Pakistn China Relationship

shipPAKISTAN CHINA RELATIONSHIP chinaPakistan transaction began in 1950 when Pakistan was among the first countries to break traffic with the res publica of mainland china contende on Taiwan and recognize the PRC. Relations amid Pakistan and China are actually br oppositely. Following the 1962 Sino-Indian War, both countries have placed considerable im portholeance on the maintenance of an extremely close and keep backive dealinghip. Since then, the two countries have on a regular basis exchanged high-level visits resulting in a variety of agreements.The PRC has provided economical, array and technical financial aid to Pakistan and each considers the other a close strategical ally. Today, Pakistan and China have immense reservoir of goodwill and soft power. The leg balanceary friendship between Pakistan and China is palpable in the Pakistani and Chinese street and in the majestic halls of governments. Over the years, the unique friendship between Pakistan and China has transformed into a muscular strategic partnership, robust economic cooperation and ever increasing people to people contacts. This relationship is found on trust, understanding and common aspirations for peace and progress.The warmth and enthusiasm in the relations resonates in the hearts of the people of the two countries and is fed by the unremitting stream of their respective civilizations. Chinese cooperation with Pakistan has reached economic high points, with substantial Chinese investment in Pakistani infrastructural expansion including the Pakistani deep-water port at Gawadar. Both countries have an ongoing free craftsmanship agreement. Pakistan has served as Chinas main bridge between Muslim countries. Pakistan withal played an meaning(a) role in bridging the communication gap between China and the westerly by facilitating the 1972 Nixon visit to China.Usually Pakistani and Chinese leaders and people expend six expressions to describe this unique relationship it is higher than the mountains, deeper than the oceans, sweeter than honey, and stronger than steel. It is also an all-weather and time-tested relationship. All-Weather and Time-Tested I should like to make it undecided beyond all doubt that we have friendly relations with the Peoples Republic of China and that nothing will be permitted in all focussing to endanger those relations. Our relations with China are an independent factor in our foreign policy and not contingent on any other.In the high hat interests of Pakistan, we shall maintain the spirit of goodwill, friendship and cordiality with the great Peoples Republic of China. I declare that our friendship with China is not tainted by any form of bargain or barter. It is steadfast amity between two neighboringAsian States. (Zulfiqar Ali Bhutto, 1962) Pakistan was one of the first countries to recognize New China. always since our diplomatic relations began in 1951, we have enjoyed mutual understanding, respect, trust and support and our friendship and cooperation have flourished. We are truly good neighbours, close friends, trusted partners and dear brothers. President Hu Jintao, Islamabad, 24 November 2006). Partners for Progress and Development In novel years, China-Pakistan business ties have seen strong growth, becoming an important driving advertise of our relations. The Free craft Agreement between China and Pakistan marks the conquest in the negotiations on establishing a free backing area. It will go a long way in upgrading China-Pakistan business ties. The two countries also signed the Five Year Development Programme on Trade and Economic Cooperation a blueprint for accelerating their economic cooperation and trade in the future.The Chinese government encourages leading Chinese companies to take Pakistan as a priority destination of investment and supports them in undertaking construction projects, opening factories and conducting explore and development in Pakistan. China will strengthen win-win cooperation with Pakistan in appoint areas such as energy and resources development, information technology, infrastructure and agriculture to shew full play to our cooperative strength (President Hu Jintao, Islamabad, 24 November 2006). Diplomatic relationsDiplomatic relations between Pakistan and China were established on 21 May 1951, in short after the defeat of the Republic of China in 1949. While initially hesitant towards the idea of a Communist country on its b gilds, Pakistan hoped that China would serve as a issueweight to Indian yield. India had recognized China a year before, and Indian Prime Minister Nehru also hoped for adjacent relations with the Chinese. However, with escalating b auberge tensions leading to the 1962 Sino-Indian war, China and Pakistan aligned with each other in a joint effort to counter perceived Indian encroachment.One year after Chinas border war with India, Pakistan ceded the Trans-Karakoram Tract to China to end border disputes and i mprove diplomatic relations. Military relations The Peoples Republic of China enjoys strong defense ties with Pakistan. This relationship between two adjoining Asian countries is important in the worlds geo-strategic alliances. The strong defense ties are in the first place to counter regional Indian and American influence, and were also to repel Soviet influence in the area. In new-fashioned years this relationship has strengthened by dint of ongoing defense projects and agreements between Pakistan and China.China also fully supported Pakistan in its 1965 war against India. Chinese pressure on India enabled Pakistan to accept ceasefire in a better position than it would have been. The Chinese were of less help in the 1971 war as the Soviets had agreed to deal with China, if it helped Pakistan. However, soon after the war China wrote off some of the loans it had given to Pakistan. Since 1962, China has been a arouse source of legions equipment to the Pakistani Army, helping est ablish armaments factories, providing technological assistance and modernizing existing facilities.China and Pakistan are involved in several projects to enhance military and weaponry systems, which include the development of the Chinese tailor made for Pakistan JF-17 bunce fighter aircraft, K-8 Karakorum advance educate aircraft, a tailor made training aircraft for the Pakistan Air Force based on the Chinese domestic Hongdu L-15, quadriceps technology, AWACS systems, Al-Khalid tanks, which China granted license production and tailor made modifications based on the initial Chinese Type 90 and/or MBT-2000.The Chinese has designed tailor made advanced weapons for Pakistan, making it a strong military power in the Asian region. The armies have a instrument for organizing joint military exercises. China has offered Pakistan military aid in order to fight against terrorism in Pakistan. Pakistan has purchased military equipment from China in order to boost their efforts against such e xtremists. Economic relationship Economic trade between Pakistan and China is increasing at a rapid pace and a free trade agreement has recently been signed.Military and technological transactions compensate to dominate the economic relationship between the two nations, although in recent years China has pledged to vastly increase their investment in Pakistans economy and infrastructure. Among other things, China has been helping to develop Pakistans infrastructure by the building of power plants, roads and communication nodes. Current trade between both countries is at $9 one million million, making China the second largest trade partner of Pakistan.The economic relationship between Pakistan and China is composed primarily of Chinese investment in Pakistani interests. Chinas increasing economic pigeon berry has enabled a wide variety of projects to be sponsored in Pakistan through Chinese credit. Pakistani investment in China is also encouraged and cross-border trade remains fl uid. In 2011 China Kingho Group canceled a $19 billion mining deal because of security concerns. PAKISTAN CHINA TRADE

Little Rock Nine Essay

The picture I am painting is of infinitesimal Rock Nine. It was close 9 black kids who enrolled in Little Rock Central mellow schoolhouse in 1957 which was a very segregated time it was an completely white school. When white mess found out black kids was discharge to be attending the school they was furious. They reacted poorly there were mobs of white people waiting for the kids outside of the school. They yelled racist slurs at the black kids, threw food, and level off attacked them. In the picture Im drawing is Elizabeth Eckford, she was one of the nightclub students.She didnt graduate from Little Rock Central High School though only Earnest Green, Jefferson Thomas, and Carlotta Walls graduated. In the picture she is wearing specs and walking through the crowd as they screamed in her face, she never preoccupied her composure she kept calm as if they werent even around. Little Rock Nine was important in the Civil Rights movement because they were the starting time blac k students to be allowed to attend an all white high school, afterwards the use of segregation was deemed unconstitutional.The event is considered very important to the Civil Rights Movement, because it was support by the president at the time Dwight D. Eisenhower and because it gave insight into the plight of the African American, and how poorly they were treated. What struck me about this moment in history is how the nine kids didnt quit even though white people torment them. That type of drive inspires me to never give up even when propagation get hard because there will always be a good outcome out of every bad situation, even if you acquiret see it right away, because when your down you can only go up.

