The development of aggression and violence in the American youth

In the introductory portion, the writer introduces the relevance of the study to the present reality by briefly indicating the focal areas that are covered in the paper. Basically, the thesis statement or argument is presented in prà ©cis to complete this part.Problem statements and milieuThe paper seeks to explain the development of an individual’s aggression and or violence in the context of society, family and internal mental or thinking patterns. Whether the results are a combination of the factors will be posed as inquiry in this section with a corresponding hypothesis.Review of Related StudiesThis portion explains the peer-reviewed works of psychologists and sociologists and others in the profession with the intention of analyzing the important and strategic breakthroughs in science on the issue and which the present paper seeks to accentuate considering the need of the hour (Works of Bjork, Furst, Sidney, Wacker, David,   Tremblay et al, Harris, Mary; Hogh et al, Hob bs, Brackney et al,II. Results and findings   A. Definition of termsUsing DSM and other credible sources for the operational definition of the foremost significant terminologies employed in the paper. (Works from Aggression from Encyclopedia of Science, Technology, and Ethics, DSM definition)   B. Theoretical Framework  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ~ Factors influencing Aggression  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explores different perspectives in the understanding of AggressionII. Discussion of Results and FindingsIt is assumed that the following are major contributing factors that influence aggression and/or violence. Discussion section of the paper further establishes the researcher’s findings based on the problem statement and hypothesis made. The following are salient points that are developed by the researcher.â€Å"What can make an individual youth commit violent acts?†Ã‚  ~ Pornography and violence in the internet and media  ~ Depression among th e teens  ~ Domestic Violence (DV) and Aggressionâ€Å"What should or can be done to reduce the incidence or curtail youth violence or aggression?†Since the issue is a prevailing and existing individual, familial and societal problem, and many studies are already conducted to apply effective interventions, this section of the paper seeks to enumerate and describe the leading and effective treatments and/or interventions on the matter. It also attempts to give a balanced view on the plus and minuses or pros and cons of the prescribed interventions.III. Summary of findingsProvides a brief summary of the study’s findings.IV. Conclusion and RecommendationThe writer addresses the reader to his/her own reflections regarding the study he/she made on the problem. However, considering the limitation of logistics and other factors, she/he prescribes or outlines his/her own recommendation/s regarding the problem and it is to be undertaken in future studies.IV. ReferenceExact doc uments used or employed throughout the study are herein listed in APA format.

Fate vs. Free Will: Re-examining the Belief through Sophocles’ Oedipus the King Essay

Fate has always been the central argument in almost every Greek drama known to human civilization. Mankind has always been convinced that we cannot go against the tide, as all things are bound to happen, waiting to happen, and will happen. We have always been a believer of oracles, the fanfare of fortune-tellers, we hold our breaths to what the cards will tell of our fortune and our future. But if this is to be believed, then we are unwittingly giving up our free will, our right and capability to make decisions, we are giving away our logic and our right to draw our own lives, but rather, giving it all up to a greater force, an invisible hand that commands us to do what we ought to do. In the interest of discussion and deep philosophical reckoning, may I ask, is life, as unpredictable as it is, drawn by fate or by free will? Oedipus the King, one of the three Theban plays written by Sophocles, has been the center of many discussions on this topic. The question of whether fate or free will contributed to the downfall of Oedipus poses a great many questions to scholars and common folks alike. The question is an unwitting examination of our own lives, are we the products of the choices we take, or victims and collateral damages to a greater, unfolding plan. Fate, has been defined as the will or principle or determining cause by which things in general are believed to come to be as they are or events to happen as they do (Webster 128). By essence, we as common folks cannot choose our own undertaking but rather, just follow whatever it is that is bound to happen. Oedipus life has been marred by the predictions and indications of the Delphian Oracle. He, together with Laius and Jocasta, gave tremendous weight to what fate has instructed them to portray. And in their efforts to change what