Derek Mahon Poetry free essay sample

Places like Kinsale, Rathlin and Donegal are idealised, but there is a subtext of cruelty associated with all three places because of history, climate, nature or commerce. Other places are depicted as void of human activity, lonesome, glum and abandoned by hope. The selection of poems on the course, influenced by Mahon, include two place names that span Ireland from North to South, Rathlin and Kinsale. You should compare the contexts by examining what the last line of both poems has to say about the future. An idealised rural, coastal beauty spot: ‘the nearby hills were a deeper green Than anywhere in the world’ [Donegal] A rural, coastal beauty spot which has become a refuge: ‘a lonely house behind the sea Where the tide leaves broken toys and hat boxes’ [Titanic] A landscape of extreme weather and steep climbs, requiring inhuman endurance, a place where the stoical Protestant can be a hero: ‘The tent recedes beneath its crust of rime And frostbite is replaced by vertigo’ [Antarctica] 3. Theme of people. Mahon evokes diverse human personalities and often empathises with various characters in his poetry: A quirky, on the go, mysterious, cautious and wily grandfather. He is a craftsman who can’t forsake his craft. Some of the grandfather’s attributes mirror an obsessive, impish poet: ‘Wounded but humorous†¦ discreetly up to no good†¦ Never there when you call†¦ as cute as they come†¦ Nothing escapes him; he escapes us all’ [Grandfather] Posh, swanky, guilt-struck, aghast, brooding and solitary Bruce Ismay: ‘I turned to ice to hear my costly Life go thundering down in a pandemonium†¦ my poor soul screams out in the starlight’ [Titanic] A brave, patrician, stoical and self-sacrificing British Explorer: ‘Goading his ghost into the howling snow; He is just going outside and may be some time’ [Antarctica] But sometimes Mahon evokes personalities without empathy: 4. Theme of conflict: Mahon deals with the theme of conflict in various guises: Subtle tensions in family life: ‘Never there when you call†¦he escapes us all’ [Grandfather] Nature’s battle against human civilisation: ‘That night the slow sea washed against my head, Performing its immeasurable erosions†¦ Muttering its threat to villages of landfall’ [Donegal] Self-conflict, self-criticism and regret: ‘Cursing my constant failure to take due forethought’ [Donegal] Conflict between an individual and public opinion, media driven conflict: ‘They said I got away in a boat And humbled me at the inquiry’ [Titanic] Class difference, and conflict: ‘I drown again with all those dim Lost faces I never understood’ [Titanic] Inner conflict due to guilt and victimisation: ‘my poor soul screams out in the starlight’ [Titanic] Brave self-sacrifice of the hero contrasted to cowardice of the group: ‘Need we consider it some sort of crime, This numb self-sacrifice of the weakest’ [Antarctica] 5. Theme of history. Personal History: ‘to reveal the landscape of a childhood Only he can recapture’ [Grandfather] Maritime History: ‘my costly life go thundering down in a pandemonium of Prams, pianos, sideboards, winches, Boilers bursting and shredded ragtime’ [Titanic] History of Scott’s Antarctic Expedition: ‘I am just going outside and may be some time’ [Antarctica] 6. The theme of the Future: Fear of the inevitability of death: ‘His shrewd eyes bolt the door and set the clock Against the future’ [Grandfather] Failure to plan for the future: ‘no promise of rescue— Cursing my constant failure to take due Forethought for this’ [Daytrip to Donegal] Poetic Techniques There are many detailed examples of the poetic techniques used by Mahon illustrated in Grandfather and After The Titanic on the Ordinary Level English web pages. Note how the consonance interlinks the present with the process or remembering that is described in this sentence from ‘Grandfather’. There are eight uses of ‘r’. The consonance is deepened by the internal rhyme of the three ‘row’ sounds in the first line of the quote. ‘Boiler -rooms, row upon row of gantries rolled Away to reveal the landscape of a childhood Only he can recapture. ’ Note how the alliterating ‘g’ and the assonance pattern of the deep ‘a’, ‘ey’, ‘a’ sounds emphasise the sombre description of the sea in ‘Day trip to Donegal’: ‘the grave grey of the sea the grimmer in that enclave’. In the same poem consonance, sibilance, line rhyme and cross-rhyme create a verbal music that matches meaning. ‘That night the slow sea washed against my head, Performing its immeasurable erosions— Spilling into the skull, marbling the stones That spine the very harbour wall, Muttering its threat to villages of landfall’ The first three lines, with their sibilance, are a strong example of onomatopoeia. The consonance, created by the recurring ‘m’, reinforces this effect, as sound matches meaning. Line rhyme is achieved when ‘erosions’ rhymes with ‘stones’, ‘wall’ with ‘landfall’. Note the cross-rhyme achieved with the three ‘ing’ sounds’. All these effects echo both the crashing of the waves and the hushed ‘s’ sound that is permanently associated with the sea. Because the imagery is used to evoke a nightmare, the musical effects here are so dramatic they remind us of opera. Rhyme Read the notes about rhyme