Agriculture to economic

Agriculture is central to economic growth and development in Pakistan. Being the dominant sector it contributes 21. 4 percent to GDP, employs 45 percent of the country’s labour force and contributes in the growth of other sectors of the economy. During 2012-13, agriculture sector exhibited a growth of 3. 3 percent on the back of positive growth in agriculture related sub sectors, Crops grew at 3. 2 percent, Livestock 3. 7 percent, Forestry 0. 1 percent and Fishing 0. 7 percent. The agriculture subsector component which includes important crops other percent respectively.As the performance of agriculture sector dependent upon weather condition, timely availability of input (water). During 2012-13 weather condition and water situation has an impact on these Kharif crops that paved the way for decrease in output of rice and cotton crops. Agriculture growth percentages (Base=2005-06): Other crops that contributed 12. 3 percent value addition in agriculture witnessed a positive gro wth of 6. 7 percent in 2012-13 against negative growth of 7. 7 percent during the same period last year. The cotton ginning under new base 2005-06 has been included in agriculture value addition showed a negative growth of 2.9 percent in 2012-13 against the positive growth of 13. 8 percent during the same period last year. The Livestock sector which has a 55. 4 percent share in the agriculture grew by 3. 7 percent in 2012-13. The Fishing sector grew by 0. 7 percent as against last year’s positive growth of 3. 8 percent. Forestry sector posted a nominal growth of 0. 1 percent this year as compared to positive growth of 1. 7 percent last year. Pakistan has two crop seasons, â€Å"Kharif† being the first sowing season starting from April-June and harvested during October December. Rice, sugarcane, cotton, maize, moong, mash, bajra and jowar are â€Å"Kharif† crops.â€Å"Rabi†, the second sowing season, begins as on October-December and is harvested in April- May. Wheat, gram, lentil (masoor), tobacco, rapeseed, barley and mustard are â€Å"Rabi† crops. The crops performance is dependent upon timely availability of irrigation water. During 2012-13, the availability of water as an essential input for Kharif 2012 was 14 percent less than the normal supplies but to compare with Kharif 2011, it was 4. 4 percent less. The water availability during Rabi season 2012-13 was estimated 31. 9 MAF, which was 12. 4 percent less than the normal availability, but 8. 5 percent higher than last year’s Rabi crop Crop situation:Important croops, such as wheat, rice, maize, cotton and sugarcane account for 25. 2 percent of the value added in overall agriculture and 5. 4 percent to GDP. The other crops account for the 12. 3 percent of the value added in overall agriculture. Live stock contributes 55. 4% to agriculture value added much more then the combine contribution of important and other crops. ( 37. 6%). The production performance of impor tant crops is given in table. a. Important crops: i) Cotton: Pakistan economy depends heavily on cotton crop significantly contribute by providing raw material to the textile industry, such as cotton lint as an export item.It account for 7. 0% of value added in agriculture and 1. 5% of GDP. During 2012-13 the crops was on area of 2879 thousand heacters, 1. 6% more then last year(2835 thousand heacters). The production of 13. 0 million bales during the period2012-13 against the target of 14. 5 million bales resulted in decline of 13. 0% against the target and decrease of 4. 2 percent over the preceding year production which was 13. 6 million bales. Mild attack of Thrips, white fly and cotton leaf curl virus (CLCV) adversely effected the production of cotton boll which effected the production and yield per heacter as compare to last year.ii)Sugarcane: Sugarcane crops occupies an important position in national economy in order to drive the large sugar industry. It also provide the mate rial to clipboard, paper and ethanol. It share in value added in agriculture and GDP is 3. 2 and 0. 7% respectively. Sugarcane crops was cultivated on an area of 1124 thousand hecters,6. 2% more then last year’s area of area of 1058 thousand hecters. The main factor contributed to higher production where more area brought under cultivation due to economic return received by the grower, good management of crops and application of balance doze of inputs. iii)Rice:Rice is an important cash crop of coutry. Rice production comprises 40 percent of Basmati (Fine) type and 60% of coarse types. Rice ranks as second amongst the staple food grain crop in Pakistan and it has been a major source of foreign exchange earnings in recent years. Pakistan grows a high quality of rice to fulfil the domestic demand and also for exports. Rice accounts 2. 7 percent of the value added in agriculture and 0. 6 percent of GDP. iv) Wheat: Wheat is an essential diet of population and occupies a central p osition in agriculture polices of the government. The government announced wheat support price of R.s 1200 which created interest on the part of farming community. Wheat contributes 10. 1% to the value added in agriculture and 2. 2% to GDP. Area under wheat increased to 8693 thousand hecter in 2012-13 from 8650 thousand hecters showing an increase of 0. 5% over lats year’s area. Other crops: During 2012-2013,the production of Gram, the largest Rabi pulses crop in Pakistan, stood at 673 thousand tones, against 284 thousand tones of last year, showing an increase of about 137. 0 percent due to increase in area and favorable weather condition, while production of bajra increased 2. 0 percent.This is in contrast to other crops like jawar, Rapeseed & Mustard, Barley and tobacco showed an decline in production of 10. 9 percent, 6. 7 percent, 6. 0 percent and 1. 0 percent, respectively, in 2012-13 as compared to the corresponding period last year. Oilseed: The major oilseed crops i nclude cottonseed, sunflower, canola and rapeseed / mustard. Although the cotton crop is grown for its lint, cottonseed contributes 50 to 60 percent to local edible oil production. During the year 2011-12, the total availability of edible oil was 2. 748 million tonnes. Local production of edible oil is remained 0.636 million tonnes while imports were 2. 148 million tonnes. The import bill during 2011-12 stood at Rs. 216. 4 billion (US$ 2. 426 billion). During the year 2012-13 (July-March), 1. 738 million tonnes of edible oil valued at Rs. 153. 3 billion (US$ 1. 595 billion) has been imported. The local production during 2012-13 (July-March) was 0. 612 million tonnes. Total availability of edible oil from all sources is provisionally estimated at 2. 35 million tonnes during 2012-13 (July-March). II. Farm Inputs: i) Fertilizer: Fertilizer is the most important and expensive input.Contribution of balanced fertilization towards increased yield is from 30 to 50 percent in different crop production regions of the country. One kg of fertilizer nutrient produces about 8 kg of cereals (wheat, maize and rice), 2. 5 kg of cotton and 114 kg of stripped sugarcane. Almost hundred percent soils in Pakistan are deficient in nitrogen, 80 to 90 percent are deficient in phosphorus and 30 percent in potassium. Wide spread deficiency of micronutrients are also appearing in different areas. Soil fertility is continuously depleting due to mining of essential plant nutrients from the soils under intensive cultivation. ii) Improved seed:Quality seed plays a pivotal role in boosting agricultural production both in market oriented and subsistence farming system. Seed has the unique position among various agricultural inputs because the effectiveness of all other inputs mainly depends on the potential of the seeds. Seed is a high technology product and is an innovation most readily adapted. Improving access to good quality of seed is a critical requirement for sustainable agricultural gr owth and food security. Effective use of improved/certified seed can result in higher agricultural production and increases the net income which has a positive impact on rural development.Hence, availability of quality seed of improved varieties is essential to achieve the production targets. iii) Mechanization: Mechanization of agriculture plays an important role in increasing agricultural production. Mechanization of agriculture is crucial to achieve self sufficiency and surpluses through increasing productivity and reducing pre and post harvest losses. The government is making all efforts to modernize its agriculture and its allied fields more efficiently and productively. The use of efficient and quality farm machinery and equipment play an important role in the sowing and harvesting of agriculture crops.During July-March 2012-13 a total number of 36121 tractors were produced in the country, showing an increase of 34. 6 percent as compared to 26840tractors produced during the sa me period last year. iv) Irrigation: Water is an important input to achieve the agriculture growth and is considered to be the lifeline of agriculture activities. Pakistan has a good irrigation canal network but temperatures and rainfalls during sowing and harvesting season has its own unique importance. III. Livestock and Poultry: a) Livestock:The livestock sector occupies a unique position in the National Agenda of economic development . The sector provides net source of foreign earnings. Historically livestock has been dominated by small holders to meet their needs of milk, food security and cash income on daily basis. Moreover, livestock is considered a source of employment generation at rural level, helping to reduce income variability. It is central to the livelihood of the rural poor in the country and can play an important role in poverty alleviation and keep in uplifting the socio-economic condition of our rural masses.b) Poultry: Poultry sector is one of the most organized and vibrant segments of the agriculture industry of Pakistan. This sector generates employment (direct/indirect) and income for about 1. 5 million people. Its contribution in agriculture is 5. 76 percent, livestock 10. 4 percent and in GDP at constant cost factor 1. 2 percent. Poultry meat contributes 26. 8 percent of the total meat production in the country. Poultry sector has shown a robust growth @ 7-8 percent annually which reflects its inherent potential. The poultry value added at constant cost factor has increased from Rs.113465 million (2011-12) to Rs. 121726 million (2012-13) showing an increase of 7. 3 percent as compared to previous year. Fisheries: Fishery plays an important role in Pakistan’s economy and is considered to be a source of livelihood for the coastal inhabitants. A part from marine fisheries, inland fisheries (based in rivers, lakes, ponds, dams etc. ) is also very important activity throughout the country. Fisheries share in the GDP although very li ttle but it adds substantially to the national income through export earnings. During (July-March), 2012-13 a total of 103,822 m.tonnes of fish and fishery products were exported earning US $ 232. 4 million against a total of 90,087 m. tonnes of fish and fishery products were exported earning US $ 222. 6 million corresponding period last year showing an increase of 15. 3 percent and 4. 4 percent respectively. Future Plans: Consequent upon 18th Constitutional Amendment, the animal health and production subject have been future policy priorities therefore revolve around the following strategies. Encouraging Public Private Partnership led development with government providing enabling environment. National economic growth.Encouraging livestock sector role and using as tool for poverty alleviation & food security. Enhance foreign exchange earnings through exports of livestock products with focus on halal food market. future policy priorities therefore revolve around the following strate gies. Encouraging Public Private Partnership led development with government providing enabling environment. National economic growth. Encouraging livestock sector role and using as tool for poverty alleviation & food security. Enhance foreign exchange earnings through exports of livestock products with focus on halal food market.

