Beowulf questions review over book Flashcard

Beowulf questions: review over book

US Fish and Wildlife Service essays

US Fish and Wildlife Service essays At the beginning of the twentieth century, the population of white-tailed deer in the United States had fallen to 500,000, and at the same time, with only 100,000 elk surviving. There were only 30,000 wild turkeys left in 1930 and barely 12,000 pronghorn antelope roaming the US. Thankfully, today, the white-tailed deer population has risen up to 25 million and there are now over 1 million elk, 5.6 million wild turkeys, and one million pronghorn antelope (Field and Stream). These species of wildlife that used to be threatened by extinction now are multiplying and, in some parts, even becoming overcrowded. The growth of these animals is largely due to the work done by the U.S. Fish and Wildlife Service. The forefather to the U.S. Fish and Wildlife Service, the U.S. Commission on Fish and Fisheries, was started in 1871 by Congress. This Commission was used to fertilize and ship salmon eggs from California to the east coast. In 1885, another organization, the Division of Economic Ornithology and Mammalogy, was created to focus on the positive effects of birds on agricultural insects and pests. The Division was later expanded and renamed the Bureau of Biological Survey. The Lacey Act, founded in 1901, was the first Federal law that protected game, prohibiting the interstate shipment of illegally caught wildlife and the importation of animals. Pelican Island was made into the first National Wildlife Reservation in 1903. Pelican Island was picked because so many people were interested in selling the feathers of pelicans that the pelicans were becoming endangered. In 1918, the Migratory Bird Treaty Act was passed, for the United States and the land that Britain owned in Canada, for the protection of migratory birds. This Act was a milestone in legislation, because it was the first to provide regulation to migratory bird hunting (Stamp). The Migratory Bird Hunting Stamp Act, or the Duck Stamp Act, was passed in ...

Personal Development as a Manager and Leader Assignment

Personal Development as a Manager and Leader - Assignment Example Self-development will facilitate employability and enhance the quality of life (Rughani, 2001). Self-development includes formal and informal activities that help an individual perform future roles as a manager or leader. At my individual level, self-development will assist me in improving self-knowledge and building my self-identity (Rughani, 2001). Accordingly, the personal development will enhance my employability as a casual staff manager. The knowledge and skills will assist me in managing casual labour in order to meet the changing requirements of the business enterprise (James, 2003). I will be capable of supervising the staff in the planting, husbandry and dispatch of the organic crops adequately. 1.2 Current abilities and strengths I believe that I am charismatic since I can influence the efforts of my subordinates. I respect other people differences and their contribution towards attainment of a common mission. In addition, I am committed to my self-development and service to other people. I can display creativity and innovation in problem solving and dealing with conflicts within a group. Accordingly, I am capable of implementing change within an organisation since I can adequately assign jobs and ensure that subordinates have the required skills and competencies in meeting the outcomes of their work (Rughani, 2001). However, I need to improve my communication skills so that I can effectively send messages and listen to the needs of my peers in the workplace. I need to learn behavioural aspects of relying messages so that I can be able to demonstrate respect and humility while communication with my subordinates in the workplace. I have self-confidence that will enable me speak out about the tasks and ensure the subordinates focus on attaining their performance goals (Rughani, 2001). The mission of the organisation is to provide the best quality products and services to its clients. The organisation aims at keeping the business profitable, sustainable and ethical in all the business activities. In order to keep the business profitable, I will be required to manage the staff and implement budgets that aim at cutting the costs of operations and increasing the revenues. The company aims at cutting down the costs in order to improve the efficiency of the working processes and maintain highly qualified workforce. In this case, I will aim at meeting this objective through learning new information technology skills that are essential in budgeting and minimising the operational costs in the company. I will also learn budgeting skills that are essential in ensuring the organisational resources are effectively utilized in meeting the objectives of the business. These two set of skills will be essential in managing and directing staff in the organisation (Rughani, 2001). Accordingly, the organisation aims at providing high quality products to the customers. The organisational objective is to attain a competitive edge through providing the best products and services to the customers. In order to effectively accomplish this objective, I will develop my quality circles skills and customer relationship management skills that ensure customer retention and loyalty (Rughani, 2001). I will be capable of identifying all the areas that the organisation can improve quality in the final products and reduce the wastage of the raw materials (Armstrong, 2003). The organisation also aims at sustainability of the operations. In this regard, the objective is to

