Ray Douglas Bradbury Was Born In Waukegan, Illinois On August Essays

Ray Douglas Bradbury was born in Waukegan, Illinois on August 22,1920. He was the third born son of Leonard Spauldling Bradbury and Esther Marie Moberg Bradbury. In the fall of 1926 the Bradbury family moved from their home in Waukegan to Tucson, Arizona. However, their stay there only lasted until May of 1927 when they moved back to their original habitation. Bradbury began writing his own literature on butcher paper when he was 11 years old. Ray and his family moved again moved to Tucson, Arizona and back to Waukegan, Illinois again in 1932. This rapid movement was initiated when Leonard Bradbury was laid off from his job installing telephone lines, only to be rehired later in the year. In 1934 the Bradbury family moved yet again, but this time to Los Angeles, California. Ray attended high school in Los Angeles. He graduated in 1938, finishing his formal school career. Bradbury decided that in order to further his education, he would spend his days at his typewriter and his nights at the library, reading. Since he needed a way to make some money to get by, Ray took a job selling newspapers on Los Angeles street corners. His first published story was ?Hollerbocher's Dilemma,? which was printed in an amateur fan magazine in 1938. In 1939, Ray published four issues of Futuria Fantasia, his own fan magazine, in which he contributed most of the published material. Bradbury's first paying gig, was ?Pendulum,? which was published in Super Science Stories in 1941. Finally in 1942 he discovered his distinctive style of writing after writing ?The Lake.? By 1943 he had given up selling newspapers, and began a full-time job as a free lance write for many periodicals. In 1945 the magazine Best American Short Stories, selected Bradbury's short story ?The Big Black and White Game,? to appear in an issue of the magazine. Bradbury's most significant published works up until the present include: Dark Carnival in 1947, The Martian Chronicles in 1950, Fahrenheit 451 in 1953, and many short stories, screenplays, essays and poems which are too numerous to name. Ray Bradbury's writing has been critically acclaimed and heralded as some of the most influential media in the Science-Fiction genre. So far is his lifetime Ray has received the O. Henry Memorial Award, the Benjamin Franklin award in 1954, the Aviation-Space Writer's Association Award for best article in an American Magazine in 1967, the World Fantasy Award for lifetime achievement, and the Grand Master Award from the Science-Fiction Writers of America. Also his animated film about the history of flight, Icarus Montgolfier Wright, was nominated for an Oscar, and his teleplay of the Halloween Tree won an emmy. Presently, Ray Bradbury resides in San Diego, California, where he still writes and gives lectures. The Martian Chronicles The book of Bradbury's creation that I read was the Martian Chronicles. Initially, I was intrigued by Ray Bradbury's implementation of elaborately descriptive settings. Each chronicle takes place during a different month and year, arranged in chronological order, from January 1999 to October 2026. Since the story spans over a long period of time, there are several locations in which the events occur. The major settings of the story include: Ohio, a small town next to the rocket launch pad, a large desert on Mars, with canals, that is a harbor to the ?dead cities,? a town on Mars which is the home of Yll and Ylla , the Martian landing site next to one of the canals, a Martian insane asylum, a town, that seems almost dreamlike in a sense, because it is the memories of the flight crew projected onto the Martian landscape, a luggage shop, and a city surrounded by rural farm area, that has only one house left standing. These settings are used as a device to move the novel along from each individual story to the next. I think that this was a very interesting concept, because there are no main characters in the book. However, there are main characters within each chronicle. Ylla is the first Martian introduced in the book; she is friendly, kind, and has an outgoing personality. James Stupple indicated in his book The Past, The Future, and

Australian School Excursion Policies Essays

Australian School Excursion Policies Essays Australian School Excursion Policies Essay Australian School Excursion Policies Essay An educational excursion is a student activity, organised by the school and approved by the principal or student council that will take place outside of the school grounds. School excursions play an important role in educating students based around the curriculum. In Australia, each state provides public schools with an Excursion Policy for all schools to abide by. The policy document used for this analysis is the Victorian Excursions Policy retrieved from the Victorian Government Education website, education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm. The apparent rationale of this policy is to ensure duty of care to the students with a safe environment and to prevent any foreseeable risks through careful planning and sound knowledge of everything involved in the school excursion. The policy also covers matters required during an emergency situation. The policy covers all aspects of duty of care for the students, teachers and others involved in the excursion. Planning