Free Essays on Spectator Violence

â€Å"These people want to hurt you. It’s frightening. You feel like you’re in a cage out there†. Reggie Smith, (Berger, 1990). Spectator violence at sporting events has been recorded throughout history. People who have power over the events, often team owners, indirectly influence the amount of spectator violence by encouraging the factors contributing to violence, in order to benefit themselves. Sale of alcohol, encouraging crowd intensity, creating rivalries, and targeting social groups, are factors affecting the degree of spectator violence and can be proven to be influenced by the owner’s actions. Therefore the blame for spectator violence can be attributed to whoever has power over the sport. Many historians suggest that an increase in spectator violence coincides with the commercialization of sports. Anthropologists agree that in societies where games were not for profit, they were enjoyed as celebrations of physical skill without competitiveness or violence between players or spectators (Berger, 1990). However, when people gained power or financially from the sporting events, spectator violence increased (Berger, 1990). Public spectacles and games were part of the Roman Empire. Each emperor had an amphitheater and the size of the crowd reflected the emperor’s wealth or power. The emperor through crowd excitement could influence spectator violence to such an extent that gladiators could be killed or freed depending on the crowd’s effect on the emperor (Robinson, 1998). The emperor encouraged the Roman working class, â€Å"to forget their own suffering, by seeing others suffer,† while the senators, and emperor would benefit financially from gambling p rofits (Robinson, 1998). With the commercialization of sports, owners’ profits increased with alcohol sales. Beer drinking has been an integral part of sports since the late 1870’s. Chris van der Alie noticed that his saloon did well when St. Louis Brown Stockings were... Free Essays on Spectator Violence Free Essays on Spectator Violence â€Å"These people want to hurt you. It’s frightening. You feel like you’re in a cage out there†. Reggie Smith, (Berger, 1990). Spectator violence at sporting events has been recorded throughout history. People who have power over the events, often team owners, indirectly influence the amount of spectator violence by encouraging the factors contributing to violence, in order to benefit themselves. Sale of alcohol, encouraging crowd intensity, creating rivalries, and targeting social groups, are factors affecting the degree of spectator violence and can be proven to be influenced by the owner’s actions. Therefore the blame for spectator violence can be attributed to whoever has power over the sport. Many historians suggest that an increase in spectator violence coincides with the commercialization of sports. Anthropologists agree that in societies where games were not for profit, they were enjoyed as celebrations of physical skill without competitiveness or violence between players or spectators (Berger, 1990). However, when people gained power or financially from the sporting events, spectator violence increased (Berger, 1990). Public spectacles and games were part of the Roman Empire. Each emperor had an amphitheater and the size of the crowd reflected the emperor’s wealth or power. The emperor through crowd excitement could influence spectator violence to such an extent that gladiators could be killed or freed depending on the crowd’s effect on the emperor (Robinson, 1998). The emperor encouraged the Roman working class, â€Å"to forget their own suffering, by seeing others suffer,† while the senators, and emperor would benefit financially from gambling p rofits (Robinson, 1998). With the commercialization of sports, owners’ profits increased with alcohol sales. Beer drinking has been an integral part of sports since the late 1870’s. Chris van der Alie noticed that his saloon did well when St. Louis Brown Stockings were...