European Integration and Sovereignty Essay Example | Topics and Well Written Essays - 2500 words

European Integration and Sovereignty - Essay Example This essay stresses that integration has effects on member states over time. It can also dictate how such member states can go ahead and restrain the actions of the member states who designed them. Path dependency is a key feature of institutionalism. Here, decisions made about the member states in the past have a significant impact on future outcomes and vice versa. The paper has looked at the need for European integration and why this need superseded sovereignty of the various states making up European integration. The European Union is used as the most distinctive, and perhaps, most successful union in history. In a span of 50 years, or so, sovereignty and authority has shifted from national European national governments, not to supranational levels with European Union, but also to sub national ranks such as local authorities and regional assemblies. Policy-making is even and fairly constant. Perhaps the main reasons for European integration include peaceful co-existence among members states, improved bilateral states, a more unified way of doing business, need for political stability, and most importantly aversion of further wars. Even since the creation of integrated bodies such as EU, Europe has enjoyed considerable peace. Trade has improved and member states have co-operated mutually without worries of losing part of their sovereignty. If anything, the EU, for instance has well stipulated and articulated laws that define members rights, provisions and sovereignty rights. Such bodies only act as an umbrella and a unifying factor.

Banning the sale of violent video games to minors Essay

Banning the sale of violent video games to minors - Essay Example Besides, Sony’s Sixais and DualShock, which are motion controlled, have further revolutionized the gaming experience. Video Games often contain violence or sex or a combination of both, which may be inappropriate to children. With so much of entertainment, violence and carnage have found their place in new generation gaming. This paradigm has resulted in encouraging aggressive behavior in children apart from decreasing their involvement in social and other creative activities. Media blames modern day video games as the causative element in triggering violence in children, which is a major concern for today’s youth (Cumberpatch, 2000). An analysis of over 130 studies, selected from 130000 subjects, reveals that violent video gaming leaves lasting impression of aggression in the players (Ferguson&Â  Kilburn, 2010). California State law department has filed a case in the US Supreme Court for banning violent video games in the state. Justice Antinin Scalia along with major ity of jury, however, has rejected the request on the premise that it amounts to restricting young people rights. Thus, the responsibility of protection has shifted over to guardians, who may need to screen the content of video games being played by their children. The case, finally received a ruling in favor of video game programmers, thus leaving the onus on parents. More interestingly, the applicant for imposing sensor ship on violent video game has been Governor Arnold Schwarzenegger, who once portrayed a violent character in the movie trilogy, Terminator. However, the Americans cannot simple ignore the episodes of violence occurring in the country such as the Long Island incident, where six teenagers were apprehended for violet attack, car looting and breaking into private property. During the interrogation, they have admitted that they were attempting to imitate Niko Belic, a character in Grand Theft Auto IV, a popular video game. There is no need to emphasize the negative con sequences this event can have on the future of these teenagers at a very tender and crucial stage of their lives. Even violent movies can leave indelible marks on the psych of teenagers, who may be lacking in the faculty of rational thinking and informed decision making. Therefore, violent video gaming, which facilitates interaction and control over the outcomes, is more likely to instigate violent behavior in children and cause them more harm. Another major impact of video game on teenagers becomes evident from the fact that it may cause them to remain idle, playing games without engaging in other activities and thus result in unhealthy physique. Most of the games involve more mental activity and less physical exertion and, therefore, it can promote obesity in children. In the present scenario, where lifestyle has become rather sedentary and comfortable, with parents allowing children to eat junk food, the lack of physical activities can be all the more damaging if teenagers contin ue playing video games by ignoring games that require physical exertion. Oliver (2000) contends that 30 years of studies in this regard confirms the linkage between violence in media and problems in children (Olivier, 2000). The American Psychology Association and the American Academy of Pediatrics have categorized children into five groups according to their age. These are: toddlers, preschool children, school-aged children, and preteens and teenagers. They also describe the

