Tuesday, March 17, 2020
Education Essays (676 words) - Education, Euthenics, Free Essays Education Education is an important medium of acquiring skills and knowledge. Our education begins at home. Thereafter, as we grow we go to schools, colleges and other educational institutes. Education bring positive changes in human life. It enhances the knowledge, skill, and intelligence of a person and enables him to lead a successful life. Child education: Children or kids start going to school to get the primary or elementary education. It is considered a human right for every child to get the opportunity for education. School education lays the foundation stone for the child's future. A girl child is as important as a boy child. She too has the right to go to schools. Her rights to access education should not be compromised at any cost. Educationat colleges, universities and professional institutes: After completing education at schools, a student may consider joining a college, or a professional institute for higher studies. He can acquire a bachelors or a masters degree, or he can join a professional institute to acquire expertise in specific discipline. Adult Literacy: Illiteracy is a social evil. An illiterate person finds it very difficult to cope up with various aspects of life that involves reading writing or arithmetical calculations. Nowadays, adult men and women are going to education centers to learn the basics of education. These adults also get health and hygiene related education. Women Education: Educating women is an essential step towardsstrengtheningthe position of women in the society. A modern educated woman give due importance to her social life as well. Education broadens her outlook. It helps in developing her personality. Advantages of education Education makes us humble.Education creates awareness and expands our vision. We become more aware about our-self, about the society, about everything that surrounds and affect our life. It helps us develop a disciplined life. And, discipline is essential for everything that a person wants to achieve in life. An educated person commands respect in the society. Education enablesus to earn ourlivelihood. Education empowers us toget a good job.We need money to make our living. With the advancement of science and technology, our needs have increased. Besides the basic needs of life such as food, shelter and clothing, we also need other comforts such as mobile phones, air-conditioners, car, etc.A fulfilling career ensures a satisfied life. It is a known fact that an educated person gets better earning opportunities.After completing education, wecan consider starting your own business. Wecan also become a consultant in the area of ourexpertise. The study of computer science, software,and informationtechnology will empower us to make a choice in the field of fast growing IT and internet industry. Wecan help illiterate adults to learn the basic skills of reading, writing and arithmetic. Importance Education is of utmost importance for eradicating the unemployment problem of our country. It is also essential toimprove the trade and commerce, and to bring prosperity to our country. However, apart from an improved system of general education, there is a great need for the growth of vocational education. Conclusion A student must be familiarwith the history, geography,religion, cultureand tradition,through general education. Therefore, general education should aim at educating all students up to the secondary standard. Thereafter, depending upon the aptitude of the student, he should either opt for advanced academic education or join a vocational training institute for skill-based training. Related Posts: Education: Its Meaning and Importance Short Paragraph on Punctuality and its Advantages Importance of Primary Education Short Essay on Importance of School Education Short Essay on Importance of Travelling in Education Short Essay on Adult Education (Adult Literacy) Co-education in India (and its Advantages) Essay on Indian Education System: Primary, Secondary, Higher Secondary , Work-Oriented, and Correspondence Education Essay on Role of Science and Technology in Education Category:Essays, Paragraphs and ArticlesTagged With:Education Reference: importantindia.com/19774/short-essay-on-education-and-its-advantages/
Sunday, March 1, 2020