plays a major role in the decisions of having an excursion. A policy is the main guideline for planning and covers all aspects that are important to maintaining a safe environment, including making decisions when unforeseen circumstances occur. Under section 4.4.2 headed school excursionsâ„ ¢, this covers many areas relevant. Under section 4.4.2.2 is information regarding approvals of any excursions. Appropriate approval, based on initial planning must be obtained by the school principal or school council prior to implementing pre-preparation of the excursion. Joint school excursions will need corresponding approval and planning consistently between principals of both schools. Section 4.4.2.2.4 obtains key aspects regarding selection of the venue for a camp or excursion activity. Areas of consideration and assessment are; health, hygiene and safety, building and facilities, activity equipment and the conduct of activities, certified qualifications of staff, participant supervision, emergency plans, fire precautions, first aid facilities, accreditation of camp site, quality assurance and consumer protection and references from other schools whom have already attended the venue are also of good value. These factors must be considered based on risk management principles. When considering a venue for the first time, it should be inspected by the teacher in charge of the excursion and constant discussions should take place with the camp manager in order to prepare risk management documentation. Further risk management criterion must be assessed when travel interstate or overseas is involved. Section 4.4.2.3, Emergency Management refers to a comprehensive process, which is put in place to ensure the safety of staff and students before, during and following an emergency situation. The Departmentâ„ ¢s requirements and guidelines relating to preparation and safety must be observed in the conduct of all excursions. Four key elements for the process of emergency management are preparedness, prevention, response and recovery (Roberts Stephens, 2002, p 3). Preparedness: the school should prepare an emergency management plan prior to an excursion covering all bases of foreseen and unforeseen circumstances that may occur. Prevention: the main part of a school plan is focused on strategies to help prevent emergencies. Response: Some emergencies are not preventable and therefore planning to minimise the effects of any emergencies that do occur. Recovery: is the process following an emergency where students and families may require support from available school resources (Roberts Stephens, 2002, p 3). Section 4.4.2.4 emphasises the importance of parental / guardian approval and information. They must be given clear, detailed and true information regarding all aspects of the excursion and then give the school written consent for their child to participate in the excursion. Section 4.4.2.5 covers the importance of retrieving confidential medical reports from the parents / guardians and these reports should be copied with one set going with the teacher in charge on the excursion and one set of copies obtained at the school. Section 4.4.2.6 and sections under 4.4.2.7 considers appropriate supervision, excursion staff and instructors that will be involved with the students on excursion. Matters to consider would be qualifications / experience, age / maturity, size of the group, ages of the students, nature / location of the excursion and activities that would be conducted throughout the excursion. In deciding what constitutes sufficient excursion staff, the principal should consider the factors listed above as well as the Safety Guidelines for Education Outdoors website. Section 4.4.2.8 is a guideline of staff-student ratios for different excursion types. Student behaviour and discipline under section 4.4.2.9 should correspond with the schoolâ„ ¢s student code of conduct, along with the state-wide Student Discipline Procedures 1994. Students and parents should understand the schools code of conduct and under extreme cases of misbehaviour the principal may decide that it is best for the child to return home. The parents will be informed and any expenses will be paid for by the parents of the student. Under sections of 4.4.2.10, 4.4.2.11 and 4.4.2.12 is detailed requirements regarding use of private transport. All students must be accompanied by a school staff member in any form of transport. Light aircraft must be a licensed charter operator with full liability insurance. Private motor vehicle transportation should be avoided at all times unless corresponding with an approved pre-licensed driver education program. Overseas travel requires further criteria and the smart traveller website should be checked for any travel warnings. A policy is a predetermined course of action which is established to provide the essential duty of care. This policy is important because it allows teacher to understand their roles and responsibilities within predefined limits with appropriate procedures to ensure the safety and to protect the rights of students. This policy identifies key activities and provides a choice of alternatives that can be used to guide their decision making process. This policy helps to control excursions in advanced and assists in preventing possible risks. The requirements of the policy is subject to the principal, school