When To Use Accents and Diacritical Marks in Spanish

When To Use Accents and Diacritical Marks in Spanish The most immediately obvious difference between written Spanish and written English is Spanishs use of written accents, and occasionally of diereses (also known as umlauts). Both of these features are known as diacritical marks. Beginning Spanish students usually learn right away that the main use of the accent is to help with pronunciation, and specifically in telling the speaker which syllable of a word should be stressed. However, accents also have other uses, such as distinguishing between certain homonyms, parts of speech, and indicating a question. The only use of the dieresis is to assist in pronunciation. Here are the basic rules for using the written accent and the dieresis: Stress The rules for determining which syllable should be stressed are quite simple in Spanish. Accents are used to indicate exceptions to the rules. Here are the basic rules: If a word ends in a vowel, the letter s, or the letter n, the stress is on the next to last syllable.In other words without an accent, the stress is on the last syllable. Simply put, if the stress is on a syllable other than that indicated above, an accent is used to indicate where the stress is placed. Following are a few examples, with the approximate pronunciation in phonetic English. Note that a vowel may either gain or lose an accent when a word is put into plural or singular form. See the rules on pluralization for other examples. examen (egg-SAH-men)exmenes (eggs-SAH-men-ess)muà ±Ãƒ ³n (moon-YOHN)muà ±ones (moon-YOHN-ness)cancià ³n (kahn-SEEOHN)canciones (kahn-SEEOHN-ess) Distinguishing Homonyms Homonym pairs are separate words that have different meanings even though they sound alike. Here are some of the most common ones: de, of, from; dà © first- and third-person singular subjunctive form of dar, to give)el, the; à ©l, hemas, but; ms, moremi, my; mà ­, me;se, a reflexive and indirect object pronoun used in various ways; sà ©, I knowsi, if; sà ­, yessolo, only (adjective), single, alone; sà ³lo, only (adverb), solelyte, you (as an object); tà ©, teatu, your; tà º, you Demonstrative Pronouns Although the spelling reform of 2010 means they arent strictly necessary except to avoid confusion, accents also are traditionally used in Spanish on demonstrative pronouns to distinguish them from demonstrative adjectives. Talk about demonstrative parts of speech might sound like a mouthful, so its probably best to remember that in English were simply talking about the words this, that, these and those. In English, those words can be either adjectives or pronouns. In I like this book, this is an adjective; in I like this, this is a pronoun, since it stands for a noun. Here are the same sentences in Spanish: Me gusta este libro, I like this book. Me gusta à ©ste, translated as either I like this or I like this one. Note that when used as a pronoun, à ©ste traditionally has a written accent. In Spanish the demonstrative pronouns in the singular masculine form are à ©ste, à ©se, and aquà ©l, and the corresponding adjectives are este, ese, and aquel. Although distinguishing the meanings of these pronouns goes beyond the scope of this lesson, suffice it to say here that este/à ©ste corresponds roughly to this, while both ese/à ©se and aquel/aquà ©l can be translated as that. Items with which aquel/aquà ©l are used are farther from the speaker. Quiero aquel libro could be translated as I want the book thats over there. The following chart shows the various forms of the demonstrative pronouns (with the traditional accents) and adjectives, including the feminine and plural forms: Quiero este libro, I want this book. Quiero à ©ste, I want this one. Quiero estos libros, I want these books. Quiero à ©stos, I want these ones. Quiero esta camisa, I want this shirt. Quiero à ©sta, I want this one. Quiero estas camisas, I want these shirts. Quiero à ©stas, I want these ones.Quiero ese libro, I want that book. Quiero à ©se, I want that one. Quiero esos libros, I want those books. Quiero à ©sos, I want those ones. Quiero esa camisa, I want that shirt. Quiero à ©sa, I want that one. Quiero esas camisas, I want those shirts. Quiero à ©sas, I want those ones.Quiero aquel libro, I want that book over there. Quiero aquà ©l, I want that one over there. Quiero aquellos libros, I want those books over there. Quiero aquà ©llos, I want those ones over there. Quiero aquellas camisas, I want those shirts over there. Quiero aquà ©llas, I want those ones over there. There are also neuter variations of these pronouns (eso, esto, and aquello), and they are not accented because there are no corresponding neuter adjective forms. Interrogatives: A number of words are accented when they are used in a question (including an indirect question) or exclamation, but they arent otherwise accented. Such words are listed below:  ¿Adà ³nde? Where (to)? ¿Adà ³nde vas? Where are you going? ¿Cà ³mo? How? ¿Cà ³mo ests? How are you? ¿Cul?  ¿Cules? Which one? Which ones? ¿Cul es ms caro? Which one is more expensive? ¿Cundo? When?  ¿Cundo sales? When are you leaving? ¿Cunto?  ¿Cunta?  ¿Cuntos?  ¿Cuntas? How much? How many?  ¿Cuntos pesos cuesta el libro? How many pesos does the book cost? ¿Dà ³nde? Where?  ¿De dà ³nde es usted? Where are you from? ¿Por quà ©? Why?  ¿Por quà © vas? Why are you going? ¿Quà ©? What? Which?  ¿Quà © libro prefieres? What book do you prefer? ¿Quià ©n?  ¿Quienes? Who? Whom?  ¿Quià ©nes quieren mi libro? Who wants my book? Diereses: The dieresis (or umlaut) is used above the u when the u is sounded in the combinations of gà ¼i or gà ¼e. Without the umlaut, known as la dià ©resis or la crema in Spanish, the u would be silent, serving only to indicate that the g is pronounced as a hard g rather than similar to the j. (For example, guey with no umlaut would sound something like gay.) Among the words with umlauts are vergà ¼enza, shame; cigà ¼eà ±a, stork or crank; pingà ¼ino, penguin; and agà ¼ero, prediction.

