Elements of Religious Traditions Paper Essay Example | Topics and Well Written Essays - 500 words

Elements of Religious Traditions Paper - Essay Example One way of resolving this difficulty is to take a comparative approach, viewing what happens with an open mind. It is possible to detect similarities and differences which might illuminate key issues which lie at the heart of human religious experience, such as how these religions help people to conduct a relationship with the divine through special holy places and artefacts, special times and a particular way of relating to each other. The twentieth century European scholar Mircea Eliade wrote an influential study on the sacred and the profane, and identified the fact that religious experience often takes place in clearly marked special places: â€Å"Every sacred space implies a hierophany, an irruption of the sacred that results in detaching a territory from the surrounding cosmic milieu and making it qualitatively different.† (Eliade: 1987, 26) Natural features like caves, rivers and mountains were often imbued with this notion of sacredness and archaeologists detect elemen ts of religious significance in early monuments such as stone circles and pyramids. Humans appear to have a need to reserve, or indeed construct, very special places in which to step outside the everyday pressures of life and reflect more deeply.

Meeting the learning needs of all the children Essay Example for Free

Meeting the learning needs of all the children Essay Although these areas seem separate, they are not planned for individually. One activity may cover three or four areas of learning. In my opinion the Guidance Document is very repetitive. This can be due to the fact that one focused activity can cover many areas of the six areas of learning. Children are developing at different rates and in many different ways. Some children will be better in certain areas whereas some children may excel in other areas, and the Curriculum Guidance for the Foundation Stage (DfEE/QCA, 2000) recognises this, and therefore identifies a number of developmental stepping stones which identify the relevant knowledge, understanding, skills and attitudes needed to achieve each goal. (ibid, pg. 5) In reference to my research, I have found that the Foundation Guidance document is inspired by the work of Jean Piaget and his four stages of child development. Piaget believed that children are born with the ability to think and must successfully pass through each stage of cognitive development before beginning the next stage. (Daly, M, etal, 2004, pg. 73-74) In my school and nursery experience, I found that all learning and planning begins at building from previous experiences/learning. I agree with Piagets theory that in order for children to develop their thinking they must be able to draw upon prior experiences first. Nursery settings allow children to explore and build upon a variety of different experiences through play and adult initiated activities, which provide a basis for learning when they reach school. My 3-5 placement was based in a nursery which allowed for children aged between 3-4. The nursery has two sessions, one in the morning from 9. 00am to 11. 30am, and one in the afternoon from 12. 30pm to 3. 00pm. Each session catered for a different group of children. The children are not grouped according to ability; they tend to follow friendship groups. The staff invites children to join in focused activities. The children are never forced to do anything they dont want to. Continuous provision is the principle set up that the nursery follow and the children are free to explore all areas. These include the water area, sand, dough, home, book and construction areas. A painting area is also positioned in a child friendly location set up with primary and secondary colours. The mathematics table, writing table and work shop table is set with different activities on a daily basis. Children are learning through experimentation most of the time. I was surprised to observe just how much the children were learning without even realizing. Learning through play is a simple yet extremely effective way of learning for young children. Staff promotes learning by being well organized, each member of staff has a set responsibility and work on a rota system. All the equipment and resources are at child level and nearly everything has label or has a picture for where things belong. They follow a self tidy up rule which the parents are asked to implement at home also. The teacher ensures in her planning that all six areas of learning are covered throughout all activities which I will discuss in more depth; this includes outdoor play which is also specially planned for. Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. (DfEE/QCA, 2000:25) Resources are brightly coloured and are in interesting, familiar shapes. The home corner is quite realistic and the children role play families thus developing communication, sharing and turn-taking skills. I also observed that each area for learning e. g. the sand area, are set separately, with at least 100cm between them. I believe this is a good strategy as the children are less distracted when working/playing and finished what they were doing instead of leaving things half done.