An Analysis of Frida Kahlo and Carmen Lomas Garza Essay

Cultural Versus Opportunities: An Analysis of Frida Kahlo And Carmen Lomas Garza Words 1,715 Both of these paintings show the love and desire to hold on to ones heritage and family traditions which is extremely important in Hispanic families. Both with vivid colors and images. In Kahlo’s â€Å"Self Portrait on the Border Line Between Mexico and the United States†, even though she is a Mexican woman living in a non-Mexican country, she is able to accept both sides and hold on to her own Mexican heritage and culture which it seems she preferred. In Garza’s â€Å"Camas Para Suenos†(Beds for Dreams), Garza is showing the love and closeness she had with her sister and how her mother allowed them to dream and reach after those dreams as they kept in touch with their heritage and culture which is evident in her work. Holding on to ones own culture is important. It should not be forgotten. It should be embraced and tought to ones own children. As Kahlo’s painting depicts, learning of others heritage and culture can be another way of embracing your own and learning to appreciate and discover it all over. The loss of culture can be devastating to the identity of nations and families. Brief facts about artist Frida Kahlo’s childhood and adult years introduce her complex life of the mind and spirit. Frida. ( Dec 4, 2002) The Christian Century from Fine Arts and Music Collection via Gale) The artwork evokes magical realism without attempting to imitate the gifted Mexican artist, who painted â€Å"what she sees in her heart, on top of what she sees with her eyes. † Kahlo’s Self Portrait on the Border Line Between Mexico and the United States, painted in 1932, is a very revealing work that gives a glimpse into the heart, mind, and soul of Kahlo herself. The painting speaks of the connection, or the lack thereof, between Mexico and the United States. It is a very subtle, yet amazingly powerful painting. Kahlo did this painting while she waited for her husband, Diego Rivera, to finish painting his mural in Detroit. During this time she suffered a traumatic miscarriage and was admitted to the Henry Ford hospital. She felt very lonely and isolated from life and all that she knew. This painting is an expression of how Kahlo viewed herself stuck somewhere in limbo, in a place far away from her beloved Mexican homeland. P 34(1) In the front, at the bottom, of each side of the painting lies roots. On the side that is connected with the United States the roots are actually cables or cords that come from some industrial object. The roots of these objects are black and take different shapes such as long and reaching or curled. They are clearly like industrial cords and are not necessarily reflective of anything that is natural. On the other side, the Mexican side, the roots are actual roots of plants that grow out like natural roots, reaching into the ground. What makes these roots significant, aside from their obvious differences, lies in the fact that one of the cords reaches down, and under Kahlo, touching the roots of another plant. That plant appears to have brown pods which could well represent how the industrial unnatural reality of the United States is smothering and killing all that is natural, and in this case Mexico as well. It is pervasive and dark in nature. This is further emphasized by the fact that Mexico’s roots are very natural and organic, whereas the United States’ roots are dark, and clearly manmade and unnatural. In this painting, show Kahlo wearing an dress that is very reminiscent of an American dress. It is a simple dress but it is pink and has many ruffles along the bottom of the skirt. In some ways it seems reflective of the Civil War era, without the presence of a powerful hoop skirt underneath, or perhaps a dress of the old West days in the United States. Whatever the case it is not a dress that is reflective of Kahlo but of the United States . In addition, in the hand that is facing towards Mexico Kahlo holds a Mexican flag. In the hand that is facing towards the United States she holds a cigarette. Her hands are crossed. This all suggests influences she likes, dislikes, and is perhaps confused by. She is, in this picture, part of both worlds and clearly the side that is relative to Mexico is patriotic and very Mexican in spirit. But the hand that holds a cigarette clearly speaks of the industrial and damaging nature of the United States, perhaps suggesting the negative influence the United States has on Mexico. As it pertains to religious icons or images there are no obvious religious images on the side with the United States. However, when one asks that question, regarding religious, one may well argue that industrialization, manufacturing, and smokestacks, is the religion of the United States. On the Mexican side are many references to the history and the religion of Mexico. There is what appears to be a goddess statue with two infants, a statue from ancient Aztec religions perhaps, and the ancient architectural elements of Mexico. The entire natural presentation of Mexico is offered in a religious nature, even incorporating a skull which could well relate to the Day of the Dead, a religious holiday for Mexico. The religion of the United States, in this case, would be mass production, destruction of the earth, and money. The fact that Kahlo is in the center of the painting does not suggest any common ground, but rather speaks, it would seem, of some internal struggle within Kahlo as she sees her nation influenced and perhaps destroyed by the United States. She is clearly a part of the United States and if one looks at her life one can see that her involvement with Diego clearly put her in close relationship with the dealings of the United States. But, she is clearly sending an image that indicates she is not happy with the United States and finds far more peace and beauty in Mexico, her home. Schjeldahl, P. (Nov 5, 2007) Kahlo is authentically a national treasure of Mexico, a country that her work expresses not merely as a culture but as a complete civilization, with profound roots in several pasts and with proper styles of modernity. P (92) In Carmen Lomas Garzas painting â€Å"Camas Para Suenos† (Beds for Dreams), two children can be spotted, sitting on the roof of their home, gazing up at the full moon. Beneath them in the bedroom, their mother is making the bed ready for the children to sleep in, and a crucifix can be seen hanging on the wall behind her. This image recalls a time of simplicity, where children can peacefully sit and star gaze, while their apron-wearing mothers make the beds in which they will sleep in. The image is portrayed through the scope of a child, and its message calls for Mexicans to remember their culture. Roback, D. (July 13, 1990). In the midst of racism and discrimination, Garza tries not to draw upon any of that; instead, she looks to the family for resolution Mexican-American Garza has generously afforded readers a glimpse of her cherished childhood in a poor rural Hispanic community. Her daily activities and fond memories are related in paintings . Of the painting Garza stated â€Å"My sister and I used to go up on the roof on summer nights and just stay there and talk about the stars and the constellations. We also talked about the future. I knew since I was 13 years old that I wanted to be an artist. And all those things that I dreamed of doing as an artist, I’m finally doing now. My mother was the one who inspired me to be an artist. She made up our beds to sleep in and have regular dreams, but she also laid out the bed for our dreams of the future. P 54(2) This painting was inspired by youthful conversations with her sister and their desire to become artists and focuses on the joyful memories of everyday life with her family. The two sisters, Garza being one, are sitting on the roof close to the moon and stars, sharing their dreams with on another. The fact that they were Mexicans, in the United States did not change the fact that they had dreams they wished to accomplish.

2008 Financial Crisis - Analysis Of Causes And Implications Essay

2008 Financial Crisis - Analysis Of Causes And Implications - Essay Example Qualitative data includes position papers, articles from academic journals and business media that shed light on the crisis, its causes and its impact on the various stakeholders. The quantitative and qualitative data were analyzed to understand the causal, relational and descriptive aspects of the research question: 1. What are the causes of the 2008 financial crisis? 2. How are these causes related? 3. How did the crisis affect the major stakeholders of the global economy? Literature Review One challenging aspect of writing this paper was selecting from a wide range of available literature on the subject, each one proposing a unique perspective on the causes and effects of the 2008 financial crisis. Included are articles by a wide range of academics, Nobel Prize-winning economists, hands-on managers, legal theoreticians and practitioners, investigative journalists, politicians, accountants, public and private bankers, labor law experts, and engineers. For this paper, the researcher looked at reference books, journal articles and working papers in economics, financial management and accounting, newspaper articles and the Report of two government bodies enacted by law. Many authors, some better known, were not included because they were published later or duplicated the analysis found in the earlier works. The earliest references predicted the economic crises before it happened. University of Chicago economics professor Rajan (345-46) warned in a speech before the Federal Reserve of Kansas in 2005 of â€Å"excessive risk taking in financial markets and the possibility of a full-scale financial blowout.† NYU Prof. Roubini... One challenging aspect of writing this paper was selected from a wide range of available literature on the subject, each one proposing a unique perspective on the causes and effects of the 2008 financial crisis. Included are articles by a wide range of academics, Nobel Prize-winning economists, hands-on managers, legal theoreticians and practitioners, investigative journalists, politicians, accountants, public and private bankers, labor law experts, and engineers. For this paper, the researcher looked at reference books, journal articles and working papers in economics, financial management and accounting, newspaper articles and the Report of two government bodies enacted by law. Many authors, some better known, were not included because they were published later or duplicated the analysis found in the earlier works. The earliest references predicted the economic crises before it happened. University of Chicago economics professor Rajan warned in a speech before the Federal Reserve of Kansas in 2005 of â€Å"excessive risk-taking in financial markets and the possibility of a full-scale financial blowout†. Roubini followed almost a year later in a speech before the staff of the International Monetary Fund, when he warned that there was â€Å"a more than 50 percent risk of a U.S. recession the following year, because, over the past several years, U.S. consumers had gone on a spending binge, with many using their home equity as an â€Å"ATM† . In 2007, BIS reported: â€Å"the world economy was in danger of a major slump†.

Media of Social Media on the Society Essay Example | Topics and Well Written Essays - 500 words

Media of Social Media on the Society - Essay Example People do not get the opportunity to experience real life situations because of the social media sites. Social sites lead to individuals believing that they can measure their success using the success of others. They enable most people to feel that they are living a real life because of the activities of a social site. The society expects individuals to act and behave in a particular manner. In addition to, individuals end up equating their success through the likes and comments they get from a social site. It has a negative attitude towards the growth of most young boys and girls in the society. Most societies do not measure their success on the likes and comments on Facebook (Gummow, 22). Social media sites affect the society negatively because it changes the mental set up of most children in the society. Children are the leaders of tomorrow, and they should invest most of their time concentrating on school. The social sites change the perception most people have on the values of the society. Exposure of young children to social leads to the children learning little about their culture (Healey, 32). The society tends to shape their message in a manner to attract many viewers. The social media shapes their messages to attract most viewers. The messages on social media sites are not authentic because they will not reach the intended audience. The social media change the cultures of most societies in the world. It tries to make the life of people better, but it leads moral deprivation of the community (Potter, 23).

