Elizabeth Bishop

Personal Response to Texts Essay Format English Language Arts In a personal response to text essay the writer may choose to keep the format of the essay critical, in which the pieces of literature presented are analyzed. The writer will also relate their own experience as it relates to the material provided using emotional and sensory detail. The important thing to remember is that this format of an essay, unlike the critical/analytical response, allows you to use personal pronouns (except the word ‘you’) I.INTRODUCTION a. GENERAL STATEMENT to introduce the topic in the question. b. FOCUS into answering the question; you should also mention the literature and/or other materials and situations you will be referring to here. You may use a phrase such as: â€Å"In life, as in literature, people . . . † Follow this statement with the introduction of the materials you will be discussing in your essay. Do not talk about yourself or your experience yet because you want t o build a bridge of common knowledge with your readers first. . CONTROLLING IDEA/THESIS STATEMENT: This is where you answer the question being asked. You answer what is conveyed about people and set up what you will explain/support/prove in your body paragraphs. (You can have one point supported by all paragraphs, or one for each paragraph – the choice is yours: look at your examples and what they will support before writing your thesis. ) II. BODY PARAGRAPHS (please note that c and d are reversible; order does not matter, as long as both are present.Likewise, you may choose to have one paragraph deal with the text entirely and then your second paragraph would explain/develop your personal connection to the text) (Minimum 2 paragraphs) a. TOPIC SENTENCE: a general statement; the point from the thesis you will be addressing/supporting/proving in this paragraph. b. EXPLAIN more about the paragraph topic in your own words. c. PERSONAL ANECDOTE: Give an example from your own life , or from reality, that proves your topic sentence true; that is, the real example you give shows that people do the thing your topic sentence says they do.THIS IS THE ONLY PLACE IN YOUR PAPER THAT YOU MAY USE PERSONAL PRONOUNS: I, MY, ME, ETC.. OTHERWISE IT IS A FORMAL PAPER AND SHOULD BE WRITTEN AS SUCH. d. SPECIFIC EXAMPLE from the Texts: find an example you can explain and/or quote from the text or other materials you’ve been provided with, which supports the topic sentence and proves it true. State the situation from the piece of literature or describe the visual, what happens/how the situation is addressed, and what the outcome of the situation is to adequately prove your point. . III. CLINCHER SENTENCE: Sum up your paragraph’s point/argument in a general sentence; restate your topic sentence more specifically. CONCLUSION a. SUMMARIZE your main points; restate your thesis (look at your clincher sentences to help you). b. FINAL THOUGHTS: End with a thought provoki ng statement that will leave your reader thinking about and with an impression of your overall argument – this should be a strong statement that sums up your overall argument. English Language Arts -1- George McDougall High School

Banana Peel Whitening Essay

Еhe high amounts of potassium, magnesium, and manganese in the ripe banana can be applied to the teeth to remove stains and whiten them. Below are the steps we suggest if you want to use this folksy, homemade, and proven method: 1. Get a banana that is just ripe (it may still have trace amounts of green at each end, but not too much). Using a banana at this level of ripeness ensures that the peel contains optimal levels of potassium (which is the substance that really brightens the teeth); 2. Open the banana like a monkey does by peeling it from the bottom end and upward. Not only does this prevent all of those strange banana â€Å"threads† from appearing, but it also lets you have more control over the peel; 3. Take a small piece of the inside of the peel (you can use kitchen shears to cut off a manageable square) and begin gently rubbing this along your teeth; 4. Keep the application going for two minutes and be sure you are covering each of the teeth as much as possible with the material inside of the peel; 5. As you rub and pass the time, the minerals will be absorbed into the teeth and begin to promote the whitening. 6. Brush with your preferred toothpaste, rinse, and smile with your brighter and whiter teeth! Be aware that both bananas and strawberries have lots of natural sugar, so apply only once per day or even just once per week to be safe.

Descartes Optics

Descanter's theories of light and vision were central components of his natural philosophy, closely linked to his cosmology, physics, theory of matter, and theory of perception. Descartes replaced traditional explanations of natural phenomena with explanations hidden under terms of matter and motion. By eliminating these theories, Descartes needed to formulate new explanations of the qualities of bodies and our perception of them. In other words Descartes goes on to call into question one's ability to fully understand the things, which our eyes see.His work on optics focused on these questions. In the discussion, Descartes draws a comparison between a blind man's abilities to understand the shape and sensations of objects, and our ability to understand an object's color with our sight. This raises the question of our senses' ability to interpret the world around us with accuracy. Highlights in the text Inventions, which serve to increase its power, are among the most useful. Color: v arious ways in which bodies receive light and reflect it in our eyes The differences a blind man notices between trees, rocks etc. Not seem any less to him than the differences between red, yellow etc. Thus: there is no need to suppose that something material passes from objects to our eyes to make us see colors and light, or even that there is something in the objects which resembles the ideas or sensations that we have of them. You must think of rays of light as nothing other than the lines along which this action tends. Thus, there is infinity of such rays, which come from all the points of the luminous body towards all the points of the bodies it illuminates.There are bodies, which break up the light-rays that meet them and take away all their force (black). There are others, which cause rays to be reflected, some in the same order at which they receive them (bodies with highly polished surfaces). Some bodies cause the rays to be reflected without bringing about any other change in their action (white). Others bring about an additional change similar to that which the movement of a ball undergoes when we graze it (red, yellow, blue, etc. ). The soul has sensory awareness because of its presence in the brain, where it exercises the faculty called the ‘ common' sense.The perfection of an image often depends on its not resembling its object as it might (example: with a little bit of ink you can create a forest) Lemma Optics n. (Used with a sing. Verb) 1 . The branch of physics that deals with light and vision, chiefly the generation, propagation, and detection of electromagnetic radiation having wavelengths greater than x-rays and shorter than microwaves. 2. What something will look like to the outside world; the perception a public relations person would have on something. . The viewing lens of public perception.How the media will play a story. Ad]. N. Comprehensive 1. Marked by or showing extensive understanding: comprehensive knowledge. 2. Having the ability to understand 3. Having or marked by an extensive mental range or grasp: comprehensive understanding. 1 . The act of taking to or upon oneself: assumption of an obligation. 2. The act of taking possession or asserting a claim: assumption of command. 3. The act of taking for granted: assumption of a false theory. 4. Something taken for granted or accepted s true without proof; a supposition: a valid assumption. . Presumption; arrogance. 6. Logic A minor premise. 7. Assumption a. Christianity The taking up of the Virgin Mary into heaven in body and soul after her death. B. A feast celebrating this event. C. August 15, the day on which this feast is observed. Hence DVD. A. For this reason; therefore: handmade and hence expensive. B. From this source: They grew up in the Sudan; hence their interest in Nubian art. 2. From this time; from now: A year hence it will be forgotten. 3. A. From this place; away from here: Get you hence! . From this life. Brim 1 .The rim or uppermost ed ge of a hollow container or natural basin. 2. A projecting rim or edge: the brim off hat. 3. A border or an edge. See Synonyms at border. 4. Full capacity: â€Å"No sooner had the fighting started than the hotel filled to the brim with a most extraordinary collection of people† (George Orwell). Per;chive try. V. Perceived, perceives 1 . To become aware of directly through any of the senses, especially sight or hearing. 2. To achieve understanding of; apprehend. See Synonyms at sell . Perceiver n. Coarse ad]. Oars;ere, soars;est. 1 .Of low, common, or inferior quality. 2. A. Lacking in delicacy or refinement: coarse manners. B. Vulgar or indecent: coarse language. 3. Consisting of large particles; not fine in texture: coarse sand. 4. Rough, especially to the touch: a coarse tweed. Coarsely DVD. Coarseness n. Liable ad] (postposition) 1 . (Law) legally obliged or responsible; answerable 2. Susceptible or exposed; subject 3. Probable, likely, or capable it's liable to happen soo n [perhaps via Anglo-French, from Old French lire to bind, from Latin legГre] liableness Usage: Usage.The use of liable to to mean likely to was formerly considered incorrect, but is now acceptable Deflection 1 . The act of deflecting or the condition of being deflected. 2. Deviation or a specified amount of deviation. 3. The deviation of an indicator of a measuring instrument from zero or from its normal position. 4. The movement of a structure or structural part as a result of stress. Deflect intra. & try. V. Deflect;deed, deflect;ins, deflects To turn aside or cause to turn aside; bend or deviate. Deflects;blew ad]. Deflective ad]. Deflector n. Refraction 1.The turning or bending of any wave, such as a light or sound wave, when it passes from one medium into another of different optical density. 2. Astronomy The apparent change in position of celestial objects caused by the bending of light rays entering Earth's atmosphere. 3. Medicine a. The ability of the eye to bend light so that an image is focused on the retina. B. Determination of the refractive characteristics of the eye. Refraction;al, refractive ad]. Refractive;lay DVD. Refractive;nesses, n A;do (-d) Bustle; fuss; trouble; bother. V. try.