The Evolution Of Feminism Sociology Essay

The Evolution Of Feminism Sociology Essay Adaptation is the survival mechanism of civilizations in the course of evolution. It is the emergence of a trait that will enhance species viability in an existing or new environment. Conversely, byproduct is the unintentional consequence of adaptation. Humans due to their great capacity for generalized learning have consequently achieved a distinct capability of constructing and imparting culture (Parsons, 1964). According to Biologist Alfred Emerson (1956) within the realm of adaptation the gene has now been replaced by the symbol. Thus it is not just the genetic constitution of human beings that affects the process of evolution but also their cultural practice. Societies subsist within complex social environments (e.g. raw materials, reserves and constraints and limitations) and they adapt to such intricacies. It is thus inevitable that societies reorganize and reform themselves over time in the face of social change. The study of society and social change has taught us that the s ocial order of civilizations changes over time and reorganizes itself to appear as something different from its ancestral form. As a society, we have organized our everyday lives around former and existing situations. We are accustomed to standard and regular conditions and may be sensitive to extremes that fall outside of this array. The stages of evolution as discussed by Morgan (1877) and Tylor (1871, 1881) are as such: savagery, barbarianism and civilization. According to them every society and culture has or will go through these stages of evolution in this order. French philosopher  Auguste Comte (1876)  advanced the law  of three stages. According to this human societies progress from a theological stage, which is governed by religion, through a metaphysical stage, in which theoretical speculative assessment is most important, and onward toward a positivist stage, in which empirically based systematic scientific ideas are most dominant. It has been argued that society h as evolved by way of small steps that have led to increased complexity of society. Herbert Spencer (1887), a British sociologist argued that societies themselves are life forms. He attempted to extent Darwins tenet of the survival of the fittest to human civilizations and said that society has been steadily moving ahead towards an enhanced state. He claimed that western societies had persisted and evolved because they were better at becoming accustomed to the challenges of life. Emile Durkheim (1933) singled out the basis of societal evolution as a societys increasing development of more complex social interactions. Durkheim viewed societies as changing in the direction of immense demarcation, integration and oppression under the demands of increasing moral density. Durkheim supported that societies have evolved from a comparatively self-sufficient state with little incorporation, where intimidation and domination is required on a social structure, with a kind of cohesion called mec hanical solidarity to a more distinguished social structure with maximum division of labor where specialization and collaboration is extensive and interdependence and assimilation give rise to an organic solidarity. Julian Stewart (1955) constructed the multi-linear theory of evolution where he stated that societies change due to their adaptation to changing environments. A more recent view by Bloomfield (1993) suggests that society is in a state of equilibrium and when change takes place a transition results in a consequent stable but more complex society. The human race has shown a tremendous potential for adjustment and change. We have seen many forms of social change over the years. Human civilization has been witness to some foremost structures of transformations such as Industrialization, Globalization, World War II, Civil Rights Movement in United States, Indian Independence Movement, Gay Liberation Movement and Womens Rights Movement among many more. In this paper we shall r eflect briefly upon the evolutionary perspective of the Womens Rights Movement and put forward certain questions as is the Movement a form of adaptation of the society? Or it is the byproduct of adaptation? Nothing can be more absurd than the practice that prevails in our country of men and women not following the same pursuits with all their strengths and with one mind, for thus, the state instead of being whole is reduced to half. (Plato, 428-347 B.C.; Saxonhouse, 1976). In The Republic Plato proposes that an ideal state is one in which women are given the same opportunities as men in areas such as education and participation in activities of the state (Saxonhouse, 1976). He is considered to be the first feminist although his concern is not about the rights of women but about their usefulness (Craik, 1990). Feminism aims towards social change by focusing our attention upon the issues of women and how we can go about empowering women and improving their quality of life. Feminism can be seen to have a transformational function to society. Competing for resources is the basis for evolutionary theory. This notion that has enabled our species to survive has an important implication in femi nist theory. The feminist movement has consequently emerged in a patriarchal society as an amendment in the course of evolution. In Evelyn Reeds book Womens Evolution: from Matriarchal Clan to Patriarchal Families (1975) she mentions that social structures were initially based on mother-child relationship and were