in Grandfather and After the Titanic on the Ordinary Level English web pages. In ‘Day Trip to Donegal’ Mahon writes in six line stanzas made up of three rhyming couplets: aa bb cc. ‘Antartica’ has a regular pattern in its three line stanzas: aba aba etc. Rhythm In some poems the rhythm is light while in others it is complex and orchestral. Grandfather the rhythm is partly defined by the strict sonnet form, but Mahon gives it a natural feeling with his run on lines and simple everyday words. The poem feels like an anecdote, a spoken story, naturally addressed to the reader. Day trip to Donegal-the rhythm is musical with a varying beat pattern. After the Titanic- the rhythm has a natural feeling with the run on lines and simple everyday words. The poem feels like a cry from the heart naturally addressed to the reader. There is a dignity to the rhythm provided by the regular line lengths. Each pair of lines is a unit. The uneven lines have four beats while the even lines have six beats—some of which are hard to define. Antarctica- note the regular four beat lines with chorus or refrain. Tones There is immense variety of tone in Mahon’s poetry. Here are some examples to add to your own favourites. Factual: ‘They brought him in on a stretcher’ [Grandfather] Humorous, wry: ‘discretely up to no good’ [Grandfather] Dark, threatening: ‘then his light goes out’ [Grandfather] Matter-of-fact: ‘ things to be done, clothes to be picked up’ [Donegal] Gloomy and ominous: ‘Grave grey of the sea the grimmer’ [Donegal] Disgusted, fascinated: ‘A writhing glimmer of fish’ [Donegal] Bemused: ‘And still the fish come in year after year’ [Donegal] Resigned, mocking: ‘Give me a ring, goodnight, and so to bed’ [Donegal] Scared, pleading, ironic: ‘contriving vain overtures to the vindictive wind and rain’ [Donegal] Ironic and self-pitying: ‘I tell you I sank as far that night as any hero’ [Titanic] There is also a note or edge of despair in the word ‘sank’ here Factual, yet comical: ‘Prams, pianos, sideboards, winches’ [Titanic] Horror: ‘I turned to ice ’, ‘pandemonium’, ‘soul screams out in the starlight’ [Titanic] Guilty, insightful: ‘all those dim lost faces I never understood’ [Titanic] Despair: ‘I drown again’ [Titanic] Brutal and ghostly: ‘A long time since the last scream cut short. Deceptive: ‘I am just going outside and may be some time’ [Antarctica] Disparaging: ‘The others nod, pretending not to know’ [Antarctica] Amazed, wry: ‘Goading his ghost into the howling snow’ [Antarctica] Astute, ironic: ‘At the heart of the ridiculous the sublime’ [Antarctica] Forgiving: ‘Need we consider it some sort of crime, This numb self-sacrifice of the weakest? No’ [Antarctica] Imagery Many of the Themes illustrated above are also lists of images e. g. images of place, images of people etc. Nature imagery is used a lot in Mahon’s poetry. There are some recurring nature images in Mahon’s Poetry. A good example is the recurring sea imagery. References to the sea occur eleven times in the poems on the syllabus: We reached the sea in the early afternoon’ [Donegal] ‘The sea receding down each muddy lane’ [Donegal] ‘and the grave Grey of the sea the grimmer in that enclave’ [Donegal] ‘That night the slow sea washed against my head, Performing its immeasurable erosions’ [Donegal] ‘At dawn I was alone out at seaâ⠂¬â„¢ [Donegal] ‘Now I hide in a lonely house behind the sea Where the tide leaves broken toys and hat boxes’ [Titanic] ‘the old man stays in bed On seaward mornings after nights of wind’ [Titanic] Metaphor ‘Goading his ghost into the howling snow’ [Antarctica] ‘the earthly pantomime’ [Antarctica] Personification: ‘the slow†¦sea muttering its threat to villages of landfall’ [Donegal] ‘Herring and mackerel, flopping about the deck In attitudes of agony and heartbreak’ [Donegal] Symbol: ‘the tide leaves broken toys and hat boxes silently at my door’ [Titanic] Analogy: [An analogy is a simile or metaphor that functions as a parallel image. An analogy may involve an extended comparison] ‘That night the slow sea washed against my head’ [Donegal] ‘At dawn I was alone out at sea’ [Donegal] Simile: ‘banging round the house like a four-year-old’ [Grandfather] heart breaks loose and rolls like a stone’ [Titanic] In addition to various techniques of sound, tone and imagery, there are many examples of different language techniques found in Mahon’s poetry. Paradox [apparent contradiction] ‘At the heart of the ridiculous, the sublime’ [Antarctica] Logic (argument). Mahon communicate s by direct statement as well as by imagery and symbol. Some poems depend a lot on our ability to interpret the figurative language. But some lines contain a statement or argument that points to the theme and help us understand the imagery. Many of the quotes for Themes above contain examples of such statements. ‘And frostbite is replaced by vertigo’ [Antarctica] If you study the final line or statement in each of your selected Mahon poems, you will observe that the poems end on a clinching statement that clarifies the intended meaning of the poem. This didactic feature is further illustrated in ‘Antarctica’ with the chorus line, which colours how we receive the narrative implications of the imagery: ‘At the heart of the ridiculous, the sublime’.

