Inner Darkness Essays - Literature, Fiction, Culture, Orientalism

" Inner Darkness" Inner Darkness Reading Joseph Conrad's Heart of Darkness is a true study of how men come to lose their hope in humanity. It also displays the overtly cynical and sometimes racist and purist overtones that plagued Europe in its early days. During a cruise along the River Thames, Charles Marlowe reminisces on his days sailing through Africa, and how the experience has shaped his life. The supporting players in his life, and his selective memories of each one, paints a picture of the unknowing, rather prejudiced man he was before, and the wiser man he has become. In Joseph Conrad's Heart of Darkness , a combination of orientalism's view of "the other," feminism's patriarchal socialization, and Friedrich Nietzsche's nihilistic theories illustrates how overall prejudice leads to a fear of the unknown and clashes between cultures. Rather than trying to understand the natives, Marlowe and his colleagues take a position of control and sometimes antagonism towards them, leading to a realization that they have been sheltered by their Occidental lifestyles and missed out on vital life experience. Their only relation to the white man is as slaves, and to Marlowe, this is precisely how it should be. Watching the African-American rowers, he remarks "'We had enlisted some of these chaps on the way for a crew. Fine fellowscannibalsin their place'" (Conrad 35). What does Marlowe truly mean by this last portion? Is he simply happy for the extra hands, or glad to see black men working for the whites as they were meant to do for so long? Edward Said's discourse on Orientalism strongly supports the latter. In his essay, simply titled "Orientalism," he notes that the dynamic between whites and Orients "[Is] a relationship of power, of domination, of varying degrees of a complex hegemony" (Said 1870). And we do not help that relationship at all by using phrases such as "in their place," which only serve to bring the Orients down and strain the already complex relations that exist between the two parties. Because of this, the few complimentary gestures extended towards the natives feels slightly less significant and makes the contrasting portrayals all the more representative of Marlowe's lack of understanding. Although he considers the black sailors to be "in their place," he still extends the occasional expression of sympathy. Watching the slaves practically on their deathbeds, he marvels that "They were not enemies, they were not criminals, they were nothing earthly nownothing but black shadows of disease and starvation'" (Conrad 11). The word "shadows" says a good deal about how the blacks had been treated even before illness consumed them. Even watching them seconds from death, Marlowe cannot seem to get away from seeing in only the most negative terms possible. It seems to indicate that once they are gone, what little sympathy he has for them will cease, and they will be all but forgotten. In his own essay on Heart of Darkness , Chinua Achebe mentions Conrad's "[Bestowal] of human expression to the one and the withholding of it from the other" (1616). Indeed, the black characters remain all but wordless for most of the story. Even the portrayal of the African coast is plagued by obscurity, and treated as otherworldly when compared to Europe. In her article "Unspeakable Secrets," Anne McClintock describes Marlowe's first view of the coast as "[A] struggle that goes beyond the question of perception and involves the very stuff of language itselfAfrica is protean and featureless' because it has withdrawn beyond the horizon of new language" (41). Knowing the historical context, the reasoning could be that the whites have kept the inhabitants in their place for so long that speech has completely escaped them. The problem is that by depriving them of their faculties of speech, Conrad has upset the balance between Apolline and Dionysiac contrasts, as detailed by Nietzsche in The Birth of Tragedy. He describes the differing ideals with "[The] Appoline art of the imagemaker or sculptor ( Bildner ) and the imageless art of music, which is that of Dionysos " (Nietzsche). There must always be a certain contrast between the simple and Appolinic themes and the more bombastic, Dionysiac scenes, something that Marlowe seems

Young Women and Smoking Essays

Young Women and Smoking Essays Young Women and Smoking Essay Young Women and Smoking Essay Essay Topic: Little Women Name: Course: Instructor: Date: Young Women and Smoking A recent survey by the Centre for Disease Control and Prevention (CDC), at least a third of female adolescents in high schools are smokers and over 70% of regular adult smoker admitted having formed the habit in their earlier ages, probably before 18 years. Popular films and television programmes have highly influenced and allured this increasing smoking habit in young women. However, a recent survey on the role of cigarettes manufacturing factories regarding their product placement in popular movies indicates little participation. An analysis on G-rated children films found that more than 75% featured alcohol or tobacco in their story plots without any clear reference to the associated health adverse consequences featured. Popular female actors in Hollywood films are presented as smokers and thus influencing young women who portray those actors as being a role model to them (Am J Public Health. 2000; 90: 412-414). This paper seeks to concur with the earlier views on the internalizat ion of Hollywood actress smoking habit and their success on the beauty, femininity and popularity on the young female characters in the society, with smoking being the dependent variable under investigation while the popular movies or films as independent variable. In addition, this paper seeks to dispute the belief presented in Hollywood that acting and art has no influence on actions but only mirrors the societal actions. It is this premise that covered under the guise of â€Å"artistic freedom of expression† that depicts sex, alcohol and drug abuse or gratuitous violence. Though, the movie stars’ may not admit their role-model position in the society, this may not be applicable in this scenario. Anti-tobacco activist that the re-acceptance of drug abuse especially tobacco in the growing pop-culture, evidenced in music, movies, films and videos, and the current life-style in young women may be a perfect reflection of the surge, a mind-blocking popularity on cigarrate smoking, despite efforts by the World Health Organizations (WHO) to curb smoking and drug abuse among the youths globally. As Janine Robinette, the Director of Bay Area Tobacco writes, â€Å"It creates a social milieu that it’s accepted, that everyone is doing it.† Though view as personal choice, the increasing smoking among young women around the world is highly influenced by what they watch in the public galleries and films. â€Å"If you look at the kinds of risky behaviour young people take part in–drugs, drinking, sex–[you can see] they don’t have any sense of their own mortality. They’re invincible,† says Robinette. â€Å"They think they’ll be able to do this [smoke] for some time, and then kick the habit.† According to the experts, on-screen smoking by the popular actress like Ryder, Julia Roberts, who are role model to a number of up-coming stars perpetuates the motion that smoking is the order of the day for fashion’s and actress. Therefore, Hollywood stars bear partial responsibility for the increasing smoking and drug abuse in women. Moreover, current nonchalance about cigarette smoking squarely rests on the arms of the Hollywood artists, who should be a role model to the society by affecting positively on the youths. The Hollywood stars or movies, but other Women’s fashion newsletters and magazines regularly featuring insider photos of other runway top models and stars in the rock industry, parting in the Euro-hip sports, do not fuel smoking prevalence rate in women. This prevalence in smoking indicates a kind of rebellion and thus possibly snubbing off the conventional wisdom in our teenagers. DuRant RH, Rome ES, Rich M, Allred E, Emans SJ, Woods ER. Tobacco and alcohol use behaviors portrayed in music videos: a content analysis. Am J Public Health. 1997;87:1131–1135. Distefan JM, Gilpin EA, Sargent JD, Pierce JP. Do movie stars encourage adolescents to start smoking? Evidence from California. Prev Med. 1999;28:1–11