Death of a Salesman Critical insights Essay

In a 2003 interview with his biographer, Christopher Bigsby, closely the entire structure of his athleticss, Arthur miller explained, Its solely ab bug knocked out(p) the vocabulary (Bigsby, milling machine). milling machines declaration advantageously-nigh the centrality of spoken lyric in the origin of drama came at the residuum of his al close to seventy-year c ar strikee for(p)r. He had completed his lowest tend, Finishing the Picture, and a for retrieveful more than a year subsequently, he became ill and subsequently died in February 2005. Thus moth millers arguing wad be deliberaten as a final avowal about how phraseology throws in melo hammy duologue, a concern that had obsessed him since the take oer of his cargoner when he wrote his showtime play, No Villain, at the University of Michigan in 1935.Despite moth millers proclamation, non enough critical vigilance has been paid to the sophisticated using up of quarrel that pervades his con versi fy. end-to-end his c beer, moth miller frequently was subject to polish ups in which critics in general excoriated him for what they judged as a failed use of language in his plays. For example, in the Nation reassess manpowert of the overlord production of death of a Sales world in 1949, Joseph Wood Krutch criticized the play for its re meter line to go beyond literal meaning and its undistinguished dialogue. Un lack Tennessee Williams, moth miller does non lay go through a unique sensibility, in the buff insight, fresh imagination or a gift for language (283-84). In 1964, Richard Gil sm wholly-arm judged that After the Fall drops structural counselling and contains vague rhetoric. He concluded that millers verbal deficiency has never been more flagrantly exhibited (6). John Simons unseasoned York review of the 1994 Broadway production of Broken field glass opined that moth millers ultimate failure is his language Tone-deafness in a playwright is only a tone less bad than in a accumu subsequently. In a June 2009 review of Christopher Bigsbys authorized muniment of milling machine, Terry Teachout judged that miller too lots made the mistake of using florid, pseudo-poetic language (72).These reviews illustrate how, as a language stylist, Arthur milling machine was underappreciated, too lots overshadowed by his contemporary Tennessee Williams, whose major strength as a dramatist for umpteen critics lies in the lyricism of his plays. As Arthur K. Oberg pointed out, In the established pattern, millers art is male and craggy Williams, poetic and delicate (303). Because moth miller has so a lot been pigeonholed as a social dramatist, most of the criticism of his transaction taperes on the cultural relevance of his plays and ignores detailed discussions of his language specially of its poetic elements. Most critics are content to regard his dialogue as colloquial, judging that Miller scoop out utilise what Leonard Moss descri bed as the common mans language (52) to reflect the social concerns of his char coiffeers. The assumption is often made that the manufacturers, salesmen, Puritan farmers, dockworkers, rest homewives, policemen, doctors, lawyers, executives, and bankers who compose the bulk of Millers characters speak a realistic prose dialoguea style that is implicitly antithetical to poetic language.This prevailing sagacity of Miller as a dramatist who merely uses the common mans language has been rein laboured largely by a lack of in-depth critical analyses of how synecdochical language works in his canon. In his November 1998 review of the Chicago run of the fiftieth anniversary production of devastation of a Salesman, Ben Brantley renowned that, as recent Miller scholarship has suggested again and again, the plays images and rhythms digest the patterns of meter (E3). In reality, though, relatively few critics study thoroughly examined this aspect not only of Salesman notwithstanding to o of Millers entire spectacular canon.1 Thomas M. Tammaro judges that critical management to Millers drama has been lured from textual analysis to such non-textual concerns as biography and Miller as a social dramatist (10).2 Moreover, school get on discussions of Millers masterpieces decease of a Salesman and The Crucible (1953) mostly focus on these biographical and social concerns in addition to characterization and thematic issues but anciently discuss language and dialogue. Five years by and by his passing, it is time to grapple that Arthur Miller created a unique dramatic tongue that undoubtedly marks him as significant language stylist deep down twentieth- and twenty-beginning-centuryAmerican and world drama. More presenters and critics should see his dialogue not entirely as prose but to a fault as poetry, what Gordon W. Couchman has called Millers rare gift for the poetic in the colloquial (206).Although Miller seems to work mostly in a form of colloquial prose, th ere are many moments in his plays when the dialogue all the way elevates to poetry. Miller often takes what appear to be the colloquialisms, clichs, and idioms of the common mans language and reveals them as poetic language, especially by shifting words from their denotative to connotative meanings. Moreover, he alphaly employs the rhetorical devices of fiction, symbol, and imagery to give poetic entailment to prose dialect. In addition, in many texts Miller embeds series of similesmany are extendedthat experience disrupticular connotations inside the societies of the individual plays. Most important, these figurative devices significantly livelihood the tragic participations and social themes that are the focus of e truly Miller play. By deftly mixing these figurative devices of symbolic representation, imagery, and metaphor with colloquial prose dialogue, Miller combines prose and poetry to create a unique dramatic idiom. Most critics, interpreters, and audiences seem to throw off this aspect of Millers work the poetry is in the prose and the prose is in the poetry.Indeed, poetic elements pervade most of Millers plays. For example, in each(prenominal) My Sons, ghostly allusions, symbols, and images place the themes of sacrifice and redemption in a Christian context. In Death of a Salesman, the extended metaphors of sports and guides convey Willy Lomans struggle to accomplish the American Dream. In The Crucible, the poetic language illustrates the conflicts that polarize the capital of Oregon community as a series of opposing imagesheat and cold, snow-white and black, light and dark, soft and hardsignify the Salemites dualistic view of the world. In A View from the Bridge, metaphors of purity and innocence give mythic immenseness to Eddie Carbones inner, psychological, and honorable struggles. After the Fall uses extended metaphors of childhood and devotion to support Quentins psychological quest for redemption. The Ride Down Mt. Morgan connects metaphors of acid and travel to Lyman matt-ups literal and figurative fall, and Broken Glass uses images of mirrors and glass to relatethe world of the European Jew at the beginning of the final solution to Sylvia and Phillip Gellburgs shattered inner world.That most critics continue to fail to recognize Millers sophisticated use of poetic elements is striking, for it is this very nimbleness for which many separate playwrights are praised, and the tarradiddle of drama is intimately intert realiseed with the history of poetry. For most of Western dramatic history, plays were written in verse the ancient Greek playwrights of the fifth century b.c.e. composed their tragedies in a verse frequently accompanied by music the rhyming couplets of the Everyman dramatist were the de rigueur mediaeval form and slope Renaissance plays were poetic masterpieces. Shakespeares supremacy as a dramatist lies in his adaptation of the early modern English language into a dramatic dialo gue that combines prose and poetry. For example, Hamlets vinyl ether of dust speech is lyrical prose. In the twentieth century, critics praised the verse plays of T. S. Eliot, maxwell Ander intelligence, Christopher Isherwood, and W. H. Auden.Even more baffling about this critical neglect is that Miller readily admit his attraction to poetry and dramatic verse. His views on language, in particular poetic language, are evident in the prodigious number of essays he produced throughout his career. literary criticism has mostly ignored this large body of nonfiction penning in which Miller frequently expounds on the nature of language and dialogue, the tension between realistic prose and poetic language in twentieth-century drama, and the building complex evolution of poetic language throughout his plays.3 For example, in his 1993 essay well-nigh Theatre nomenclature he inditesIt was inevitable that I had to con front end the occupation of dramatic language. . . .I gradually came t o wonder if the essential pressure toward poetic dramatic languageif not of stylization itselfcame from the inclusion body of society as a major element in the plays story or vision. Manifestly, prose realism was the language of the individual and private manner, poetry the language of man in crowds, in society. Put another(prenominal) way, prose is the language of family relations it is the inclusion of the larger world beyond that naturally opens a play to the poetic.. . . How to let out a style that would at one and the same time late engage an American audience, which insisted on a recognizable reality of characters, locales, and themes, spot opening the stage to considerations of public morality and the mythic social fatesin short, the invisible? (82)* * *Millers attraction to poetic dramatic dialogue can be traced backbone to his development as a playwright, specially his time as a student at the University of Michigan in the mid-1930s and the early years of his great s uccesses in the mid-forties and 1950s, when his views on dramatic form, structure, artistics, and language were evolving. Miller knew little about the planetary house when he arrived in Ann Arbor from his home in Brooklyn, but during these formative college years, he became apprised of German expressionism, and he read August Strindberg and Henrik Ibsen, whom he often acknowledged as major influences on him. Christopher Bigsby has pointed out that Miller always remembered the deed that reading Greek and Elizabethan playwrights at college had on him ( vital subject 419). However, Miller was markedly affected by the social-protest work of Clifford Odets. In his autobiography, Timebends (1987), Miller describes how Odetss 1930s plays Waiting for Lefty (1935), Awake and Sing (1935), and lucky male child (1937) had sprung forth a new phenomenon, a leaveist challenge to the remains, the poet suddenly leaping onto the stage and disposing of middle-class gentility, screaming and y elling and cursing like nearbody off the Manhattan streets (229). Most important for Miller, Odets brought to American drama a concern for language For the very foremost time in America, language itself had marked a playwright as unique (229). To Miller, Odets was The only poet, I thought, not only in the social protest theater, but in all of impudent York (212).After Miller won his first Avery Hopwood distribute at Michigan, he was sent to Professor Kenneth Rowe, whose chief contribution to Millers development was cultivating his amour in the dynamics of play construction. Odets and Rowe clearly were considerably strong influences on Miller as he positivehis concern with language and his form broke out of what he termed the ratty naturalistic habit (Timebends 228) of Broadway, but other influences would besides compel him to spell out dramatic verse. The work of Thornton Wilder, particularly Our Town (1938), spoke to him, and in Timebends Miller acknowledges that Our Town was the nearest of the 1930s plays in reaching for lyricism (229). Tennessee Williams is another playwright whom Miller frequently credited with influencing his art and the craft of his language. He credited the newness of The Glass Menagerie (1944) to the plays poetic invalidate (Timebends 244) and was particularly struck by A Streetcar Named Desire (1947), proclaiming that Williams had given him license to speak in dramatic language at across-the-board throat (Timebends 182).Moreover, Miller practiced what he had learned and espoused. In fact, he reported that when he was first beginning his career he was up to his neck in writing many of his full-length and radio plays in verse (Interview 98). When he graduated from Michigan and started his work with the national Theatre Project in 1938, he wrote The Golden Years, a verse play about Montezuma. In a letter to Professor Rowe, he reported that he ready writing verse practically easier than writing prose I made the discovery t hat in verse you are forced to be brief and to the point. Verse squeezes out fat and youre left with the real meaning of the language (Bigsby, Arthur Miller 155). Also, he explained that much of Death of a Salesman and all of The Crucible were captainly written in verse the one-act version of A View from the Bridge (1955) was written in an challenging mixture of verse and prose, and Miller regretted his failure to do the same in The American Clock (1980) (Bigsby, Critical Introduction 136).However, Miller found an American theater hostile to the poetic form. Miller himself pointed out that the United States had no tradition of dramatic verse (Interview 98) as compared to Europe. In the 1930s, maxwell Anderson was one of the few American playwrights incorporating blank verse into his plays, and the English theater witnessed some interest in poetic drama in the 1940s and 1950s, most notably with Christopher Fry and T. S. Eliot. In reality, dramatic verse had been in sharp decline si nce the late nineteenth century, when the realistic prose dialogue used by Henrik Ibsen in Norwaywas adopted by George Bernard Shaw in England and then later employed by Eugene ONeill in the United States. Miller also judged that American actors had difficulty speaking the verse line (Interview 98). Further, Miller came of age at a time when American audiences were demanding realism, the musical waggery was gaining in dominance, and commercial Broadway producers were disinterested in verse drama.Christopher Bigsby has pointed out that Miller was in his own mind, an essentially poetic, deeply metaphoric writer who had found himself in a theater resistant to such, particularly on Broadway, which he continued to think of as his natural home, despite its many deficiencies (Critical Study 358). Struggling with how to accept this reality, Miller accommodated his natural inclination to verse by developing a dramatic idiom that reconciled his poetic revolutionise with the realism demanded by the aesthetics of the American stage. Thus he infused poetic language into his prose dialogue.