grammar such as the counterfactual modal perfect is attributed to the influence of French. Old English lacked the modal and auxiliary have combination. Its appearance starts in southern Middle English and then it seems to have spread in the north, given that the use of Anglo-Norman was more prevailing in the south of England. Fischer, on the other hand, claims that French did not play any role in the development of the modal perfect construction in English. Kida (2007: 285) argues that there was also some French influence on word order in Middle English which changed from VO (verb + object) to OV (object + verb). When analysing the word order pattern in Foedera, she notices that Norman French was more in favour of the OV word order positioning than of the VO ones, and this fact led to the development of OV word order configuration in the English language after the Norman Conquest. Kida believes that this change in word order disposition in English must have probably come via an increasing quantity of bilingual speakers, speaking both English and Norman French, who created more OV word order structures in English than monolingual native speakers. Nonetheless, this influence was not permanent as English went back to its VO word order few years subsequent to the Norman Conquest. Another grammatical characteristic of Norman French comparable to the English grammar is the placement of modifiers in front of the noun. This explains why English did not dispose of premodification in the Middle Ages and still preserves this feature in Modern English. Premodification is generally a feature of OV languages and English had a VO structure. Hence, it can be deduced that Anglo-Norman played also a role in the conservation of premodification in English up to the present day (Kida, 2007: 285-290). French influence is most obviously marked in the spelling. New conventions were used for the [S] sound creating spellings such as and eventually . The word house had an [u:] sound, so the Old English spelling was . However the [u] sound was represented by [ou] in French, therefore, the spelling was changed to . The pronunciation of the word changed later in time (Knowles, 1997: 40-50). Other French conventions were adopted in English such as the use of for and for (Freeborn, 2001: 82). Mustoja (1960: 45) affirms that the influence of foreign languages such as Latin and French plays a considerable role in the development of gender in Middle English. This is due to a large proportion of ME literature being translated directly from French. Additionally, the authors of original works were usually acquainted with French. Therefore, it frequently occurs that a noun is assigned the gender of the corresponding French noun even though it is not a direct loan. For example, death (OE masculine) becomes feminine in ME under the influence of French la mort. Also moon (OE mone), which is masculine in Old English, has become feminine in ME, again influenced by French la lune. Ship (OE scip, neuter) becomes feminine in ME on the analogy of OF la nef. But the nouns moon and ship have often been encountered as masculine nouns as well. This dual application of genders to the same noun is explained as the general confusion between the masculine and feminine forms of the definite artic le in Picard and Anglo-Norman (Mustanoja, 1960: 47) two OF dialects which played a key role in the influence of French upon Middle English. Conclusion The Norman Conquest has had a significant impact on the English language. As the examples above demonstrate, the invasion has influenced English considerably not only in terms of vocabulary but also spelling, pronunciation and grammar. If English is today the richest It is astonishing that engli

Difficult To Define Identity Sociology Essay

Difficult To Define Identity Sociology Essay For all assignments of 1,000 words or more handed in after the due date and without an agreed extension, a five percent penalty applies for the first day of the missed deadline. After that, a subsequent penalty of 2% per day will be applied for the next thirteen calendar days after the due date (including Saturdays and Sundays). No assignment can be accepted after more than fourteen calendar days except in exceptional circumstances and in consultation with your lecturer or tutor. If students face a significant illness or serious issue, it may be that  Special Consideration  is warranted. If an extension of work is granted this must be specified with the signature of the lecturer or tutor. 