Stratgic managment task1 Essay Example | Topics and Well Written Essays - 1750 words

Stratgic managment task1 - Essay Example Based on a complete analysis of the company, the future direction mission and vision will be drawn out along with a strategic objectives and key strategies for the next three years. Overview of Company: Tiger Airways Australia has been developed to be an ultra – low cost airline. The company was started in 2007 and is a subsidiary of Singapore Airlines. The main office of the company is located at Melbourne and the secondary base of the company is at Adelaide Airport. The main competitors of the company include some well known airlines like JetStar, Virgin Blue, Qantas etc. The table below provides a clear view of the competition of the company. Airline Competitiveness Jetstar Airways Biggest and direct competition Virgin Blue Very High levels of competition Qantas Airways Very High levels of competition Singapore Airlines High levels of competition SilkAir Medium levels of competition AirAsia Medium levels of competition Philippine Airlines Low Levels of competition Malaysia Airlines Low Levels of competition Cathay Pacific Airways Low Levels of competition (Which Airline) The high levels of competition has led the company to share routes as well as destination with other competitors. The table below provides detailed understanding of the same. ... of the routes are shared (12 Routes) Almost 26% of the destinations are shared (25 Destinations) Philippine Airlines Almost 7% of the routes are shared (7 Routes) Malaysia Airlines Almost 6% of the routes are shared (6 Routes) Company Market Details: Tiger Airline has been in the industry for a relatively shorter period and the company has yet to build its brand name and image in the markets. However Tiger Airlines has been able to effectively develop a number of routs for itself. The company is strictly a point to point travel airline and hence the company does not provide range of services like baggage to other flights, or transfer of passengers (Joshua). However the company has been able to effectively reach out to a strong market in the past years. The diagram below provides a clear view of the route of the company. (Airline Route Maps) Tiger Airways Fleet Total Singapore 10 Australia 9 Total 19 (Tiger Airways) It is clear that Tiger has been able to effectively launch itself int o several routes. The next section will provide an overview of the company’s internal and external analysis. Here SWOT analysis and PEST analysis has been chosen for the company. SWOT Analysis: Strengths Ultra Low Cost airlines Wide range of routes available Excellent coverage of the South East Asian countries and Australia Weaknesses Too focused on the low costs Lack of proper service in terms of the services included in the price Incomplete or inaccurate processes Opportunities Recessionary period is an opportunity for the company to make the best of the travel of people Higher availability of technology Improved ecommerce website Threats Increasing number of negative reviews from customers Increasing facilities by other low cost airlines Increase or fluctuation in terms of the fuel

The past, present and future of standards in software engineering Essay

The past, present and future of standards in software engineering - Essay Example This paper will review the evolution of standard software engineering, and how users are affected by this evolution process. The advancement in technology is making it easier for these organizations to be more effective and more advanced. Standards in software engineering have reached a level where, anything is possible. The creation of programs that seek to identify all the would-be users’ needs has revolutionised the way things work in the modern world. Operations are carried out with ease. The effectiveness and precision with which these operations are carried out is growing (Mall 2009). Writing software, to some, is a profession from which they earn their living. Standards range from local invented, to international standards that help software be accepted globally. These are the de facto standards which enable people to operate software that is acceptable throughout the world. Government entities in the world approve of these standard-setting organizations. Some organizations have recognition that reaches the whole world when it comes to setting software standards. The International Organization of Standardization is one of the few. It is abbreviated as ISO. It is a representation of many international bodies. This progress has enabled software standards to have global acceptance (Puntambekar 2009). The evolution of software standards can incorporate the understanding of much more than local industries present in the world. At present, this demand is growing with each passing day. Therefore, soon enough, the future for software engineering will reach its peak (O’Regan 2012). This advancement will enable people to get extra work complete, while taking less time. This is what everybody wants because effectiveness is the aim of this progress. Through the ISO/IEC, many software standards are set and developed to help the global community get through some of the programs that exist. An example of standard in software is the

Clinical Link Learning Activities Essay Example | Topics and Well Written Essays - 2000 words

Clinical Link Learning Activities - Essay Example The department of health stresses the importance of assessments that covers social, environmental, psychological, cultural, spiritual, financial and physical (Department of Health, 2008). The assessment is geared towards giving priority and preference to patient needs. Effective record sharing and maintenance minimize duplication and repetition. It is necessary that all life care practitioners and support groups to acquire the necessary expertise and experience in order to contribute in enhancing quality care. Evaluating the process of preparing cancer patients in their journey Diagnosis of cancer and Treatment plan agreed The cancer patient should undergo this assessment since cancer illness is progressive and incurable but can be managed to ensure the patient leaves a quality life. The planned active treatment and assessment occurs at a key point at around the time of diagnosis. This is after several test detected cancer in its early stages. The planned treatment scheduled periodic clinic session with the patient for active treatment and assessment. The team of consultants included a Doctor and a clinical Nurse Specialist who are charged with responsibility to treat and assess the patient. The competence and experience of the team is important in ensuring quality assessment and treatment (Department of Health, 2009). ... The plan included an initial assessment by a Clinical Nurse Specialist but also provided for engagement of a Surgical Ward Sister. The professional assessors have the requisite knowledge and competence to conduct the assessment (McMullan, 2003 pp.285). The plan had not provided for self-assessment was not provided in the plan but I thing it can play an important part in identifying patient’s preferences (Robert, 1982 pp. 81). The assessor describes the process and details of assessment to the patient and seeks consent since the process should be between patient and professional. Consent seeking is important not only for purposes of preference but also on the bases of clinical ethics (Greene, 2005 pp. 61). The plan provided for several assessment contents namely: Background information and assessment preferences It is recorded from the patient care record and captures details such as name, date of birth, gender, religion, occupation, dependants, allergies, diet, hospital consul tant and next of kin. The preferences include date of last evaluation with copies, know the needs identified and actions taken. This is laudable since it will ensure continuation and avoid duplication. Information on key points, date, assessor name and site of assessment are also planned for inclusion. Address consent for assessment and presence of carer or family member. These last two are very important since the former address the notion of patient need while the later include participation of the next important person beside the life care professional (Cassileth, 1980 pp. 834). Physical well being The session entails description of the problems that include cause, intensity, duration and rate of change. The effects of the

Imposing Tax on Economic Rents Essay Example | Topics and Well Written Essays - 500 words

Imposing Tax on Economic Rents - Essay Example The company can now make significant gains by availing the security for patent rights. The company will get large amounts of economic rents as long as the patent remains. This means that the marginal cost of producing the drug is less than the price charged for the drug. The government should impose a tax on the economic rent earned by the company to ensure that the successful drugs available in the market should stay in the market. But this would have certain long-run consequences. The pharmaceutical company would reduce resources for the discovery of new successful drugs. So, economic rents are phenomena in the short run. In the long run, it acts as a source for rewarding risks taken in society. Thus, it holds good not only for this pharmaceutical and drug business but also for the sports and entertainment sector. Dominant firms in the market practice such strategies that encourage the development of an oligopolistic market structure. Mergers are the most common way to develop this structure. This refers to the process of joining of two or more firms to bring it under one single ownership or control. Mergers result in the establishment of huge corporations that operate in the market. Thus, firms which have the prospects of raising huge capital in the market and operating successfully are deterred from entering the market. The market is already saturated with large oligopolistic firms. The two most common types of mergers are vertical and horizontal mergers. Horizontal mergers refer to the joining of those firms which have been producing and selling the same kind or similar products. An example of a horizontal merger is the joining of two daily newspapers within the same city. Vertical mergers occur between firms which maintain a buyer and seller relationship. This usually occurs between companies operating in the same industry, but at different stages of the production process.

The secret sharer Essay Example for Free

The secret sharer Essay The secret sharer by Joseph Conrad, is a tale of two strangers who meet in unusual circumstances. Legatt who was the first mate of the Sephora, escapes his ship where he was held captive after murdering a member of his crew. He swims to another ship and admits the whole truth to the captain. Both the captain and Legatt have bad relationships with their crew and they empathise with each other. Legatt is to be kept secret from the crew. His secrets are that he has murdered and is hiding to escape punishment and death. The captains secrets are that his men, the ship and the responsibility of his first command daunt him. The two of them share these secrets with each other and an intense relationship is built between them. Thus giving the title The secret sharer.. The captain and Legatt share physical similarities, they are the same size. My sleeping suit was just right for his size (pg6-7) And they share a very close resemblance of each other; this is reflected in the description of Legatt by the captain. The shadowy, dark head, like mine (pg 7) Legatt and the captain share very similar backgrounds, which draw a closeness and bond between these two men. They both attended the same sea school. Youre a Conway boy? (pg 7) And there was only a two-year difference in age. . but being a couple of years older (pg 7) Throughout the story you can feel the connection Legatt and the captain share by both feeling complete strangers on board the ships. I knew very little of my officers! (pg 2) The complete lack of knowledge and bond is felt here between the captain and his crew. In the beginning of the story, the captain is very uneasy when he is thrown into the position of captain, of a ship traveling a long and arduous journey. The captain begins to feel insecure about running his ship and questions his ability to lead his ship. During one of the first nights on board the ship, the captain demonstrates his thoughts of insecurity and self-consciousness, when he does something that a captain would not normally do: he plans to take part in a night watch. I felt painfully that I a stranger- was doing something unusual when I directed him to let all hands turn in without getting an anchor watch. (pg 4) The captain is so self- conscious and insecure about his actions that he reacts almost painfully to the crews judgement of his orders. The captain states that he perceives himself to be a stranger amongst the others. Among his insecurities, the captain also sees himself as a stranger to himself and not fit to run his own ship. But what I felt most was my being a stranger to the ship: and if all the truth must be told, I was some what of a stranger to myself. The captain feels isolated and completely in the dark where his crew and ship are concerned, he is a complete stranger to them. . ship of which, I knew nothing, manned by men of whom I knew very little more. (pg 4) Legatt and the captain are both aware of feeling strangers aboard the ship, this draws a bond between them and closeness and understanding of each other builds their relationship. My second mate. But I dont know much more of the fellow than you do(pg 12) I was almost as much of a stranger on board as himself (pg 12)