* * *Lets examine how some of these poetic devicessymbolism, imagery, and metaphor operate in Millers masterpiece, Death of a Salesman. From the low of the play, Miller marks trees and sports into metaphors signifying Willy Lomans struggle to achieve the American Dream within the competitive American concern world. Trees symbolize Willys dreams, sports the challenger for scotch success.4 Miller sustains these metaphors throughout the entire text with images of blowing, slewing at the stake, wood, nature, and employmenting to make them into life-and-death unifying structures. In addition, Millers predilection for juxtaposing the literal and figurative meanings of words is particularly evident in Salesman as the abstract concepts of dis stickation and dreaming are vivified by concrete objects and actions such as boxing, fists, lumber, and ashes.Trees are an excellent illustrati on of how Miller uses literal and figurative meanings. Two references in act 1, look 1, immediately establish their importance in the play. When Willy by chance arrives home, he explains that he was unable to commence to Portland for his sales call because he keptbecoming absorbed in the countryside scenery, where the trees are so thick, and the sunniness is warm (14). Although these trees merely seem to distract Willy from driving, he also indicates their union to dreaming. He tells Linda I absolutely forgot I was driving. If Idve gone the other way over the white line I magnateve killed somebody. So I went on againand five minutes later Im dreamin again (14). Willys inability to concentrate on driving indicates an emotional conflict larger than mere twenty-four hoursdreaming. The play reveals how Willy often live ons in dreams rather than realitydreams of beness well liked, of success for his son jabbing, of his imaginings. altogether of these dreams intimately connect to Willys confrontation with his failure to achieve the tangible aspects of the American Dream. He is a traveling salesman, and his inability to drive symbolizes his inability to sell, which guarantees that he will fail in the arguing to be a hot-shot salesman. The action of the play depicts the inhabit day of Willys life and how Willy is increasingly escaping the reality of his failure in reveries of the past, to the point where he often cannot antitheticiate between reality and illusion.The repetition of the mention of trees in Willys second speech in scene 1 cements the importance of trees in the play as a metaphor for these dreams. He complains to Linda about the flatcar houses surrounding the Loman home They shouldve had a law against apartment houses. Remember those devil beautiful elm trees out there? When lap and I hung the miss between them? (17). However, these trees are not the trees of the real time of the play rather, they exist in Willys past and, more importan t, in the imaginings of his mind, the place where the more important dramatic action of the play takes place.Millers works title for Death of a Salesman was The Inside of His Head, and certainly Willys hanker for the trees of the past illustrates how dreaming works in his mind. Throughout the entire play, treesand all the other images connected to themare complicated symbols of an idyllic past for which Willy longs in his dreams, a world where thrust and exit are young, where Willy can turn over himself a hot-shot salesman, where Brooklyn seems an unspoiled wackyerness. The irony is that, in reality, the past was not as idyllic as Willy recalls, and the play gradually unfolds the reality ofWillys failures. The metaphor of trees also supports Willys unresolved struggle with his son laggard. Willys computer storage of Biff and himself hanging a hammock between the elms is ironic as the two beautiful trees absence in the present symbolizes Willys failed dreams for Biff.Throughou t the play, Miller significantly expands upon the figurative meaning of trees. For example, in act 1, scene 4, Willy responds to exits claims that he will retire Willy for life by remarkingYoull retire me for life on seventy deuced dollars a hebdomad? And your women and your car and your apartment, and youll retire me for life Christs sake I couldnt bond past Yonkers today Where are you guys, where are you? The timber are burning I cant drive a car (41)Willys warning that the woods are burning extends the tree metaphor by introducing an important sense of destruction to the trees of Willys idyllic world of the past. Since the trees are so identified with Willys dreams, the image implies that his dreams are burning toohis dreams for himself as a successful salesman and his dreams for Biff and misadventure. The images of burning and destruction are of import in the play, especially when Linda reveals Willys suicide attemptshis own form of destruction, which he enacts at plays e nd. We form that since Willy is so associated with his dreams, he will die when they burn. In fact, Willy repeats this same slender line in act 2 when he arrives at franks pearly House and announces his firing to pop off and Biff. He says Im not interested in stories about the past or any crap of that physique because the woods are burning, boys, you understand? at that places a big cremate sacking on all around. I was fired today (107). This line not only repeats Willys warning cry from act 1 but also foreshadows Biffs climactic plea to Willy to take that phony dream and burn it (133). The burning metaphornow ironicalso appears in Willys imagining in the capital of Massachusetts hotel room. As Willy continues to ignore Biffs belt on the door, the womanhood says, Maybe the hotels on fire. Willy replies, Its a mistake, theres no fire (116). Of course, nothing is affrightened by a literal fireonly by the figurative blaze inside Willys head.Once aware of how tree images op erate in the play, a reader (or keen theatergoer) can note the cacophony of other references that sustain the metaphor in other scenes. For example, Willy wants Biff to help press cutting the tree branch that threatens to fall on the Loman house Biff and Hap steal lumber Willy plaintively remembers his father carving flutes Willy tells Ben that Biff can fell trees Willy mocks Biff for wanting to be a carpenter and as well as mocks Charley and his son Bernard because they cant hammer a nail Ben buys timbre in Alaska Biff burns his sneakers in the furnace Willy speculates about his need for a little lumber (72) to build a guest house for the boys when they get married Willy is proud of weathering a twenty-five-year mortgage with all the cement, the lumber (74) he has put into the house Willy explains to Ben that I am building something with this firm, something you cant feel . . . with your hand like timber (86). Finally, there are the leaves of day appearing over everything in the graveyard in Requiem (136).Miller similarly uses boxing in literal and figurative ways throughout the play. In act 1, scene 2, Biff suggests to Hap that they buy a ranch to use our muscles. Men built like we are should be working out in the open (24). Hap responds to Biff with the first sports reference in the text Thats what I dream about, Biff. some quantify I want to dependable rip my clothes off in the middle of the store and outbox that goddam merchandise manager. I mean I can outbox, outrun, and outlift anybody in that store (24). As an athlete, Biff, it seems, should introduce the sports metaphor, but, ironically, the sport with which he is identified football gameis not used in any abundant metaphoric way in the play.5 Instead, boxing becomes the extended sports metaphor of the text, and it is not introduced by Biff but rather by Hap, who reinforces it throughout the play to show how Willy has prepared him and Biff only for natural disputation, not course or economic c ompetition. Thus Hap expresses his frustration at being a second-rate worker by stressing his physical superiority over his managers. Unable to win in economic competition, he longs to beat his coworkers in a physical match, and it is this contrast between economic and physical competition that intensifies the dramatic interplay between the literal and the figurative language of the play.In fact, the very competitiveness of the American economic system in which Willy and Hap work, and that Biff hates, is systematically put on physical terms in the play. A failure in the competitive study, Hap uses the metaphor of physical competitionboxing man to manyet the play details how Hap was considered less physically impressive than Biff when the two were boys. As an adult, Hap competes in the only physical competition he can winsex. He even uses the imagery of rivalry when talking about his sexual conquests of the store managers girlfriends Maybe I just cook an overdeveloped sense of com petition or something (25). Perhaps knowing that they cannot win, the Lomans resort to a significant center of cheating in competition Willy condones Biffs theft of a football, Biff cheats on his exams, Hap takes bribes, and Willy cheats on Linda. All of this cheating signifies the Lomans moral failings as well.The boxing metaphor also illustrates the contrast between Biff and Hap. Boxing as a sports metaphor is quite different from the evaluate football metaphor a boxer relies completely on personalised physical strength while fighting a single opponent, whereas in football, a team up sport, the players rely on convention effort and group tactics. Thus the difference between Biff and HapHap as evoker of the boxing metaphor and Biff as a player of a team sportis emphasized throughout the text. Moreover, the action of the play relies on the clash of dreams between Biff and Willy. Biff is Willys favorite son, and Willys own dreams and disappointments are tied to him. Yet Hap, the second-rate son, the second-rate physical specimen, the second-rate worker, is the son who is most like Willy in profession, braggadocio, and sexual swagger. Ultimately, at the plays end, in Requiem, the boxing metaphor ironically points out Haps significance as the actual competitor for Willys dream, for he decides to stay in the city because Willy fought it out here and this is where Im gonna win it for him (139).Biffs boxing contrasts sharply with Haps. For example, Biff ironically performs a literal boxing competition with Ben, which juxtaposes with the figurative competition of the play. The boxing reinforces the emphasis thathas been placed on Biff as the most physically prepared specimen of the boys. Yet Biff is foiled by Ben in reality he is ill prepared to fight a boxing match because it is a man-to-man competition, unlike football, the team sport at which he excelled. He is especially ill prepared for Uncle Bens kind of boxing match because it is not a equitable match c onducted on a level playing field. As Ben says neer fight fair with a stranger, boy. Youll never get out of the hobo camp that way (49). Thus the literal act of boxing possesses figurative significance. Willy has not conditioned Biff (or, by extension, Hap) for any fightfair or unfairin the larger figurative jungle of the play the workplace of the American economic system.Willy, too, uses a significant amount of boxing imagery, much of it quite violent. In the first imagining in act 1, Biff asks Willy about his recent sales trip, Did you knock them dead, Pop? and Willy responds, pinged em cold in Providence, slaughtered em in Boston (33) when he relates to Linda how another salesman at F. H. Stewarts insulted him, Willy claims he cracked him right across the face (37), the same physical threat that he will later make against Charley in act 2 on the day of the Ebbets Field game. Willy wants to box Charley, challenging him, Put up your hands. Goddam you, put up your hands (68). Will y also says, Im gonna knock Howard for a loop (74). Willy uses these violent physical terms against men he perceives as challengers and competitors.As with the tree metaphor, this one is sustained throughout the scenes with a plethora of boxing references a punching bag is inscribed with component Tunneys name Hap challenges Bernard to box Willy explains to Linda that the boys gathered in the root cellar obey Biff because, Well, thats the training, the training Biff feebly attempts to box with Uncle Ben Bernard remarks to Willy that Biff never trained himself for anything (92) Charley cheers on his son with a Knock em dead, Bernard (95) as Bernard leaves to argue a case in front of the Supreme Court Willy, expressing to Bernard his frustration that Biff has done nothing with his life, says, wherefore did he lay down? (93). This last boxing reference, associated with taking a dive, is a remarkably imagistic way of describing how Biff initially cutdown his life out of spite after di scovering Willys infidelity.* * *Miller also uses images, symbols, and metaphors as central or unifying devices by employing repetition and tax returnone of the central tenets of so-called cluster criticism, which was pioneered in the 1930s and 1940s.6 In short, cluster criticism argues that the deliberate repetition of words, images, symbols, and metaphors contributes to the unity of the work just as significantly as do plot, character, and theme. These clusters of words can operate both literally and figuratively in a textas I. A. Richards notes in The Philosophy of Rhetoricand, therefore, contribute significantly to the overall aesthetic and thematic impact. For example, in Arthur Miller, Dramatist, Edward Murray traces word repetition in The Crucible, examining how Miller, in a very subtle manner, uses key words to knit together the grain of action and theme. He notes, for example, the recurrent use of the word soft in the text (64). My own anterior work on The Crucible has ex amined how the multiple repetition of the word weight supports one of the plays crucial themes how an individuals struggle for truth often conflicts with society.Lets examine an intriguing example of word repetition from Death of a Salesman.7 The words blusher and moving picture appear five significant times in the play. The first is a literal use at the end of act 1, Willy tells Biff during their argument, If you get tired of hanging around tomorrow, paint the ceiling I put up in the living room (45). This line echoes Willys previous mockery of Charley for not knowing how to put up a ceiling A man who cant handle tools is not a man (30). In both instances, Willy is assert his superiority on the basis of his physical prowess, a point that is systematically emphasized in the play.The second time paint appears is in act 2, when Biff and Hap abandon Willy in hounds chop House to leave with Letta and Miss Forsythe. Hap says to Letta No, thats not my father. Hes just a guy. Come on , well catch Biff, and honey were going to paint this townsfolk (91). Of course in thisline Miller uses the clich Paint the town red for its well-known meaning of having a wild night of partying and dissolutionalthough it is guiding light that Miller uses a truncated form of the phrase. Nevertheless, here the clich takes on new significance in the context of the play. Willy defines maleness by depiction a ceiling, but Hap defines it by painting the town with sexual debauchery and revelry, lording his physical superiority and his sexual conquests over other men.The third, fourth, and fifth repetitions occur in act 2 during the imagining in the hotel room when Biff discovers Willy with the woman. When the woman comes out of the bathroom, Willy says Ahyou better go back to your room. They must be finished painting by now. Theyre painting her room so I let her take a ware here (119). When she leaves, Willy attempts to convince Biff that she lives down the halltheyre painting. You do nt imagine (120). Here, painting is simultaneously literal and metaphorical because of its previous usage in the playbut with a high grad of irony. Willys feeble explanation that Miss Franciss room is literally being painted is a cover-up for the reality that Willy himself has painted the town in Boston. Biff discovers that Willys manhood is defined by sexual infidelityultimately defining him as a phony little fake.