council, teachers and excursion supervisors, parents, students, venue staff and activity guides on the excursion. Everyone involved in the excursion needs to have a common understanding of the policy. Listed below are three hypothetical scenarios which the policy document would have impact on: Scenario One; A school takes the grade 6 students away on a 5 day camp. Teachers become concerned when one student repeatedly ignores safety rules which can put others at risk. After discussion with the school principal, it was decided to notify the parents of the studentsâ„ ¢ misbehaviour. On day 3 of the camp, the same student was found striking another student with considerable force. So, the teacher contacted the principal who arranged with parents to pick their child up. The decision was made because the student was causing significant risk to their peers.â„ ¢ Section 4.4.2.9 of the policy relates to student behaviour and discipline and that principal approval must be obtained before sending a misbehaved child home. Scenario Two; A class of grade 3 students were on a day excursion, bushwalking through a national park. A student gets bitten by a snake. The teacher immediately identifies the wound and applies a crepe pressure bandage and a splint as initial treatment. These items retrieved from the first aid kit provided by the national park (section 4.4.2.3.5). The rangers were contacted immediately to arrange a safe pick up for the student. Whilst waiting for the rangers, the other students were kept together in their groups with their selected supervisor (section 4.4.2.6). The rangers picked up the injured student assisted by one supervisor and returned to the educational centre at the national park where an ambulance was waiting, prearranged by the national park staff. The student was taken to the local hospital accompanied with a school supervisor. In the mean time, the school principal was notified who contacted the studentâ„ ¢s parents with continual up to date knowledge of the studentâ„ ¢s conditi on prior to their arrival at the hospital. The principal also contacted the Departmentâ„ ¢s Emergency and Security Management Unit (section 4.4.2.3.4). The student was soon released with appropriate medication with no serious condition. During recovery, the school had constant contact with the family.â„ ¢ This scenario covers all sections under 4.4.2.3 excursion emergency management. Scenario Three; A joint school camp was organised for grade 5 students for the duration of 5 days. Thorough planning between the two schools was conducted prior to camp approval and checks of the camp site were again conducted at arrival (section 4.4.2.2.4). Local authorities had already been informed of the school camps details and were given full contact details for the school management team at the camp. Unfortunately a deliberately lit fire occurred within the area and authorities immediately contacted the camp managers of the high fire dangers ahead with unpredictable wind changes. It was advised that an evacuation should be conducted as soon as possible. Evacuation plans had already been trialled and were put into action with students understanding the procedures instantly, the fire and police authorities lead the groups to a safe area (section 4.4.2.3). School supervisors stayed with their designated group at all times with continuous head counts conducted during the evacuation. The school pr incipals were immediately informed of the situation who then contacted the Departmentâ„ ¢s Emergency and Security Management Unit and the principal also informed all parents / guardians of updated knowledge of the studentâ„ ¢s safety (section 4.4.2.3.4). The students soon arrived safely back at school and once the dangers were lifted, all belongings were then returned. Students, camp supervisors and others involved in the camp had continuous support from the school during recovery (section 4.4.2.3). The State of Victoriaâ„ ¢s policy on school excursions is an essential guide for teachers to abide by to ensure that students are always protected by duty of care under all circumstances. Teachers should refer to this policy whenever conducting a curriculum based activity outside of the school grounds ensuring that the students are always in a safe environment. References: Medowie Public School. (2000) Educational Excursion Policy. Retrieved from medowie.ps.education.nsw.gov.au/policydocs.html Warrumbungle National Park. Judd, J. (1998) Safe Walking In The Warrumbungle National Park. Retrieved from www.warrumbung-e.schools.nsw.edu.au//safe%20walking%20booklet%20for%20web.pdf State of Victoria (Department of Education and Early Childhood Development) (2007) Student Safety Risk Management. Retrieved from education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm Roberts, M., Stephens, M. Department of Education and Training, Victoria. Emergency and Security Management Branch. (2002) Emergency Management in Schools Vic. Retrieved from aic.gov.au/en/events/aic%20upcoming%20events/2002/schools.aspx

Building Corporate Brands and Strategic Alliances