Definition and Examples of Writ of Certiorari In the U.S. court system, a Ã¢â¬Å"writ of certiorariÃ¢â¬ is an order (writ) issued by a higher or Ã¢â¬Å"appellateÃ¢â¬ court to review decisions made by a lower court for any irregularities in legal process or procedures. Key Takeaways: Writ of Certiorari A writ of certiorari is a decision by the U.S. Supreme Court to hear an appeal from a lower court.The word certiorari comes from a Latin word meaning Ã¢â¬Å"to be more fully informed.Ã¢â¬ The act of Ã¢â¬Å"granting certiorariÃ¢â¬ means the Supreme Court agrees to hear a case.Certiorari must be requested by submitting a Petition for Writ of Certiorari to the Supreme Court.The Supreme Court grants only about 1.1% of the thousands of petitions for certiorari submitted each term.Denying a petition for certiorari has no effect on the lower courtÃ¢â¬â¢s decision or the laws involved.Granting a petition for certiorari requires the affirmative votes of at least four Supreme Court justices. The word certiorari (sersh-oh-rare-ee) comes from a Latin word meaning Ã¢â¬Å"to be more fully informedÃ¢â¬ or Ã¢â¬Å"to be made certain in regard to.Ã¢â¬ The act of issuing a writ of certiorari, called Ã¢â¬Å"granting certiorari, often abbreviated as Ã¢â¬Å"granting cert,Ã¢â¬ compels the lower court to deliver all records of its proceedings in a case. Among a sea of largely obscure Latin legal terms, certiorari is of particular importance to Americans because the U.S. Supreme Court, due to its limited original jurisdiction, uses it to select most of the cases it hears.Ã The Supreme CourtÃ¢â¬â¢s Writ of Certiorari Process Most cases heard by the U.S. Supreme Court begin as cases decided by a trial court, such as one of the 94 U.S. District Courts. Parties dissatisfied with the trial courtÃ¢â¬â¢s decision have the right to appeal the case to a U.S. Court of Appeals. Anyone dissatisfied with the ruling of the Court of Appeals can then ask the Supreme Court to review the Court of AppealsÃ¢â¬â¢ decision and procedures. Supreme Court review of a Court of AppealsÃ¢â¬â¢ decision is requested by filing a Ã¢â¬Å"Petition for Writ of CertiorariÃ¢â¬ with the Supreme Court. The Petition for Writ of Certiorari must include a list of all parties involved, the facts of the case, the legal questions to be reviewed, and reasons why the Supreme Court should grant the petition. By granting the petition and issuing a writ of certiorari, the Court agrees to hear the case. Forty copies of the printed petition in bound booklet form are delivered to the office of the Clerk of the Supreme Court and distributed to the justices. If the Court grants the petition, the case is scheduled for a hearing. The Supreme Court has the right to deny the Petition for Writ of Certiorari, thus refusing to hear the case. Rule 10 of the Rules of the Supreme Court specifically states: Ã¢â¬Å"Review on writ of certiorari is not a matter of right, but a judicial discretion. A petition for writ of certiorari will be granted only for compelling reasons.Ã¢â¬ While the full legal effect of the Supreme CourtÃ¢â¬â¢s refusal to grant certiorari is often debated, it has no effect on the decision of the Court of Appeals. In addition, refusal to grant certiorari does not reflect the Supreme CourtÃ¢â¬â¢s agreement or disagreement with the lower courtÃ¢â¬â¢s decision. The Supreme CourtÃ¢â¬â¢s refusal to grant certiorari creates no binding legal precedent, and the lower courts decision remains in effect, but only within that courtÃ¢â¬â¢s geographical jurisdiction. Granting a Petition for Writ of Certiorari requires the positive vote of only four of the nine justices, rather than the five-vote majority required in actual case decisions. This is known as the Ã¢â¬Å"rule of four.Ã¢â¬ Brief Background of Certiorari Before 1891, the Supreme Court was required to hear and issue a decision on almost every case that was appealed to it by the local courts. As the United States grew, the federal judicial system was strained and the Supreme Court soon had an insurmountable backlog of cases. To address this, the Judiciary Act of 1869 first increased the number of Supreme Court Justices from seven to nine. Then, the Judiciary Act of 1891 shifted responsibility for most appeals to the newly created circuit courts of appeals. Since then, the Supreme Court only hears appealed cases at its discretion through the granting of a writ of certiorari. Reasons the Supreme Court Grants Petitions for Certiorari In deciding which petitions for certiorari it will grant, the Supreme Court strives to hear cases in which its ruling will affect the interpretation and application of the laws involved throughout the United States. In addition, the Court prefers to hear cases in which its ruling will provide definitive guidance for the lower courts. While there are no hard-and-fast rules, the Supreme Court tends to grant petitions for certiorari for: Cases that will resolve clear conflicts of law: Anytime a number of lower courts issue conflicting decisions involving the same federal law or interpretation of the U.S. Constitution, such as gun control and the Second Amendment, the Supreme Court may choose to hear and decide a related case in order to ensure that all 50 states operate under the same interpretation of the