Dealing With Challenging Behaviour Education Essay

Dealing With Challenging Behaviour Education Essay The Case of Boy A Boys A, along with his friends fight inside and outside of school, and are involved in binge drinking and other nuisance behaviour within the community. He migrates between his two separated parents. He is not given adequate boundaries or supervision. The mother has stated to the school and local community support officers that she is unable to control him. His form teacher believes that other agencies should be involved. Other teachers are threatening not to teach him. He is described as a disruptive child with behavioural problems that affect the rest of the class. His grades are below average and his attendance poor. The police are aware of him, although no charges have been brought. Residents have campaigned to have his family evicted due to his anti-social behaviour. 1.2 Introduction The local council has commissioned this report and its aim is to explore a range of strategies to better deal with challenging behaviour of the type exhibited by Boy A. Initially the report shall seek a definition of the term challenging behaviour. Then shall endeavour to meet its aims through an analysis of a range of existing efforts employed by various agencies, whilst discussing how they might be relevant to our case study, and by extension to challenging behaviour in the wider context. 1.3 Challenging Behaviour: A Definition Emerson (2001:3) has defined the term thus: Culturally abnormal behaviour of suchà ¢Ã¢â€š ¬Ã‚ ¦that the physical safety of the person or others  is likely to be placed in serious jeopardy, or behaviour which  is likely to seriously limit use of, or result in the person  being denied access to, ordinary community facilities Whilst this would perhaps serve to define the behaviour of Boy A, it cannot help us explain its causes. This report shall explore the aspects of his life that may cause this behaviour, and the strategies that can challenge that behaviour. 2.1 Challenging Behaviour in a School Setting The 2005 Ofsted report, Managing Challenging Behaviour analysed anà ¢Ã¢â€š ¬Ã‚ ¦account of behaviour in schools based on national evidence (Ofsted, 2005:3), the main type of which was the à ¢Ã¢â€š ¬Ã‚ ¦persistent, low level disruption of lessons thatà ¢Ã¢â€š ¬Ã‚ ¦ interrupts learning (Ofsted, 2005:4). Acts of verbal or physical abuse aimed at peers were found in the majority of schools, whilst abuse aimed at teachers was less common. Acts of extreme violence were very rare and mostly directed at fellow pupils. The average percentage of primary schools, where behaviour is rated as good or better stands at 85.3% for primary schools, but only 73.3% for secondary schools. A reason for this is given by Emerson, (2001:24) who states that the à ¢Ã¢â€š ¬Ã‚ ¦prevalence of challenging behaviour appears to increase during childhood, reaching a peak during the age range 15-34. Exclusions from all schools dropped from 11,181 in 93/94, to 9,290 by 2002/03, showing perhaps that schools are dealing with challenging behaviour in more proactive ways. However, studies have shown that some schools operate a policy of backdoor exclusions, whereby a disruptive childs parents are offered the chance to transfer that child to another school, hence keeping the schools exclusion rate artificially low (Wright Weekes, 2000). Arguably, this policy is growing in popularity, warping the figures. Boys are more likely to be disruptive than girls all through education. Often disruptive pupils joined the school late in a school year and struggle to form relationships with pupils and staff. Many are in care or from troubled families. Significant numbers have irregular attendance causing disruption to learning and the development of relationships. A third of pupils with behavioural difficulties in secondary schools have special educational needs. 2.2 Effective Strategies That Challenge Behaviour The Ofsted report highlights strategies taken by schools to tackle challenging behaviour. Behavioural policies that set out expectations consistently and fairly are more effective at challenging behaviour. McNamara Moreton (2001) further this by advocating the use of pupil devised classroom charters. These are seen by the authors to be especially beneficial to pupils with behavioural difficulties such as Boy A, arguably because they have the effect of encouraging good behaviour through peer pressure. The reinforcement of good behaviour. Behaviourists suggest that teachers should à ¢Ã¢â€š ¬Ã‚ ¦identify positive behaviourà ¢Ã¢â€š ¬Ã‚ ¦by the pupil and reward this behaviour (McNamara Moreton, 2001:31). This may be beneficial to pupils like Boy A, who can perhaps feel victimised by staff who constantly highlight their negative behaviour. Multi-agency approaches, involving educational welfare officers, social workers, psychologists and others if required (General Teaching Council for England, 2007) are essential. This can be achieved through Behaviour and Educational Support Teams (BESTs), where teams of professionals are given a mandate in a school to tackle challenging behaviour. A recent government report found that for schools participating with BESTs there was an increase in attendance and a decrease in fixed time exclusions (DfES, 2005). However according to the Ofsted (2005:21)report there appears to be a reluctance by schools and/or LEAs to use this multi-agency model, with only half of schools having a satisfactory relationship with key agencies such as social and health services. 3.1 Boy A: Effective Strategies Learning mentors work within schools to coordinate activities to support students with behaviourial problems (General Teaching Council For England 2007). This could arguably give Boy A the degree of supervision in his education missing from his disjointed home life, whilst improving his irregular attendance (absenteeism being within their remit). Family therapy sessions and parenting courses can equip parents with skills for improving the behaviour of their child (ibid, 2007). Boy As mother has stated that she is unable to control him, so help such as this could be an step towards challenging his behaviour through improved parenting. Taking pupils like Boy A out of the school environment and placing them into a centre where less emphasis is put on academic achievement could arguably help those such as Boy A. It could also be a way of avoiding excluding pupils, which may only serve to further label them as unmanageable. These centres, whilst still teaching the core of the curriculum, also have lessons on alcohol/drug awareness and citizenship, as well as a provision for training programmes (ibid, 2007). 