The marketing management plays an important role in the success of a pany and in improving the revenue generation of an organization (Kotler et al., 2015). It is important for capturing the market in a limited span of time and monitors the demands of the customers (Kotler et al., 2015). The managers are responsible for identifying the current trends and convert them into suitable opportunities. The aim of this report is to critically analyze the petitive and marketing environment of the CQ University based in Australia. It would discuss the marketing environment of the university and evaluate different kinds of external opportunities of the University. CQ University Australia emphasis on engagement excellence and the equity, which has led to its phenomenal growth in terms of new campus, number of students, infrastructure, reputation and impact of the research (Cqu.edu.au, 2017). It is considered as one of the greatest universities of Australia and it was found in the year 1967. It was accredited full â€Å"university† status in the year 1992. The University has several campuses in and around Australia such as Brisbane, Cairns, Mackay, Sydney, Emerald and others (Cqu.edu.au, 2017). In the year 2014, the CQ University merged with CQ TAFE, which has brought more than 175 years of experience in the education and training delivery (Cqu.edu.au, 2017). The University has highest ratio of the students belonging to low socio-economic, Aboriginal and mature age backgrounds. The Marketing Directorate aims to generate more interest in the University and responsible for the recruitment of the students. It also aims to make the University a better brand (Cqu.edu.au, 2017). The University provides support as well as advices to all the faculties as well as various divisions. There are over 15.7 million people in Australia, who belong to the age group of 15 to 64 years (Abs.gov.au, 2017). Approximately 1 in every 5 people was enrolled in some form of formal study. A majority of the teenagers between 15 to 19 years old were enrolled in some form of study. In the year May, 2016, around 25% of the people (15-74 years of age) shared that their highest level of their educational attainment is Year 11 or below (Abs.gov.au, 2017). Only 41% of the people reported having a Bachelor degree or above qualification (Abs.gov.au, 2017). This is a low figure, which implies that there is a need to increase the number of educational institutions imparting higher education courses (Abs.gov.au, 2017). The people with higher levels of education are more likely to be employed while the persons with basic qualifications would find it hard to find an employment option (Hollensen, 2015). Australia has been through profound structural shift in the past few years. The Australian ec onomy would strive to evolve more in the ing years as part of demographic and economic developments. The University engages in a bination of both mass marketing and target marketing. In mass marketing, the University primarily follows differentiated marketing tactics. They offer specialized courses such as Business, Accounting, Education, Engineering. Health, Science and Environment, Transport and others (Cqu.edu.au, 2017). The primary target market for the University is the teenagers between the age group of 15-24 years and prises of domestic, international students (Cqu.edu.au, 2017). The admission process of the University is based on their educational background as well; as their level of education (Cqu.edu.au, 2017). The secondary target market of the University includes the single mothers, middle aged persons, apprenticeships and trainees (Ehrenberg & Smith, 2016). The University follows segmentation based on the differential marketing techniques. In this kind of target marketing, the University concentrates on two or more different market segments and tries to promote their b rand within these segments (Cqu.edu.au, 2017). The University offers wide variety of subjects for the students based on their level of experience and their educational background (Cqu.edu.au, 2017). There are different courses provided to the students such as Creative, Performing, Visual Arts, Engineering, Information Technology, Science and Environment, Service Industries, Transport Services, Psychology, Health and others (Cqu.edu.au, 2017). The price of the educational courses is affected by a number of factors such as placement, petition, service quality, institution’s reputation, facilities provided, education mode, institution brand name and others (McMillan, Kinnear & Babovic, 2015). The University provides loan facilities to aid the students. The University offers both full time courses and distance courses for the convenience of the students. CQ University is known as the best providers of flexible training and education content, which provides hundreds of educational courses (Cqu.edu.au, 2017). It also provides on-campus courses which involve â€Å"face to face† classes which are carried out in weekly basis (Cqu.edu.au, 2017). The University aims to achieve brand management, creative production and engage in the creation of advertising booking as well as recruitment campaigns (Cqu.edu.au, 2017). The University also engages in the digital marketing strategies, which involves integration in the digital media platforms (Cqu.edu.au, 2017). Australian Government aims to contribute to the creation of international sustainable education sector. The monwealth has r mended an increase in the budget for schools in and around in Australia (Khanna, Jacob & Yadav, 2014). However, the NSW government has announced a cut in the budget for public schools as well as non-government school sector (Khanna, Jacob & Yadav, 2014). The TAFE sector is facing funding cuts which has fostered increased petition in the private education provider.   