law.Cases that are important or unique: The Court will decide to hear unique or momentous cases such as U.S. v Nixon, dealing with the Watergate scandal, Roe v. Wade, dealing with abortion, or Bush v. Gore, involving the contested 2000 presidential election.Cases in which a lower court disregards the Supreme Court: When a lower court blatantly ignores a previous Supreme Court ruling, the Supreme Court may decide to hear a case in order to correct or simply override the lower courtÃ¢â¬â¢s ruling.Cases that are simply interesting: Being human, the Supreme Court justices will sometimes choose to hear a case simply b ecause it involves a favorite area of law. When it comes to petitions for writ of certiorari, the Supreme Court gets many, but grants few. The vast majority of petitions are denied. For example, of the 8,241 petitions filed during its 2009 term, the Court granted only 91, or about 1.1 percent. On average, the Court hears from 80 to 150 cases each term. Recent Example of Certiorari Granted: Roe v. Wade In its landmark decision in the 1973 case of Roe v. Wade, the Supreme Court ruled 7-2 that a womanÃ¢â¬â¢s right to have an abortion was protected by the Due Process of Law Clause of the 14th Amendment to the U.S. Constitution. In deciding to grant certiorari in Roe v. Wade, faced a thorny legal issue. One of the CourtÃ¢â¬â¢s rules for granting certiorari requires that the appellant, the person or persons appealing the case, have Ã¢â¬Å"standingÃ¢â¬ to do so- meaning that he or she would be directly affected by the CourtÃ¢â¬â¢s decision. By the time the lengthy Roe v. Wade appeal finally reached the Supreme Court, the appellant, a Texas woman (Ã¢â¬Å"Jane RoeÃ¢â¬ ) who had sued after having been denied the right to have an abortion under Texas law, had already given birth and surrendered the child for adoption. As a result, her legal standing in the case was uncertain. In granting certiorari, the Supreme Court reasoned that because of the lengthy appeals process, it would be impossible for any expectant mother to have standing, thus preventing the Court from ever ruling on abortion or reproductive rights issues. Feeling the law involved merited review, the Court granted the petition for certiorari. Recent Example of Certiorari Denied: Broom v. Ohio In 2009, Ohio corrections officials spent two hours trying- but failing- to execute Romell Broom by lethal injection. In March 2016, the Ohio Supreme Court ruled that the state could proceed with a do-over second attempt to execute Bloom. With no other higher court available, Broom and his lawyers asked the U.S. Supreme Court to block any further execution attempts. In the Broom v. Ohio petition for certiorari, BroomÃ¢â¬â¢s lawyers based their request on the argument that a second execution would violate the assurance against cruel and unusual punishment in the Eighth and Fourteenth Amendments to the U.S. Constitution. On December 12, 2016, the U.S. Supreme Court, refusing to hear the case, denied the petition for certiorari. In denying BloomÃ¢â¬â¢s petition for certiorari, the Supreme Court stated its belief that any pain Bloom might have experienced during the failed execution attempt failed to amount to Ã¢â¬Å"constitute cruel and unusual punishment.Ã¢â¬ In taking this rather unexpected action, the justices reasoned that since thousands of people are subjected to multiple needle-sticks every day as part of medical procedures, this was neither cruel nor unusual. Sources Definition of certiorari in English. English Oxford Dictionaries. OnlineFederal Courts Role and Stricture. USCourts.gov. OnlineSupreme Court procedure. The SCOTUS Blog. OnlineThe Evarts Act: Creating the Modern Appellate Courts. USCourts.gov. OnlineSupreme Court Case Selections Act. Public Law 100-352, at 102 Stat. 662. June 27, 1988
Friday, February 14, 2020
Customer Relationship Management - Essay Example Web 2.0 which has brought about revolution in different marketing concepts, like advertisement and many other ideas, the C.R.M concept is equally affected by web 2.0. Through blogs, social media (face book, twitter), the customers are kept in touch with the organizations. The web 2.0 provides fan pages and other similar links which enable staying in touch with the pulse of masses and customers. C.R.M has certain set of components, and each of them is vital for the overall productive working of C.R.M. each component works in a complementing way towards the other and these components are as following: CustomersÃ¢â¬â¢ retention is an important factor. It is being said that a satisfied customer brings along 3 to 4 customers with himself while a dissatisfied customer takes away three to five customers with himself therefore customers response is very important either way. Large number of enterprises have taken up C.R.M work and