Academic differences Essay Example | Topics and Well Written Essays - 500 words

Academic differences - Essay Example In regard to various factors that promote learning, it is evident that the standard in Umass Lowell is relatively better than my former school. It is also worth to note that age factor is important in explaining the differences observed. A comparative personal assessment in terms of effort put towards private study shows a big difference between my current learning and previous school. Back in Emirates National School I put very little effort towards studying since I simply attended classes and after that went back home to have fun with age mates. Even in the evening I could not spare some time to go through my notes and refresh my mastery of the class work unless there was a test. This could be explained by my childish mentality which had little knowledge of the importance of learning. Besides, workload was very small that I had little stress over homework and possible underperformance at the end of the term. In Umass Lowell, it is a different case since I am virtually occupied throughout the week. I am committed to attaining and maintain better results, and this means I revise my class work every day and preview notes for the next class. I am now aware of the significance of my education and am focused to achieve the highest available grade. In Umass Lowell, I lack time to relax as I used to do in my former school since my studying schedule is tight till into the night. It is worth noting that in my former school, competition was low as most of us took learning for granted and had not learnt of the significance of private study. In my current school, the opposite is true since competition is very stiff, and one has to go the extra mile of private study and extensive revision to keep up with the pace. Any attempt to relax may compromise ones grades and even attract academic warning and in extreme cases discontinuation. The curricular structure of Umass Lowell is more comprehensive and organized to initiate hard work amongst the teaching

Design of a three phase separator in oil and gas Thesis

Design of a three phase separator in oil and gas - Thesis Example Three-phase separators efficiently separate the effluents from gas oil and water to allow for individual treatment of the mixed fluids (Lyons, William, and Gary 165-173). The three-phase separator is for processing manufactured fluids from an oil sump. Its division is into an emulsion, oil separator, and water compartments. The separator includes a water dyke and control system that mechanically regulates the position of the water weir to retain the oil emulsion interface in the emulsion section significantly constant. The separator operating parameters and standards vary in accordance with the target fluid and the type of separation. According to the CDS separation technologies, the standard of a three-phase separator is in relation to the extent of its applications (Lyons, William, and Gary 185-197). The three common standards include the horizontal three-phase separator with a weir it is the lowest standard. The second standard, the separator with oil bucket and water dyke it is more advanced and requires no active interface control and a high standard separator is the one with the boot for moderate waters. The design of hydrodynamic of liquid-liquid separation in the three-phase separator is basing on the rules laid by the American Petroleum Institute design principles. Peng-Robinson equations of stage and successive substitution deem useful during the modeling phase of the separators (Arnold, Ken, and Stewart 129-134). The design appreciates the Monnery and Svrcek model in determining critical parameters of the vertical and horizontal separators like the diameters and lengths at different pressures. The design pressure decreases at every stage of the process. Modeling for optimizing the pressure of the three separators reduces the amount of gasses produced with oil in the multistage separators. Optimizing this model applies a written computer simulator with the use of

Movie comment Review Example | Topics and Well Written Essays - 500 words - 7

Comment - Movie Review Example Ethan is older, more aggressive, and ready to fix every problem by shooting everybody involved, including the poor victims who have been captured. Ethan is much younger, and while he is prepared to go looking for the native people involved in the raids, and use force against them if necessary, his main objective is to save the captives and restore them to their families. This difference is shown very clearly in the scene where Ethan finds Debbie, kills the man who captured her, and then aims his gun at her as well. Martin chases after Ethan, and it is clear that the struggle between the two men is unequal. Ethan is in a stronger position because he is on a horse, while Martin is on foot, like Debbie. When Martin places himself directly in front of the woman, protecting her from Ethan’s gun, even at the risk of his own life, he saves her. This heroic action highlights the extremism of Ethan’s position and makes the audience think about the cycle of violence that results when people are obsessed with the need for revenge. Martin’s concern for Debbie acts as a bridge between Ethan and Debbie, because Ethan recognises his own shameful attitudes and changes his position so that he eventually carries Debbie back to her family. Question 2: To a viewer seeing this film in 2011 The Searchers might come across under analysis as a contradiction.   It is a beautiful work of art, but reflects extreme racism towards Native peoples. Offer a critique expressing how these two elements were blended so that someone watching the film for the first time might understand and recognize the racism, fear of miscegenation, and justification for genocide without hating the film. It is very hard not to like The Searchers. One reason is the overwhelming talent of a mature John Wayne, playing his usual type of cranky hero. Another reason is the stunning cinematography of John Ford who recreates the white settlers’ folksy interiors against a stunning