* * *Another relatively unexplored aspect of Millers language is the name calling of his characters. Miller chooses his characters names for their metaphorical associations in most of his dramatic canon. Justin Kaplan and Anne Bernayss 1997 text The Language of call revived some interest in this technique, which is known as literary onomastics and is considered a somewhat venial part of contemporary literary criticism. Kaplan and Bernays examine the connotative value of names that function in texts as symbolic, metaphoric, or allegorical discourse (175). Although some scholars pee-pee discussed the use of this technique in individual Miller plays, most readers familiar with the body of Millers work notice how consistently he chooses the names of his characters to create symbols, irony, and points of contrast.For example, readers and critics who are familiar only with Death of a Salesman among Millers works have long remark that Willys last name literally marks him as a low man, although Miller himself chuckled at the overemphasis placed on this pun. He rattling derived the name from a movie he had seen, The Testament of Dr. Mabuse, in which a completely mad character at the end of the film screams, Lohman, Lohman, get me Lohman (Timebends 177-79). To Miller, the mans cry signified the hysteria he treasured to create in his salesman, Willy Loman. Many critics also have noted the significance of the name of Dave Singleman, the eighty-year-old salesman who stands alone as Willys ideal.Despite Millers consistent downplaying in interviews of the s ignificance of his characters names, an examination of his technique reveals how extensively he connects his characters names to the larger social issues at the core of every play. For example, the last name of All My Sons Joe Keller, who manufactures faulty airplane parts and is indirectly trustworthy for the deaths of twenty-one pilots, resembles killer. In previous work on the play, I have noted the comparison of the Kellers to the Holy Family, and how, therefore, the names of Joe and his son, Chris, take on religious significance. Susan C. W. Abbotson has noted how the first name of The Ride Down Mt. Morgans Lyman Felt suggests the lying he has lived out. She also has crumpled the similarities between Loman and Lyman, and has argued that Lyman is a kind of alter ego to Willy some forty years later. frank Ardolino has also examined how Miller employs Egyptian mythology in naming and depicting Hap ( unreal).An intriguing feature of Millers use of names is his repetition of the same name, or form of the same name, in his plays. It is striking how in Salesman Miller uses the name red hot, or variations of it, five times for five different characters, a highly whimsical occurrence.8 In act 1, during Willys first imagining, when Linda complains to Biff that there is a cellar full of boys in the Loman house who do not know what to do with themselves, hot dog is one of the boys whom Biff gets to clean up the furnace room. Not long after, at the end of the imagining, Frank is the name of the mechanic who fixes the carburetor of Willys Chevrolet. In act 2, in the moving scene in whichHoward effectively fires Willy and Willy is left alone in the office, Willy cries out three times for Frank, apparently Howards father and the original owner of the company, who, Willy claims, asked Willy to name Howard. Willy also meets the boys in Franks Chop House and, in the crucial discovery scene in the Boston hotel room, Willy introduces the woman to Biff as Miss Francis, F rank often being a nickname for Francis.There are significant figurative uses of Frank too, for, although the word means honest or candid, all of the Franks in Salesman are clearly associated with work that is not completely honest. Biff uses the boy Frank and his companions to clean the furnace room and hang up the washchores that he should be doing himself. Willy somewhat questions the repair job that the mechanic Frank does on that goddam Chevrolet. Despite Willys idolizing of his boss, Frank Wagner, Linda indicates that Frank, perhaps, promised Willy a partnership as a member of the firm, a promise that kept Willy from joining Ben in Alaska and that was never made good on by either Frank or his son, Howard. Miss Francis promises to put Willy through to the buyers in exchange for stockings and her sexual favors, but it is uncertain whether she holds up her end of the deal, since Willy certainly has never been a hot-shot salesman. And, of course, Franks Chop House is the place whe re Stanley tells Hap that the boss, presumably Frank, is going crazy over the leak in the cash register. Thus Miller clearly uses the name Frank with a high degree of irony, an important aspect of his use of figurative language in his canon. Of course, all this business dishonesty emphasizes how Salesman challenges the integrity of the American work ethic.Millers alert selection of names shows that he perhaps considered the names of his characters as part of each plays network of figurative language. As Kaplan and Bernays note, name calling of characters . . . convey what their creators whitethorn already know and feel about them and how they want their readers to respond (174). Thus, in his choice of names, Arthur Miller may very well be manipulating his audience before the curtain rises, as they sit and read the cast of characters in their playbills.Finally, being aware of Millers use of poetic language is crucial forhowever we encounter his playsas readers who analyze drama as t ext or as audience members in tune with the sound of the dialogue. It is, indeed, all about the languagethe language we read in the text and the language we hear on the stage.Notes1. Although some critics have examined Millers colloquial prose, only a few have conducted studies of how poetic devices work in his dialogue. Leonard Moss, in his book-length study Arthur Miller, analyzes Millers language in a chapter on Death of a Salesman, a section of which is titled Verbal and Symbolic Technique. In an article titled Death of a Salesman and Arthur Millers Search for Style, Arthur K. Oberg considers Millers struggle with establishing a dramatic idiom. Oberg judges that Miller ultimately arrives at something that approaches an American idiom to the extent that it exposes a colloquialism characterized by unusual image, spurious lyricism, and close-ended clich (305). He concludes that the plays text, although far from bad poetry, tellingly moves toward the status of poetry without ever ge tting there (310-11). My 2002 work A Language Study of Arthur Millers Plays The Poetic in the colloquial traces Millers consistent use of figurative language from All My Sons to Broken Glass.In other studies discussing individual plays, some critics have noted poetic nuances in Millers language. In Setting, Language, and the Force of offensive in The Crucible, Penelope Curtis maintains that the language of the play is marked by what she calls half-metaphor (69), which Miller employs to suggest the plays themes. In an article published in Notes on Contemporary Literature, John D. Engle explains the metaphor of law used by the lawyer Quentin in After the Fall. fairnessrence Rosinger, in a brief Explicator article, traces the metaphors of royalty that appear in Death of a Salesman.2. Thomas M. Tammaro also points out that the diminished prestige of language studies since the height of New Criticism may account for the lack of a sustained examination of imagery and symbolism in Mill ers work. Moreover, Tammaro notes that Millers plays were not subjected to New Critical theoryeven when language studies were prominent (10). In his new authorized biography Arthur Miller 1915-1962, Christopher Bigsby clearly recognizes Millers attempts to write verse drama, but this work is largely a critical biography and cultural study, not a close textual analysis.3. Most notable among these works are the following The Family in red-brick Drama, which first appeared in The Atlantic Monthly in 1956 On affable Plays, which appeared as the original introduction to the one-act edition of A View from the Bridge and A reposition of Two Mondays the introduction to his 1957 Collected Plays The American Writer The American Theater, first published in the Michigan Quarterly Review in 1982 On Screenwriting and Language Introduction to Everybody Wins, first published in 1990 his 1993 essay approximately Theatre Language, which first appeared as an afterword to the published edition of T he Last Yankee and his March 1999 Harpers article On Broadway Notes on the medieval and Future of American Theater.4. For a more detailed discussion of these metaphors, see Death of a Salesman Unlocking the Rhetoric of Poetic Power in my 2002 volume A Language Study of Arthur Millers Plays. Also, in judge Our agone and Present in Wood Wood Imagery in Arthur Millers Death of a Salesman and The Crucible, Will Smith traces what he describes as a wood trope in the plays.5. When Biff discovers Willy with the woman in the hotel room in act 2, she refers to herself as a football (119-20) to indicate her humiliating treatment by Willy and, perhaps, all men.6. Frederick Charles Kolbe, Caroline F. E. Spurgeon, and Kenneth burke pioneered much of this criticism. For example, Spurgeon did groundbreaking work in discovering the clothes imagery and the image of the babe in Macbeth. Kenneth Burke, in The Philosophy of Literary Form, examines Clifford Odetss Golden Boy as a play that uses langu age clusters, particularly the images of the prize fight and the violin, that operate both literally and symbolically in the text (33-35).7. In his work Arthur Miller, Leonard Moss details the frequent repetitions of words in the text, such as man, boy, and kid. He notes that forms of the verb make occur forty-five times in cardinal different usages, ranging from Standard English to slang expressions, among them make mountains out of molehills, makin a hit, makin my future, make me laugh, and make a train. He also notes the nine-time repetition of make money (48). Moss connects these expressions to Millers thematic intention illustrating how the American work ethic dominates Willys life.8. In Im Not a Dime a Dozen I Am Willy Loman The Significance of Names and Numbers in Death of a Salesman, Frank Ardolino takes a generally psychological approach to the language of the play. He maintains that Millers system of onomastic and numerical images and echoes forms a complex network whic h delineates Willys monomania and its effects on his family and job (174). Ardolino explains that the name imagery reveals Biffs and Willys failures. He sees the repetition of Frank as part of Millers use of geographical, personal, and business names that often begin with B, F, P, or S. Thus the names beginning with F convey a conflict between benevolence and protection on the one hand and hammock and degradation on the other (177). Benevolent Franks are Willys boss, the boy Frank who cleans up, and the repairman Frank. Degrading Franks are Miss Francis and Franks Chop House, which contains the literal and psychological toilet where Willy has his climactic imagining of the hotel room in Boston.Works CitedAbbotson, Susan C. W. From Loman to Lyman The Salesman Forty Years On. The Salesman Has a Birthday Essays Celebrating the Fiftieth day of remembrance of Arthur Millers Death of a Salesman. Ed. Stephen A. Marino. Lanham, MD University Press of America, 2000.Ardolino, Frank. Im Not a Dime a Dozen I Am Willy Loman The Significance of Names and Numbers in Death of a Salesman. Journal of Evolutionary Psychology (August 2002) 174-84.____________. The Mythological Significance of Happy in Death of aSalesman. The Arthur Miller Journal 4.1 (Spring 2009) 29-33.Bigsby, Christopher. Arthur Miller A Critical Study. New York Cambridge UP, 2005.____________. Arthur Miller 1915-1962. London Weidenfeld & Nicolson, 2008.____________. A Critical Introduction to Twentieth-Century American Drama, Volume Two Tennessee Williams, Arthur Miller, Edward Albee. New York Cambridge UP, 1984.____________. Miller and Middle America. Keynote address, 8th International Arthur Miller Society Conference, Nicolet College, Rhinelander, WI, 3 Oct. 2003.Brantley, Ben. A Dark New Production Illuminates Salesman. New York Times 3 Nov. 1998 E1.Burke, Kenneth. The Philosophy of Literary Form. 2d ed. Baton Rouge Louisiana State UP, 1967.Couchman, Gordon W. Arthur Millers calamity of Babbit. Educatio nal Theatre Journal 7 (1955) 206-11.Curtis, Penelope. Setting, Language, and the Force of Evil in The Crucible. Twentieth Century Interpretations of The Crucible. Ed. John H. Ferres. Englewood Cliffs, NJ Prentice-Hall, 1972.Engle, John D. The Metaphor of Law in After the Fall. Notes on Contemporary Literature 9 (1979) 11-12.Gilman, Richard. acquire It Off His Chest, But Is It Art? Chicago Sun Book workweek 8 Mar. 1964 6, 13.Kaplan, Justin, and Anne Bernays. The Language of Names. New York Simon &Schuster, 1997.Krutch, Joseph Wood. Drama. Nation 163 (1949) 283-84.Marino, Stephen. Arthur Millers freight of Truth in The Crucible. Modern Drama 38 (1995) 488-95.____________. A Language Study of Arthur Millers Plays The Poetic in the Colloquial. New York Edwin Mellen Press, 2002.____________. sacred Language in Arthur Millers All My Sons. Journal of Imagism 3 (1998) 9-28.Miller, Arthur. About Theatre Language. The Last Yankee. New York Penguin, 1993.____________. The American Writer T he American Theater. The Theatre Essays of Arthur Miller. Ed. Robert A. Martin and Steven R. Centola. New York Da Capo Press, 1996.____________. Arthur Miller An Interview. Interview with Olga Carlisle and Rose Styron. 1966. Conversations with Arthur Miller. Ed. Matthew C. Roudan. capital of Mississippi UP of Mississippi, 1987. 85-111.____________. Death of a Salesman Text and Criticism. Ed. Gerald Weales. New York Penguin Books, 1967.____________. The Family in Modern Drama. The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York Viking Press, 1978.____________. Introduction to the Collected Plays. The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York Viking Press, 1978.____________. On Broadway Notes on the Past and Future of American Theater. Harpers Mar. 1999 37-47.____________. On Screenwriting and Language Introduction to Everybody Wins. The Theatre Essays of Arthur Miller. Ed. Robert A. Martin and Steven R. Centola. New York Da Capo Press, 1996._____ _______. On Social Plays. The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York Viking Press, 1978.____________. Timebends A Life. New York Grove Press, 1987.Moss, Leonard. Arthur Miller. New Haven, CT College and University Press, 1967.____________. Arthur Miller and the Common Mans Language. Modern Drama 7 (1964) 52-59.Murray, Edward. Arthur Miller, Dramatist. New York Frederick Ungar, 1967.Oberg, Arthur K. Death of a Salesman and Arthur Millers Search for Style. Criticism 9 (1967) 303-11.Otten, Terry. The Temptation of Innocence in the Dramas of Arthur Miller. Columbia U of second P, 2002.Richards, I. A. Richards on Rhetoric I. A. RichardsSelected Essays, 1929-1974. Ed. Ann E. Berthoff. New York Oxford UP, 1991.Rosinger, Lawrence. Millers Death of a Salesman. Explicator 45.2 (Winter 1987) 55-56.Simon, John. Whose Paralysis Is It, Anyway? New York 9 May 1994.Smith, Will. Figuring Our Past and Present in Wood Wood Imagery in Arthur Millers Death of a Salesman and The Crucible. Miller and Middle America Essays on Arthur Miller and the American Experience. Ed. Paula T. Langteau.Lanham, MD University Press of America, 2007.Spurgeon, Caroline F. E. Leading Motives in the Imagery of Shakespeares Tragedies. 1930. New York Haskell House, 1970.Tammaro, Thomas M. Introduction. Arthur Miller and Tennessee Williams Research Opportunities and discourse Abstracts. Ed. Tetsumaro Hayashi. Jefferson, NC McFarland, 1983.Teachout, Terry. Concurring with Arthur Miller. Commentary 127.6 (June 2009) 71-73.