Plan of Instruction Essays - Factory, Manufacturing, Child Labour

Plan of Instruction: Use PowerPoint to establish background info on factories England during the early 1800s, especially the start of child labor. Essential Question: Were textile factories bad for the health of Child workers? Introduce/Review skills of sourcing and corroboration. Point out that historians make claims based upon evidence often found in historical documents. In order to gather credible evidence, historians evaluate the reliability, or trustworthiness of different historical sources. They often do this by considering the point of view and purpose of different historical actors and by comparing how different sources portray historical events. Today, we are going to work on sourcing and corroborating different accounts of what life was like for child workers in 19 th century England. Pass out document A and guiding questions. Model sourcing document A. Explain to students that you are going to show them how you source a document. Example: The first thing I want to do is read the source at the bottom of the document. That means I want to think about who wrote it, when it was written, who is the audience, and what the author's purpose might have been. (Read sourcing info). So I see that this is from an interview of a doctor that was conducted in 1818 by the House of Lords Committee. I am not exactly sure what this Committee did, but I think it was a government body looking into factory conditions. I know that by 1818, there had been some reforms passed to try to improve factory conditions but that this date was still early in the reform movement. I bet that this interview will include questions about factories. I also see that the interview is with a doctor. I don't know much about this particular doctor, but I assume he is being interviewed because of his expertise on health issues. I am not sure whether or not he is under oath, but it seems that if he is being interviewed by a government committee so that he i s more likely to be truthful. Although, we know that people do certainly lie to the government. This is called sourcing a document. In pairs, students read the document and answer the guiding questions. Share out responses. Ask students: Do you think this is a reliable document? Why or why not? Pass out document B In pairs, students read document B and answer guiding questions. Share out responses. Ask students: How is it possible for such similar sources to offer such different accounts of factory life? Which, if either, of these sources do you find more trustworthy? Why? Pass out documents C and D. Students read documents C and D and answer guiding questions. Share out responses to questions Final Discussion: Which do you find most convincing regarding the central historical question? Why? Which is the least convincing? Why? Have students answer the central historical question. Dr. Ward (Document A ) Michael Ward was a doctor in Manchester for 30 years. His practice treated several children who worked in Manchester factories. He was interviewed about the health of textile factory workers on March 25, 1819, by the House of Lords Committee, a government organization investigating safety in textile factories. Question: Give the committee information on your knowledge of the health of workers in cotton ( textile) factories. Answer: Last summer I visited three cotton factories with Dr. Clough of Prest on and Mr. Barker of Manchester. W e could not remain ten minutes in the fac tory without gasping ( coughing) for breath Question: What was your opinion of the health of cotton factory children compared to children in other employments ( jobs) ? Answer: The health of the cotton factory children is much worse than that of any other chil dren. Question: Have you any further information to give to the committee? Answer: Cotton factories are very unfavorable ( bad) , both for the health and morals of those working in them. They are nurseries ( birthplaces) of disease and vice ( crime) . Question: Have you observed that children in the factories have accidents? Answer: When I was a surgeon in the hospital , children injured in accidents were very often admitted to the hospitals.