has been written, they have fallen victims to their own destiny, entangled with the cobwebs of lies and deceit that they made to cover up what their own personal flaws and fears. It is interesting to know and to reckon, however, that the oracle says the son will kill his father and mate with his mother, what if the child that was delivered was a daughter and not a son? Or it would have been a quick and quiet solution if Jocasta or Laius himself killed the baby and not just delegate it to a servant, thus avoiding the case of insubordination, which proved deadly for all the characters involved. Or, they could have just raised Oedipus by themselves, in their own guidance, within their very reach, for no moral man shall kill his own father and have a relationship with his own mother. In shorter terms, there could have been many alternatives, many ways, many options, which could have been effective and could have prevented the tragedy that has befallen the House of Laius. Free will could have worked things out in this tangled story of murder and incest. Logic could have outwitted the fates that are conveniently believed to direct our destinies. But then, some may think, this is still a gamble on the things to come. Again, let me cite another story, this time in the form of a short story by Mark Twain, aptly entitled Luck. It has clearly illustrated how a man who lacks luster in any field, became an illustrious and decorated military officer. He has been pursued, day by day and year by year, by a most phenomenal and astonishing luckiness (Twain 64). This fictional character, Lieutenant General Lord Arthur Scoresby, seems to have all the luck in the world, transforming the worst of blunders into the most brilliant and astonishing of all the military tactics. To romantics, it seems that the universe has conspired to give him the best of fortunes and enjoy the best of life. But again, let me ask, for purposes of reckoning and discussion, what if poor Scoresby â€Å"choose† other field and not enter the world of military, where outwitting and counter outwitting the enemy is a practice? Or, what if the reverend, instead of helping him, just let him fail his subjects I the military school? A choice has been given to the reverend, but alas, he choose to undertake the road that led to the unthinkable and unlikely success of the stupid man. His own choice, then, it is safe to say, has catapulted the General to his place in history. Force, or the lack of it, is an underlying factor in this topic. Oedipus has always known he will one day kill a man that is father, therefore, he should have prevented himself to kill any man, be it a stranger or the man he has believed all along to be his father, King Polybus. Nobody forced him to kill anyone, or at least, no other hand guided the sword that killed Laius but his own. He has been warned that he will one day commit and incestuous relationship with his own mother, then, he should have prevented himself from marrying any woman, be it any woman or the woman he has believed all along to be his mother, Merope. He, therefore, has guided his own undoing. Oedipus, therefore, is the only one responsible for fulfilling the prophecy, for in no page of the play did I find that any other hand or force guided him to do as he did, but his own choice, his own free will. The knowledge of the murder and the incest should have warned him and equipped him with a list of what not to do in his life, but instead, he let his own flaws draw his destiny. The question of fate and free will is an age old problem, and the solution will not be found in the endless debates, lustrous academic and para-academic discussions, or literary discourses. Our lives, whether we believe it or not, are products of our choices, we are of our own doing, or undoing. If we allow ourselves to believe that, like the planets in the universe, lifeless and dull, we are drawn to follow a certain order, then, we practically give up our right to life, our freedom, our individuality, but instead, we accept that we are common, unspecial, and nothing more than a dry leaf mercilessly thrown around by the wind, we are nothing but a stone that will forever remain at the bottom of the sea, or up in the mountains, that we are at the mercy of someone we don’t see. Lastly, let me just share, not a quote or a passage, but a law that has been proven time and time again, authored by the great Sir Isaac Newton. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. I believe, no other external force is at play, but that, which we call â€Å"ourselves†. Works Cited Cohen, I. Bernard and George E. Smith. The Cambridge Companion to Newton. Cambridge: Cambridge University Press, 2002. Dodds, E. R. â€Å"On Misunderstanding the Oedipus Rex. † Sophocles’ Oedipus Rex. New York: Chelsea House, 1988: 35-47. Sophocles. Oedipus Rex. New York: Dover Thrift Editions, 1991. Twain, Mark and Justine Kaplan. The Signet Classic Book of Mark Twain’s Short Stories. New York: Signet Classics, 1985.