processes in their routines within their organizations. These organizations realize the impact of C.R.M and the dividends that can be extracted through it. Benefits of C.R.M: the benefits of C.R.M are multifold. It is a source f direct contact with the customers. C.R.M enables saving time and through direct methods the direct questions are addressed. Other benefits involve doing more with less that is saving money and saving time. C.R.M allows working to the will of clients and since clients are the backbone of any given organization, hence C.R.M is the pivot towards the organizational success. Other goals and advantages of C.R.M include reliable measures, enabling of taking on board the customers and then resolving the issues and obstacles relative to the problems at hand and customers demands. CanadaÃ¢â¬â¢s company Bell is C.R.M enabled and it brings into action all the functions which are necessary for successful execution of
Saturday, February 1, 2020
Final - Research Paper Example Erik Erikson and his Psychosocial Theory Erikson was viewed to be Ã¢â¬Ëthe most importantÃ¢â¬â¢ person to have contributed in knowing some of the developments in the early years of a manÃ¢â¬â¢s life. Such significant developments coincide, not just with the physical state of man being perceived as a toddler or an adult, but also with the ability of the toddler or the adult to think and act based on what a toddler, or an adult thinks. He believed that in every action man makes corresponds to an inert thinking, which was influenced by some events that had happened in the past and the culture where one belongs (Berk, 2006, p. 18; Douvan, 1997, p. 15). A prominent psychoanalyst just like Erikson, Sigmund Freud was the one who first initiated the whole idea into a study and made a point that such developments were basically driven by oneÃ¢â¬â¢s hidden and innate pleasures that are then guided with the rationality of thinking when one becomes mature, and also by the so-called Ã¢â¬ Å"conscienceÃ¢â¬ being the manÃ¢â¬â¢s highest thinking capability (Berk, 2006, p. 17). Consequently, EriksonÃ¢â¬â¢s psychosocial theory emerged when he intently thought that although Freud was correct with his notion about motivating the occurrence of manÃ¢â¬â¢s significant developments, those motivating factors Freud had pointed out, for Erikson, are not enough. Erikson, in his theory, had stressed the presence of a Ã¢â¬Å"positiveÃ¢â¬ motivation, coining that it is not just the manÃ¢â¬â¢s sense of right or wrong, or his/her innate pleasures as a way for changes to occur, but an individual is driven to change because everyone must contribute something to the society (Berk, 2006, p. 18). The Strengths and Limitation of Psychosocial Theory Being psychoanalytic in nature, psychosocial theory suggests that to know two contrasting ideas present in every period of manÃ¢â¬â¢s development and identify which of the ideas are suited to the person, based on some past events, c an actually determine possible reasons why a person is acting that way or is thinking such, a strength powerful enough for a society to understand the people that it comprises (Berk, 2006, p. 19; Capps, 2012, p. 270). If Freud had identified a gradual change from birth to adolescence, it was Erikson who had pointed out such observation of Freud until the old age, making Erikson the first one to pinpoint the Ã¢â¬Å"lifespanÃ¢â¬ of man (Berk, 2006, p. 18). To know what one has felt when he/she was still a baby and predict the feeling when he/she gets old are part of the process of viewing oneÃ¢â¬â¢s lifespan, another strength noteworthy to be inculcated in the hearts of people since knowing how one had lived life can lead to improving oneself. With the theoryÃ¢â¬â¢s strengths come also its limitations. According to many authors (e.g. Cairns, 1998; Thomas, 2000; Westen & Gabbard, 1999) who have proven the point of Berk (2006), EriksonÃ¢â¬â¢s theory is limited to only identifyi ng the value, i.e., choosing whether a person had demonstrated Ã¢â¬Å"initiativeÃ¢â¬ in carrying out a task when he/she was a toddler or had been guilty towards the task, and is Ã¢â¬Å"vagueÃ¢â¬ for individuals who are interested in psychoanalysis to assess the stated values through experiments (p. 19). It is also not reliable in terms of getting numerical data (Prelinger & Zimet,
Friday, January 24, 2020