Free Essays on Obsenity, Media Law

, images and gestures we either use or choose to ignore or avoid depending on what meaning we have adopted for these things into our own lives. As we look at the world from a myopic viewpoint you would think obscene images, ideas, paintings, writings, etc†¦ would easily stick out. However when you use a broader view of the world you realize that there are billions of people on the face of the earth, and each and every one of them has their own view and opinion and no two are exactly the same. This being the case what one may find obscene and improper, another may find acceptable, and let us not forget about all those who dwell in the infinite shades of gray on any given subject. Webster’s defines obs... Free Essays on Obsenity, Media Law Free Essays on Obsenity, Media Law Romper bomper stomper boo tell me tell me tell me do magic mirror tell me today which media law subject should my paper cover today? Why don’t we talk about f#@*%n obscenity? That sounds good to me. It also sounds like the magic mirror needs its mouth washed out with soap, this being just my opinion. Surprisingly the magic mirror has only displayed only one forum of what is considered obscenity. Obscene language is certainly one issue I feel I am surrounded by everyday, both as a user and a receiver, but there are also images and gestures which are considered obscene. Now an obvious image of obscenity is pornography, but surprisingly even the masters of art have been and some still accuse them of creating obscene images. Now I am not a prude by any stretch of the imagination, I have been known to use language that would make my mother slap the back of my head. I must say though that I use it in the confides of designated areas where it is more readily accepted. As we tell children as they grow up,† you have an indoor voice and an outdoor voice.† I would say, as we create our personality we have a selection of words and images we allow at different places and times. One of these selections of words and images contain obscene words, images and gestures we either use or choose to ignore or avoid depending on what meaning we have adopted for these things into our own lives. As we look at the world from a myopic viewpoint you would think obscene images, ideas, paintings, writings, etc†¦ would easily stick out. However when you use a broader view of the world you realize that there are billions of people on the face of the earth, and each and every one of them has their own view and opinion and no two are exactly the same. This being the case what one may find obscene and improper, another may find acceptable, and let us not forget about all those who dwell in the infinite shades of gray on any given subject. Webster’s defines obs...

Field project Essay Example | Topics and Well Written Essays - 1250 words - 1

Field project - Essay Example Most of the Buddhists describe Buddha as a true teacher who awakened them from their ignorance. By this, Buddha ensured that they attained the highest form of happiness that humans can ever achieve. After all these years, Buddhists still believe and practice their culture. I interviewed Ashoka, a strong Buddhist, on some aspects of their religion and I was surprised at some of their practices. Beliefs One of the strongest beliefs of Buddhists is that there is no supernatural being, unlike other religions such as Christianity and Islam. Their god was human and so they believe that all people are equal and should respect each other. Buddhists also believe that whatever they hear or read has to be tested. This is unlike most religions that discourage testing of anything that has been said by their gods. Buddhists, however, believe that if something is written in their holy books, then they have the right to test it to be assured that it is true. This, therefore, creates a faith that is transparent and where followers are not subjected to impossible temptations that they cannot overcome and question. Buddhists have the right to question their holy books as well as their god if they have evidence to do so (Patrick, 1982). Buddhists also have many gods. Unlike most religions which followers only believe in one god, Buddhists have a varying number of gods. Some have as many as thousands of gods while others have no god at all. For this, Buddhists believe that one should never argue about the existence of god and they have a saying that they would rather die than argue on god’s existence. The other major belief of Buddhists is the karma belief. This is the belief given especially to children. They are told that if they do wrong, they will get karma which in most cases is considered to be the exact equivalent of what wrong the child has done. Due to this, most of the Buddhist children are upright and in most cases would avoid wrong things. One of the most practic ed beliefs about Buddhists which Ashoka gave me a quick review of is the importance of listening to teachers. Buddhists believe that it is very important for people to listen to their teacher’s advice. They believe that teachers are chosen by Buddha and if one wants to prosper and avoid bad ways, they have to listen to their teachers. It is for this reason that most of the Buddhist teachers are always elderly due to the experience that is needed to attain that position. Teachers are, therefore, much respected people in the society and a Buddhist will never disobey their teacher’s advice. Festivals According to Ashoka, festivals are like the only factor that unites Buddhists all over the world. She informed me that during those early days, it was a tradition for all Buddhists to come together and celebrate the full moon. During this time, they would all gather under the full moon and listen to various teachings and try as much as they could to meditate with their specif ic chants. Even though this festival is losing its taste due to the movement of Buddhists all over the world, it is still a common practice. Apart from this festival, there is the main Buddhist festival that creates a strong sense of belonging to all Buddhists. Their main ritual is known as the Puja and it is always performed by the teacher. The teacher is at the center while the other members of the group are outside and answer to the calls made by the teacher. This practice, according to Ashoka, is practiced to encourage their meditation and normal practices. Ashoka