The democratization and personalization of the media Essay

The democratization and personalization of the media - Essay Example He's also a fanatic user of the WEB. Aside from using the WEB for his job for current events from local to abroad, he uses it also for his personal purposes. According to him, its "one of the fantastic form of media. A great source of information as well as disinformation. It is like an online library where you can access everything that you want to know. Everything that is relevant to my job like newspapers, journals, and books are all in the Web without actually visiting the library. And find it very comfortable and effective." Nowadays, the web hit the bigtime, everyone got online, everyone got high-speed access at work, and make technology know-how unnecessary. The information on the World Wide Web can be accessed and searched through the Internet, a global computer network.The amount of information on the Web continues to grow rapidly, it offers different services, in online commerce, the Web is replacing traditional catalog for ordering in just a mouse click. Users form a cross-section of society, including students preparing term papers, physicians researching the latest medical information, and college applicants investigating campuses or even filling out application and financial aid forms online. Other users include investors examining the trading history of a company's stock or evaluating data on various commodities and mutual funds. All the necessary information is available on the Web. b. How the web influences personal relationships "You've Got Mail!" I'm actually excited when receiving mails from my listeners and give comments about a certain topic." He makes discussion with them through e-mail and sometimes blogging his ideas in different forum in regards to current issues like love, education especially in politics. The web truly influences him when in comes to personal relationships as he is a happy married man. He contributes his so-called "loving-ideas" in forum area and share different ideas and opinions on "how to have a happy married life". Web offers e-mail, web blogs and chat rooms. These are accessible by many web users. It is designed to make a easy communication, it allows the users to post and read messages as well as personal messages that makes people to share ideas in certain discussion. c. How the web influences the enjoyment or happiness "During my rest hours and after work I used to listen to my favorite and top music I downloaded from the Internet. It's so relaxing". Sometimes I watch videos featuring a documentary and historical videos from the past. I really enjoy it." Web is a source of music and video. It provides multimedia such as audio and video. Mr. Buting is very proud to present his latest video captured from the Web that features the

Peacekeeping Essay Example | Topics and Well Written Essays - 3000 words

Peacekeeping - Essay Example Many countries, including the United States and others have had a hand in peacekeeping missions. The United Nations would be the guiding force for such peacekeeping missions in an effort to foster democratic peace worldwide. Operational law should be the governing force behind Peacekeeping Operations. One very important aspect of peacekeeping operations would be obtaining a clarified definition of the specific peacekeeping mission. A Peacekeeping Operation can often be described as any unilateral or multilateral intervention into the civil affairs of a foreign country designed to give a more secure and stable atmosphere, support constitutional processes, provide protection for citizens and facilitate repatriation processes for refugees. Peacekeeping operations also facilitate the capacity toward supporting provisional or interim governments and setting the stage for arrival of multinational forces. In this paper the first section deals with the various types of peacekeeping missions, the second section defines the term 'peacekeeping' and third section would specify the nature, cause and importance of local knowledge to the success of peacekeeping operations followed by a conclusion where the entire topic is summed up. There in fact would be several different kinds of Peacekeeping Operati... Current peacekeeping missions include UNTSO in the Middle East, UNDOF in Golan Heights, UNIFIL in Lebanon, which are all in the Middle East. UNFICYP is in Cyprus, UNOMIG is in Georgia and UNMIK is in Kosovo and are considered European operations. UNMOGIP is in India-Pakistan, and MINUSTAH is in Haiti. All these are current peacekeeping operations. The completed missions of peacekeeping operations are as follows. UNTAET from East Timor, UNIKOM from Iraq-Kuwait, UNMOP from Croatia, UNMIBH from Bosnia Herzegovina. This information was found on the Bureau of International Organization Affairs website and updated as of 2006. Within each of these missions a framework of operations would have been either loosely or strictly adhered to. It would be the adaptation of these frameworks that would be of utmost importance. The frameworks allow for a further and better understanding of the locality involved in the peacekeeping mission. Research is done to ensure that the framework would contain enough capacity for upholding the entire peacekeeping mission. Sorenson and Wood (2004) in The Politics of Peacekeeping in the Post-Cold War Era written in 2004 wrote that when questioning the scope of a particular peacekeeping mission, decisions as to the feasibility for continuation of the peacekeeping mission should be considered. Scope and duration have become an issue in peacekeeping missions as a result (Sorenson and Wood, 2004: 129). This is where consideration for the actors in the decision-making process for peacekeeping operations would fall into place. Lawmakers amidst other government officials would quite often have some say in feasibility of peacekeeping missions along with duration and the number of forces to be included in the mission.

Pantheon Essay Example | Topics and Well Written Essays - 1500 words

Pantheon - Essay Example It was thought that this inscription referred to the present temple, but Agrippa's temple was destroyed and then restored several times by Domitian and Trajan. It was fully reconstructed by Hadrian around 125 A.D., but he preserved Agrippa's inscription. This new Pantheon has been attributed to the architect Apollodorus of Damascus, one of the most famous architects of the Ancient world. The Greek influences we can appreciate in the portico (very similar to the pronaos of the Greek temples) are due to the great admiration Hadrian felt for Greek culture. After the portico, we find a big circular cella or rotunda, covered with a semispherical dome with an oculus opened to the sky. The portico and the rotunda are linked by a polygonal structure. The dome rests on a cylindrical drum and it is decorated with coffers, which were designed to reduce the weight of the dome; it is the world's largest concrete dome. The walls of the temple have the same height as the radius of the dome and the total height is equal to the diameter, so a perfect imaginary sphere can be inscribed in the interior of the Pantheon. The structure of the Pantheon is very different from the conventional structure of the roman temples, which was very influenced by the preceding Etruscan and Greek models, so when it was built it represented an important innovation. Although we can find examples of domes resting in a cylindrical drum in some previous buildings, like the thermal baths of Agrippa or Caracalla, the dome of the Pantheon is the first one built with such big dimensions. The materials used in the Pantheon were also very innovative; the concrete applied to the construction of the dome and the marble, used in the floor, which was a symbol of magnificence and splendor. Agrippa's temple was smaller than the present temple and it was facing to the south (the actual Pantheon is facing to the north). It seems that the structure was very similar to the actual temple, and it was based in the architectural principles of Vitruvius. In the pronaos, now decorated with Corinthian columns, were erected the statues of Augusto and Agrippa as the promoters of the temple, so what people saw at first sight were the figures of the Emperors, as the developers of this magnificent architectural work. The geometry of the Pantheon has a deep symbolic meaning. According to the plane geometry and Vitruvius' ideas, the squared Greek portico represents the Earth and the circular rotunda the Heaven. The rotunda and the dome are linked by an octagon, by which the squaring of the circle is achieved; this will mean the indestructible union between matter and spirit. In the floor we can also find geometrical drawings of circles inscribed inside squares. Furthermore, the lower part of the drum's wall is drilled with niches, suggesting a continuity in the unlimited space. The columns that support these niches have been constructed as if they were not supporting the dome, so it seems to be floating in the air. The dome represents the vault of heaven and each of the five levels of coffers represents the five concentric spheres of the Ancient planetary system. The central oculus, which illuminates the interior of the temple, symbolizes the

Public Policy Current Events Analysis Essay Example | Topics and Well Written Essays - 1000 words

Public Policy Current Events Analysis - Essay Example Chesapeake Bay is a crucial waterway. The bay is presently in critical condition and is facing a lot of challenges especially through pollution. Perhaps, the greatest source of pollution arises from increased nutrients in the bay especially phosphorus and nitrogen. Though, these nutrients are fundamental to sustain aquatic biological growth, if present in quantity excessive of the basic requirements, like in the Chesapeake Bay, they lead to excessive growth of algae and phytoplankton. This has had a twin effect. The algae have blocked sunlight, thus, preventing penetration to the deeper end water, thus, compromising the growth of bay grass. Secondly, when the algae die they use available oxygen in the deeper areas for decomposition creating dead zones, whereby the dissolved oxygen levels becomes too low to sustain marine life. This has led to dwindling of fishery resources in the bay. From the documentary, it is clear that these nutrients arise from a horde of sources notably from ag ricultural farms and sewage.Chicken manure is loaded with nitrogen and phosphorus which when carried to the bay by the rivers culminates in the dead zone. Hedrick smith also points to the fisherman as a source of the problems facing the Bay. He states that humans have drastically overfished the fisheries resources. This information has been known by the formal policy makers for quite a long time. Charles fox, EPA assistant administrator between 1998 and 2001, admits to this. They tried several methods to combat the problem such as trying to enact regulations and laws and initiating programmes to treat the sewage system. Nevertheless, they have been unable to combat this menace due to a horde of factors. Key among them is the lack of political will, despite available information showing what is necessary to save Chesapeake Bay. Leon Billing, US senate staff from 1966 to 1980 compares the same situation to the passage of Clean Water Act, which when it was passed in the senate, and the house, President Nixon vetoed it despite pressure from the people to enact the law to govern pollution. Charles Fox also points to preferential treatment to successful business stating that the Reagan administration had a deregulatory agenda often inviting successful businesses for a list of regulation they would want to relief. Further, he blames the administration for being an obstacle to the operations of EPA, stopping its operations for a period of about seven years and instead appointing people to run the EPA, people who were opposed to its mission. Informal policy actors have played a prominent role too.This is through active lobbying. Leon Billings states that the big chicken companies have hired top guns to lobby against the enactment of any meaningful regulations on the agriculture sector and, thus, influenced policy makers. When the Maryland legislature tried to compel mandatory nutrient management by farmers, they were opposed to the bill. Jim Perdue argues that the bill was a threat to survival of the industry in totality. Other informal policy actors include the public pressure, interest groups such as the non-governmental organization. PART 2 Gay marriage has emerged on the agenda because of both formal and informal actors. Same sex marriage has been a problem in the society for a while. It has captured public interest and as a result led to public debates whether to legalize it or not. With regards to New York, it was made an agenda due to electoral pledges, as