Jail and Prison Comparison Paper Essay

Jail is usu all(prenominal)y the start-off engineer a individual is taken after being arrested by police officers. The authority of evidences to build, ope lay, and conduct jails can be found in the Tenth Am closurement, which has been construed to grant to states the superpower to pass their own laws to preserve the safety, health, and welfare of their communities. Jail is to protect the man and citizens of county by providing a wide range of constructive, professional correctional work for pre-trial and convicted detainees.Jail is also ensure the safety and welfare of stave, visitors, and offenders by operational(a) facilities and computer programs in a secure, humane environment which meets professional and standards and constitutional requirements. It reduces the rate to reincarceration by providing offenders with the opportunity for self improvement and the inner resources necessary to sterilise a successful adjustment within the community. An act of 1790 brought ab start sweeping reforms in the prison house house and authorized a penitentiary house with 16 cells to be built in the yard of the jail to carry out solitary confinement with labor for hardened atrocious offenders. Jails are strain by the county of a state and serve as locally-operated deporting places, usually for brief periods of incarceration or as a detention place before and during trial and around other legal matters. For example, someone convicted of a infraction crime would be jail. In addition, the sentence must be slight than a year. Jails are especially for someone being held in durance for trail, or they couldnt afford bail, or they were just arrested will be held in the county jail, non prison.As such, jails are impermanent county residences, and lack many a(prenominal) an(prenominal) of the amenities and programs that the large prisons see. Jails are usually run by the sheriff or the local government. According to the Department of Justice, at that place are approximately 3,600 jails in the United States. On the hand, prisons are federal or state-run. Prisons are principally much bigger and much more high- warrantor levels. Inmates convicted of federal felonies usually go to federal prison, and those convicted of state felonies go to state prison.Prisons often hold up precise elaborate education and vocational training programs, halfway house service, work-release programs, and inexpert and entertainment facilities. The original history of the federal prison system started keystone in the 1890s exactly it was not until 1930 that president Hoover sign-language(a) a bill establishing a federal prison system that would genuinely start the building of actual federal facilities. The federal system had been relying on the state and local levels of government to house their prisoners.The Federal Bureau of Prisons was formal within the Department of Justice and charged with the management and regulation of all Federal penal and co rrectional institutions. This responsibility finish offed the administration of the 11 Federal prisons in operation at the clip. As time has passed and laws engage transposed, the Bureaus responsibilities have bighearted, as has the prison population. At the end of 1930, the agency operated 14 facilities for just over 13,000 inmates. By 1940, the Bureau had grown to 24 facilities with 24,360 inmates.Except for a few fluctuations, the publication of inmates did not change importantly between 1940 and 1980, when the population was 24,252, according to Federal Bureau of Prison. However, the number of facilities al roughly doubled from 24 to 44 as the Bureau stepwise moved from operating large facilities confining inmates of many security levels to operating smaller facilities that each confined inmates with similar security needs. The federal prison incarcerated for longer time and associated with White Collar criminals. rough of the crimes that fall chthonic federal crimes a re drug dealer, political person, false insurance, bank robbery, and many more. On the other hand, the state prison system has been in worldly concern since the early 1800s with the building of gurgle Sing state prison. Sing Sing state prison is one of the oldest state penitentiaries in existence today and is still in use. The state prisons also refer to blue dig criminals. The state prison system is devised of a network of small prisons that hold most of the United States prison populations.Since the beginning of penitentiaries in each state proceeds has been a rising issue. Many states have to provide millions of dollars to their prison systems. Those who commit state or break the state roles, they will mechanically be sent to state prison and wait for federal if there is any. Some crimes that can be incarcerated within a state prison such as habitual offender, sex offender, drug user , and other boisterous crime offender. In the State Prison, there are tail fin security lev el have been established for correctional facilities and inmates are downhearted security, long suit security, high security, and maximum security.Inmates have been conditionally released into the community but remain under the supervision of the Department of Corrections. Low security includes wee Farms, Boot Camps, Forestry Camps, etc. Basically these are either first time low-risk offenders or inmates who have worked themselves up in the system and are perhaps on their way out of prison. Being considered low risk, affords the inmate to separate living conditions and a few more freedoms. They have earned the rely of the institution.This is why we believe its imperative to tell your family member to bespeak clear of any trouble during their incarceration. Minimum security categorize for inmates overture up in their time or those inmates that have committed a less severe crime. This level of inmate can be indisputable and is usually designated as a form of trustee or in a t rusted work detail. middling security, 3 inmates are emblematic of any placement for someone headed to prison. You must earn the trust from the staff at all levels to work your way up. This level of inmate has some rights and freedoms, but not many.Finally, maximum security is typically in lockdown most of their time and are usually the more violent or feared members of the population. To be housed at this level the inmate must have performed an extremely violent crime. There are basically no freedoms unless the Max inmate is housed with other max inmates, and they are only allowed out for one hour per day. This is not always the case with every prison, jail or detention facility. Some offer multiple programs and allow limited movement, classes, details and freedom for all inmates.According to the Department of Justice, there are minimum security, low security, medium security, and high security in the Federal Prison system. Minimum security institution is also known as Federal Pr ison Camps have dormitory housing, a relatively low staff-to-inmate ratio, and limited or no perimeter fencing. These institutions are work- and program-oriented and many are located adjacent to larger institutions or on military bases, where inmates help serve the labor needs of the larger institution or base. Low ecurity Federal Correctional Institutions have double-fenced perimeters, for the most part dormitory or cubicle housing, and strong work and program components. The staff-to-inmate ratio in these institutions is higher(prenominal) than in minimum security facilities. Medium security have strengthened perimeters (often double fences with electronic detection systems), mostly cell-type housing, a wide variety of work and treatment programs, an even higher staff-to-inmate ratio than low security FCIs, and even greater internal controls.Finally, high-pitched security institutions know as United States Penitentiaries have highly secured perimeters (featuring walls or reinfo rced fences), multiple- and single-occupant cell housing, the highest staff-to-inmate ratio, and close control of inmate movement. Some of the factors influencing the growth in jail are drug offenders sex offenders, violent offenders, plus in time served women offenders. The department of corrections system does four fundamental things.The first three, basic life care for offenders, risk identification and risk management, cover the bases of managing offenders. However, only risk reduction hits a home run to significantly affect offender outcomes and community safety. According to the National Institute of Corrections, countenance treatment reduces recidivism by 30%. In recent years community-based corrections has been practised in and begun implementing evidence-based practices. In recent years community-based corrections has been trained in and begun implementing evidence-based practices.

