Exam review Essay Example for Free

Exam review Essay List three examples of operating system software. Linux, OS X, and Microsoft Windows List three examples of application software. Microsoft Word, Adobe Photoshop, and Visual Studio Programs that make a computer useful for everyday tasks are known as application software What is used to translate high level language programs to machine language (or machine code)? Compiler What both translates and executes the instructions in a high level language program? What was the first programming language designed to perform complex math functions? Interpreter. Fortran Rules that are strictly enforced during compilation are called what? Syntax Rules What are violations of strictly enforced rules during compilation called? Syntax Errors Which will not prevent compilation, syntax or logical errors? Logic Errors Instead of binary numbers, assembly language uses short words for instructions known as what? Mnemonics Name a high level language you use in the course. Visual Basic The words that make up a high level programming language are known as what? Keywords Which runs faster a compiled or an interpreted program? Compiled Which language utilizes binary numbers like 01110000? Machine Language How many steps are in the Program Development Cycle and what are they? 1 Design the Program2 Write the Code3 Correct Syntax Errors4 Test the Executable Code 5 Debug the Code What is an informal language that has no syntax rules and is not meant to be compiled or executed? Pseudo Code What is a diagram that graphically depicts the steps that take place in a program? Flowchart What is a set of statements that execute in the order that they appear? Sequence Structure What is a logical design that controls the order in which a set of statements execute? Control Structure What graphically displays boxes that represent each module in a program? Hierarchy Chart Which flowchart symbol represents a terminal point like Start or Stop? Oval Which flowchart symbol represents processing and is used with the keywords Set and Declare? Rectangle Which flowchart symbol represents decisions and is used with the keywords If/Then? Diamond Which flowchart symbol represents input and output and is used with the keywords Input and Display? Parallelogram Which flowchart symbol represents calling modules and is used with the keyword Call? Rectangle with 2 Vertical Lines In programming, a storage location in memory is called what? Variable A variable that is declared inside a module is called what? Local Variable What is the term that describes the part of the program that a variable can be accessed? Scope A variable that can be seen throughout the program is called what? Global Variable True or false: A variable can begin with a number. False True or false: A variable can contain spaces. False True or false: A variable can have a number as the last character of the variable name? True True or false: A variable can contain an underscore. True True or false: A constant can be changed during execution of a program. False True of false: A variable can be changed during execution of a program. True What are the four main data types discussed in class so far? 1. Integer2. Real3. String4. Boolean What is used to check the relationship between two values? Relational Operator Which relational operator is used to denote greater than or equal to? = Which relational operator is used to denote not equal to? != Which relational operator is used to denote less than? What is the difference between using the relational operator = and the relational operator ==? = is used for assignment and == is used for comparison What is the symbol used to indicate raised to the x power in pseudo code? ^ What is the truth table for AND? True AND True = True True AND False = False False AND False = False False AND True = False What is the truth table for OR? True OR True = True True OR False = True False OR False = False False OR True = True What does NOT False evaluate to? True Indicate three benefits of modules? Faster Development, Simpler Code, Code reuse What is a variable passed to a module called? Argument Define the abbreviation ASCII. American Standard Code for Information Interchange Relational Operators Great Then Less Then = Greater Then or Equal 7 is false 5 7 Is True (5 7) or (10 3) is True (5 7) and (10 3) is False NOT (5 7 ) and (10 3 )is true because the NOT reverses All programming languages that allow you to create expressions that can be evaluated as either true or false are called ? Boolean expressions. Boolean expressions uses relational operators

International Development Policy

International Development Policy Political, economical and social development of developing countries has been a high priority on the global agenda. International development policy has gained momentum as issues such as poverty in some developing countries have been increasingly linked to global security issues such as terrorism. Global policy in regards to development has become more prevalent through the increase of international organizations and institutions. However, international development policy and its perceived importance to national economic, political and social growth within developing states has become a strongly debated issue. From the United Nations Millennium Development Goals to more regional and bilateral initiatives, development has remained a salient global issue. In recent decades, the focus of international development has shifted from economic to human development and from structural to sustainable development. Despite the various methods used of stimulating international development, Offici al Development Assistance (ODA) continues to be essential to many developing states. It can be argued that for this reason that institutions such as the World Bank and the International Monetary Fund (IMF), which formulate and implement policy in relation to ODA, continue to