The international education sector has major contribution in the Australian economy through the process of migration of skilled labor (Daley, McGannon & Hunter, 2014). There are several students who prefer to reside at Australia for the purpose of pletion of their studies. The higher education sector in Australia prises of the 37 public as well 2 private institutions and 150 â€Å"non-self-accrediting† higher education institutions in the country (Daley, McGannon & Hunter, 2014). There is an average 4.7 percent increase in student enrollment every year (Abs.gov.au, 2017). The social factors include the different demographic changes such as number of admissions, inability to attract suitable manpower, changes in educational qualifications and demand of specific courses (Demediuk & Armstrong, 2014). These include the changes in the equipments or standards required in the University such as puter systems, IT lab, projectors, multimedia and others that help in the dissemination of learning. The technological advancements and the level of technology adoption determine the level of petitiveness of the University. CQ University faces tough petition from its rivals who are operating in the same market and caters to the same target market (Nelson, 2015). Some of the close petitors include University of Sydney, University of Melbourne, Charles Darwin University, University of Queensland, Charles Sturt University, Southern Cross University and others (Nelson, 2015). The strengths of CQ University includes that it has full time faculty who use to take most of the classes at both the graduate as well as undergraduate levels (Cqu.edu.au, 2017). It has world class curriculum which is at par with the industry standards (Nelson, 2015). It has accessible location and provides loan services to the students for aiding them in the payment of the fees. The University has less funding in some of the departments and they lack financial support for the support of the faculty scholarships (Cqu.edu.au, 2017). They have degrees of understaffing in some of the departments. There are innumerable opportunities in the intellectual enrichment of the students ing from diverse backgrounds (Cqu.edu.au, 2017). The University can engage in more partnerships with the local employers so that the students can be placed at their final year. There is reduced government funding, risk of losing qualified faculty and the increasing petition from the different educational institutions of Australia (Nisar, 2015). There is a similar university which offers similar educational courses, which may affect the revenue generation of CQ University. CQ University engages in connecting with the stakeholders or the munities by maintaining strong partnership relationships that are productive. The brand positioning is done with the help of spreading reputation and trustworthiness of the brand- CQ University is responsible and professional institution (He & Balmer, 2017). The brand places itself well among their target audience and has strong brand associations. The marketing environment of CQ University is determined along with the prehensive marketing plan. The market summary as well as demand assessment of the University is being done. The segmentation as well as target market of the University is being done. The current marketing mix analysis is done along with the analysis of the external environment. The PEST analysis and the SWOT analysis of the University are done followed by the brand positioning analysis. This report would broaden the understanding of the marketing tactics of CQ University. Australian Bureau of Statistics, Australian Government. (2017).  Abs.gov.au. Retrieved 28 March 2017, from https://www.abs.gov.au Daley, J., McGannon, C., & Hunter, A. (2014). Budget pressures on Australian governments 2014.  Grattan Institute, viewed,  21. Demediuk, T., & Armstrong, A. (2014, March). Context of Higher Education and Its Implications for Quality Teaching: An Australian Perspective. In  Journal of the World Universities Forum  (Vol. 6, No. 3). Ehrenberg, R. G., & Smith, R. S. (2016).  Modern labor economics: Theory and public policy. Routledge. He, H. W., & Balmer, J. M. (2017). Alliance Brands: Building Corporate Brands through Strategic Alliances?. In  Advances in Corporate Branding  (pp. 72-90). Palgrave Macmillan UK. Hollensen, S. (2015).  Marketing management: A relationship approach. Pearson Education. Home - CQU. (2017).  Cqu.edu.au. Retrieved 28 March 2017, from https://www.cqu.edu.au Khanna, M., Jacob, I., & Yadav, N. (2014). Identifying and analyzing touchpoints for building a higher education brand.  Journal of Marketing for Higher Education,  24(1), 122-143. Kotler, P., Keller, K. L., Manceau, D., & Hà ©monnet-Goujot, A. (2015).  Marketing management  (Vol. 14). Englewood Cliffs, NJ: Prentice Hall. McMillan, G., Kinnear, S., & Babovic, N. (2015). prehensive universities and the role of the national TAFE system: the CQUniversity context.  About the research, 16. Nelson, R. R. (2015).  The rate and direction of inventive activity: economic and social factors. Princeton University Press. Nisar, M. A. (2015). Higher education governance and performance based funding as an ecology of games.  Higher Education,  69(2), 289-302.