Analysis Of Collocations, Phraseology And Idioms

Analysis Of Collocations, Phraseology And Idioms In our life we often meet situations when people use idioms and collocations. We can hear when somebody says: something is dead sure or I have to keep a tight rein on Tom. Young people often think what does it mean? or How can we translate it?. People have huge problems in the translation of phraseology. Grammar problem is common, because there are several constructions of grammar poorly understood. Very often it is not clear how they should be represented, or what rules should be used to describe them. I would like to mention that in English one linguistic form can be used to encode of meaning while in Polish form and meaning usually are conditioned by each other. English speakers usually choose lexemes very broad in meaning to encode a message. Idioms, collocations and phraseology very often are used in business language, for example: to launch a campaign. We should know basic collocations, phraseology and idioms if we want to understand foreign languages. It can really help. On the other hand it is very important to study the relation between English and Polish phraseology and their culture. In the first part, I will present typological classification of bilingual dictionaries, theory of bilingual lexicography, function of bilingual dictionaries, target group or users, translation problems between Polish and English language, phraseology, expression, vallency collocation, loose collocation- basic terms, types of collocations. The second part contains a precise description of the dictionary included in my work. The third part has the character of dictionary and consists of a systemized extract of collocations with their English equivalents. Typological classification of bilingual dictionaries A bilingual dictionary or translation dictionary is a specialized dictionary used to translate words or phrases from one language to another. Bilingual dictionaries can be unidirectional, meaning that they list the meanings of words of one language in another, or can be bidirectional, allowing translation to and from both languages.(Al-Kasimi 1983: 10) Bidirectional bilingual dictionaries usually consist of two sections, each listing words and phrases of one language alphabetically along with their translation. In addition to the translation, a bilingual dictionary usually indicates the part of speech, gender, verb type, declension model and other grammatical clues to help a non-native speaker use the word. ( Hartman 1998: 25) Dictionaries can be classified into various types of the basic of different criteria. To begin with we have to differentiate between dictionary proper and dictionary like works. Zgusta (1971) calls these linguistic and non-linguistic dictionaries respectively. The linguistic dictionaries are concerned with the words or lexical units of languages and they are called word books. The non-linguistic dictionaries are not concerned with words but with realia or denotata (thing)) they are called encyclopedias, or thing books. They are similar to dictionaries only in their alphabetical arrangement of words denoting the realia. Anyhow the aspects of the realia which are called encyclopaedic features such as description, photos, diagrams etc., are given in certain types of dictionaries to add to the utility of the dictionary. Classification of linguistic dictionaries has been attempted by a number of scholars such as Shcherba (1940), Sebok (1962), Malkiel (1959); Cornym (1967), Zgusta (1971), Svensen (1993). (Devapala 2004 : 2) Bilingual dictionaries have become a necessary part of our daily economic, intellectual, and cultural activities. A new system of classifying bilingual dictionaries, help language teachers to select the most appropriate dictionaries for their students. In 1934 Mansion noted that bilingual dictionaries are not scientific in their treatment of words, and have not kept pace with progress in philology.(Al-Kasimi 1983 : 85) There are many kinds of dictionaries such as glossary, concordance, vocabulary, word book, index, linguistic atlas, encyclopaedic dictionary. The classification of bilingual dictionaries: (Al-Kasimi 1983:12-13) Dictionaries for the speakers of the source language vs. dictionaries for the speakers of the target language; Dictionaries for production vs. dictionaries for comprehension; Dictionaries of the literary language vs. dictionaries of the spoken language; Dictionaries for the human user vs. dictionaries for machine translation; Historical dictionaries vv. Descriptive dictionaries; Lexical dictionaries vs. encyclopaedic dictionaries; Genaral dictionaries vs. special dictionaries The classification of bilingual dictionaries that are combined with machine translators on the Language Grid. The dictionaries on the Language Grid can be classified into the following three types: (WawrzyÅ„czyk 1996: 8) Global Dictionaries: This type of dictionary is a Web service that provides the standard interface of a bilingual dictionary. Further, such types of dictionaries are registered on the Language Grid. In addition, Global dictionaries are large-sized bilingual dictionaries either specialized for certain domain or general purpose and are shared between the Language Grid Users (e.g., Online Dictionary of Academic Terms); Local Dictionaries: These are also Web services with a standard interface; however they are not registered on the Language Grid. These are large-sized dictionaries specialized for a certain user and are not open to the other Language Grid users. (e.g A Dictionary for NPO Pangaca) Temporal Dictionaries: These dictionaries unlike the other two types, are not Web services and are only accessiblefrom a users application system. These are typically small-sized dictionaries specialized for a certain user and are not open to the other Language Grid users (e.g. Users Dictionary for Language Grid Playground) (Al-Kasimi 1983: 28). A bilingual dictionary can combine a number of the defining features of these contrasts in accordance with the purpose it is intended to serve. 1.2 Theory of bilingual lexicography This part is concerned with selected problems in bilingual lexicography. Lexicography is divided into two related disciplines: Practical lexicography is the art or craft of compiling, writing and editing dictionaries. (Fontenelle 2008: 45) Theoretical lexicography is the scholarly discipline of analyzing and describing the semantic, syntagmatic and paradigmatic relationships within the lexicon (vocabulary) of a language, developing theories of dictionary components and structures linking the data in dictionaries, the needs for information by users in specific types of situation, and how users may best access the data incorporated in printed and electronic dictionaries. (WawrzyÅ„czyk 1996 : 36) This is sometimes referred to as metalexicography. General lexicography focuses on the design, compilation, use and evaluation of general dictionaries, i.e. dictionaries that provide a description of the language in general use. Such a dictionary is usually called a general dictionary or LGP dictionary.(Hill 2002: 9) Bilingual lexicography is occasionally given an important place in lexicography. Most lexicographical literature is focused on monolingual dictionaries, and most often monolingual lexicography is considered to be the proper one. (WawrzyÅ„czyk 1996: 42) Practical lexicographic work involves several activities, and the compilation of really crafted dictionaries require careful consideration of all or some of the following aspects: Profiling the intended users (i.e. linguistic and non-linguistic competences) and identifying their needs, Defining the communicative and cognitive functions of the dictionary, Selecting and organizing the components of the dictionary, Choosing the appropriate structures for presenting the data in the dictionary (i.e. frame structure, distribution structure, macro-structure, micro-structure and cross-reference structure), Selecting words and affixes for systematization as entries, Selecting collocations, phrases and examples, Choosing lemma forms for each word or part of word to be lemmatized, Defining words, Organizing definitions, Specifying pronunciations of words, Labeling definitions and pronunciations for register and dialect, where appropriate. (Hartman 1998:29) One important consideration is the status of bilingual lexicography, or the compilation and use of the bilingual dictionary in all its aspects. In spite of a relatively long history of this dictionary type, it is often said to be less developed in a number of respects than its monolingual counterpart, especially in cases where one of the languages involved is not a major language.