Business Assignment about leadership as a business strategy

Business about leadership as a business strategy - Assignment Example Center of discussion in this paper is leadership as one of the best strategies that can assist the companies on the pathway towards growth and success. There are different types of leadership styles that can be practiced by the organizational leaders. A leader can be defined as the person who is capable of influencing and monitoring a cluster of people towards the attainment of common goals. A leader can also be examined as such person who has numerous followers. Furthermore, a leader requires performing his duties well and capable of showing proper path to his group members so that the goals can be achieved. He must be able to convince the followers to follow his path as well as reward them for doing so. Leaders who are focused upon their principles and values tend to be successful at larger scale. There are majorly seven principles that need to be followed by the leaders to be successful. They are accepting accountability, continuation of learning through practice, sincerity, antic ipation of the results, admiration for individuals and families, leading with integrity and establishment of the goals. There are theories presupposing that as the group tends to mature, the leaders are capable of varying his or her leadership style. However, there are leaders who may not change and therefore have a preferred leadership style. There are situations when the leaders may require adapting their leadership style so that they can fit any given situation. Therefore, it is significant for the leaders to be self-aware.... During the times of tough competition and other challenges, the company was engaged in preparing a model that demonstrates the way automakers as well as the CEOs of the company needs to handle the harsh conditions and do the needful. It had been noticed that Mulally was trying to integrate constancy of purposes along with lucidity and teamwork in managing culture at Ford Motors (Yale School of Management, 2010). It was Alan Mulally who had accelerated the company’s restructuring plan. Under his leadership, the huge losses incurred by the company along with the falling market have been reversed, thereby ensuring that the company had a strong balance sheet. It can be noted that it was under his leadership that Ford Motors was successful at selling off Aston Martin, Land Rover as well as Volvo (Yale School of Management, 2010). The esteemed Taurus brand had been revived and the company was capable of expanding the Lincoln brand under the leadership of Alan Mulally. Furthermore, t he stakes held by the company in Mazda was withdrawn. Ford Motors was capable of delivering high quality products which were fuel efficient, elegantly designed and safe. The strategies were so developed by Alan Mulally that the company was successful in meeting the needs and demands of the customers by making complete utilization of the resources. This led to full year profit as noted in 2009 and in the first quarter of 2010. The sales of the company surmounted for all types of products and the best thing to notice is related to the fact that the sales of the company was capable of earning triple to the overall growth of the industry (Yale School of Management, 2010). It had been

Are Neuroscientists Able to Explain Human Consciousness Essay

Are Neuroscientists Able to Explain Human Consciousness - Essay Example The essay "Are Neuroscientists Able to Explain Human Consciousness?" talks about the different aspects of neuroscience in the context of human consciousness studies and how these studies have changed with the time. It would be an exaggeration to say that neuroscientists have no clue whatsoever to how consciousness is possible. In fact, neuroscientists have certain facts at hand to give them a hint. As whatever consciousness ultimately might be, it is somehow based on the workings of the central nervous system. This is something humans have not always known: For Aristotle, it was the heart, not the brain that was the seat of human mental life. In fact, Aristotle explicitly denied that the brain could be the sensory center. Before the advent of modern neuroscience, consciousness was a subject for philosophical debate or qualitative psychological descriptions based on introspection. In some schools of psychology, such as behaviorism, it was placed outside of the scientific program, and considered to be a kind of epiphenomenon. More recently, cognitive psychologists have taken certain functional aspects of consciousness as an unanalyzed basis for their studies on human perception and even with a certain degree of success. Such a position does not go far enough, however. Any attempt to account for higher brain functions in terms of the physical organization of the brain itself and of its constituent neurons is confronted sooner or later with the need for a detailed analysis of consciousness based on brain structure.

The impact of violent video games Essay Example | Topics and Well Written Essays - 1250 words

The impact of violent video games - Essay Example Players compete on a higher level and physically and emotionally than people do when reading literature. I think that video games and literature differ a lot. The difference arises once a consideration that encompasses all the attributes of the video games against those of the contents in literature. There is valid evidence that supports the logic that participating in film sports differs from the experience of reading a book, listening to radio broadcast or viewing a typical movie (Atwaan). The statements imply that there may be differences between players who play the same game. Just as literature, the more active acknowledged positive impact of video games is that they help children to improve their manual diversity and computer literacy. Violent acts include unclear but commonly examples of murder and assault with a deadly weapon. Besides, accidents that might result to death of a person and torture are part of the violence. Literature has different impacts to a person. The influence is mostly influential to individuals below the age of eighteen whereby video or graphic violence. They arouse strong emotions that range from excitement and titillation to even terror. The fact also depends on the mindset of the viewer and the method that contains its presentation. Unlike literature, video games are presented in adult action genre and is expected to evoke excite feelings of the targeted demographic without inducing disgust or revulsion. I think the comparison between literature and video games differ and do not have the same impacts on an individual who uses them. In addition, video games that have been a source of controversy of violence tend to be interactive and not passive when compared to research. This clearly indicates how video games and literature differ Video games violence differ in many ways , it has impacted different emotions on children and the viewer of the same they can lead to alienation , psychiatric diodes ,suicide risk,

Discussion Topic 2 Personal Statement Example | Topics and Well Written Essays - 250 words

Discussion Topic 2 - Personal Statement Example He pays attention, listening with keenness and with increased interest in the topic. Looking straight into his face, he exhibits the characteristics of a good listener, as his face is always to his communicating partner. By giving a person the opportunity to speak, he ensures that they talk in turns, making the communication process successful. Moreover, while talking to the audience, he maintains a steady eye contact, ensuring that all the people are paying attention. More interesting about him is his use of body language while communicating. Every action that indicates any emotional feeling, the pastor shows it out effectively, making his mode of communication understandable. Having mastered his reactions and gestures, his message is more understandable when compared to other speakers, as Leonard (78) points out that body language is part of communication, with increased influence on the understanding of a speaker’s message. He is always audible when talking to a person or t he congregation, and avoids too much information that is likely to be a hindrance to the understanding of his message. If there is one thing that I would borrow from the pastor is his use of body language. The manner in which he uses body language is captivating. The timing of his gestures and application of body language fascinates to me more, as it complements his speech

Forensic Psychology and the Prison Service Essay Example for Free

Forensic Psychology and the Prison Service Essay The two programmes mentioned above have similar objectives and use comparable methods. The curriculum includes teaching problem-solving skills, perspective taking and social skills, creative thinking, moral reasoning, management of emotions, and critical reasoning (Blud et al, 2003). To pass through the first stage of selection for a cognitive skills programme in HM Prison Service, offenders should either have a current or previous conviction for a sexual, violent or drug-related offence, or they should demonstrate a life-style factor such as serious drug abuse or poor family relationships which indicate they may benefit from the programme. One study conducted by the Canadian Correctional Service showed that there were modest outcome effects at best, with 47% of the sample being readmitted to prison. Critics of this treatment suggest that focusing on developing compensatory strategies to repair deficits in thinking does not allow sufficient account to be taken of the predisposition, choices, opportunities and motivations of the individual, and that it would be more useful to design interventions which focus on providing opportunities to change and develop. There are alternatives to cognitive therapy within the prison system. One of these is the therapeutic institutional regime, which has the aim of providing offenders with an institutional environment that will encourage their development as members of an effective community, which may then lead to more effective participation in their community on release (Howitt, 2006, p. 366). The effective treatment of sex offenders originated in the behavioural therapies common in the 1960s. The treatment of sex offenders was not a priority in prison services until the last few years. Sex offenders typically have both sexual and nonsexual problems (Blackburn, 1995), so assessment needs to cover social, cognitive, affective, and physiological levels of functioning. Treatment for sexual offenders differentiates between types of offence, such as child molestation, exhibitionism, rape, and sexual assault (Hollin, 1989). Behavioural therapists consider assessment of sexual arousal patterns to be necessary. Changing deviant sexual preference is a major target of cognitive-behavioural programmes. There are a number of ways of doing this, such as covert sensitisation, shame aversion therapy, masturbatory or orgasmic reconditioning and shaping and fading (Blackburn, 1995). However, there are a number of questions over their use. For example, the assumption that deviant preference predicts re-offending remains largely untested. There are also attempts to improve social competence. Cognitive distortions are targeted in this approach. These distortions include beliefs about sex roles, rape myths, the acceptability of child-adult sex, and the minimization of harmful effects of sexual assault. According to Blackburn (1995), offenders who commit serious crimes against the person are likely to display multiple psychological dysfunctions. Blackburn states that there are four types of murderer: paranoid-aggressive; depressive; psychopathic; and over-controlled repressors (of aggression). In one study, using the MMPI (Minnesota Multiphasic Personality Inventory), Biro et al (1992) found that 49% of homicide convicts were in the hypersensitive-aggressive category. This category consists of people with the characteristic of being easily offended, prone to impulsive aggressive outbursts and intolerant of frustration. They are very rigid, uncooperative and permanently dissatisfied thing things. However, the causes of antisocial behaviour in psychotic offenders are often the same as those in the non-disordered. Psychological treatment for dangerous offenders is most frequently carried out in forensic psychiatric facilities. While pharmacological treatment is frequently the best strategy for treating acute psychotic disorders, psychological interventions are a more durable alternative for emotional problems such as depression or anxiety, and are critical in rehabilitation. There are few demonstrably effective treatment or intervention programmes for adult violent offenders in maximum-security prisons, particularly for those diagnosable as psychopaths. They have very high recidivism rates and are often involved in institutional violent behaviour (Belfrage at al, ).