considered matrilineal clans long before the patriarchal family tradition began. Men were not part of the child birth process and were prohibited from eating womens food. She also notes that in most areas the essentially reliable sources of food were that of the gatherers (vegetables) and not hunters (animals). It was later that these matrilineal clans transformed into a patriarchal society. In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve (Futuyma, 1986). Accordingly evolution can be presumed as a process of the development of a characteristic of society from its primitive state to its presen t or specialized state. Change comes about through the competition of resources and the circulation of favorable innovations in thought and action. Human nature is habituated by communication, which establishes what resources are available (Cooley, 1897). Arnold Toynbee (1987) postulated that civilizations transform from a stationary state to an active one. A more recent perspective on change was hypothesized by Thomas Kuhn (1996) where he talks of the concept of a paradigm. A paradigm is a set of values and beliefs about reality that allows a people to form theories about reality and solve problems. The central feature of a paradigm is its own etiquettes and principles. A paradigm remains popular and influential as long as it justifies most observable phenomenon and resolves most problems but it yields as new paradigms rise and begin to challenge it. Thus, long phases of normal science are pursued by short periods of revolutions that entail essential changes in prime theoretical pr esumptions. A good example here would be the androcentric assumptions that hard as well as social sciences tend to have embedded in their core and the recent shift towards a feminist paradigm where such assumptions are being questioned and alternate ideologies are being presented. This general idea is reinforced by Fritjof Capra (1997), who maintains that a single person can have a worldview, but a paradigm is shared by a community. The paradigm impression demonstrates the scope of social change as a turning point on the state of mind of individuals. History confirms that changes in society occur not because of great wars or authoritarian governments but because a significant amount of people started to change their mind, even if only a little (Harman, 1998). Contrary to the impression that innovative ideas are the efforts of a handful of elites like scientists, philosophers, artists and religious leaders, sometimes new ways of perceiving life in a significantly meaningful way progr esses from the great mass of the population (Yankelovich, 1982). Another model of social change helps to explain the transformation of feminist societies was presented by Anthony Wallace in 1970 in his book  Culture and Personality. Change is seen to present itself when intense individual strain leads to a shift away from cultural harmony. Initial response of society as well as the individual is that it is a distinct personal problem, but as these individual problems begin to come together in the form of a group, they result in unstable social foundations and society in turn has to recognize it as a problem on a larger scale. Once this happens it is essential for society to endure a process of recovery and transformation to return to the state of balance. This process of renewal depends upon characteristics such as formulation of a code, communication, organization, adaptation, cultural transformation and routinization. We attempt to integrate the evolution of feminism into this model. Feminism has formulated a code in the sense that it has a go al society in mind. It is one that contrasts the patriarchal society and insists upon a tradition of equality among sexes and envisions a liberated future for women. Communication in the feminist tradition has been one of prime significance. Consciousness raising groups were established by New York Radical Women and Womens Liberation groups. These meetings enabled women to share their stories and shed light on how their personal problems were in fact more common than recognized (Sarachild, 1973). Womens organizations exist in most countries that have been set up to address the issues of women and work towards globalized incorporation of solutions. The evolution of feminism has required the inclusion of many new viewpoints and the adaption of older ones. For example the radical feminist notion that women are superior to men has now been substituted for a more holistic idea where women and men are considered as equal and no one sex is better than the other. The Womens suffragettes hav e been able to attain womens voting in most parts of the world and this has led to a cultural transformation to the perception of women and their basic rights and privileges. The war on patriarchy is still ongoing but the movement has won many battles amongst. The vision of an egalitarian state is still very much alive. Routinization for many element of the movement are yet to happen as goal future is far from within our grasp. History illustrates that women have suffered many dreadful fates at the hands of persons, in the form of rape, female infanticide, sati ritual, honor killing, bride burning, female genital mutilation, sex slaves, etc. Data shows that between sixty to more than one hundred million women and girls are considered missing from numerous populations and are likely to have survived if gender discriminatory practices like sex-selective abortions, infanticide and inadequate care based on gender were absent (Seager, 2003; Sen, 1990; Klasen and Wink, 2002). Studies show that one in every five women have been forced to have sex, beaten or otherwise abused in their lifetimes and the perpetrator is usually a member of the family or an otherwise known person (Heise, Ellsberg, Gottemoeller, 1999) and about 69% of female homicide victims are killed by their male partners (Krug, et. al., WHO, 2002). Available data implies that in some countries nearly one in four women confirm sexual violence by an in timate partner and equal to one-third of adolescent girls report that they were forced into sexual acts for the first time (Ellsberg, et al., 2000; Mooney, 1993; Hakimi, et al., 2001; Matasha, et al., 1998; Buga, et. al., 1996). Sexual cruelty is more evident in places where attitudes of male sexual rights and entitlement are intense, where gender roles are inflexible, and in countries where there is an occurrence of other types of violence (Bennett, Manderson, Astbury, 2000; Gartner, 1990; Smutt, Miranda, 1998) In the 1994 genocide in Rwanda it was reported that between 250,000 and 500,000 women, or about 20% of women, were raped (De Brouwer, 2005). In 1992, during the five months of conflict in Bosnia and Herzegovina, about 20,000 50,000 women were raped (Ashford, Huet-Vaughn, 1997). In India, deaths attributable to dowry are estimated to be 15,000 per year and typically they are kitchen fires made to like an accident (Jethmalani, 1995). Close to half of the 40 million people liv ing with HIV/AIDS are women. Social elements that lead to female exposure to HIV-1 include poverty, presence of gender inequality, cultural and sexual customs, violence and lack of education (Quinn, Overbaugh, 2005). Between twenty to seventy percent of women opened up about their abuse for the first time when they were interviewed for a survey by WHO and have not old anyone before that (WHO, Geneva, 2002). Recent studies have shown that there is no significant rise in the reported rape cases since 1990 (Wolitzky-Taylor, et. al., 2011). Keeping in mind these statistics it is no surprise that the feminist movement has emerged as a medium of social action against the oppression of women. Such atrocities against women are not a recent problem. What is remarkable is that such matters are finally receiving international attention due to the political power that women have acquired that we are now able to place the issue of accountability for gender-based cruelty on the international agen da. Women are taking advantage of opportunities, allocating resources, reconstructing social realities, envisioning a better, holistic and an overall more agreeable future and energizing a new generation of supporters (both female and male). Dissatisfaction among women is a reflection of evolutionary changes within the movement that aims for an integrated society. As is with all social movements, the womens rights movement too has gone through many changes and reorganizations in its evolution due to climate changes, internal and external conflicts, changes in social values and philosophical progress. The records of the history of feminism are mentioned briefly and represented as an overall picture of the struggle. Many attempts were made to highlight the inequalities between the genders such as the work of 15th century writer Christine De Pizan, who was the first woman to write about the relationship of the sexes (Brown-Grant, 1999), 17th century writer, Margaret Cavendish, 18th century writer, Mary Wollstonecraft, who is often said to be the first feminist philosopher and the works of Jane Austen, that focused on the restricted lives of women of the former part of the century (McCarthy, 1994). Although efforts were made by women such as Caroline Norton, who helped in changing the situation of married women and child custody in England ((Yalom , 2002; Perkins, 1989) and Florence Nightingale, whose belief was that women had all the aptitude of men but they had none of the opportunities (Bostridge, 2008), 1848 was the year that marked the beginning of an organized Womens Rights Movement. The first wave of feminism was between the 19th to the early 20th century. Here attention was given to issues such as womens education, better working standards, right to vote and running for office. Womens suffrage was extremely significant to the womens rights movement as it eliminated the overtone of them as being second-class citizens (Cott, 1989). What came after is commonly known as second wave feminism and lasted for the duration of 1960s to 1980s. During this time issues such as gender inequalities and discriminations were brought into awareness (Freedman, 2003). The third wave of feminism commenced in the 1990s and emerged to resolve the criticism that second wave feminism received. It dealt with issues of queer politics, reproduct ive rights, inclusion of race related subjectivities of minority communities (Henry, 2004). It also addressed concerns for a global feminism where matters such as First World vs. Third World feminism, the intersectionality of gender repression and inter-subjugation based on gender, race, sexual preferences (homosexuality), class, nationality, etc., defining feminism, birth and population control, identifying the central aspects of feminism against the political aspects, the gap between researchers and the grass roots, female genital mutilation and the degree and extent of political concerns affecting women have received attention. Womens Rights movement, as all social movements, evolved and adapted (and still is) to societal changes.