Risk in Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words

Risk in Human Resource Management - Essay Example The scenario faced by the case Ricci v. DeStefano would be used for this purpose. The circumstances of the case would be discussed and courses of action would be suggested on what could have been done by the government to avoid this lawsuit. In line with providing the appropriate measures with the discussion on the course’s modules, an assessment center would be defined and analyzed in terms of determining how it could help avoid problems in the future. Swanson & Foster wrote in their chapter on A Practical Guide to Conducting Assessment Centers a concise description of an assessment center as both a process and a place. Initially, the aim of assessment centers is to evaluate the performance of sergeants who compete for promotion to the ranks of a lieutenant. The term was defined by the International Task Force on Assessment Center Guidelines (2000) as consisting of â€Å"a standardized evaluation of behavior based on multiple inputs† (Swanson & Foster, 557 in Condrey, 2005). In greater detail, the process specifically involves â€Å"evaluating the behavior of candidates (sergeants) for a specific purpose (promotion) by providing them with multiple independent opportunities (simulations or exercises) to demonstrate abilities and by monitoring them with multiple trained evaluators (assessors), whose individual judgments are pooled to form an overall evaluation of the extent to which the candidates have the skills necessary to succeed as police lieutenants† (Swanson & Foster, 557 in Condrey, 2005). On the other hand, an assessment as a place is a designated appropriate site to serve the purpose and the process identified above. The Ricci v. DeStefano case is a legal action brought about by nineteen city firefighters of New Haven, Connecticut against the city of New Haven for violations of their civil rights and for discriminating against them regarding possible promotions. The firefighters were due to be promoted to managerial

It Is Needed to Control Combustible Dusts Hazard Research Paper

It Is Needed to Control Combustible Dusts Hazard - Research Paper Example The explosions develop and then give safety measures to be taken in preventing such occurrences. The paper will also discuss some debatable issues regarding combustible dusts. The paper will then conclude with an overview of the recommendations needed to control combustible dusts hazard. Combustible dusts comprise of fine particles that cause an explosion hazard when suspended in the air and certain conditions (OSHA, 2009). A hazardous product has the capability of being ignited (Willy, 1995). Dust explosions cause tragic loss of life, serious bodily harm and devastating destruction of property. The potential for dust explosions remains unknown to most workers. This calls for the evaluation of potential chemical hazards, and the communication of hazard information to workers. According to OSHA (2009), materials that have the capability of forming combustible dust include wood, paper, sugar, metals such as aluminum & magnesium, coal, dried blood, soap, biosolids, plastics and certain textiles. They are found in a variety of industries and workplaces. Combustible dust can build up within process equipment and/or escape from process equipment settling on surfaces in the general working environment (L & I, 2009). These accumulations are extremely explosive especially when dispersed in the air in the presence of ignition sources like standard electrical switches. The U.S Chemical Safety and Hazard Investigation Board (CBS) identified two hundred and eighty of combustible dust incidences between 1980 and 2005 that led to the death of one hundred and nineteen workers, injured seven hundred and eighteen, and extensively damaged numerous industrial facilities (OSHA, 2009). Massachusetts suffered a similar fate in February 1999, when the deadly fire broke in a foundry investigation in the incidence revealed that a fire stemmed from a shell molding machine and then extended in the ventilation of the system ducts by feeding on  heavy deposits of phenol formaldehyde dusts (OSHA, 2009).  