(WawrzyÅ„czyk 1996: 45) Not all genres of reference works are available in interlingual versions, e.g. LSP, learners and encyclopedic types, although sometimes these challenges produce new subtypes, e.g. semi-bilingual or bilingualised dictionaries like Hornbys (Oxford) Advanced Learners Dictionary English-Chinese, which have been developed by translating existing monolingual dictionaries. 1.3 Functions of bilingual dictionaries Bilingual dictionaries have many functions. They are used for many tasks and by different groups of users: learners, translators, scholars. Bilingual dictionaries are used in order to aquire some knowledge about one or both of the languages, knowledge which is necessary above all for communication. Students need a good bilingual dictionary to help in their reading of simplified materials in the foreign language. A good bilingual dictionary is an indispensable tool for the student in the intermediate stage of foreign language learning. Some scholars argue that bilingual dictionaries are very inadequate and unnatural because they present words out of their natural elements-context, they put together items which hardly ever occur in the same communicative situation. According to A. Hill (2006) the ideal dictionaries are still and will always be, essential not only in a dictionary prepared for pedagogical purposes, but in only other dictionary as well. These five types of information are: the phonemic structure of word, in morphemic structure; the grammatical modification is undergoes, its syntactic habits, and its meanings. (Hill 2006: 20) A good dictionary should be different for foreigner students of the language and for the native speakers. (Al-Kasimi 1983: 55) 1.4 Target groups or users Users belong to different groups such as children, students, teachers, scientists, trainees, technicians etc. Hartman (1195) classifies the needs of the users into two types (Hill 2006:56): Information: It is one of the factors for the users seek to help of a dictionary to check spellings, meaning, synonyms, pronunciation, etymology. Operations: That is, when the user performs tasks as reading, writing and translating.He refers to the dictionary to find words and meanings. From the point of view of types of users and their two types of needs, dictionaries fall into different categories such as dictionaries for children, students, translators, learners, scholars, creatives writes. Categorisation of the dictionaries from the point of view of user, influences the articulation of the work in the collection of material, selection of entries, choice of defining words while constructing the entries etc. Therefore, this is an important factor in dictionary making and the compiler has to clearly decide on the type of the users and their needs. 1.5 Translation problems There are some particular problems in the translation process: problems of ambiguity, problems that originate from structural and lexical differences between languages and multiword units like idioms and collocations. Another problem would be the grammar because there are several constructions of grammar poorly understood, in the sense that it isnt clear how they should be represented, or what rules should be used to describe them. (Schmalstieg 1969: 20) The words that are really hard to translate are frequently the small common words, whose precise meaning depends heavily on context. Besides, some words are untranslatable when one wishes to remain in the same grammatical category. Language problems: (Schmalstieg 1969:45) Idioms terms and neologism, Unsolved acronyms and abbreviations, Proper names of people, organizations, and places, Slang difficult to understand, Respect to punctuation conventions. English speakers usually choose lexemes very broad in meaning to encode a message. In contrast, very broad lexemes do not occur in Polish frequently, i.e. Polish: English: SzyĆ¡ sukienkÄâ„ ¢ make (sew) a dress 1.6 Phraseology and collocations-basic terms Phraseology appeared in the domain of lexicology and undergoes the process of segregating as a separate branch of linguistics. The reason is clear lexicology deals with words and their meanings, whereas phraseology studies such collocations of words (phraseologisms, phraseological units, idioms), where the meaning of the whole collocation is different from the simple sum of literal meanings of the words, comprising a phraseological unit. (Altenberg 1998:17) Phraseological units are (according to Prof. Kunin A.V. 1970) stable word-groups with partially or fully transferred meanings (to kick the bucket, Greek gift, drink till alls blue, drunk as a fiddler (drunk as a lord, as a boiled owl), as mad as a hatter (as a march hare)). (Altenberg 1998: 25) A phraseological unit is a lexicalized, reproducible bilexemic or polylexemic word group in common use, which has relative syntactic and semantic stability, may be idiomatized, may carry connotations, and may have an emphatic or intensifyi ng function in a text. (Cowie 2001: 10) A collocation is two or more words that often go together. These combinations just sound right to native English speakers, who use them all the time. On the other hand, other combinations may be unnatural and just sound wrong. Look at these examples: Natural English Unnatural English a quick shower a fast shower 1.7 Types of Collocation There are several different types of collocation made from combinations of verb, noun, adjective etc. We can distinguish: petrified collocations, vallency collocations and loose collocations. Petrified collocations function in the utterance as single words. They might be replaced by a single word equivalent or by equivalent collocation to fulfil a semantic function. (M.K 2008, 9) Valency collocatons have a considerable degree of cohesion but their components did not submit to lexicalization. Valency characteristic are for example: Polish English WysunĆ¦Ãƒâ€žÃ¢â‚¬ ¡ Ã…Â ¼Ãƒâ€žÃ¢â‚¬ ¦danie put forward a claim (Ã…Â ¼Ãƒâ€žÃ¢â‚¬ ¦daĆ¡) (claim) Loose collocations are formulated only by the concrete necessity of what the speaker intends to say. There are various possibilities for combinating single words to create a loose collocation.(J.B 1993, 19) A phrase in grammar, a phrase is a group of words functioning as a single unit in the syntax of a sentence. For example, the house at the end of the street is a phrase. It acts like a noun. It can further be broken down into two shorter phrases functioning as adjectives: at the end and of the street, a shorter prepositional phrase within the longer prepositional phrase. At the end of the street could be replaced by an adjective such as nearby: the nearby house or even the house nearby. The end of the street could also be replaced by another noun, such as the crossroads to produce the house at the crossroads. Most phrases have a central word defining the type of phrase. This word is called the head of the phrase. Some phrases, however, can be headless. For example, the rich is a noun phrase composed of a determiner and an adjective without a noun. 1.8 Types of phrases Phrases may be classified by the type of head taken by them: Prepositional phrase (PP) with a preposition as head (e.g. in love, over the rainbow). Languages using postpositions instead have postpositional phrases. The two types are sometimes commonly referred to as adpositional phrases(J.B 1993; 14). Noun phrase (NP) with a noun as head (e.g. the black cat, a cat on the mat) Verb phrase (VP) with a verb as head (e.g. eat cheese, jump up and down) Adjectival phrase (AP) with an adjective as head (e.g. full of toys, fraught with guilt) Adverbial phrase (AdvP) with an adverb as head (e.g. very carefully) 2. POLISH ENGLISH PHRASEOLOGICAL DICTIONARY 2.1 THE AIM OF THE DICTIONARY A phraseological dictionary is a special type of dictionary in which all entries function as collocation. Collocation is the way in which some words are often used together or a particular combination of words used in this way.(M.K, 2008, 5) The aim of Polish-English Phraseological Dictionary is to provide a broad range of phraseological vocabulary and give guidance on words which can be used with a headword. The source of Polish collocations is primarily Phraseological Dictionary of Polish Language by Skorupka ( S.S 1985;) and Phraseological Dictionary of Polish Language by Anna Ciesielska, Katarzyna MosioÅ‚ek-KÅ‚osiÅ„ska.(A.C 1990) In Polish phraseology there is a variety of expressions typical only of the Polish language. It is necessary to mention that not all English collocation given in my work reflect the exact meaning of the Polish ones.