Managed Services Provider Research Paper Example | Topics and Well Written Essays - 1000 words

Managed Services Provider - Research Paper Example Companies outsource their IT based business processes to the managed service providers because it costs them very less as well as increases the reliability of the outsourced business processes. â€Å"A business will contract with a managed service provider to fill certain needs that are met more cost effectively by outsourcing than by purchasing and supporting equipment in-house† (White, n.d.). Managed service providers use the concept of cloud computing to provide reliable and cost effective services to the client companies. Schauland (2011) states, â€Å"Cloud computing is used to allow services used in everyday practice to be moved onto the Internet rather than stored on a local computer†. Cloud computing facilitates people and helps them perform their IT related tasks by eliminating the need of any specific place or a particular computer system. Some of the major tasks, which managed service providers, perform for the client companies include virtual private network , IP telephony, managed firewalls, messaging and call center, and monitoring or reporting of network servers. Unlike traditional business applications, managed service providers eliminate the problems of hardware and software installation and maintenance for its clients. In traditional settings, companies need to install, configure, test, and run every hardware and software application on their own. ... Computers, which are used locally, no longer need to perform heavy workloads because applications are kept online and the service providers handle the networks of such applications. Managed service providers assist companies in many areas. Some of those areas include network monitoring, network security, and information management. They also provide many other facilities, which may include alerts, data backup and recovery for different client devices, and patch management. For companies, some of the main advantages of using such services include no requirement of ease in running applications, ease of integration with proprietary systems, low capital investment, and intuitive interface of software applications. Some other advantages for the companies, which make them switch to such services providers include low security risk and improved organization of IT related business processes. Service providers make use of Virtual Private Networks (VPNs) that use such security protocols, which do not remain the same forever rather they continue changing their protocols in order to ensure more protection against hackers. This feature of VPNs attracts a large number of companies towards managed service providers. Such companies find it easier to ensure network security by using the VPNs provided by the managed service providers. Some other benefits, which the companies gain by using the VPNs of managed service providers, include reduction in time and money consumption. Companies just need to pay for the virtual networks; they do not need to spend their precious tie and money to get the services of virtual networks. â€Å"The  managed service provider  assumes ongoing responsibility for monitoring, managing and/or problem resolution for