Music falls Essay

This third activity was chosen because it provides the boorren with this means of communication, well-favoured them the opportunity to conduct themselves freely. Doing this helps them appear emotionally and cognitively in all other aras of their learning. Music falls under Donaldsons construct mode, under value-sensing. She argues that emotion and thought are frequently related closely to unity another (Palmer, 2001).Neill (1927) also favoured medicament at bottom the curriculum, as he alleged that it had a therapeutic function, in particular with children with psychological problems. He also acknowledged that it gave the less academically challenged pupils something they whitethorn excel at. This activity, therefore, assists in increasing the childs self esteem, giving them more assumption in other areas of the curriculum too.DifferentiationThe possibilities for specialisation within this lesson are extensive. As it is a relatively free activity, the children git move a s much, or as little as they like. fundamental interaction from the practitioner could be by means of praising those who demonstrate exertion and capability, or by encouraging the children to express themselves and by giving them the confidence to move as they wish. Those who do not attempt to join in could be partnered with others, to provide further emboldenment and enjoyment.EvaluationThis activity provides the children with the freedom to move their bodies in ways which are normally considered inappropriate within the classroom. There is no specific way in which the children are compulsory to move and so they have the opportunity to truly express themselves with break the regular confines and barricades. Skinner (1971) believes that behaviour is not something a child is innate(p) with, it is shaped by consequences. The conditioning adopted by the setting determines the roll of behaviour the child has at his disposal (cited in Palmer 2001). Skinner treasure that children r espond to positive re-inforcement.The practitioner in this activity praises the children, encouraging them to express themselves further. Bandura suggests that adults can gain childrens attention and highlight the behaviour patterns they lack to encourage (David T et al, 2003). He suggests that the children will mimic the behaviour they take on in others. In this activity, if the children see the practitioner praising one child as suggested by Skinner, their behaviour will be reinforced and this should encourage more of this behaviour.As the rest of the children bear witness to this development, Bandura suggests that they will produce this behaviour to gain recognition for themselves. This was apparent when watching the behaviour of the livelong class. When one child became slightly over-excited and silly, others began to imitate him. The practitioner quickly took throw of the situation by praising one of the children who was making slower, more promiscuous movements and the c hildren responded swiftly by slowing their movements down too.ConclusionEach one of these activities proved to be successful. The children enjoyed them and were keen to stay on task throughout. The applicable areas and aspects of learning were adequately covered and the children gained a great deal from participating. From carrying out this research, it is apparent that it is necessary for practitioners to plan their scheme of work effectively in order to guarantee that the foundation stage curriculum is covered throughout the year.This work has examined the long, medium and short term plans and has explained why they are used. It has researched the emersion of the foundation stage curriculum and the ways it can be able and moulded to fit into many different types of early years settings. Using the triple activities this work has established the theoretical underpinning of the curriculum and demonstrates the strategies which can be use to differentiate the experiences effectivel y.BibliographyBooksBee, H. & Boyd, D. (2004) The Developing Child, Tenth Edition USA Pearson reproduction, Inc.Boushel, M., Fawcett, M. & Selwyn, J. (2000) Focus on Early Childhood Principles and Realities Malden, Mass Blackwell ScienceCarnie, F (2003) Alternative Approaches to Education A Guide for Parents and Teachers New York Taylor and Francis

Human resource management Essay

1. How usher out military personnel preference focus precede to a companys success? Human optionfulness washstand contribute to a companys success in that, it helps the fundamental virtue motivate people ensuring that their goals ar met and satisfied, individuals goals or inevitably could vary from money, self-realization, learning, catching and more so growing as an individual. 2. calculate that a small manufacturing company decides to invest in a materials preference planning (MRP) system. This is a computerized information system that changes efficiency by automating such(prenominal) pop off as planning needs for resources, ordering materials, and scheduling work on the shop floor.The company hopes that with the new MRP system, it can grow by quickly and efficiently bear oning small orders for a variety of products. Which of the homo resource functions are likely to be affected by this convince? How can human resource management help the formation hire out thi s change successfully? The human resource functions likely to be affected by almost all nine functions of Human resources. The throw of work would need to be considered in a new faint-hearted than it was before the change in systems.The human resource management employment would change itself as itd become automated, Recruitment, selection, hiring as well as nurture would require some modifications. Performance management would need to be reevaluated because of the changes from the new system. Human resource management can help the organization carry out the change successfully by using its fellowship of individuals behavior as well as instruction execution management tools so as to help the organization to manage the process in a productive manner. 3. What skills are important for success in human resource management? Which of these skills are already strengths of yours? Which would you like to develop?The skills important for Human resource management are as follows* organis ational* Business Ethics* Communication* Multitasking* Dedication* Decision making skills* lead skills* Technical skillsAll of these skills are strengths of mine however, I need to improve on my leadership skills as well as my technical skills to bear on me updated on new techniques. 3. Traditionally, human resource management practices were developed and administered by the companys human resource department. termination managers are in a flash playing a major role in developing and implementing HRM practices. why do you think non-HR managers are becoming more involved? Line managers are becoming involved in the development and implementations of human resource management practices because the information from line managers is needed to determine policies and practices that would be employ to reinforce the day to day needs of the organization5. If you were to start a business, which aspects of human resource management would you want to relegate to specialists? wherefore? If I were to start a business, the aspects of human resource management which I would entrust to specialists are Administrative services and transactions, which would take care of hiring employees and answering questions. I chose this aspect because, with the knowledge of my business, the human resource specialist will be in a better position to find the qualified applicants. 6. Why do all managers and supervisors need knowledge and skills related to human resource management?All managers and supervisors need knowledge and skills related to human resource management because some of their responsibilities are usually c set downly related with the functions of human resource managers, such as interviewing candidates, providing training, analyzing employees work. Taking a close sort at their jobs, managers and supervisors are sometimes the face of the company to their employees. 7. Federal law requires that employers non discriminate on the basis of a persons race, sex, national origin , or age over 40. Is this also an ethical requisite? A competitive sine qua non? Explain.In my opinion, it is non an ethical requirement because ethics simply refers to the principles of knowing what is right and what is wrong. Further, organizations have to adhere to laws and regulations which are put in place. It is not a competitive requirement both because most people would rather work for a company who they can trust. If the company is operating on an unethical manner, its might be mischief to the company and if they operate in an ethical manner, then the company would return from that.8. When a restaurant employee slipped on spilled soup and fell, requiring the evening off to recover, the proprietor realized that workplace asylum was an issue to which she had not devoted a good deal time. A friend warned the owner that if she started creating a lot of safety rules and procedures, she would lose her focus on customers and might jeopardize the future of the restaurant. The safety line is beginning to feel like an ethical predicament. Suggest some ways the restaurant owner might address this dilemma. What aspects of human resource management are involved?The restaurant owner may address this dilemma by acquiring some knowledge on the values of safety training as safety is important for workers as well as the customers. If the owner views the safety training as an addition to value to the restaurant, the owner may be able to get over any fears and worries associated with this dilemma. The sphere of human resource management that could be involved would be the training and development function. 9. Does a career in human resource management, found on this chapters description, appeal to you? Why or why not?No, a career in human resource management does not appeal to me, this is because, I have career aspirations which does not fall to a lower place any aspects of Human resource management.

Howard Zinn on Democratic Education Essay

Upon reading the book, Howard Zinn on Democratic education, I felt a lot of questions I had regarding education was answered. I had everlastingly regarded education as something liberating, something that would be able to check students how to become enlightened. That is wherefore I read a lot of books. But regarding my schooling, I questioned why we argon loaded with so much homework and tests, we end up not deeply understanding anything at all, because there is no duration to process all the information. It is as if our schooling stunts our educational growth.Yet, the irony of it is they teach us so much facts of how, where, when, who, and what, unless I had this nagging hesitation that teachers were hiding vital information from us. I did not k straightaway what exactly, but I endlessly felt something was missing because I could not touch on what I learned in school to what was happening to our country as I watched the news. It was as if there was a missing link, a pri mal that would make everything make sense. Yet, as the years in the academe passed, I encountered no such link. Until now. It was as if my youthful objections found validation. I had always felt that my schooling lacked experienceing.All these hard facts were discussed as if they did not sham community. We really never knew, through history, how terror felt when planes during the World warfare II flew overhead, or triumph when the war was declared over. It is not anybodys fault. I think, history send wordnot be studied it has to be lived. Although in my opinion, it can be remedied. Instead of sitting in classrooms all day, reciting facts, we should focus on gathering our confess information regarding flatts. This does not mean reading even unassigned readings. I have always thought that people are not foolish.Each individual has a unique story, if we only attention to listen. We should experience learning, and this can only be done by press release out of the classroom, and learning from living people. After all, the papers our books are make up of were once living things too. The critical question now is, what now? Now that we possess such knowledge, what must we do with it? Knowledge that is not followed by action is a dead thing. We could start through transforming our own classroom, if we are to teach, or even in our own homes. Drop-out rates are not surprising due to the fact that so few kids feel remotely refered to their schooling.If we involve these kids, make them see that it is also their classmates deprivation if they do not attend classes, they can be pulled back into the academe. To do this, they must be able to feel that they can contribute something to the discussion, whether it be a question or an opinion. We must impress upon our minds that there are no right or wrong questions or opinions. Each comes from a different background (hence a different culture), so we must be patient and understanding. We must also find tangent points we must connect the academe with their lives. We must do away with the notion that scholars have tusk towers.We must reconnect. Because this is what education does. It reconnects people with other people. It reconnects people with ideas. It reconnects people with opportunities. It reconnects people with hope. If all the attendants in a classroom participate freely and energetically, actively molding their curriculum to suit their individual needs, we will have captured the sum of a democratic education. Through this, we will have a actually democratic country.ReferencesSchugurensky, D. (2005). Howard Zinn on Democratic Education. International Journal of Citizenship and Teacher Education , 1, 99-100.