Compliance of Businesses with the Principles of United Nations Global Essay - 1

Compliance of Businesses with the Principles of United Nations Global Compact - Essay Example Alcoa Inc., being an international organization with 31 headquarters all over the world and working in all the major aspects of its industry (developing technology, performing mining, refining, smelting, fabricating, and recycling of aluminum), believes it has enough expertise and experience for making recommendations to the Australasian Local Network. Furthermore, these particular principles are a basis of our Vision & Values statement, which makes us responsible for protecting and promoting â€Å"the health and well-being of the individual and the environment† (Vision & Values 2011). Alcoa Foundation, one of the largest corporate foundations in the U.S., is an outstanding project of our company, the activities of which are aimed at supporting our host communities worldwide (Alcoa Foundation 2011). The organization works as an independent foundation for addressing both global and local challenges of the communities. These activities are consistent with the vision and mission of the Organisation for Economic Co-operation and Development (OECD) in terms of supporting â€Å"economic and social well-being of people around the world† (OECD 2011), and of the International Labour Organisation (ILO) in regards to â€Å"promoting social justice and internationally recognized human and labour rights† (ILO 2011). Therefore, on the basis of our experience working towards the outlined above principles, we would like to propose the following recommendations: 1. Design, implement and control the fulfillment of a statement of protecting human rights in all the communities the company operates in (Global Compact Principle One 2011). Benefits & Implications: The company’s vision regarding human rights protection is clearly outlined and, thus, it is easier to develop corresponding structures and policies Communities differ and, therefore, some general and universal principles should be outlined in the statement instead of those to which a particular l ocal community is accustomed. A unified statement, being fulfilled, will not only promote human rights protection within the community but will also help to educated communities on what they should claim from organizations in terms of respecting and supporting people’s rights. Lessons Learnt The statement of protecting human rights of Alcoa Inc. now includes only the points regarding paying employees guaranteed minimum wages and prohibiting slavery (Health 2011), and we are working on improving this aspect. This shortcoming of ours has caused many problems in the past – we have even been blamed for putting corporate interests above the interests of people, governments or the planet. There, however, already exist good examples: the Human Rights Policy Statement of Continental Airlines, for instance, deals with such issues as ethical business conduct, as well as protection of the rights of co-workers and children (Continental Airlines, Inc. 2011).

Is The Computer Misuse Act (1990) Appropriate?

Is The Computer Misuse Act (1990) Appropriate? The Computer Misuse Act (1990) and whether it Remains an Appropriate Legislative Instrument David Reid The Computer Misuse Act (UK) 1990 (CMA) [1] was one of the earliest acts aimed at protecting the integrity and security of computer systems. However the rapid development of technology has raised concerns as to whether the act remains effective and appropriate. Section 1: Hacking The Computer Misuse Act was created to aid the prosecution of technological related crimes, commonly known as hacking. The most prominent case was R v Gold and Schifreen[2], where Robert Schifreen and Stephen Gold accessed British Telecoms Viewdata service by shoulder surfing[3] an engineers username and password. The credentials were very simple; this brought about concerns as to the integrity and security of computer system access. The pair were prosecuted under the Forgery and Counterfeiting Act 1981[4], and received a relatively small penalty fined  £750 and  £600 respectively. This case threw into light the lack of legislature regarding crimes of this manner, and so the CMA was created. Hacking is defined in Section 1 of the CMA as, unauthorised access to any programme or data held in any computer[5]. This definition is moulded such that external hackers like Schifreen and Gold can be prosecuted easily. However it has not been as simple in other cases such as Ellis v DPP (No 1)[6]. In this case an ex-student was using other student accounts that had been left logged in in order to access computers in the campus library. It was argued whether it could be deemed unauthorised under section 1. Lord Woolf CJ however said that the access was still unauthorised and that statutory provisions were sufficiently wide to include use of the computers; Ellis was prosecuted under section 1 of the CMA. The question what is unauthorised access? has been a cause of concern for many cases under section 1. The key early case was DPP v Bignell [1998] Div. Ct.