Explain the content and effect of the UK law relating to money Essay

Explain the content and effect of the UK law relating to money laundering - Essay Example The world estimate for the amount of money involved in money laundering is around US$ 500 billion to US$ 1.5 trillion. This is a huge amount of money by any calculation to the financial systems involved. The problem is grim and the dimensions are enormous and the steps taken to contain this problem are monumental. Added to this is the money got from other countries through corrupt dictators. Chamberlain (2002) describes this scenario and illustrates the "difficulties involved in recovering assets that are the proceeds of grand corruption by politicians and officials who have held high office" in African countries. In these cases the corruption has reached the scale that the culprits ensure that their gains are put outside the jurisdiction of the victim country and laundered to disguise their origins. "Clearly the problem is enormous. It is also clear that money laundering extends far beyond hiding drug profits. In the UK this is evidenced in the legislation that has been enacted to c ounter this crime. For example, confiscation and money laundering provisions are contained in the Drug Trafficking Offences Act 1986 (DTOA), in the Criminal Justice Act 1988 and the Criminal Justice (International Co-operation) Act 1990. These provisions focus particularly on drug trafficking." 1 UK laws pertaining to money laundering These laws address the issues of money laundering and financing terrorist outfits. In the UK, and also in other countries, these two have been recognized as very serious crimes. These two crimes greatly contribute to the globally ongoing unlawful activities of crimes that are organized by terrorist organizations and other criminals (Dayanath, 2003; Johnson, 2003). The scopes of these activities are difficult to gauge and the magnitude is unknown in the UK, since these activities are very secretive and enigmatic. The UK Government, however, has recently made moves to strengthen its laws and improve their ability to investigate these crimes on a global scale. 2 Two laws pertaining to Money Laundering were enacted in the UK in recent years since preventing money laundering and governing its legislation are relatively new concepts. With the 11/9 bombing that took place in New York these laws have become essential in containing these heinous crimes (Johnson, 2003). To put in very simple lay man terms, the UK law looks very strongly at those accused or even suspected of being involved in a money laundering racket. A person can be sentenced to 14 years in jail; what is significant here is that there can be no remission on this sentence. One cannot claim any kind of ignorance or coercion in this case and hence this cannot be treated as defence. Whether one likes it or not, if a person is aware that another person in an organization is guilty of money laundering of some sort, he or she is bound by law to report the same to the authorities. Salient features of the law Money laundering crimes are on the increase in the UK and hence these acts have come at the right juncture. It provides the general legal basis and framework

Resistors in series and parallel Essay Example for Free

Resistors in series and parallel Essay Resistors are used in various real life applications to perform tasks that involve: limiting the current that goes through a section of a circuit, introducing a voltage drop in a circuit, generating heat and the protection of components of a circuit. It is important to calculate the resistance of resistors so that the electrical circuits produced using them will perform in the manner that their manufacturer wanted them to. If the wrong resistance/resistor is used then delicate components that need only a relatively small amount of current may be destroyed. All resistors have a level of tolerance. This is to allow for imperfections in the manufactured object. It was determined through experimentation that all of the resistors that were used in this experiment were within their tolerance range with the exception of R4 (See Table 1). This resistor had a nominal value of 1600 ohms and a tolerance of +/-5%. This means that this resistor should have had a value within the range of 1520-1680 ohms, however  the actual resistance was found to be 1798 ohms. It is possible that this may have been due to a manufacturing fault or a labelling error. The total predicted resistance was determined by using the series and parallel resistor laws and the resistance values of the various components of the circuit. The tolerance range for the circuit was predicted to be between 1847.3-2319.2 ohms. Through experimentation the actual total resistance for the circuit was 2216.62 ohms, this value was within the predicted range. The actual resistance value of component 1 was 263.26 ohms; this was within the predicted range (271.36-245.51 ohms). The actual resistance value of component 2 was 1764.26 ohms; this was within the predicted range (1664.24-1846.36 ohms). The actual resistance value of component 3 was 2216.62 ohms; this was within the predicted range (2319.20 and 1847.3 ohms). The actual resistance of the resistors was found by using a multimeter. Some systematic error may have occurred in this experiment if the multimeter was not calibrated correctly during testing. Temperature fluctuations may have caused inconsistencies in this experiment. The reason why resistance occurs is that a metal consists of lattice of atoms that each has a shell of electrons. The metal is a conductor because the electrons are free to dissociate from their parent atoms and travel through the lattice. When a voltage is applied the electrons drift from one side of the metal to the other. In real material imperfections scatter the electrons resulting in resistance. Temperature is able to affect resistance because temperature causes the atoms to vibrate more strongly creating even more collisions and further increasing the resistance. Conclusion: The aim of the experiment was to compare the predicted and actual resistance in the circuit of resistor combinations in series and parallel. The results of this experiment found that the series and parallel resistor laws were reasonably good indicators of the real world values of resistance for circuits that contained resistors in series and parallel. One example of this was that the total resistance of the circuit made was found to be 2216.62 ohms which was within the predicted range (this predicted range was calculated by using the upper and lower tolerance values for the resistors used in the circuit. From the data obtained it can therefore be seen that all three resistor laws stated in the Background section of this report are quite useful in calculating theoretical values for the resistance of circuits in series and parallel that are close to the real world values. Bibliography: resistor. Wikipedia. Wikipedia, 2005. Available: http://www.answers.com/topic/resistor-1 24 Jul. 2005. resistor. WordNet 1.7.1. Princeton University, 2001. Available: http://www.answers.com/topic/resistor-1 24 Jul. 2005. resistor. Electronics. Twysted Pair, 2001. Available: http://www.answers.com/topic/resistor-1. 24 Jul. 2005. Storen, A and Martine, R. (2000) Nelson Physics VCE Units 3 and 4. Nelson Publishing: Sydney. (pp 221-226)