4.1 The CJS Approach to Challenging or Offending Behaviour Crime and Disorder Act 1998 (CDA 1998) Established the Youth Justice Board (YJB) and Youth Offending Teams (YOTs), and measures aimed at curbing youth offending such as anti-social behaviour orders (ASBOs), parenting orders and curfew orders for the under 10s. Youth Justice and Criminal Evidence Act 1999 (YJCEA 1999) Established the referral order, whereby offenders aged 10-17 who plead guilty to a first time offence are referred to a YOT. Criminal Justice and Police Act 2001 (CJPA 2001) Further extended the remit of curfew orders to apply to under 16s, or to a specific area rather than any individual. (Crawford Newburn, 2003) These acts of legislation form the basis of the new youth justice reforms of the then Labour government, whose aim were to shift resources away from processing young offenders, to preventing them from offending in the first place (Crawford Newburn, 2003). The advent of YOTs, which a youth can be referred to if they plead guilty to a first time offence, has come in for general praise from most quarters (NACRO, 2002). Their aim is to divert youths away from the formal CJS and into a setting more focussed on behavioural intervention than punishment. Offenders are expected to participate in a program of rehabilitation featuring a strong element of reparation, that also deals with the causal risk factors of further potential offending. Other behavioural strategies such as ASBOs have been widely criticised for à ¢Ã¢â€š ¬Ã‚ ¦contributing to a policy of social exclusion that disregards the rights ofà ¢Ã¢â€š ¬Ã‚ ¦young people (Burnett Appleton, 2004:49). 4.2 Youth Offending Strategies within the CJS This section shall discuss the options that are theoretically open to the CJS in dealing with behaviour such as Boy As. Parenting orders can be given if a child truants, offends or is subject to an ASBO. Parents are required by law to attend guidance sessions, and fulfill any conditions attached to an order, such as attending meetings with teachers or ensuring that their child is properly supervised (Youth Justice Board, nd). This intervention could arguably help Boy A and others in his position given that he receives no meaningful supervision from his parents. Such guidance, although forced onto his parents, could potentially help them resolve the parenting problems that potentially affect their sons behaviour. These orders have been criticised by authors such as Arthur (2005), who believes that resources should be allocated earlier in lives such as Boy As to prevent them engaging in challenging/offending behaviour in the first place. Curfew orders give the authorities the power to impose a time at which under 16s should be home. Their aim is to defend communities from anti-social behaviour and to protect children (BBC online, 2001). Arguably this may help Boy A and others, if only by keeping them off the streets at inappropriate times. However it is possible that attempting to block the childs goal of going out, would only serve to frustrate him/her into further expressing challenging behaviour aimed at those around them. This would be in line with the psychologically derived drive theory (Dollard Miller et al, 1939). ASBOSs carry a civil burden of proof, and are designed to protect against à ¢Ã¢â€š ¬Ã‚ ¦any aggressive, intimidating or destructive activity that damagesà ¢Ã¢â€š ¬Ã‚ ¦ another persons quality of life (Home Office, 2010). If breached they can become a criminal matter worthy of up to five years imprisonment. They have been criticised as an unacceptable blurring of legal lines, which only serve to criminalise children for non-criminal behaviour (The Guardian website, 2009). 5.1 Theoretical Explanations of Youth Offending Behaviour It is known that Boy A migrates between his separated parents, depending on who he has fallen out with. Some theorists have concluded that conflicts such as this between parent and child contribute to the risk of offending by the affected child. Healy Bronner (1936), working under the psychoanalytical umbrella, applied the idea of sublimation (the channelling of unacceptable impulses) to offending behaviour. This is where a child suffers dissatisfaction from a failure to experience strong emotional ties with a parent, which then manifests itself in delinquency such as Boy As. Labelling theory would argue it is those who hold positions of social power (such as teachers and arguably neighbours), that determine who is labelled as nuisance/anti-social/criminal (Hollin, 1989). Gove (1975, cited in Hollin, 1989) contests a consequence of labelling is that of stigmatisation, where the public attitude of condemnation creating social exclusion of the individual. This may in turn create a modification of self-image, where a person starts to believe societys condemnation and modifies their self-image so as to match the label, thus creating further risk of offending. This may apply to those in the same position as Boy A, who when surrounded by condemnation by those in apparently superior social positions (teachers/neighbours), merely become the label. Conclusion It is this reports view that proactive behavioural strategies, that have the welfare of the child at heart offer the best chance to challenge the types of behaviour shown by those such as Boy A. Reactive policies such as ASBOs are not concerned with why a child is acting anti-socially, only that the behaviour should end. This may inevitably lead to a breach of an order and potential criminal sanctions (with all the problems such as future employability this has), as surely there is no hope for an end until the factors that lead to the ASB (Boy As tumultuous home life) are dealt with. S.2.1 shows that a childs behavioural difficulties increase the further they advance into their teenage years. It would therefore be easy to say that the majority of resources should be targeted at this age group. However it is this reports view that intervention strategies should be targeted at children as young as possible, as surely this increase in challenging behaviour exhibited by older children can be put down to a behavioural snowball effect, caused by it not being challenged early enough. This report believes that behavioural strategies that work on a broader school level (s.2.2), are desirable to the more individualistic strategies(3.1) discussed. This is because they attach no stigma to any individual child, and in some cases, such as with classroom charters can even be self-policed through the exertion of peer pressure. It is obvious that in a few cases a childs behaviour (arguably Boy As) is such, that it should be dealt with in isolation of the others. This should be done in as sensitive a manner as possible, so as to minimise both the feeling of the child being picked on by staff, or for his peers, the feeling that he is receiving extra attention. For Boy A and others, an escalation in behavioural problems would lead them into the realm of the Youth Justice System, dealt with in s.4.12. Overall, the new youth justice reforms of the previous government have had a positive impact on dealing with challenging/offending behaviour. Due to their welfarist approach to troubled youths, YOTs are particularly welcomed by this report, and may offer those like Boy A a final opportunity to reform before being passed to the more formal CJS.