Theme of Revenge in William Shakespeares Play Hamlet Essay Example for Free

Theme of Revenge in William Shakespeares Play Hamlet Essay Shakespeares Hamlet is a complex play where many themes are intertwined themes that are essential to the development of the play. The issue of death and disease, both physical and emotional is very prevalent throughout the duration of the play, as well as fate and divine intervention. The play also questions madness and whether it can be feigned, as well as corruption and its moral implications. Also the To be or not to be soliloquy, where Hamlet not only questions life and death, but many of lifes other uncertainties as well. see more:hamlet thesis statements However, the most important theme in the development of Hamlet is revenge and question Does revenge pay? Revenge is a frighteningly bloodthirsty emotion, which causes people to act blindly and without reason. Revenge is a theme that is cleverly built upon throughout the extent of the play; with it being the driving force behind two of the main characters in the play. The play is introduced by the appearance of the ghost of Hamlets father in the first scene, which automatically gives the impression that something is amiss. This is later clarified by the statement; Something is rotten in the state of Denmark (I.iv). The ghost materialises before Hamlet suggesting that his death was not as natural as it may first have seemed. The ghost requests Hamlet to Revenge [my] foul and most unnatural murder (I.v) and points him towards the murderer with The serpent that did sting thy fathers life now wears his crown (I.v). This indicates that King Hamlet murder was committed by his brother, Claudius, who had now taken over as King of Denmark. The Ghost taunts Hamlet, telling him that it is part of every mans honour to avenge his death. Hamlet agrees to revenge his death, but his mind is still full of many doubts, and he just thinks about what he will do, rather than actually do it. However, when the time for action comes, it is the beginning of a ferocious cycle of hatred, death and revenge, which ultimately consumes all those who use it. Hamlets doubts cause him to forget about his promise to the ghost, and finally to determine if the ghost was true, he attempts to prove Claudius guilt. He creates a play, The Mousetrap and it is performed in court. The Mousetrap recreates a similar scenario as the one that had occurred when  Hamlets father was murdered. Hamlet was watching for a reaction from Claudius to see if he really was the vile murderer. Subsequent to the Kings outburst after watching the performance, Hamlet confronts his mother and began to insult her betrayal of her first husband. Meanwhile the meddling fool, Polonius, was hiding behind a decorate rug that was adorning the wall in Gertrudes room. Hamlet sensed his presence and thinking that it was Claudius, plunged his dagger through the rug. This rash action causes much grief and sadness for many people. Hamlet, after Ophelias betrayal of him, acts rudely to her, lying about his love for her and suggesting some inappropriate comments to her, mocking her for a whore. This, joined with her fathers death causes her to go mad and eventually drown herself. This was a particularly tragic death because the virginal Ophelia was just an innocent bystander in a cruel plot for revenge. Also hurt was Polonius son, Laertes. Laertes believes that it was Claudius that killed his father, but the king quickly puts Laertes on Hamlets trail and pushes him to avenge his fathers murder. From this point on, Hamlet and Laertes become the main characters in the play two characters driven by a blind revenge. Despite this, Hamlet continues only to speak about his plans for revenge, and never acts until the last scene. At one stage Hamlet had a perfect chance to kill Claudius whilst he was praying but chose not to because doing so would have meant that Claudius would be sent to heaven, rather than hell. Hamlet wonders about that idea, saying that Now he is prayinga villain kills my father and for that, I, his sole son, do this same villain send to heaven. (III.iii) Hamlet thinks that patience will pay off for him in the long run, but unfortunately for him this is not so, and it causes an even greater tragedy. It is not until Act V that revenge brings the play together. In Scene ii, Hamlet explains to Horatio how he had been sent to his death in England. In a moment of brilliance, Hamlet substitutes the letter from one demanding his death, to one demanding the execution of Rosencrantz and Guildenstem. Hamlet sees no immorality in this action; he simply sees it as part of his  revenge on Claudius, and he does not feel for them as they sided with the enemy, other than himself. They were just sponges. Upon arriving back in Denmark, Hamlet is challenged to a duel with Laertes, who is still powered by the need to avenge his fathers death. Hamlet accepts this as he knows he is better than Laertes. Prior to the duel, Hamlet attempts to apologise to Laertes, blaming the murder on his madness. Laertes, who is still blinded by his quest for revenge, accepts Hamlets apology, but says he must retain his honour. He tells Hamlet that I am satisfied in nature, whose motives in this case should stir me most to my revenge; but in terms of