Observation of Child with ADHD

Observation of Child with ADHD Childs Particulars: Full Name of Child: Eileen Tay Yi Ling (Pseudonym) Chronological Are: 6 Years, 1 Month (From Date of Collection of Background Information) Gender: Female Race: Chinese Current Grade (Standard) in School: Kindergarten 2 Background Information: Eileen (pseudonym) lives with her family, consisting of her father and mother, her 23 year-old step-brother and a live-in domestic helper. According to the domestic helper, she appears to be closer to both parents than her brother; with she (Eileen) agreeing that she speaks to the parents more than she speaks to her brother. The family of 5 (including the stay-in domestic helper) stays in 3-bedroom condominium at South-Eastern Singapore. She first started going to an early education facility at the age of 3, and is currently enrolled in 3 early education centres (Kumon, The Learning Lab, and EtonHouse), for enrichment classes and kindergarten. Based on the information given by her mother, Eileen enjoys going for classes and is on good terms with her teachers. She also expresses interest in Mathematics, though she (Eileen) has the impression that she is weaker in that very subject itself. Annexe A, which is done approximately 2 weeks before, which shows her mathematics worksheet being done with a perfect score, a point which is consistent with the other worksheets shown during the data collection session. In the areas of language and literacy, Eileen uses mainly English when communicating with her parents, peers and relatives, although she is also generally proficient in her Mother Tongue (Mandarin), which is seen when in the worksheet that she completed (Annexe B) and what was seen when she is reading her storybooks. Eileen also attempts to speak like her parents when engaging in conversation. Eileen is seen to have her strengths in language and literacy, as she is conversant in simple English and is able to provide simple fact-based answers about herself, like where she study, and her family information. Based on the developmental milestones by Chant (2013), Eileen has met the language and literacy developmental milestones of a 5-6 year old. Eileens socio-emotional development appear to be meeting the developmental milestones of her age group, as her parents claim that she is sociable, and that although sometimes got conflict before, but after a while, they are back as friends again (sic). In Kumon, she is closer to 3 of her friends whom she has been in the same class for over 18 months (1.5 academic years). Annexe D shows the art that one of her friends did for Eileens 5th birthday a year ago. Also, Eileen has her own bedroom, and is able to make her own bed in the morning, after waking up, thereby meeting the socio-emotional milestone of being more independent and in charge of his/her behaviour (Child and Youth Health, 2010). Eileens mother also shared that she (Eileen) can accurately give the birthdates of some of her relatives that she is more familiar with, if given their names, although if she is given the birthdates, she may not be able to state whose birthday that is. Her inability to do so is in line with the childs level of cognitive development, as Parke and Gauvain (2009) stated that the inability to reverse a series of mental steps is evident in many other responses of the child between 2 and 6 years old. She also has an attention span of approximately 10-15 minutes, although her attention span may be extended if she is engaged in something of her interest, and if Eileen was engaged in playing with toys of her particular interest, she would get very hooked onto it and that her parents experienced difficulty in getting her to change focus to another activity or task. This is not part of the developmental norms that Schmitt (2012) mentioned, whereby a typically developing childs attention span sh ould be 3-5 minutes of the childs age, which means that for Eileen, she should be able to have an attention span of approximately 18-30 minutes. Data Gathering Plan: Technique One: Conducting an interview-based checklist adapted from Hill Checklist for Attention Deficit and Related Disorders Description of Technique One: The original Hill Checklist for Attention Deficit and Related Disorders is meant for teachers to help Neurotherapy in evaluating the child in question on if he/she has Attention Deficit or other related disorders. The first section focuses more on Attention Deficit, and utilises a Likert Scale of 0-5, and requires the educator to rank the childs behaviours based on the characteristic being not present (0) to very severe (5). Only the first section of the checklist will be used, and it will be implemented through interviewing Eileens mother. In addition, she will be asked to elaborate more on each of the items, by explaining and providing examples and descriptions of what Eileen does. I will be noting down the response of Eileens mother, and a voice-recording will be done for later reference. Rationale of Technique One: Based on the background information collected, Eileen is seen to be performing well in most areas of development. However, her attention span of 10 to 15 minutes, according to the background information given by her mother, is lower that the age-appropriate developmental norm of Schmitts (2012) age-to-attention span ratio of 3-5 times the childs age. Also, as Eileens mother also mentioned that Eileen tended to be very hooked when doing an activity of her interest. This appearance of the lack of focus, while parents having trouble getting the child to divert his/her attention from what interests them (Smith and Segal, 2012) raises a possible risk of the child having Attention Deficit Disorder (ADD). By interviewing Eileens mother, and understanding more about Eileens behaviour, it will give a better insight into if she is in fact at risk of ADD. Technique Two: Conducting an Observation as a supplement to the interview-based checklist (Technique One) Description of Technique Two: At least 2 observation records will be conducted, one running record, and another running record. These observation records will be done on two separate occasions, with a minimum of 3 days in-between each observation session. The observation records will focus on Eileens attention span when she is doing her work, or at play. Environmental factors like the presence of noise and side activities, like people walking pass or the programmes airing on television, will be noted down. Rationale of Technique Two: As Technique One only provides further information given by Eileens parents, the full picture of Eileens apparent lack of attention span may not be clear. Therefore, by observing Eileen, and her environment, while she is on her daily routines like having a meal, doing her work or watching television programmes, will provide a second picture of the possible causes of the short attention span that she has, since observing a child is useful in isolating the root of the problem, inclusive of the environment surrounding the child (LD Online, 2000). An analysis of the observations done will also conducted to have a better insight into the rationale of her actions. This, together with Technique One, a clearer picture of where Eileens development in terms of attention will be seen, as well as if she is possibly at-risk of having ADD. References: Child and Your Health. (2010). Child development: 5-6 year old children. Retrieved from http://raisingchildren.net.au/articles/child_development_5-6_years_cyh.html/context/511 Chant, R. (2013). Developmental milestones of 5-6 year olds. Retrieved from http://starskills.net/blog/developmental-milestones/developmental-milestones-of-5-6-year-olds/ Hill, Robert W. (n.d.) Hill checklist for attention deficit and related disorders. Retrieved from http://www.neurotherapydfw.com/pdf/ChildForm-Teacher26-23-08.pdf LD Online. (2000). Early Intervention Observation of an individual child. Retrieved from http://www.ldonline.org/article/6048/ Parke, R. D. and Gauvain, M. (2009). Child psychology: A contemporary viewpoint. New York: McGraw-Hill Schmitt, B. D. (2010). Attention deficit/hyperactivity disorder (ADHD): How to help your child. Retrieved from http://www.cpnonline.org/CRS/CRS/pa_battentn_hhg.htm Smith, M. and Segal, R. (2010) ADD/ADHD in children. Retrieved from http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm Annexes: Annexe A: Mathematics Annexe B: Language (Mandarin) Annexe C: Socio-emotional