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If you wish to seek access to your personal information or inquire about the handling of your personal information, please contact the University Privacy Officer on 9905 6011. Students Statement: I have read the universitys statement on cheating and plagiarism, as described in the Student Resource Guide (refer http://www.monash.edu.au/au/pubs/handbooks/srg/srg-119.html) This assignment is original and has not previously submitted as part of another unit/subject/course, I have taken proper care of safeguarding this work and made all reasonable effort to ensure it could not be copied, I acknowledge that the assessor of this assignment may for the purposes of assessment, reproduce the assignment and: Provide to another member of faculty; and/or Communicate it to the universitys plagiarism checking service (which may then retain a copy of the assignment on its database for the purpose of future plagiarism checking). I understand the consequences for engaging in plagiarism as described in University Statute 4.1. Part III Academic Misconduct (refer http://www.monash.edu.au/pubs/calendar/statutes/statutes04.html#Heading110) I certify that I have not plagiarised the work of others or participated in unauthorised collusion when preparing this assignment. Signature: Sophie Boinnard Date 21-10-2011 Question 6: Discuss why is it difficult to define identity? The best way to characterize identity may be to see it as a multi-dimensional space in which a variety of writing blend and clash (Sarup, 1996, p.25). Approaches to identity are multiple and from various fields such as sociology, psychology and psychoanalysis. This vast array of theories offer as many different attributes and definitions to identity which prevent the construction of a simple definition. I will argue that identity cannot be reduced to a simple and unified definition. This is most evident by understanding and analyzing the broad differences and interconnectedness between the major theories on identity, such as psychoanalysis, symbolic interactionism and performativity, which all have something to offer, each focusing more on the aspects that are relevant for their field of study. The wish to define identity can be traced back to the Enlightenment philosophy in Europe, when humanism and the quest to find who we are and how we should behave as rational and free beings (Mansfield, 2000, p.15). Identity was then studied as a philosophical construct, and the theories, influenced by Descartes and his notion of duality of the human mind between an emotional self and a rational thoughts as constituting our identity, led to believe the subject as being I think therefore I am (Sarup, 1996, p.46). This Cartesian approach considering the self as unified stayed the main view for many years. However we now live in a post-Cartesian world, and the development of fields such as psychoanalysis, sociology and social psychology led to a shift in the way to look at identity, by decentralizing the subject (Sarup, 1996, p.46) to take into account different evolution of society and the complexity of human beings. With the development of psychoanalysis, initiated by the researches and theories of Sigmund Freud, the approach to the study of identity changed focus and meaning. Freud believed that most of our identity is based upon the result of the negotiation of actions and reactions between the individual and the external environment (Elliott, 2007, p.53), such as the family, culture and society. According to him, we are not born with an identity, but we construct one through the process of identification. This is especially true in the early ages of your life when you learn what is acceptable according to social criteria and what has to be prevented, which is then repressed according to Freud into the unconscious; the Oedipus complex is a good example of structuring the subject in terms of identification (Sarup, 1996, p.30). It is the result of these interactions which will define who we are. It is important then to notice that for Freud ones identity construction is mostly unconscious and re sides within oneself (Lawler, 2008, p.78); the focus is, as such, placed on the individual and his capacity to adapt and positively interact with the world. Following psychoanalytic traditions, academics such as Eissler theorized the sense of identity as being based on memory elements which in turn depend on the capacity of the ego to consider these memories as its own, and be then able to either repress or integrate them successfully (De Levita, 1965, p.106). Stephanie Lawler, also on memory, argues that identity is not something fundamental and essential, but something produced through the narratives people use to explain and understand their lives (Lawler, 2008, p.17). As such they use their memories to interpret their lives, and at the same time these memories are already interpretations of a past experience: memories themselves are social products. What psychoanalysis can bring to the study of identity is that it gives a way to consider the place of unconscious and non-rational elements of identity (Lawler, 2008, p.83) which are psychoanalytic elements that are necessary to understand the construction of identity but which are often denied by theorists exploring social dynamics impacts (Sarup, 1996, p.39). Furthermore, by placing the unconscious and ideas of repression at the centre of his model of identity, Freud shows that we can only know ourselves incompletely and with difficulty, rendering identity blurred and unfinished (Lawler, 2008, p.99). However, by concentrating so much on the selfs experience of identity, this approach might lack depth in understanding the impact of some social forces such as inequality, oppression and domination (Elliott, 2007, p.70). Another approach that developed around that time but in the sociological field, is the theory known as symbolic interactionism. Largely influenced by Meads theory, it gives less importance to the individual