Maturity: Being Considerate :: Psychology Essays

Maturity: Being Considerate According to Webster's dictionary, maturity is due care or consideration. There are many different kinds of maturity depending on what a person places their emphasis on. One type of maturity, intellectual, is caring about your personal well being. The level of one's intellectual maturity shows their ability to handle certain tasks set before them. A person who is considerate of others shows signs of social maturity. The ability to interact with others is necessary in order to function as part of this society. Different types of maturity can be independent of each other; you can have a high level of intellectual maturity and a low level of social maturity or vise versa. As you will see from e-mails of former students, levels vary greatly from one person to the next. Maturity is not only how you interact with others, but also how you manage your own responsibilities and affairs. An intellectually mature person demonstrates certain characteristics. The ability to follow instructions shows that you are willing to do things correctly in order to learn from the experience. To illustrate this point, say a student had difficulties using a particular program for an assignment. Even though this person disliked using the program that was required for the assignment, he understood the importance of doing his work correctly and he finished it despite the inconvenience. An example of a student who follows directions poorly is that of the student who just pasted in random responses for his log entry instead of doing the assignment as instructed. Another quality that a person must possess is open-mindedness. Being willing to explore new ideas and ways of doing things enriches a person's life. A Christian who is willing to learn the theory of evolution in order to broaden his mind set and to secure his beliefs is a good example of this characteristic. However, one student in particular believes that he does not need to use the library as a source in research because he believes that his information is better and more relative to his subject, which demonstrates his close mindedness because he is not willing to use other sources for information. A person's ability to understand their weaknesses and utilizing their abilities to the maximum shows their intellectual maturity. Take Timothy for example, he cannot grasp the concept of mathematics, so instead of failing the course, he takes the initiative to hire a tutor in order to assure that he will pass the class.