The Death Of Socrates Essay Research Paper free essay sample

The Death Of Socrates Essay, Research Paper # 8220 ; Crito, you and other people who claimed to be friends to Socrates are all useless! How could you have been so cowardly, or lazy, or stingy, as to let you # 8216 ; friend # 8217 ; to decease? Surely, with a small bravery, energy, and money, you could hold saved him. # 8221 ; Those are strong accusals coming from person who evidently did non cognize Socrates every bit good as his other pupils or me. Although, I expected that people would respond this manner to my actions, or deficiency of actions, sing Socrates death.For Socrates, being executed was the lone option available to him. Of class we, his friends, could hold helped him to get away, but what would that turn out? It would merely travel against everything that Socrates has taught us. It would besides withstand everything that Socrates stood for in life. Escaping penalty, would hold been an unfair and fearful act for him. We will write a custom essay sample on The Death Of Socrates Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Disobeying the jurisprudence would put a bad illustration for his fellow citizens. In add-on, it would destroy his repute for being merely and following the Torahs of the authorities. Socrates believed that, although he was wrongfully accused, he was Gb ven a fair trial through the eyes of the law. The fact that he was given a fair trial means that he was given a fair punishment. If this punishment is not carried out, justice will not be served. Escaping punishment would cause a conflict between his teachings and his actions. This would eradicate the moral reputation that Socrates had built for himself throughout his life. The question he would have asked himself would have been, â€Å"What kind of example would I be setting if I dishonored my own teachings?† He saw his punishment as a contract between he and the government, and he firmly believed that agreements should not be broken. This is the same government that allowed him to live life as he chose, so why harm an institution that benefited him?In addition, what kind of student would I be if I disregarded everything I learned from my teacher and helped him to escape? That would go against my own principles and destroy my self-respect. If I helped Socrates to escape, al l of his lessons and our discussions would have lost all meaning. So I ask you, how could I have helped Socrates escape and then live with my actions?

Feminist Literary Criticism Defined

Feminist Literary Criticism Defined Feminist literary criticism (also known as feminist criticism) is the literary analysis that arises from the viewpoint of feminism, ​feminist theory, and/or feminist politics. Critical Methodology A feminist literary critic resists traditional assumptions while reading a text. In addition to challenging assumptions which were thought to be universal, feminist literary criticism actively supports including womens knowledge in literature and valuing womens experiences. The basic methods of feminist literary criticism include: Identifying with female characters: By examining the way female characters are defined, critics challenge the male-centered outlook of authors. Feminist literary criticism suggests that women in literature have been historically presented as objects seen from a male perspective.Reevaluating literature and the world in which literature is read: By revisiting the classic literature, the critic can question whether society has predominantly valued male authors and their literary works because it has valued males more than females. Embodying or Undercutting Stereotypes Feminist literary criticism recognizes that literature both reflects and shapes stereotypes and other cultural assumptions.  Thus, feminist literary criticism examines how works of literature embody patriarchal attitudes or undercut them, sometimes both happening within the same work. Feminist theory and various forms of feminist critique began long before the formal naming of the school of literary criticism. In so-called first-wave feminism, the Womans Bible, written in the late 19th century by Elizabeth Cady Stanton, is an example of a work of criticism firmly in this school, looking beyond the more obvious male-centered outlook and interpretation. PhotoQuest / Getty Images During the period of second-wave feminism, academic circles increasingly challenged the male literary canon. Feminist literary criticism has since intertwined with postmodernism and increasingly complex questions of gender and societal roles. Tools of the Feminist Literary Critic Feminist literary criticism may bring in tools from other critical disciplines, such as historical analysis, psychology, linguistics, sociological analysis, economic analysis, for instance.  Feminist criticism may also look at intersectionality, looking at how factors including race, sexuality, physical ability, and class are also involved. Feminist literary criticism may use any of the following methods: Deconstructing the way that women characters are described in novels, stories, plays, biographies, and histories, especially if the author is maleDeconstructing how ones own gender influences how one reads and interprets a text, and which characters and how the reader identifies depending on the readers genderDeconstructing how women autobiographers and biographers of women treat their subjects, and how biographers treat women who are secondary to the main subjectDescribing relationships between the literary text and ideas about power and sexuality and genderCritique of patriarchal or woman-marginalizing language, such as a universal use of the masculine pronouns he and himNoticing and unpacking differences in how men and women write: a style, for instance, where women use more reflexive language and men use more direct language (example: she let herself in vs. he opened the door)Reclaiming women writers who are little known or have been marginalized or undervalued, sometimes referre d to as expanding or criticizing the