than psychoanalysis and in contrary concentrates on the effects of interactions between the social reality and an individual. In fact, Mead believes that a subjective self is fashioned and shaped by the cooperative interaction with the world and others. It is indeed through the use of symbols which meanings we learn and understand thanks to experiences, to languages, values and culture and according to our surrounding environment that we are constructing our identities (Elliott, 2007, p.32). In other words, according to Mead, we make sense of ourselves only by the time we make sense of the world and others around us, by developing a sense of difference and recognition through symbols such as language. As such, it is necessary to distinguish between the I, representing the intern al needs, feelings, whishes and the me, representing the socialized self, which appears in reaction to what we see around us (Carriera Da Silva, 2007, pp.51-59): it is the consciousness of ourselves we develop in reaction to developing a sense of others, a differentiation from them. Something common with psychoanalysis is the importance of childhood in development of the sense of self, as Mead believes in the importance of the processes of play and game in becoming a healthy mind which can interact with others and society (Carriera Da Silva, 2007, pp.48-51). However Strauss, who on that aspect shares symbolic interactionists view, rejects the idea that the self is determined only through early childhood, and would then be static, and in contrary argues about a theory of adult identity change (Musolf, 2003, p. 167) showing that we are flexible beings, and are continuously socialized into new identities (Musolf, 2003, pp. 77, 170). Finally, Strausss theory incorporates the structural influences on social behaviors that he believes are neglected in the basic theory. Language is very important, with for example our names being the first act of self-introduction and as such functions as a social object by which others may initially typify us (Musolf, 2003, pp. 164-16 5). However, symbolic interactionism has been accused of being too rationalistic, cognitive and conscious, and indeed seems to have little recognition of the relation between desire, wishes, fantasies and social control that is argued in psychoanalysis (Elliott, 2007, p.35). Later on, approaches started to focus more on how identity functioned to try and explain what it is. This is the case of Anthony Goffman who, departing from symbolic interactionism, believes in the strategic performativity of the self in everyday life as constituting different identities for ourselves where the social sphere therefore represents a stage where we have to act an identity (Lawler, 2008, p104). Our self is reflected to the world as a faà §ade, and the individual is the creative and reflective agent who decides and in doing so constitutes self identity on how to carry out such roles as well as the staging of role performances (Elliott, 2007, p. 38). We therefore have a set of identities for which we know how to perform and what expectations people have of them, and we are constantly constraint to be on display and perform, as well as adding roles to adapt to every situation (Musolf, 2003, p. 164). Taking further Goffmans performativity, Mills argues that the performing self appeared as a result of the structural transformation of society into a bureaucratic consumerist one, and that it leads to the disappearing of real bonds in society replaced by a cash nexus as the only uniting element (Musolf, 2003, pp. 164, 172). Goffman takes some distance from symbolic interactionism however as he focuses on interactions and as such gives no importance to the difference between the I and the me; this leads to questioning the presence of a real self existing outside such practices the real identity of the I, hiding behind the personae and roles people assume, but he seems to leave undeveloped this aspect of the theory, concentrating on studying the faà §ades we show and not the true identity we might have behind it (Hetherington, 1998, pp. 150-151). As such theorists like De Levita have interpreted that for Goffman, the roles we play do not hide anything comparable to what Jung would argue (1965, p.132). According to Jung, the persona regroups the totality of the roles which a certain individual fulfils and portrays to the world, a similar idea to Goffmans performance but their ideas shift as for defining the place of identity in this schema. Indeed it is explicit for Jung that the persona only is a shield for our true identity (De Levita, 1965, p.132) which is not so clear for Goffman. In contrary, he argues that the roles/performances are what make us persons; we are constantly acting, but what those roles add up to is our identity (Lawler, 2008, p.106). Take a lecturer for example; he will act differently while teaching in classes than how he is with his friends over lunch, and even differently than how he will act with his children in the evening. It doesnt mean that he is someone else more true outside of these contexts, or that he is fraudulent about his identity, but that all these roles represent who he is. Today, with the increasing influence of the media as a social force, Goffmans theory