Sharing Responsibility †Role of local and state bodies: Disaster Management Essay

‘Disaster management can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters. Disaster — The term ‘DISASTER’ has been taken from a French word ‘Desastre’ (French ‘des’ means bad and ‘astre’ means star) meaning bad evil star. A disaster whether natural or human induced, is an event which results in widespread human loss. It is accompanied by loss of livelihood and property causing devastating impact on socio-economical conditions. India is one of the most vulnerable developing countries to sufer from various disasters like-flood, drought, cyclone, landslide, earthquake, forestfire, volcanic erruptions, roits, terrorist attacks etc. Natural disasters- It is an event that is caused by a natural hazard and leads to human, material, economical and environmental losses. They are beyond the control of human beings. Nature provides us with all the resources, but it can be sometimes cruel also. Some examples of natural disasters are- the 2001 earthquake in Bhuj, Gujarat, the 2004 Indian Ocean Tsunami, the 2008 earthquake in China, the 2007 cyclone in Myanmar. Eg. Floods, Drought, Earthquake, Volcano, Cyclones, Landslides, Avalanches etc. Human-Induced Disasters- Man made disasters are caused by human activities such as nuclear explosion, chemical & biological weapons, industrial pollution, war, accidents etc.Some serious destructions caused by humans, which affects the human beings and the socio-economic conditions of that area. For example- the 1984 Bhopal Gas Tragedy, train derailments, serial blasts in Mumbai in 2008 (26/11) etc. Eg, Nuclear, Biological and Chemical Disasters. Disaster Management It is the discipline of dealing with and avoiding risks. In general it is the continuous process by which all individuals, groups and communities manage hazards in an effort to avoid or minimize the impact of the disasters resulting from the hazards. It is almost impossible to fully control the damage caused by the disaster, but it is possible to minimize to some extent by these ways- (1) By early warning given by MET. department through radio, TV. (2) The police control room , fire control officers , the near by RED-cross office and other rescue teams should be informed. (3) Spread awareness about disasters and tips to handle them. (4) Space technology plays a very important role in efficient mitigation of disasters. (5) Major loss of life and property can be avoided with carefull planning along with and effective warning and evacuation procedure. (6)We should cooperate with the rescue teams. It is our moral and social duty that we should help in arranging relief camps for those who have suffered. Role Of Local People In Managing Disasters- 1. Spread awareness about disasters 2. Organise mock camps in their holidays in neighbouring villages to train people to cope up with disasters 3. The basic role of students is spreading ‘AWARENESS’ of what to do during and after disasters. This would lessen the death toll, panicking, paranoid and uncontrollable people running about 4. Be a part of emergency rescue team 5. A big aspect of disaster management is preparedness 6. Students can also provide first aod which would help authorities in saving lives 7. Deforestation should be checked 8. Buildings should not be built on steep slopes and every construction should follow the Architechtural Parameters. INTRODUCTION: India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena. At the global level, there has been considerable concern over natural disasters. Evenas substantial scientific and material progress is made, the loss of lives and property due to disasters has not decreased. Over the past couple of years, the Government of India has brought about a paradigm shift in the approach to disaster management. The new approach proceeds from the conviction that development cannot be sustainable unless disaster mitigation is built into the development process. This project discusses the roles that government andvarious agencies that play an important role in managing disasters. We too as citizens of India can play a major role. We can also be a volunteer and also a skilled personnel and save lives of our near and dear country men/women in any disaster scenario. At the time of disaster various agencies both government and non – government organizations playa crucial role in preparing the society. Home Guards, Civil Defense, Volunteers of national Service Scheme, NehruYuva Kendra Sangathan too play a major role at the time of crisis. This chapter tries to understand the functions and role of these agencies in disaster