canon- the usual list of important authors and works  (Examples include raising up the contributions of early playwright ​Aphra Behn, showing how she was treated differently than male writers from her own time forward, and the retrieval of Zora Neale Hurstons writing by Alice Walker.) Reclaiming the female voice as a valuable contribution to literature, even if formerly marginalized or ignoredAnalyzing multiple works in a genre as an overview of a feminist approach to that genre: for example, science fiction or detective fictionAnalyzing multiple works by a single author (often female)Examining how relationships between men and women and those assuming male and female roles are depicted in the text, including power relationsExamining the text to find ways in which patriarchy is resisted or could have been resisted Feminist literary criticism is distinguished from gynocriticism because feminist literary criticism may also analyze and deconstruct literary works of men. Gynocriticism Gynocriticism, or gynocritics, refers to the literary study of women as writers. It is a critical practice exploring and recording female creativity. Gynocriticism attempts to understand women’s writing as a fundamental part of female reality. Some critics now use â€Å"gynocriticism† to refer to the practice and â€Å"gynocritics† to refer to the practitioners. American literary critic Elaine Showalter coined the term gynocritics in her 1979 essay â€Å"Towards a Feminist Poetics.† Unlike feminist literary criticism, which might analyze works by male authors from a feminist perspective, gynocriticism wanted to establish a literary tradition of women without incorporating male authors. Showalter felt that feminist criticism still worked within male assumptions, while gynocriticism would begin a new phase of women’s self-discovery. Resources and Further Reading Alcott, Louisa May. The Feminist Alcott: Stories of a Womans Power. Edited by Madeleine B. Stern, Northeastern University, 1996.Barr, Marleen S. Lost in Space: Probing Feminist Science Fiction and Beyond. University of North Carolina, 1993.Bolin, Alice. Dead Girls: Essays on Surviving an American Obsession. William Morrow, 2018.Burke, Sally. American Feminist Playwrights: A Critical History. Twayne, 1996.Carlin, Deborah. Cather, Canon, and the Politics of Reading. University of Massachusetts, 1992.Castillo, Debra A. Talking Back: Toward a Latin American Feminist Literary Criticism. Cornell University, 1992.Chocano, Carina. You Play the Girl. Mariner, 2017.Gilbert, Sandra M., and Susan Gubar, editors. Feminist Literary Theory and Criticism: A Norton Reader. Norton, 2007.Gilbert, Sandra M., and Susan Gubar, editors. Shakespeares Sisters: Feminist Essays on Women Poets. Indiana University, 1993.Lauret, Maria. Liberating Literature: Feminist Fiction in America. Routledge, 1994.Lavigne, C arlen. Cyberpunk Women, Feminism and Science Fiction: A Critical Study. McFarland, 2013. Lorde, Audre. Sister Outsider: Essays and Speeches. Penguin, 2020.Perreault, Jeanne. Writing Selves: Contemporary Feminist Autography. University of Minnesota, 1995.Plain, Gill, and Susan Sellers, editors. A History of Feminist Literary Criticism. Cambridge University, 2012.Smith, Sidonie, and Julia Watson, editors. De/Colonizing the Subject: The Politics of Gender in Womens Autobiography. University of Minnesota, 1992. This article was edited and with significant additions by Jone Johnson Lewis

This paper needs to be written on the topic of what changes one can Essay

This paper needs to be written on the topic of what changes one can expect when they move out of their parents home and on to their owen. See below for more details - Essay Example Generally, the advantage of living independently is that you learn how to manage your expenses, prepare your own food, manage your time to do household chores, be responsible in paying the bills on time, and to keep a job to sustain your daily needs. On the other hand, the disadvantages of living apart from your parents would sometimes prompt you to get a job and forget about going to college; this happens at times since teens cannot support their own studies unless they get help from their parents. Another disadvantages of moving out of your parents’ house is to maintain the security of your place; this means that you must always be cautious at all times for your security since you are not familiar with the neighborhood and the nature of the people in the community. Another inconvenience in living on your own is the time management; you must expect to have less time for studying and your social life since the household chores would take up some of your time unlike when you ar e in your parents’ house where your mother or your housekeeper usually performs these tasks for you. The first matter to consider before making that big decision is how to sustain our daily necessities. To do this, we need to find a good paying job that can cover the expenses for the rent, food, clothing, transportation, water bills, and electricity bills. Search for jobs in newspapers and online job portals. If you are lucky enough to find a good job, you must be ready to present the required documents for your job application. Some requirements for a job application includes: a copy of your birth certificate; your Social Security Card; your Driver’s License; a copy of your Diploma, your GED or certificates you have received from trainings you have attended (Surviving the Transition). Other requirements include your resume that contains information about your education and your work experiences; a well-composed

The Effects of Earthquakes on People and Property Essay

