Assessing strategies to combat neighbourhood disputes (Anti-social behaviour)

Assessing strategies to combat neighbourhood disputes (Anti-social behaviour) in deprived council estate areas: A case study on the Isle of Dogs, in the London Borough of Tower Hamlets. Project Issue: The Crime and Disorder Act, 1998, defines anti-social behaviour as behaving: â€Å"In a manner that caused or was likely to cause harassment, alarm or distress to one or more persons not of the same household as (the defendant).† (Home Office (a) 2003) As this definition covers a wide range of crimes from prostitution, to having excessively high hedges1, I have decided to specifically focus on neighbour disputes such as noise pollution, violent occurrences, and inconsiderate rubbish dumping and similar neighbour to neighbour disputes. The central issue of the dissertation will be firstly, the evaluation of how well four researched strategies used to combat anti-social behaviour, all used in four case studies, actually combat and prevent anti-social neighbour disputes. Secondly, how well those strategies would be placed to deal with neighbour disputes in the Isle of Dogs. Each strategy that has been researched has a relevant case study that illustrates precisely how that strategy works when deployed in practice. Each strategy will be assessed in light of the relevant case study. Case studies have been used concerning anti-social neighbour disputes from the Isle of Dogs (East London), Blackburn, Manchester, and Scotland. The questions that this dissertation will be seeking to find out are: * What are the most prominent and researched strategies that have been analysed, evaluated, and used by academics and practitioners? * How useful are each of these strategies, and what are their strength's and what are their weaknesses? * To what extent, can each of these strategies be successfully applied to neighbour disputes within the Isle of Dogs, with its own unique situation e.g. diverse ethnic population, and extreme poverty on the doorstep to a wealthy area (Canary Wharf)? * How high is the level of anti social behaviour within the borough, relative to other London boroughs? * What is so different or peculiar about the Isle of Dogs? I will locate this central issue within the wider context of the causes of anti-social behaviour, and take into consideration the various dimensions of neighbour disputes. For example I will also consider the age and racial dimensions (Lucey & Reay 1999), and the gender dimensions (Nixon & Hunter, 1999), of anti social behaviour and in particular, neighbour disputes. METHOD Summary of the academic research required: The aim of this project is to research, analyse, and evaluate the various arguments and strategies concerning the best method to combat anti-social behaviour with regards to neighbour disputes. There are three main strategies or approaches to combat (anti-social) neighbour disputes that my research has discovered: 1. Improving exclusion from certain areas (as advocated by the government). This would include laws making it easier for social landlords to exclude or kick out tenants from social housing at little notice. It could also include restriction orders whereby the accused is not allowed to come within a certain distance of the property or use certain language in the presence, or audio range, of their neighbours as shown in one of the case studies I have researched (Home Office, 2003)2. It could also come in the form of issuing curfew orders3. 2. The second possible response is the ‘Dundee Families project model (Hunter, 2003). This is similar to the 1970's method of rehabilitation through intensive social work and constant nurturing of offenders, as well as the nurturing of community stakeholders. 3. The third approach is one of the Webster-Stratton programme as advocated by a senior lecturer at the Institute of Psychiatry Stephen Scott4. This is a parent teaching programme, similar to the rehabilitation method above, but involves working strictly with young children (below 10 years of age) and is based in a secure environment talking kids through a video presentation, and group discussions on how they should diffuse problematic situations when encountered upon. 4. The fourth possible approach is the one advocated by the Office of the Deputy Prime Minister: The new deal for Communities (NDC) approach whereby large sums of money, à ¯Ã‚ ¿Ã‚ ½800 million, is given to various neighbourhoods throughout the country for the regeneration of their local community. This could involve building a new park, refurbishing the local community hall, or creating a voluntary organisation aimed at cleaning up graffiti. Through my preliminary research in the form my annotated bibliography, I have discovered that there are widely contrasting views as to the causes of anti-social behaviour, and what strategies work in combating neighbour disputes and those that are a lot more contentious. Each of these strategies will be examined in my dissertation and I plan to analyse and evaluate the strengths and weaknesses of each of these strategies. For each strategy that I have researched I have also researched a corresponding case study that illustrates precisely how that strategy works in practice. With this in mind, I plan to test each strategy by examining the relevant case study against benchmark factors such as: * How well would this strategy work in the Isle of Dogs? * Who are the main beneficiaries, and who are the main losers? * Is it practical? (e.g. cost effective and workable in today's political climate) * Does