European Economic and Monetary Union (EMU)-Italy Term Paper

European Economic and Monetary Union (EMU)- Italy - Term Paper Example The German strength in the European Union may experience caused a great deal of difficulty in the arrangement execution for financial terms. More than this, the ongoing downturn is accepted to affect the economies of the world. This paper wishes to portray the crucial structure of the Economic and Monetary Union (EMU) in making an immediate association towards the hindering impacts the bunch has made to Italy. In addition, the financial province of Italy will at that point be depicted dependent on the yield of financial and money related approaches of the nation and lined up with the exchange and outside venture plot. The European Sovereign Debt Crisis will at that point be talked about concentrating on Italy’s experience during the emergency, and the reasons for the emergency will likewise be elucidated. At long last, a definitive comment, which expresses the general point of view of the specialist, will be located in the end. 2.0 Mission and Structure of the Economic and Mon etary Union (EMU) The best issue that was looked by the European countries fixated on the most proficient method to assemble a sole market for capital, merchandise, and administrations and elements in the midst of Member States that have interrelated economies, lined up with complex monetary standards, and capricious, powerless forex rates. The development of the EMU was an ideal option in relieving such hindering European issue (Liebscher). The tasks of the EMU are in dug into three noteworthy exercises: to actualize a productive money related strategy lined up with value solidness; to fit the financial strategies in the Member States and; (3) to guarantee the familiar activity of the sole market . The fiscal policy’s central target is value security. On the off chance that a country needs to accomplish a free-advertise economy, value soundness ought to be its need. The Eurosystem’s earlier objective is to support value steadiness in light of the fact that the last mi rrors a pre-condition of a viable financial advancement and multiplying work rate (Liebscher 378). The EMU would help its Member States about open funds, which are lined up with the gathering of monetary obligation and shortage prerequisite (379). Ultimately, institutional soundness is likewise the objective of the EMU wherein Member States are required to experience institutional changes (382). 3.0 Economic State of Italy 3.1 Fiscal and Monetary Policies Fiscal arrangement is the adjustments in bureaucratic expenses and government use so as to achieve macroeconomic objectives. Financial strategy, then again, is the activity executed by the European Central Bank and the national bank to deal with the openness of money and loan fees in accomplishing objectives. Financial approach is basic to control the bias done by the state as far as insufficiency. This strategy fills in as an obstruction for the administration overspending, inadequacy issues, and limitations in actualizing optiona l guidelines. At the point when extraordinary weight assaults the economy, wherein financial policy’s productivity breaks down, monetary arrangement can be a solution for resolve the monetary issues (Liebscher 379). As far as financial arrangements, there must be 0.5 percent of yearly improvement of the total national output of the nation as specified by the changed Pact (Marino, Momigliano, and Rizza 445). In 1997, Italy had gathered a 1.4 percent of GDP, which was the finish of the solidification procedures of the 1990s. At the point when Italy was transformed, particularly on the records of strength and monetary development, the reason for the detailing of the strategies were specified from the occasion. Actually, the Bank of Italy

Business Report Essays -- Business and Management Studies

This report is to show Helen Marsh and Brian Taylor the issues of their business in more detail than the report give (contextual investigation). I will diagram and research further into the accompanying issues: Development Performance Management REPORT-SOFTWEAR SYSTEMS Official Summery In this report I have given a great deal of investigation into the pertinent subjects. I feel that the manner in which I have taken a gander at the conceivable outcomes will help Helen Marsh and Brian Taylor beat a portion of the impediments in their association so as to make there business fruitful. Proposals on what you ought to be explicitly taking a gander at so as to make your business a triumph, in my view would be the attempt to improve representative perspectives and preparing for workers. I think I have secured all the focuses that you have given me top to bottom on the off chance that I have not expressions of remorse for my sake. Presentation Aims of the Report The point of this report is to show Helen Marsh and Brian Taylor the issues of their business in more detail than the report give (case study). I will diagram and explore further into the accompanying matters: * Growth * Performance Management * Performance Appraisal Systems and Motivation * Motivation * Rewards * Employee Turnover/Retention * Training and Development * Communication Development To consider the development of Brian and Helens organization, we will look need to look at into the PEST (Political, Economical, Social and Mechanical factors) and SWOT (Strengths, Weaknesses, Opportunities what's more, Threats) examination for this organization, this will assist us with distinguishing if the organization should keep on