Computer Crime :: essays research papers fc

Computer Crime Problems with Format Billions of dollars in losses have already been discovered. Billions more have gone undetected. Trillions will be stolen, most without detection, by the emerging master criminal of the twenty-first century--the computer crime offender. Worst of all, anyone who is computer literate can become a computer criminal. He or she is everyman, everywoman, or even everychild. The crime itself will often be virtual in nature--sometimes recorded, more often not--occurring only on the Internet, with the only record being electronic impulses. Before discussing Internet crimes, we can expect to see in the years ahead, let's look at the good news: The most-dreaded types of offenses--crimes such as murder, rape, assault, robbery, burglary, and vehicle theft--will be brought under control in the years ahead by a combination of technology and proactive community policing. Creation of the cashless society, for example, will eliminate most of the rewards for robbers and muggers, while computer-controlled smart houses and cars will thwart burglars and auto thieves. Implanted bodily function monitors and chemical drips (such as "sober-up" drugs and synthesized hormones) will keep most of the sexually and physically violent offenders under control. But computer criminals--ranging in age from preteen to senior citizen--will have ample opportunities to violate citizens' rights for fun and profit, and stopping them will require much more effort. Currently, we have only primitive knowledge about these lawbreakers: Typically, they are seen only as nuisances or even admired as innovators or computer whizzes. But increasingly, the "hacker" is being replaced by the menacing "cracker"--an individual or member of a group intent on using the Internet for illegal profit or terrorism. Access to the Internet has begun to expand geometrically, and technology is making the Internet even more friendly and affordable for millions of users. But foolproof protective systems can probably never be develope d, although some high-tech entrepreneurs are certainly trying. Even if a totally secure system could ever be developed, it would likely disrupt the free flow of information--an unacceptable intrusion to most users. In fact, it is the ease of access that is driving this rapidly expanding field of crime. What are the major computer crimes being committed, how, and by whom? More importantly, where is computer crime headed in the twenty-first century? Let's look at five crime categories: communications, government, business, stalking, and virtual crimes. COMMUNICATIONS CRIMES Already, cellular theft and phone fraud have become major crimes.