might be more adapted than ever as these media perpetuate performance demands. Indeed, as Altheide argues, our everyday life saturated by the media reshapes identity into another piece of merchandise that we shill just as advertising promotes corporate products with which we play as a toy (Altheide, 2000, pp. 13, 20). Another way of thinking about identity comes from Giddens theory of reflexivity and social change. Today according to Giddens, people are more self-aware, and therefore can make strategic decision for their future and about who they are or want to be (Giddens, 1991, p.35). Identity is not passive and has to be reflexively made from a multitude of often competing choices, and the settings of uncertainty and multiple choices render the notions of trust, risk and ontological security central to the reflexive self. Indeed, as Giddens puts it, trust is at the origin of the experience of a stable external world and a coherent sense of self-identity (Giddens, 1991, p.51). His concept considers how in late modernity humans develop a psychological self and re-focus on their identity, to try and reflect on a sense of self, helped by the many experts, information and advices, largely psychological and sociological (Elliott, 2007, p.45), which are now available about how we should live our lives , such as self-help books or TV shows like Dr Phil which reminds of what Rose calls the psy complex (Rose, 1999). Therefore our identity becomes what we believe or interpret ourselves to be and how we want to shape ourselves. His way of characterizing individuals as being almost self-mastering leads to many critics, considering his theory as too individualistic (Elliott, 2007, pp.48-49). Giddens is critical of overly pessimistic accounts of the post-modern self as fragmented (Heaphy, 2007, p.94). Instead for Giddens, individuals actively participate in forging their self-identities and in doing so contribute to social life in a way that has global implications. Giddens analysis begins with the premise that all human beings possess an awareness of what they are doing and why they are doing so, and they monitor themselves in producing and reproducing social conventions (Heaphy, 2007, pp.95, 119). The problem with this approach is that Giddens fails to take into account power relations and the possible lack of choice or the different consequences of choices. As Lash indeed argues, contradiction and contingency, he suggests, are far more characteristic of the contemporary self than Giddens theory of reflexivity will allow and he therefore counsels to use Foucaults insights on power and control where reflexivitys shows limitation (in Heaphy, 2007, pp.112-113). To have a greater account of power relation in the creation of identity, one should turn to Foucault and Foucauldian theorists. Foucaults argument is that particular kinds of identity are made up within relations of power/knowledge (Lawler, 2008, p.55). To put it simply, he argues that how we are is an effect of what we know ourselves to be, or in other words, we are addressed, and address ourselves as certain kind of person, and through this process we become that person. Lawler gives the example of the subjectivation of sexuality, showing that we dont understand sexual preference as something we do but as something we are (2008, p.59). Subjectivation is therefore the idea of becoming subjects by gaining specific identities (Lawler, 2008, p.62). Foucauldian scholars follow his theory and have argued that society is governed through self-surveillance, initiated by social institutions, to encourage individuals to actively condition and shape themselves according to social norms (Heapy , 2007, pp.33-34). Another important element is the idea that we are not regulated by the media but regulating ourselves with it, using different means such as counseling or self help books, because of our strive to be a certain type of person in order to be normal, healthy, self-fulfilled (Lawler, 2008, p.63) which relates to theories previously discussed. According to Rose, the language of psychology provides an important way of constructing ones identity, of identifying ones deepest thoughts, wishes and conflicts (Rose, 1999). However one of the critic against Foucaults ideas relates to the lack of insight into why people make subjectivation investments in some forms of self-understands and not in others, or also how such understandings come to constitute the self (Lawler, 2008, p.76). As we have seen through these renowned examples of how to frame identity, there are many approaches to the study of identity, which define or characterize it in different ways, blurring the possibility to give a simple unified definition. Identity is not a thing but a process in constant change of shape and meaning, and that is why it is difficult to grasp it. Because identity is a broad and nebulous concept, it is complex and multiple, and can mean different things depending on your purposes of research and approach. Some of these theories concentrate on how to see the individual from societys perspective, while some others study the positions of these individuals within the society, but what seems common to most of them is the idea that identity plays a role of mediator (Sarup, 1996, p.28) between