have an increasing influence on developing states. In the last decades, an international development policy shift has taken place from structural adjustment programs focusing on economic reform and market-orientated policies to sustainable development incorporating social and environmental reform and human-orientated policies. One region greatly influenced by international development policy has been those developing states on the African continent. Many sub-Saharan states in Africa have been plagued by underdevelopment and continue to be heavily dependent on ODA. Despite reaping some benefits from the rapid economic growth in Asia and new economic partnerships with some BRIC states, most of the states in Africa continue to struggle with underdevelopment. Africa is a continent with enormous potential in both natural and human capital yet suffers from widespread poverty and human deprivation. The continent has the world’s highest proportion of poor, 46 %, and is home to more than 30% of the worlds poor (Cheru 2008, p.6). Despit e various development initiatives such as the Lagos Plan of Action for Economic Development of Africa, Africa’s Programme for Economic Recovery, the African Alternative Framework to Structural Adjustment Programme for Socio-Economic Recovery and Transformation, the Three Year Priority Programme for Survival, Rehabilitation of African Economies, the African Charter for Popular Participation for Development and the Compact for Africa’s Recovery, Africa’s developmental gains have been marginal. Africa’s problematic of underdevelopment has been blamed on exogenous factors such The post-World War II international system has increasingly witnessed more international and regional integration in addition to the rise of powerful non-state actors such as international , regional and transnational organizations. Organizations such as the United Nations, the African Union, various Non-Governmental Organizations (NGO’s) and multinational corporations (MNCs) are increasingly playing a more important role in the international system. The institutionalizing of liberal policies within states through international financial institutions indicates the increasing influence non-state actors have on state affairs and sovereignty. Therefore, globalization and the role of key international non-state actors has become a reality. Not only has the number of international organizations increased exponentially since the post -war period, the scope and regulating power has accordingly also increased. For instance, there are international organizations for international trade (World Trade Organization, G8, G20), finance and foreign aid(Organization for Economic Co-operation and Development, World Bank, IMF, African Development Bank), health (World Health Organization), law (International Court of Justice, International Criminal Court, International Criminal Tribunal for the Former Yugoslavia, International Criminal Tribunal for Rwanda and Special Courts and Chambers for Sierra Leone, Cambodia, Lebanon), law enforcement (Interpol, Europol), humanitarian aid (International Red Cross and Red Crescent), migration (UNHCR), labor (International Labor Organization) and environment (UNEP) to name but a few! This excludes the additional formation of regional blocs for dealing with security (NATO, ECOWAS) and economic competitiveness within the global trade system such as NAFTA and many of Africa’s Regional Economic Communities (RECs). This plethora of international and regional organizations has not simply served to deal with or regulate transnational iss ues without affecting state sovereignty. Supranational regional organizations such as the European Union (EU) indicate that states have voluntarily relinquished some sovereignty for the overpowering interest of mutual gain. International â€Å"The governance indicators establish a discursive field of state legitimacy and normalcy and ‘responsibilises’ states: construct them as ethical actors that are capable of correct and responsible choices and policies† (Lowenheim 2008: 255) The use of global governance indicators is a means by which donors of official development assistance (ODA) can allocate scarce resources to what are perceived to be â€Å"effective† governments in developing countries. Ineffective governments in developing countries, which create rent-seeking activities, are seen as less desirable for the allocation of these scarce resources. Global indicators can, therefore, be used to assist donors in their decision-making for the allocation of aid to recipient states. Global institutions have an increasing tendency to rate and rank the governance capacities and performances of states. This practice of ranking and rating has increased significantly in the last few decades. The UNDP has identified at least 130 performance indices of which 80% had been created between 1991 and 2005 (Bandura 2005: 5). Each of these indices rank and assess country performance in such aspects as openness, competitiveness, governance, development, health, education, human rights, security, globalization among others. World Governance Indicators for Kenya, Nigeria and South Africa To examine the trend in quality of governance in each of the three case studies, aggregate indicators for Voice and Accountability (V A), Political Stability and Absence of Violence (PSAV), Government Effectiveness (GE), Regulatory Quality (RQ) and Rule of Law (RoU) have been used from the World Governance Indicators (WGI) index. The WGI uses a scale between 2.5 to -2.5 where 2.5 indicates a high 41  quality of governance. The selected time frame used is from 2002 to 2011 (data was unavailable for 2001 and 2012). Although Nigeria and South Africa did not implement a majority of the recommendations, the case studies were included in the analysis to provide insight if any observed improvement was as a result of the APR recommendations or due to other determinants.