honour I stand aloof I do receive your offered love like love and will not wrong it. (V.ii) The pair prepare for their duel, and Laertes selected an unbaited sword with a poisoned tip. This shows that Laertes was still not thinking straight because he would have realised that choosing such a sword could proved dangerous for him as well. During the fight Laertes struck a blow against Hamlet with the tip of his poisoned sword, but the duel continues and the swords get swapped. The next hit was made by Hamlet, who had the poisoned sword at that point in time. Just then the Queen collapses and the King attempts to cover it up by announcing that she doesnt like the sight of blood. The Queen denies this and tells the court that it was the drink! O my dear Hamlet! The drink, the drink. I am poisoned.(V.ii). At that point Laertes realises that he has been used by the King and tells Hamlet that he will soon die, because his sword was poisoned too, and that the King was to blame. Finally, Hamlet has set the scene for the revenge that he has been craving. He attacks the King, pushing him over, and picks up the poisoned wine. He forces it down the Kings throat, yelling Here, thou incestuous, murderous, damned Dane, Drink off this potion. Is thy union here? Follow my mother. Laertes dies, content that justice has been served. Hamlet himself dies soon after; his revenge plot is finally complete, and so is Laertes. However, the price that was paid was large, the death of; Polonius, Ophelia, Gertrude, Claudius, Laertes and Hamlet himself. The obsession and need for revenge displayed by the two main revenge characters eventually led them both to their downfall. Not only did they hurt themselves, but many others close to them. Ophelias death, for example could be blamed on Hamlets desire for revenge, whilst Hamlets death occurred as a result of Laertes quest to avenge his fathers death. Revenge shapes the entire plot of Hamlet and could be blamed for corrupting Hamlet and Laertes, making them almost as evil as the person who started all the problems. Shakespeare highlights the moral implications of revenge, and how a person can be corrupted by their need for revenge. The somewhat clichà ©d saying An eye for an eye, a tooth for a tooth is outlined perfectly in Hamlet. You cannot receive a punch, return a punch and then all be friends. The second that revenge is planned, a horrible chain that is almost impossible to break forms. The revenge, while completed, also caused many other problems in Denmark. The royal advisors family; dead, the entire royal family; dead, and the Norwegian foe, Fortinbras now takes over as King. Revenge does not pay, the price to achieve it is just way too high.

Boot Camp - Shock Incarceration Programs are Useful :: Offenders Alternative Jail Prison

Boot Camp - Shock Incarceration Programs are Useful In the military, boot camp represents an abrupt, often shocking transition to a new way of life. Discipline is strict and there is an emphasis on hard work, physical training, and unquestioning obedience to authority. The new private is told when to sleep, when to get up and when to eat. He marches with his platoon everywhere he goes such as to meals and to training. Orders must be obeyed instantly and personal liberty is almost nonexistent. By the end of boot camp the new private has become a different person. Such was the hope for boot camp, or shock incarceration, programs in American prisons: that young, nonviolent offenders could be diverted from a life outside the law using the same tactics successfully employed by the military to turn civilians into soldiers. This reliance on a military atmosphere still provokes controversy over boot camp programs, with proponents arguing that the rigid discipline promotes positive behavior. (Clear, 1997; Cowels, 1995) Since their beginning in 1983 in Georgia, boot camps have spread to half the States and have gained wide popular appeal for their "get tough" policies. Proponents of boot camps cite their potential for rehabilitating offenders and curbing future criminal behavior. Opponents caution that more information is needed on a variety of issues including costs and the potential for abuse of power. Research into boot camps began with a 1988 study of Louisiana's boot camp program and continued with a multi-site evaluation in 1989 (Cowels, 1995). Fueled primarily by growth in the number of offenders incarcerated during the past decade and changing views of the role of punishment and treatment in the correctional system. Shock incarceration programs, or "boot camps" as they have been more recently called, have emerged as an increasingly popular alternative sanction for nonviolent crimes. Boot camp programs operate under a military-like routine wherein young offenders convicted of less serious, nonviolent crimes are confined for a short period of time, typically from 3 to 6 months (Parent, 1989). They are given close supervision while being exposed to a demanding regimen of strict discipline, physical training, drill, inspections, and physical labor. All the programs also incorporate some degree of military structure and discipline. They follow new strict rules that they are not use to which include the following: (1) Basic training program inmates shall not enter the rooms of other inmates.