it pay attention to gender ethnic, or cultural, differences? * Does it build relations within the community as opposed to exclude sections of the community? Anti-social behaviour is commonly thought to occur in regions and areas where there is a high density of council houses, high levels of unemployment, and low levels of education opportunities (Home Office (b), 2003). However this assumption can be challenged, and the main aim of my research is to do precisely that, provide a balanced yet provoking argument providing both sides of the argument to this debate. It could be argued that only by spending money in the regeneration (e.g. building new community facilities, installing double glazing windows, giving grants for local businesses etc) will people take pride in their communities and their housing and stop the anti-social behaviour (Home Office (d), 2003). However it could be argued that only by including those that commit anti-social behaviour crimes into society, would there be a decrease in the amount of neighbour disputes [as opposed to excluding them from housing, facilities, benefits etc] (Scott, 2001) & (Hunter, 2003). Alternatively it could be argued that only by some form exclusion can there be a settlement to anti-social neighbour disputes (Home Office (a), 2001. Data collection: I plan to research and investigate: (a) Various academics think tanks, and the government's views on how to combat anti-social behaviour. (b) How these strategies are deployed on the ground by evaluating the case studies that I have selected. (c) Research previous government funded anti-social behaviour projects and organisations, and evaluate these claims against the previously mentioned benchmarks such as: * Practicalities such as cost, manpower, etc * How the people within the community viewed the project * Does it pay attention to gender ethnic, or cultural, differences? * Does it build relations within the community as opposed to exclude sections of the community? My data collection process will rely heavily upon case studies that I have obtained from various academic journals and government reports. Case studies will be taken from the Isle of Dogs in Tower Hamlets (Nixon & Hunter, 1999), from Scotland (Scott and Parkey, 1998), from nation-wide studies (Nixon & Hunter. 2001), and the British Medical Journal (Scott, 2001), amongst others. I have refined my research sources to be more dependent on case studies and journal articles as opposed to other forms of data collection. This is because this specific dissertation is looking for detailed analyses of projects that have combated anti-social behaviour disputes, as opposed to general information, or the views of certain people. I have also devised a questionnaire that I will put forward to a representative sample of 50 Isle of Dogs residents. The questionnaire will not form a significant part of my research, as I will be relying heavily on the case studies. However the results of the questionnaires will be used to back up, or refute, the arguments that I will be presenting in my dissertation. The questions that I will put forward to interviewees are as follows: Questionnaire. What type of incidents would you describe as anti-social neighbour disputes? How big an issue would you rate anti-social neighbour disputes within the Isle of Dogs on a scale of 1 – 10? (1 being not significant and 10 being an extremely big issue) Do you feel that the Isle of Dogs has an above national average level of anti-social neighbour disputes? What do you think is the best method to prevent neighbour disputes concerning adults? * Punish the parents after several warnings * Punish the parents immediately * Give the children extensive social worker attention * Put the child and parent through a psychologically designed training programme on how to behave. * Or other, or a combination of these. If so please explain†¦ Have you been involved in an anti-social neighbour dispute within the last five years? If yes, then ask? (b) Where you an offender or a ‘recipient' of the dispute? I will be asking these questions to the interviewee on a one to one basis and will arrange these interviews by visiting the local Bengali cultural community centre, the local high street, the local cafà ¯Ã‚ ¿Ã‚ ½, and visiting the local benefits agency (dole office). In addition to these sources I will also collect data from reliable websites such as: Regeneration and anti-social behaviour organisations * http://www.crimereduction.gov.uk * http://www.socialexclusionunit.gov.uk * http://www.odpm.gov.uk * http://www.london.gov.uk * http://www.lda.gov.uk * http://www.go-london.gov.uk (Government Office for London) * http://www.englishpartnerships.co.uk * http://www.bura.org.uk (British Urban Regeneration Association) * http://www.cabe.org.uk (Commission for Architecture and Built Environment) * http://www.civictrust.org.uk * http://www.coalfields-regen.org.uk (The Coalfields Regeneration Trust) * http://www.towerhamlets.gov.uk * http://www.cprregeneration.co.uk * http://www.dta.org.uk/index2.html (Development Trusts Association) * http://www.europa.eu.int * http://www.idea.gov.uk (Improvement and Development Agency) * http://www.renewal.net * http://www.urcs-online.co.uk (Urban Regeneration Companies (URC's)) * http://bmj.bmjjournals.com/cgi/content/full/323/7306/194?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=1&author1=Stephen+Scott&andorexacttitle=and&andorexacttitleabs=and&andorexactfulltext=and&searchid=1071092635458_16583&stored_search=&FIRSTINDEX=0&sortspec=relevance&resourcetype=1,2,3,4,10