Linguistics and Language Essay

Language Comprehension Language Production Language Acquisition Psycholinguistics is a branch of cognitive science What leave behind be covered in this class? How do we produce and recognize speech? How do we apprehend lyric poem, letters, and sentences? How do we learn and recall information from texts? How corporation we improve texts to oblige them easier to understand? How does the br ain function to operation phrase? What be the ca physical exertions and effectuate of reading disabilities?Is on that point language in other species? Central themes in psycholinguistics 1)What noesis of language is needed for us to use language? silent (implicit) effledge vs. Explicit knowledge tacit knowledge of how to perform something, entirely non aw be of full rules explicit knowledge of the processes of mechanisms in performing that thing 2)What cognitive processes are involved in the ordinary use of language? How do we understand a lecture, read a book, intimidate a conversation? Cognitive processes perception, memory, thinking, learning Some definitions of basic comp nonpareilnts of language Semantics The meaning of words and sentencesSyntax The grammatical arrangement of words in a sentence or phrase Phonology The sound imitate of language Pragmatics How language is used in a social scene Examples from psycholinguistics Parsing garden path sentences The novice accepted the deal before he had a chance to check his finances, which put him in a show of conflict when he realized he had a straight flush. 1) The suspect examined by the lawyer turned out to be unreliable 2) The essay examined by the lawyer turned out to be unreliable The process of parsing is the process of qualification decisions The effect of prior knowledge on perceptionThe procedure is actually quite simple. First you arrange things into different groups. Of course, cardinal pile may be sufficient depending on how much in that location is to do. If you have to go somewh ere else due to lack of facilities, that is the next gradation otherwise you are pretty well set. It is important not to magnify things. That is, it is better to do similarly few things at once than too many. In the short run this may not face important, moreover complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life.It is difficult to counter any end to the necessity for this task in the immediate future, scarcely then one never can tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. eventually they will be used once more, and the whole cycle will then have to be repeated. However, that is part of life. Bransford & Johnson, 1973 Recall No context 2. 8 idea units out of a maximum of 18 Context afterwards 2. 7 idea units Context before 5. 8 idea units Child l anguage development How many words do you know?Hint Dictionary has about 450,000 entries Test high drill graduates How many words do they know? About 45,000 english words About 60,000 including names and foreign words The average six course of instruction old knows about 13,000 words. Learning about 10 words per twenty-four hours since age 1. (One every 90 minutes) How much do we have to apprize youngsterren to learn language? Do you have to teach a child to walk? Is it the same way of learning a language? My instructor holded the bilk rabbits and we patted them I eated my dinner A brief history of psycholinguistics Wilhem Wundt (early 1900s) gratify in mental processes of language productionSentence as the primordial unit of language Speech production is the transformation of complete apprehension processes into sequentially organized speech segments. Behaviorism (1920s-1950s) Rejected the focus on mental processes Measurement based on objective behavior (primarily in lab animals) How does experience (reward and punishment) shape behavior? B. F. Skinner Children learn language through shaping (correction of speech errors) Associative chain theory A sentence consists of a chain of associations between individual words in the sentence Whats wrong with the behaviorist approach?Noam Chomsky (1950s present) 1) Colorless commonalty ideas sleep furiously 2) Furiously sleep ideas green colorless. 3)George picked up the baby 4)George picked the baby up. Almost every sentence uttered is a saucy combination of words The Poverty of stimulus argument There is not enough information in the language samples given to children to account for the richnes and complexity of childrens language The pattern of development is not based on parental speech but oninnatelanguage knowledge Linguistic Diversity vs. Linguistic Universals Linguistic transmutation There appears to be a lot of diversity among languagesEven inwardly languages there is diversity When are two languages different? We speak the same language if we can understand each other Exceptions Norwegian and Swedish Cantonese and Mandarin Dialects within languages The myth of pure language How/why do languages change? why does there seem to be a correct side? Members of the sovereign (most powerful) sub-culture tend to speak one dialect and may punish those who do not Linguistic Chauvinism Belief that ones take language/dialect is the best of all possible languages Black English Vernacular (BEV) Study by William Labov Interviewed African-American street youthYou know, the like some people say if youre in effect(p) an sh*t, your spirit goin t promised land . . . n if you bad, your spirit goin to hell. Well, bullsh*t Your spirit goin to hell anyway, good or bad. Why? Why? Ill tell you why. Cause, you see, doesn nobody really know that its a God, yknow, cause I mean I have seen black gods, white gods, all color gods, and dont nobody know its really a God. An when they be sayin if you good, you goin theaven, thas bullsh*t, cause you aint goin to no heaven, cause it aint no heaven for you to go to. Place holders There vs. It in the copulaCopula Is, Was optional Negatives You aint goin to no heaven BEV just as linguistically complex as Standard American English We dont see/understand the complexity in other languages Moral on the whole languages seem to permit as colossal range of expressions as others Linguistic Universals What is in common with all languages? Sentences are built from words based on the same physiological processes All languages have words All humans have ways of making sounds. Languages tend to use a small set of phonemic sounds Phoneme The minimum unit of sound that contributes to meaning How many phonemes in a language?English 40 phonemes Range Polynesian 11 to Khoisan 141 Discreteness Messages in human language (e. g. speech sounds) are made up of units of which there is a discrete (limited) human action Arbitrariness The relati onship between meaning(prenominal) elements in language and their denotation is independent of any physical comparison between the two. Words do not have to look or sound like what they describe Openness New linguistic messages are created freely and easily Languages are not constrained in a way so that there are a limited number of messages that can be created.

Nursing admin

thinkable Causes a. In order to Improve the member In dealing with this particular(prenominal) Incident changes must be made to implement a cutting process in order to burst deal with these postal services in the future. The starting step would be to develop a group that is additional all(prenominal)y practised to clutch these emergent situations. Each member should take a musical mode a specific role designated to them to have their specific lines that should be hided during the emergency response.Once the aggroup is developed, special didactics should be wedded to better educate the squad members In dealing with these patients. Once separately member Is confident In their training and discriminating their role, the group exit be ready and prepared to handle any(prenominal) future situations. B. To organize a squad that would be the stolon responders for all emergent situations, the team would include a leader, facilitator, recording machine, time keeper, and team members. The leaders would be the principal(a) URN and primary physician on the stipulation case.The facilitator of this team would be the ICC nurse. The recorder and time keeper would be the alike person being one of the unit staff members, non needs a URN but could be the charge nurse or choice nurse. The team member included could be the respiratory therapist who could abet assists with necessary task if not preoccupied with a respiratory melancholy patient. In addition to these team members, I would include a hostage officer to be present and on standby for these patients that are agonistical and a possible threat to themselves or others.In this specific case the gage team could have helped assist with the patient leaving the scene. C. Unfortunately, the staff Is soon uneducated on how to deal with these types of patients and incidences. This is causing them to have negative attitudes towards the patients barely rather accelerating the behavior of the patie nts. The staff does not know the correct go to take in order to diffuse the situation. By not knowing what to do, there is too untold lag time creating too much time for the situation to further escalate.Another problem that added to the situation escalating was having no earnest guards present at the time of Incident, causing opportunity for the patient to flight the hospital and disappear. D. Patient arrived at DE due to possible stroke Admitted with inadequacy of knowledge of cause of symptoms Rapid response due to patient enlargement Staff responds with negative attitude and lack of knowledge on how to promise Mr X Mr X flees the hospital County police find Mr X at home Mr X admitted to similar acute unit Staff avoids Mr X e.As stated previously in letter a, to improve the process and decrease the risk of this situation happening again a team should be implemented who is specifically trained in dealing with these situations. The emphasis should be redactd on training a nd education for the staff and team members so this situation of staff not knowing how to respond or deal with this patient, will not happen again. A unit communications protocol should also be set in place, so that the staff does not have questions regarding how to deal with these patients in the future when this situation reoccurs. abdominal aortic aneurysm.Improvement Plan In order to best be prepared in case this situation should happen again, a plan should be developed and in place so there is no questions as to whom should respond and what tasked should be taken. graduation exercise there should be a team established and trained to be prepared for these situations. At the first-class honours degree sign of an emergent situation arising, the primary nurse should notify the charge nurse of events are age knock so the entire team is alerted immediately. All of the members of the team should rapidly respond to the page and report to the location of the incident.Once all assembl e the team members should demand their roles, the leaders would be the primary URN and primary physician on the given case. The facilitator of this team would be the ICC nurse. The recorder and time keeper would be the same person being one of the unit staff members, not inescapably a URN but could be the charge nurse or imagination nurse. The team member included could be the respiratory expiratory distress patient. And the auspices team should be present and close in proximity.The team leaders should be taking control of the situation by vainglorious verbal orders of steps necessary to diffuse the situation. The respiratory therapist should be taking care of oxygen and breathing treatments if necessary and assisting the team with any other necessary tasks. The unit staff member who is designated as the recorder and time keeper should be taking detailed notes of each task and order that is being carried out. Each team member should be all hands in throughout the entire mime un til the situation is easy or the primary MD orders for the team to discontinue treatment.Since the team has been good trained, their attitude will be more accepting of the patient and they will be proactive with approaching the patient due to the fact that they know which steps to take and skills in handling these patients. Once the situation in diffused and handled, the recorder should chart all the details that occurred during the response and the team should debrief regarding how things were dealt with and improvements that could be made. AAA. Implementation In order to implement this plan, a team must be developed that is specifically trained to handle these emergent situations.Each member should have a specific role better educate the team members in dealing with these patients. The members should be educated in detail regarding the plan and how to carry it out. It should be clear to all individuals on what their specific role is and each task they are responsible to implement . AAA & AS. Plan Measurement & Evaluation of In order to measure and mensurate if the plan would be effective a mock emergency could be staged in order to gage and evaluate how the team members pit and successfully carry out the process.To be measurable, the response time could be recorded in order to evaluate how long the team takes to respond to the emergency and how long it takes to secure and safely treat the patient. Evaluations on each team member could be done and reviewed in order to come across further corrections if necessary. After each emergent situation a debriefing could be held to discuss the outcomes and areas that need to be improved in order to better the process each time. B. Unit Protocol 1). No staff member should approach the patient by themselves, always have second staff member present at all times. ). At first sign of behavioural outburst, call security team in for backup. 3). Call team overhead to alert all members at first signs of emergency, in order t o initiate first steps of the developed process. 4). never attempt to restrain the patient before or during behavioral fact without consulting MD first. 5). Do not risk putting yourself in way of harm of physical danger if patient in combative, allow security team or police office to handle extreme cases of behavioral episodes.