Learning Disability Case Study Essay -- Psychological Assessment

A psychological assessment is a fundamental aspect in measuring intellectual disabilities (Drew & Hardman, 2007). Information provided from partaking in an assessment includes severity of the disability and an understanding of the individual’s limitations as a result of the disability (Drew & Hardman, 2007). Knowledge of these elements, as explained by Drew and Hardman, aid in determining the necessary supports required by the individual to help them cope with the disability. It is important that the assessment measures both cognitive and adaptive aspects of an individual’s functioning because, â€Å"Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills† (Drew & Hardman, 2007, p. 19). Once an assessment of these areas has been completed an individual may be identified as having an intellectual disability. Information discovered by the assessment may lead parents to feel a sense of relief knowing the reason behind their child’s struggles (Lerner & Johns, 2012). With an identification the information collected from the assessment helps professionals provide better care and support to the child and their family (Drew & Hardman, 2007). Identification also leads to increased legal rights of a child for special education and access to essential supports and services (Lerner & Johns, 2012). Unfortunately, the results for an assessment may not be completely accurate, nor fully capture the child’s true performance capabilities (Drew & Hardman, 2007). Also, a diagnosis entails a label and Lerner and Johns (2012), explain that such labels can harmful for children. This diagnostic la... ...are or after their death. This planning will ensure that the child will be prepared for a life without parents to fall back on for support. Works Cited Drew, C., & Hardman, M. (2007). Intellectual Disabilities Across the Lifespan (9th ed). Upper Saddle River, N.J.: Pearson. Hallahan, D. P., Kauffman, J. M., McIntyre, L. J., & Mykota, D. (2010). Exceptional learners: An Introduction to special education. Canadian Edition. Toronto, ON: Pearson Education. Harwell, J., & William Jackson, R. (2008). The Complete Learning Disabilities Handbook: Ready-to-Use Strategies & Activities for Teaching Students with Learning Disabilities (3rd ed.). San Francisco, CA.: Jossey-Bass. Lerner, J. W, & Johns, B. H. (2012). Learning disabilities and related mild disabilities: teaching strategies and new directions (12th ed.). USA: Wadsworth Cengage Learning.

Black House Chapter Twelve

12 A FEW MINUTES LATER, the pickup lurches to a halt between the last of the trees, where the macadam disappears into the weeds and tall grass. The Thunder Five's motorcycles stand tilted in a neat row a few yards ahead and off to his left. Wendell, who has replaced Freddy Saknessum on the seat, gets out and moves a few paces forward, hoping that none of the ripe aroma of dried sweat, unwashed flesh, and stale beer emerging from his fellow passengers has clung to his clothing. Behind him, he hears Freddy jumping down from the back of the truck as the others climb out and shut the doors without making any more than twice as much noise as necessary. All Wendell can see from his position is the colorless, rotting rear wall of Ed's Eats rising from a thick tangle of Queen Anne's lace and tiger lilies. Low voices, one of them Beezer St. Pierre's, come to him. Wendell gives the Nikon a quick once-over, removes the lens cap, and cranks a new roll of film into place before moving with slow, qui et steps past the bikes and along the side of the ruined structure. Soon he is able to see the overgrown access road and the patrol car astride it like a barrier. Down close to the highway, Danny Tcheda and Pam Stevens wrangle with half a dozen men and women who have left their cars strewn like toys behind them. That's not going to work much longer: if Tcheda and Stevens are supposed to be a dam, the dam is about to spring some serious leaks. Good news for Wendell: a maximum amount of confusion would give him a lot more leeway and make for a more colorful story. He wishes he could murmur into his recorder right now. The inexperience of Chief Gilbertson's force was evident in the futile efforts of Officers Tcheda and Stevens to turn back the numbers of those citizens eager to witness for themselves the latest evidence of the Fisherman's insanity . . . Ah, something, something, then: but this journalist was able to place himself at the heart of the scene, where he felt proud and humbled to serve as the eyes and ears of his readers . . . Wendell hates to lose such splendid stuff, but he cannot be sure he will remember it, and he does not dare to take the risk of being overheard. He moves closer to the front of Ed's Eats. The humble ears of the public take in the sound of Beezer St. Pierre and Dale Gilbertson having a surprisingly amiable conversation directly in front of the building; the humble eyes of the public observe Jack Sawyer walking into view, an empty plastic bag and a baseball cap swinging from the fingers of his right hand. The humble nose of the public reports a truly awful stench that guarantees the presence of a decomposing body in the shabby little structure to the right. Jack is moving a little more quickly than usual, and although it is clear that he is just going to his pickup, he keeps glancing from side to side. What's going on here? Golden Boy looks more than a little furtive. He's acting like a shoplifter just stuffing the goodies under his coat, and golden boys shouldn't behave that way. Wendell raises his camera and focuses in on his target. There you are, Jack old boy, old fellow, old sport, crisp as a new bill and twice as sharp. Look pretty for the camera, now, and let us see what you've got in your hand, okay? Wendell snaps a picture and watches through his viewfinder as Jack approaches his truck. Golden Boy is going to stash those things in the glove compartment, Wendell thinks, and he doesn't want anyone to see him do it. Too bad, kid, you're on Candid Camera. And too bad for the proud yet humble eyes and ears of French County, because when Jack Sawyer reaches his truck he does not climb in but leans over the side and fiddles around with something, giving our noble journalist a fine view of his back and nothing else. The noble journalist takes a picture anyhow, to establish a seque nce with the next photo, in which Jack Sawyer turns away