[7] in which married police officers accessed the police database in order to find the car of an ex-lover. Accessing the database was not unauthorised, but their use of it was and they were found to be guilty. Other cases that contributed confusion were, R v Bow Street Magistrate and Allison, ex parte US Govt [1999] HL[8], R v Ashley Mitchell 2011[9] and   R v Cuthbert 2005 Mag Ct[10]. The media and other critics applied a lot of pressure for change. The government accepted the All Party Internet Groups recommendations and section 1 became triable in either way, which was an amendment from section 35 of the Police and Justice Act (PJA) 2006[11]. A person guilty of the offence in section 1 can be sentenced to imprisonment of a term not exceeding 12 months or upon indictment, imprisonment to a term not exceeding 2 years. There is debate for increasing the sentencing tariff to 3 years so that it can be considered a serious crime and thereby have a deterrent effect. However the current tariff allows both significant sentencing power and the ability to prosecute for mere attempts at the offence[12]. In addition to the prosecuting powers of section 1, section 3a states that Making, supplying or obtaining articles for use in computer misuse offences, punishable by up to 2 years in prison or a fine or both[13]. This has caused concern in the technology community as to how the distinction will be made between lawful and unlawful use of the software. Despite having flaws, it is likely that this shall be an effective deterrent from both section 1 and section 3 offenders and is a step in the protection of our computers. Section 3: M ­odifying Computers and Denial of Service Attacks (DoS) Section 3 of the CMA was originally designed to prohibit the creation and distribution of viruses under the idea that they cause unauthorised modification[14]. Four years after the creation of the CMA, the internet sparked a change from isolated computer systems, into a worldwide network in which all computers could communicate. This caused a revolution in computer misuse and new vulnerabilities to computer security. These developments are cited as the main reasons for developing legislation in a technologically neutral manner, so as not to require regular updating. Proof that this was needed was in the R v Lennon[15] case; Lennon was accused of sending 5 million e-mails to his former employer causing a DoS attack. This is known as mail-bombing and causes the server to overflow preventing access to the network. However this attack could not be addressed under section 3 as the receiving system was designed to handle such e-mail messages and therefore could be viewed as authorised. The decision was reversed upon appeal, however it confirmed that authorisation remained unclear. Another question that has arisen in regards to section 3, is how modification is viewed regarding DoS attacks. Distributed denial of service (DDoS) attacks involve the installation of software on computers in order to take control of them. It is uncertain whether this could be viewed as unauthorised modification. Therefore, under section 36 of the 2006 Police and Justice act unauthorised modification was amended to unauthorised impairment. This removes the idea that only erasing or modification of computer systems are liable, and criminalises DoS attacks. However, by looking at the difference between reported cybercrime incidents and the number of prosecutions each year, you can see that there are a large number of cases that seem to be slipping through the justice system. It can be assumed that this is due to the rapidly changing internet a technologically neutral approach in legislation, as adopted in section 3, has been unable to predict new and innovative attacks. It seems that the CMA has been more effective in dealing with computer focused attacks than attacks upon computer network systems. Section 4: Jurisdiction Section 4 of the CMA states that (1) Except as provided below in this section, it is immaterial for the purposes of any offence under section 1 or 3 above- (a) whether any act or other event proof of which is required for conviction of the offence occurred in the home country concerned; or (b) whether the accused was in the home country concerned at the time of any such act or event.[16] This is a very wide scope, however with the advances in technology, it can be avoided. For example, by hosting a website such as StormFront, a white supremacist page on a server in America, it cannot be taken down due to their right of free speech. However while the creator remains in the UK, he can be prosecuted. Conclusion [1] Computer Misuse Act 1990 http://www.legislation.gov.uk/ukpga/1990/18/contents [2] R v Gold and Schifreen 1988 http://swarb.co.uk/regina-v-gold-and-schifreen-hl-21-apr-1988/ [3] Shoulder surfing definition of shoulder surfing in (n.d.). Retrieved October 21, 2016, from https://en.oxforddictionaries.com/definition/shoulder_surfing [4] Forgery and Counterfeiting Act 1981 http://www.legislation.gov.uk/ukpga/1981/45 [5] Computer Misuse Act 1990, s.1 (CMA). [6] Ellis v DPP (No 1) 2001 http://lexisweb.co.uk/cases/2001/may/ellis-v-director-of-public-prosecutions [7] DPP v Bignell http://swarb.co.uk/director-of-public-prosecutions-v-bignell-and-another-qbd-6-jun-1997/ [8] R v Bow Street Magistrate and Allison, ex parte US Govt [1999] HL http://swarb.co.uk/regina-v-bow-street-magistrates-ex-parte-government-of-the-united-states-of-america-in-re-allison-hl-2-sep-1999/ [9] R v Ashley Mitchell 2011 https://www.supremecourt.uk/cases/uksc-2015-0122.html [10] R v Cuthbert 2005 Mag Ct http://news.bbc.co.uk/1/hi/england/london/4317008.stm [11] The House of Commons, Computer Misuse Act (Amendment) Bill (5th April 2005) http://www.derekwyattexmp.co.uk/upload/docs/CMAdft1.pdf [12] All Party Internet Group, Revision of the Computer Misuse Act (June 2004) [13] Police and justice act 2006 [14] David S. Wall, Cybercrime: The Transformation of Cybercrime in the Information Age (Polity Press 2007). [15] R v Lennon, unreported, November 2, 2005, Wimbledon Magistratesà ¢Ã¢â€š ¬Ã… ¸ Court (on). [16] Computer Misuse Act 1990, s.4 (CMA). Literature Review: Feminism and Media Literature Review: Feminism and Media Dickinson, Sonia, and Donna Gill. â€Å"Are Women Offended by the Way they are Portrayed in Advertising?