The Character of Tom Buchanan in The Great Gatsby Out of the five main characters in the Great Gatsby, I disliked Tom Buchanan the most ( however his wife Daisy was a close second). He just didn't seem like he was a nice person, and he also seemed extremely self-absorbed. I don't believe that he and I would choose the same values that we would consider important in guiding our lives. One of Tom's important values is wealth. He was very rich and thought that it made him superior to other people. He enjoys showing off his possessions, " I've got a nice place here. It belonged to the Demaine oil man" (Great Gatsby, 12). In this case, Tom is showing Nick his house and obviously thinks that because it belonged to the Demaine oil man that it makes it a little more important. Tom thinks that poor people are inferior to him and he is quite the snob. He is from old money and often refers to the newly rich as " bootleggers", people who distributed alcohol during prohibition. Tom doesn't think much of Gatsby , and claims that he pegged him as a bootlegger the moment he saw him. When Daisy tells Tom that she is leaving him for Gatsby he says, " She's not leaving me! Certainly not for a common swindler who'd have to steal the ring to put on her finger!" ( 140). Later, Tom even sends Daisy home with Gatsby, adding that his presumptous flirtation was over. Power and control over people is something that Tom considers important in guiding his life. Throughout the novel he has shown, time and time again that he is the type of person who likes to control others and what they do. Sometimes he is nothing more than a bully and other times he is just cruel.He often talks to George Wilson, his mistress' husband about selling him his car, which he never actually intends to do. He is simply toying with the man, but becomes angry when Wilson tries to talk to him about it: " Very well then , I won't sell you the car at all... I'm under no obligations to you at all...And as for your bothering me about it at lunch time I won't stand for that at all!" (122). Tom was being extemely cruel at that moment because Wilson needed the money that would come from the car and Tom didn't care.
Thursday, January 16, 2020
I chose this piece of music because of the clear-cut and established structure, which helped mark certain moments of my dance and distinguish each section from one an other. Instead of the background music being accompanied by actual words, after the main build up of the song a woman can be heard singing strange hypnotic noises. I think this compliments the idea of freedom in the second part of my dance, because now my persona is free of oppression they can express themselves in whatever way they want to, like the woman singing in the piece of music. It is noticeable that before, and including the build up to the singing woman that the music is very repetitive. When played along to my dance, I thought it represented the monotony of a slave's life. However, what could be also heard in the build up was a glimmer of endearing hope, because even though the music represented sadness, the tone stayed bright throughout. In the first section of the dace I wanted to show snippets of the slave's usual day. I also wanted to keep the energy in the dance gentle and keep a minimum amount of strong energy in it. This is because I waned the audience to relate to the feeling of being confined and ordered around. Also, it mainly focuses on the idea of freedom being in the form of hope inside the personas head, rather than freedom being expressed in movements which would be associated with such an idea. I begin at centre stage on the floor curled up in a ball to symbolise the small space the slave is kept in, then ease myself of the floor in a swift manner, keeping my head in front of the rest of my body. This shows the audience that the slave is being dragged out of bed in a hostile manner. I began to inject the fear the slave has on their master into the dance by covering my face with my hands, as one would usually do if they are trying to hide or if they are anticipating physical aggression. I start to travel to downstage right taking large strides and stumbling with every step to show the slave being pushed towards the fields to work. I kept the levels in which I was performing low which emphasises the slave's inferiority when compared to their master. After three or so strides I immediately begin to use a repeated gesture, which gives the impression of the slave being forced into labour on the field. I right raise my left arm and when that arm reaches its peak height I bring my opposite arm up in the air to meet and bring them back down towards the ground whilst lurching forwards. This represents the slave working in a field with some sort of tool, which I envision to be a tool for picking at soil. In addition, the heavy lurch forward helps me to symbolise the constant presence of oppression. For the part in the first section where the slave tries to retaliate, I wanted to use movements which would put importance on the levels used in this particular section. This is because it defined the relationship between the slave and their master, and this was especially important as the audience could not see the master's actions for themselves-this