Importance of Couseling Essay

The study was limited to single xvi unes displaceial aims thirteen government substitute(prenominal) shallows and three agency standby naturalises in Benin city with practicing school counsellor(s). In all, there were four-spot hundred and twenty respondents (420). trip out was not a factor in the study. Two four-point Likert instance scale questionnaires were utilize to obtain data for the study. These atomic number 18 Secondary School Counsellors Questionnaire (SSCQ) and Secondary School Students Questionnaire (SSSQ). The reliabilities of 0.69 and 0.80 were obtained respectively SSCQ and SSSQ employ the Cronbach of import intrinsic Consistency dependability.The findings show that there are insufficient counsellors in schools inadequate availability of counsellor facilities and that the aptitude of counsel and counselor-at-law violence has impact on the quality of direction serve they provide to alternate school students in Nigeria. These findings suggest that these variables go out help to promote students fitting in the school and the society at large. Paradoxically, the absence of these variables could precipitate students mal trying on. Recommendations on ways of improving direction and advocate go to promote students limiting were pr advanceed.Keywords steering Qualities com rush and talk over Students revision Nigeria1. Introduction steerage and Counselling happens to be iodine of the splitments in the field of Education in Nigeria. It became fashionable with the introduction of the 6-3-3-4 educational system. It is generally true that in Nigeria, the organize/ testicle counselling started in 1959 at St. Theresas College, Oke-Ado in Ibadan by somewhat Reverend Sisters, emerge of concern for the products of their school. They felt that there was take up to offer vocational counselor to their outgoing final year students. As a result, the Rev. Sisters invited twenty educated people from Ibadan community who we re in antithetical professions and then knew to a greater extent roughly the emerging world of work than the students and the Rev. Sisters. Fifty-four out of the sixty students benefited from the experts advice and were placed in various jobs. The innovation was highly accepted by the society because in later years this group of people, though not trained counsellors, organized move talks, seminars, counselor-at-law workshops and lectures for the class atomic number 23 students. Later on, the vocational advocate operate spread to other unoriginal schools outside Ibadan and across the entire federation.The ministry officials became so arouse in these organized operate that this group of Career Advisers was invited to provide career workshops for teachers and career masters. lastly the term Career Advisers became a national issue. In an attempt to go the old educational system, towards the needs of the nation, the Nigerian Educational Research Council (NERC) in September 1 969 organized a conference on political platform development. The curriculum conference was followed by a government sponsored National Seminar in 1973 under the chairmanship of Chief S.O. Adebo to deliberate on all aspects of a National form _or_ system of government on Education using the report of the 1969 curriculum conference as the working document. The conference came up with recommendations for a New National insurance on Education, which the Federal Government accepted and published in 1977 and rewrite in 1981, 1989 and 2004.With the highlighted changes in the Nations educational system, the need for counsel and counselling operate in Nigerian secondary schools became more glaring. Consequently, Guidance and Counselling Services became an integral and essential component of the educational work at for all students as they progress through the educational system. According to Egbochuku (2008), the aims of school guidance and counselling serve, which are based on a d evelopmental hierarchy, are to provide students with 1. Opportunities to develop knowledge and appreciation of themselves and others 2. Opportunities to develop affinity skills, ethical standards and a sense of responsibility 3. Opportunities to acquire skills and attitudes necessary to develop educational goals which are suited to their needs, interests and abilities 4. Information that would enable them to make decisions about life and career opportunities ( 15). Today, guidance and counselling has gained prominence in the Nigerian educational system and many people are getting interested in the guidance of youth in making wise educational, vocational and personal/social decisions.Consequent upon the expansion of counselling activities in Nigeria and the need to form a larger association to embrace both counsellors and career masters, the Counselling Association of Nigeria (CAN) was launched on the 11th November 1976. To facilitate efficient way of guidance and counselling servi ce in Nigeria secondary schools, guidance and counselling power are being trained in the tertiary institutions and sent to schools to deliver these go. Also, basic courses in guidance and counselling feature in all teachers-education programmes. Prominent among the services rendered by guidance and counselling personnel in secondary schools are Information, Appraisal, Referral, Guidance, Counselling and Planning, Placement and follow-up services for the proper guidance of students.Against this background therefore, the focus of the study is to assess the realities of guidance and counselling services in providing adequate guidance for Nigerian secondary school students. 1.1. Statement of the problem It is assumed that with the increasing complexities in the society, industrial and technological development all going hand-in-hand, the succeeding generation get out find it difficult to adjust themselves both to the society, work, family and schools. Failures in proper adjustment to all the facets mentioned could affect the education of young people and expose them to environmental as well as personal problems in development. Guidance and Counselling, as a delivery service, should not be misconstrued as the traditional type that is based on the principles of to guide, to direct on a course, to enlighten, or to see.This traditional type of counselling was principally carried out in African rightting by heads of families, Priests, and church leaders (Olayinka and Omoegun, 2001). Because of the complex nature of Nigerian society, the counselling profession has assumed a wider role. Present day Guidance and counselling is based on the process of helping individuals understand themselves which will lead to the better understanding of the other aspect of their lives (Egbochuku, 2008).According to the literature, these services are the formalized actions taken by the school to make guidance operational and available to students. These formalized actions typically c onsist of a set of processes, techniques and functions that serve to carry out the guidance and counselling goals of a limited educational direct. For students to be properly informed, they need the assistance of trained guidance and counselling personnel. Hence, the government made it a policy that guidance and counselling should feature in teacher-education programmes because teachers are closer to the students. Furthermore, the department of Guidance and Counselling has been established in most Nigeria Universities to train counsellors at the B.Sc., Master and PhD levels, to raiment them with the appropriate counselling techniques to carry out guidance and counselling services in secondary schools.There is need therefore to assess the guidance and counselling services rendered by school counsellors to find out if these services actually provide adequate guidance for students development. It is therefore hypothesized that Qualification of guidance and counselling personnel, ava ilability of guidance and counselling facilities, quality of guidance and counselling services will not significantly predict students adjustment 1.2. social occasion of the study This study assessed the quality of guidance and counselling services in secondary schools with practicing school counsellors in Edo state. To achieve this, the researcher examined the qualification of personnel providing guidance and counselling services, availability of materials for the successful execution of Nigerian secondary school guidance and counselling services and the impact of guidance programs on students adjustment.1.3. Significance of the study Guidance and counselling is the bedrock for achieving self-actualisation. It is a process of helping individuals to understand themselves by discovering their own needs, interests and capabilities in come out to formulate their own goals and make plans for realizing those goals. An analysis of guidance and counselling services in providing adequate guidance for secondary school students is of paramount greatness hence the this study.The result from the study will help in throwing more light on how guidance and counselling services is being utilise in secondary schools in Nigeria and the quality of guidance services get by secondary school students. In addition, it provides information to education planners and school administrators on their responsibility in providing adequate facilities for guidance and counselling services in order for students to receive quality guidance. It also reveals the extent to which guidance and counselling services influence the total development of the potentials and proper adjustment of secondary school students.2. MethodologyThis is a survey study using correlational research design. The scope of the study covers some selected government and mission secondary schools with practicing school counsellors in Benin City of Edo State Nigeria. This is because Benin City is a metropolitan city and c onsists of three well-populated Local Government Areas (Egor, Oredo, Ikpoba Okha LGA) in Edo South Senatorial District, out of the 18 LGAs in the 3 Senatorial Districts of Edo State. Purposive sampling techniques and simple random sampling techniques were employed in selecting the sample for the study. This study was limited to only sixteen (16) secondary schools thirteen (13) government secondary schools and three mission secondary schools in Benin City because only these schools had practicing school counsellor(s) as at the magazine the study was carried out. In all, there were four hundred and twenty respondents (420). Sex was not a factor in the study.2.1. Instrumentation Two different four-point Likert type scale questionnaires were designed by the researcher to obtain data for the study. These are (1) Secondary School Counsellors Questionnaire (SSCQ) (2) Secondary School Students Questionnaire (SSSQ) The SSCQ consisted of deuce of import dents viz Section A This consisted o f three items requesting information about the level of qualification in guidance and counselling from the respondents. Section B This consisted of cinque items requesting information about the availability of guidance and counselling facilitiesmaterials in the school. The SSSQ also consisted of two sections viz Section A This consisted of eleven items eliciting information about the quality of guidance services rend by counsellors in the school from the respondents.Section B This consisted of twelve items requesting information about the impact of guidance and counselling services on Nigerian secondary school students adjustment. The respondents in each human face were requested to indicate the extent to which they agreed or disagreed to each item. Items one to three in section A of the SSCQ and items one to eleven in section A of the SSSQ were used to test hypothesis one. Items one to five in section B of the SSCQ and items one to eleven in section A of the SSSQ were used to tes t hypothesis two. Items one to eleven in section A of the SSSQ and items one to twelve in section B of the SSSQ were used to test hypothesis three. The scoring of the instruments was as follow powerfully Agree (SA)-4 Agree (A)-3 Disagree (D)-2 Strongly Disagree (SD)-1For all irrefutable worded items the above was the case, while the reverse was the case for all negative worded items in the questionnaire. 2.1.1. Validity and Reliability of the instruments Both construct and face validity was established. The reliability of 0.69 and 0.67 were obtained respectively for sections A and B of the instrument for Counsellors (SSCQ) using the Cronbach Alpha Internal Consistency reliability test. The Students Questionnaire (SSSQ) yielded an alpha coefficient of reliability 0.80. 2.1.2. Administration of the instruments Permission was obtained from the school before administering the questionnaires, which were personally administered by the investigator to the respondents in the various second ary schools selected for the study. 2.2. Analysis of Data Descriptive Statistics and Pearson Product Correlation were used were used for analysis.3. ResultsVariables Qualification of guidance and counselling personnel Quality of guidance servicesThe table 1 shows an r. value of .169 testing at an alpha level of .05 and a p .001. The p. value is less than .05 (p