developing. By comprehension about the SWOT what's more, PEST examination this will give us key data and help us recognize a portion of the issues with the business. SWOT Analysis: SWOT Analysis is a viable method of distinguishing your Strengths also, Weaknesses, and of inspecting the Opportunities and Threats you face. Completing an examination utilizing the SWOT system encourages you to center your exercises into regions where you are solid and where the most prominent open doors lie. SWOT Analysis is a key technique for recognizing your organizations' Strengths and Weaknesses, and to look at the Opportunities and Threats. These are only a portion of the Strengths, Weaknesses, Opportunities and Dangers there might be more in the event that you feel that there are, satisfies don't falter to call me w... ...owledge. You ought to likewise attempt to offer perceived capabilities. * Communication-take a gander at Appendix 2 I prescribe that you attempt to acquire the procedure of complete system correspondence. There are various variables that help finish up an organisation’s capacity and ability in keeping up the soundness and association among its workers/individuals, one of these components incorporates achieving an authoritative correspondence process through successful relational abilities. References Suggest taking a gander at this content: Hierarchical Behavior: INDVIDUALS, GROUPS AND THE Organization I. Streams (1999) first Ed, Pub: Financial Times HUMAN RESOURCE STRATAGIES Salman, (1998) Pub: The Open University Overseeing PEOPLE R. Tompson, second Ed, Pub: Institute of Management Hierarchical Behavior: A MANAGEMENT CHALLENGE G.B.Northcroft and M.A.Neale (1990), Pub: Ronda Color Faculty MANAGEMENT GA Cole, fourth Ed (1997), Pub: Ashford Color Press Overseeing HUMAN RESOURCES J. Weightman, second Ed, (1996), Pub: Cromwell Press The accompanying Web-Sites are valuable moreover: www.bized.com www.hrmang.co.uk www.humanrecourses.co.uk/content/hrissues www.resourcemanage.co.uk Business Report Essays - Business and Management Studies This report is to show Helen Marsh and Brian Taylor the issues of their business in more detail than the report give (contextual investigation). I will diagram and research further into the accompanying issues: Development Performance Management REPORT-SOFTWEAR SYSTEMS Official Summery In this report I have given a ton of examination into the important subjects. I imagine that the manner in which I have taken a gander at the conceivable outcomes will help Helen Marsh and Brian Taylor beat a portion of the impediments in their association so as to make there business fruitful. Proposals on what you ought to be explicitly taking a gander at so as to make your business a triumph, in my view would be the attempt to improve worker perspectives and preparing for representatives. I think I have secured all the focuses that you have given me inside and out on the off chance that I have not statements of regret for my benefit. Presentation Aims of the Report The point of this report is to show Helen Marsh and Brian Taylor the issues of their business in more detail than the report give (case study). I will plot and research further into the accompanying matters: * Growth * Performance Management * Performance Appraisal Systems and Motivation * Motivation * Rewards * Employee Turnover/Retention * Training and Development * Communication Development To consider the development of Brian and Helens organization, we will look need to analyze into the PEST (Political, Economical, Social and Innovative factors) and SWOT (Strengths, Weaknesses, Opportunities also, Threats) investigation for this organization, this will assist us with distinguishing if the organization should keep on developing. By comprehension about the SWOT furthermore, PEST investigation this will give us key data and help us distinguish a portion of the issues with the business. SWOT Analysis: SWOT Analysis is a powerful method of recognizing your Strengths furthermore, Weaknesses, and of looking at the Opportunities and Threats you face. Doing an examination utilizing the SWOT system causes you to center your exercises into territories where you are solid and where the most noteworthy open doors lie. SWOT Analysis is a key technique for distinguishing your organizations' Strengths and Weaknesses, and to inspect the Opportunities and Threats. These are only a portion of the Strengths, Weaknesses, Opportunities and Dangers there might be more on the off chance that you feel that there are, satisfies don't delay to call me w... ...owledge. You ought to likewise attempt to offer perceived capabilities. * Communication-take a gander at Appendix 2 I prescribe that you attempt to acquire the procedure of complete system correspondence. There are various variables that help finish up an organisation’s capacity and ability in keeping up the strength and association among its workers/individuals, one of these elements incorporates accomplishing an authoritative correspondence process through compelling relational abilities. References Suggest taking a gander at this content: Authoritative Behavior: INDVIDUALS, GROUPS AND THE Organization I. Creeks (1999) first Ed, Pub: Financial Times HUMAN RESOURCE STRATAGIES Salman, (1998) Pub: The Open University Overseeing PEOPLE R. Tompson, second Ed, Pub: Institute of Management Authoritative Behavior: A MANAGEMENT CHALLENGE G.B.Northcroft and M.A.Neale (1990), Pub: Ronda Color Work force MANAGEMENT GA Cole, fourth Ed (1997), Pub: Ashford Color Press Overseeing HUMAN RESOURCES J. Weightman, second Ed, (1996), Pub: Cromwell Press The accompanying Web-Sites are helpful moreover: www.bized.com www.hrmang.co.uk www.humanrecourses.co.uk/content/hrissues www.resourcemanage.co.uk