had to be portrayed in the movements of the slave. In this moment in the dance the slave tries to fight for freedom. I use gestures such as a clenched fist to show my persona is willing to fight oppression, and rise on the tip toes to create a high level, which symbolises rising against the master. However, I soon cover my face with my hands again and leap backwards in recoil as the slave is overcome with the power of the master. After unsuccessfully trying to stick up of oneself, the slave drops to the floor, to a low level. This new level, lower than the audience has seen the slave before helps to emphasise how lowly the slave is thought of by themselves and their master. I then raise my arms and then bring them back down to my chest resting my flat palms against the other, and this represents the hope the slave still feels even after being beaten by their master. I keep my body shape compressed into an angular shape whilst lying down on the floor, which shows my persona resting before quickly reaching up with their hands to the sky but then being pushed back down to the floor. I repeat this movement several times to convey the idea of perseverance coming from the slave. I also included some movement pieces such as twisting my body around so my stomach faced upwards, and also sliding my body across the floor. After these movements I swivel around into a kneeling position and clench my fists again and then punch them into the floor below me. This is again to convey perseverance and to let the audience understand, the slave has not given up their fight for freedom. The transition from section A to section B is very clear as the music transforms into a free drifting melodic chime with violin ___ in the foreground. Here, in this transaction, is where I tried to convey the journey to emancipation. I used a lot of space in this travelling sequence by running around in a circular pathway, because I wanted to show the slave trying to break free of their master's strict reign. Whilst running through my circular pathway, I held my right arm out to convey the idea of the slave trying to make the most of the new found space around them. In section B I wanted to mainly use movements that symbolised freedom instead of the daily routines of the slave. After running around in the circular pathway, I lurch forward at the build up of the dance making a fist with my hand, as here I wanted to include one of my dance motifs. For another one of my movements I stand on my tip toes and make a v shape with my arms to represent my persona basking in the space all around them. I have experimented with a number of movements in the next parts of the dance, because I wanted to show that my persona is free to try out new things and be themselves. I leap onto the floor which is supposed to represent a giddy action of joy and then soon return to a standing position. I further try new moves which the audience hasn't seen before. For example, I bend into a hunched position and then jump whilst swinging my arms past my legs. I finish the dance with a final lurch forward and repeat one of my dance motifs with a raising of my arms in a v shape. Key positions 1. Fighting- This position is very varied through my dance throughout my whole dance, and can consequently go unnoticed just like the inner strength of a person-which can't always be seen by others. The position represents the perseverance of my persona, and their unwillingness to give up fighting oppression. In section A of the dance, this position can be seen when my persona stands up to their master and also when they are crouching down on a low level and they slam their fists down to the floor. I wanted to use this a reminder that even though my persona has been beaten many times, they are not going to give up their search for freedom. Prayer- This position also varies throughout the dance to show hope and faith, and this also ties with my first motif 3. Freedom- This is my main motif which has been developed with different levels and dynamics. The main meaning of this position is the act of embracing freedom. I performed this gesture relatively weakly in terms of dynamics, in section one. The reason for this was because my persona, the slave couldn't fully embrace freedom under the rule of a master. To make this move effective in the first section, I used a range sad facial expressions in order to increase my projection to the audience. It was important, this movement stood out to the audience as it fully represents one of the fundamental ideas behind my dance idea whim is emancipation. In the final section, this movement is seen very differently. For example, the pace in which the movement is performed is quicker and at times, at a higher level. For example, when the music reaches is climax and I break into the