The Effects of Earthquakes on People and Property - Essay Example They believed that the earth floats on the sea and whenever it is agitated, earthquakes are produced. And, the best story that portrays the damages caused by earthquakes is that of the people from Peru. They believe that earthquakes occur whenever their god visits the earth to count the number of people in it. As he does so, the people leave their houses in order to help him finish his work faster and keep themselves safe at the same time. Even now, in the present, people have created some myths that describe the damages caused by earthquakes. One of them is that of the Swallowing Earth which theorized that a chasm can form along the fault and anything and anyone in that vicinity can be swallowed by the earth. No one, however, has been reported to have died from such a fate. Contrary to the myths that were presented in this introduction, this paper will focus on the documented damages caused by earthquakes. The two major effects caused by earthquakes are shaking and ground rupture. This can lead to damages to buildings and other rigid structures. The intensity of the damage is defined by the magnitude of the earthquake, the distance of the area from the epicenter or the origin of an earthquake, and the geological and geomorphological conditions of the location which can significantly increase or decrease the propagation of the waves generated by an earthquake. When there is an earthquake, the area where the epicenter is located is usually the most damaged. This can be clearly described by a graph made by a Japanese engineer, Shigeru Tani, that showed the relationship of the damage percentage of the fill dams in Japan to the distance of the epicenter. According to the graph, the farther the fill dams are from the epicenter, the lesser the damage is. There are some exceptions to this rule, however. There are times when the biggest damage can occur away from the epicenter. A very good example would be the Denali Fault Earthquake in Alaska which happened in November 3, 2002. In this case, the area 330 kilometers away from the epicenter received the greatest damage. Since the location was sparsely populated, there were no deaths and there was little damage on the structures. A facility which is 40 miles from the eastern part of the fault rupture was damaged such that it was no longer usable. This was the runway of the Northway Airport which was damaged by lateral spreading and sand boils. Fortunately, none of the oil pipes in the ruptured areas were destroyed during the earthquake. The worst thing about earthquakes is that they do not choose the structures that they bring down. Many buildings, dams and roads have been damage by earthquakes. Even historical sites are not saved from this disaster. In Israel, an earthquake which has an intensity of 5.3, shook the Temple Mount, opening up a large hole. In addition to the damages caused by shaking and ground rupture, earthquakes can also cause landslides and avalanches. A very good example of this is the January 13 earthquake in El Salvador which had an intensity of

Advertising Influences Purchasing Decisions Of Students Marketing Essay

Advertising Influences Purchasing Decisions Of Students Marketing Essay Total 2010 UK advertising expenditure amounted to 14.5 billion. Of this, more than 80 per cent was spent on display advertising in the press, broadcast, print and outdoor media. (Source: The Advertising Association) Under the current circumstances, advertising represents one of the major sectors in the economy with millions of workers worldwide. The efficiency of functioning of the economy in general, to a considerable degree, depends on that sector. Advertising accompanies competition between companies and is an essential attribute of the market economy. 1.2 Background Companies need to understand consumer behaviour in order to find the best way on how to shift demand of products in their favour. When companies are able to discover the reasons why consumers make particular purchasing decisions, they can adapt their marketing efforts to better suit the needs of the consumers. Understanding consumer behaviour may result in increased sales and improved profit performance of the organization. Classical microeconomic theories of consumer behaviour have focused on the principles of rational consumer behaviour, which suggests that consumers choice is primarily a matter of personal preferences, whereas utility theory of consumer behaviour maintains that consumer choices reflect their attempt to secure maximum usefulness from their financial resources. Citation! While classical theories still apply in contemporary western societies, the role of mass media, internet and various aspect of modern culture may have fundamentally changed many elements in the understanding of consumer behaviour. Also marketing opportunities available in the digital information age have altered the way how consumer choice is being shaped and used for profit. Advertising is perhaps the first thing that people think about when considering marketing. Companies must do more than make good products they must inform consumers about product benefits and carefully position products in consumers minds. To do this, they must skilfully use the mass-promotion tools of advertising. Advertising strategy consists of two major elements: creating advertising messages and selecting advertising media. Media planners consider many factors when making their media choices. The media habits of target consumers will affect media choice advertisers look for media that reach target consumers effectively. Target audiences are set to focus on different groups: adults, teens, pre-schoolers and other groups. It is essential to become familiar the target market, their habits, behaviours and attitude to advertising in general. It is known that student youth is less conservative in their views and decisions, comparing to others age and social groups. 1.3 Research Aims and Rationale Based on the above information, the main aim of the research is to investigate the extent to which the purchasing decisions of students in the UK are influenced by the advertisement campaigns. During the preparation of the current research paper a questionnaire was carried out among Queen Marys students, which aimed to study their attitude to advertising. Survey sample covered opinions of 20 young people between the ages of 21-24, that is students in their last years of studies. The survey had a probing character and could not represent the aggregate of the student youth population or even more general adult audience with statistical precision. However it offers a clear representation of dominating tendencies in preferences and opinions of the chosen audience, which is the main aim of mass advertising. 