Rang de Basanti Notes

* Rang de Basanti * â€Å"You Pakistani† scene. Police bribed. Extreme nationalism – no western music, dancing, etc. * Mother figure, mother India * Around 30 mins, say what is there to be patriotic about? Corrpution, population, etc. But fighter pilot says no country is perfect, I’m still willing to give my life for my country. * Karan – college kid, pressure from father. Every second someone is born in this country, no one cares about them. Neither government nor God. Do something or else you will be one of them. â€Å"SMS generation† * Don’t take film seriously at first, make fun of the language.Different times, say they can’t relate. * Aslam – Muslim, with Hindu friends. Family portrayed as violent, hating Hindus because Muslims are not accepted in India. * Sue is disappointed that India is not the romantic country she thought it was? * They had found new heroes, and we had no one to blame but ourselves. We were hearing the echoes of our own guns. Scene of the Amritsar massacre. Men, women, children fired upon by Dyer’s armyas they tried to escape, women with babies jumping in wells. Boys say we are like ants, taking everything lying down/not reacting.Mom says this generation lacks will to do anything – someone part of the massacre went all the way to London to kill Dyer. Punjab families send at least one son to army, sacrifice runs in blood – militant portrayal of Punjabs? * Friends scene – saying maybe Ashfaq should go to Afghanistan, he will be safe with â€Å"his own†. Friend asks why am I not one of your own? First friend asks for forgiveness, it is as much your country as it is mine. * Not terrorists, revolutionaries. Tortured, but did not break. McKinley had a problem with the torture, Bismil said it is not your fault – you are just doing your duty. Went to Ashfaq, said Bismil will create a country for Hindus. He said no, this is for the freedom on Hindu stan, but you wouldn’t understand because you’ve been a slave to that kind of thought for so long. * Did revolutionaries give their lives for nothing? One leg in future, one leg in past. Why don’t you do something to change it? Difference is how you go to the grave. * A woman’s place is at her husband’s feet – laughed at. * Drastic measures. Takes a loud noise to open deaf ears. Hunger strikes in prison. * He got his 21 gun salute at his funeral.But was it in vain? Died with his country’s flag. Saved many lives by not crashing it into the city. Corruption scandal. * Laxman’s realization might mirror what young nationalists found at that time? Saw leader of his movement doing nothing, when they supposedly fought for India. Innocent people were getting hurt aran has finally found his cause. â€Å"waking up† * Colonial legacies – left one behind for another? Cycle. * Class struggles – Sukhi says Karan’s father will just bail him out. Accuses him of knowing that his father was corrupt. * Moral superiority.Bond over common cause, all rivals/problems are overcome * Change from within * Divisive/polarizing figure – some say don’t take the law into your own hands, others praise as the right thing to do when politicians control the law * Revolutionary vs. terrorists * Why didn’t the boys join politics, army, police, etc. to change the way that Ajay said to? * 1: people who go to their grave screaming. 2: people who die without a sound. Third kind of people he came across as being the ones who embraced death as a friend and an equal, with a heartfelt laughter