Adult Civic Education :: Education Adults Essays

Adult Civic Education Since democracy is the context and the condition for everything else that is valued—work, family life, religion, politics, recreation, and leisure—preserving its vitality and integrity must be a central objective of adult education. (Boggs 1991b, p. 54). In a democratic society, adults are frequently confronted with situations and events that require them to make decisions, not only about their own lives as citizens but also about their role as a citizen in a larger community. The answers to dilemmas facing adults in today's world are not clear cut and require the ability to struggle with understanding ideas that are subtle and multifaceted, to engage in serious talk with others, and to take action (Colby et al. 2003; C. Seaquist 2003, p. 11). Since September 11, for example, individuals have had to decide what it means when the "government announces 'specific and credible' clues of a possible terrorist attack" within the United States (L. Seaquist 2003, p. 11). Should they cancel plans for a vacation? Should they stay home and cover their windows with plastic using duct tape? Should they carry on as usual? Furthermore, they also have had to decide if the information itself is credible since being able to interpret intelligence is no w a part of being a citizen (ibid.). How can adult education support adults as they struggle with what it means to be a citizen in an increasingly complex world? This Brief examines the role of adult civic education in contemporary society and provides recommendations for its practice. Adult Civic Education: What Adult civic education, sometimes called adult education for democracy or citizenship education, has a number of purposes and helps individuals carry out both vertical (between the individual and the state) and horizontal (between individuals and groups and communities) aspects of citizenship (Keogh 2003). It involves not only learning about the rights and responsibilities of citizenship (e.g., voting), but also about how one participates in building a society by making informed decisions through dialogue, reflection, and deliberation (Boggs 1991a; Democracy and Peace 1999; Nash 1999). It moves beyond helping learners acquire information and knowledge to fostering the development of action designed to seek solutions to situations (Klaassen 2000). Equipped for the Future, a project of the National Institute for Literacy, for example, organizes content standards for the role of citizen/community member around four broad areas of responsibility as follows: "become and stay informed, form and express opinions and ideas, work together, and take action to strengthen communities" (http://novel.

How different aspects of development can affect one another? Essay

If a child’s hearing is lost or damaged a child may lack speech development. A child needs to learn to speak before they are able to read and write therefore there is a delay in language and communication development this will also have impact on their social and emotional development loosing self-esteem when older and may be reluctant to join in with their peers and joining in with discussions in class A child who is overweight could have disruption within their physical development not being able to do as well in sports and pe as others. This will have effect on their emotional development feeling self-conscious of what others think. so when they are getting changed they could feel embarrassed which could lead to teasing which will then affect their social development by not wanting to join in with games and affecting their health even more. If there is sudden death in the family and it is someone they are close to this would have an effect on their emotional development feeling sad, lonely, upset and may not know where to turn to or who to talk to as other members of their family are upset as well. With not knowing who to turn to and all the feelings running through their heads this could have an affect also on their intellectual development not being able to concentrate in class showing bad behaviour to get attention and not wanting to communicate with others to tell what they are going through lacking there social development.