past, present, future

past, present, future past At the beginning of the semester, upon looking at my overloaded schedule, pretty much every upperclassman I know (as well as my advisor) told me that I was pulling a “freshman spring” and taking too many classes. As it happens, they turned out to be right. Listen to your elders, kids. Still, though, I’m glad I did it. I learned the limits of how much my brain can successfully absorb, and learned what it was like to have absolutely no free time whatsoever. I vaguely learned how to manage my time so that all my psets got done, and I learned that it’s okay to get an extension from S^3 when you’re literally too hosed to function. There are some things I wish I could change. I regret not taking 6.004 (Computation Structures) this semester it was Chris Terman’s last semester teaching, and he’s a verifiable icon in the MIT community. I wish I had checked how many finals I would have to take at the beginning of the semester instead of realizing somewhere in the middle that I had FOUR finals to prepare for. Most MIT students take an average of 1 or 2 finals a semester (and a lot have no finals, just projects), and four finals turned out to be predictably excruciating to prepare for. Never again. I also regret not taking more extensions from S^3 I always told myself that I didn’t need more time, but sometimes I would submit psets that were on time and very poorly done. I wound up only going to S^3 once this semester to ask for an extension during a week in which I was almost too stressed out to move, but it shouldn’t have taken me that long to do so. The deans at S^3 understand that MIT students have a lo t on their plate, and are very willing to give you an extension if you explain your issues to them. All of that being said, I’m glad that I took the classes I did this semester, even though I may not have enjoyed the experience as much as I would have liked to. Here are my final thoughts on my classes since I’m writing this a few weeks after finals ended, I may be viewing them through rose-tinted glasses, but I think these evaluations are about as fair as I can get. 18.03 (Ordinary Differential Equations): A bad grade on one of the midterms shattered my hopes of getting an A in this class, so it went from being my favorite class at the beginning of the semester to my least favorite nearing the middle. However, I ended up appreciating it quite a bit at the end, when we went over Fourier series and partial differential equations. It made me realize how much of the physical world (pretty much all of it) can be modeled with differential equations, and how important these equations are all fields of engineering. We also had an excellent lecturer (Bjorn Poonen the man, the myth, the lion), and I’ve realized this semester that the professor really makes or breaks the class. 6.036 (Introduction to Machine Learning): At some point in the middle of the semester, the material in this class went from reasonable and perfectly understandable to completely and utterly incomprehensible. For the entire last half of the semester, machine learning was the unicorn of my classes cool and mysterious but impossible to grasp. Things really came together while I was studying for the final, though. Even though I wasn’t fully confident going into the exam, when I received the graded test back, I realized that I had understood much more machine learning than I thought I had, and that was one of the most satisfying feelings ever. 6.006 (Introduction to Algorithms): My experience in 6.006 takes me back to my AP Macroeconomics class in sophomore year of high school. For whatever reason, I found economics extremely difficult. I could not for the life of me wrap my head around the concepts, and I struggled to come out of the class with an A. On the other hand, my younger sister, who took the class as a freshman the following year, got an A with very little effort. In short, there are classes that you can study for and do well, and there are classes in which massive amounts of studying yield minimal return in terms of performance on a curve. For me, 6.006 was the latter. There are people who just naturally understand algorithms better than me, and can come up with innovative solutions far faster than I ever could. This bugged me to no end during the semester in particular, after studying my butt off for the second midterm and receiving a grade that was barely passing on the curve, I couldn’t help crying out of frustration. I wound up passing the class with a sub-optimal grade, but in the end, I think I’ll remember the 6.006 material for much longer than any of the other material I learned this semester, simply because I put so much work into understanding it. 8.02 (Electricity Magnetism): I had a bad lecturer for this class, and combined with the TEAL format, this made 8.02 the most excruciating five hours of my week. I wound up doing poorly on the first midterm out of sheer disinterest, but managed to pick my grades up on the second midterm and the final. Studying for the final made me question why I had found the class so difficult 8.02 is very standardized, and the questions they ask are all fairly cookie cutter for an MIT class (for all you incoming frosh who want to do real physics, take 8.022). That being said, understanding the material is what will differentiate you from the students who simply memorize how to do the problems (@me on the