Source Of Errors In Learning English Language Essay

Source Of Errors In Learning English Language Essay Introduction Errors are integral part of language acquisition. The phenomenon of error has long interested SLA researchers. In a traditional second language teaching situation, they are regarded as the linguistic phenomena deviant from the language rules and standard usages, reflecting learners deficiency in language competence and acquisition device. Many teachers simply correct individual errors as they occur, with little attempt to see patterns of errors or to seek causes in anything other than learner ignorance. Presently, however, with the development of linguistics, applied linguists, psychology and other relevant subjects, peoples attitude toward errors changed greatly. Instead of being problem to be overcome or evils to be eradicated, errors are believed to be evidence of the learners stages in their target language (TL) development. It is through analyzing learner errors that errors are elevated from the statue of undesirability to that of a guide to the inner working of the language lea rning process (Ellis, 1985,p 53) In the field of SLA, there have been three influential approaches to errors with a general movement from approaches emphasizing the product, the error itself, to approaches focusing on the underlying process under which the errors are made. The analysis of error sources has been regarded as a central aspect in the study of learner errors. Researchers believe that the clearer the understanding of the sources of learners errors, the better second language teachers will be able to detect the process of L2 learning. Error Making errors is the most natural thing in the world and it is evidently attached to the human beings. But, how do we define error? There are different definitions of the word as Ellis explains learners make errors in both comprehension and production, the first being rather scantly investigated. All learners make errors which have a different name according to the group committing the error. Childrens errors have been seen as transitional forms, the native speakers ones are called slips of the tongue and the second language errors are considered unwanted forms (George 1972). We use the term error to refer to a systematic deviation from a selected norm or set of norms. According to Lennon (1991) an error is a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers native speakers counterparts. On one hand, it was considered to be a sign of inadequacy of the teaching techniques, something negative which must be avoided, and on the other hand it was seen as a natural result of the fact that since by nature we cant avoid making errors, we should accept the reality and try to deal with them. The error-as-progress conception is based on the Chomskys idea that a child generates language through innate universal structures. So, using this symbolic code, one can have access to different pieces of knowledge not as something mechanically learned but as mentally constructed through try and error. The idea is now that the second language learners form hypotheses about the rules to be formed in the target language and then test them out against input data and modify them accordingly. There is an approach which concerns error as being the result of social-cognitive interaction. This means that the error implicitly carries a social norm as well as cognitive process. The error also carries a social and cultural component which makes it different in different societies. Cultural differences in the error Previous research has shown that cultural differences exist in the susceptibility of making fundamental attribution error: people from individualistic cultures are prone to the error while people from collectivistic cultures commit less of it (Miller, 1984). It has been found that there is a differential attention to social factors between independent peoples and interdependent peoples in both social and nonsocial contexts: Masuda and his colleagues (2004) in their cartoon figure presentation experiment showed that Japaneses judgments on the target characters facial expression are more influenced by surrounding faces than those of the Americans; whereas Masuda and Nisbett (2001) concluded from their underwater scenes animated cartoon experiment that Americans are also more likely than Japanese participants to mark references to focal objects (i.e. fish) instead of contexts (i.e. rocks and plants). These discrepancies in the salience of different factors to people from different cultu res suggest that Asians tend to attribute behavior to situation while Westerners attribute the same behavior to the actor. Consistently, Morris Peng (1994) found from their fish behavior attribution experiment that more American than Chinese participants perceive the behavior (e.g. an individual fish swimming in front of a group of fish) as internally rather than externally caused. One explanation for this difference in attribution lies in the way people of different cultural orientation perceive themselves in the environment. Particularly, Markus and Kitayama (1991) mentioned how (individualistic) Westerners tend to see themselves as independent agents and therefore prone themselves to individual objects rather than contextual details. in the second language teaching/ learning process the error has always been regarded as one of the most generally known approaches concerning the error throughout human history is to consider it a negative effect or result, even worth to be punished. According to Corder (1967): A learners errors then, provide evidence of the system of the language that he is using. They are significant in three different ways: first to the teacher, in that they tell him is he undertakes a systematic analysis, how far towards the goal the learner has progressed. Second, they provide the researchers with evidence of how language is learned or acquired. Third they are indispensible to the learner himself because he can regard the making of errors as a device used in order to learn. The sources of error might be psycholinguistic, sociolinguistic, epistemic or residing in the discourse structures. Richards(1971),when trying to identify the causes of competence errors he came up with three types of errors: interference errors, which reflect the use of elements from one language to the other, intralingual errors, subdivided into errors due to overgeneralization, or to ignorance of rules restriction, which is incomplete application of the rules, or finally due to the false concept hypothesis, which demonstrate the general characteristics of rule learning and third developmental errors when the learner builds hypothesis about the target language based on limited experience. Assuming a term hierarchy of errors, Burt and Kiparasky (1974) suggest that there is a difference between global and local errors. They say: Global mistakes are those that violate rules involving the overall structure of a sentence, the relations among constituent clauses, or, in a simple sentence, the relations among major constituents. Local mistakes cause trouble in a particular constituent, or in clause of a complex sentence. They claim that global errors are more serious and rank higher in the error hierarchy than local ones, and they should be corrected prior to all others in language classrooms. Accordingly, errors in tense and aspect are regarded as local errors. They may be minor errors, for they may not cause grave breakdowns in communication. However, they are extremely common mistakes among second language learners of English and very much worth investigating since tense and aspect represent one of the most essential parts of English grammar. Corder (1967) goes a step further to propose different terminologies for these two kinds of errors and stresses that we must make a clear distinction between mistakes and errors; the former refers to non-systematic performance errors of chance circumstances, whereas the latter can be defined as the systematic errors of the learner from which we are able to reconstruct his knowledge of the language to date. In the following discussion, the analysis focuses on competence errors: There are two major approaches to analyzing errors committed by a target language learner. Contrastive Analysis (CA), Error Analysis (EA). Theoretical base of CA lies in Behaviorist Learning Theory; while the EA is closely related with the emergence of Interlanguage Theory (Ellis, 2005) Behaviorist learning theory accounts of errors: The behaviorist learning theory illustrates the TL learning is a mechanical process of habit formation. Habits entail over-learning, which ensures that learning of new habits as a result of proactive inhibition. Thus, the challenge facing the L2 learner is to overcome the interference of L1 habits. Basing on the habit formation, contrastive analysis sought to identify the features of the L2 that differed from those of the L1 so that learners could be helped to form the new habits of the L2 by practicing them intensively. Most errors made by L2 learners were the result of differences between L1 and L2 structure. (Martin 1996) Interference, the CA insists, is the result of unfamiliarity with the rules of a TL and psychological causes, such as inadequate learning (Swan, 2001). Transfer can be positive or negative: linguistic features of the L1 that are similar to those of the TL will facilitate learning (positive transfer); those aspects of the L1 that are different to the TL grammatical and phonological system will hinder SLA and cause the learner to make numerous production errors(negative transfer). Thus difference between the L1 and L2 create learning difficulty which results in errors, while the similarities between them facilitate rapid and easy learning (Ellis, 1985 cited Corder). According to behaviorist learning theory, both types of transfer are the outcome of automatic and subconscious use of old habits in new learning situations (Dulay, Burt Krashen) Rod Ellis (1985) assesses, errors, according to the theory, were the result of non-learning, rather than wrong learning. By comparing the L1 with TL, differences could be identified and used to predict areas of potential errors. The idea of the error as an effect to be avoided has been especially supported by behaviorism, being considered an obstacle to language learning. To them error has been a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision of correct forms; that is to say, use of intensive drilling and over-teaching. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lados suggestion in linguistic across cultures where he states in comparison between native and foreign language lies the key to ease all difficulties in foreign language learning (Lado, 1957) 2. Interlanguage (IL) theory accounts of errors (i) Selinker (1972) coined the term interlanguage to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target language. The term has come to be used with different but related meanings: To refer to the series of interlocking systems which characterize acquisition To refer to the system that is observed at a single stage of development To refer to particular L1, L2 combinations. Other terms that refer to the same basic idea are approximate system and transitional competence. (ii) Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning a language, whose errors are caused by several different processes. These include: Borrowing patterns from the mother tongue. Extending patterns from the target language Expressing meanings using the words and grammar which are already known from Richards, Jack et al (1992). (iii)Interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target language. Interlanguage is neither the system of target language nor the system of the native language, but instead falls between the two; it is a system based upon the best attempt of learners to provide order and structure to the linguistic stimuli surrounding them. By gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the language. (iv)Rod Ellis (2005, 54) views Error Analysis as being based on emergence of IL theory, that is known to be used to explain effectively the errors committed in SLA processes. Slinker (1972) tried to find a way to explain the errors that some students make, have nothing to do with their foreign language; for example a Spanish speaker, an Arabic speaker and a Japanese speaker might all make the same mistake in English which was not related to their respective languages. According to Slinker, L2 learners go through a process of making and testing hypotheses about the target language. They begin with knowledge about language in general, gained from their native language, and move toward the target language. Bit by bit, they readjust their mental model of the new language, improving their communicative competency in that language. Successful hypotheses become mental constructions that correspond to the rules of the new language. Brown(1993) viewed ,truly successful students make the journ ey to a high level of competency in the target language, while less successful students become fossilized somewhere along the IL continuum. For around 35 years Selinker has viewed learners errors as evidence of positive efforts by the learner to learn a new language. This view of language learning allowed for the possibilities of learners making deliberate attempts to control their own learning and, along with theories of cognitive processes in language learning. Errors are indispensable to learners since the making of errors can be regarded as a device the learner uses in order to learn. A modern definition of language transfer is provided by Slinker (1992): language transfer is best thought of as a cover term for a whole class of behaviors, processes and constraints, each of which has to do with CLI (Cross Linguistic Influence), the influence and use of prior linguistic knowledge, usually but exclusively native language knowledge. Selinker (1992) pointed two highly significant con tributions that Corder made: that the errors of a learner, whether adult or child, are not random, but are in fact systematic and are not negative or interfering in any way with learning a TL but are, on the contrary, a necessary positive factor, indicative of testing hypothesis. In 1994 Gass and Slinker defined errors as red flags that provide evidence of the learners knowledge of the second language. The learners developing knowledge of second language may have characteristics of the learners native language, characteristics of the second language, and some characteristics which seem to be very general and tend to occur in all or most interlanguage systems. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about the second language.L2 learners process through an interlanguage, which is an independent knowledge of L1 and L2 system. Interlanguage Is systematic, because the learner selects the rul es systematically, learners bases plans on the rule system, in the same way as the native speaker bases on the internalized knowledge of L1 system. (iv)One of the crucial contributions of IL was its underlying assumption that the learners knowledge is integrated and systematically reorganized with previous knowledge of the native language. By a gradual process of trial-and-error or hypothesis testing, learners slowly and tediously succeed in establishing closer approximations to the system used by the native speaker of the language. The characteristics of IL are described by many researchers as follows: Permeable, in the sense that rules that constitute the learners knowledge at any one stage are not fixed, but are open to amendment(Ellis1985:50) Dynamic, in the sense that L2 learner slowly revises their variable interim systems to accommodate new hypothesis about the TL system. Systematic, in that L2 learners IL is rule-governed, that is, the learner bases his performance plans on his existing rule system much the same way as the native speaker bases his plans on his internalized knowledge of the L1 system. The variable shape of interlanguage The concept of interlanguage has had a major impact on the field of second language acquisition, studies on interlanguage focus on the linguistic and psychological aspects of second language acquisition research. I will first outline how the interlanguage assumption developed .since the interlanguage concept is not only important for the development of the students grammar system; I will then explore how it applies to other components of language. I will also focus on the consequences of the concept for the teacher and his work in the classroom. Before the 1960s language was not considered to be a mental phenomenon. Like other forms of human behavior language is learnt by processes of habit formation. A child learns his mother tongue by imitating the sounds and patterns he hears around him. By approval or disapproval, adults reinforce the childs attempts and lead the efforts to the correct forms. Under the influence of cognitive linguists this explanation of first language acquisitio n was criticized. Language cant be verbal behavior only since children are able to produce an infinite number of utterances that have never heard before. This creativity is only possible because a child develops a system of rules. A large number of studies have shown that children actually do construct their own rule system, which develops gradually until it corresponds to the system of the adults. There is also evidence that they pass through similar stages acquiring grammatical rules. Through the influence of cognitive linguists and first language acquisition research the notion developed that second language learners, too, could be viewed as actively constructing rules from the data they encounter and that they gradually adapt these rules in the direction of the target language. However wrong and inappropriate learners own language system, they are grammatical in their own terms, since they are a product of the learners own language system. This system gradually develops toward t he rule-system of the target language. The various shapes of the learners language competence are called interlanguage. This draws to the fact that the learners language system is neither that of his mother tongue nor that of the second language, but contains elements of both. Therefore, errors need not be seen as signs of failure only, but as evidence of the learners developing system. While the behaviorist approach led to teaching methods which use drills and consider errors as signs of failure, the concept of interlanguage liberated language teaching and paved the way for communicative teaching methods. Since errors are considered a reflection of the students temporary language system and therefore a natural part of the learning process, teachers could now use teaching activities which did not call for constant supervision of the students language. Group work and pair work became suitable means for language learning. A brief review of approaches to analyses of errors Contrastive Analysis (CA) Contrastive analysis is an approach generated from behaviorist learning theory. Through CA applied linguists sought to use the formal distinctions between the learners first and second languages to predict errors. The basic concept behind CA was that a structural picture of any language could be constructed which might then be used in direct comparison with the structural picture of another language. Through a process of mapping one system onto another, similarities and differences could be identified. Identifying the differences would lead to a better understanding of the problems that a learner of the particular L2 would face. (Corder , 1983). CA stresses the influence of mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that L2 would be affected by L1. Here, language is taken as a set of habits and learning as the establishment of new habits, a view sprung from behaviorism, under which langu age is essentially a system of habits. In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastively, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2 and learners would transfer inappropriate properties of L1. CA places the environment as the predominant factor in SLA, while learners are believed to play only a passive role in accepting the impositions of the environment. We must not forget that there are numbers of errors made by language learners seem to be unrelated to the learners na tive language. According to SLA researchers non-interference errors were more pervasive in learner performance than CA were ready to recognize. Dulay and Burt (1973) studied the errors made by Spanish-speaking children learning English as an L2 and claimed that all of the learners errors had collected, 85% were developmental (non-interference), 12% were unique and only 3% were results of L1 interference. Primary tenets of CA are: Prime cause of difficulty and error in foreign language learning is interference coming from the learners native language. Difficulties are chiefly due to differences between the two languages The greater the difference s, the more acute the learning difficulties will be The results of a comparison between the two languages are needed to predict th e difficulties and errors which will occur in learning the target language What needs to be taught is discovered by comparing the languages and subtracting what is common to them. (Corder, 1981) 3. Error analysis (EA) It is defined as the study of linguistics ignorance, the investigation of what people do not know and how they attempt to cope with their ignorance, by James (2001).Error analysis was first introduced by Fries (1945) and Lado (1957) who have claimed that foreign or second language learners errors could be predicted on the basis of the differences between the learners native and second languages. They have also suggested that where the aspects of the target language are similar to those of the learners native language, learning will be easy; otherwise, it will be difficult and second language learners are expected to make errors .The field of error analysis in SLA was established in the 1970s by S. P. Corder and colleagues. A widely-available survey can be found in chapter 8 of Brown (2000). Error analysis was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners first an d second languages to predict errors. Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although its more valuable aspects have been incorporated into the study of language transfer. A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language. This is the examination of those errors committed by students in both the spoken and written medium. Corder, who has contributed enormously to EA, writes this: The study of error is part of the investigation of the process of language learning. In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as the learning process. Error analysts distinguish between errors, which are systematic, and mistakes, which are not. Corder(1967) made use of Chomskys the competence versus performance distinction by associating errors with failures in competence and mistakes with failures in performance. In his view, a mistake occurs as the results of processing limitations rather than lack of competence. It signifies L2 learners failure of utilizing their knowledge of a TL rule. They often seek to develop a typology of errors. Error can be classified according to basic type: omissive, additive, substitutive or related to word order. They can be classified by how apparent they are: overt errors such as I angry are obvious even out of context, whereas covert errors are evident only in context. Closely related to this is the classification according to domain, the breadth of context which the analyst must examine, and extent, the breadth of the utterance which must be changed in order to fix the error. Errors may also be cl assified according to the level of language: phonological errors, vocabulary or lexical errors, syntactic errors, and so on. They may be assessed according to the degree to which they interfere with communication: global errors make an utterance difficult to understand, while local errors do not. In the above example, I angry would be a local error, since the meaning is apparent. From the beginning, error analysis was beset with methodological problems. In particular, the above typologies are problematic: from linguistic data alone, it is often impossible to reliably determine what kind of error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and writing) and not with learner reception (listening and reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which learners simply do not use a form with which they are uncomfortable. For these reasons, although error analysis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. Error analysis is closely related to the study of error treatment in language teaching. Today, the study of errors is particularly relevant for focus on form teaching methodology. EA emphasizes on the significance of errors in learners IL system, Brown (1994) may be, carried out directly for pedagogic purposes. Carl James (1998) viewed, EA developed out of the belief that errors indicate the learners stage of language learning and acquisition.th learner is seen as an active participant in the development of hypotheses regarding the rules of the target language just as a young child learning the first language. Errors are considered to be evidence of the learners strategy as he or she builds competence in the target language. These errors are defined as global which inhibit understanding and local which do not interfere with communication. Error analysis has been criticized as being an inefficient tool for studying the way second language learners develop their target language. It is argued that error analysis deals with the learners productive competence rather than the receptive one, and it is also an imperfect instrument for categorizing errors and explaining them. In the book Error and Interlanguage written by Pit Corder, he stated that various classifications of these error systems have been developed by error analysis researchers, three of which can be helpful for the teacher and are as follows. Pre-systematic; errors occur before the language learner has realized any system for classifying items being learned; the learner can neither correct nor explain this type of error. Systematic; errors occur after the learner has noticed a system and error consistently occurs; learner can explain but not correct the error. This classification relies on three major groups: (1) interference errors; (2) intralingual errors; (3)development errors. Interference errors are caused by the influence of the native language, in presumably those areas where the languages differ markedly. Intralingual errors originate with the structure to TL itself. The complexity of language encourages over-generalization, incomplete application of rules, and the failure to learn conditions for rule application. Development errors reflect the students attempt to make hypotheses about the language from the native language. Post-systematic; errors occur when learner is consistent in his or her recognition of systems; can explain and correct the error. The following steps are distinguished in conducting an EA: collection of a sample of learner language; identification of errors; explanation of errors; error evaluation (Ellis cited in 2005) Richards (1971) focused on the intralingual and developmental errors observed in the acquisition of English as a second language and further classified them into four categories: (i) Overgeneralization; covering instances where the learners create a deviant structure on the basis of his experience of other structure of the TL. (ii)Ignorance of the rule restriction, occurring as a result of failure to observe the restrictions or existing structures (iii) Incomplete application of rules, arising when the learners fail to fully develop a certain structure required to produce acceptable sentences (iv) False concepts hypothesized, deriving from faulty comprehension of distinctions in the TL. from the analyses of errors to the practice of error correction We know that in traditional classroom instruction is laid on accuracy, errors frequently corrected because the teacher thinks the error as a thorn in his/her flesh. Yet with the understanding of IL theory, the role of error correction has changed. Errors are considered natural products in language learning and in fact reflect the modes of learners developing system. What are the sources and causes of Errors? The following factors are identified as the source and causes of Errors Mother tongue interference Wilkins (1972) observes: When learning a foreign language an individual already knows his mother tongue, and it is this which he attempts to transfer. The transfer may prove to be justified because the structure of the two languages is similar-in that case we get positive transfer or facilitation- or may prove unjustified because the structure of the two languages are different- in that case we get negative transfer- or interference. Loan Words