The Early Years Of Key Stage One

The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications

Interpretation of Poetic Sound :: essays research papers fc

Understanding the Speaker’s Voice: Through Interpretation of Poetic Sound   Ã‚  Ã‚  Ã‚  Ã‚  Classical, Early European, Eastern and Modern poetry share structural similarities in their use of rhythm, meter and rhyme; however, sound plays a more subtle role for purposes of interpretation. Poets combine structured rhythmic patterns and the formal arrangement of words with devices such as alliteration to create images in the reader’s mind. Two contrasting poems written by William Blake titled â€Å"The Lamb† from Songs of Innocence (1789) and â€Å"The Tyger† from Songs of Experience (1794), effectively illustrate how the fundamental use of poetic structure, selective alliteration and imagery, accentuates the underlying sounds of a poem; thereby, enabling the reader to better understand the voice or tone being portrayed by the speaker.   Ã‚  Ã‚  Ã‚  Ã‚  In Blake’s opening lines of â€Å"The Lamb,† the speaker sets the initial tone for the conversation that takes place between the child and the gentle creature; â€Å"Little Lamb, who made thee/Dost thou know who made thee† (Blake 1-2). As evidenced by the speaker’s selective use of diction, the soft and non-threatening nature of the words establishes an atmosphere of child-like innocence and wonder that echoes throughout the remainder of the work. As the conversation progresses, the setting is established through the use of the words â€Å"stream† and â€Å"mead† (Blake 4), which is intended to suggest that the conversation is taking place outside, in a peaceful meadow. In subsequent lines of the poem, the child poses a series of softly worded phrases such as â€Å"Gave thee clothing of delight/Softest clothing wooly bright† (Blake 5-6). Although not initially obvious to the reader, through the selective use of alli teration, the speaker has effectively introduced the characteristics and subtle rhythmic sound that is consistent with that of a childhood nursery rhyme. The speaker’s melodious combination of repetition, diction and rhyme is further reinforced in the final two lines of the last stanza, â€Å"Little Lamb God bless thee/Little Lamb God bless thee† (Blake 19-20), which symbolically culminates in the child’s belief that the miracle of creation resides in God himself.   Ã‚  Ã‚  Ã‚  Ã‚  There is a stark contrast between the opening lines of â€Å"The Lamb† and the opening lines of Blake’s companion poem â€Å"The Tyger.† In â€Å"The Tyger,† the speaker immediately establishes a very different setting for the conversation that takes place between the child and the fearsome beast; â€Å"Tyger! Tyger! Burning bright/In the forests of the night† (Blake 1-2). Unlike the peaceful setting of â€Å"The Lamb,† the image created in the reader’s mind through the selective use of words like â€Å"burning,† â€Å"forests,† and â€Å"night,† suggests that the conversation is taking place in an environment of uncertainty and darkness.

Clifford Odets’ Waiting for Lefty Essay -- Waiting Lefty

Clifford Odets’ Waiting for Lefty In his play "Waiting for Lefty" Clifford Odets attempts to stir up the weary American public of the 1930s by providing examples of everyday people who, with some coaxing, rise above the capitalist mess they've inherited and take control of their destinies. In his work, Odets paints the common man as honest, sacrificial, and exploited, while big business and the government are portrayed as the proletariat's enemies, anonymous corporations of rich men intent on shattering dreams. Odets makes his point clear: in order to survive in the cutthroat world of Depression-era America, one must band with others, make necessary sacrifices, and live for oneself, not for a paycheck or in a deluded fantasy-state. The play's centerpiece, the gradual movement towards a strike for a group of taxi drivers, begins with an anti-striker, aptly named Fatt both for his physical and fiscal qualities, delivering a speech railing against the notion of a strike. Using unity as a means to coerce the dissatisfied workers into sedation, he proclaims, "I'm against the strike. Because we gotta stand behind the man [FDR] who's standin' behind us!" (5) As Fatt and a man branded a communist by Fatt debate the strike, Odets plunges into a short episode about a taxi driver and his wife, intended to relate to the common man as much as possible in its simple names, vernacular, and emotions. Joe's reluctance to strike for more money, based mostly on fear of being blacklisted, is criticized harshly by wife Edna: "They'll push you down to three and four a week before you know it. Then you'll say, "That's somethin' too!...I know this - your boss is making suckers outa you boys every minute." (9-10) Joe remains unconvince d until Ode... ...nce of a youth that dreams of more. Their state of abjection is summed up by Sid: "If we went off together I could maybe look the world straight in the face, spit in its eye like a man should do. Goddamnit, it's trying to be a man on the earth." (20) The overwhelming sense of isolation and impotence he feels is brought to a boiling point when he and Florence breakdown (22) as they become increasingly aware of their rutted existence. Their wretchedness becomes an Odetsian admonition to resist escapism and surrender. Odets returns to the taxi strike at the end with Communist connotations: "AGATE: WE'RE STORMBIRDS OF THE WORKING-CLASS. WORKERS OF THE WORLD." (31) With a resounding chorus of "STRIKE," (36) Odets has placed a challenge for blue-collar America to rise past individual fears, place faith in mass demonstration, and possibly adopt a Communist revolution.