†. International Journal of Advertising 28.1(2009): 175-178. Women’s Studies International. Web. 6 Feb. 2015. â€Å"Are Women offended by the Way they are portrayed in Advertising?† Sonia Dickinson and Donna Gill attempt to answer this question. Their article, which is aimed at women around 35 years and older, displays their finding about how women respond differently to advertisements in that the responses are not always, for all women, negative. The argument is broken down into a three-point explanation that builds upon itself as it develops. The third part adheres to the opposition’s point of view on how women overreact to advertisements that are in no way objective or harmful. The breaking down of the argument allows the audience to understand not only the argument itself, but the inclusion of the authors’ multiple personal statements and realizations during the development of their argument as well as their responses to the results.[2] Throughout the article there are various representative sections that contain the personal opinions of Sonia and Donna[3]. The realizations and responses mentioned above draw the audience into the article and in crease their acceptance of the argument being made. They also admit that the question posed does prompt the readers to give a confirmatory answer, and thus solidifies the authors’ presentation of nugatory respons[4]e. In comparison to my topic, the source will allow me to, when I reference the opposing side, generate scholarly support. However, when I do have to discredit the opposing side, this discretization will be seen as all the more intelligent because of the use of a scholarly article. Back, Debora Baker. â€Å"The ‘F’ Word: How the Media Frame Feminism.† NWSA Journal 10.1 (1998): 139. Women’s Studies International. Web. 6 Feb. 2015. â€Å"The ‘F’ Word: How the Media Frame Feminism† Debora[5] intends to discuss the relationship between the media and feminism that resulted from the media’s negative presentation of the all feminists and the entire feminist movement, it’s effect of framing on society’s acceptance or rejection of the cause and those instilled in support of the movement, and finally feminism and its pursuits and response to the media. Based on the length, diction, and complexity of the article, the article is meant to be read by those who are currently completing or have completed a mastery of an upper high school reading level. Debora presents examples of feminism with either an underlying negative tone or an obvious negative view (of the media) and accompanies it with the popular or public’s view of feminism and feminists. Finally, she supports this with the media’s creation, influence or support of the negative view of the public towards feminists’ and feminism’s advancements in their portrayal of w omen and the advance of women until they are equal to men. While well poised, the article does suffer on credibility in the way that it uses some of its sources, in that this shoddy procedure causes the suspicion of the audience towards the credibility of the argument being presented. In relation to my article, this source will be used to support the argument of how the media has a negative effect on women as it dismantles the actions of and advancements for women that have been or are in the process of being secured by feminists. Cantor, Muriel G. â€Å"Feminism and the Media.† Society 25.5 (1998): 76-81. SPORTDicuss with Full Text. Web. 13 Feb. 2015. â€Å"Feminism and the Media† The article by Muriel G. Cantor focuses on how â€Å"second wave† feminists responded to and tried to enforce change in how women were portrayed in the media. She expands this to include the explanation of origin and the growth of â€Å"second wave† feminism, the tactics it used to try to persuade owners of media outlets to produce an accurate and supportive portrayal of women, the origins of the relationship between the media and feminism, and finally, the areas in which women were seen as more subordinates to men than currently. Her intended audience is those who want to learn more: about the origins of modern day feminism, the large focus of modern day feminism’s roots in interacting with the media, and/or â€Å"second wave† feminism. In her presentation, Muriel uses specific company names, making grounds for the presentation’s credibility and thus convincing the reader more than could be achieved through generalizations. She also mentions a vari ety of setbacks that the movement took while fighting for the fair portrayal of women in media become just that, a fight, instead of continuous, easy advancements. This causes readers to become engaged and points to possible overall success of â€Å"second wave† feminism. However, she poses the question of whether the movement was a success or a failure in regards to its present existence, change in existence, and changes in media [relationship] that resulted. From this, readers are to discern their own answer to the posed question, for Muriel does not give her opinion. This cause readers to remain intellectually active after reading. It could also point them to discovering more about both the media and feminism and looking at them and their relationship through a different lends than before. Credibility of her presentation and reliability in what she says is established through the sources, the title that Muriel holds at a university, and the number of works that she has pub lished. In relation to my article, I would use this to support the theses of the previous two articles, thus the relationship between the media and women and feminism but also would use to explain how this relationship came to be. Anderson, Annie, When The Mainstream Met The Second Wave: Media Representations of Women Feminism in 1970s America (2012). American Studies Honors Papers. Paper 