1.4 Outline of the Project The second chapter of this project will review the literature, and will focus on the importance of choosing an advertising media. Chapter 3 will introduce research method and procedures. Reasons for specific questions will be considered. Chapter 4 will report and analyse the results of the conducted survey. Finally a conclusion will be made in Chapter 5. It will also include recommendations for further research. Chapter 2: Literature review Advertising is an important means by which economic enterprises communicate with both their current and potential customers. It is often said that to be effective an advertisement must be read, understood, believed, remembered and acted upon (Adcock, Halborg, Ross, 2001) There are five principal ways in which a company can communicate with its markets: Media advertising (commercial television and radio, the press, posters, cinema and direct mail/internet) Public relations activities Selling Merchandising Packaging (Chisnal, 2001) These promotional activities are at the heart of effective marketing strategies. According to Adcock, Halborg, Ross, (2001) advertising strategy consists of two major elements: creating advertising messages and selecting advertising media. The major steps in media selection are: deciding on reach, frequency and impact; choosing among major media types; selecting specific media vehicles; and deciding on media timing. Media planners consider many factors when making their media choices. The media habits of target consumers will affect media choice advertisers look for media that reach target consumers effectively (Kotler, Armstrong, 1997). For example fashions are best advertised in colour magazines while daily newspapers are a first consideration in advertising real estate. Therefore different types of messages may require different media. The major media types are newspapers, television, radio, magazines, outdoor and the Internet. It is important to list advantages and limitations of these mediums, as they will prove to be guidelines in the interpretation of the observed results. For example, newspapers appeal for their timeliness and high believability. However, its audience is relatively small. On the other hand television has good mass market coverage and combines sight, sound and motion but it is quite expensive. Magazines are known for their credibility and prestige. Advantages of outdoor advertising are high repeat exposure and low cost, while lack of creativeness is its limitation (Adcock, Halborg, Ross, 2001). Advertising on the Internet is a growing market; commercials are very flexible and can be viewed anytime. Cost is another major factor in media choice. Whereas television is very expensive, for example, newspaper advertising costs much less. Setting the advertising budget is a complex task. Some critics claim that large consumer packaged-goods firms tend to spend too much on advertising. They claim that the large consumer companies use lots of image advertising without really knowing its effects. They overspend as a form of insurance against not spending enough. (Kotler, Armstrong, 1997) For a long time, television and magazines have dominated in the media mixes of advertisers with other media being neglected (Jobber, 1995). Recently, however, the costs of these media have gone up and audiences have dropped. Advertisers are now increasingly turning to alternative media, such as outdoor advertising or the Internet. The question that concerns companies remains the same: how much effect does advertising spending really has on consumer buying and branding royalty? In order to answer it media impact must be re-examined regularly. Chapter 3: Research Method and Procedure 3.1 Introduction The current research paper is concerned with determining an appropriate media type (medium) which better suits habits and preferences of the observed population. This chapter re Therefore the aim of this chapter is to review the research methods which were used in this project. It is necessary for a researcher to choose a suitable method for the problem. To get a full picture a blend of qualitative and quantative research analysis is recommended. This research will take the following procedure: define the research objectives, develop the research approach and examine the process. 3.2 Research Objectives. This research takes into consideration three main objectives. Firstly, it seeks to determine respondents attitudes to advertising in general. Secondly, it tries to identify students preferences among different types of media. The final objective of the survey is concerned with evaluating the impacts of advertisement campaigns on the purchasing decisions of students in the UK. Research sample Since the population all International Students in London is too big, the sample, that is going to be extracted from the population, are twenty Queen Mary University students doing Pre-Masters foundation Program in 2010-11. The sample technique that is going to be used is a simple random sampling or just random sampling. This method assumes that each unit has exactly the same chance to be selected and used in order to avoid any bias 3.3 Research Approach and Instruments. There are several methods of collecting data for a research. In the current paper the primary data was collected using questionnaires. This method has proved to be efficient way in getting both quantative and qualitative data. The questionnaire (Appendix 1) incorporated both main types of questions which are commonly used in surveys: open-ended questions and closed questions. Open questions are interesting because of the spontaneity and individual flavour of the replies, but frequently it is difficult to compress free answers into a limited number of computer coding. Whereas open questions gave to the research depth and range of information, findings in closed questions provided the research with statistical evidence. 