Boumediene V. Bush: an Unconstitutional Suspension of the Writ of Habeas Corpus

Kevin C March 26, 2013 US History I Honors Boumediene v. Bush The United States is a free country that was forged out of the tyrannical English Monarchy. Thomas Jefferson wrote that â€Å"All men are created equal, that they are endowed by their Creator with certain unalienable rights† (Declaration of Independence). Those rights are represented in the United States Constitution which is the foundation which strongly upholds American ideals and beliefs.Although the Constitution does not always apply to foreigners, Boumediene and the other detainees at Guantanamo Bay deserve habeas corpus rights because it is a fundamental principle that applies to everyone, regardless of state or nationality. The final decision that was made by the US Supreme Court was the correct one because they realized that Guantanamo is under US jurisdiction, the DTA provides an inadequate substitution to habeas corpus, and that MCA does violate the Suspension Clause of the Constitution. In 2008, Boumedien e, a captive at Guantanamo Bay had his habeas corpus rights denied by the D.C. District Court and the Appellate Court based on bills passed by Congress. The founding fathers specifically state in Article 1, Section 9 that congress shall not pass any bill that restricts habeas corpus rights. The detainees at Guantanamo Bay live in cells for twenty-three hours of the day. They are in constant fear of being abused and tortured, mentally and physically by the guards and many have been at the naval base for over five years. Among all the detainees, none have been given access to any type of tribunal board to hear what their being convicted of.The biggest problem is that all of them have been denied habeas corpus rights which effectively allows the Executive Branch of the US government to hold them indefinitely. The United States has adopted many of England’s traditions. One of which are habeas corpus rights derived from the Magna Carta signed in 1215. However, when the case reache d the District Court, the Bush administration plead their case stating that Guantanamo Bay was not on Sovereign US soil, therefore, the protection of habeas corpus could not be granted to the etainees. However, looking back in history to the English, they were in a similar predicament. India was officially a part of the British Empire in 1858, however, the British had occupied the country since the 1700’s with a heavy military presence. Despite India not becoming an official part of the British Empire, the Writ of Habeas Corpus was being incorporated into their government since the dawn of the nineteenth century. The Indian government were allowed to hear cases of habeas corpus since 1773.But, it was not until 1775 when it was actually first used by chief justice, Sir Elijah Impey to question his detention by Governor-General Warren Hastings at the Calcutta Supreme Court (A. G Noorani). The British allowed Indian prisoners the right of habeas corpus even though they did not h ave sovereignty of the country. This example in history sets precedent that if a country occupies a territory with a heavy military presence, then the right of habeas corpus shall be extended as well. The Supreme Court agrees because they voted in a 6-3 majority in the case, Rasul v.Bush. Supreme Court Justice Stevens issued his concurring opinion which stated that the detainees â€Å"have never been afforded access to any tribunal, much less charged with and convicted of wrongdoing†¦they have been imprisoned in territory over which the United States exercise exclusive jurisdiction and control† (Stevens, Opinion of the Court, 542 U. S. ). The Supreme Court ultimately decided that since the US government maintained a strong military presence and holds an indefinite lease over the area, it therefore had complete jurisdiction and control over the base in Cuba.Because the US government had complete jurisdiction over the base, ultimate sovereignty, which is granted to Cuba, h olds no weight in the argument. This essentially makes Guantanamo Bay part of the US and not Cuba, which means Sovereign US laws should apply there, the same as it would to