from his truck empty-handed and no longer furtive. He stashed his grubby treasures back there and got them out of sight, but what made them treasures? Then a lightning bolt strikes Wendell Green. His scalp shivers, and his crinkly hair threatens to straighten out. A great story just became unbelievably great. Fiendish Murderer, Mutilated Dead Child, and . . . the Downfall of a Hero! Jack Sawyer walks out of the ruin carrying a plastic bag and a Brewers cap, tries to make sure he is unobserved, and hides the stuff in his truck. He found those things in Ed's Eats, and he squirreled them away right under the nose of his friend and admirer Dale Gilbertson. Golden Boy removed evidence from the scene of a crime! And Wendell has the proof on film, Wendell has the goods on the high-and-mighty Jack Sawyer, Wendell is going to bring him down with one god-almighty huge crash. Man oh man, Wendell feels like dancing, he does, and is unable to restrain himself from executing a clumsy jig with the wonderful camera in his hands and a sloppy grin on his face. He feels so good, so triumphant, that he almost decides to forget about the four idiots waiting for his signal and just pack it in. But hey, let's not get all warm and fuzzy here. The supermarket tabloids are panting for a nice, gruesome photograph of Irma Freneau's dead body, and Wendell Green is the man to give it to them. Wendell takes another cautious step toward the front of the ruined building and sees something that stops him cold. Four of the bikers have gone down to the end of the overgrown lane, where they seem to be helping Tcheda and Stevens turn away the people who want to get a good look at all the bodies. Teddy Runkleman heard that the Fisherman stowed at least six, maybe eight half-eaten kids in that shack: the news grew more and more sensational as it filtered through the community. So the cops can use the extra help, but Wendell wishes that Beezer and crew were blowing the lid off things instead of helping to keep it on. He comes to the end of the building and peers around it to see everything that is going on. If he is to get what he wants, he will have to wait for the perfect moment. A second FLPD car noses in through the vehicles hovering out on 35 and moves up past Tcheda's car to swing onto the weeds and rubble in front of the old store. Two youngish part-time cops named Holtz and Nestler get out and stroll toward Dale Gilbertson, trying hard not to react to the stench that gets more sickening with each step they take. Wendell can see that these lads have even more difficulty concealing their dismay and astonishment at seeing their chief engaged in apparently amiable conversation with Beezer St. Pierre, whom they probably suspect of myriad nameless crimes. They are farm boys, UW?CRiver Falls dropouts, who split a single salary and are trying so hard to make the grade as police officers that they tend to see things in rigid black-and-white. Dale calms them down, and Beezer, who could pick each of them up with one hand and smash their skulls like soft-boiled eggs, smiles benignly. In response to what must have been Dale's orders, the new boys trot back down to t he highway, on the way casting worshipful glances at Jack Sawyer, the poor saps. Jack wanders up to Dale for a little confab. Too bad Dale doesn't know that his buddy is concealing evidence, hah! Or, Wendell considers, does he know is he in on it, too? One thing's for sure: it will all come out in the wash, once the Herald runs the telltale pictures. In the meantime, the dude in the straw hat and the sunglasses just stands there with his arms folded across his chest, looking serene and confident, like he has everything so under control that even the smell can't reach him. This guy is obviously a key player, Wendell thinks. He calls the shots. Golden Boy and Dale want to keep him happy; you can see it in their body language. A touch of respect, of deference. If they are covering something up, they're doing it for him. But why? And what the devil is he? The guy is middle-aged, somewhere in his fifties, a generation older than Jack and Dale; he is too stylish to live in the country, so he's from Madison, maybe, or Milwaukee. He is obviously not a cop, and he doesn't look like a businessman, either. This is one self-reliant mother; that comes through loud and clear. Then another police car breaches the defenses down on 35 and rolls up beside the part-timers'. Golden Boy and Gilbertson walk up to it and greet Bobby Dulac and that other one, the fat boy, Dit Jesperson, but the dude in the hat doesn't even look their way. Now, that's cool. He stands there, all by himself, like a general surveying his troops. Wendell watches the mystery man produce a cigarette, light up, and exhale a plume of white smoke. Jack and Dale walk the new arrivals into the old store, and this bird keeps on smoking his cigarette, sublimely detached from everything around him. Through the rotting wall, Wendell can hear Dulac and Jesperson complaining about the smell; then one of them grunts Uh! when he sees the body. â€Å"Hello boys?† Dulac says. â€Å"Is this shit for real? Hello boys?† The voices give Wendell a good fix on the location of the corpse, way back against the far wall. Before the three cops and Sawyer begin to shuffle toward the front end of the store, Wendell leans out, aims his camera, and snaps a photograph of the mystery man. To his horror, the Cat in the Hat instantly looks in his direction and says, â€Å"Who took my picture?† Wendell jerks himself back into the protection of the wall, but he knows the guy must have seen him. Those sunglasses were pointed right at him! The guy has ears like a bat he picked up the noise of the shutter. â€Å"Come on out,† Wendell hears him say. â€Å"There's no point in hiding; I know you're there.† From his reduced vantage point, Wendell can just see a State Police car, followed by French Landing's DARE Pontiac, barreling up from the congestion at the end of the lane. Things seem to have reached the boiling point down there. Unless Wendell is wrong, he thinks he glimpses one of the bikers pulling a man out through the window of a nice-looking green Olds. Time to call in the cavalry, for sure. Wendell steps back from the front of the building and waves to the troops. Teddy Runkleman yells, â€Å"Hoo boy!† Doodles screeches like a cat in heat, and Wendell's four assistants charge past him, making all the noise he could wish for.