Criminal Law VS Civil Law

A tort actions is a form of civil law, which are intentional tort, torts of negligence, and strict liability torts, the vast majority of legal issues in the United State involve this, such as divorce, child custody, child support, domestic dispute, consumer problems, defamation, and injuries due to a person by another person. You can fine a civil lawsuit yourself or have an attorney do it for you, in this case you become the plaintiff and the other person will be the defendant. In most situations a civil lawsuit is filed for the purpose of momentary compensation for damages or some other form of noncriminal relief.Criminal Actions Criminal law deal with crimes against society, such as murder, theft, assault, abuse, arson, and embezzlement. You can't initiate a criminal lawsuit yourself, only a federal or state prosecutor can. Defendant found guilty in criminal cases face fines, public service, prison sentences, or possibly death; it does depend on crime and the state where the trail takes place. For example, â€Å"State v. Hudson is a hypothetical criminal case where the state brings criminal charges against Hudson. Jones v. Hudson is hypothetical civil cases in which the party named Jones sues the party named Hudson.  Ã¢â‚¬Å"( David L Hudson Jr. , 2010, p. 143)Similarities All though criminal and civil suits have many differences they have few similarities. Both suits involve a judicial officer of the state sitting in judgment, they also require the person moving the court for an order (the prosecutor in criminal and the plaintiff in civil cases) to prove to the relevant standard of proof nor, do they permit leading questions when examining one's own called witness and permit leading questions when examining the other side's witness. They proceed by hearing each party on each point as to evidence and law and ending with an order of the court.Differences Civil law cases are governed by the rules of civil procedure, while criminal law cases are governed by ru les of the criminal procedure. Criminal law suits are made on behalf of the state or government, the purpose of which is to punish individuals who comment crimes. Tort law serves private parties, their intent is to distribute compensation to the wronged party. The other major difference between them is the burden of proof. Burden of Proof In civil lawsuit, the standard of proof is either proof by clear and convincing evidence known as preponderance.A preponderance of the evidence simply means that one side has more evidence in its favor than the other. However, in a criminal lawsuit clear and convening proof is the standard burden of proof it is known as beyond a reasonable doubt. This evidence must establish a high probability that the fact presented can be proven true. The main reason that the proof standard of reasonable doubt is used in criminal trials is that such proceedings can result in more severe consequences such as the deprivation of a defendant's liberty or even in his or her death.These outcomes are far more severe than in civil trials, in which momentary damages are the common end result. The major difference in the two burdens of proof is that in a criminal suit the evidence must allow no other logical explanation to be derived from the facts presented except that the defendant committed the crime, thus overcoming the presumption that a person is innocent until proven guilty. In a criminal cases one piece of overwhelming evidence can turn a case around no matter the others amount of evidence, while in a civil case either side can present a large amount of evidence and the one with the most evidence wins the case.Outcome In certain cases you can be charged for criminal and civil charges, if you injure someone intentionally you can be charged with criminal assault and battery by the state or local government and the victim can also sue you for damages in court in a tort action. For example in the case of O. J Simpson. He was tried at first for mu rdering is his wife and her friend and he was found not guilty by a jury of his peers. The family decided to suit him for compensation and won the cases. The Outcome if O. J. would have lost the criminal cases could have been anywhere from 25 years to life or the death penalty.