The influential factors behind the growth of globalisation

The influential factors behind the growth of globalisation Current business environment is more volatile and dynamic. There are different reasons behind this transformation in the world. Globalisation is one of the main factors that behind the above change. We can define globalisation as a process by which the world is becoming increasingly interconnected as a result of massively increased trade and cultural exchange. Earlier existed boundaries between countries in the world have been dramatically reduced due to the globalisation. This is seen as more than simply a way of conducting business- it can be considered as a continues process. This is not a new force that emerged few years back, it has been taking place for hundreds of years but it has speeded up enormously over the last half-century. In History, in a similar manner, the techniques of industrial manufacturing lead to create the process of industrialisation, now that process has linked with the globalisation and has created new environment of operating businesses. There are few influential factors behind the growth of globalisation. Increase in communication technology is one of them. TV, telephony and the internet have permitted information and ideas to travel quickly. As an example USA businesses can have a call centre in Philippine or India answering calls from local customers. Another factor is improvements in the transportation sector. It has become more quick and cheap. People can go for holiday all around the world. Workforce can seek for a job opportunity available in another country. Businesses can easily ship their product and raw materials all over the world. Another main influential factor behind the growth is trade liberalisation. This has been excelled due to the Laws restricting for free trade and fo reign investment movements have been relaxed between countries. Some governments even offer grants and tax incentives to attract foreign companies to invest in their country. These actions have lead to create free trade zones in the world. In other words theses are known as trade blocs where groups of nations who form an economic union or customs union. Governments follow friendly rules and regulation within those regions for trading purposes. For example the European Union (EU) aims at not just a customs union but also economic union by way of harmonisation of taxes, establishing a common monetary policy and moves towards a single currency. EU has now expanded over 26 member countries and benefited to combined population of 356 million. Trading blocs generally increase the integration and interdependency of the member economies which is speed up the globalisation process. As a result of trading blocs trade amongst the members has increased, which ultimately increase the world trade capacity. Further it gives the opportunity to businesses better access to effective capital and labour markets which increases the movement of labour within the countries and increase investments. For example Poland workers have been well recognized in the UK and Ireland labour markets. As result of the globalisation process international trade has increased dramatically in the 20th century. Many countries get more chances to participate in the world trade. As a result of increase in Foreign Direct Investment (FDI) many labour oriented countries get access to capital market and vice -versa. Their natural resources value has increased and countries have more capability to use them to manufacture export oriented goods. Increase in international trade brings better standard of living through access to many ways of satisfying their needs and wants. Further it is argued that current development of trading blocs help international trade through making global negotiations easier, in the case of trade negotiations.   For example the EU will negotiate as a single trading block making it easier to push through practises which increase free trade. As per the following graph it is arguable that benefits of international trade have been equally distributed among the world population. Globalisation and increase in international trade is probably helping to create more wealth in developing countries and has affected to the balance of international trade. However globalisation is having a dramatic effect on the organisations for good or ill. Some positive impacts are as follows; Increase greater access to capital market. Inward investment by MNCs helps organisation to start new businesses locally and in foreign countries. This will provide new jobs and skills for local people. Companies can bring wealth and foreign currency to local economies when they buy local resources, products and services. Release of government regulation and establishing better infrastructure in the local economy attract foreign investments. China is well known for cheap labour compared to western countries labour cost. This has become a main reason for many organisations moving their businesses to China. Further investment friendly environment through strong financial support (Tax benefits, financial institutes) for new businesses, attract their cheap resources for other countries. Most of the western countries resources are fully utilised and market have become more matures, but there are emerging economies like China, India, Brazil and Russia which consist many untapped cheap resources. Therefore as a result of pressure built up from the Western markets, businesses now moving for those emerging markets. This process has been made easier and more comfortable due to the globalisation. The extra money created by these investments can be spent on education, health and infrastructure of the countries. (Corporate Social Responsibility activities) Achieve economies of scale. Economies of scale means the increase in  efficiency of production  as the number of goods  being produced increases.  Economies of scale lowers the average cost per unit through increased production since fixed costs are shared over an increased number of goods. Initially Adams Smith identified division of labour and specialization are the main factors that lead to economies of scale. However as Globalisation process increases companies get other opportunities to reduce their production cost and achieve economies of scale. Access to lower inputs and specialized inputs in different countries would bring the economies of scale. Costly inputs such as research and development, advertising, managerial expertise and skilled labor now can be outsourced to specialized countries and it will result in increased efficiency and lead to a decrease in the average cost of production and selling. Therefore economies of scale provides  big companies  access to a larger market with lower cost of production and greater margin for their products.    Globalisation increases awareness of events happening in the world. For example, the USA was quickly made aware of the 2011 tsunami in Japan and sent help rapidly in response. Globalisation may help to make people more aware of global issues such as deforestation and global warming and alert them to the need for sustainable development. The sharing of ideas, experiences and lifestyles of people and cultures. People can experience foods and other products not previously available in their countries. Globalisation has resulted in many businesses starting or buying operations in other countries. Companies that operate in several countries are called multinational corporations (MNCs) or transnational corporations (TNCs). Presence in different countries brings interaction with different cultural and social values. On this case business practices that are successful in local country could be act as negatively or positively under different cultural and social values. Therefore it is advisable to find answer to following questions before starting a new venture with another country. What are the main difference between cultures?, Are they matter of learning a new handshake, or do they go deeper than that?, Can cultural differences really have that much impact on the business deal? Etc. Finding solution for those questions is helpful for organisations to handle cultural differences in business expansions. For example language differences, the way they perceive time, traditional and religious believes etc. play a big role in Asian countries. When US and European base organisations move towards the Asian countries the above cultural factors could act as barriers for entry to those markets. In terms of communication US and Europeans are considered as low context cultures, language is direct and explicit, but when it comes to Asian countries they are known as high context cultures where language is indirect. Further as per certain cultural and social practices men dominate in the business sector than the women but in European organisation everyone gets equal opportunity to participate in the operations. Therefore when companies setup new business in a different culture, that company need to customise their corporate culture as per the local cultural values. As an example the US fast food chain McDonalds, large MNC which has nearly 30,000 restaurants in 119 countries, had a problem of sell ing beef burger in India due to the religious believes. Further they launched Mc Rice in Sri Lanka since rice is the main food in the Sri Lankan culture. Likewise multinational companies tend to customise their strategies to overcome certain social and cultural restrictions as well as implement new thing to take advantageous. In current business environment sometimes it is difficult to follow a global strategy for their operation in throughout the world. Therefore most companies tailor their management strategy and organisational structures to respond to the local factors. In other words local responsiveness is essential when a psychic distance is higher in two different countries. As a result of this new relationships will occur in managing businesses globally. Joint venture agreements, alliances etc. are common relationships that business partners follow to reduce their risk exposure in the current business environment. Designing of organisational structure and management style is important capture the opportunities available in the market. Some companies follow decentralised structure to increase the speed of decision making in the particular market. Some other companies follow a selective approach by some functions are retain in with the parent country and others establish in different markets. As exa mple GAP Inc.s designing function is conducted in centrally and manufacturing function has been outsourced to Asian countries. This mechanism has benefitted them through utilising Asian countries specialised capabilities of manufacturing to convert their design into practical product. Therefore globalisation process brings new organisational designs and management styles to the market. Local markets work force have now increased and well interact with the MNCs. Earlier they were only involved for lower level operations but now management representation also has increased. This is a good advantage for MNCs to take advantage of innovative skills of the local employees since they have more experience in the particular market. Microsoft has given more concentration on Indian market since that workforce well recognised for IT skills. From employees perspective also this will be a good opportunity for them to utilise their skills effectively. Recognition, income level, career opportunities, opportunity to obtain foreign exposures etc. will be increased through working in multinational company. Their innovative concept could bring to the world market through the help of MNCs. So far this report addressed only the good side of the Globalisation and not that mean it doesnt have a dark side. Following are few negative impacts of globalisation Globalisation operates mostly in the interests of the developed countries, which continue to dominate world trade at the expense of developing countries. The role of developing countries market has become to provide the North and West with cheap labour and raw materials at lower cost. There are no guarantees that the proper benefits from inward investment will benefit the local community in developing countries. Often, profits are sent back to the MNCs parent countries. This has become easier for them due the tax relief offered by the local governments. Further these MNCs with their massive economies of scale, possibility to drive local companies out of business. After that If these MNCs realised that it becomes cheaper to operate in another country than the current one then they move for better opportunity by closing down the factory and make local people redundant. This would be a major hit for the local economy. Increase environmental population due to the high industrialisation. Globalisation is viewed by many as it affects to the worlds cultural diversity and it feared that it may westernise the local traditions and languages. After considering the above negative sides of the globalisation we can state that it is not helping to close the gap between the worlds poorest countries and the worlds richest. In the case of trading blocs, it is argued they create conflicting parties fighting for regional interests not for every ones benefits. As per the World Trade Organisations statistics, the worlds poorest countries share of world trade has declined by more than 40 per cent since 1980 to a mere 0.4 per cent and the poorest 49 countries make up 10% of the worlds population, but account for only 0.4% of world trade. (Online, www.gatt.org) This clearly shows benifits of globalisation has not been distributed equally. Further its doubt that MNCs pay fair amount for the developing countries resources. As a result of these negative reasons poor peoples living standards remain same and the gap between poor countries and rich countries wont reduce. Conclusion Globalisation has a major impact on the business environment as well as the people general life pattern. Within the current knowledge economy, knowledge workers have more opportunities due to the globalisation. Their career is not static as compared to the traditional workers. They always seek better opportunities in the market and as a result of globalisation their career path has extended even for different countries. However, as a MNC, they have more responsibilities and accountability for their actions in the different markets. As a good corporate citizen they must give their focus on improving local social and educational life the local people also. Further they must ensure fair consideration for the resources utilised the developing countries. These will ultimately useful to break the bridge between rich and poor countries.