Battle of York in the War of 1812

Battle of York in the War of 1812 The Battle of York was fought April 27, 1813, during the War of 1812 (1812-1815). In 1813, American commanders around Lake Ontario elected to move against York (present-day Toronto), the capital of Upper Canada. Though lacking in strategic value, York presented an easier target than the main British base on the lake at Kingston. Landing on April 27, American forces were able to overwhelm Yorks defenders and captured the town, though promising young commander Brigadier General Zebulon Pike was lost in the process. In the wake of the battle, American troops looted and burned the town. Background In the wake of the failed campaigns of 1812, newly re-elected President James Madison was forced to reassess the strategic situation along the Canadian border. As a result, it was decided to focus American efforts for 1813 on achieving victory on Lake Ontario and the Niagara frontier. Success on this front also required control of the lake. To this end, Captain Isaac Chauncey had been dispatched to Sackets Harbor, NY in 1812 for the purpose of constructing a fleet on Lake Ontario. It was believed that victory in and around Lake Ontario would cut off Upper Canada and open the way for an attack on Montreal. In preparation for the main American push at Lake Ontario, Major General Henry Dearborn was ordered to position 3,000 men at Buffalo for a strike against Forts Erie and George as well as 4,000 men at Sackets Harbor. This second force was to attack Kingston at the upper outlet of the lake. Success on both fronts would sever the lake from Lake Erie and the St. Lawrence River. At Sackets Harbor, Chauncey had rapidly constructed a fleet that had wrested naval superiority away from the British. Meeting at Sackets Harbor, Dearborn and Chauncey began to have misgivings about the Kingston operation despite the fact that the objective was only thirty miles away. While Chauncey fretted about possible ice around Kingston, Dearborn was concerned about the size of the British garrison. Instead of striking at Kingston, the two commanders instead elected to conduct a raid against York, Ontario (present-day Toronto). Though of minimal strategic value, York was the capital of Upper Canada and Chauncey had intelligence that two brigs were under construction there. Battle of York Conflict: War of 1812Dates: April 27, 1813Armies Commanders:AmericansMajor General Henry DearbornBrigadier General Zebulon PikeCommodore Isaac Chauncey1,700 men, 14 shipsBritishMajor General Roger Hale Sheaffe700 regulars, militia, and Native AmericansCasualties:Americans: 55 killed, 265 woundedBritish: 82 killed, 112 wounded, 274 captured, 7 missing The Americans Land Departing on April 25, Chaunceys ships carried Dearborns troops across the lake to York. The town itself was defended by a fort on the west side as well as a nearby Government House Battery mounting two guns. Further west was the small Western Battery which possessed two 18-pdr guns. At the time of the American attack, the lieutenant governor of Upper Canada, Major General Roger Hale Sheaffe was in York to conduct business. The victor of the Battle of Queenston Heights, Sheaffe possessed three companies of regulars, as well as around 300 militia and as many as 100 Native Americans. Having crossed the lake, American forces began landing approximately three miles west of York on April 27. A reluctant, hands-off commander, Dearborn delegated operational control Brigadier General Zebulon Pike. A famed explorer who had traversed the American West, Pikes first wave was led by Major Benjamin Forsyth and a company of the 1st US Rifle Regiment. Coming ashore, his men were met by intense fire from a group of Native Americans under James Givins. Sheaffe ordered a company of the Glengarry Light Infantry to support Givins, but they became lost after leaving town. Map of the Battle of York.   Public Domain Fighting Ashore Outflanking Givins, the Americans were able to secure the beachhead with the assistance of Chaunceys guns. Landing with three more companies, Pike began forming his men when they were attacked by the grenadier company of the 8th Regiment of Foot. Outnumbering their attackers, who launched a bayonet charge, they repelled the assault and inflicted heavy losses. Reinforcing his command, Pike began advancing by platoons towards the town. His advance was supported by two 6-pdr guns while Chaunceys ships began a bombardment of the fort and Government House Battery. Directing his men to block the Americans, Sheaffe found that his forces were being steadily driven back. An attempt was made to rally around the Western Battery, but this position collapsed following the accidental detonation of the batterys travelling magazine. Falling back to a ravine near the fort, the British regulars joined with the militia to make a stand. Outnumbered on land and taking fire from the water, Sheaffes resolve gave way and he concluded that the battle was lost. Instructing the militia to make the best terms possible with the Americans, Sheaffe and regulars retreated east, burning the shipyard as they departed. As the withdrawal began, Captain Tito LeLià ¨vre was sent to blow up the forts magazine to prevent its capture. Unaware that the British were departing, Pike was preparing to assault the fort. He was approximately 200 yards away interrogating a prisoner when LeLià ¨vre detonated the magazine. In the resulting explosion, Pikes prisoner was killed instantly by debris while the general was mortally wounded in the head and shoulder. In addition, 38 Americans were killed and over 200 wounded. With Pike dead, Colonel Cromwell Pearce took command and re-formed the American forces. A Breakdown of Discipline Learning that the British wished to surrender, Pearce sent Lieutenant Colonel George Mitchell and Major William King to negotiate. As talks began, the Americans were annoyed at having to deal with the militia rather than Sheaffe and the situation worsened when it became clear that the shipyard was burning. As talks moved forward, the British wounded were gathered in the fort and largely left unattended as Sheaffe had taken the surgeons. That night the situation deteriorated with American soldiers vandalizing and looting the town, despite earlier orders from Pike to respect private property. In the days fighting, the American force lost 55 killed and 265 wounded, mostly as a result of the magazine explosion. British losses totaled 82 killed, 112 wounded, and 274 captured. The next day, Dearborn and Chauncey came ashore. After prolonged talks, a surrender agreement was produced on April 28 and the remaining British forces paroled. While war material was confiscated, Dearborn ordered the 21st Regiment into the town to maintain order. Searching the shipyard, Chaunceys sailors were able to refloat the aged schooner Duke of Gloucester, but were unable to salvage the sloop of war Sir Isaac Brock which had been under construction. Despite the ratification of the surrender terms, the situation in York did not improve and soldiers continued to loot private homes, as well as public buildings such as the town library and St. James Church. The situation came to a head when the Parliament buildings burned. Aftermath On April 30, Dearborn returned control to the local authorities and ordered his men to re-embark. Before doing so, he ordered other government and military buildings in the town, including the Governors Residence, deliberately burned. Due to foul winds, the American force unable to depart the harbor until May 8. Though a victory for American forces, the attack on York cost them a promising commander and did little to alter the strategic situation on Lake Ontario. The looting and burning of the town led to calls for revenge across Upper Canada and set the precedent for subsequent burnings, including that of Washington, DC in 1814.

9 Tips for Managing Exam Stress

9 Tips for Managing Exam Stress Do you struggle with exam stress? Do you grapple with test-style performance anxiety? It’s all good and perfectly natural for the vast majority of human beings. So relax, and read this 4-minute article full of tips for managing said stress. Enjoy! 1. Come Prepared The more prepared you are the more in-control you’ll feel. You’ll be confident and inspired rather than under slept and on the edge of sheer panic. When you slack off, excessively procrastinate or rely on ineffective study habits test time can be a nightmarish experience! So start studying early, set a study schedule in stone and stick to it, and make sure that come test time you’ve got your ducks in a row. Also, you should find out all the details about the exams. Check out which 15 questions you must ask your professor before finals. 2. Sleep Like 10 Hours! Now, the more prepared you are for the test the easier you’ll sleep the night before. If you didn’t procrastinate then on the day before the test you shouldn’t have a tremendous amount to do other than simply brush up on things you already know and go over them one last time. That’s it. So it should be easy to crash early and get up early. Refreshed, mentally awake and ready to ace it! If you dont feel confident and want to study at night, then at least find out how to study for a test the night before effectively. 3. Get Adequate Micronutrients First of all, don’t skip breakfast on test day. And, eat a healthy breakfast. In fact, if you eat healthy in general your mind is going to work better†¦Eat organics. Eat fresh fruits and veggies. Stay away from over processed, preserved and packaged foods. It’s going to help you stay in shape and seriously, that translates into a sharper mind. 4. Stay Away from Stimulants Don’t drink coffee in the morning of the test. You should have gotten plenty of sleep the night before. Stay away from high sugar/caffeine energy drinks as well because they’ll typically cause you to crash. What if you crash during the test and pass out, drooling on your test? It’s not a good idea to consume this stuff when you need to be on your game. 5. Avoid Perfectionism You can actually take things too seriously and cause yourself to draw a big fat blank during the test! Perfectionism is creepy and it causes heart attacks dude. Yes, A’s are awesome. We all know that, but keep things in perspective please. B’s and C’s get degrees as well. Do your best of course, but don’t have a stroke in the process. 6. Call Mom or Dad In other words, if you’re feeling super-stressed out just call someone that cares about you and have a chat. Let it out! Talk to someone older that’s been through it. Talk to your professor. Talk to someone that understands. Conversation can be a HUGE stress reliever and it gives you a chance to verbalize what you’ve been neck-deep in for a while. 7. Keep Negativity In Check Depression and anxiety are rampant on modern college campuses today. Exercise and proper nutrition are going to work wonders, along with staying away from artificial stimulants. Furthermore, adequate sleep really helps as well. But, at the end of the day your attitude is going to be a pretty big indicator of how you’ll perform on a test. Keep your attitude confident and upbeat and you’ll do things you never imagined you could! 8. Don’t Study Alone Think of taking a big test like going into battle. No one wants to head out into the field of war alone. No one wants to face the hordes all by their lonesome. When you know that you’re taking tests with friends or study partners, it feels like a shared load. Studying in groups is genius. Really, it pays off in more ways than one. You meet people. You feel more relaxed during tests. The studying is typically better quality. The list goes on and on and it can really be a stress reliever. 9. Take Breaks This goes along with obsessive compulsive perfectionism. Don’t take things so seriously that you never disengage and give your psyche a break for a month before the test. If you’ve done your homework regularly, attended class, taken good notes and studied along the way you’ll do fine! Make sure to do other stuff. Go out and see a movie. Play some basketball. Go on a hike. Get your back waxed. Something! Yes, at the end of the day college can be reduced to a number of critical tests that determine whether you get a degree or not. That’s true. But exam stress doesn’t do you a whole lot of good. If you use it like an iron hot cattle prod behind you, propelling you to do the right thing, then that’s great! But if you let the stress consume you it’s only going to brutalize your scores. What do you do to handle exam stress and anxiety and come out on top? Don’t be shy, because you could really help someone in a time of dire need here.