This Boys Life

The film we watched was called This Boys Life directed by Michael Caton- Jones and produced by the following men; Jon Peters, Art Linson and Fitch Cady. The movie takes place around 1957 where a son and mother flee the East and an abusive boyfriend to find a new life, and end up on Seattle, where the mother meets a polite garage mechanic. The boy continually gets into trouble by hanging out with the wrong crowd.The mo marries the mechanic, but they soon find out that he's an abusive and unreasoning alcoholic, and they struggle to maintain hope in an mpossible situation as the boy grows up with plans to escape the small town by any means possible. This movie was based Offa true story by Tobias Wolff that was written by Ed Sutton. The main characters in the movie are Jack, Caroline, and Dwight. Jack who is played by Leonardo DiCaprio is the main protagonist in the story. First his name was Tibias Wolff but then he changes it to Jack. He has a troubled childhood, which is plagued by dom estic abuse and misbehaviour.Despite his grim upbringing, he remains hopeful and is convinced that he is capable of a better life. Caroline whose nickname is Rosemary is played by Ellen Barkin. Carline is Jacks mother who struggles financially to support herself and her son, through she is neglectful at time you can tell that she has a special love for Jack. Rosemary was abused as a child and cannot bring herself to inflict violence or any sort of punishment on Jack, even though she has the habit of taking up with violent men who inflict the same abuse on both of them.Dwight is played by Robert De Niro is Jacks stepfather and is the main antagonist of the story. He is a cruel and violent man ho convinces Rosemary to marry him and move to Chinnok to live with him. Dwight is especially resentful of Jack and treats him with the utmost brutality. Dwight drinks to excess, steals Jacks and Rosemary's money, and often instigates physical altercations with Jack. One interesting part that I always wished I could do is being able to Just pack up and move. Not have any worries about the future and be like Caroline and have high hopes for the future, life would be great.There are three stages of Erik Erikson's eight stages of life that are recognizable in the film. There are; dentity versus confusion, intimacy versus isolation and generativity versus stagnation. Erik describes the first stage (identity versus confusion) as a dilemma during adolescence and early adulthood. Every individual is challenged to define who he or she is and who they will be in the future (Holloway et al 99). You can clearly see Jacks struggle during this stage in the film. He is constantly getting into trouble because of the group of friends he is hanging around.For example when they are in the bathroom smoking and they make fun of him he writes inappropriate words on the stale. Him and his so called friends also release the break from a car and let it roll down the hill until it crashes. An exam ple of this stage is when Jack is trying to figure out where he belongs and where he wants to go after high school. Jack hangs out with the wrong crowd but then starts to hang around another boy who seems to His grades are not good at all, has C's in every course, the battle to get into a post secondary school is hard.He was to look up to his dad and brother who went to a â€Å"top notch† high school. He has everyone saying that he won't get accepted anywhere because of his attitude and grades. Through it all he gets accepted and Dwight is immediately Jealous. Intimacy versus isolation is based on the ability to trust a person enough to reveal your personal thoughts and feelings to him or her, it is necessary to have a clear sense of who you are (Holloway et al 100). I think there are two examples in the film of this stage. First being Caroline and Dwight.Caroline has always been with another man and is used to having someone there but she was never really able to trust them or let her true self out because both men were abusive to her. When Dwight and her got married and had sexual intimacy later he efused to want to look at her face and actually held her head down on the bed so that she could not look up. She had no other choice but to accept how she was living because she was scared to be on her own. She also had no money and no where else to go so that factor was stopping her from running away.This is the opposite of what Erik Erikson is trying to portray. On the other hand, Jack and Caroline share an intimate relationship but on a parent to child level. They both are able to reveal their true feelings to each other and trust each other so greatly. At the end of the film Caroline finally has the courage to stand up to Dwight and escape. They both ‘pack their bags ‘ (not actually) and run off. I believe that you have to have a high level of trust if you are able to Just run away with someone and hope that whatever happens the outcome will be positive.The last stage called generativity versus stagnation. Erikson's theory suggests that this task follows the formation of identity and the development of intimate relationships. On the social clock, it requires fidelity and love. The tasks of early adulthood are to determine first who you want to be and what ou want to do so that you are true to yourself (Holloway et al 100). This age occurs during middle adulthood between the ages of about 40 to 65. People in this stage are focused on nurturing or creating things that will outlast them. Feeling useful and contributing to society