3.4 Process Interviewer was recording all answers verbatim because there is always a danger of interviewer bias through inaccurate recording. In order to make the sampling random, the survey will be conducted in place and at the time when it is highly possible to chose from relatively large number of students 3.4 Specific questions Question 1 and 2 determines Question 3 is marketing question Questions 4 and 5 attempts to Questions 6 to 8 looks at In giving an answer to the question 1: What is your attitude to advertising in general? respondents had a considerable freedom in phrasing an answer, which may be lengthy and detailed, and in his or her own words. In the question 3 respondents were able to choose from a range of possible answers. The simple follow up question invited to give a more detailed explanation on the subject. Questions 4 to 8 were closed type questions, which call strictly limited responses. The respondents were offered a choice of alternative replies from which he or she was expected to select an answer corresponding to his or her personal views on a particular subject. The research used simple binary questions requiring yes or no answer. 3.5 Summary The results of this process will appear and be analysed in the next chapter. Chapter 4: Results 4.1 Introduction This project sought to examine exposure to advertising media among students and find out to what extent advertising influences their purchasing decisions. To achieve the research projects aim and rationale, a questionnaire was utilized as stated in the previous chapter. The following section will present and analyse results (see Appendix 2) of this survey. 4.2 Findings. Part 1 As shown in Figure 1, the largest proportion of respondents prefers television, whereas magazines took the second place. The results also indicate that the Internet is the third most popular media, while newspaper and outdoor advertising share the fourth place. The percentages indicate the proportion of total votes students gave to a specific media. Respondents could make multiple choices in this question. From the qualitative data, the popularity of television was not a surprise as it combines sight, sound and motion. It was described by respondents as the most effective and the best medium for advertising. Its advantage lies in broad mass market coverage. It is believed that magazines appeal to students for their credibility and prestige; long life and good secondary readership (Adcock, Halborg and Ross, 2001). Students explained that it is good for fashion, and pictures of movie stars make it attractive. Outdoor media was described as the most creative and eye catching. It is interesting to note that on the contrary (Ibid) mentioned little creativity as a negative side of this type of media. Newspapers appeal for its timeliness and high believability (Ibid). It is noted that they are popular among respondents who spend a lot of time travelling. Internet advertising is a relatively new media type. However, the number of its admirers grows. It can be partly explained by the growing popularity of online shopping. Another advantage is that it has no time limitation and can be viewed day and night. However, respondents mentioned spam as its negative point. Radio came last, probably due to its disadvantages, being that it has fleeting exposure and encourages lack of concentration. 4.2 Finding. Part 2 The figure 2 below shows responses to questions 1-2 and 4-8. The bar chart clearly shows students opinions on specific subjects. The majority of students have a positive attitude to advertising and commonly cite its informative function. In other words it creates awareness of products. It is noted that some students see the artistic value in commercials. Advertising creates awareness, so it is no wonder that majority (65%) prefer advertised products over unadvertised (question 4). However, there is a strong opinion that quality products do not need advertising. There have been quite a few commercials that state that a product of their company is better than the competitors product. The results show that the vast majority of respondents do not believe those commercials. Therefore, might be a good idea for companies not to employ such advertising strategies. Slightly more than a half of respondent believe that commercials help them to make a better purchase. It is noted that consumers are better off when exposed to some information about the product before buying it. However 45% prefer to do their own research about the product. Answers to the question 7 clearly show the power of advertising. Eighty five per cent of students wanted to try something just because they saw it in a commercial. It is noted, that respondents were curious and wanted try a product to see whether it was as good as the commercial said it was. It is important to note that 70% of respondents sometimes sing songs from commercials. This may work as an indicator for companies that adding an appealing tune to a commercial can increase sales. 