Greatest challenge facing law enforcement agencies in investigating, Essay

Greatest challenge facing law enforcement agencies in investigating, exploitation, cyberstalking, and obscenity - Essay Example These crimes include crimes related to exploitation, cyber-stalking, and obscenity, which have exposed the unpreparedness of law enforcement agencies in handling emerging crimes. In addition, law enforcement agencies face a challenge related to turf wars and jurisdiction when investigating cybercrimes. This expose investigates the challenges faced by law enforcement agencies while investigating exploitation, cyber-stalking, and obscenity. Moreover, the expose goes to the extent of proposing the solutions to the challenges faced by law enforcement agencies. First, cybercrimes have caught the attention of the world with President Obama declaring cyber crimes and threats as the â€Å"most serious economic and national security challenges† faced by America in the 21st century (National Security Council, 2009). Nonetheless, experts identify implementation of policies that eliminated challenges faced by law enforcers as the first step towards eliminating cybercrimes and threats in c yber space. In this regard, experts agree that law enforcers face challenges regarding the investigation of cyber-stalking, exploitation, and obscenity. In line with this, the National Center for Victims of Crime (2004) noted that law enforcers faced challenges while investigating cyber-stalkers since stalking consists of repeated individual conduct that may not constitute a crime. In addition, law enforcers faced a challenge while investigating cyber-stalkers due to the challenging nature of identifying cyber-stalkers who will become violent. In this regard, law enforcers will face a challenge in profiling cyber-stalkers since there lacks a legal definition of cyber-stalkers and profiling them remains a challenge to date. A Congress report of 2001 identified a number of challenges that law enforcement agencies faced when investigating obscenity and exploitation. In this case, the report indicated that law enforcement agencies were ill equipped to deal with crimes of this nature sin ce criminals were sophisticated and they used advanced technology to commit these crimes. Hence, the identification of these criminals was a challenge. Moreover, the report noted that the criminal might be in a different jurisdiction and their identification did not guarantee further investigation by law enforcers. On the other hand, the report identified the challenge faced by law enforcers who investigated obscenity and exploitation by noting that the process of extracting data to investigate and prosecute obscenity and exploitation criminals remained a challenge. States, nations, and different localities draw jurisdictional boundaries between them within which various law enforcement agencies are responsible for administration of justice. Significantly, laws are only effective within the territorial boundaries of a particular jurisdiction, which is a weakness that cyber criminals identified and exploited. In the US, jurisdictional issues challenge the investigation of cyber crime s in two aspects. First, there is an underlying jurisdictional overlap between state laws and federal laws regarding the investigation of cybercrimes. In this case, Brenner and Koops (2004) noted that some state laws might not classify some aspects of a crime as

Spectator Management Plan (Event Managment) Case Study

Spectator Management Plan (Event Managment) - Case Study Example Women would watch the games from a far of which still was wrong and if they were found they paid dearly for disobeying. This in real sense was a way of managing the spectators. The Type of Event and the Venue of the Event The type of event that we are going to deal with is a sport event taking place at the National Stadium at 4: 00pm in the evening till 9:00pm.This stadium has a capacity of holding more than five thousand spectators. We considered the national stadium because there are few potential hazards that can take place there. This venue is near the general hospital where we can get medical help whenever we need it. The area is not so crowded and there is a super highway which will check traffic jams and overcrowding of people. The venue is also well installed with fire extinguishers which will help in case of fire outbreak. It is also well lit to provide light at the dark hours of the night. According to Labtrobe Council. (www.latrobe.tas.gov.au), the stadium has well shelter ed areas for the patrons, staffs and the volunteers incase weather conditions are harsh. These areas that have been set up include transport pick up and set down joints, spectator and official viewing points, seating and eating areas, first aid areas and event management areas, entrance and ticketing areas and competitor and official viewing areas. ... As we move forward we are going to discuss on how each stake holder is going to take up his role in spectator management. Crowd Management Strategies (1997-2000) To plan effectively for an event there are several things that a facility management must take into account. Technology and Equipment. Technology and equipment includes surveillance cameras, onsite monitoring and effective communication. Surveillance cameras are going to be installed at every entrance of the stadium. These cameras will help in monitoring the proceedings of the event at hand. Communication radios will be a vital need for ever officer and they should be in good condition with no disappointments. This will make it easy to track any risk. Obtainance of Permits. This was done at the local council where we were issued with a written document to show the time, venue, activity and laws that are to be followed during the running of the event. Obtainance of road closures and permits to sell alcohol was given to us by the local authority. First aid is not an exception especially in this stadium where the event is going to take place. Not only did we need a first aid kit, but we also needed experienced people as well in the field of the same and we got them. Emergency outs are available in case there is an incident and the spectators need to escape through another outlet. For example, in case of a fire break out. Behavior Of The Crowd Involved. Three important categories of personnel are involved here. We have the operator, security (in this case the police force) and the event promoter. These people will know the behavior of the crowd at the stadium so that they can plan well. Crowd Management Strategies (1997-2000) we noted four types of conditions that can create