are important stages.I think it shows stage because I feel that deep down Caroline knew she was doing the wrong thing. She knew marrying Dwight was the wrong thing and dating Rob before was also wrong, she knew that she was hurting Jack. That I think is the example of stagnation; her â€Å"failure† to find a way to ontribute, not so much to society but to herself and Jack. Also because Dwi ght would not let her work she never got the chance to go outside of the house and see what was happening in the real world. She was disconnected to society and therefore could not contribute anything.Near the end of the film we see her wanting to work for the government, the want to help society is there but Dwight is stopping her. Generativity refers to â€Å"making your mark† on the world, through caring for others, creating things and accomplishing things that make the world a better place. Caroline did not necessary make the world a better place but she made her sons future a better place. By running away from Dwight and realizing that Jack was right and finally taking a stance she saved not only herself but Jack from anything bad that could have occurred in the future.Daniel Levinson's theory of the seasons of life is explained as â€Å"a person's life structure is shaped mainly by their social and physical that is Jack kept hanging out in his social environment and no t thinking about the future he would end up no where but thankfully he came to realization. He applied to umerous schools and finally got accepted to one. Other developmental theories that I found interesting to this film is the Conflict Theory. Conflict theory is an interdisciplinary sociological and political theory that explains how power, not functional interdependence, holds a society together.It states that conflict exists between groups in society because of inequalities in power (Holloway et al 41). I think this theory applies to the film because in the household Dwight held all the power, whatever he says goes, his rules and no exceptions. It also states that if groups are in ompetition, then the needs of all will not be met equally. Since Dwight had the power of the house everyone else got yelled at if they stepped out of line. For example when Jack leaves the toothpaste cap open Dwight comes in and harasses him.I also think that there is conflict between Jack and himself. Jack is unable to carry out his plan to escape Alaska because there is a conflict between his desire for freedom from Dwight and his desire to belong. A part of him is scared of being alone and taking responsibility for himself. His inner conflict about trying to be someone hat he isn't is also present. He attempts to involve himself with a dangerous crowd in school, often getting in trouble, but when he applies for private boarding school he writes that he is am A student.You can see that he is eager to change and reinvent himself to be a good person. Daniel Levinson's theory of the seasons of life also can be compared to the movie. His theory has four major points; forming a dream and giving it a place in the life structure, forming mentor relationships, forming an occupation and forming love relationships, marriage and family. The dream is the ndividual's sense of self in the adult world and is the core of the life structure (Holloway et al 103-104).The dilemma is that until ind ividuals begin to live out the life structure, all of the possibilities are not known, yet without some commitment to the choice they have made, it is not possible to determine whether the life structure might be realistic or satisfying (Holloway et al 104). You can clearly see that Jack is faced with many problems that likely every person will have to face at some point in their face. Commitment to a school, commitment to yourself and commitment to your tudies all play a whole in shaping who you are.Jack could not commitment himself to school; he would slack and then would expect others to help him. The term serial monogamy is when a woman ‘marries several spouses, one after the other' (Holloway et al 506). This does apply to Caroline. She is with her first husband Duke, then has an on and off relationship with Rob, then after she moves she marries Dwight. After she gets away from Dwight and her and Jake go their separate ways she marries another man. I would like to conclude this response with my personal opinion on the film. I really enjoyed this film; it made me relate to my own childhood.Although I was not as unfortunate as the author, I was also raised in a single parent family and had to adjust to each of my parent's new partners. I also daydreamed a lot when I young as did Jack. I think the film successfully tells the story with real people in it and has real problems, which are very common in society. I thought Robert De Niro's performance is one of high points of the film, and he is extraordinary as the abusive father who seems pleasant and Jovial at time, but can turn violent when you hat he has acted in I think this one was his greatest.Ellen Barkin I thought looked absolutely stunning but I wish her character could have been developed a little more. I kept wondering, during the film why she felt like withstanding Dwights abuse for such a long period was okay or why she couldn't stand up. This is was based Offa true story it made me extremely sad to see that such people can abuse any human or animal. It's a story of the growing pains of youths and an individual's struggle to find identity and independence which at this stage in our life we can all relate