any US State or territory. The respondents stated to the Appeals Court that detainees are given a fair alternative to habeas corpus rights. However, these alternatives do not protect the detainee as fully as habeas corpus would.The respondents stated that the Combat Status Review Tribunals (CSRT), which were established by the Defense Department, were put into place for the sole purpose of hearing the cases of the detainees. However, there are many flaws in having such a system determine the legality of one’s detention. The Supreme Court recognizes that the CSRT process for hearing cases puts many â€Å"constraints upon the detainee’s ability to rebut the factual basis for the Government’s assertion that he is an enemy combatant† (Boumediene v. Bush, 476F. 3d981).Some flaws the court p oints out is that the CSRT assumes that the detainees are guilty before the trial has even started and it is all up to the detainee to prove that they are in fact, not enemy combatants. This goes against the typical US court proceedings when all suspects are presumed innocent until proven otherwise. The bias shown by the members of the CSRT puts the detainees at a disadvantage. Furthermore, while many of the detainees have a limited knowledge of English, they are not given the specifics as to what crimes they are being charged with because the information may be classified.Additionally, with no textual evidence, the detainees often go into the CSRT board empty handed and without legal representation. Not only do the proceedings of the CSRT seem unfair, it also seems to be designed to intentionally make it difficult for detainees to secure their freedom. Coming back to the respondents original claim, if the CSRT is essentially a substitute for habeas corpus, why not just use habeas c orpus? Habeas corpus has been around since 1215 and has survived in the US Government for over 300 years for a reason†¦ it is an effective way for people to question the legality of their detention by the government.The Military Commissions Act (MCA) of 2006 was an amendment to the Detainee Treatment Act (DTA) which would have disallowed Federal Courts to hear writs of habeas corpus from the detainees at Guantanamo Bay. The US Supreme Court decided that because the DTA was an inadequate substitution for habeas corpus, then the MCA cannot strip away Federal courts jurisdiction to hear habeas corpus cases. The reason behind this is that it would then be an unconstitutional suspension of the writ of habeas corpus because it violates the Suspension Clause.At the Appellate Court, the respondents (Bush) stated that the Suspension Clause is an ‘individual’ right granted only to US citizens. However, while looking at the text of the Suspension Clause in context, it states: â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the Public Safety may require it† (US Constitution, art 1, sec 9). The Supreme Court counters the respondent’s argument by stating that the Suspension Clause is meant to be a limitation to Congresses powers and not something that applies to individuals.Nevertheless, nowhere in that phrase do the words ‘individual’ or ‘citizen’ ever show up. Therefore, it cannot be assumed that the Suspension Clause only applies to US citizens and that it is not a universal right to anyone being held under US jurisdiction. Additionally, the founding fathers placed the Suspension Clause in Article 1, Section 9 in the Constitution. This is important because if the founding fathers specifically intended to apply the Suspension Clause to US citizens only, then they would have placed it in the Bill of Rights which are specifically reserved for the people to protect them against the government.Furthermore, the rest of the clauses in Article 1, Section 9 specifically state what types of activities that the Legislative Branch cannot do. Hence, the Suspension Clause, because of its placement, was intended to be a limitation upon the abuse of power by the Legislative Branch. Lastly, the principle of separation of powers came from the idea that each branch would be able to check one another. The MCA effectively stops the Judiciary Branch to do its job therefore is also unconstitutional.