first midterm). CMS.840 (Literature and Film): This class was a pleasure. I missed having the opportunity to read and analyze literature, and CMS.840 provided that to me in bucketloads. The class was small and discussion based, and even though the weekly readings and writings would sometimes be annoying when I had four psets to do, I realize now how much more I prefer writing papers to doing psets, an opinion that the majority of the MIT population would likely disagree with me on. present Even though finals were only three weeks ago, it feels like a lifetime has passed between me sprinting out of the 18.03 final and today. I went home for a few days, went to Maine for a few days, and spent the rest of the time at East Campus hanging out with friends and graduating seniors. I went to my first Pride parade and got to appreciate Elizabeth Warren running around in a rainbow boa. I watched a lot of Brooklyn 99 and read the entirety of The Da Vinci Code in one sitting. I also started on the His Dark Materials series (@Petey) I never read it as a kid for whatever reason, but I’m glad that I get to enjoy it as an adult who can have a greater appreciation for the philosophy behind it. I also am messing around with a cool edX course on computer graphics and hope to learn some more about virtual reality. I started my job today! I’m working at the MIT STEP Lab (also known as the Education Arcade) on a location-based augmented reality smartphone app think Pokemon Go, because that’s basically how it works. The platform is called TaleBlazer, and it’s available to anybody for creating your own location-based games. I think the project is really cool, and I’m glad that I get to work on something so pertinent to my interests! (Shameless plug: check out http://www.taleblazer.org). future Like most students, I’ve already planned out my fall semester classes. I’m definitely taking 6.004 (Computation Structures), 6.009 (Fundamentals of Programming), and 18.701 (Algebra I), but the free variables are my HASS classes. I’ve learned from last semester’s mistakes and am going to take three technicals and two HASS classes (which total to 0 finals) instead of four technicals and one HASS. However, since it’s difficult to get into certain CMS classes without being a CMS minor/major (which I never got around to declaring), I’m currently preregistered for eight CMS classes in the hope that I’ll get into at least two of them. I also came to the realization that MIT has thousands of fascinating classes, and unfortunately, I will never be able to take the vast majority of them. However, MIT does have an option to audit classes, and I’m considering taking 8.286 (The Early Universe) on listener status. The class is taught by Professor Alan Guth, a theoretical physicist famous for his research on the expanding universe, and is only offered once every two years. Unfortunately, I’m already overbooked for the timeslot in which it’s offered, so I probably won’t end up taking it since it would be highly impractical to schedule three lectures in the same block of time. More immediately: I’m pretty excited for this summer. A lot of my friends are on campus, and I have no doubt that we’ll get up to some good shenanigans. This is probably the only summer in my MIT career that I’ll be on campus, and I plan to enjoy all the fun activities Boston and Cambridge have to offer. Also, since I’m on campus, I’d like to do more ‘Comprehensive Guide’ blog posts, and am open to any suggestions for what to map next! I already have a very extensive project planned, but it’ll probably take the whole summer, so if there are any features of MIT that you believe can be easily mapped, email me at [emailprotected] or leave a suggestion in the comments! Post Tagged #6.004 #6.006 #6.036 #8.02 Physics II: Electricity and Magnetism #CMS - Comparative Media Studies #MIT STEP Lab #S^3

past, present, future

past, present, future past At the beginning of the semester, upon looking at my overloaded schedule, pretty much every upperclassman I know (as well as my advisor) told me that I was pulling a “freshman spring” and taking too many classes. As it happens, they turned out to be right. Listen to your elders, kids. Still, though, I’m glad I did it. I learned the limits of how much my brain can successfully absorb, and learned what it was like to have absolutely no free time whatsoever. I vaguely learned how to manage my time so that all my psets got done, and I learned that it’s okay to get an extension from S^3 when you’re literally too hosed to function. There are some things I wish I could change. I regret not taking 6.004 (Computation Structures) this semester it was Chris Terman’s last semester teaching, and he’s a verifiable icon in the MIT community. I wish I had checked how many finals I would have to take at the beginning of the semester instead of realizing somewhere in the middle that I had FOUR finals to prepare for. Most MIT students take an average of 1 or 2 finals a semester (and a lot have no finals, just projects), and four finals turned out to be predictably excruciating to prepare for. Never again. I also regret not taking more extensions from S^3 I always told myself that I didn’t need more time, but sometimes I would submit psets that were on time and very poorly done. I wound up only going to S^3 once this semester to ask for an extension during a week in which I was almost too stressed out to move, but it shouldn’t have taken me that long to do so. The deans at S^3 understand that MIT students have a lo t on their plate, and are very willing to give you an extension