4.3 Summary The results have helped to reach the objectives of this research. This chapter has attempted to compare findings with description of Adcock, Halborg and Ross, (2001). Summary will appear in the next chapter. Chapter 5: Conclusion Introduction This chapter will summarize the findings of this research project, highlight some of the interesting results, offer practical implications, cite limitations of this project and give suggestions for further research. Summary of Findings and Interesting Findings The purpose of the current study was to identify an advertising media with the largest exposure and find out the effect it has on its target audience. Results were analysed in the previous chapter. Practical implications of this research were also considered. Identifying and understanding the target audience is important for companies who use advertising tools to promote their products. The evidence about students preferences among different media types may help companies to better allocate their advertising space. Results have shown that students have positive attitude towards advertising in general because it carries an informative function, creates awareness and helps them to make a better purchase. Some interesting results were found. For example, an advertising strategy, when a company positions their products as superior to a competitors products proved ineffective as only few students trusted such commercials. Companies may also consider adding appealing songs to their commercials. Limitations of the Research The current study was limited by the size of the sample and imbalance concerning the students country of origin. Since all of the respondents within this project were international students, the findings do not necessarily reflect the habits and opinions of all students. This is important since advertising campaigns usually target the values of the western societies and different cultures may have different attitudes towards advertising. Therefore, it would be important to conduct further research in this area of media influence and involve more respondents from western culture countries. Another limitation is that the questionnaire might have been more complete if it incorporated likelihood scales. Recommendations for further studies This research has raised many questions in need of investigation. The designed questions were not perfect so some other aspects may be needed to investigate what contributes to making a purchasing decision. Some factors examined in this research influence consumers but do not necessarily mean that they will make an actual purchase. For example, further research may investigate what advertising strategies such as verbal or visual elements appeal to consumers. Endnote This project has been concerned with advertisings influence on students purchasing decisions and the research indicates that choosing the correct advertising strategy is a crucial element in an effective marketing strategy. Bibliography Kotler Philip, Armstrong Gary Kotler Philip, Armstrong Gary, Saunders John, Wong Veronica Dennis Adcock, Al Halborg, Caroline Ross Principles and practise of marketing, Fourth edition published 2001. David Jobber, Principles and practice of marketing, 1995 Peter Chisnall, Marketing research, McGraw Hill, 2001 The Advertising Association. www.adassoc.org.uk

Excessive Enforcement: A Call for a Tranformational Approach to the Caribbean Criminal Justice System :: Argumentative Persuasive Carribean Essays

A Call for a Tranformational Approach to the Caribbean Criminal Justice System On June 25, 2001 Anton Cooper, a twenty-seven year old man in police custody at Golden Grove Prison in Arocca, Trinidad, was found naked and dead in his cell less than twenty four hours after his arrival for allegedly beating a cousin during an argument. Several prisoners reported witnessing numerous assaults on Cooper by prison guards, and Amnesty International called for a thorough, independent investigation that complies with international standards, including access by relatives to autopsy proceedings that concluded that Cooper died from asphyxia associated with multiple blunt traumatic injuries. Amnesty International has repeatedly expressed condemnation of the use of excessive force by law enforcement officers, and have stated that prison conditions in Trinidad continued to violate the UN standards for minimum treatment of prisoners, as well as amounted to cruel, inhumane and degrading treatment. This particular incident raises to the international community not only questions of the level of corruption in Trinidad’s penal system, but how this reflects the enforcement of human rights protection in the English speaking Caribbean. In order to understand the role the justice system plays in advancing (or inhibiting) the Caribbean socially, economically, and politically, it is necessary to reflect on the historical uses and abuses of the penal system and how it functions alongside international criminal law. When analyzing the level of development nations of the English speaking Caribbean, specifically Trinidad & Tobago and Jamaica, have made in regards to human rights and law enforcement, certain factors need to be considered including their history of human rights protection; the role incarceration, flogging, and the death penalty play in limiting them as people of the past; the lack of community involvement in judicial affairs; their relations with international non-governmental organizations; and the feasibility of possible alternatives to impr isonment and the death penalty. Although this past March the East Caribbean Court of Appeal, referred to by the Judiciary Committee of the Privy Council, ruled that mandatory death penalty is in violation of the constitutions of St. Vincent and Grenadines, St. Lucia, Grenada, St. Kitts, Dominica, Belize, Antigua and Barbuda by stating that, â€Å"to deny the offender the opportunity, before sentence is passed, to seek to persuade the court that in all the circumstances to condemn him to death would be disproportionate and inappropriate

LV & UV GCSE French Oral Examination Essay