too. This Boys Life The film we watched was called This Boys Life directed by Michael Caton- Jones and produced by the following men; Jon Peters, Art Linson and Fitch Cady. The movie takes place around 1957 where a son and mother flee the East and an abusive boyfriend to find a new life, and end up on Seattle, where the mother meets a polite garage mechanic. The boy continually gets into trouble by hanging out with the wrong crowd.The mo marries the mechanic, but they soon find out that he's an abusive and unreasoning alcoholic, and they struggle to maintain hope in an mpossible situation as the boy grows up with plans to escape the small town by any means possible. This movie was based Offa true story by Tobias Wolff that was written by Ed Sutton. The main characters in the movie are Jack, Caroline, and Dwight. Jack who is played by Leonardo DiCaprio is the main protagonist in the story. First his name was Tibias Wolff but then he changes it to Jack. He has a troubled childhood, which is plagued by dom estic abuse and misbehaviour.Despite his grim upbringing, he remains hopeful and is convinced that he is capable of a better life. Caroline whose nickname is Rosemary is played by Ellen Barkin. Carline is Jacks mother who struggles financially to support herself and her son, through she is neglectful at time you can tell that she has a special love for Jack. Rosemary was abused as a child and cannot bring herself to inflict violence or any sort of punishment on Jack, even though she has the habit of taking up with violent men who inflict the same abuse on both of them.Dwight is played by Robert De Niro is Jacks stepfather and is the main antagonist of the story. He is a cruel and violent man ho convinces Rosemary to marry him and move to Chinnok to live with him. Dwight is especially resentful of Jack and treats him with the utmost brutality. Dwight drinks to excess, steals Jacks and Rosemary's money, and often instigates physical altercations with Jack. One interesting part that I always wished I could do is being able to Just pack up and move. Not have any worries about the future and be like Caroline and have high hopes for the future, life would be great.There are three stages of Erik Erikson's eight stages of life that are recognizable in the film. There are; dentity versus confusion, intimacy versus isolation and generativity versus stagnation. Erik describes the first stage (identity versus confusion) as a dilemma during adolescence and early adulthood. Every individual is challenged to define who he or she is and who they will be in the future (Holloway et al 99). You can clearly see Jacks struggle during this stage in the film. He is constantly getting into trouble because of the group of friends he is hanging around.For example when they are in the bathroom smoking and they make fun of him he writes inappropriate words on the stale. Him and his so called friends also release the break from a car and let it roll down the hill until it crashes. An exam ple of this stage is when Jack is trying to figure out where he belongs and where he wants to go after high school. Jack hangs out with the wrong crowd but then starts to hang around another boy who seems to His grades are not good at all, has C's in every course, the battle to get into a post secondary school is hard.He was to look up to his dad and brother who went to a â€Å"top notch† high school. He has everyone saying that he won't get accepted anywhere because of his attitude and grades. Through it all he gets accepted and Dwight is immediately Jealous. Intimacy versus isolation is based on the ability to trust a person enough to reveal your personal thoughts and feelings to him or her, it is necessary to have a clear sense of who you are (Holloway et al 100). I think there are two examples in the film of this stage. First being Caroline and Dwight.Caroline has always been with another man and is used to having someone there but she was never really able to trust them or let her true self out because both men were abusive to her. When Dwight and her got married and had sexual intimacy later he efused to want to look at her face and actually held her head down on the bed so that she could not look up. She had no other choice but to accept how she was living because she was scared to be on her own. She also had no money and no where else to go so that factor was stopping her from running away.This is the opposite of what Erik Erikson is trying to portray. On the other hand, Jack and Caroline share an intimate relationship but on a parent to child level. They both are able to reveal their true feelings to each other and trust each other so greatly. At the end of the film Caroline finally has the courage to stand up to Dwight and escape. They both ‘pack their bags ‘ (not actually) and run off. I believe that you have to have a high level of trust if you are able to Just run away with someone and hope that whatever happens the outcome will be positive.The last stage called generativity versus stagnation. Erikson's theory suggests that this task follows the formation of identity and the development of intimate relationships. On the social clock, it requires fidelity and love. The tasks of early adulthood are to determine first who you want to be and what ou want to do so that you are true to yourself (Holloway et al 100). This age occurs during middle adulthood between the ages of about 40 to 65. People in this stage are focused on nurturing or creating things that will outlast them. Feeling useful and contributing to society