The Debate over Same Sex Marriage Essay -- Politics Political Essays

The Debate over Same Sex Marriage Legislation is deeply entrenched in language and the continual process of interpretation. Laws are created as a response to cultural and societal needs, wants and norms and are restructured and interpreted as these desires and standards change over time. The importance of the words chosen and the syntax used in order to translate society's standards into legislation are amplified over time because they are continuously deconstructed, examined, and analyzed. As these laws are applied to and challenged by society, policymakers must examine them and then change them through discourse and dialogue. As current sentiments towards marriage are changing and shifting, policymakers must begin to examine our nation's legislation that dictates how marriage works in our country. They must attempt to create a policy that is ethical and constitutional which at the same time accurately represents the majority's opinions. The issue of same-sex marriage became relevant in the recent election due to the actions of courts and local officials in both California and Massachusetts. President Bush proposed an Amendment that would limit marriage rights to only heterosexual couples in all states. Many government officials felt that this was unnecessary due to the success of the 1996 Defense of Marriage Act, which John Kerry, who would come to run against George W. Bush in 2004, spoke out against. The Act passed through both the House and Senate with resounding majorities. Because of the media attention of the same-sex marriage debate in this election year, constituents of both parties have examined the arguments that both Bush and Kerry have made for and against legislation which limits marriage rights. By examini... ... human element of the marriage debate, liberals like John Kerry can appeal to the section of the American population which is concerned with the preservation and expansion of a citizen's rights but the conservative approach of playing into the weaknesses and fears of conservative heterosexual faction of American population, they can offer a scapegoat. Many people believe this issue was brought into the spotlight in order to distract people from the deplorable condition of Bush's war in Iraq. It provided the conservative base an enemy against whom it could rally. It provided a cohesion to conservatives everywhere that was lost due to the state of the war. By examining the ways in which each candidate structured there argument considering same-sex marriage legislation, one can gain insight into the interplay between the two parties on a national and a personal level.

Negotiating Ethics as a Two Level Debate :: Philosophy Philosophical Papers

Negotiating Ethics as a Two Level Debate ABSTRACT: As a form of moral debate, discourse ethic, according to Habermas, is based on regulated discussion. Participating moral agents share a common understanding in the ideal speech situation. Following procedures they try to reach consensus on questions of justice and rights. Critics of discourse ethic point to the bias of Western assumptions regarding agents and methods, the danger of elitism, and the optimism and the pacifism that run through the theory. After modification, Habermas distinguishes two types of discourse: the discourse of justification and the discourse of application. The second is inferior to the first. In the second, there is room for negotiating. There is another way of looking at negotiation, one that takes negotiating seriously as an important category of human behavior. This category shows an interesting overlap with moral behavior. Distinguishing four concepts of negotiating and using reciprocity and trust as the moral minimum, Negotiating Ethics is pre sented as a two level moral debate, close to Habermas but morally different in essential aspects. I. Discourse Ethics: Habermas Habermas establishes his moral theory by externalizing the Kantian dialogue interieur. The externalization takes place in three steps. The first step is to transfer the mental deliberation of the Kantian individual into an interactive public deliberation of all those concerned with the moral topic in question. The second step is to conflate rationality with reason. Rationality no longer is a deduction from Reason, but instead it is an underpinning of reasonableness. In discourse ethic rationality means giving good reasons for choices of reasonableness. The third step is to view justice, not according to the categorical imperative, but by concentrating on the following of procedures. Claims concerning the content of moral deliberation must be avoided. What results is an elaborated, interactive Kantianism, concentrating on procedures but still claiming universalism. Continuing the line of critical theory, Habermas avoids the classical standards of Nature, God and Reason and instead presents the ideal speech situation: an attempt to interpret rational consensus procedurally, with no regard for the content. The ideal speech situation serves to summarize the rules to be followed in moral argumentation: symmetry and reciprocity. Symmetry refers to speech acts: each participant must have an equal chance to initiate and to continue communication, and to make assertions, give explanations, and challenge justifications. Reciprocity refers to action contexts: participants must have an equal chance to express their wishes, feelings and intentions, and speakers must act as if each of them has the same capacity to order, to promise and to be accountable. Negotiating Ethics as a Two Level Debate :: Philosophy Philosophical Papers Negotiating Ethics as a Two Level Debate ABSTRACT: As a form of moral debate, discourse ethic, according to Habermas, is based on regulated discussion. Participating moral agents share a common understanding in the ideal speech situation. Following procedures they try to reach consensus on questions of justice and rights. Critics of discourse ethic point to the bias of Western assumptions regarding agents and methods, the danger of elitism, and the optimism and the pacifism that run through the theory. After modification, Habermas distinguishes two types of discourse: the discourse of justification and the discourse of application. The second is inferior to the first. In the second, there is room for negotiating. There is another way of looking at negotiation, one that takes negotiating seriously as an important category of human behavior. This category shows an interesting overlap with moral behavior. Distinguishing four concepts of negotiating and using reciprocity and trust as the moral minimum, Negotiating Ethics is pre sented as a two level moral debate, close to Habermas but morally different in essential aspects. I. Discourse Ethics: Habermas Habermas establishes his moral theory by externalizing the Kantian dialogue interieur. The externalization takes place in three steps. The first step is to transfer the mental deliberation of the Kantian individual into an interactive public deliberation of all those concerned with the moral topic in question. The second step is to conflate rationality with reason. Rationality no longer is a deduction from Reason, but instead it is an underpinning of reasonableness. In discourse ethic rationality means giving good reasons for choices of reasonableness. The third step is to view justice, not according to the categorical imperative, but by concentrating on the following of procedures. Claims concerning the content of moral deliberation must be avoided. What results is an elaborated, interactive Kantianism, concentrating on procedures but still claiming universalism. Continuing the line of critical theory, Habermas avoids the classical standards of Nature, God and Reason and instead presents the ideal speech situation: an attempt to interpret rational consensus procedurally, with no regard for the content. The ideal speech situation serves to summarize the rules to be followed in moral argumentation: symmetry and reciprocity. Symmetry refers to speech acts: each participant must have an equal chance to initiate and to continue communication, and to make assertions, give explanations, and challenge justifications. Reciprocity refers to action contexts: participants must have an equal chance to express their wishes, feelings and intentions, and speakers must act as if each of them has the same capacity to order, to promise and to be accountable.