management, who make the society a better place to lives. http://www.annauniv.edu/nss/aboutnss.htm (impo) http://www.etu.org.za/toolbox/docs/government/disaster.html (impo) http://www.indiastudychannel.com/resources/67723-SHARING-RESPONSIBILITY-ROLE-OF-LOCAL-AND-STATE.aspx (impo) http://disaster.ifas.ufl.edu/PDFS/CHAP03/D03-07.PDF http://orissa.gov.in/e-magazine/Orissareview/jan2004/englishpdf/chapter15.pdf http://en.wikipedia.org/wiki/Declaration_of_Human_Duties_and_Responsibilities http://www.nagalandhgcd.nic.in/CD%20disaster%20mngt.html (civil defence in disaster management) http://www.nagalandhgcd.nic.in/index.html ( Nagaland Home Gaurds and Civil Defence Organisation) http://en.wikipedia.org/wiki/Home_Guard_(India)#Functions ( function of Home Guard ) http://www.un.org.in/_layouts/CMS/undmt.aspx ( UN Disaster Management Team ) http://www.psgtech.edu/ncc/02NccInfo.html (NCC – Impo) INDIAN CIVIL DEFENCE— Home Guard ( Delhi Home guard and civil defence) National Service Scheme UN DISASTER MANAGEMENT TEAM LOGO INDIAN ARMED FORCES: The Armed Forces have six main tasks; To assert the territorial integrity of India. To defend the country if attacked by a foreign nation. To send own amphibious warfare equipment to take the battle to enemy shores. To follow the Cold Start doctrine, meaning that the Indian Armed Forces are able to quickly mobilize and take offensive actions without crossing the enemy’s nuclear-use threshold. However, officially, India denies having a cold start strategy – quoting the Indian Army chief: â€Å"There is nothing called ‘Cold Start’. As part of our overall strategy we have a number of contingencies and options, depending on what the aggressor does. In the recent years, we have been improving our systems with respect to mobilization, but our basic military posture is defensive.† To support the civil community in case of disasters (e.g. flooding). To participate in United Nations peacekeeping operations in consonance with India’s commitment to the United Nations Charter. The code of conduct of the Indian military is detailed in a semi-official book called â€Å"Customs and Etiquette in the Services†, written by retired Major General Ravi Arora, which details how Indian personnel are expected to conduct themselves generally. Arora is an executive editor of the Indian Military Review. http://en.wikipedia.org/wiki/Indian_Armed_Forces#Current (Details on the above info. And pictures of president of republic of India, Headquarters of ministry of defense etc.) NCC – India It is the Indian military cadet corps with its Headquarters at New Delhi. It is open to school and college students on voluntary basis. National Cadet Corps is a Tri-Services Organization, comprising the Army, Navy and Air Force, engaged in grooming the youth of the country into disciplined and patriotic citizens. The National Cadet Corps in India is a voluntary organization which recruits cadets from high schools, colleges and Universities all over India. The Cadets are given basic military training in small arms and parades. The officers and cadets have no liability for active military service once they complete their course but are given preference over normal candidates during selections based on the achievements in the corps. NCC HISTORY – The NCC in India was formed with the National Cadet Corps Act of 1948. It was raised on 15 July 1948 The National Cadet Corps can be considered as a successor of the University Officers Training Corps (UOTC) which was established by the British in 1942. During World War II, the UOTC never came up to the expectations set by the British. This led to the idea that some better schemes should be formed, which could train more young men in a better way, even during peace times. A committee headed by Pandit H.N. Kunzru recommended a cadet organization to be established in schools and colleges at a national level. The National Cadet Corps Act was accepted by the Governor General and on 15 July 1948 the National Cadet Corps came into existence. MOTTO OF NCC Unity and Discipline (Ekta aur Anushasan) AIMS OF NCC – 1. To develop qualities of character, courage, comradeship, discipline, leadership, secular outlook, spirit of adventure and sportsmanship and the ideals of selfless service among the youth to make them useful citizen. 