4. http://digitalcommons.conncoll.edu/americanstudieshp/4 When The Mainstream Met The Second Wave: Media Representation of Women and Feminism Annie Anderson attempts to portray the relationship between the media of the 1970s and Second Wave Feminism. She begins by looking that the two separately but immediately moves into the feuding interaction between the two. Her presentation focuses on the Time and Life magazines’ coverage on Second Wave Feminism and how the response of Second Wave Feminism created a framework for the relationship between Second Wave Feminism and 1970s media as well as for the way in which feminism is viewed today. Annie also tries to help her audience understand how the media shaped and continues to shape the agenda of (Second Wave) feminism. In order to do all of this, Annie gives an abrupt history of both Second Wave Feminism and the media, both subjects’ literature, and the history of Time and Life magazines. This allows for her audience to understand that impact that each might have on the public and what characteristics might be the source of tension between the three when presented in certain light. Annie, at the end of her presentation comes to a conclusion on whether or not (Second Wave) feminism has been successful and names solutions on how to improve its success. This argument will help me to structure the main point of my paper: that the media helped to create and reinforce the public’s negative view of women and feminism. The credibility of this source comes from the amount of peer review that had to be done before it was published as well as from the use of historical sources which cannot be falsified without serious consequences. Jones, Allison. Saints and Sirens: How Pop Culture Creates Female Icons. The HKU Honors Club. University of Hong Kong, 1 Aug. 1998. Web. 19 Feb. 2015. http://hub.hku.hk/bitstream/10722/40445/1/FullText.pdf?accept=1>. Allison Jones attempts to show the categorization of women in the media as either saints or sirens by looking at four females in particular. She obtains the idea that within the life or after the death of an individual, particularly women, provoke different reactions from the public as a result of the media changing the images of the women to that of the public’s liking or distaste. She uses specific examples of what made the public show distaste or admiration for the women during their life or after their death. Using not only specific women but including what upset or pleased the public allows for the argument that Allison is making to be understood more clearly than it would if she gave general examples. The comparison between the women and what qualities they presented also serves to help enforce her argument. She reflects on the power of the media to capture an image that pertains to what they choose to portray about women and the lengths to which they go to portray such an image to the public. This article will help me to convey to my audience of the effort that the media goes through to uphold the inaccurate and over exaggerated descriptions of women’s’ behaviors and the intention of such behaviors that lead to the simplified naming of these women as either good or bad. It will serve to help me transition into how feminism has been easily disguised as a men-hating movement. The credibility of this article is the same as the credibility of the article from above.

Downsizing in America :: Essays Papers

Downsizing in America - INTRODUCTION - Downsizing, restructuring, rightsizing, even a term as obscure as census readjustment has been used to describe the plague that has been affecting corporate America for years and has left many of its hardest working employees without work. In the 1980’s, twenty-five percent of middle management was eliminated in the United States (Greenberg/Baron 582). In the 1990’s, one million managers of American corporations with salaries over $40,000 also lost their jobs (Greenberg/Baron 582). In total, Fortune 500 companies have eliminated 4.4 million positions since 1979 (Greenberg/Baron 627). Although this downsizing of companies can have many reasons behind it and cannot be avoided at times, there are simple measures a company can take to make the process easier on the laid-off employees and those who survive with the company. - STAGES OF DOWNSIZING - The downsizing process can generally be broken down into three distinct stages. The first stage is called the diagnostic stage. In this stage, management staff pulls together and determines the amount of costs and expenses that need to be reduced, and how much can come out of layoffs (Moore 49). This stage usually takes about two to three months to complete. During this time, the upper management reviews all financial records in order to determine how much must be cut from salary expenditures (Moore 50). This stage is concluded when the senior management has a detailed plan on who will be let go, and who will remain with the company. During this stage, there is one common mistake many companies make: lack of communication. The middle management is usually left out of all downsizing plans. This is wrong and creates a big mistake. Middle management should be looked upon as a valuable tool for giving input where cuts should be made (Moore 51). The next stage of downsizing is the implementation stage. During this stage the employees are laid off. The time between an announcement and the actual layoff should be as short as possible. This will almost insure that a panic will be avoided, and give a clear view of the situation at hand without causing mass-hysteria. In a managerial position, it is difficult to explain to an employee that he or she is being laid off, but Terrence Moore gives a guideline on how it should be done. Small talk should be avoided. Management should clearly explain that the employee is being laid off and be prepared to answer questions directly; avoid beating around the bush.