19th Century English Architecture Essay

Introduction * The 19th century heralded the arrival of the Industrial Revolution, which wrought unprecedented socioeconomic and technological changes in England, transforming it into a modern industrial society. This essay examines the impact that these changes have had on the design and construction of two new building types, namely the railway station and prison. * This essay argues that the design and construction of railway stations in England had to be adapted to the changes wrought by the Industrial Revolution, such as widespread rural-urban migration, rapid urban growth and rising affluence in English society. On the pragmatic side, station builders also had to look for alternative materials resistant to corrosion from steam and smoke emitted by locomotives. This essay also examines the social changes and penal reforms in 19th century England which caused a shift in societal perspectives towards crime and punishment, and how these impacted the design of three major prisons at that time. See more: Examples of satire in adventures of huckfinn essay Railway Stations Due to the rapid economic growth and development resulting from the Industrial Revolution, many urban areas expanded at a dizzying rate as people in the countryside flocked to towns and cities looking for employment. Historian Eric Evans notes that Glasgow grew by 46 percent in the 1810s and Manchester by 44 percent in the 1820s. Social problems such as overcrowding, congestion and crime soon followed. These changes resulted in new functional needs and requirements for buildings. * Prior to the 19th century, trains were primarily built for transporting cargo. At the turn of the century, railway stations had to be adapted to cater to the increase in passengers travelling through England for work and leisure. They served as terminals and interchanges for many trains from the different rail companies, as well as waiting areas and temporary accommodation for passengers. From an architectural standpoint, they were important buildings because their * construction incorporated all the major architectural movements of the 19th century, in terms of materials, style and structure. * The first English railway station at Crown Street, Liverpool (fig. 1), like all railway stations, was built mainly to provide shelter for its occupants – passengers and trains. In addition, the preceding modes of transportation – the canal and the century-old turnpike system – had specially catered architecture for its passengers; inns were used instead as departure points, relay stations and terminals. As there was no precedent for this building type, most early railway stations, including Crown Street, had their shelters constructed based on the design of sheds built for cattle and wagon. However, the style of railway station evolved in the mid-19th century, due to unprecedented urban growth in cities in England, the increasing social significance of stations and opposition to railway construction. As railway companies began to expand their networks, more people started moving to the cities. Growth in traffic and migration led to overcrowding and congestion in the cities and soon there was a need for a re-evaluation of the station designs. * Railway stations bore social significance in 19th century England as they were iconic landmarks. Driven by the idea that â€Å"the station was to the modern city what the city gate was to the ancient city†, the station’s design was the first impression that travellers got of the city/town. Rising affluence among the English due to the industrial boom meant that the public would also use the station’s design to get a feel of the city and gauge how attractive it was to live in or travel to. One such example is Euston station, universally lauded by the English public for its majestic Doric Arch entrance. As rail travel quickly became affordable for the masses in the 19th century, the design of railway stations also had to take into account class differences in English society. Therefore, the Crown Street station, and many other stations after it, also had different booking areas/waiting rooms designated for first-class and second-class passengers. * The wide-scale construction of railways throughout England faced much opposition from many locals, who criticised the pollution, noise and encroachment it made to rural landscapes. Therefore, builders used design and local building materials to absorb railways into the rural scene. Country stations were designed to look like cottages, gate lodges and farmhouses, using materials such as red brick in the Midlands, golden limestone in the Cotswolds and pale grey in Derbyshire. In the mid-19th century, station builders sought to achieve architectural feats due to increasing competition between companies. One such example was Paddington (fig.2) – which boasted of having the widest single-span train shed at that time to cater to the technical demands of the changes in occupant load and social identity. This became an example for other railway stations which were built after it. At the turn of the mid-19th century, due to a significant increase in new building material production, iron became increasingly available and was more frequently used in architecture. At the same time, railway stations were expanding in size due to increasing demand. Wider-span train sheds were needed to accommodate the growing occupant loads on trains. With the previous completion of works demonstrating the potential of iron in achieving wider-span roofs, railway builders started using it. Wide-span roofs allowed greater flexibility in accommodating the growing crowd and the alteration of track and platform beneath it. In addition, iron was regarded as the most suitable choice for railway sheds. As timber (the common material used before iron) deteriorated rapidly under the exposure to sulphurous steam produced by trains, iron, which was more resistant, was used as a substitute. This is a clear example of station builders adapting their materials to peculiar conditions in rail stations. Prisons Prisons in England before the 19th century were places of temporary custody, where inmates regardless of age, gender or offence were locked together in a method known as congregate confinement. Such confinements were overcrowded and had poor ventilation, lighting and sanitation. Among the inmates, there were ill people, drunkards and lunatics. Due to lack of public funding, prisons were also poorly staffed and inmates’ welfare was usually neglected. Official statistics show that crime rates rose in the first half of the 19th century, before eventually falling in the second. The rise coincided with the rapid urban growth in the early years, which led to a demand for more prisons to be built, especially in the cities. In fact, 90 prisons were built or added to between 1842 and 1877. Notable prisons during that time include Millbank, Newgate and Pentonville. The design of these three prisons were affected by ongoing social changes and prison reform movements. The 19th century also saw major reforms to the prison system in England, namely the mass building of large prisons and changes to the treatment of prisoners, due to a shift in societal perspectives. Firstly, severe punishment, often through public execution, became less favoured compared to calibrated punishment proportional to the crime. Secondly, thinkers like Foucault saw prison as a tool for disciplining the offender, for correction and reform. Social reformers like John Howard lobbied for prisoners to be separated according to their gender, crime and health, by solitary confinement and imposition of silence to encourage reflection and penitence among the prisoners. Another social reformer, Jeremy Bentham, conceptualised the â€Å"Panopticon† scheme for a model prison, which consisted of prisoners occupying cells in the circumference of a circular building, allowing fewer guards to survey them from a central observation point. While the design was never implemented in its whole, the key idea of surveillance did take hold in certain prisons. Millbank prison incorporated this idea by building small storey surveillance towers for its staff from which they could receive and give information. To deter potential offenders, the architecture style of prisons was adapted to ensure maximum secrecy and communicate the severity of crime. For example, in Pentonville, the imposing Gothic style was used to great effect, with a portcullis entrance and castellation around the walls, which featured in subsequent prison building. Such barriers kept the public fenced out and sent an implicit message about what went on inside. Another example would be the felons’ door in Newgate which was also ominous and foreboding with â€Å"overpoweringly grim character†. Such designs gave prisons their own peculiar appearance, which eventually became recognized by the public. Prison architects also sought to enforce the separation/confinement school of thought in their design of internal arrangements. Large rooms for congregated confinement were replaced with smaller individual solitary confinement cells. Partitions were erected in spaces whereby prisoners were gathered, such as chapels and workshops (fig.X). These designs were imposed to prevent interaction among prisoners and to emphasise penitence. At Newgate, the chapel was designed such that male felons, debtors and women would enter it through isolated corridors. The chapel feature was novel for its time, adhering to reformers’ belief that moral penitence could rehabilitate offenders. In Millbank, prisoners were separated in silent cells and could only graduate to work together in groups through good behaviour. Conclusion The 19th century is widely seen as the era in which England developed into a modern state, owing to the Industrial Revolution which saw the inception of important inventions such as the steam engine and the development of the railroad and iron industries. Such technological changes also gave rise to socioeconomic changes in England, which affected the style, structure and materials of buildings. Railway stations had to be designed to cope with population growth in urban areas driven by economic development, but also be aesthetically pleasing – some became iconic landmarks embedded in the public consciousness. The use of materials also had to take into account the practicalities of rail operations. On the other hand, prisons were more affected by social changes and penal reforms arising from public debate over crime and punishment. Prisons were expected to incorporate elements of rehabilitation in addition to punishment. Humanitarian reformers like Bentham and Howard also lobbied for the separation of prisoners rather than congregation confinement. These movements changed the way prisons were designed and built in the 19th century. Both building types changed and evolved greatly in the 19th century not merely because of technological breakthroughs, but due to changing beliefs, values and attitudes in English society, which was going through an era of Enlightenment. Given the far reach of the British Empire then, these changes not only impacted England at that time but also its colonies throughout the world and remain visible today. ——————————————– [ 1 ]. Eric Evans, 2001, The Forging of the Modern State: Early Industrial Britain, 1783-1870 by (3rd edition) London: Longman Pearson [ 2 ]. Carroll L. V. Meeks, 1956, The Railway Station An Architectural History, Yale University Press, USA, Pp. 27 [ 3 ]. Christian Barman, 1950, An Introduction to Railway Architecture, Art and Technics, London, Pp. 16 [ 4 ]. * Carroll L. V. Meeks, 1956, The Railway Station An Architectural History, Yale University Press, USA, Pp. 39 [ 5 ]. The Inception of the English Railway Station [ 6 ]. Jack Simmons, 2003, The Impact of the Railway on Society in Britain, Ashgate Publishing, Ltd, Pp. 122 [ 7 ]. E2BN, 2006, â€Å"Victorian Crime and Punishment from E2BN†. East of England Broadband Network. Web. 5 Oct 2012 [ 8 ]. Robin Evans, 1982. The Fabrication of Virtue: English Prison Architecture, 1750-1840. Cambridge University Press, pp 247 [ 9 ]. John Pratt, 1993. ‘This Is Not a Prison’: Foucault, the Panopticon and Pentonville. Social & Legal Studies December 1993, pp 373-395 [ 10 ]. Harold D. Kalman, 1969. Newgate Prison. Architectural History, Vol 12 1969. pp.7 [ 11 ]. Harold D. Kalman, 1969. Newgate Prison. Architectural History, Vol 12 1969. pp.5 [ 12 ]. David Wilson, 2002. Millbank, Panopticon and their Victorian Audiences. The Howard Journal, Vol 41 No. 4 September 2002. Pp 369