English: Poetry Commentary Haven’t I Danced the Big Dance? By Jack Mapanje :: English Literature

English: Poetry Commentary Haven’t I Danced the Big Dance? By Jack Mapanje The poem ‘Haven’t I danced the big dance?’ by Jack Mapanje concerns the traditional rain dance of a proud tribesman. The modern representation of his dance that he sees today provokes this nostalgic and emotional response. The speaker, a formal tribal rain dancer, is thinking back to the time when he used to dance this traditional dance, and looking at the new generation, dancing only for show, with sadness. The poem is divided into three stanzas, the two first ones being dedicated to the past, when he was a dancer, and the last one to the present. The first stanza talks about the way he used to dance this traditional rain dance, in a circle around the drums, with amulets, anklets and snakes. The second stanza is insisting on the energy he put into this dance, on how good he was. The third stanza brings us to the present time, now that his daughters are doing the dance, more as an attraction for tourists than as a real tradition, and the speaker is not able to show them the real meaning of the dance. This rain dance is part of the speaker’s traditions, and he seems to be very attached to it. He remembers the way they danced it in the arena to the sound of the big drums. They used to wear special clothes and use specific accessories, ‘Skins wriggled with amulets Rattled with anklets’ to make the dance seem real and magical, at the same time. It had a real value for the speaker. However, this dance, in which he had put so much energy into when he was younger, ‘How I quaked the earth How my skin trembled How my neck peaked’ had not kept the same value. He talks about the way the new generation, his daughters’ generation, dances the dance now, and emphasised the lack of authenticity it has. He says they just wear ‘babble-idea-men-masks’, to make it look like a traditional rain dance to tourists, while it is not really. He compares the ‘mystic drums’ he used to dance to, with the ‘slack drums’ his daughters dance to now. Finally, he lets us understand he would like to show the new generation how the big dance is supposed to be danced, what its original value. However, this helplessness is not the only emotion felt in this poem. At the beginning, the speaker reminisces on the old days, his glory days, both with happiness and excitement and with sadness and regret. As he describes the different characteristics of the dance and the way

Visit to Court

I have got a chance to visit court on 2, January 2014 with my group members Biagio Mauri for our law assignment. This is the first time of my life visiting to court and we went to magistrate court around 1pm. That court is located in 363 George Street Brisbane QLD 4001, opening and closing hours is 8:30-4:30. When we arrived infront of the court I feel alittle nervous because I have never been to any court. My group members asked me to turn off all of my electronic devices. In entrance there are some sign of no food /drink and turn off electronic devices. I stepped into the entrance and the first thing I see is security woman with desk in front of the court. She was friendly and asked us to step back to x-ray machines which is use in airport or any other security check.Then she asked us to come one by one, so that my group member would go first and I was waiting him outside of the entrance.After she checked my group member’s bag with metal detectors as she asked me to come in and she did the same way. After security check, we ahead to information counter and we saw some people were asking about the court room that related to their cases. So we qued for a little while and we got reach our trun.My group member requested to receptionist that we are student doing law assignment and which room we need to go.Then she said room 36 is just started and pointed us to get there. I felt so excited to get into the room as I saw auto double door to get into the room. I became noticed everyone is quiet and we took chair in last place. Although I knew that I need to be quiet but my group member remind me to be quiet.After we sat down,I started to discover the circumstances.There were few people sitting with us.The name of the judge was Carmody T and he looked greate on his formal black suit with the white collar.His place was the highest positon of the room and he was sitting.At the second positon, I saw a typist women and she was typing about the case.At the last posit on I saw one lawyer and one policeman who standing were had conversation with the judge.I saw around 4 or 5 police infront of the 2 small glass room that they made with protective glass for protect people from the accuse abuse I guess. After I did sightseeing, the first accuse was already got judgement.So I started focus on second accuse case and listened carefully.Before the accuse come, the lawer talked about the case.That case was nature of crime about theft case, the police woman took the accuse man from the door behind that glass room. The judge asked that accuse man that he feel gulity or not.He said he felt  gulity so that judge continue ask about what he did steal.He admited that he stolen $4658 cash from the high school.Finally the judge made the decision that he needed to give fine $2000 and sent to prison for 6 months. In conclusion, I got a lot of knowledges about the court by visiting magistrate court in brisbane Australia.I experienced about how the judge and lawyer analysis the case and the court procedure.When I left that room I did bow my head down as other people did.I realized how court is important for a countrty, if court does not exist we cannot exactly know what is justice.