freedom movements; I rise up on my tip toes performing the movement with a strong energy. This is because I wanted to show the audience how exhilarating freedom feels my persona. Also, I wanted the developed motif to juxtapose against the one I used in the first section. Evaluation I decided to create my dance around the original motifs I came up with, these were mainly gestures which represented frustration, desperation, hope and of course, freedom. The movement materials I came up with next derived from my original starting point which was the diary of a slave who was involved in the West Indian Slave Trade. Once I was happy with my ideas I listened to the music I intended to dance to and let my mind create possible moves in the dance. I interpreted my music to have three sections, the first is the base, the second is the build up and the final section I labelled the pinnacle part of the piece. I fit this in with my dance having the first section as the one where my persona is being oppressed and calling this section A, having the second section of the music transform into a transition between the previous section and the one to follow, and finally having the last section of the music as my section B, where the slave is at last emancipated. I think the movements I used in section A informed the audience of my dance idea more than the movements in section B. I think this because, in section A, I used more realistic movements whereas in section A my dance material was more towards the abstract spectrum in order to communicate the feeling and idea of freedom rather than what one might do if they were free. This was effective in my point of view, because it broke up the dance and I thought it was refreshing to watch a piece that was both slightly surreal and realistic at the same time. It also kept my imagination flowing as I was never bored when concocting the next part of my dance, as I could use a new or different dance technique that I had not used before. I was very pleased with how section A turned out, because I think it communicated the hardships of being a slave, and already, so early in the dance I could see the personality of my persona coming through. I used all of my main movements in the beginning without crowding the first section or overcrowding other movements. Section B was a slight struggle for me as I wanted to use large, strong, dramatic movements but the ones I had created in my head were hard to physically perform. For example, the leaps I wanted to do were not doable in my range of skill. However, I overcame this by performing small leaps but with the maximum amount of energy I could exert into it. If I could work on this dance further I would love to explore my persona actual journey to emancipation in much more detail; I feel their story had to be cut short due to time and I think their is a lot more that could be told. Another reason for this is that I want to delve deeper into the hardships fighting for freedom brings, as I think I definitely skimmed over that aspect in my dance. Also, I would like to edit the music, as it is too long for my dance. Overall, I think I communicated the main idea of my dance clearly. Aided by my motif developments, I think the movements I used reflected the emotions of persona as well.
Wednesday, January 8, 2020
A list of Robert PeelÃ¢â¬â¢s twelve standards of policing proposed consists of the following elements listed below: 1. Ã¢â¬Å"All police officers should be detailed and proficient similar to others within the security industry. 2. Police officers should align themselves with their countries policies and procedures. These methods aid support in displaying their professionalism skills. 3. The police officer has to investigate criminal activities. 4. Social Media has a significant influence on crime. 5. Police officers have the power and authority associated with their title over the course of the years and experience while serving on the police force. 6. Qualities that are relevant to police consist of their take charge abilities, confidence, and tactics to carry them further within their career. These strategic efforts aid support to the police officers by suggesting a level of respect within the community. 7. Their presence within the community will demonstrate a level of respect from those that come into direct contact with these police officers. Their primary objective is to uphold the citizens to the laws. 8. The core of a police officer is their ability to train in their line of work while having a knack for channeling others in the public sector with security support. 9. Each police officers has an assigned a bag number to identify their work ethics. 10. All stakeholders within the community should become familiar with the location of the police prescient in the event an