the external and the internal, between the self and others. Reference list: Altheide, D. (2000). Identity and the Definition of the Situation in a Mass-Mediated Context. Symbolic Interaction, vol. 23 , pp.1-27. Carreira Da Silva, F. (2007). G. H. Mead: A critical introduction. Cambridge: Polity Press. De Levita, D. (1965). The Concept of Identity. Paris and The Hague: Mouton co. Elliott, A. (2007). Concepts of the self. Cambridge: Polity Press. Giddens, A. (1991). Modernity and Self-identity. Stanford: Stanford University Press. Heaphy, B. (2007). Late Modernity and Social Change. London and New York: Routledge. Hetherington, K. (1998). Expressions of Identity. London: Sage Publications. Lawler, S. (2008). Identity: Social Perspectives. Cambridge: Polity Press. Mansfield, N. (2000). Subjectivity: theories of self from Freud to Haraway, New York: New York University Press. Musolf, G. R. (2003). Structure and Agency in everyday life. Lanham: Rowman Littlefield Publishers. Rose, N. (1999). Obliged to be free in Governing the soul: the shaping of the private self, Second edition. London: Free Association Books. Sarup, M. (1996). Identity, Culture and the Postmodern world. Athenes: University of Georgia Press. Mark sheet Addressing the topic Excellent Very Good Good Fair Pass Poor Expression of the argument Engagement with relevant literature Use of relevant examples Originality and critical insight Range of concepts Integration of concepts Conforms to requirements of academic writing Punctuation, spelling, sentence structure, paragraphing In-text referencing

The sacrificial Egg Essay -- essays research papers

Chinua Achebe’s short story â€Å"The sacrificial Egg† illustrates the life of a young African native Julius Obi, and the arising conflicts between two cultures. This short story takes place in a very small village in Africa, called Umuru in the mid 1900’s. This young African Native, although no native of Umuru finds himself trapped between his own culture, beliefs and the westernized culture. Although Julius has embraced the western culture, after certain events he eventually finds himself coming back to his own beliefs. Achebe, uses these two very different cultures to demonstrate the clash it produces in this young men’s life and, how no matter how hard he has embraced the western culture he was always going to go back to his own beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  The small African village in this story has being taken over by the western culture. Westernization is shown in the beginning of the story. â€Å"Julius Obi sat gazing at his typewriter.† â€Å"There was an empty basket on the giant weighing machine.† In these two quotes the typewriter and the weighing machine, odd objects for the African native of this village show perfectly how this town has being westernized. â€Å"Julius Obi was not a native of Umuru. He had come like countless others from some bush village island. Having passed his Standard Six in a mission school he had come to Umuru to work as a clerk in the offices of the powerful European trading company †¦Ã¢â‚¬ This quote shows how Julius has himself being westernized. Westernization wasn’t welcomed by many of the Umuru natives. The natives had long prayed for their town to prosper and grow. â€Å"The strangers who came to Umuru came for the trade and money, not in search of duties to perform†¦Ã¢â‚¬  This shows that people who now came to town, came strictly for business and money, which tells the reader how the town isn’t what it used to be. â€Å"And as if it did not suffice, the young sons and daughters of Umuru soil, encouraged by schools and churches were behaving no better than the strangers. They neglected all their old tasks and kept only the revelries.† This show how even the young ones of this village have being westernized to the point, where they completely neglect their own traditions and beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  The small African village located on the bank of the river Niger has a story of its own, that only the old and wise are able to des... .... â€Å"He immediately set out for home, half-walking and half-running, for night-masks were not matter of superstition; they were real.† This shows how suddenly Julius, although westernized finds himself face to face with this culture he had decided to put aside. While running, Julius finds himself stepping on to something and realizes that he has stepped onto this egg, this egg that was brought for offering. Soon enough Julius finds himself onto the ground hiding from these night-masks fearing for the worst. You can see that Julius who had tried to run away from his old beliefs had finally come back to them and knew that by stepping onto the egg he had wronged Kitikpa.   Ã‚  Ã‚  Ã‚  Ã‚  This story in general shows how people more often than we think forget about their origin, where they came from, and what their cultures and traditions are. â€Å"The trouble was that the disobedient youths had never yet experienced the power of Kitikpa themselves; they had only heard of it.† Julius being there that night had experienced the power of Kitikpa himself. He knew his life would now be forever changed. Julius was now going to respect these beliefs he had long forgotten about.