if you explain your issues to them. All of that being said, I’m glad that I took the classes I did this semester, even though I may not have enjoyed the experience as much as I would have liked to. Here are my final thoughts on my classes since I’m writing this a few weeks after finals ended, I may be viewing them through rose-tinted glasses, but I think these evaluations are about as fair as I can get. 18.03 (Ordinary Differential Equations): A bad grade on one of the midterms shattered my hopes of getting an A in this class, so it went from being my favorite class at the beginning of the semester to my least favorite nearing the middle. However, I ended up appreciating it quite a bit at the end, when we went over Fourier series and partial differential equations. It made me realize how much of the physical world (pretty much all of it) can be modeled with differential equations, and how important these equations are all fields of engineering. We also had an excellent lecturer (Bjorn Poonen the man, the myth, the lion), and I’ve realized this semester that the professor really makes or breaks the class. 6.036 (Introduction to Machine Learning): At some point in the middle of the semester, the material in this class went from reasonable and perfectly understandable to completely and utterly incomprehensible. For the entire last half of the semester, machine learning was the unicorn of my classes cool and mysterious but impossible to grasp. Things really came together while I was studying for the final, though. Even though I wasn’t fully confident going into the exam, when I received the graded test back, I realized that I had understood much more machine learning than I thought I had, and that was one of the most satisfying feelings ever. 6.006 (Introduction to Algorithms): My experience in 6.006 takes me back to my AP Macroeconomics class in sophomore year of high school. For whatever reason, I found economics extremely difficult. I could not for the life of me wrap my head around the concepts, and I struggled to come out of the class with an A. On the other hand, my younger sister, who took the class as a freshman the following year, got an A with very little effort. In short, there are classes that you can study for and do well, and there are classes in which massive amounts of studying yield minimal return in terms of performance on a curve. For me, 6.006 was the latter. There are people who just naturally understand algorithms better than me, and can come up with innovative solutions far faster than I ever could. This bugged me to no end during the semester in particular, after studying my butt off for the second midterm and receiving a grade that was barely passing on the curve, I couldn’t help crying out of frustration. I wound up passing the class with a sub-optimal grade, but in the end, I think I’ll remember the 6.006 material for much longer than any of the other material I learned this semester, simply because I put so much work into understanding it. 8.02 (Electricity Magnetism): I had a bad lecturer for this class, and combined with the TEAL format, this made 8.02 the most excruciating five hours of my week. I wound up doing poorly on the first midterm out of sheer disinterest, but managed to pick my grades up on the second midterm and the final. Studying for the final made me question why I had found the class so difficult 8.02 is very standardized, and the questions they ask are all fairly cookie cutter for an MIT class (for all you incoming frosh who want to do real physics, take 8.022). That being said, understanding the material is what will differentiate you from the students who simply memorize how to do the problems (@me on the first midterm). CMS.840 (Literature and Film): This class was a pleasure. I missed having the opportunity to read and analyze literature, and CMS.840 provided that to me in bucketloads. The class was small and discussion based, and even though the weekly readings and writings would sometimes be annoying when I had four psets to do, I realize now how much more I prefer writing papers to doing psets, an opinion that the majority of the MIT population would likely disagree with me on. present Even though finals were only three weeks ago, it feels like a lifetime has passed between me sprinting out of the 18.03 final and today. I went home for a few days, went to Maine for a few days, and spent the rest of the time at East Campus hanging out with friends and graduating seniors. I went to my first Pride parade and got to appreciate Elizabeth Warren running around in a rainbow boa. I watched a lot of Brooklyn 99 and read the entirety of The Da Vinci Code in one sitting. I also started on the His Dark Materials series (@Petey) I never read it as a kid for whatever reason, but I’m glad that I get to enjoy it as an adult who can have a greater appreciation for the philosophy behind it. I also am messing around with a cool edX course on computer graphics and hope to learn some more about virtual reality. I started my job today! I’m working at the MIT STEP Lab (also known as the Education Arcade) on a location-based augmented reality smartphone app think Pokemon Go, because that’s basically how it works. The platform is called TaleBlazer, and it’s available to anybody for creating your own location-based games. I think the project is really cool, and I’m glad that I get to work on something so pertinent to my interests! (Shameless plug: check out http://www.taleblazer.org). future Like most students, I’ve already planned out my fall semester classes. I’m definitely taking 6.004 (Computation Structures), 6.009 (Fundamentals of Programming), and 18.701 (Algebra I), but the free variables are my HASS classes. I’ve learned from last semester’s mistakes and am going to take three technicals and two HASS classes (which total to 0 finals) instead of four technicals and one HASS. However, since it’s difficult to get into certain CMS classes without being a CMS minor/major (which I never got around to declaring), I’m currently preregistered for eight CMS classes in the hope that I’ll get into at least two of them. I also came to the realization that MIT has thousands of fascinating classes, and unfortunately, I will never be able to take the vast majority of them. However, MIT does have an option to audit classes, and I’m considering taking 8.286 (The Early Universe) on listener status. The class is taught by Professor Alan Guth, a theoretical physicist famous for his research on the expanding universe, and is only offered once every two years. Unfortunately, I’m already overbooked for the timeslot in which it’s offered, so I probably won’t end up taking it since it would be highly impractical to schedule three lectures in the same block of time. More immediately: I’m pretty excited for this summer. A lot of my friends are on campus, and I have no doubt that we’ll get up to some good shenanigans. This is probably the only summer in my MIT career that I’ll be on campus, and I plan to enjoy all the fun activities Boston and Cambridge have to offer. Also, since I’m on campus, I’d like to do more ‘Comprehensive Guide’ blog posts, and am open to any suggestions for what to map next! I already have a very extensive project planned, but it’ll probably take the whole summer, so if there are any features of MIT that you believe can be easily mapped, email me at [emailprotected] or leave a suggestion in the comments! Post Tagged #6.004 #6.006 #6.036 #8.02 Physics II: Electricity and Magnetism #CMS - Comparative Media Studies #MIT STEP Lab #S^3

The Effects Of Abstinence Based Programs On Actual...

Additional research has explored the effects of abstinence based programs on actual behavior outcomes. Kohler, Manhart, and Lafferty (2008) compared the effects of abstinence-only and comprehensive sex education programs, operationalizing effectiveness in terms of initiation of sexual activity and teen pregnancy rates. They found that teenagers who received comprehensive sex education rather than abstinence-only or no education were significantly less likely to report a teenage pregnancy. In addition, their conclusions mirrored Sather and Kelly (2002), finding that abstinence-based programs did not reduce the likelihood of engaging in sexual activity. Kohler, Manhart, and Lafferty (2008) actually concluded that comprehensive sex education was more likely than abstinence based to reduce the percentage engaging in sexual activity. Overall, the researchers showed that comprehensive sex education, including but not limited to contraception, did not increase the prevalence of sexual activ ity in teenagers or the risk of teen pregnancy, while also showing the that abstinence only education produced a higher likelihood of pregnancy. These results have been corroborated in numerous studies: Santelli et al (2006), Ott and Santelli (2007), Kirby (2008), Haberland and Rogow (2015), etc. Additionally many studies have taken a large scale approach, looking at trends across the United States. Stanger-Hall and Hall (2011) investigated the change in teen pregnancy rates as statesShow MoreRelatedShould Sex Education Be Taught?2918 Words   |  12 Pagesback to my high school years, were we taught the right information? What type of sex education should be taught to decrease the numbers of teenage pregnancy? In my opinion students need to get taught the comprehensive sex education program. 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Other high-risk groups are those who also haveRead MoreSubstance Abuse Among Adolescents And Youth3137 Words   |  13 PagesSubstance abuse among adolescents and youth has been a concerning issue for society for a long time. Abusing substances at an early age can alter brain functioning in areas essential for motivation, memory, learning, judgment, and behavior control. Therefore, it should not be of surprise that teens abusing alcohol and other drugs often have family and social problems, poor academic performance, health-related problems, mental health problems, and involvement with the juvenile justice system (Fowler

William Shakespeare s Hamlet - 1333 Words

A Man of Action versus A Man of a Thought Honore de Balzac once said â€Å"Most people of action are inclined to fatalism and most of thought believe in providence.† Men of fatalism believe they are powerless to do anything other than what they believe they are destined to do. These men are more likely to make rash decisions and leave the rest to fate. On the other hand, men of Providence believe in the guidance of God or nature when making important decisions rather than the guidance of man. In William Shakespeare’s tragedy, Hamlet, he portrays his characters as having both types of qualities. Characters like Claudius, Laertes and Hamlet represent the action of men and how audacious they behave. On the other hand, Shakespeare also uses Hamlet†¦show more content†¦Laertes also shows that he is a man of action who believes in fatalism when he is persistent on finding his father’smurderer. â€Å"That both the worlds I give to negligence, /Let come what comes; only I ll be revenged / Most thorough ly for my father† (4.5.131-133).He shows that he is ready