The Increasing Need for Authentic Reading Texts in ELT Classrooms Essay

The Increasing Need for Authentic Reading Texts in ELT Classrooms - Essay Example By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning. For this reason, more and more authentic texts are being incorporated into the materials used for English language teaching to close the gap between pedagogic texts and the real world. Authentic texts, being culled from day-to-day living, may appeal to students as relevant and interesting and thus serve to increase their motivation to learn. Hence, text authenticity has become popular as part of the current orthodoxy in ELT, its relevance considered especially high in the communicative exercises. In this essay, we shall discuss the rationale, advantages and benefits of authentic text, including the problems that may arise from its use. Together with the reasons for its increasing use in the classroom, we will also explore the factors that may dash its effective use, how the materials are actually taught a nd the different contexts and requirements for a successful teaching of such authentic materials. For the past 15 years, the conviction grew among applied linguists and those who design ELT texts that language teaching involves not only an immersion in its grammar but also how grammar is used in the business of actual everyday communication (Widdowson, H., 1979). Language teaching, in this view, will not go far if it seeks to develop only the student's grammatical competence without paying heed to his communicative ability. For language study to be productive, the language experiences must engage the thoughts and minds of students. This gave impetus to the development and increasing use of authentic text, which brings real communication into the classroom (Nunan, D., 1985). This arose out of the need to shift our attention away from an almost exclusive concentration on grammatical competence and give equal attention to communicative competence (Widdowson, H., 1979), because knowledge of language involves both. Authentic text is seen as an effective tool to provide communicative competence. But for this to happen, English teaching must be presented as authentic enough to serve as a "door to a whole new world of possibilities, career or otherwise, be it in the business world or other sectors (Nunan, D., 2004)."Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events. Exposing students to the language of the real world will help them acquire "an effective receptive competence in the target language (Guariento, W. & Morley, J., 2001)." Samples of authentic text, which are described as forms of "genuine and less formal" English, are offered in the volume Cambridge Skills for Fluency: Listening Series (1998). Such a text could be anything from newspaper clippings to flyers promoting a

An Influential Personality Essay Example | Topics and Well Written Essays - 750 words

An Influential Personality - Essay Example A teacher by profession, he was a classic example of a maestro with charm and charisma. He was a brilliant speaker. He had the knack of interacting with people. He was an orator who knew how to command the attention of his students. Not only he was a good teacher but he also had a dynamic personality. He knew the thin line between a teacher and a student. The biggest asset in his personality was that he was very open to new ideas and suggestions. He never used to impose ideas on us. I learnt from him that how much important it is for us to listen and acknowledge our mistakes and grow as an individual. Not only was he inspiring in these aspects, but he was also a very committed person and a thorough professional. He was always on time and was the first to come in the morning and the last to go. He made himself available to the students all the time. If we ever needed help from him, he was always there to help us. I learnt from him the value of time and made it a point in my life to be a punctual student. â€Å"A teacher is like a potter who moulds clay into a beautiful pot†. This quote applies on him. He imparts us the meaning of life. He taught us that there is no success without failures. I learnt from him to accept failures. He taught us to laugh at ourselves. I learnt from him to be resilient and patient in tough time without losing love for life. Throughout his life he faced so much adversaries and difficulties but always came out like a winner. He faced them with bravery and resilience. I have seen him in worst of his times but I never found him complaining about life. Even when his personal life was marked by dramatic turbulence, he managed to keep his positive attitude in life and never lost his love for life. A very compassionate soul, l learnt from him to give without expecting in return. He used to give a lot to people in any capacity. He has helped so many people without ever demanding anything in return especially for his students. His love f or his students was unconditional. If I compare myself to him, I believe that throughout my life I was not a very balanced person. He helped me in becoming a balanced person. As compared to his personality, I used to get tensed, anxious and hopeless in tough times. He taught me to confront adversaries and put it in a positive perspective. I learnt to be true to myself. Unlike him, I never accepted my mistakes and confronted them. He taught me to acknowledge my mistakes and be critical to myself. In this way I could improve myself as a human being. We had a contrasting personality when it came to ambitions. I accepted life as it was, however, he made life how he expected it to be. From him I came to understand that life is a journey and not a destination. This very notion differentiated our views, aims, struggles and attitudes. We should enjoy the experience of the journey but should not accept it as our destination and keep striving for the best. This is the mantra of my life now. I owe it to him. I found in his personality a beautiful approach towards life to take every day as a new day. It is my teacher who showed me to go ahead in life and explore what life holds for you. This is the account of two contrasting personalities, whereby, on person has a rather flexible approach towards aims (i.e. me) while the other is much inclined towards achieving the preset aims and not compromising on them in any case, have survived