Money Laundering :: essays research papers fc

Financial Accounting For Financial Services Assignment Money Laundering The word money laundering, according to the myth, is derived from Al Capone's practice of using a string of coin-operated launderettes in Chicago to disguise his revenues from gambling, prostitution and protection rackets. It's a nice story but not true, money laundering is so called because it perfectly describes the process of removing the stains and smells which money acquires when criminals earn it. In this report I will go on to discuss the topic of money laundering in the following order; firstly, I will begin by explaining what is money laundering?, why it is done?, and how it is done? I will then go on to explain the effects of money laundering and the institutions/organisations that are at risk from these activities. I will also be discussing the current situation in the UK regarding money laundering and whether anything can be done to prevent or restrict laundering activities, and will then go on to conclude my findings. Money laundering is the process by which criminals attempt to conceal the true origin and ownership of the proceeds of their criminal activities. If they are successful they can then maintain control over the proceeds and, so, provide a legitimate cover for their source of income. J.D. Mclean defined money laundering in the International Judicial Assistance as: "Although the proceeds of crime will be kept as capital for further criminal ventures, the sophisticated offender will wish to use the rest for other purposes. If this is to done without running a risk of detection, the money which represents the proceeds of the original crime must be "laundered"; put into a state in which it appears to have an entirely respectable provenance" It is important to bear in mind that money laundering is a process (often a highly complex one) rather than a single act. In an effort to expose and analyse this phenomenon it has become common to use a three-stage model which encompasses an ideal money laundering scheme. The three stages are as follows: * Placement Stage This is where cash derived directly from criminal activity (e.g. from sales of drugs) is first placed either in a financial institution or used to purchase an asset. * Layering Stage The stage at which there is the first attempt at concealment or disguise of the source of the ownership of funds. * Integration Stage The stage at which the money is integrated into the legitimate economic and financial system and is camouflaged with all other assets in the system.

Fiber Optics :: essays research papers

Fiber Optics Assignment Many modern medical materials and equipment work on a principle which is beyond the capacity of human transducers. Comment and discuss the working principles of an endoscope, uteroscope or a rectoscope showing the illuminating path, the image path, transmission path and the liquid transfer or operating instrument ducts, showing the position of suitable valves. This will therefore explain how light travels through an optical fibre and show how such fibres are used in medicinal equipment either to transmit light or to bring back images from within a patient. Contents Fibre Optics Fibre-Optic Bundles Coherent and Incoherent Bundles   Ã‚  Ã‚  Ã‚  Ã‚  Transimission efficiency and resolution   Ã‚  Ã‚  Ã‚  Ã‚  Types of Fibres: Single mode or Multimode ?   Ã‚  Ã‚  Ã‚  Ã‚  Fibre Properties Fibre-Optic Endoscopy   Ã‚  Ã‚  Ã‚  Ã‚  Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The Fibre-Optic Endoscope   Ã‚  Ã‚  Ã‚  Ã‚  Some Applications for Fibre-Optic Endoscopy References Fibre Optics A relatively new technology with vast potential importance, fibre optics, is the channelled transmission of light through hair-thin glass fibres. The clear advantages of fibre optics are too often obscured by concerns that may have been valid during the pioneering days of fibre, but that have since been answered by technical advances. Fibre is fragile An optical fibre has greater tensile strength than copper or steel fibres of the same diameter. It is flexible, bends easily, and resists most corrosive elements that attack copper cable. Optical cables can withstand pulling forces of more than 150 pounds. Fibre is hard to work with This myth derives from the early days of fibre optic connectors. Early connectors where difficult to apply; they came with many small parts that could tax even the nimble fingered. They needed epoxy, curing, cleaving and polishing. On top of that, the technologies of epoxy, curing, cleaving and polishing were still evolving. Today, connectors have fewer parts, the procedures for termination are well understood, and the craftsperson is aided by polishing machines and curing ovens to make the job faster and easier. Even better, epoxyless connectors eliminate the need for the messy and