There are four broad areas of questions for the general conversation section of the oral examination. These are listed below: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education Amusez-vous bien et bon courage! Lifestyle Health 1. Qu’est-ce que tu aimes manger et boire? (State what you like to eat & drink & why, mention things you don’t like to eat & drink & why, what did you eat & drink yesterday, what is your favourite food/drink & why, is it healthy.) 2. Qu’est-ce que tu fais pour rester en forme? (Mention things you do to stay fit – what you eat & drink & how regularly, what sport/exercise you do, what you could do more of.) 3. Qu’est-ce qui n’est pas trà ¨s bon pour la santà ©? (Mention things which are not so healthy – e.g. smoking, alcohol, drugs, no exercise, do you do any of these things, how often, how could you be healthier.) 4. Qui fait la cuisine chez toi? Tu aimes bien cuisiner ? Tu le fais souvent? (State who normally does the cooking in your house, is the food good/healthy, how often do you cook, what can you cook, what did you make the last time you cooked, how was it?) Relationships and Choices 1. Quel à ¢ge as-tu? Quelle est la date de ton anniversaire? (State age, when your birthday is, how you celebrated your last birthday, what presents you received, what you would like to do for your next birthday.) 2. Quel genre de personne es-tu? (Describe what you look like, what your personality is like, what you like and don’t like doing and why.) 3. Dis-moi quelque chose au sujet de ta famille. (Talk about your brothers, sisters, parents – physical appearance, personality, what you like and don’t like doing with them and why, how well you get on with them all and why, what you did last weekend with them.) 4. Est-ce que tu as des animaux domestiques? (Discuss what your pet is, its name, age, how well you get on with it, whether you would like another or a new pet, who looks after/feeds the pet. If you don’t have any pet, say why and whether you would like a pet and why) 5. Dà ©cris ta meilleure amie. (Describe your best friend – physical appearance, personality, why she is your best friend, how long you have known her, what you did with her last week, how it was, what you plan to do with her next week.) 6. Dà ©cris l’homme de tes rà ªves ! (Describe what your dream partner would be like – physical appearance, personality, why he would be your dream partner, what is important for you in a dream partner and why.) 7. Est-ce que tu voudrais te marier et avoir des enfants à   l’avenir? (State whether you would like to get married and have children in the future and why or why not. Why is marriage important to you, what type of mother and wife would you like to be.) 8. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 9. Tes parents sont-ils sà ©và ¨res? Pourquoi (pas)? (A continuation of discussing how you get on with your parents – state what you have to do at home, what you are allowed and not allowed to do, whether you think this is fair or not, how would you like to improve your relationship with your parents.) Leisure Free time and the Media 1. Qu’est-ce que tu aimes faire pendant ton temps libre? (Mention three things you like doing in your spare time – e.g. shopping, music, sport, cinema etc, state how often you do this and with whom, say why you like these activities, say what you like to do in good/bad weather, in summer/winter.) 2. Qu’est-ce que tu n’aimes pas faire pendant ton temps libre? (State three things you don’t like doing in your spare time and why, mention something you did last week which you did not enjoy and why.) 3. Est-ce que tu aimerais essayer un nouveau passe-temps ? Pourquoi ? (Mention a new hobby you would like to try out and why, mention also one you wouldn’t want to try out and why.) 4. Tu regardes souvent la tà ©là ©? Quelle est ton à ©mission prà ©fà ©rà ©e ? (State how often you watch TV – in the week and at the weekend, with whom you watch TV, what you saw on TV yesterday, what your favourite programme is, why, describe what type of programme it is and what usually happens, state what you don’t like on TV and why.) 5. Tu vas souvent au cinà ©ma? Parle-moi du dernier film que tu as vu. (State how often and with whom you go to the cinema, what are your favourite types of film and why, describe a film which you went to see recently, what happened, who the actors were, why you liked or disliked it, to whom you would recommend this film.) 6. Aimes-tu lire? Quel type de livres aimes-tu lire? Quel est ton livre prà ©fà ©rà ©? Pourquoi ? (State how often you like to read and which types of book, talk about your favourite book – title, author, what happens, why you like it, what you would like to read in the future and why.) 7. Qu’est-ce que tu as fait le weekend dernier pendant ton temps libre? (Talk about two activities you did last weekend – what, where, with whom, how much it cost, what the weather was like, whether you enjoyed it or not.) 8. Qu’est-ce que tu vas faire le weekend prochain? (Talk about a couple of things you will do next weekend – what, with whom, where, whether you’re looking forward to it & why.) 9. Comment sont les magasins prà ¨s de chez toi? (Describe what the shopping options in your area are like, how far do you live from the shops, how you travel there, favourite types of shops and why, what you bought the last time you went shopping, is it better to travel to London for shopping, why.) 10. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 11. Est-ce que tu utilises beaucoup internet ? (Talk about how often you use the internet and what for, e.g. for homework, to write to friends and family, to listen to music and watch programmes) 12. Est-ce que tu as un tà ©là ©phone portable ? (Explain if you have a mobile phone and how often you use it. You could also talk about whether you pay for the bill or whether your parents do. Is it fair ?) 13. Est-ce que les nouvelles technologies peuvent à ªtre dangereuses ? (Talk about the possible dangers of the new techonologies, particularly the internet, but also of their benefits, e.g. the advantages of having a mobile phone) Holidays 1. Qu’est-ce que tu as fait pendant les dernià ¨res grandes vacances? (State where and with whom you went, how you travelled, where you stayed, what the accommodation was like, what you did during the day, what you ate and drank, whether you liked it, what the weather was like, mention one thing you didn’t like and why, what the people were like, whether you want to return next year.) 2. Que fais-tu normalement pendant les vacances de Noà «l? (State what you normally do in the Christmas holidays, where you go, or whether you stay at home, whom you visit, what you do, what you eat and drink, which presents you received last year, what the weather is normally like, what you would like to do in the next winter holidays.) 