Leadership--Decision Making Essay Example | Topics and Well Written Essays - 2000 words

Leadership--Decision Making - Essay Example Their effectiveness is impeded by what a number of scholars see as an avoidance of risk encouraged in the initial period of their profession. Moreover, military leaders usually fail to completely or appropriately recognize the global or diplomatic consequences of their decisions. Military leaders could have influential memories of pleasures, anxieties, failures, or triumphs that they experienced. In most instances, these emotions were beneficial to them. They have their own interests at risk in the decisions they make and the actions they take. If these judgments influence only them, their emotions will aid them in arriving at the appropriate solution. However, when their own interests go against their duties, their decision can be lopsided. Introduction The negative ramifications of taking risks or committing errors alongside lack of awareness about military and political circumstances usually results in wrong decisions. Incorrect decisions can imply strategic failure. Wrong decisio ns by military leaders are not only caused by risk aversion or fear of mistakes, but also by emotional factors. ... This paper will discuss how risk aversion and emotion negatively affect military leaders’ judgment or decision making process. Strategic Decision Making The mission of ambitious strategic military leader at present will be to gain the skill of integrating productively, maybe even combine, the function of strategic diplomatic decision maker with the function of strategic military decision maker (Flowers, 2004). According to Friedman, â€Å"connectivity is productivity†¦ connection enables, disconnection enables† (Granger, 2002, 38); strategic leaders should build settings of regional security by facilitating the formation of democratic mechanisms of the relationship between the military and civilians (Granger, 2002). Hence, as the bound between the military leader and the policymaker becomes more and more intricate, strategic leaders should concentrate on building matching capabilities and an awareness of both their independent and collective duties in the process o f making decisions (Taylor & Rosenbach, 2000) for national security. Risk Evaluation, Assumption, and Aversion Groups of US military leaders are burgeoning without being empowered and with inadequate knowledge of how to evaluate and afterwards be equipped to assume risks for the realization of a military goal (Flowers, 2004). Hence, there is a weakening of the important principle which strengthens every military unit, that is, the audacity to take risks. Risk is defined by FM 100-14 as â€Å"the probability and severity of a potential loss that may result from hazards due to the presence of an enemy, an adversary, or some other hazardous condition† (Granger, 2002, 38). Risk assessment, assumption, and aversion,

Poem Summarize Essay Example | Topics and Well Written Essays - 750 words

Poem Summarize - Essay Example Mrs. Hale recalls how she was always jovial, social and loved singing before in her youth. After her marriage however, she was shut away from what she loved to the extent that she could not move out or be visited by her friends. Her only source of joy was her bird which her husband killed. The two women hide these facts and evidences from the two men to save her from the law. On the other hand, The Abandoned Farmhouse by Ted Kooser gives assumptions of what might have occurred in a farmhouse based on the evidences left behind. For example, the poet assumes that the man was big due to the size of the shoe left behind. A Jury of Her Peers is identical to Abandoned Farmhouse in all aspects. The main theme in both poems is family conflicts. In A Jury of Her Peers, Mrs. Wright kills her husband due to pain and suffering she encountered as his wife. Despite the sheriff and District Attorney’s inability to find evidences against her, Mrs. Hale and the sheriff’s wife prove that she actually did commit the crime. There are other instances in the story that also show that she killed him: first, she was not in shock and did not even report the matter to the authority. She laughed when asked by Mr. Hale where he was and she blatantly replied that he was dead. Secondly, she claims not to know what happened to her husband despite being present during her husband’s death. She asserts that she was sound asleep. In the Abandoned Farmhouse, the woman leaves in haste, never to return after some conflict with her husband that may have resulted in to serious damages-or even death. There is also the theme of feminism and women empowerment in both poems. In a Jury of Her Peers, it is evident that women were oppressed and given lesser responsibilities in a male dominated society. After realizing the suffering Minnie Wright went through at the hands of her chauvinist husband, Mrs. Hale and Mrs. Peter also realize that they did not give her