time- consuming application of epoxy. Polishing is an increasingly simple, straightforward process. Pre-terminated cable assemblies also speed installation and reduce a once (but no longer) labour-intensive process. Fibre Optic Bundles If light enters the end of a solid glass rod so that the light transmitted into the rod strikes the side of the rod at an angle O, exceeding the critical angle, then total internal reflection occurs. The light continues to be internally reflected back and forth in its passage along the rod, and it emerges from the other end with very little loss of intensity. This is the principle in fibre optics of which long glass fibres of very small cross-sectional area transmit light from end to end, even when bent, without much loss of light through their side walls.

Critical Issues in Policing Essay

Critical Issues in Policing Introduction There are a number of critical issues when concerning policing and this task quite frankly is not an easy one. Police officers have to be mindful of many things that affect how their job must be done. This paper will discuss the dangers of policing and how it affects police officers; less-than-lethal-weapons and the benefits that it has for officers and our community; past, present, and future technology of policing and some of the benefits that they entail; Homeland Security and law enforcements relationship; and Police Deviance. DANGER POLICING There are many dangers concerning the work of a police officer. Officers face various types of dangers and risk. When a person signs up to become an officer of the law, they already know the nature of the job means that they will be putting themselves at risk of different dangers. Possessing the job of protecting others and keeping peace within the community is a risk in itself. Some of these dangers that officers face every day of their lives are health problems like getting the following high blood pressure, insomnia, increased levels of destructive hormones, heart problems, posttraumatic stress disorder (PTSD) and a big one is suicide and this is from the stress of the job (Zink, 2012). It does not only affect an officer’s physical health but also their mental health and with that is where suicide can come into the picture. Driving is also another danger that an officer faces because they can crash or get hit while on a traffic stop due to other drivers either not paying at tention to what they are doing, not knowing how to drive, or they are under the influence of something; not the officer but the other driver. A big danger is getting hurt on the job in some way or another and even death. Officers face different people every day that can be in bad situations like fighting, on some type of drug, or just plain hate life and the person may not care and want to harm the officer in any way possible. This occurs when a police  officers’ training and weapons can help with the situation. LESS THEN LETHAL WEAPONS It is the police officer’s job to enter volatile and unpredictable situations to apprehend suspects, and keep everyone safe in the process of doing so. Each officer is trained to assess situations and to apply no more force than necessary (CJi Interactive, 2012). There are many different types of force which include: use of authority: voice tone, choice of words, body language, and physical positioning; use of body: pushing, restraining, grabbing or holding, hitting, and choking; use of restraints: cuffing; and deadly force: gun and intentional vehicle collision. One use of force that is used often is less than lethal weapons. Some examples of less than lethal weapons would be a baton, pepper spray, a stun gun or Taser, and nets (CJi Interactive, 2012).Another option is less than lethal ammunition such as rubber bullets, bean bags, and pepper balls. Less than lethal weapons were developed to assist law enforcement with the apprehension of suspects without having to use deadly force. Many of these examples aid the officers in doing their jobs more efficiently and providing a safe environment not only for the suspect, but for any bystanders, and the officer as well. POLICE TECHNOLOGY Technology is changing the way police operate. â€Å"In the past 10 years the rate of technological change is so fast that one could reasonably suggest that the top 10 jobs 10 years from now might not even exist today.