are important stages.I think it shows stage because I feel that deep down Caroline knew she was doing the wrong thing. She knew marrying Dwight was the wrong thing and dating Rob before was also wrong, she knew that she was hurting Jack. That I think is the example of stagnation; her â€Å"failure† to find a way to ontribute, not so much to society but to herself and Jack. Also because Dwi ght would not let her work she never got the chance to go outside of the house and see what was happening in the real world. She was disconnected to society and therefore could not contribute anything.Near the end of the film we see her wanting to work for the government, the want to help society is there but Dwight is stopping her. Generativity refers to â€Å"making your mark† on the world, through caring for others, creating things and accomplishing things that make the world a better place. Caroline did not necessary make the world a better place but she made her sons future a better place. By running away from Dwight and realizing that Jack was right and finally taking a stance she saved not only herself but Jack from anything bad that could have occurred in the future.Daniel Levinson's theory of the seasons of life is explained as â€Å"a person's life structure is shaped mainly by their social and physical that is Jack kept hanging out in his social environment and no t thinking about the future he would end up no where but thankfully he came to realization. He applied to umerous schools and finally got accepted to one. Other developmental theories that I found interesting to this film is the Conflict Theory. Conflict theory is an interdisciplinary sociological and political theory that explains how power, not functional interdependence, holds a society together.It states that conflict exists between groups in society because of inequalities in power (Holloway et al 41). I think this theory applies to the film because in the household Dwight held all the power, whatever he says goes, his rules and no exceptions. It also states that if groups are in ompetition, then the needs of all will not be met equally. Since Dwight had the power of the house everyone else got yelled at if they stepped out of line. For example when Jack leaves the toothpaste cap open Dwight comes in and harasses him.I also think that there is conflict between Jack and himself. Jack is unable to carry out his plan to escape Alaska because there is a conflict between his desire for freedom from Dwight and his desire to belong. A part of him is scared of being alone and taking responsibility for himself. His inner conflict about trying to be someone hat he isn't is also present. He attempts to involve himself with a dangerous crowd in school, often getting in trouble, but when he applies for private boarding school he writes that he is am A student.You can see that he is eager to change and reinvent himself to be a good person. Daniel Levinson's theory of the seasons of life also can be compared to the movie. His theory has four major points; forming a dream and giving it a place in the life structure, forming mentor relationships, forming an occupation and forming love relationships, marriage and family. The dream is the ndividual's sense of self in the adult world and is the core of the life structure (Holloway et al 103-104).The dilemma is that until ind ividuals begin to live out the life structure, all of the possibilities are not known, yet without some commitment to the choice they have made, it is not possible to determine whether the life structure might be realistic or satisfying (Holloway et al 104). You can clearly see that Jack is faced with many problems that likely every person will have to face at some point in their face. Commitment to a school, commitment to yourself and commitment to your tudies all play a whole in shaping who you are.Jack could not commitment himself to school; he would slack and then would expect others to help him. The term serial monogamy is when a woman ‘marries several spouses, one after the other' (Holloway et al 506). This does apply to Caroline. She is with her first husband Duke, then has an on and off relationship with Rob, then after she moves she marries Dwight. After she gets away from Dwight and her and Jake go their separate ways she marries another man. I would like to conclude this response with my personal opinion on the film. I really enjoyed this film; it made me relate to my own childhood.Although I was not as unfortunate as the author, I was also raised in a single parent family and had to adjust to each of my parent's new partners. I also daydreamed a lot when I young as did Jack. I think the film successfully tells the story with real people in it and has real problems, which are very common in society. I thought Robert De Niro's performance is one of high points of the film, and he is extraordinary as the abusive father who seems pleasant and Jovial at time, but can turn violent when you hat he has acted in I think this one was his greatest.Ellen Barkin I thought looked absolutely stunning but I wish her character could have been developed a little more. I kept wondering, during the film why she felt like withstanding Dwights abuse for such a long period was okay or why she couldn't stand up. This is was based Offa true story it made me extremely sad to see that such people can abuse any human or animal. It's a story of the growing pains of youths and an individual's struggle to find identity and independence which at this stage in our life we can all relate too.