3. Oà ¹ iras-tu pendant les prochaines vacances? (State where you will go and why, with whom, where you will stay, what you will eat and drink, what the weather will be like, what you hope to do in the day and in the evening, how long you will stay, whether you are looking forward to it.) 4. Es-tu dà ©jà   allà ©e en France? (State whether you have been to France – e.g. Vallà ©e de la Loire, say if you liked it and why, say where you went, what you did, what the weather was like, what the food and drink were like, whether you would like to return, what the people were like, say what the main differences between France and England are for you.) 5. Que peuvent faire les touristes dans ta rà ©gion? (State whether your area is good for tourists or not, list three things tourists can do, what the transport is like, what the accommodation is like, what the weather is like in the summer, what one can do in the evening, whether there are any good restaurants in the area, which sights you’ve visited in the area, whether you would recommend the area to tourists.) 6. Est-ce que tu prà ©fà ¨res partir en vacances en famille ou avec des amis? Pourquoi ? (Explain why you prefer going on holiday with your parents or friends. Talk about the advantages and disadvantages of both options. Explain whether there are any drawbacks when going on holiday with friends. Talk about a previous experience.) Home and Environment Home and Local Area 1. Oà ¹ habites-tu? Oà ¹ se trouve cette ville/ce village? (State where you live and where it is situated, say what type of town/village it is, say why you like or dislike living there, say what is nearby, what is good for tourists, what the weather is like in summer and winter.) 2. Dà ©cris-moi ta maison. (Describe what type of house you live in and where in the town/village it is situated, how long you have lived there, list some of the rooms upstairs & downstairs, say if you have a favourite room and why, describe the furniture in your bedroom and whether you like it, describe the garden and what you like to do there. Say where you used to live when you were younger and which one you prefer) 3. Oà ¹ aimerais-tu habiter plus tard? Pourquoi ? (State where you would most like to live and why, what there is to do there, what the weather is like, whether you prefer living in a town or in the country and why, what is there to do there at night, say why you would or wouldn’t want to live abroad.) 4. Tu vas souvent dans le centre de Londres? (Say how far you live from London, how often you go there, what there is to do there, how you travel there, what you did the last time you went to London, say one thing you dislike about London and why.) 5. Qu’est-ce que tu fais d’habitude pour Noà «l/Pà ¢ques à   la maison? (State what you normally do at Easter/Christmas at home, who visits, what you eat & drink, what you did last Easter/Christmas, presents, what would you like to do at Easter/Christmas next year?) Environment 1. Quels sont les problà ¨mes d’environnement dans ta rà ©gion et dans le monde? (List some of the environmental problems in your area and state why the environment is important to you, mention some of the environmental improvements in your area and around the world.) 2. Que peut-on faire pour protà ©ger l’environnement? Que faites-vous dans ta famille pour protà ©ger l’environnement ? (Mention several ways in which one can help the environment, state what you personally and your family do to help the environment, mention one thing you did last week to help, suggest a way in which your area could be more environmentally-friendly. Explain what would happen if we didn’t do something soon.) Work and Education School and Future Plans 1. Parle-moi de ton à ©cole. (Describe your school in every aspect – name, location, number of pupils, staff, private girls’ school, times of the school day, activities at lunchtime, what the school food is like, sports’ facilities, what you like & dislike about your school.) 2. Qu’est-ce que tu à ©tudies comme matià ¨res? (Mention some of the subjects you’re learning, say why you like & dislike some, say if you have a favourite lesson & why, are there other subjects you would like to learn?) 3. Parle-moi de ton uniforme scolaire. (State what your school uniform is, do you like it, would you prefer to have no school uniform, is uniform sometimes good?) 4. Qu’est-ce que tu as l’intention d’à ©tudier l’annà ©e prochaine pour le bac? (State which subjects you would like to learn next year and why, will you stay at this school or move somewhere else, state which subjects you would not like to learn next year & why.) 5. Est-ce que tu trouves l’à ©cole stressante? (Talk about what makes life at school stressful. You could mention the amount of homework that you receive everyday, the number of tests that you have and how difficult the exams are. You could talk about how easy life used to be like in primary school) 6. Comment pourrait-on amà ©liorer ton à ©cole? (Make a couple of suggestions as to how your school could be improved – e.g. having boys, no school uniform, better food/facilities etc.) 7. Est-ce que tu veux faire des à ©tudes à   l’università ©? (State whether you would like to go to university, where, to study what, why, or why you don’t know yet.) Current and Future jobs 1. Est-ce que tu as un petit boulot? Est-ce que tu voudrais en avoir un? (State whether you have a part-time job, what you do, where you work, how much you earn, do you like it, why, what you spend you money on, or say whether you would like a part-time job, doing what, earning how much, how you go about looking for work) 2. Qu’est-ce que tu voudrais faire comme mà ©tier plus tard? Pourquoi? (State what you would like to do career-wise, type of job, how much money you would like to earn, would you like to live/work abroad, why this is a good choice for you, what is your dream job & why.) 3. Quels sont les avantages et les inconvà ©nients des diffà ©rents metiers? (Talk about 2 or 3 different professions that you may find interesting and discuss their advantages and drawbacks)