to avenge his father’s death no matter what it takes, even going as far as taking his anger out on the King. Finally,Claudius and Laertes, using their belief in fatalism devise a plan to kill Hamlet.The king suggests that they convince Hamlet into entering a duel with Laertes.Laertes adds to the plan by offering to use a poisoned uncapped sword so that even if he only managed to scratch Hamlet, it would still kill him. Claudius also further develops the plan when he comes up with a backup plan of offering Hamlet a cup of poisoned wine if he wins the duel against Laertes, â€Å"And that he calls for a drink, I’ll have prepared him/ A chalice for the nonce; whereon but sipping, / if he by chance escape your venom’d stuck,† (4.7.160-163). Therefore, Claudius and Laertes show that the belief in fatalism results in negative consequences. Contrastingly, Hamlet has a belief in only providence. He does not progress in any of the plans he devises. When he is a man of thought, he over analyzes situations and lets opportunities pass him by. To

Media Course work The Times and The Daily Star’s Coverage of the Ian Huntley Conviction Free Essays

For my Media coursework I have chosen to study and compare The Times and The Daily Star. I purchased these papers on Thursday December 18th 2003. The story is covered on both front pages and then continues into the inside. We will write a custom essay sample on Media Course work: The Times and The Daily Star’s Coverage of the Ian Huntley Conviction or any similar topic only for you Order Now It is about Ian Huntley being found guilty of murdering Jessica Chapman and Holly Wells. Both newspapers have articles on how the parents felt, what happened in the trial and how the people of Soham feel. The Times is a broadsheet newspaper and is aimed at social groups A, B and C1. These social groups include Lawyers, doctors, accountants, teachers, nurses, police officers, clerical workers and people in other skilled jobs. The Times has a more extensive coverage and longer articles than the Daily Star. The Daily Star aims at social groups C2, D and E. these are plumbers, mechanics, lorry drivers, postal workers, the unemployed and casual workers. It has a bolder layout and the articles are shorter than the Times. In the Daily Star it calls Ian Huntley † Evil child sex fiend†, â€Å"sex beast† and â€Å"killer is caged at last†. This shows open disgust about Ian Huntley and they are comparing his actions to that of a monster. The Daily Star reports on gossip, sex and what the celebrities are up to. The paper does not have a fixed political view and this comes across in the paper. The Times on the other hand is centrist and tries to be neutral and does not have a political side. It calls Ian Huntley â€Å"Huntley† instead of using vocabulary such as monster. On the front cover of the Daily Star it has a photograph of Maxine Carr kissing a seventeen-year-old boy the same night the girls were murdered. This is a human-interest story and is vaguely linked to the trial that found Ian Huntley guilty. The picture takes up nearly the whole of the first page and aims at grabbing the readers’ attention, as it is shocking to cheat on your partner in public. The idea behind this it that 100% of readers read the headline and see the photograph so if the paper can hold the readers’ attention then the paper might be purchased. In contrast The Times although it has a large colour photograph on the front there is still quite a bit of text surrounding it. The photograph is a picture of Ian Huntley that has been enlarged greatly to allow you to look into his eyes. The Times aims to make the front page instantly recognizable as that particular newspaper. The Times’ headline â€Å"No Mercy, No Regret† is taken from a speech made by the judge to summarise the trial. It is a restrained headline and is more serious than the Daily Star’s that is â€Å"Kiss Of Death†. The editor uses the headline â€Å"Kiss of death† as it is far more dramatic and has a more ‘down market’ approach to the main story that happened that day. † Kiss of Death† is more dramatic and provokes shock and disgust among the readership. The Times’ headline is using someone else’s opinion on Ian Huntley and is not as emotive as the Daily Star’s headline. The Times uses only four photographs on the story where as the Daily Star uses nineteen photographs. This is because broadsheet newspapers like The Times are more serious, plainer and have a more restrained layout than tabloid newspapers like the Daily Star, which try to have a bolder layout. By having more photographs the Daily Star can capture the readers attention and make it visually exciting. The Times has additional coverage of the story so photographs are not so vital as it is all explained in the text. The Daily Star has pictures of the evidence and of Huntley’s bedroom. This shows the reader how Ian Huntley tried to hide the evidence and what he was doing in police custody. The Times has pictures of floral tributes and just a few of Ian Huntley, Maxine Carr and the family. The Times has a menu on the first page this is called a â€Å"puff† or â€Å"blurb†. It advertises the content in the paper that might interest the reader. The Daily Star has a small puff but unlike the Times it does not summarise the content of the articles. The Daily Star uses quotations, for example; â€Å"Jess’s Dad: I want Huntley in coffin†. This is dramatic and would appeal to the readers of the Daily Star who are after human feeling and not the facts of the trial. The Times has article involving â€Å"New money-laundering regulations† and â€Å"More awards for The Times†. So the articles inside are about political and financial matters. The Daily Star uses a fair amount of bold type for example on page two under the heading of â€Å"Huntley killed girls in frustrated frenzy† that whole article is in bold type. In the article it uses language that will turn the reader into hating Ian Huntley. Here are some examples of this in the same article, † they rejected his twisted advances† and â€Å"Ian Huntley murdered Holly and Jessica out of sexual frustration†. The Times describes Ian Huntley as † a violent sexual predator†. The Times only uses bold type on headlines, sub-heads and for the journalist’s names. Both papers use Journalese register. In The Times it uses words like â€Å"blunders† and â€Å"booming voice of justice†. The Daily Star use it more frequently like â€Å"fiend† â€Å"cops† and â€Å"frenzy† The Daily Star uses â€Å"blunders† just like The Times. These examples help the audience to understand the article more easily, because it is familiar language. The Times uses Journalese register that has a stronger degree of formality but it still uses words like â€Å"blunder† to exaggerate the story. The Daily Star uses repetition and alliteration quite often. For example â€Å"Frustrated Frenzy† and it has a rectangle with â€Å"justice† written in it along with a photograph of the two girls the day they went missing. The Times uses only a bit of repetition and that is in the main headline â€Å"No Mercy, No Regret†. This is probably because the editor of The Times does not feel that the readership of it’s paper needs to be told something twice as they have had a better education than the readers of The Daily Star. The Times demands a reading age six years older than the Daily Star. The Times uses a more sophisticated range of vocabulary for example â€Å"persistent cruelty†, â€Å"undisguised loathing†, â€Å"demonstrate some slither of humanity† and â€Å"allegations†. This offers more description to the reader and makes the article more intriguing. The Daily Star uses vocabulary like â€Å"groped†, â€Å"ruled out† and â€Å"Monsters Lair† this makes a powerful impression on the reader and facts are often exaggerated from the truth to sell papers. The Daily Star uses lots more quotations that involve peoples opinions for example † Our girls were in the wrong place at the wrong time. I don’t think there is anymore to be said about him† this is an extract from what the parents of the girls said to the press. The Times uses Experts views on the trial and that is mainly the judge. For example â€Å"it was not just for those two families you have sought to destroy, your crimes are those for which the community suffer†. The Times gives an unbiased view but cleverly uses quotations that show what the paper thinks on the matter it is addressing. The Daily Star has a paragraph devoted to what the paper itself thinks on the verdict. The Times ends the article about the parents of the murdered school girls, Holly and Jessica, by using a final quotation, † Mr. Wells said that his family would now be going on holiday. † We are going to take a short holiday break and gather our thoughts and focus on our son.† Using this quotation here concludes the report by looking to the future and helps link the reader more closely to the story. The Daily Star uses single-sentenced paragraphs, which are highly characteristic for tabloid papers, simplify the argument and allow the reader to follow it with ease. For example â€Å"He used to live with a girl of 15- and fathered her child†. The Times on the other hand uses complex sentences in comparison. For example, â€Å"But in searching the Police National Computer, Cambridgeshire police looked only for information about an Ian Nixon. Cambridgeshire also made inquiries with their counterparts in Humberside, but admit that they â€Å"probably† asked only two names.† The Times puts probably in inverted commas to show that this is somebody else’s term, and the journalist does not necessarily approve. Both newspapers convey as much information as they possibly can in the first paragraph. This is because it is estimated that around 70% of readers may read until the end of the first paragraph. Here is an example from the front page of The Times, â€Å"Ian Huntley is today revealed as a violent sexual predator who should never have been given the job that brought him into contact with Jessica Chapman and Holly Wells.† This first paragraph tells the reader who is involved and what happened. In the Daily Star ‘And’ is a sentence conjunction and it is frequently used as paragraph connectives. Here is an example, † And as he was led t o the cells the full horror of his perverted life was revealed for the first time.† I conclude that although there are many differences between The Times and The daily Star, The Times are moving towards including some of the tabloid papers features as it has more human-interest stories in it than ever before. The Times still has a plainer and more restrained layout than the Daily Star that uses colour and photographs to make it visually exciting and hold the readers attention. The editors of both papers try to cram as much information into the first paragraph and headline and few readers carry on reading until the end of the article. The Daily Star uses shorter paragraphs and lengths of articles to hold onto the reader’s attention and to make it simple enough for the reader to understand. The Times gives a neutral approach to what is an emotive story that most people have very strong feeling about. 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