† (â€Å"The Future Is Here: Technology In Police Departments†, 2003-2012). Technology is changing how grants requests are formatted and funding is a big issue in policing. The things that police do with technology were not common knowledge 10 years ago. For the officers that have been with the police force for years they may have a hard time adjusting to the new technology but for the younger police officers it makes the job easier. Crime lights, in car camera system, photo enforcement systems, graffiti cameras, thermal imaging, criminal investigations records system, electrical white board, and much more are some of the new things technology is bringing to help police our communities. Crime lights let crime scenes be handled faster than in the years befo re technology became a big thing. Things that  was not able to see before and now available. In car camera system record video footage of procedures containing the public such matters as traffic stops, criminal investigations, and arrests. Photo enforcement systems generate traffic violations like when people speed or run red lights. Graffiti cameras allow pictures to be taken of suspects who vandalize property. Thermal imaging makes it easier to find suspects because it tracks their movements because it is body censored. Criminal investigations records system gathers relevant information to help identify suspects. Electrical white board makes things run faster in meeting instead of using a regular white or chalk board. HOMELAND SECURITY The federal government has declared a war on terrorism that has changed our lives and had a profound effect in ways that affect local police agencies. New aggressive actions by the law enforcement and intelligence communities have been taken because of the threat of terrorism (â€Å"Homeland Security and Law Enforcement†, n.d.). Local, state and federal law enforcement agencies are concerned with terrorist activities. After 9/11 attack, the federal government started to advocate that terrorism activity is best responded through a multi-agency approach, which means with the help of local, state and federal agencies which includes efforts as investigating suspected terrorists and preparing and responding to terrorism acts. The federal government also states that police are the first ones to come in contact with criminal aliens who may be threat to national security and believes that local and state agencies should enforce immigration laws. Adding these activities to local and st ate agencies can be dangerous as it can take officers from their current duties and is costly. A lot of police departments do not want enforce immigration laws and many local authorities are ordering local police officers not to assist federal agents in arresting illegal aliens as they do not want the aliens to see the police as a threat to their legal status (Walker & Katz, p. 517, 2011). Local police officials are worried that by enforcing immigration laws in identifying and deporting illegal immigrants would alienate them from local communities where they are trying to develop positive relations. They are also concerned that illegal immigrants are afraid to report crimes to police due to their legal status. There is also a concern that it jeopardizes trust and  cooperation between illegal immigrants and the police. POLICE DEVIANCE Another additional critical issue in policing is police deviance also known as police corruption. Police deviance occurs when law enforcement officers behave in a manner that is â€Å"inconsistent with the officer’s legal authority, organizational authority, and standards of ethical conduct† (Barker and Carter, 1986, pp. 2–3). This is an intentional violation of rules and regulations, standards, or procedures by police officials of the organization. Police corruption involves criminal activity of a police officer which includes committing crimes like robbery, selling drugs, or doing some type of criminal act that violates or doesn’t enforce the law. As part of the policing issues that take place in the organizations police deviance is relevant because these types of misconducts take place with police officials and are part of the community. It relates to danger in policing because a lot of the time the deviance and corruption is done outside of the organiz ation while on duty in the streets. This causes issues amongst the community and the police when its sexual harassment, excessive use of force, use of restricted weapons, and discrimination. Police officials usually stick with each other when it comes to these types of misconducts taking place especially since officers adopted the code of silence, where any officer refused to testify against another officer in their ranks. CONCLUSION In policing it is fair to say that there are issues that are easier addressed then others and that it will take time and effort. It is critical that the police stay focused and continue to do everything in their power possible to be effective on a day-to-day basis Reference CJi Interactive. (2012). The Police: Issues and Challenges. Retrieved from http://media.pearsoncmg.com/pcp/pcp_94869_mutchnick_cj_uop/learning_modules/chapter7/7.2typesofforce/index.html Homeland Security and Law Enforcement. (n.d.). Retrieved from http://what-when-how.com/police-science/​homeland-security-and Police dangers.html. (n.d.). Retrieved from police officers pages: