Law Enforcement Essay

Policing as historically been a reactive enterprise. Law enforcement efforts are focused on responding to citizen request for service. Policing at the state and local level is structured to meet the demands for service. Ideas such as community policing as well as problem oriented policing have attempted to move policing into a proactive, future-oriented process. Policing will be greatly impacted by the rapid changing cultural dynamics of our communities. The most significant trend will continue to be the utilization of technology to law enforcement manifest in nearly every aspect of policing. The technology we currently have helped solve many crimes, prevent crimes, and facilitate crimes that have yet to be committed. The quick growth of technology continues to increase the weakness and fear, giving criminals new ways to commit crimes and police new tools to stop them. As neighborhood as well as drug crimes has slowed down a new wave of crime such as terrorism, internet as well as hacker crimes as taken the fore front. The tech savvy generation that is now emerging, will become even more tech crime knowledgeable. Law enforcement agencies will be dealing with smarter criminals. As police agencies make basic changes in gathering, accessing, communicating, as well as sharing information. Police administration will be at the center of system development and management. Technology will establish a very quick changing social environment to which law enforcement officers will have to adjust. This could lead to law enforcement officers who are not accustomed with or who cannot grip technology use to have to retire before their time or be passed up for any promotions. Technology will grant essential policing methods, structure, as well as process that law enforcement will have to create, incorporate, as well as learn. The twenty-first century has put policing into a whole new milieu one, in which the causes of crime often lie outside the immediate community, demanding new as well as innovative approaches from law enforcement. Law enforcement has been issue video cameras as well as other great technology to help them surveillance high crime areas in the communities. The decrease is cost and the increase in quality of technology in surveillance cameras, accompanied with a greater public acceptance of street surveillance, will push the trend towards more cameras. Though possibly the trend has subside, the public has become tolerant of privacy because of what happen on the 2001 terrorist attacks as well as following terrorist efforts made police realize that they need to understand the foundation in communities. There are a number of things that can affect the future of policing. It can be seen as a negative or a positive. Future policing in part will rely upon on the kind of society being policed as well as the social, economic and political realities. Policing has been seen as a slow-to-change subculture because of how fast technology continues to rotate. It is difficult to image how law enforcement will be able to cope with the emerging complexity of combating terrorism as well as internet crimes. While at the same time, trying to keep crime at a low rate in the communities. The possibility that law enforcement officers will not be able to keep up with the change of time of terrorism, cybercrime, technology was seen as the top leading serious threat. Another foreseen danger in the eyes of law enforcement is the misuse of power as well as abuse of authority by the men and women in charge. Aggressive policing and racial profiling could undermine the public trust with law enforcement officers. Unqualified law enforcement lacking leadership or a sense of public service also poses a very large threat to police. The threat is police enforcing the law as well as providing service that is managed by unqualified or under qualified person in control. Leadership occupies an important role towards the success or failure of every organization. Police performance affects by policing because of the lack of police on the force verses the high number of police that was in the past. This affects the number of police that is out protecting the community, stopping the high volume of crime we face today as well as the future ahead. Law enforcement agencies will have to adapt as well as change quickly, embrace technology and analyze emerging trends in communities. Another issue that can affect policing in the future is funding. Without the funding we would not be able to keep up with the hi-tech criminals if we cannot afford the equipment we need to keep up with them and stop them from committing these types of crimes. Most law nforcement department budgets are not big enough to get the latest equipment to fight crime as well as be unable to service the community fully. Some of the technology may seem like an invasion of privacy that can lead to a lawsuit but this type of technology can help fight crime. The changes that need to be made to effectively address these critical issues Officers need more extended training and yearly workshops to keep them up to date on the latest crimes of criminals to deter them from continuing the crimes weather there street crimes or cybercrimes. Reorganizing the way they fight crime can help them out a lot. Cooperation of law enforcement of all levels along with coordination with other agencies will be necessary to deal with crime that crosses jurisdiction. Internet crimes and offenses as well as terrorism are examples of such. Local police need to be more aware of what happen on and around their beat, the more they are aware the less bad things can happen in the community they patrol. They can keep the public safe and at peace. Law enforcement needs a bigger budget, to get all the latest equipment to keep up with the hi-tech criminal. This funding will help in the capture of the criminal who uses technology to commit crimes. It is believe that the added high tech spyware as well as the increase in surveillance can greatly help out other law enforcement departments as well as homeland security if necessary. Excellent technological knowledge, great educated and trained officers as well as leaders, and better community ties were seen by most as the significant promises in the future of policing. If there is a willingness of law enforcement agencies to work together, communicate, and share information with all jurisdictions and levels of government it would be a better working relationship that can benefit everyone. Great partnership with the community, improved technology, and ethical, educated employees is a good way to start for a policing future. You need to build relationships in order to build power to fight the crime and terrorism. It would be a more productive fight against crime if everyone was on the same page.

Quiz 8

Cognitive dissonance theory is most helpful for understanding the impact of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. frustration on aggression. b. groupthink on social conflict. c. deindividuation on the bystander effect. d. team membership on social loafing. e. role-playing on attitude change. | 2. Bonnie pedals an exercise bike at her health club much faster when other patrons happen to be working out on nearby equipment. This best illustrates: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the bystander effect. b. the mere exposure effect. c. the foot-in-the-door phenomenon. d. social facilitation. e. group polarization. 3. Although Natalie receives somewhat greater rewards from her marriage than does her husband, both are satisfied with the relationship because they each benefit in proportion to what they put into it. This best illustrates the significance of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. equity. b. deindividuation. c. the bystander effect. d. social facilitation. e. the mere exposure effect. | 4. The hostilities between two racial subgroups of a riverfront community were dramatically reduced when the threat of their river flooding its banks required that they work together to save their town.This best illustrates the impact of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the mere exposure effect. b. groupthink. c. superordinate goals. d. deindividuation. e. the bystander effect. | 5. Research participants who worked alongside someone who rubbed his or her face or shook his or her foot were observed to do the same thing themselves. This best illustrated: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the mere exposure effect. b. the chameleon effect. c. social loafing. d. deindividuation. e. the bystander effect. | 6. When buying groceries, many shoppers prefer certain products simply because they have a familiar brand name.This preference best illustrates the importance of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. social traps. b. the mere exposure effect. c. mirr or-image perceptions. d. the reciprocity norm. e. deindividuation. | 7. Following Germany's defeat in World War I and the economic chaos that followed, many Germans experienced increasing levels of prejudice toward Jews. This surge of hostility can best be explained in terms of the (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. mere exposure effect. b. reciprocity norm. c. just-world phenomenon. d. scapegoat theory. e. bystander effect. | 8.Professor Stewart wrote a very positive letter of recommendation for a student despite his having doubts about her competence. Which theory best explains why he subsequently began to develop more favorable attitudes about the student's abilities? (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. cognitive dissonance theory b. social exchange theory c. two-factor theory d. scapegoat theory e. equity theory| 9. Mr. Hughes heard what sounded like cries for help from a swimmer located 30 yards from the ocean shoreline. He continued walking along the beach, however, b ecause he figured that one of the many swimmers in the vicinity would provide help if it was needed.His reaction best illustrates the dynamics involved in: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the fundamental attribution error. b. group polarization. c. the bystander effect. d. the foot-in-the-door phenomenon. e. the mere exposure effect. | 10. In a study of social loafing, blindfolded students were asked to pull on a rope as hard as they could. The students tugged hardest when they thought: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. three others were pulling with them. b. three others were pulling against them. c. no others were pulling with them. d. no one was monitoring how hard they pulled. | 11.Bart complied with his friends' request to join them in smashing decorative pumpkins early one Halloween evening. Later that night he was surprised by his own failure to resist their pressures to throw eggs at passing police cars. Bart's experience best illustrates the: (Points : 1)      Ã‚  Ã‚  Ã‚  Ã‚  a. bystander effect. b. foot-in-the-door phenomenon. c. fundamental attribution error. d. frustration-aggression principle. e. just-world phenomenon. | 12. Although Frieda is typically very reserved, as part of a huge rock concert crowd she lost her inhibitions and behaved in a very sexually provocative way.Frieda's unusual behavior is best understood in terms of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the bystander effect. b. social facilitation. c. deindividuation. d. the mere exposure effect. e. the fundamental attribution error. | 13. Marilyn judges her professor's strict class attendance policy to be an indication of his overcontrolling personality rather than a necessity dictated by the limited number of class sessions in a course that meets only once a week. Her judgment best illustrates: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the mere exposure effect. b. group polarization. c. deindividuation. d. he foot-in-the-door phenomenon. e. the fundamental attrib ution error. |14. Compared to their female classmates, college-age men are ________ likely to engage in unsafe sexual practices and ________ likely to die in auto crashes. (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. more; more b. more; less c. equally; more d. more; equally e. equally; equally| 15. At a social gathering, Latin Americans may behave in a manner that North Americans consider intrusive and overly expressive. This best illustrates the importance of being sensitive to differing: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. norms. b. gene complexes. c. gender identities. . heritability estimates. | 16. In emphasizing that the behavioral effects of heredity depend on the specific environment in which one is raised, psychologists are highlighting the importance of: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. the double helix. b. gene complexes. c. natural selection. d. nature-nurture interactions. | 17. Compared to women, men are ________ likely to feel comfortable about having casual se x with different partners and ________ likely to feel jealous rage over a mate's having sex with someone else. (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. less; more b. more; less c. less; less d. more; more| 18.Concepts of maleness and femaleness that influence our perceptions are called gender: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. types. b. schemas. c. roles. d. complexes. | 19. Identifying some of the specific genes that contribute to alcoholism would be of most direct interest to: (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. evolutionary psychologists. b. molecular geneticists. c. gender schema theorists. d. Freudian psychologists. | 20. Adoptive parents are least likely to influence the ________ of their adopted children. (Points : 1)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. personality traits b. religious beliefs c. political attitudes d. moral values|

Significance and Limitations of the Royal Prerogative Essay

Significance and Limitations of the Royal Prerogative - Essay Example In the 1700s, debates regarding the extent of the Royal Prerogative powers ensued.   This was further aggravated by the execution of one King and the expulsion of Charles I in 1649 and James II in 1688.   Discussions on the issue culminated with the passing of the 1689 Bill of Rights, which considered the use, and abuse of certain specific royal prerogatives as unlawful.   It was concluded that most of the prerogative powers may be exercised only upon the advice of ministers, and although the Monarch retained certain powers which can be exercised independently such as the power of appointment and removal of ministers and ministries, the royal power found it difficult to freely exercise its prerogatives, especially if it is in contravention of the advice of the Parliament. The following are some of the powers vested under the Royal Prerogative:   (1) Calling for and dissolving of the parliament, calling of elections; (2) Giving of royal assent to legislation; (3) Preparing plans to confer benefits to citizens; (4) Granting of clemency, pardoning of convicts, or reducing penalties thereof; (5) Entering into treaties, declaring war and making peace, controlling the issuance of passports and preventing foreigners from entering the country; (6) Controlling, organizing and disposing of the armed forces; (7) Appointing of judicial officers, ministers, and other public officers; (8) Procuring of ships; (9) Printing of authorized versions of the Holy Bible. The royal prerogative to establish and enter into diplomatic relations with other countries or states played a significant role in the formation of a strategic alliance that has been an important factor in international relations.   The wisdom of determining whether or not the country should befriend another country, and which country or countries it should be, is properly laid on the Crown/Monarch.   The latter is in a better position to evaluate the conduct of relations with other jurisdictions.   The long process of debates and arguments in the Parliament is considered unnecessary as it involves a purely executive function.  Ã‚  Ã‚   Also, since it is the Crown/Monarch who personally engages himself in these functions, it is but proper that such power be exercised by him, to the exclusion of the Parliament.

Education and Testing Standards for New Jersey Essay

Education and Testing Standards for New Jersey - Essay Example This paper outlines all the academic standards of New Jarsey. Standards documents as the name suggests, are prepared so as to specify certain standards that are required or expected. These are invaluable in education because they also provide a means to ensure that the certain expected standards are met. Curriculum standards ensure for example, that what is taught has been deemed appropriate, promotes equity, and prevents lagging behind. Professional teacher standards enable teachers to know what is expected of them personally, which can therefore also assist in professional development. Assessment standards provide a means to apply the same set of procedures that not only make the task easier but also facilitates comparisons. The writer is already well acquainted with these and other documents, and as a teacher will use them to benefit all participants in the learning process including my own personal professional development. The three documents analysed are all designed to support the teaching process in different areas. To put it simplistically, they concern what to teach, way of teaching, and how to assess respectively. The first two are well presented even though they contain very specific information, but the third stands out in contrast for not being as easy to follow. Moreover, the second is aligned with the first, which makes the two easy to correspond. This helps for instance, of we need to know how best to apply our teaching abilities for a particular content area.

American Fiction in the beginning of XX century Essay

American Fiction in the beginning of XX century - Essay Example Moreover, contrasting of the North and the South in America are common points for these authors. This can be explained by the changes in the American society that occurred during this period. After the World War I people were tired of cruelties and violence and have already lost their self-identities. Culture and identity are so closely connected that the restoration of the whole cultures was greatly dependent on the restoration of separate individual’s identity. There was a need for people to restore their ideals for worshipping. An inner world of an individual was devastated. This can be shown on the example of Sally Carrol from Fitzgerald work, when she imagined â€Å"the Ice Palace†. This place was a spiritual asylum for the main heroine, where she wanted to escape from the scares of the Great War in Europe. Nevertheless, the main heroine fails when she tries to forget about her past in the South and dreams about her future in the future in the North. In the work by Faulkner â€Å"That Evening Sun† Southerners are also reflected in a negative light. Controversies between white and black people are another logical outcome of constant opposition between the North and the South of America. In the work by Steinbeck historical context is less evident.

Culturally Competent Nursing Care Research Paper

Culturally Competent Nursing Care - Research Paper Example Physical gestures and body language are largely influenced by cultural practices, which might reflect contradictory mannerism for nurses (Sanchez & Gaw, 2007). c) These Asian Americans come from a medical community where medications are very commonly used and recommended by practitioners. Thus, they have inherent expectations of being prescribed medicines on their regular checkups by general physicians. They are not openly willing to modern therapies and do not easily accept unconventional non-medication treatments (Tseng, 2003). d) Since they belong to a minority, they have built-in inferiority complex that needs to be eradicated prior to initiating treatment. A neutral and impersonal therapy, which might work normally for masses, can be alienating for Filipinos since they are not familiar with the professional psychiatric approach. e) One of the core attitudes exhibited by minorities, like Filipinos, is the sensitivity towards their ethnic beliefs and religious rituals. Often, they break into an argument with medical personnel, based on their conflicting opinions that are shaped by their spiritual practices. Recommendations for culturally competent care Considering the abovementioned problems faced by nursing staff with respect to their caretaking duties towards Filipino patients, it is essential that they are well-prepared and trained to furnish culturally competent services. To combat these issues, medical practitioners shall follow the following guidelines: a) Effective communication with patients is pivotal for ensuring professionalism and cultural consideration. Nurses must be well-conversed in different languages and must take utmost care when deciding to either speak directly with the patient or otherwise indirectly through their family members.... Filipinos represent one of the largest and poorest proportions of minorities in various countries around the world. Due to lack of sufficient funds, these Asians tend to avoid using healthcare facilities until they suffer from a critical injury or chronic disease. Even in such extreme cases, they prefer to abandon the treatment procedures on premature terms to minimize due charges. It is evident from aforementioned arguments that medical practitioners and nurses have extensive responsibilities towards stabilization of cultural differences. They must consider and recognize all potential disparities that might eventually become a cause of conflict or discrimination. However, it is not possible for staff members to support this cause independently on their own; healthcare organizations must establish strong structure, environment and workforce that are adequate to meet the diversified needs of patients belonging to different cultures and languages. Cultural competence can be achieved on ly through radical improvements in the overall system and society as a whole.

Support Services and Mainstream Schools Essay Example | Topics and Well Written Essays - 1500 words

Support Services and Mainstream Schools - Essay Example This isolation needs to be overcome if LEAs are to make progress with their main challenge, which is to raise educational standards. Strategies to aid this improvement include Educational Development Plans, LEA inspections and Best Value (Ainscow et al., 1999). The guidance in the code states that all children with SEN should be enabled to reach their full potential, to be fully included in their school communities, and be enabled to make a successful transition to adult life. For most, the mainstream school setting is suitable to help them to attain all of these goals, and it is only in severe cases that they would be better helped in a specialist school setting. The code recommends that schools take an approach in which the match the provision of specialist support to the individual child's SEN (DfES, 2001). Support services must work to the Code of Practice for SEN, but they go about doing this is in different ways, using various methods to achieve the goals laid out in the Code. There is some debate as to how successful these support services are at doing that, and much discussion as to what makes some services more successful than others. Ainscow et al. Ainscow et al. (1999) found in their study conducted on various stakeholders, that the availability of support teams was seen as being important to the effective practice of inclusion. However even though some of the LEAs which were surveyed thought that classroom assistants were central to gaining inclusion, others speculated that they in fact caused a new degree of segregation. An Ofsted report in 2005 found also that support and outreach services were successful in promoting inclusion and improving performance of pupils with special educational needs, and they found that this was because in the most effective support services, all staff were fully committed to inclusion, which came across in their work. The members of the support service which they found most useful were those who brought new knowledge or skills that were not already present in the school. A previous Ofsted report (2004) on a limited number of LEAs across the country found that some of the most useful Support services were those that provided training to raise staff awareness of SENs and to give training on pupils' personal and social development. Leeds City Council Leeds City Council is one area in which the mainstream schools successfully utilise support services to ensure that the education provision lives up to the SEN Code of Practice. The SEN and Inclusion Support Services (SENISS) is part of Education Leeds, who work with Leeds City Council to supply Support services to the schools within the Leeds and surrounding areas. As with all support services, their aims are to remove barriers to learning and inclusion, and promote the achievement of pupils with SEN. They go about doing this by providing support on two levels: on the school-based level, and on the individual level of each pupil. The service also tries to enhance the capacity of the school to become self-managing in terms of SEN, by providing training on legislation and SEN policy and issues. The service also

SWOT Analysis Essay Example | Topics and Well Written Essays - 1000 words

SWOT Analysis - Essay Example Precisely, Marty and Luke presents their resort as a seasonal lodge to visitor, or rather customers. When not operational, the lodge is closed down to wait for the next spring and summer seasons. This paper take into consideration the ethical position of Marty and Luke, assuming that they duly represents valid and albeit needs of the customers in the entire society. They present this in a contraposition to untainted analysis of business. SWOT Analysis Strengths Silver Bear Lodge has very little remarkable strengths. These strengths are majorly associated with the services and operations of the resort. This implies that the quality of services offered by the Lodge would attract thousands of potential customers at an affordable cost. In addition, Silver bear Lodge has a remarkable mode of marketing that is efficient in reaching the targeted customers in the privacy of their own individual electronic devices such as cell phones and computers. The strength and potential of setting up res orts around this region has proven its might in the past few years; specifically providing services that enable it to grow at a remarkable rate thus making reasonable profits. Silver Bear lodge advertises itself through various social websites such as Facebook and Google; these are places where any interested customer can access the relevant information about this resort. Significant strengths make this new investment to boom. Weaknesses Silver Bear lodge engage a good part of its marketing with the social websites such as Facebook and Google. This kind of marketing appears to have limited the use of television sets and newspapers in that the people who are reached are only those who access Facebook and Google sites. An implication of this is a predictable limitation of growth already depicted at the birth of the business. Moreover, there are a number of ethical criticisms that emerge due to online marketing of Silver Bear Lodge. This kind of investment limits its accessibility to p eople who are technologically fit and aware of whatever is going round in the social world via the internet. Therefore, if one is not a member of these social sites, the Lodge is disadvantaged because there are thousands of people who could visit the resort when informed of its existence through other modes of marketing such as television, newspapers and even radios. A current weakness is the thorough focus on marketing tools used by various organizations to generate income and lure people into accepting their services. For instance, Facebook has become the leading site in convincing people to follow various firms. So, when Facebook buns this kind of sales generation, Silver bear lodge will be forced to come up with complicated strategies for obtaining more customers and increasing their sales. Opportunities The greatest opportunity in-line with this business is quite obvious. Silver Bear Lodge is an infant firm that is just beginning to unfold. This is the time when the person who comes first is served first with the best of services ever. For the starting organizations, profits are still not predictable but extremely probable and promising for new resorts in the industry. Another very crucial opportunity to add on this is the exact position of pioneers occupied by the current developers. This is quite rare because very few young firms can manage to dictate the shape,

Medical Precision Systems Human Resources Management Case Study

Medical Precision Systems Human Resources Management - Case Study Example "A share is a unit of ownership. When you own a share you become a part-owner (shareholder) of a company and you will have the right to: receive any dividends paid on each share that you own; receive a copy or summary of the company's annual report A performance management culture exists at MPS and appraisals, remuneration, and promotions are highly performance based. Artley and Stroh (2001, p. 5) reports, "All high-performance organizations, whether public or private, are, and must be, interested in developing and deploying effective performance measurement and performance management systems, since it is only through such systems that they can remain high-performance organizations." For fifteen years MPS has been employing a total quality management (TQM) program. Ten employees are on a team and they elect their leader. Group, or team, leaders hold feedback sessions and report what they gather to the senior production managers. (Beardwell and Holden, 2001, p.742.) A great deal of time, effort, and money is involved in providing excellent training in teamwork, people skills, and job education. Along with all of this training, company benefits, and a caring staff MPS also offers recreational facilities, sports, and social events for its employees. The company has strong values and a clear vision and it lives up to its mission statement, "MPS-working for the health of America". (Beardwell and Holden, 2001, p.742.) In the early 1990s MPS took its business worldwide and expanded into Europe, the United Kingdom, Sweden, and France. The strategy had to be adjusted as the company was now global and the system had to cater to global commitments and developments. Although business on the production and marketing side were going well Last Name 3 and the United Kingdom subsidiary in Bath and the Swedish subsidiary in Uppsala experienced steady growth, the overseas HRM experienced many difficulties. Reports revealed there was much potential for the French subsidiary. ((Beardwell and Holden, 2001, p. 742.) The company faced some disadvantages of going global and the lack of success with HRM that other firms run into. These include, as listed on 03 October 2003 by easterangel-ga (a blogger on Google Answers): -Flexibility and change in mindset: Cultural taboos or sensitivities of the market -Level of commitment -Organizational structure: Ensure multinational legal compliance such as labeling, packaging, product safety, and liability laws) -Language barriers MPS's HRM worked for its home-based parent company but did not do quite as well with its subsidiaries. Expatriate managers exerted strong controls over employees in different countries based on goals in financial and production terms, which were set by the parent company, did not give the local subsidiaries much input. They did not have much say in business activities. (Beardwell and Holden, 2001, p.742.) Keeping unions out or making sure that their influence was kept to a minimum were the

Investigation of Child Abuse Essay Example | Topics and Well Written Essays - 1000 words

Investigation of Child Abuse - Essay Example Although more than six million children were involved in referrals by Child Protective Service Agencies in 2006, only "1,907,264 investigations received a disposition" (National Child Abuse Statistics, 2007: 1). A legitimate concern, therefore, is whether too many referrals are being made or whether the investigative process is somehow deficient. This essay will discuss and analyze the investigative process as it typically pertains to child abuse situations. As an initial matter, it is important to note that a uniform approach to child abuse investigations is complicated by the fact that each state has different statutory definitions of child abuse and neglect. There are federal standards that serve as guidelines, but states are free to create and enforce their own definitions so long as the state definitions do not conflict with federal law. There are two federal laws that define child abuse or neglect, Child Abuse Prevention and Treatment Act and the Keeping Children and Families Safe Act of 2003, and the basic federal standard states that "Any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act which presents an imminent risk of serious harm" (Child Maltreatment 2006: 1). The threshold for the initiation of an investigation, therefore, can be cased on a positive act of child abuse or neglect when a paren t or caretaker is aware or should be reasonably aware that child abuse has occurred or is occurring. In addition, an investigation may be initiated for different types of abuse, whether physical, emotional or some combination thereof. Investigators, usually associated with local Child Protective Service Agencies, initially rely on tips from parents or other caretakers. These tips or referrals are used in conjunction with various signs of child abuse that have proven empirically reliable when making a determination whether to initiate a full investigation. Some of the physical signs of child abuse look for by investigators include such things as anti-social behavior, a fear of authority figures, or unexplained damage to the child's body. Some of the emotional signs include a lack of concentration at school and eating disorders that become increasingly pronounced. There are also some well-established signs of sexual abuse; for example, investigators are often alerted when children report bedwetting, nightmares, or a premature interest in or knowledge of sexual or otherwise age-inappropriate activities (Signs of Child Abuse, 2007: 1). In short, whether a tip is acted upon initially upon the information received, th e signs detected by the investigators, and any corroboration that the investigators can obtain. An investigatory problem sometimes arises, however, because of jurisdictional conflicts or confusion. The main conflict occurs between law enforcement officials and mental health or welfare professionals; indeed, as noted by McBride, "In virtually every state in the country, law enforcement has a legal mandate to be involved in child abuse and neglect investigations. The issues are not over whether they will be involved, but rather how and to what degree. What is expected of

Dueling and Honor in the Old South Essay Example for Free

Dueling and Honor in the Old South Essay The practice of dueling in the Old South was inseparably bound to the notion of honor, in all its manifestations, that in large part defined the Southern self-image. Though dueling was a very male activity, its influence as far as defining a man’s character, courage and viability as a gentlemen was also a powerful one with women. The practice was anathema to Northern notions of honor and accomplishment but for the Southern men who dueled the practice was inseparable from their identity as gentlemen, members of an elite and noble caste. A CULTURE OF HONOR It is impossible to understand the importance of the ritual of dueling in the Old South without understanding the traditions of honor as they were celebrated by the men and women of the elite classes of the antebellum period. Honor, or the offence of one’s honor, was the motivation behind the carnage that the practice of dueling left in its wake. Honor, and the importance placed upon it by the Southern aristocracy, flowed from the ideals of hierarchy and entitlement. It was inseparable from the need to defend one’s family, reputation and one’s community (Wyatt-Brown, p. 4). The sanctions for violating honor were not trivial, given that one’s personal honor could be connected to the honor of one’s family and one’s community as a whole. To be truly honorable in the South required adherence to a particular paradigm: Honor was obviously a very personal matter but it was also a very real public matter that merited enforcement by elite the community. In the South, the community, and one’s reputation within it, were as important as and a vital part of one’s self-image. Everyone had to subordinate personal autonomy to the collective will. It was the test of leaders to carry out the comminity’s desires, to uphold its sacredness; otherwise they would find that they themselves were the sacrifices offered up to the sanctified ideals. (Wyatt-Brown, p. 12) Elitism was intrinsic to the idea of Southern honor. The North had largely abandoned the idea that honor, distinction and priveledge where things that were earned through family lines or wealth. The South, however, maintained the ideals of aristocracy long into the 19th Century (Wyatt-Brown, p. 19). Where the North idealized that all were equal before the law, the South still held on to notions of there being different standards for different classes of people. For the Southerner of the elite classes, the Nothern view would represent an affront to their notions of entitlement. The Southern aristocrat was assumed to be a man, or woman, of honor simply because of their station in life. In the North, the situation was quite different. Northern ideals of equality of all men before the law, though imperfect in practice as always, undermnined the privileges of the wealthy and wellborn. To get ahead required skill at intellectual tasks, not just expertise at manipulating others—or at least so the ideal became (Wyatt-Brown, p. 20). While honor in the North was quite often defined by temperance, intellectual achievement and rising above vice (Wyatt-Brown, p. 21), Sothern honor was inseperably attached to notions of masculinity and an important part of being masculine was the willingness to use violence and face death to settle disputes. The Sothern idea of honor is incoherent without understanding its opposite, shame. In the South, public chastizement was still embraced as a good and right way to deal with those who had violated community standards, the culture of honor or had shown themselves to be, perhaps, unworthy of the station to which they had been born (Wyatt-Brown, p. 19). In the North, the pentitentiary system, an essentially private affair, and the idea that a deviant was accoutnable before the law instead of being accoutnable to the wrath of the community in such a public sense, represented a remarkable difference. A crime in the North was a crime against the written letter of the law. A crime in the South, however, could be cast as a violation of an archaic, elitst set of values and accountability was not tied to the private punishment of prison, but to public shame. In fact, Southern honor was such a powderkeg that one who was not familiar with local customs regarding what constituted an insult literally took their life in their hands when travelling to one part of the South from another or to the South from another region (Williams, p. 23). If one were planning to exhibit a bit of wit at the expense of another, the only way to safely do so was to be certain that one knew the recipient of the jest well enough that the subject mater would not be one that addressed too sensitive an issue or challenged too harshly the gentleman’s honor (Williams, p. 24). Another form of public shame was public goading. Challenges to duels were frequently printing in newspapers or hung up in public places—called â€Å"posting† someone— and, of course, many were given verbally in public settings. Both often consisted of rather eloquent insults directed toward the desired opponent. (Williams, p. 23). Given the contraints of such an exacting culture of honor, it’s easy enough to understand how this would leave a man unable to let go such a public humiliation without seeiming to confirm the allegations of the challenger. Another way to issue a challenge to duel with almost certain success was to call another man a liar (Greenberg, p. 32). For the Southern man, being â€Å"given the lie†, which meant to be called out for lying or to simply be accused of being a liar, was one of the highest forms of insult. Greenburg notes that determining whether or not Southern men were on the whole more or less honest than their contemporaries is essentially impossible but that is not the issue. What was important was that one’s honesty was called into question and that, as much or more than anything else, was cause for deadly retribution. Cherchez la femme Southern women were as bound to the culture of honor as were men. In fact, a great deal of a man’s personal and family honor was vested in the women of his family. An insult toward a wife, daughter, cousin or mother represented a slight against all that the man held dear, especially his notion of personal and public honor. Possibly the worst insult that could be leveld against a woman was one implying promiscuity. To say as much of anyone’s wife or daughter almost guaranteed that violence would follow quickly. This flowed from the notions of nobility carried on through a family line. A woman’s promiscuity implied the dishonor of the man, unable to protect his home of which his woman was part. Women also presented a threat in that they could present the man with an illigitimate child. This would cast doubt upon the legitimacy of the entire line. (Wyatt-Brown, p. 54) Of course, in a region where the legitimacy of one’s family claim to aristocracy was essentially one of birthright, and insult such as this implied that the gentleman himself may be unworthy of the privelidges afforded the upper classes. Quite a strong implication: not only was the man, in this case, having his honor challenged but he was also was having his right to even call himself worthy of the title of an honorable man challenged. An insult such as this could not go unanswered. Wyatt-Brown traces this tradition all the way back to the ancestral lands of many white Sotherners. â€Å"Fierce retaliation was therefore mandatory when a daughter, wife, or mother had been dishonored. So it had been in ancient German and Celtic tribes, and so it continued to be in antibelum society (Wyatt-Brown, p. 53). † To modern minds, this brings up an obvious conflict between the typical freedom to be promiscuous granted to males and its not being granted to females. One must keep in mind that the world of the Old South was, in reality, a collection of many worlds. The worlds of the elite and the common, the free and slave and the man and woman. †¦ to the traditional mind there was no â€Å"double standard† of morality. The sexes differed. They lived separate lives—one in the world, the other in the home, one in exterior cicumstances, the other in the inner sactuary that required vigilant safeguarding. (Wyatt-Brown, p. 54) This does not mean that women were simply the targets of insults over which duels ensued where men defended their honor or that they were not a part of the honor culture that lead to the ritualized violence. Quite to the contrary, women were often the causes, and sometimes the instigators, of duels. The view that a woman might not care for a man unwilling to duel when challenged had implied support, at least, from the wife of a Clinton, Mississippi man who told him on the eve of a duel that she would ‘rather be the widow of a brave man than the wife of a coward† (Williams, p. 19). This culture of manliness being validated by way of violence was characteristic of Southern honor and seems to have crossed gender-lines without difficulty. In order for the sort of ritualized killing embodied by dueling to continue, there needed to be a sort of conformity that existed above and beyond independent thought. â€Å"Dueling depended strongly on those who gave faithful and somteis mindless adherence to the trappings of social elitism, who paid open homage to controlleed violence as being synonymous wwith both maleness and personal honor (Williams, p. 39)†. As we can see from the examples above, it was not only men who adhered to these notions of what defined them as masculine. Race and Class White Southerners saw themselves as aristocrats and, like all good aristocrats, one’s position could partially be measured by the amount of land over which one held power. Landownership was important for a great deal more than economic advance. In the seventeenth and eighteenth centuries landownership provided the necessary key to respected social position and to participation in political life (Cooper Cooper, p. 6) This, of course, is anathema to the Northern ideal—if not always the practice—that all members of a society are entitled to an equal voice in politics. It is also indicative of the way in which Southern society was divided along class lines. However deep these divisions between rich and poor may have been, however, there were nowhere near as deep as the divisions between black and white which, in the old South, amounted to a division between human beings and those treated as if they were something less. Southern blacks were excluded from most of the benefits of personhood which, obviously, excluded them from the culture of honor which dominated the South. In fact, blacks weren’t even able to make a legally-binding statement. Those outside the commuiyt ranks, most especially blacks in the American South, were inelegible for oath-taking. For that reason, among others, slaves and free blacks could not serve as witnesses in trials of whites (Wyatt-Brown, p. 57). Oath-taking, denoting an unwritten, unbreakable code of ethics among men of honor, was an obsession in the South. Taking on debts, particuarly, was an instance where an oath substituted for the stronger bonds of family among Southern whites (Wyatt-Brown, p. 55). This exclusionary idea of whom could give an oath, only a man whose honor was beyond reproach, and who could not, those classes and peoples who honor was suspect because of social rank or racial background, kept the white aristocracy on a pedestal forever above those they considered their lessers. It also presented an obvious route to a duel, should conflicts over loyalty to an oath ever present. To defy an oath was, essentially, to lie and to accuse one of breaking an oath was to call them a liar. In its exclusionary nature, the cutulre of honor had obvious connections to the perpetuation of the institution of slavery. Slaves were deprived by masters of all the elements necessary for the formal duels of gentlemen of honor. They could not exchange notes because law and custom forbid their literacy. After all, a slave who could write a challenge could also write a pass allowing him his freedom—or could read the abolitionist press. (Greenberg, p. 34) Likewise, a slave would certainly not be give the knife, sword or pistol of the duelist! A weapon of avenging one’s honor could easily be turned upon one’s master. While a gentleman was encouraged to risk his life in the defense of his honor, the institution of slavery was largely dependent upon the fear of life and limb on the part of the slaves. The last thing a slave owner wanted to encourage in his slaves was a willingness to risk their lives, lest they decide to risk those lives in an attempt to escape (Greenberg, p. 34). Of course, if a slave were encouraged to have a personal sense of honor, it is only obvious where he might find the first offender of that honor and against whom he may well have chose to avenge himself. Likewise, because a slave was absolutely subject to the will of his master and unable to form any legal contracts on his own (Oakes, p. 4), he was, by default unable to enter into the legal and honorbound world. How could someone less than a man deliver an insult to a man? How could one impugn the honesty of another man if his honesty, by virute of his race, was always assumed to be non-existent? OPPOSITION TO DUELING The impact of dueling was so great on Southern life that officials in some states still have to swear an oath regarding their opposition to and non-involvement in the old practice. Dueling in Kentucky dueling remains a serious matter. In Section 228 of the state’s constitution there remains a link with Kentucky’s violent past. That link is the famous â€Å"dueling clause. † Since 1891, the commonwealth’s officials have had to swear or affirm that â€Å"since the adoption of the present Constitution, I being a citizen of the state, have not fought a duel with deadly weapons within the State or nor out of it, nor have I sent or accepted a challenge to fight a duel with deadly weapons, nor have I acted as a Second in carrying a challenge nor aided or assisted any person thus offending, so help me God. (Kentucky, 2005) Given the strict culture of honor in the South and the very real damage that could be done to a man’s economic and social status by turning down a challenge, legislators found themselves with a complex legal problem: How does one pass a law that protects a man’s honor and allows him to turn down a challenge to duel? For those men who already were serving as government officials, it was easy enough to make laws such as the Kentucky law quoted above to deal with the problem. The problem was that the people who engaged in duels thought of themselves as members of an elite; and if a gentleman said, I cant duel because Ill go to jail, his challenger would accuse him of being a coward. So the states in the early 19th century tried an indirect approach: They passed a series of laws that attempted to break the connection between dueling and honor by prohibiting people who dueled from holding public office (Rosen, 2002). A curious example of dueling, once a symbol of the status of those who had access to power now becoming a barrier to the legal, governmental power structure that would come to replace the old aristocracy of the South. Ostracism and criminalization were frequently used as means to discourage dueling. Another solution, though it seems to brush up hard against the first amendment, was to pass laws prohibiting â€Å"fighting words†. Fighting words being those said with the intention of inciting violence, whether they be true or not. By 1942, the Supreme Court had â€Å"marginally enshrined† the concept of â€Å"fighting words† as constitutional (Rosen, 2002). Even though the concept had been accepted, by the time 1942 came along the culture of honor that would have led to personal insults resulting in duels to the death had long since passed away. The Old South was forever gone and, with it, the need for gentlemen to settle their disputes, however petty they may seem by modern standards, with a flintlock pistol or shotgun. Another antidote to the culture of honor was ridicule. A New York Times Article from May 19. 1886 betrays a bit of Northern condescension toward the honorable society of the sophisticated Southern gentry: What would a few years ago have been a difficulty between two eminent Colonels in North Carolina has now shrunk to the proportions of an affair, and now seems likely to dwindled still further to a mere incident. It is well worth noting as an illustration of how far modern ideas have penetrated the fastness to which chivalry has betaken itself (New York Times, 1886). With the end of the Confederacy came the end of the antebellum notions of honor and, with it, the feeling, at least in the Northern states, that its demise was no cause for nostalgia but a sign of progress. RULES OF THE GAME Like the vast majority of the men who engaged in then, duels had their roots in Europe. Like many early American customs, dueling was imported. Starting in the Middle Ages, European nobles had defended their honor in man-to-man battles. An early version of dueling was known as judicial combat, so called because God allegedly judged the man in the right and let him win (Public Broadcasting Service, 2000). Above all other things, duels are a highly regulated, ritualized form of violence. They are not a spontaneous brawl nor are they an organized military battle where commanders endeavor to keep their tactics and intentions secret from their opponents. In a duel, both parties know the rules from the start and make their intentions clear. If there is a source document for the accepted rules of dueling, it would have to be the 1777 Code Duello, written by a group of Irishmen (Public Broadcasting Service, 2000). The code was finalized at Clonmel Summer Assizes and intended to be adopted throughout Ireland. It was followed in adoption in England and in America with some variations in the latter (Public Broadcasting Service, 2000). The rules are quite exacting. The first rule, in fact, specifies that in a case where a man was insulted, it is the obligation of he who insulted him to apologize first, even if the insulted offered a much harsher retort than the original insult. Much of the document has to do less with the rules of the actual duel and more to do with mending the wounds to the insulted party’s honor, or ego. The Code Duello applies to combat undertaken with sword and gun but does mention the most condescending form of punishment, being beaten or caned, usually reserved for lower classes, in the context of offering oneself to be caned as a way of apologizing and taking responsibility for the instigating insult. Rule 5. As a blow is strictly prohibited under any circumstances among gentlemen, no verbal apology can be received for such an insult. The alternatives, therefore the offender handing a cane to the injured party, to be used on his own back, at the same time begging pardon; firing on until one or both are disabled; or exchanging three shots, and then asking pardon without proffer of the cane (Public Broadcasting Service, 2000). The rules are predictably chauvinistic, as well, insults to a lady being regarded as particularly heinous and requiring their own extreme form of apology. Two of the rules are particularly interesting in the way they act to control the violence. Rule 13 states that there shall be no â€Å"dumb shooting† or firing into the air as a means of preventing frivolous disputes from escalating to the level of a duel. Though the rule stipulates that â€Å"The challenger ought not to have challenged without receiving offence† and that the challenged should have apologized before he reached the place of the duel. Jackson and Avery, in a duel where they both forewent taking a fatal shot at their opponent, clearly both violated this rule. Depending on one’s perspective, this could be taken to both of their credits or detriments where honor is concerned. Seconds, through whom the duelists communicated and who were responsible for arranging the terms and rules of the duel, are regulated heavily in behavior and station in the Code Duello. Seconds were to be the duelist’s equal in social rank. The Second’s job, aside from facilitating and arranging the duel, was to try to reach reconciliation between the parties. According to Rule 21 of the Code, â€Å"Seconds are bound to attempt a reconciliation before the meeting takes place, or after sufficient firing or hits, as specified. † What is particularly telling about The Code Duello is the specificity of the rules. Dueling was clearly a sport, though a deadly one, by which men could redeem whatever honor had been taken from them by an insult, deed or implication. As gentlemen, the strictly-regulated nature of their conflicts separated them from the brawlers of the lower classes. In America, there were conventions not specified in the Code Duello. Duelists, though their Seconds could draw up contracts detailing the specifics of the duel and weapons other than pistols or swords could be used at the duelist’s preference (Williams, p. 50). Particularly deadly as a dueling weapon was the shotgun. Where the high degree of inaccuracy associated with smooth-bore, flintlock weapons may well have saved the lives of more than one duelist (see the Clingman vs. Yancey duel described below) a shotgun requires little skill to ensure a hit. However, even among the elite classes, dueling was not automatically thought of as manly or honorable and was even viewed with scorn by some of America’s most famous men. George Washington congratulated one of his officers on refusing a challenge to duel (Public Broadcasting Service, 2000), quite different from what would have been expected by a Southern military man who had declined such a challenge. Benjamin Franklin, for his part, failed to see the point of dueling at all. â€Å"For him , the duels seemed a pointless activity because it could not determine whether a man had really lied†¦ (Greenberg, p. 14). † From Franklin’s perspective, all the emphasis on honor was rather silly. For the Northerner, a duel over a debt failed to get the money back and was, therefore, essentially useless. For the Southern gentleman, the debt itself was pointless, the duel was about honor and tradition (Greenberg, p. 15). It would be difficult to find a modern American equivalent to the honor dueling that took place in the antebellum South. One could argue that sports such as boxing, wrestling and the â€Å"cage fighting† events such as the Ultimate Fighting Challenge are similar, but they are typically arranged fights based on factors such as weight class and fighting record, not on personal slights. While a fist-fight may erupt over an insult to a woman’s honor or a man’s, these are not the regulated, proscribed duels of the past. In short, a duel existed as a means of controlling and regulating violence as much as it was a means of fostering it. Where the modern world is concerned, the heavily-regulated and ritualized world of the Southern gentleman duelist is conspicuously absent. NOTABLE AMERICAN DUELS Burr vs. Hamilton On July 11, 1804, long-standing political and personal tension between Aaron Burr and Alexander Hamilton, two of America’s â€Å"founding fathers† came to a head. Their rivalry was longstanding and Burr believed he may have been the President, instead of the Vice President, if it had not been for Hamilton’s interference (Americas Library, 2008). The Hamilton-Burr duel is an instance where a personal insult was the impetus for the duel. Hamilton voiced his disdain for Burr at a political dinner held for the Federalist party. The exact slur was not printed but Burr twice demanded and failed to receive what he would have considered an adequate apology from Hamilton. After failing the Second time, Burr demanded a duel (Jefferson National Expansion, 2008). Burr, ultimately, did receive â€Å"satisfaction†. He shot and mortally wounded Hamilton, who shot his pistol into the air, and Hamilton died the next day (Jefferson National Expansion, 2008). Burr was indicted for murder, dueling was not legal in New York, but was never prosecuted for the crime (Americas Library, 2008). He went on to serve out his term as Vice President. A question that had plagued historians is why, exactly, these men undertook such a drastic means of settling what amount to a fairly petty matter. For Burr, obviously, the idea of avenging an insult is explanation enough. But Hamilton was opposed to dueling on moral and religious grounds. He did not even expect to be challenged to a duel but was known for being very protective of his notions of personal honor, possibly because of his insecurities concerning his own illegitimacy (Freeman, 1996). However, Hamilton’s failure to respond was not meant as an insult. Rather, a friend, Rufus king, advised Hamilton that the letter sent to Hamilton by Burr did not merit a response. Hamilton intended to accept a challenge should it have been offered but he hadn’t any intention of shooting Burr (Freeman, 1996). According to Joanne B. Freeman, Hamilton’s moral reasoning for accepting the duel was thus: He had satisfied the code of honor by accepting Burr’s challenge, violating the civil law only under duress. He had maintained his political integrity by refusing to apologize for heartfelt political convictions. Now he would uphold his moral and religious principles by withholding his fire (Freeman, 1996). It is interesting that Hamilton wanted none of the â€Å"satisfaction† of killing or wounding his opponent. As we shall see, this pageant aspect of dueling was not entirely unique, as represented in the Jackson vs. Avery duel described below. For Hamilton, his honor would be sustained by not killing his opponent. Convoluted reasoning, to be certain, but quite in line with the more Northern ideal that honor could be measured by a man’s ability to withhold from vices, in this case bloodlust. Hamilton saw the honor in dueling not in the death of his opponent, but in having the courage to participate in such an affair, which he felt would benefit him politically as well as personally (Freeman, 1996). Jackson vs. Dickinson A very characteristically Southern duel between Andrew Jackson and Charles Dickinson. Charles Dickinson, 27 years old and having had a few drinks in him, made some â€Å"uncomplimentary remarks about Rachel Jackson, Andrew’s Wife, who was the subject of much gossip (Williams, p. 18). † The reaction was predictable, the next day Andrew Jackson confronted Dickinson, who attempted to no avail to apologize and found himself facing off against Jackson on â€Å"the field of honor† in May of 1806. According to William’s account, Dickinson aimed and did successfully wound Jackson in the chest. Old Hickory, however, lived up to his name and did not fall when struck. He clutched the wound, took one shot that failed to discharge his weapon and then a Second that killed Dickinson. Clay vs. Randolph On Saturday, April 8, 1825, Henry Clay and John Randolph squared off in Virginia over the latter’s support for John Quincy Adams and Clay’s having insulted Randolph for it. Randolph had a reputation for being a deadly-accurate marksman and it was assumed among most Washington officials that Clay would not survive the encounter. What followed was as farcical as any duel could have been. Randolph’s pistol discharged before the duel was underway. Clay, not satisfied, insisted that they carry though. The duel was held at thirty-steps distance, apparently beyond the marksmanship skills of either duelist. Clay shot and hit the ground, Randolph managed to hit a tree stump. Still, despite the urging of a Second, they insisted on carrying through. The third attempt was slightly more impressive, Clay managed to penetrate Randolph’s coat. Randolph, according to the Code Duello, now had the right to fire upon Clay. After stretching out the moment, apparently for maximum dramatic impact, he opted to fire into the air, against the rules of the Code Duello. Clay inquired whether he had injured Mr. Randolph’s to which Randolph replied â€Å"No, Mr. Clay. But you owe me a new coat. † (Kentucky, 2005) NOTABLE NORTH CAROLINA DUELS Carson vs. Vance The Carson vs. Vance duel is representative of most Southern duels in both its impetus and the means in which it was conducted. Samuel P. Carson and Robert Brank Vance would seem, at first blush, to be men who had much in common. Both were known for their intelligence, their political skill and their charisma. In fact, the pair of them were friends before a political debate and a series of bitter slurs against Carson and his family on the part of Vance would tear the two apart and lead to their meeting on â€Å"the field of honor†. Vance and Carson both came from families with prestigious backgrounds, Carson’s noted for his father’s service under Washington. Vance was a physician who, upon winning a lottery, retired early and entered politics. Both served as members of Congress where their skill came to be well-respected among their peers. Carson, for his part, was popular not only among people of his own class but even among the slaves at his father’s plantation. Vance was noticeably short, having a left leg six inches shorter than his right but his remarkable intelligence came to overshadow his physical form to most who made his acquaintance. Though the two were friends, during the course of a political debate in 1827, Vance would set into motion a series of events that would lead to their eventual duel. During the debate, after both men insinuated that the other wasn’t so honest or trustworthy as they represented, Vance called Carson, in so many words, a coward. Vance did not believe that Carson would ever resort to a duel as Carson had refused to enter one years before. Things got even worse when Vance began attacking Carson’s father’s military record. Implying that Col. Carson had sought the protection of the British, Vance essentially accused the Colonel, and, thereby his family, of being cowards and unworthy of their social status. Vance, despite his rather vicious efforts to disparage his opponent, lost the election. Colonel Carson wrote Vance an angry letter in regards to the accusations. Vance replied that he could not have an altercation with so aged a man as Colonel Carson and said that one of the Colonel’s son’s should step up to defend the old man’s honor. Colonel Carson sent a proxy to inquire as to which son Vance meant and Vance replied that Sam knew that Vance was speaking of him. Sam accepted the challenge. The duel took place on Saluda Gap on the North/South Carolina line. The weapons were pistols at ten yards. Vance missed his mark but Carson did not, sending a ball through Vance’s hip where it lodged. Vance died of his wound about 30 hours later at a hotel. Carson had expressed a desire to speak with Vance following the duel and Vance said that he held no ill-will toward Carson. The two never did speak, however, and the incident is said to have had negative repercussions on Carson for the rest of his life (Arthur, 1914). Clingman vs. Yancey Depending upon one’s view of the custom of dueling, the â€Å"duel† between Thomas Clingman and William Yancey was either a noble instance of two men desperately trying to uphold the rigid customs of honor or a revealing example of the ridiculous nature of wanting to avenge insult with murder. Yancey, an Alabama congressman, had viciously attacked Clingman in a political speech, impugning Clingman’s loyalty to the South. This was in retaliation to Clingman’s attacks upon the Democrats which was a notably fiery piece of rhetoric (Jeffrey, p. 49). Both speeches were characteristic of the fierce partisanship of the time. Clingman was a Whig and Yancey a Democrat. However, a distinction between the remarks given by Clingman and those given by Yancey were that Yancey’s attacked Clingman personally . Clingman’s remarks were certainly over-the-top but they were not, at least in a personal sense, over-the-line (Jeffrey, p. 49). Yancey had turned the art of parliamentary rhetoric into a personal assault. The North Carolina Standard said that â€Å"Never was any man so severely castigated as Mr. Clingman was. (Jeffrey, p. 49). On January 6 or 1845 Clingman told Yancey that he intended to press the matter. He challenged Yancey to meet him in Baltimore where he intended to deliver a formal challenge. Unfortunately, despite Clingman’s enthusiasm for the duel, he was not familiar with the art of shooting

Prison system of the 18th and the early 19th century Essay Example for Free

Prison system of the 18th and the early 19th century Essay In the early 1800s, state prisoner were leased to Florida companies where they were often worked as slave labor. Mart Taber was a young prisoner convicted of stealing a ride on a freight train. He died as a result of the brutal treatment administered by a lumber company boss to whom he was leased. The prison system of the 1800s and the early 1900s was based on cruel and inhumane treatment. Punishment was very tragic. The prisoners were treated as animal and consider less of inhuman because of their lawlessness. They were made to right the wrongs that they have committed either trough physical pain, endure mutilation, torture, mulcted in fines, deprive of liberty, adjudges as slave or even put to death. The American prison as we know began in New York in the early 19th century. Reformation was the goal of the founders of the system. During the colonial period and in the early years of the nation, long-term imprisonment was not a common form of punishment in prison. Instead, execution was the prescribed penalty for a wide range of offenses. People who committed less serious offenses faced public punishment such as pillorying, whipping and maiming. At the beginning of the 19th century, imprisonment had replaced public punishment and execution as a form of punishment for most crimes, except murder and treason. The early places of imprisonment ranged from wood frame houses to copper mine, such as the Connecticut prison in 1790. Then, in the early 19th century two concepts of imprisonment were introduced in New York and Pennsylvania, including what the structures should look like and how they should be operated, Few people had any idea what the structures should look like or how they should be administered. (The Evolution of the New YorkPrison System, Part I. Page1) These institutions were not only meant to be houses of convicted criminals, they also had the objective of reforming inmates into temperate, industrious, hard-working citizens and return them to their societies as new men. Sentences were long enough to allow the prison system its program of reformation. In Pennsylvania, the prison system of reformation was to separate the inmate and provide him with a small room and a exercise area totally isolated from  the human companionship Only in the purity of complete isolation could be the corruption be overcome and the restoration of faith and honesty be attained (The Evolution of the New YorkPrison System, Part I. Page2) After an appropriate period of total isolation and inactivity, the prisoner was allowed to small bits of handicraft work and a Bible in his cell. The inmate was not allowed to see another prisoner. The founders of the prison system believed that isolation was the only way for a prisoner is rehabilitated. Prison system of the 18th and early 19th century left a reasonable quantity of dead prisoners and also physical abuse to the inmate. The crime that any prisoner has committed doesnt justify the cruel and inhumane treatment they receive in jail. If the founders of the prison system from that time of period wouldnt have been so cruel, they would had avoid so many death and people being maltreated. Instead of merciless punishment they should had given them social work as their sentence and should had taken advantage from the prisoners keeping in mind that they are human beings.

Overview and analysis of Leadership theories

Overview and analysis of Leadership theories Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better Harry S. Truman. Leadership has been defined in several ways. In its simplest form, leadership has been described by Susan Ward as the art of motivating a group of people to act towards achieving a common goal. Leadership, however, is a very complex subject, and encompasses such wide ranging disciplines like human psychology, man management, management of resources, communication skills, technical knowledge etc. A leader, therefore, is a person who has these skills and knows how to use them to motivate, guide and inspire the team to achieve his vision. For centuries, leadership has traditionally been associated with the military. In recent times, however, the importance of business leadership has become more and more evident. As a consequence of this paradigm shift, the old theories of leadership have given way to new ones, more aligned towards the business environment. Overview of Leadership Theories The concept of leadership has witnessed a gradual change from individual leadership to organisational leadership. A study of the evolution of leadership theories through the ages clearly highlights this point. The earliest studies on leadership were based largely on existing leaders, giving rise to the theory that leaders were born, not made. The dominance of the male gender, particularly in military leadership, gave rise to the Great Man theory, which suggested that born leaders would arise when the situation called for them. It is quite evident that in the modern sociological environment, this theory can be considered to be irrelevant. An offshoot of the Great Man theory was the Trait theory, which suggested that some people had certain inborn traits that qualified them to be good leaders. This theory suffers from similar drawbacks as the Great Man theory. Moreover, both these theories are applicable to individual, rather than organisational leadership. A quantum jump from the earlier theories came with the concept of the Behavioural theory of leadership. With this, the focus shifted to learning, rather than inheriting the art of leadership. The Participative Leadership theory evolved on the premise that better decisions could be made if the process involved several people instead of one person alone. On the other hand, according to the Situational Leadership theory, the leadership style would depend on situational factors. In the study of leadership in the context of modern business, the two most popular theories that have emerged are the Transactional theory and the Transformational theory. The transactional leaders work through a process of clear structures, and a system of rewards and punishments forms an integral part of the process. The Transformational theory is based on the leaders vision and his ability to get his subordinates to follow that vision by personally inspiring them and transforming them by enlarging their vision, motivating and providing intellectual development. Literature Review Studies on leadership have been carried out since time immemorial. In circa 500 BC, Sun Tzu described the five traits of a successful leader (Gagliardi, 1999). It is believed that his thoughts on leadership closely approximate the Situational Leadership theory of modern times. In 16th century AD, Niccolo Machiavelli put forth theories on how a prince should acquire and maintain his state. Other strategists of their times such as Lao Tzu and Confucius of China and Chanakya of India also taught leadership principles some of which are still relevant today. Since the turn of the twentieth century, when the action shifted from the battlefield to the boardroom, new leadership theories have been presented, existing ones have been revised, reviewed and reframed, and new leadership gurus have become household names. The Trait Theory. The Trait theory has been in existence since the early 20th Century. Various studies carried out by different researchers (Stogdill, 1948, 1974; Mann, 1959; Lord, DeVader and Allinger, 1986; Locke and Kirkpatrick, 1991) are in agreement that specific traits exist that distinguish leaders from non-leaders, but differences exist in the traits identified by them. However, it is evident that mere possession of these traits does not make a leader as a combination of personality and situation would determine the leadership qualities at any point of time. Moreover, the identifications of traits is a subjective issue, and their validity would remain debatable. The Behavioural or Style Approach. In the early 1950s, the focus of leadership theories shifted from traits to behaviours as many scholars felt that leader behaviour was more important than mental, physical or emotional traits. Two studies carried out by Ohio State University and the University of Michigan in the late 1940s and 1950s set out to validate this theory. Using a questionnaire on a sample population, the Ohio study concluded that there were two distinct aspects of leadership: initiating structure or task oriented behaviour; and consideration, or showing concern for subordinates. The Michigan study concluded that leadership behaviour could be either employee oriented, or production oriented. Both these studies indicate that there are certain universally applicable leadership behaviours, but there is no proper empirical evidence to support these. Moreover, these studies have not taken the effects of variable situations into consideration. Situational Leadership Theory. Based on Reddins 3-D Management Style theory and developed by Blanchard and Hersey (1969), this is one of the most widely used theories that has found widespread use in training and employee development and works on the premise that the situation will dictate the type of leadership. Depending upon the situation, the leadership style could either be directive or supportive. The leader will have to modify his style along with the variance in employee morale and skills. The figure below represents the correlation between the leadership style and the situation: The Situational leadership model places the onus of employee development on the leader. Because of its simplicity and ease of implementation, this is in wide use for training of leaders. It needs to be borne in mind that as the development of subordinates progresses, the leader himself also needs to develop and to adapt to the changing situation. Transformational Leadership. The term transformational leadership was first used by Downton (1973) but the concept was brought into prominence by James MacGregor Burns (1978). According to this theory, transformational leaders provide inspiration and motivate their subordinates to work towards a common objective. Burns divided leaders into two categories: the Transactional leaders who work on a system of rewards and punishments for the work done; and the Transformational leaders who make a connection with the followers to work towards the common goal. This theory was further developed by Bernard Bass (1985), who put forth the view that transformational leaders make their followers aware of the importance of the task and of their own needs for personal growth, while at the same time motivating them to place the organisational interests before their own. Further research has been carried out by Bass Avolio, 1990; Kunhert, 1994; and Avolio, 1999. Studies have demonstrated that transactional leaders had generally performed up to the expected standards, while transformational leaders have exceeded expectations (http://www.abolrous.com/hazem/leadershiptheories.pdf). Transformational leadership has been widely accepted by many organisations, but although they make an important contribution to the literature, but they should not be heralded as a revolutionary approach that makes all the earlier theories obsolete. (Yukl, 1999). Contemporary studies of various leaders and organisations indicate that for the successful implementation of organisational goals, there is a requirement of a mix of transformational leadership (at the top management level) and transactional leadership (at the implementation level). Notable amongst the research on this theory are the ones carried out by Bennis Nanus (1985) and Trichy DeVanna (1986, 1990), using similar methodologies of interviewing a large number of CEOs. Bennis Nanus came to the conclusion that the traits of transformational leaders can be described by four Is: Idealized Influence (leader becomes a role model) Inspirational Motivation (team spirit, motivate, and provide meaning and challenge). Intellectual Stimulation (creativity innovation) Individual Consideration (mentoring) Trichy DeVanna found that leaders bring about change by way of a three step process: Recognise the fact that there is a need for change Create a vision and design a plan based on this vision Institutionalize the change . http://sbinfocanada.about.com/od/leadership/g/leadership.htm Ward, Susan: Leadership http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm Leadership Theories Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Gagliardi, G., (2001) Sun Tzus art of war plus its amazing secrets: The keys to strategy. Clearbridge publishing. Seattle, WA. http://www.1000ventures.com/business_guide/crosscuttings/leadership_situational.html Situational Leadership Leadership Theory and Practice, Peter G. Northouse, Third Edition Management of Organizational Behavior, Paul Hersey, Seventh Edition http://www.abolrous.com/hazem/leadershiptheories.pdf Leadership Summary European Journal of Work and Organizational Psychology, 1999, 8 (1), 33-48: An Evaluative Essay on Current Conceptions of Effective Leadership, Gary Yukl http://business.nmsu.edu/~dboje/teaching/338/transformational_leadership.htm Transformational Leadership: David M. Boje (2000) http://psychology.about.com/od/leadership/a/transformational.htm Transformational  Leadership: Kendra Cherry

The Mandolin :: essays research papers

The Mandolin The mandolin has been around since the end of the 16th Century, although it didn’t look much like the instrument we know today. It evolved in the 18th century and was built in several varieties in different Italian towns, the Neapolitan mandolin becoming the representative type. It was played widely throughout Western Europe from around 1700 to 1810. In the late 1800s a stronger bowl back instrument was developed in Naples, Italy by the Vinaccia family. Known today as the Neapolitan mandolin, this instrument has a bent soundboard, moveable bridge, metal strings and is plucked with a pick. At the end of the 1800s, the Neapolitan mandolin was popular both in Italy and throughout Western Europe. It spread to the U.S. with Italian immigration. The instrument conceived by the Gibson Company in the early 1900s today dominates the Mandolin in the U.S. Built more like a violin with carved single pieces of wood for the front and back, most modern American flat backs are based on Gibson designs. All three of these instruments: Baroque mandolin, round back or Neapolitan mandolin and flat back mandolin, are still played and the musical traditions from the different periods survive on all continents. Mandolins evolved from the Lute family in Italy during the 17th -18th centuries, and the deep bowled mandolin produced particularly in Naples became a common type in the19th century. The original instrument was the mandola (mandorla is almond in Italian and describes the instrument body shape) and evolved in the 15th century from the lute. Later, smaller mandola was developed and became known as a mandolina. Mandolins can be used for a variety of occasions. The Italian mandolin is used for birthdays, or births of a baby. Anniversaries, and especially weddings, I know my parents had a mandolin at there wedding. Mandolins have a soft and gentle sound perfect for these occasions. The mandolin is played kind of like a guitar, but has obvious differences. There are many artists that play the mandolin, but the only one that I know of is my Aunt. (Adriana Vitale). She has not mastered the mandolin but she can play decent, sometimes. She said â€Å"When played right the mandolin has a nice deep gentle sound and sounds as beautiful as it looks, but when I play it, it sounds like a ukulele†.

Argument in Favor of Gun Control Essay -- Argumentative Persuasive Exa

â€Å"Almost twelve kids lose their lives every single day because of guns† (Capps). Most recently, two young boys were shot as they were leaving a high school football game. Soon, another year anniversary of the Columbine High School shooting will arrive. In this incident, two students opened fire on their classmates in Columbine. I cannot imagine the horrors of my fellow students being killed by guns! Many other related acts of gun violence have brought up issues on gun control. Debates have risen between citizens on how the government should establish stronger gun control laws. Despite the National Rifle Association strong objections against these issues, gun control laws must be increased. Many citizens agree that gun control laws must be established, because of the recent acts of violence committed with guns. The gun control issues take a heated debate, because now kids are targets of gun violence. In the Columbine shooting, both students purchased their weapons at a gun show with the help of an eighteen-year-old friend (Sanko). If the gun show provider was forced by law to do a background check the two students wouldn’t have received the guns. As of right now background checks are only done on weapons that are purchased from federally licensed dealers. This is one reason for new gun control laws. The death of Kayla Rolland, on February 20, 2012, is a another reason for new gun control laws. Kayla was gunned down in her elementary school by a six year old classmate (Smolowe). The child obtained the gun with the help of his father. His father had left the gun on the living room table. As of right now guns are not required to have child safety locks. Moreover, kids can get guns without the help of a friend o... ...their own classmates. Lastly, the control of gun manufacturing will decrease the availability of guns on the streets New gun control laws are important to the children of today and tomorrow. The power lies behind the government and unfortunately the National Rifle Association. Works Cited Capps, Louis. â€Å"Capps Continues Fight for Common Sense Gun Control.† FDCH Press Releases. 3 Mar. 2014. Harrington-Lueker, Donna. â€Å"Blown Away by School Violence.† Education Digest. 58.3 (2013): 50, 4. Lazar, Daniel. â€Å"Your Constitution is Killing You.† Harper’s Magazine. 299.1793 (2011): 57,9. Reynolds, Rhonda. â€Å"Kids Who Kill.† Black Enterprise. (2013): 47,1. Sanko, John. â€Å"Gun-control Measure’s Wording for Vote Framed.† Denver Rocky Mountains News Capital Bureau. 4 April. 2012. Smolowe, Jill., et al. â€Å"Fallen Angel.† People. (2014): 66,2.

Building Community on the Net :: Internet Web Cyberspace Essays

Building Community on the Net All sorts of reasons have been advanced in recent years to explain the decline of community in America, from the way we design our neighborhoods to the increased mobility of the average American to such demographic shifts as the movement of women into the labor force. But the onslaught of television and other electronic technologies is usually cited as the main culprit. As Harvard sociologist Robert Putnam observes, these technologies are increasingly "privatizing our leisure time" and "undermining our connections with one another and with our communities."[1] In his essay "The Strange Disappearance of Civic America," Putnam draws a direct parallel between the arrival of television and the decline of what he calls "social capital" -- the social networks, trust, and norms of reciprocity that are the essence of healthy communities. As he points out, a "massive change in the way Americans spend their days and nights occurred precisely during the years of generational civic disengagement."[2] It follows that computers, VCRs, virtual reality and other technologies that, like television, "cocoon" us from our neighbors and communities exacerbate the loss of social capital. With the advent of computer networks and "virtual communities," however, some feel that electronic technologies can actually be used to strengthen the bonds of community and reverse America's declining social capital. Advocates stress that electronic networks can help citizens build organizations, provide local information, and develop bonds of civic life and conviviality. While the claims are no doubt overstated in many cases, as they always are when new technologies are involved, there is growing evidence that this may be the case, particularly in local community networks. The social and political ramifications of electronic networking has become a favorite topic of speculation in recent years. Cover stories, conferences, books, Web sites, and radio and television programs devoted to the subject have grown exponentially. In looking over the burgeoning literature on the political uses of the Net, I find that most of it falls into three general categories: 1) questions of democratic culture and practice, such as the pros and cons of direct democracy, issues of privacy and social control, and the changing nature of public opinion; 2) how on-line petitioning, electronic voting, information campaigning and other forms of "netactivism" can promote politics more narrowly defined; and 3) the implications of networking technologies for communities. This paper leaves aside the first two categories[3] and focuses specifically on the third: whether computer networks can be used to strengthen and enhance the bonds of community.

Pygmalion Essay

Het verhaal draait om professor Henry Higgins, een deskundige op het gebied van fonetiek en het eenvoudige Cockney sprekende bloemenverkoopstertje Eliza Doolittle. Higgins gaat een weddenschap aan met zijn vriend kolonel Pickering dat hij erin zal slagen om Eliza in korte tijd niet alleen perfect Engels te leren maar haar ook de gangbare etiquette in de hogere kringen eigen te maken. Hij slaagt uiteindelijk in zijn opzet, maar tijdens het proces is Eliza zodanig geemancipeerd geraakt, dat zij aangeeft niet langer afhankelijk te zijn van Higgins en haar eigen weg te kunnen gaan. Pygmalion is a 1912 play by George Bernard Shaw, named after a Greek mythological character. Professor of phonetics Henry Higgins makes a bet that he can train a bedraggled Cockney flower girl, Eliza Doolittle, to pass for a duchess at an ambassador’s garden party by teaching her to assume a veneer of gentility, the most important element of which, he believes, is impeccable speech. The play is a sharp lampoon of the rigid British class system of the day and a commentary on women’s independence. In ancient Greek mythology, Pygmalion fell in love with one of his sculptures that came to life and was a popular subject for Victorian era English playwrights, including one of Shaw’s influences, W. S. Gilbert, who wrote a successful play based on the story in 1871, called Pygmalion and Galatea. Shaw also would have been familiar with the burlesque version, Galatea, or Pygmalion Reversed. Shaw’s play has been adapted numerous times, most notably as the musical My Fair Lady and the film of that name. Plot Shaw was conscious of the difficulties involved in staging a complete representation of the play. Acknowledging in a â€Å"Note for technicians† that such a thing would only be possible â€Å"on the cinema screen or on stages furnished with exceptionally elaborate machinery†, he marked some scenes as candidates for omission if necessary. Of these, a short scene at the end of Act One in which Eliza goes home, and a scene in Act Two in which Eliza is unwilling to undress for her bath, are not described here. The others are the scene at the Embassy Ball in Act Three and the scene with Eliza and Freddy in Act Four. Neither the Gutenberg edition referenced throughout this page nor the Wikisource text linked below contain these sequences. Act One[edit] ‘Portico of Saint Paul’s Church (not Wren’s Cathedral but Inigo Jones Church in Covent Garden vegetable market)’ – 11. 15p. m. A group of people are sheltering from the rain. Among them are the Eynsford-Hills, superficial social climbers eking out a living in â€Å"genteel poverty†, consisting initially of Mrs. Sanford-Hill and her daughter Clara. Clara’s brother Freddy enters having earlier been dispatched to secure them a cab (which they can ill-afford), but being rather timid and faint-hearted he has failed to do so. As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her flowers drop into the mud of Covent Garden, the flowers she needs to survive in her poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is writing down everything she says. The man is Henry Higgins, a professor of phonetics. Eliza worries that Higgins is a police officer and will not calm down until Higgins introduces himself. It soon becomes apparent that he and Colonel Pickering have a shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, and Higgins was planning to go to India to meet Pickering. Higgins tells Pickering that he could pass off the flower girl as a duchess merely by teaching her to speak properly. These words of bravado spark an interest in Eliza, who would love to make changes in her life and become more mannerly, even though, to her, it only means working in a flower shop. At the end of the act, Freddy returns after finding a taxi, only to find that his mother and sister have gone and left him with the cab. The streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, leaving him on his own. Act Two[edit] Higgins’ – Next Day. As Higgins demonstrates his phonetics to Pickering, the housekeeper, Mrs. Pearce, tells him that a young girl wants to see him. Eliza has shown up, because she wishes to talk like a lady in a flower shop. She then tells Higgins that she will pay for lessons. He shows no interest in her, but she reminds him of his boast the previous day. Higgins claimed that he could pass her for a duchess. Pickering makes a bet with him on his claim, and says that he will pay for her lessons if Higgins succeeds. She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave himself in the young girl’s presence. He must stop swearing, and improve his table manners. He is at a loss to understand why she should find fault with him. Then Alfred Doolittle, Eliza’s father, appears with the sole purpose of getting money out of Higgins. He has no interest in his daughter in a paternal way. He sees himself as a member of the undeserving poor, and means to go on being undeserving. He has an eccentric view of life, brought about by a lack of education and an intelligent brain. He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he goes to hit her, but is prevented by Pickering. The scene ends with Higgins telling Pickering that they really have got a difficult job on their hands. Act Three[edit] Mrs. Higgins’ drawing room. Higgins bursts in and tells his mother he has picked up a â€Å"common flower girl† whom he has been teaching. Mrs. Higgins is not very impressed with her son’s attempts to win her approval because it is her ‘at home’ day and she is entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on their arrival. Eliza enters and soon falls into talking about the weather and her family. Whilst she is now able to speak in beautifully modulated tones, the substance of what she says remains unchanged from the gutter. She confides her suspicions that her aunt was killed by relatives, and mentions that gin had been â€Å"mother’s milk† to this aunt, and that Eliza’s own father was always more cheerful after a good amount of gin. Higgins passes off her remarks as â€Å"the new small talk†, and Freddy is enraptured. When she is leaving, he asks her if she is going to walk across the park, to which she replies, â€Å"Walk? Not bloody likely! (This is the most famous line from the play, and, for many years after the play’s debut, use of the word ‘bloody’ was known as a pygmalion; Mrs. Campbell was considered to have risked her career by speaking the line on stage. [7]) After she and the Eynsford-Hills leave, Henry asks for his mother’s opinion. S he says the girl is not presentable and is very concerned about what will happen to her, but neither Higgins nor Pickering understand her thoughts of Eliza’s future, and leave feeling confident and excited about how Eliza will get on. This leaves Mrs. Higgins feeling exasperated, and exclaiming, â€Å"Men! Men!! Men!!! † Act Four[edit] Higgins’ home – The time is midnight, and Higgins, Pickering, and Eliza have returned from the ball. A tired Eliza sits unnoticed, brooding and silent, while Pickering congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a â€Å"silly tomfoolery†, thanking God it’s over and saying that he had been sick of the whole thing for the last two months. Still barely acknowledging Eliza beyond asking her to leave a note for Mrs. Pearce regarding coffee, the two retire to bed. Higgins returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is taken aback, and is at first completely unable to understand Eliza’s preoccupation, which aside from being ignored after her triumph is the question of what she is to do now. When Higgins does understand he makes light of it, saying she could get married, but Eliza interprets this as selling herself like a prostitute. â€Å"We were above that at the corner of Tottenham Court Road. † Finally she returns her jewellery to Higgins, including the ring he had given her, which he throws into the fireplace with a violence that scares Eliza. Furious with himself for losing his temper, he damns Mrs. Pearce, the coffee and then Eliza, and finally himself, for â€Å"lavishing† his knowledge and his â€Å"regard and intimacy† on a â€Å"heartless guttersnipe†, and retires in great dudgeon. Eliza roots around in the fireplace and retrieves the ring. Act Five[edit] Mrs. Higgins’ drawing room, the next morning. Higgins and Pickering, perturbed by the discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. Higgins is particularly distracted, since Eliza had assumed the responsibility of maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins to decry their calling the police as though Eliza were â€Å"a lost umbrella†. Doolittle is announced; he emerges dressed in splendid wedding attire and is furious with Higgins, who after their previous encounter had been so taken with Doolittle’s unorthodox ethics that he had recommended him as the â€Å"most original moralist in England† to a rich American founding Moral Reform Societies; the American had subsequently left Doolittle a pension worth three thousand pounds a year, as a consequence of which Doolittle feels intimidated into joining the middle class and marrying his missus. Mrs. Higgins observes that this at least settles the problem of who shall provide for Eliza, to which Higgins objects — after all, he paid Doolittle five pounds for her. Mrs. Higgins informs her son that Eliza is upstairs, and explains the circumstances of her arrival, alluding to how marginalised and overlooked Eliza felt the previous night. Higgins is unable to appreciate this, and sulks when told that he must behave if Eliza is to join them. Doolittle is asked to wait outside. Eliza enters, at ease and self-possessed. Higgins blusters but Eliza isn’t shaken and speaks exclusively to Pickering. Throwing Higgins’ previous insults back at him (â€Å"Oh, I’m only a squashed cabbage leaf†), Eliza remarks that it was only by Pickering’s example that she learned to be a lady, which renders Higgins speechless. Eliza goes on to say that she has completely left behind the flower girl she was, and that she couldn’t utter any of her old sounds if she tried — at which point Doolittle emerges from the balcony, causing Eliza to relapse totally into her gutter speech. Higgins is jubilant, jumping up and crowing over her. Doolittle explains his predicament and asks if Eliza will come to his wedding. Pickering and Mrs. Higgins also agree to go, and leave with Doolittle with Eliza to follow. The scene ends with another confrontation between Higgins and Eliza. Higgins asks if Eliza is satisfied with the revenge she has wrought thus far and if she will now come back, but she refuses. Higgins defends himself from Eliza’s earlier accusation by arguing that he treats everyone the same, so she shouldn’t feel singled out. Eliza replies that she just wants a little kindness, and that since he will never stoop to show her this, she will not come back, but will marry Freddy. Higgins scolds her for such low ambitions: he has made her â€Å"a consort for a king. † When she threatens to teach phonetics and offer herself as an assistant to Nepommuck, Higgins again loses his temper and promises to wring her neck if she does so. Eliza realises that this last threat strikes Higgins at the very core and that it gives her power over him; Higgins, for his part, is delighted to see a spark of fight in Eliza rather than her erstwhile fretting and worrying. He remarks â€Å"I like you like this†, and calls her a â€Å"pillar of strength†. Mrs. Higgins returns and she and Eliza depart for the wedding. As they leave Higgins incorrigibly gives Eliza a number of errands to run, as though their recent conversation had not taken place. Eliza disdainfully explains why they are unnecessary, and wonders what Higgins is going to do without her. Higgins laughs to himself at the idea of Eliza marrying Freddy as the play ends. Ending[edit] Pygmalion was the most broadly appealing of all Shaw’s plays. But popular audiences, looking for pleasant entertainment with big stars in a West End venue, wanted a â€Å"happy ending† for the characters they liked so well, as did some critics. [8] During the 1914 run, to Shaw’s exasperation but not to his surprise, Tree sought to sweeten Shaw’s ending to please himself and his record houses. [9] Shaw returned for the 100th performance and watched Higgins, standing at the window, toss a bouquet down to Eliza. â€Å"My ending makes money, you ought to be grateful,† protested Tree. â€Å"Your ending is damnable; you ought to be shot. [10][11] Shaw remained sufficiently irritated to add a postscript essay, â€Å"‘What Happened Afterwards,†[12] to the 1916 print edition for inclusion with subsequent editions, in which he explained precisely why it was impossible for the story to end with Higgins and Eliza getting married. He continued to protect the play’s and Eliza’s integrity by protecting the last scene. For at least some performances during the 1920 revival, Shaw adjusted the ending in a way that underscored the Shavian message. In an undated note to Mrs.  Campbell he wrote, When Eliza emancipates herself — when Galatea comes to life — she must not relapse. She must retain her pride and triumph to the end. When Higgins takes your arm on ‘consort battleship’ you must instantly throw him off with implacable pride; and this is the note until the final ‘Buy them yourself. ‘ He will go out on the balcony to watch your departure; come back triumphantly into the room; exclaim ‘Galatea! ‘ (meaning that the statue has come to life at last); and — curtain. Thus he gets the last word; and you get it too. 13] (This ending is not included in any print version of the play. ) Shaw fought uphill against such a reversal of fortune for Eliza all the way to 1938. He sent the film’s harried producer, Gabriel Pascal, a concluding sequence which he felt offered a fair compromise: a romantically-set farewell scene between Higgins and Eliza, then Freddy and Eliza happy in their greengrocery/flower shop. Only at the sneak preview did he learn that Pascal had shot the â€Å"I washed my face and hands† conclusion, to reassure audiences that Shaw’s Galatea wouldn’t really come to life, after all.