Mmap Creation of New Mapping

Mmap Creation of New Mapping The goal of this experiment is too understand how mmap creates a new mapping on a process virtual memory address space. Figure 1 The outcome of the program is shown (figure 1). The page size of this architecture is equal to 4096 bytes, which is the default page size for most modern operating systems. The program threw a segmentation core dump error the first time it was ran but after editing the C program it ran as expected. The code altered is shown below, this code had to be changed as the program wouldnt have the permissions to write memory which renders this program useless Code before: Array = mmap (Null, alloc_size, PROT_READ, MAP_PRIVATE, fd, 0) Code After: Array = mmap (Null, alloc_size, PROT_READ | PROT WRITE, MAP_PRIVATE, fd, 0) This segment of code(Figure 2) writes to the first page of the allocated area at the position of zero, if this was changed to something larger than the size of page size (4096 bytes) then the program would return a segmentation fault. Tutorial 1 Exercise 2 The concept in this experiment has shown how to create a mapped memory region then use the fork() process to create a child process in which shares the same memory region as its parent. The fork() process creates a new process by duplicating the calling process. (Manual, 2016) Above (Figure 3) is a segment of code from the program used to show how to create a memory mapped area between shared processes. In this segment the child process increments the shared integer (*addr) twice, meaning when the integers value is printed again in the parent process it will be equal to three (Figure 4). The program waits for the child process until it prints to the user the value of the parent and unmmaps. The wait() system call suspends execution of the calling process until one of its children terminates, on success returns the process ID of the terminated child (Manual, wait(), 2016); Tutorial 1 -Exercise 3 The goal of this exercise to understand memory management through a program that uses the device memory(/dev/mem). /dev/mem is character device file that is an image of the main memory of the computer. Depending on the users permission level, the program must be run as root otherwise the program cannot access the main memory (Figure 5). When the program is run as root user (Figure 6) a list of memory addresses is printed to the user. These addresses in /dev/mem are interpreted as physical memory addresses. References to nonexistent locations can cause errors. (Manual, MEM(4), 2015) Tutorial 1 Exercise 4 The concept of the experiment is reducing memory footprint through the dynamical access of executables and memory addressing. Linux incorporates the use of shared libraries within its operating systems, a lot of Linux programs use the same standard functions such as screen support or file access, for a programmer to include these functions in every program it would cause program files to be unnecessarily large. The advantage of having these libraries is that a library only needs to be loaded once for several programs to use it; resulting in saving RAM and hard disk space. (Kofler, 1998) Tutorial 2 Exercise 1 The concept of the experiment is to understand how mmap uses a file as part of the address space. The program used in this experiment is an emulation of how the Operating system extends RAM to a file. The program being used in this experiment uses a file called test.txt as RAM, the file itself is equivalent to one page size of the given architecture. The program then writes to the page with a char at the array position of zero to four(Figure 9). This is an example of how a memory mapped file is taken from disk and placed into memory explicitly for reading/writing and will stay there until the user unmaps it. This experiment shows that when writing to ram youre writing to a file. Tutorial 2 -Exercise 2 The goal of this experiment is too understand that Mprotect can change permissions of mapped areas. After using the Mmap function within the program (FIGURE 10(Gedit)) the permissions set are read only, meaning that the program wouldnt be able to write to the array. After memory has been mapped, the permissions originally set can be modified with the Mprotect system call. If a program attempts to perform an operation on a memory location that is not permitted, it is terminated with a segmentation fault(FIGURE 10(Top terminal)). (Mitchell, 2001) Tutorial 2 -Exercise 3 The goal of this experiment is to understand how the operating system manages protections dynamically. (FIGURE 11) is a segment of code taken from the experiment, it shows a handler for the segmentation fault. This code is in place to take care of the segmentation fault, the problem with the above code is the fact that this is an infinite loop, the segmentation error is given when attempts to perform an operation on a memory location that is not permitted, meaning that the code will continue at the point the signal occurred, creating an infinite loop. The solution to this is to change the permissions within the Mprotect system call allowing the ability to write as well as read. Tutorial 2 Exercise 4 The goal of this experiment is to understand how the operating system manages protections dynamically. As opposed to the previous experiment, this program changes the permissions of the page that is being accessed using Mprotect. The handler is in place to ensure that an infinite loop doesnt happen like in the previous experiment. With the permissions being set within the handler itself, the handler will be able to completely handle the error resulting in no segmentation error stopping the program. Tutorial 3 Exercise 1 The goal of this research is to understand that each file in Linux has a respective Inode. Figure 14 The results of this experiment (Figure 14) show the Inodes for 3 separate files in 3 separate directories, the Inode is a data structure in a Unix file system to describe an object like a file or a directory. The Inode is a pointer with a the Inode number being unique, if a file is moved then its Inode number will also change. When an application needs a file, the application exchanges the file name for the Inode number from the directory listing, after that the application uses the Inode for a reference to the file. Tutorial 3 -Exercise 2 The goal of this experiment is to understand some system calls that manipulate files and directories. (figure 15) Shows the files and directories of several locations using a program which snippet is shown (figure 16). This program returns a list of what is in the present working directory, notice that the type of the file is shown on the left of (figure x). The system call lstat returns information about a file, in this case it is returning the type of the file. Tutorial 3 Exercise 3 The goal of this experiment is to understand how a logical mapping (file) is related to its physical one. Figure 17 The program used in this experiment determines the number of blocks associated with the given file and maps its logical and physical addressing, as can be seen in (figure 17). This is achieved using the stat system call which returns information about a file, for this exercise the only information required from stat is the number of blocks used by the file. Another system call used in this program is ioctl, used on a file descriptor fd. The ioctl function allows the user to manipulate the underlying device parameters (manuals, 2016). Using ioctl with FIBMAP allows the user to return the physical block mapping to its logical mapping. Tutorial 3 Exercise 4 The goal of this Tutorial 4 Exercise 1 The goal of this experiment is to understand the process of exchanging messages between client and server using blocking communication. Two programs were used in this experiment, a server program (Figure 20 left) and a client program (figure 20 right). Running on separate terminals the programs communicate with each other, if another client program were to try and connect to the server program the messages wouldnt arrive at the server, this happens because of blocking. When blocking is in use, control isnt returned to the server program until at least one byte of data is read from the client program (Klement, 2002). By default, sockets are set to blocking, if a socket call is issued that cant be completed immediately then the process is put to sleep, waiting for the condition to be true. Tutorial 4 Exercise 2 The goal of this experiment is to understand the process of exchanging messages between client and server using non-blocking communication. Figure 21 As opposed to the previous experiment, the client and server programs are now using non-blocking sockets. As a default when a socket is created, its set to blocking. If the input operation cannot be satisfied with at least 1 byte of data* then a return is made immediately with an error (Figure 21 left) (Stevens, 2001). *(This applies to TCP, For a UDP socket it would be a complete datagram). Tutorial 4 Exercise 3 The goal of this experiment is too understanding the basic process of exchanging messages between client and signal-driven server using non-blocking communication. Tutorial 4 Exercise 4 The goal of this experiment is to gain a better understanding about the differences between blocking and unblocking programs

Stanislavskis method of acting

Stanislavskis method of acting Konstantin Stanislavski, (born Konstantin Alekseyev, and sometimes spelt Constantin Stanislavsky), was 14 years old when he first set foot on the stage that his parents owned in 1877. His love of the theatre blossomed throughout his life, leading him to become one of the worlds most influential theatre practitioners to date. His work in the field of theatrical rehearsal techniques made him a household name for drama students worldwide. He published many books and guides designed to give drama students an insight into realism, including An Actor Prepares and Building a Character, which outline various famous rehearsal methods designed to allow an actor to fully relate to their character, to the point that they are not just pretending to be them, but actually living their lives. He argued that the actor should Love the art in yourself, not yourself in the art [1], looking for the emotion within themselves as opposed to the words in the script. Stanislavskis pioneering vision for the theatre was that characters should be believable, and the storyline should focus on the emotion portrayed, engaging the audience through means such as empathy. He argued that anything put forward on the stage should be an accurate account of real life, a thought which derived from his distaste for the melodramatic theatre he had grown up with. However, Stanislavski is one of several famous theatre practitioners, all with a completely different concept of what theatre should be. For example, Bertolt Brecht put forward the theory of Epic Theatre, which taught that the audience should always be alienated from the action onstage, unable to identify with the characters, but rather being left with questions to ask themselves. He believed the audience couldnt possibly empathise with the characters onstage because there were so many individual differences in society itself- society cannot share a common communication system so long as it is split into warring factions (Brecht, 1949, paragraph 55[2]). Brecht wanted the audience to leave the theatre debating their morals. Another prestigious theatrical practitioner is Antonin Artaud, who argued that any performance should deeply affect the audience. In order to achieve this, he used non-naturalistic lighting and sound to create a disturbing atmosphere. Artaud wished his audience to leave the theatre having changed within themselves. With three such different aims from each practitioner, it is difficult to be sure whether any of them had a particularly valid point. All three theories are widely respected, but each contrasts and challenges the next, meaning that, in order to believe in one of them, you must rule out the others as valid. These conflicting theories became the beginning of the main ideas behind this project. I wanted to know whether there was a solid way to prove whether Stanislavskis theories are affective to the audience in terms of creating a more realistic performance than one with normal rehearsal, or indeed rehearsal methods devised by other practitioners. To be able to determine this, I needed to conduct deeper research into Stanislavskis system. The system itself is deep and intricately detailed, with many different aspects as to what Stanislavski considered a good performance. However, some points are evidently more significant to him than others. According to the online Encyclopaedia Britannia [3], the main features are Given Circumstances and the Magic If, and Emotional Memory. Units and Objectives is also a major feature of the system, so these are the three aspects I chose to refine my research to in order to establish a better understanding of Stanislavskis method of acting. Given Circumstances and the Magic If Stanislavski said that what is important to me is not the truth outside myself, but the truth within myself [4], meaning that anything put forward on the stage must be true. He recognised this idea was a potential issue because all acting is, essentially, a lie. He therefore said that all actors should be as true to themselves as they can while playing a part. The idea behind Given Circumstances is that actors accept that, with the script of a play, they are given a set of circumstances which they must adhere to in order to create the storyline. Given circumstances can relate to either the character or the play itself, and they include things like characters age, gender, social class, and the plays time period, setting and social/historical/political implications. In order for an actor to give a true performance, Stanislavski put a massive emphasis on the importance of research into the given time period or situation so that the performer would truly understand their role. He taught that the research needs to be completed until an actor can fully flesh out his character, and answer any questions given to them about their characters parentage, childhood, and life events, even if these arent mentioned in the script. Once the Given Circumstances had been realised, Stanislavski suggested that the actors utilised a linked aspect of his theory, called the Magic If, in order to deal with them. The Magic If is a technique where the actor asks himself given the circumstances already decided by the playwright, if I was this character, and I was in this situation, how would I react?. In his book An Actor Prepares, Stanislavski talked about the professor using the example of pretending to be a tree. Say to yourself: I am I; but if I were an old oak tree, set in certain surrounding conditions, what would I do? and decide where you are in whatever place affects you most (Stanislavski, 1937, p65[5]). Stanislavski asked that his students allow their imaginations to flourish th rough techniques such as Given Circumstances and the Magic If, to construct deeper, more realistic performances. Emotional Memory Another technique which was born from Stanislavskis belief that acting must be real is Emotional Memory, sometimes known as Affective Memory. Shelley Winters, an example of a famous actress with ultimate belief in the Stanislavski System, said that as an actor you must be willing to act with your scars [6], or in laymans terms, be willing to allow your inner emotions and past experiences to show through. This is essentially the main terms of Emotional Memory, which requires the actor to draw on previous personal experiences which resulted in a similar emotion to which their character is experiencing. Once the actor has identified the experience, they are encouraged to allow the emotion they felt once again take over their mind and body, reinstating the context and mind-set until the emotion is real. The emotion must then seamlessly be applied to the script or character, as Stanislavski felt this would make the performance more believable because the emotion is true to the actor. Pete r Oyston, founding Dean of Drama at the Victorian College of the Arts and regular teacher/director at the Royal Academy of Dramatic Art in London, created a rehearsal method specifically designed to enhance the feelings from memories. He published this, and other methods referring to Stanislavskian techniques, in a DVD documentary called How to use the Stanislavski System (2004). The Emotional Memory section can be viewed on YouTube [7], and teaches the student to remember a time when they personally felt an emotion which shadows or parallels that required from the text. They are encouraged to talk about the situation they are remembering out loud, until the emotion takes over their minds and bodies. Then, they must seamlessly transfer their speech from their own recollections to the script given to them, transferring the emotions at the same time. Units and Objectives One of the most prominent aspects of Stanislavskis method is his idea that any character in any play has a Super-Objective throughout the action; an aim or driving force which sustains throughout the play. Stanislavski taught that this Super-Objective must stay in each actors mind throughout their rehearsal and performance, and that even though it may not be stated, or even obvious, they must take it upon themselves to research and discover it. Once this has been accomplished, he felt that the script could then be broken down into smaller Objectives, which would change several times throughout the piece as the plot deepened. Each Objective must be a verb, in order to be an active objective. He asked actors to split their script into Units and Objectives. Most pieces of drama are split by the playwright into a series of scenes and acts, allowing the action to move in time or setting, but Stanislavski found that an objective could run through and overlap into different scenes, or chang e very suddenly in the middle of an act. He therefore introduced the concept of Units, which are another way of dividing up a play- each unit should contain one objective. The diagram above outlines the intricate detail of the aspects of Units, Objectives, and Super-Objectives. The Throughline of Action is the aim in a characters mind throughout the entirety of the play, which culminates in the Super-Objective. Meanwhile, each character has several different Objectives which are split between the Units the actors devised for the script. These Objectives can take the character to many different places, but their Super-Objective will always remain the same. Furthermore, the Objectives themselves are equally as detailed. Stanislavski said that each Objective could be broken down into the Aim, the Obstacle and the Action. The aim is what the character is trying to achieve in that particular unit. The obstacle is something which stops or restricts them from fulfilling their aim, and the action is the steps the character takes in order to avoid or overcome the obstacle. Stanislavski accepted that it is impossible for a play to achieve a smooth finish where objectives are concerned because often, the action takes place off stage. The characters come and go, and the time changes, so we as an audience cannot witness the whole story. Stanislavski said that in order to overcome this, actors must always be consciously aware of their Super-Objective. A familiar example of this aspect of the Stanislavskian Theory is Shakespeares story of Romeo and Juliet. Romeos Super-Objective is to experience true love. He begins the play with the objective of marrying Rosaline, and this continues to be his objective until the Unit shifts at the Capulet party. Here, Romeos objective becomes to find out more about Juliet, and later becomes to marry her. Towards the end of the party, however, Romeo speaks with Juliets nurse, who tells him that her mother is the Lady of the house -that Juliet is a Capulet(Shakespeare, 1973, p. 910 [8]). This provides the obstacle, since Romeos family, the Montagues, have an ancient feud with the Capulets. Romeo then takes on a new action, which is to overcome the feud between the families, even if it means the couple have to lie about it. Romeo doesnt manage to fully achieve his Super-Objective, because he never experiences the simplicity of love he was looking for- both he and Juliet have to die in order to truly be together. Of all the aspects of Stanislavskis method, these three prove to be the most popular among modern day performers. Having researched the key aspects of Stanislavskis system, I devised a way to be able to assess the effectiveness of them on a live performance by young actors, as this would allow me to establish whether the method does in fact help to produce a more believable performance. I decided to conduct an experiment into the effectiveness of Stanislavskis system. I decided to utilise my contacts at a local youth drama group, which is made up of young actors and actresses aged between 11 and 17 years old. In order for the experiment to be a fair test, I determined to split them equally into two groups, and give each group the same scenario to work with. I planned to leave group one, the control group, to rehearse to their own methods, while conducting group twos rehearsal processes myself, giving them tasks similar to those set by Stanislavski to his own pupils. After the groups had had the same period of time to rehearse, I wanted to invite an audience to watch their performances. The audie nce were to be given a questionnaire after the performances, asking which groups interpretation of the scenario they found more convincing and realistic. I intended to film both sets of rehearsal processes in order to put together a short documentary. The results of the audience questionnaire were intended to ascertain whether Stanislavskis rehearsal methods have a real influence on making modern day performance more realistic. In order for this experiment to work, I firstly had to create an idea. Originally, I devised a script which revolved around the issue of teenage pregnancy, which is a growing concern in todays society. The script included four gender specific characters, and I intended to have both groups perform the same piece; one using Stanislavskis techniques, and the others using generic rehearsal processes. Having written the short play, and talked briefly to the children at the theatre, it became apparent that there was more interest in the workshop than I had expected. Another problem with using a script would have been that the audience would have watched the same piece twice, and would be comparing the actors individual performances as opposed to the believability of the pieces. Since it would have been unfair of me to cast the roles, I instead decided to take a different approach in order to include everyone. I devised a scenario, again based around a teenage pregnancy, that each group wou ld be able to use as the core of their piece of drama. They would then devise the rest of their plays alone. This meant that each group could incorporate a flexible amount of participants, and ensured two unique, original performances. With my idea in mind, I next needed to devise some Stanislavski-based rehearsal techniques for my group to use during their preparation for the production. Keeping the themes of Given Circumstances and the Magic If, Emotional Memory, and Units and Objectives in mind, I devised three rehearsal techniques specifically tailored to Stanislavskis ideals. With these techniques devised, I had to actually carry out the rehearsal and performances. In order to do this, I would need a space, two groups of actors, a party of responsible adults with CRB checks and an audience. I contacted the chairman of the theatre and booked myself a studio performance room for Saturday the 3rd of April. I then sent out letters to the actors involved with the Nonentities Youth Theatre. The letters outlined the project and the experimental side of the day, offered the chance to look at the technical side of theatre, and asked for a response. I received 18 positive responses back, which was many more than the ori ginal 12 participants I had in mind, making the scenario idea far more usable. I then had to split the actors into two different groups, a control group, who would direct themselves, and the experimental group, who I would direct using Stanislavskis methods. The groups needed to be equally weighted with talent, as it was important to make this experiment as fair as possible by not allowing acting ability to throw it. I therefore split the actors into groups myself, aiming to balance the ages in each group while placing responsible actors I could trust to work independently in the control group, and actors open to co-operation and willing to listen in the Stanislavski group. The Independent Variable of this study was whether Stanislavskis methods were applied to rehearsals, and the Dependant Variable was whether the performance was more believable based on the rehearsal method used. My hypothesis was: The techniques used in rehearsal will have an affect on the performance given. I experienced my first problem of the day when the actors arrived in the morning. Shortly before the workshop was to take place, a letter had been sent to all members of the youth theatre outlining the need for a new leader and the cancellation of sessions until another letter was sent out. It became apparent that many of the actors who had wished to be a part of the workshop had assumed that it, too, was cancelled, so the final number of actors I had to work with was just 10. Although I had to adjust the group list, the smaller number of participants made the day as a whole more intimate, and the group sizes more manageable, so I feel it was a beneficial circumstance. Once everybody had signed in, I conducted a brief warm-up, asking all members to think of the way different characters moved and spoke in real life, asking them to act believably, not just as caricatures. I then split up the actors into groups, and chose the two girls who I felt would be most capable of acting the par t of the pregnant teenager. I asked both groups to create a piece of drama focussing around the pregnancy that would last between 10 and 15 minutes, and I gave each group a list of criteria that they must adhere to, including aspects such as using the younger members in the younger roles, including a number of monologues from different characters, and that they must write down the decisions made in early rehearsal. I told the control group that they were allowed to use music, and dramatic techniques such as physical theatre and freeze frames, while the Stanislavski group had to endeavour to make their characters and circumstances applicable to real life, and were told not to use out-of-place techniques like freeze framing. The video was set to record as the groups split up into two different rooms, and I allowed the control group to keep to themselves for the majority of the day, while I worked with the Stanislavski group, asking them to use my previously-prepared rehearsal techniqu es. The first technique I gave them was designed to support Given Circumstances and the Magic If. I asked each group to use the first stages of rehearsal to create mind-maps around the pieces of drama. Whilst the control groups map outlined the storyline, the Stanislavski group were asked to spend an hour and a half fleshing out their characters, and the relationships and links between them. They gave each character a name and an age, they wrote about their beliefs and opinions, and decided upon how their characters met. Each actor developed a detailed history for their character, pulling from personal experience and their imaginations to create steady backgrounds. These are aspects relating to Given Circumstances and the Magic If because they invite the participants to firstly realise the Circumstances the script gives them, and secondly to flesh out their characterisation by putting their characters in different situations through use of the Magic If. The second technique I devised related to Emotion Memory. I used this technique when working with the actress playing the pregnant girl. We applied it to the scene in which she is told that the test is positive. I asked her to think about a time when she felt lost, and perhaps didnt have anybody she could talk to about it because nobody had been in that position before her. She talked of a time when her parents were going through a messy divorce, and she felt cut of from the both of them. She spoke openly and freely, and answered my questions honestly. As time went by, she was drawn further and further into her memory and the emotions that were present at that time, so that when I finally asked her to begin talking from her characters perspective, her acting became real. She didnt need to fake the tears, because she was filled with the emotion her character was filled with. The third technique was designed to compliment Units and Objectives. Once the actors had created their storyline, I asked them to divide it up into scenes, so that it was as close to a normal scripted piece of drama as possible. We talked about each of their characters, and what their Super-Objectives would be. The actors decided upon everyones objectives as a group, which brought a deeper level of understanding to the piece. They decided that the fathers Super-Objective would be to protect his children, while Rosie, the pregnant daughter, aimed to face her future head on. I then asked each actor to divide up the play into their own Units, focussing on the shifts in emotion. This process proved difficult for the younger members of the group, so the group as a whole helped them to identify their Units. There proved a great variety in the amount of Units in the piece for each character; while the pregnant girl had almost one per scene, the father had only two. Furthermore, the switch b etween Units for him came suddenly in the middle of his monologue, which was right at the end of the piece- before then his character had wanted the same thing throughout. I asked the group to physically improvise the scenes they had written about, and to stop the action when they encountered their obstacles. Once they had all found their obstacles, they were asked to continue acting while finding a way to overcome this obstacle- their action. I then asked them if they had noticed the other actors actions in the scene, so that everybody was aware of the decisions their group was making.This in-depth workshop class on Units and Super-Objectives made the young actors aware and knowledgeable in the field, while also allowing them to know their characters inside out by knowing what they want, and how they might go about achieving it. A couple of hours before the performances were scheduled to begin, I took notes on the rehearsal processes of both groups. The control group had included an omniscient narrator who could stop the action and introduce new characters. The narrator sat in the middle of the piece throughout the majority of the action, until the final scene where he became an involved character. A narrator is generally used to create a sense of dramatic irony, where the audience gain knowledge that the characters dont yet know. However, this type of narration is rarely set within the piece itself, more often a voice over or such like. It is also unrealistic that the narrator, who is generally removed from and neutral to the action, suddenly become real life and jump into the scene. The group also used a split-screen technique to enable them to show two different apartments at the same time, which is effective to the audience but unrealistic, as while action is playing out in one space, the characters in t he other must be frozen. This creation of freeze-framing is difficult to hold for long periods of time, and does not occur in a genuine situation. Another technique they used was audience-participation, where one member of their cast sat in the audience until the final moments of the play, where she rose, walked across the stage, took out her mobile and called the police. I concluded that the control group had included various aspects of performance which were designed to make the action more interesting to the audience, and add the element of surprise, but were not designed to look or feel realistic. They had spent only half an hour mind-mapping their decisions, and talked about their other decisions while physically rehearsing. The Stanislavski group spent an hour and a half developing their characters, and another hour developing their storyline, so they ended up with four A3 sheets of paper detailing their entire performance. They used only one location, the teenagers bedroom, so that there was never a set change needed, because it would interrupt the storyline and distract the audience. The groups monologues were delivered to a person, as opposed to the audience, so that the barrier between the audience and the characters stayed strong. Had the actors been talking to the audience, their speeches would have seemed less realistic. After five hours of rehearsal, it was time for the final performances. Each actor had been asked to invite some family members or friends, and members of the theatre came along to participate too. Each audience also included the actors from the other group, making the final audience figure 19 members. I watched the performances, but didnt participate in the questionnaire, as I would have been biased toward the Stanislavski group. I introduced the pieces, and talked about the work the actors had undertaken over the day. The audience werent told which group was the control group, and which group was the Stanislavski group, until both performances had finished, meaning that they couldnt be biased in favour of Stanislavski either. I also asked them to be open minded, and not answer the questionnaire in favour of the production their child was associated with, telling them they were judging my direction, not the individual actors talent. The audience watched the control group first, and w ere given time to fill out their questionnaires while we set up the stage for the Stanislavski group. After both performances had finished, I thanked everybody for taking part and collected in the questionnaires. Having extrapolated my results, it became apparent that there was a general feeling that the Stanislavski production was more believable. When asked was the main storyline believable, 66% of the audience thought that the control groups piece was a dramatised and exaggerated version of real life, while 95% thought that the Stanislavski groups piece could credibly happen in real life. Having worked extensively with the pregnant character from the Stanislavski group, I was pleased that 42% of the audience thought that she portrayed the pregnancy flawlessly, while a further 42% felt that she portrayed it very well, while in the control group, these percentages combined only reached 44%. I asked the audience to rate how believable they felt the overall performances were, and 56% rated the control groups performance at an 8/10 or higher, while 94% rated the Stanislavski performance at an 8/10 or higher. Overall, it is evident that the Stanislavski groups performance was more widely believe d. It is important to note that the effectiveness of the performances given may not be entirely down to the methods of rehearsal used. Although I tried to make the experiment as fair as possible by attempting to make the rehearsal methods the only variable, other extraneous variables may have had an affect on the final results. For example, since there were fewer participants than planned, I had to shuffle the groups a little. This meant that the control group had two of the younger members in their piece, while the Stanislavski group had four older members. The younger members of the theatre are less experienced and therefore dont have as many creative ideas to bring to the mix. It is also apparent that almost half of the audience were family members of the younger actors, meaning that they are liable to vote in favour of their childs piece as they are proud to see them on stage. Although I asked the audience to keep an open mind, they may have been bias towards their family or friends , and this is a factor which could have affected the final results. At the beginning of my project, I asked myself What is Stanislavskis Method of acting, and how far has it influenced modern day performance? Having undertaken a considerable amout of research on Stanislavski and his methods, it became easier for me to define them, and to easily distinguish the difference between his teachings, and those of other practitioners. I found that Stanislavskis method of acting is largely based around the actors own interpretation of the character, aiming to keep the emotion real. I found that Stanislavski wanted the audience to connect with both the storyline and the characters, and he achieved this connection by keeping th acting real, thus allowing the audience to connect empathetically. Having created an experiment to see whether Stanislavski did indeed influence modern day performance, I found that the audience were effected by the group that used the Stanislavskian rehearsal techniques, so much so that one person wrote on the bottom of their questionna ire that their performance actually brought tears to my eyes. While researching, I came across a website [9] where Jeni Whittaker (1999) argues that Stanislavski is rightly called the father of modern theatre, his System of acting became the backbone of twentieth century theatre craft. Nearly all other practitioners use him as a starting point, either to build from or to react against. This substantiates my initial hypothesis that Stanislavski has a major influence on modern day theatre. In conclusion, I feel that Stanislavski has an extended influence on modern day theatre. Audiences of today wish not to be challenged or alienated, but to see characters they can relate to on the stage, and the majority of theatre today follows this teaching, whether the director realises he is adhering to Stanislavskis theory or otherwise. Furthermore, when watching two similar pieces of drama, it became apparent that the audience are more drawn towards that which used Stanislavskis rehearsal techn iques because the characters and storyline were portrayed in a true to life manner. I found that Stanislavski is not only used in theatre, as many famous screen actors choose his methods when getting into character. I feel that the world is exposed to Stanislavskis teachings more than it realises, and therefore the influence of Stanislavski on modern day acting is significantly higher than I believed when I began the project. References: Source unknown, Stanislavski. Brecht (1949). A Short Organum for the Theatre, paragraph 55. Encyclopà ¦dia Britannica (2010). Stanislavsky method. Encyclopà ¦dia Britannica Online; Retrieved February 22, 2010, from: http://www.britannica.com/EBchecked/topic/563178/Stanislavsky-method Source unknown, Stanislavski. Stanislavski (1937). An Actor Prepares, (reprinted 1988) United Kingdom: Methuen Drama LTD. Harry Governick for TheatrGROUP. (1992). An Interview with Shelly Winters; Retrieved February 22, 2010, from http://www.theatrgroup.com/Shelley Peter Oyston, How to use the Stanislavski System DVD(2004). Retrieved (via YouTube) April 12, 2010, from http://www.youtube.com/watch?v=zmhggaEuJj8 Shakespeare (1973). Romeo and Juliet, from The Complete Works of Shakespeare- The Alexander Text. London and Glasgow: Collins. Jeni Whittaker for DramaWorks. Stanislavski through Practice (1999) Retrieved April 13, 2010, from http://www.dramaworks.co.uk/stanislavski.html

Multiculturalism In Canada :: Immigration, Ethnic Diversity

Canadian Multiculturalism, Same as it ever Was? (an essay by Kathleen Hoyos) Abstract: After the Second World War ended, Canada was no longer mainly composed of its two dominant ethnocultural groups, French and English, but rather constituted by polyethnicity; meaning, Canadian culture was made up of many different ethnic groups. Since then, Canada has actively embraced multiculturalism and on 12 July 1988, the House of Commons passed Bill C-93, ‘An Act for the preservation and enhancement of multiculturalism in Canada’. The Canadian multicultural experience has been much portrayed as a celebration of ethnicity where different cultural groups share their customs and learn from each other. However, it is recently being rumoured that the multiculturalism hype is not all it is cut out to be and segregates communities rather than integrate. According to Canadian authors Keith Banting and Will Kymlicka, â€Å"in much of the world and particularly in Europe, there is a widespread perception that multiculturalism has failed† (44). In this paper, I examine some recent common issues of concern, especially, racism and discrimination, through the literary expression of Canadian playwrights and writers such as George F. Walker, Cecil Foster, and Mordecai Richler. These writers are not meant to represent any ethnic group as a whole, but rather try to project a general feeling about the nation in individual ways. I will finally explore the idea of how perhaps multiculturalism in Canada is evolving into another state since migratory patterns and the social circumstances that Canada is facing in the 21st century have changed. Today, the idea of celebrating different ethnicities and customs is no longer as important as celebrating the transcultural or â€Å"transnational† aspects of relations between individuals and groups of immigrants. Keywords: multiculturalism, transnationalism, transnational literature The use of Multiculturalism, as a term, within the Canadian perspective, is best stated

Historians Perspectives :: History Historical Essays

Historians' Perspectives Every situation can be looked at from so many different angles that it is very difficult for any two people to agree on what is going on. Ten people could look at the same situation and create ten different theories or assumptions as to what is occurring. This is because no two people have the same backgrounds, no two people have the same experiences, and no two people think exactly the same. These factors come together to distinguish each person as an individual. Every person has the ability to interpret the same situation in a different way. This occurs more often then not, when one historian has a theory about a time period or a historical event. One historian could look at the assassination of John F. Kennedy and think that it was a governmental conspiracy, while another may look at it merely as an ex-marine that went mad and killed the President. Still on the same subject a third historian may combine facts from both arguments to create a whole new view of his own. This is exactly what occurred after Richard Hofstadter wrote his book The Age of Reform. He made an argument on progressivism in his book in 1955, which was not written as fact but more as opinion. After that three different articles were written on the same topic from different angles. Richard L. McCormick, Paula Baker, and Peter G. Filene, all wrote articles which either agreed or disagreed with Hofstadter. At points they completely disagreed with points that Hofstadter made, but then in the same article they agreed and support a point Hofstadter made. All four people wrote on the same topic but all four took different views. This was their right as individuals to do and at some points they had similarities but then at others they went to other sides of the spectrum. Hofstadter in his book, The Age of Reform, broke down the age of reform as a time period from 1896 to the 1930’s. Within this time period, he then divided it into three separate sections or movements. The first section being that of the populist movement, the second was the progressive movement, and third was the reforms made during the New Deal. He begins with the populist movement and how it started based on the agrarian myth in rural and southern areas. This myth had the farmers thinking that they held an important part in society and that their job has a special value.

Healthy and unhealthy habits Essay

Have you ever wondered, why people do and enjoy bad habits and they know its bad for them? there are danger, damages and effects that people don’t know about bad habits. according to www. wikihow. com, some habits can have serious consequences for our health, such as dangerous deadly heart attacks. and I think that people who have bad habits should realize that they are making fun of death itself. Can you imagine your self lonely, anti-social and unlovable? well, for your info’s, bad habits can cause all of these issues,because a lot of bad habits make you anti-social, also some of them lead to early death, yes early death. beside, do you think that bad habits can make you happy more than sad? i bet you don’t, and i know that changing bad habits is really really hard, and i know how much it take to change them, but being surrounded with friends and family is much better than bad health and loneliness! i know a story about a kid who lost everything, Kareem was a conceited kid, his parents gave him a lot of money and love thinking that he is a good kid, he met bad friends who have bad habits, they taught him how to drink and get drugs, by the days, his parents noticed that he come late to home, and the school too, and he started to say bad words, then, they found out that he was taking drugs, they took him to the hospital, and they healed him, but when he got out, he was trying to find a source of money, because his parents no longer giving him money like before, so he went to his loving grandmother, and he killed her for money, what a poor grandmother, after days, the police found him, and took him to the jail, and this kid learned his lesson, that bad friends wont help him if he got in troubles, and bad habits cant make him happy. Being healthy, happy and having a perfect life is so easy, and i will tell you how. healthy habits can change your life, in addition to that, healthy habits can make you have a fit perfect body, and it can improve your IQ level, improve your skin health, improve your mood and protect you from diseases like heart diseases. First step is learning, learn what are the healthy habits we need everyday, like drinking 8 cups of water everyday, because we lose 4 liters of water by sweating etc. the second step, stick them into your daily routine, if you did, it will no longer be hard for you, final step, see the result, and live a healthy better life. well, i realize that these steps may seem easy, but they are not like what you think they are, some people said that having healthy habits is hard, its hard for us people to change our routine. some people couldn’t do that because they love their bad habits, they love their daily chips, they love their laziness in front of the T. V, but let me tell you something, they think with the short period thinking brain,their brain say to them ( its okay, its just a little piece of pizza, its just a coke, its just a blah blah blah) but, its not just like that, no, they become fatter and fatter and fatter and they don’t realize it until their health become bad, and thats why we should try to have healthy habits. UAE these days is trying to be the best country compared with other countries. don’t we want to see our country name in every wear? don’t we? so lets start with our self. i get really mad and angry for seeing my brothers and sisters in UAE have bad health, and deeply in my heart, i pray for them, as me, i want everyone in UAE to have healthy habits, because i understand that happiness come from healthy lifestyle, and with healthy lifestyle, we become stronger, and we have a clear mind, and that all lead to much more productive society, and the results will show up in our country, and it’ll raise more and more, and our country UAE will be the best of all. Bad habits are bad friends, we have fun with them, then when we get in troubles, they walk away. people should know that their happiness is the payment for their wasted health, and there is nothing more that worth than health. lets all work together, and start from today, lets change our bad habits to healthy, and lets protect our families and loved once from these serious consequences!

Random and Nonrandom Samples

Depending on how a sample is drawn, it may be a random sample or a nonrandom sample. A random sample is a sample drawn in such a way that each member of the population has some chance of being selected in the sample. In a nonrandom sample, some members of the population may not have any chance of being selected in the sample. Suppose we have a list of 100 students and we want to select 10 of them. If we write the names of all 100 students on pieces of paper, put them in a hat, mix them, and then draw 10 names, the result will be a random sample of 10 students.However, if we arrange the names of these 100 students alphabetically and pick the first 10 names, it will be a nonrandom sample because the students who are not among the first 10 have no chance of being selected in the sample. A random sample is usually a representative sample. Note that for a random sample, each member of the population may or may not have the same chance of being included in the sample. Two types of nonrando m samples are a convenience sample and a judgment sample. In a convenience sample, the most accessible members of the population are selected to obtain the results quickly.For example, an opinion poll may be conducted in a few hours by collecting information from certain shoppers at a single shopping mall. In a judgment sample, the members are selected from the population based on the judgment and prior knowledge of an expert. Although such a sample may happen to be a representative sample, the chances of it being so are small. If the population is large, it is not an easy task to select a representative sample based on judgment. The so-called pseudo polls are examples of nonrepresentative samples.For instance, a survey conducted by a magazine that includes only its own readers does not usually involve a representative sample. Similarly, a poll conducted by a television station giving two separate telephone numbers for yes and no votes is not based on a representative sample. In the se two examples, respondents will be only those people who read that magazine or watch that television station, who do not mind paying the postage or telephone charges, or who feel compelled to respond. Another kind of sample is the quota sample.To draw such a sample, we divide the target population into different subpopulations based on certain characteristics. Then we select a subsample from each subpopulation in such a way that each subpopulation is represented in the sample in exactly the same proportion as in the target population. A quota sample based on a few factors will skew the results. A random sample (one that is not based on quotas) has a much better chance of being representative of the population of all voters than a quota sample based on a few factors. Random and Nonrandom Samples Depending on how a sample is drawn, it may be a random sample or a nonrandom sample. A random sample is a sample drawn in such a way that each member of the population has some chance of being selected in the sample. In a nonrandom sample, some members of the population may not have any chance of being selected in the sample. Suppose we have a list of 100 students and we want to select 10 of them. If we write the names of all 100 students on pieces of paper, put them in a hat, mix them, and then draw 10 names, the result will be a random sample of 10 students.However, if we arrange the names of these 100 students alphabetically and pick the first 10 names, it will be a nonrandom sample because the students who are not among the first 10 have no chance of being selected in the sample. A random sample is usually a representative sample. Note that for a random sample, each member of the population may or may not have the same chance of being included in the sample. Two types of nonrando m samples are a convenience sample and a judgment sample. In a convenience sample, the most accessible members of the population are selected to obtain the results quickly.For example, an opinion poll may be conducted in a few hours by collecting information from certain shoppers at a single shopping mall. In a judgment sample, the members are selected from the population based on the judgment and prior knowledge of an expert. Although such a sample may happen to be a representative sample, the chances of it being so are small. If the population is large, it is not an easy task to select a representative sample based on judgment. The so-called pseudo polls are examples of nonrepresentative samples.For instance, a survey conducted by a magazine that includes only its own readers does not usually involve a representative sample. Similarly, a poll conducted by a television station giving two separate telephone numbers for yes and no votes is not based on a representative sample. In the se two examples, respondents will be only those people who read that magazine or watch that television station, who do not mind paying the postage or telephone charges, or who feel compelled to respond. Another kind of sample is the quota sample.To draw such a sample, we divide the target population into different subpopulations based on certain characteristics. Then we select a subsample from each subpopulation in such a way that each subpopulation is represented in the sample in exactly the same proportion as in the target population. A quota sample based on a few factors will skew the results. A random sample (one that is not based on quotas) has a much better chance of being representative of the population of all voters than a quota sample based on a few factors.

Curriculum

Taba in Curzon (2004, p185) Armitage, et al (1999) looks at exploring the curriculum and asks why our courses look the way they look, how they may have developed and how we can understand our courses better in order to help improve the quality of our student’s learning. It also covers definitions of ‘curriculum’ â€Å"The curriculum is a formal course of study as at a college, university or training provider† This is a definition with which I agree, or it is â€Å"†¦ he public form of attempting to put an educational idea into practice† which shows just a few diverse set of definitions. The definitions range from showing and making an impact to the teacher and training planning and also with the planning across my college. Key issues in defining ‘curriculum’ include statements of what is to be learned, pointers as to the outcomes of this learning and explanations about the vision behind the curriculum. It has begun to expose and con sider our own ideas about curriculum.Goodson (1994, quoted in Armitage, et al 1999) makes the interesting point that, while curriculum development and implementation have been written about by so many people, the more fundamental issues of curriculum definition, who constructs it, why and for who have been more neglected. This is something which I have often questioned myself. Wilson (2009) discusses the context of ‘Widening Participation’ within the curriculum and how in this design of curriculum the requirements of groups are and was then considered.In some cases Education may need to be taken into other settings and contexts such as prisons or detention centres, the curriculum would then need to be adapted to suit this particular group of learners. The curriculum of delivering say mechanicals such as curriculum that they offer within other colleges that I am now aware of, would need to be adapted in prison to take consideration and understanding of the tools and equi pment such as sharp pillar’s that may be involved.The work of Wilson (2009) emphasises the curriculum choices in the FE (Further Education) sector are now principally influenced by funding and that funding is now a strong need into how curriculum is given. The funding bodies’ research that sociality requires employment and social need. Coffined (2008, p44) suggests that â€Å"not everything demanded can be afforded â€Å"and argues the question â€Å"who is making the demand†.

Ineffectiveness of Therapeutic Communities in Prisons Essay

Prisons release 650,000 offenders to the public annually and 70% of those exoffenders will commit new offenses within three years (Fields, 2005, p. A4). According to the JFA Institute (2007), â€Å"two-thirds of the 650,000 prison admissions are people who have failed probation or parole—approximately half of these people have been sent to prison for technical violations† (p. 1). As prison crowding occurs, prison officials are challenged to keep inmates busy by assigning them to productive tasks and incorporate therapeutic programs (Center for Justice & Reconciliation, 2007). If criminal justice professionals fail to keep up with programming expectations, program shortages may influence inmate idleness resulting in disruptions, prison violations, and mental-health issues related to stress and depression (Fields). During 2003 and 2004, approximately 900 criminals entered the nation’s jails and prisons each week based on a report issued in April 2006 by the U. S. Department of Justice, Office of Justice Programs (p. 1). Jails and prisons in the U. S. house more people with mental illnesses than many of the inpatient psychiatric facilities, and virtually all correctional facilities experience the impact of this population that is increasing at an unprecedented rate (McCuan, Prini, & Wasarhaley, 2007). During 2006, 41% of inmate assailants were listed under the mental health caseload (Collins, 2006). In 2006, the U. S. Department of Justice released statistics revealing that 23% of state prisoners reported symptoms of major depression. An estimated 61% of state prisoners and 44% of jail inmates who had a mental health problem also had a history of past violent behavior. In a 1999 report (Dawn, 2007), the National Alliance for the Mentally Ill reported that there are three times as many seriously mentally ill individuals in prison and jails than there are being treated in hospitals. Equally disturbing is that the criminal justice system will have some type of experience with 25 to 40% of the mentally ill in the U. S. population. Inmates with mental illness present additional expenditure problems for prison systems already overburdened by population demands. The influx has challenged criminal justice professionals to extend their budgets to cover the costs of appropriate programming for every offender in an effort to minimize potential inmate unrest, a situation that leads to assaults and other infractions associated with idleness (Wilkinson, 1998). In 2007, the Ohio Department of Rehabilitation and Correction (DRC) reached a population milestone with a count of 50,000 offenders. As the inmate population rises in Ohio prisons, the possibility of inmate assaults may also go up â€Å"because overcrowding exacerbates the chronic pains of imprisonment† (Haney, 2006, p. 2). One way to manage a potential increase in assaults is to keep offenders engaged in some type of community activity and participating in therapeutic programs. Some officials reported that therapeutic programs and community service theoretically should be one of the most effective ways to engage an inmate’s time and energy and keep infractions at a manageable level. DRC views the involvement of inmates in community service and therapy as vital to their release. Ohio prison Director Terry Collins stated that ex-offenders who served as program participants during their incarceration help close the gap between themselves and their communities. As a result, these inmates are better prepared to function as lawabiding citizens â€Å"†¦because they have stayed in touch with the community and have given something of value back† (Collins, 2007, p. 1). â€Å"Very crowded prison systems are difficult to manage† (Wilkinson, 1998, p. 76). As prison crowding occurs, prison officials are challenged to keep inmates busy by assigning them to productive tasks. â€Å"Good prison management is engaging prisoners in meaningful activities such as educational programs and work assignments† (Wilkinson, p. 76). â€Å"The most important single factor (among many) that helps to explain the current crisis in American corrections—the lack of effective programming and treatment† (Haney, 2007, p. 76). Although prison jobs such as mopping floors, kitchen duty, and making prison garments occupy inmates’ time, more meaningful community service as a restorative justice measure may be an effective way to address the challenge of prison crowding (Center for Justice & Reconciliation, 2007). â€Å"The meaningful aspect is critical because it may help to instill responsibility and a changed attitude about criminal activity† (Wilkinson, p. 76). Prisons in the United States are facing the challenges of crowding including inmate idleness as it relates to programming expectations. Lack of programming in prison is a serious safety and security threat to the staff, the public, and the offenders. As inmate populations increase, once stable prison systems can become volatile environments and endanger prison staff and the systems they are charged with protecting (Gaes, 1994). When criminal justice professionals fail to keep up with programming expectations, program shortages may influence inmate idleness. Inmate idleness can lead to disruptions, prison violations, gang-related activities, and mental-health issues related to stress and depression (Wilkinson, p. 76). Another issue confronting the criminal justice system is the increasing number ofyouth being sentenced to adult prisons (Fields, 2005). Every state within the U. S. has at least one statutory component that addresses the procedure of processing juveniles as adults in criminal court (Wilkinson, 1998). Prison officials also have other challenges. One challenge officials face includes accommodating the needs of state prisoners with symptoms of mania (43%) and major depression (23%) according to the U. S. Department of Justice (2006, p. 1). A major problem is that inmates with mental health problems are unable to defend their situation so they remain in prison. Although prison officials face the issue of crowding, they are also seeking ways for inmates to become engaged in some type of activity that will keep them busy for the majority of their waking hours. When offenders engage in some type of prison program or activity that helps with their transition from prison to society successful reintegration is possible. The theoretical framework of community service in the prison setting is the restorative justice model (Zehr, 2002). The restorative justice model advocates that offenders must demonstrate a desire or a goodwill gesture to pay back the public for the misdeed they committed in order to reconnect to their community. Restorative justice is a philosophical framework for responding to crime that focuses on the injury resulting from crime and the actions needed to mend this harm. It focuses on crime as an act against another individual or the community rather than the state. It is a future-focused model that emphasizes problem solving instead of â€Å"just deserts. † (Carey, 1996, pp. 152-153) Although several justice models exist, the restorative justice model combines the best features of the traditional, liberal, and conservative theories. â€Å"Restorative justice has brought an awareness of the limits and negative by-products of punishment. Beyond that, however, it has argued that punishment is not real accountability† (Zehr, 2002, p. 16). By participating as community service volunteers, inmates choose to serve the community. The inmates’ actions demonstrate a desire to give back and a desire to assume responsibility for their actions. Community service programs have a restorative justice component that considers an offender’s successful transition from incarceration to community integration (U. S. Department of Justice, 2006). When considering the large number of offenders in jails and prisons nationally, the problem demands the public’s immediate attention (U. S. Department of Justice, 2006). Providing offenders with productive activities through programs like community service sends a message to the public that its safety and security is vital. It is also important to assist inmates in their transition back into the community by engaging them in an activity that keeps them connected to a society that has been offended by crime. Wilkinson (1998) reported that a significant percent of exoffenders that participated in community service while in prison did not recidivate compared to those offenders that did not participate (p. 91). Although community service may have a positive impact on an inmate’s community re-entry, the type of community service program inmates do during their incarceration may also improve their quality of prison life. Barak, Savorai, Mavashev, and Beni (2001) reported that dogs are becoming a valued therapeutic tool among health-care providers in clinical and non-traditional settings because of the calming affect dogs have on the physical and mental conditions of patients. Community service programs serve a useful role in managing inmate behavior and controlling the frequency and severity of inmate infractions within adult prisons. However, as prison crowding occurs, prison officials struggle to keep inmates busy by assigning them to productive tasks. Inmate idleness is something that most states are confronted with and while prison jobs such as mopping floors, kitchen duty, and making prison garments keep inmates occupied, these jobs are not enough to satisfy programming requirements to address the needs of rising populations. As inmate populations increase, stable prison systems could become volatile environments endangering prison staff as well as the inmates the systems are charged with protecting. When there are a limited number of prison jobs to address the population challenges, offenders find inappropriate ways to address their own idleness. The choices offenders make may lead to fights, staff assaults, riots, and other forms of aggression. References Barak, Y. , Savorai, O. , Mavashev, S. , & Beni, A (2001). Animal assisted therapy for elderly schizophrenic patients: A one year controlled trial. American Journal of Geriatric Psychiatry, 9(4), 439-432. Fields, G. (2005, January). Congress prepares to tackle prisoner recidivism: Lawmakers plan for bipartisan measures after report offers advice for overhaul. Wall Street Journal, p. A4. JFA Institute. (2007, November). Unlocking America: Why and how to reduce America’s prison population. Retrieved November 10, 2007, from www. jfa-associates. com U. S. Department of Justice. (2006, September 6). Study finds more than half of all prison and jail inmates have mental health problems. Retrieved May 1, 2009, from http://www. ojp. usdoj. gov/newsroom/pressreleases/2006/BJS06064. htm McCuan, R. , Prins, S. , & Wasarhaley, N. (2007). Resources and challenges: Corrections and mental health collaborations. August 2007, Corrections Today: Female Offenders Collins, T. (2006). Ohio Department of Rehabilitation & Correction: Pieces of the puzzle. Retrieved May 1, 2009, from http://www. drc. ohio. gov/ Dawn, B. (2007). Managing the â€Å"other† inmate. Retrieved May 1, 2009, from http://www. corrections. com Wilkinson, R. A. (1998). The impact of community service work on adult state prisons using a restorative justice framework. Division of Research and Advanced Studies of the University of Cincinnati, College of Education. Haney, C. (2007). Testimony of Professor Craig Haney. Prison overcrowding: Harmful consequences and dysfunctional reactions. University of California, Santa Cruz.