2. To create a human resource of organized trained and motivated youth to provide leadership in all walks of life including the Armed Forces and be always available for the service of the nation. HOW ARE DISASTERS MANAGED AT NATIONAL LEVEL? http://ndmindia.nic.in/DM-Booklet-080211.pdf (institutional mechanisms) HOW ARE DISASTERS MANAGED AT STATE LEVEL: 1. INTRODUCTION The state Disaster Management Action Plan (DMAP) has been prepared for its operationalisation by various departments and agencies of the Government of Maharashtra and other Non-Governmental Agencies expected to participate in disaster management. This plan provides for institutional arrangements, roles and responsibilities of the various agencies, interlinks in disaster management and the scope of their activities. An elaborate inventory of resources has also been formalized. The purpose of this plan is to evolve a system to  · assess the status of existing resources and facilities available with the various departments and agencies involved in disaster management in the state;  · assess their adequacies in dealing with a disaster;  · identify the requirements for institutional strengthening, technological support, upgradation of information systems and data management for improving the quality of administrative response to disasters at the state level;  · make the state DMAP an effective response mechanism as well as a policy and planning tool. The state DMAP addresses the state’s response to demands from the district administration and in extraordinary emergency situations at multi-district levels. It is associated with disasters like road accidents, major fires, earthquakes, floods, cyclones, epidemics and off-site industrial accidents. The present plan is a multi-disaster response plan for the disasters which outlines the institutional framework required for managing such situations. The state DMAP specifically focuses on the role of various governmental departments and agencies like the Emergency Operations Centre in case of any of the above mentioned disasters. This plan concentrates primarily on the response strategy.

Learning Essay

Learning is a complex process that involves the acquisition of knowledge and skills through instruction, which modifies the behavior of man. (Merriam-Webster, 2008) Moreover, learning is the act of obtaining new information by undergoing educational instruction, reading, and other ways of gaining facts and information. Two types of learning characterize the process of acquiring information for learners. These two types of learning include cognitive or perceptual learning and behavioral or stimulus-response learning. These two shall be discussed in the following paragraphs in order to explicate the concept of learning and the role that cognition and behavior play in the process. Behavior plays a significant role in learning. Interest in learning, for instance, given that interest is a behavior, increases potential to accomplish academic success. Primarily, interest in learning as a behavior motivates people to attend programs in educational institutions, which lead to classroom instruction and learning. Interest is one efficient predictor of success in students. (Renningner, et. al. , 1992) There are established theories of learning which support the significant role of behavior in learning. Classical conditioning, authored by Ivan Pavlov, follows the theory of stimulus-response behavior. When applied to learning, the theory suggests that a particular stimulus influences response. Moreover, the theory explicates how behavior is developed, and in turn how certain behaviors influence learning. Basically, if a person is motivated to learn within the classroom environment, his behavior leans toward learning. This behavior produces desirable learning outcomes from the individual. (Staats, et. al. , 1963) The theory of classical conditioning has evolved throughout the years, and B. F. Skinner developed the concept of operant conditioning. Operant conditioning is similar to Pavlov’s theory of classical conditioning, such that both theories suggest behavior as an integral part of learning. However, operant conditioning relies on the manipulation of stimulus or external factors in order to influence the behavior of learners. Positive reinforcements for desirable learning behavior motivates individuals to learn, while negative reinforcements that are administered for negative learning behavior reduces its occurrence. Reinforcements act as consequences to actions, whether positive or negative, which influences how individuals behave. (Huitt & Hummel, 1997) Behavioral learning may be applied in the classroom through motivation in the form of praises and rewards, and punishment. For instance, in order to arouse the interest of learners to attend school everyday, teachers should give incentives and punishments such as checking the attendance every day and giving rewards for learners who have complete attendance. On the other hand, learners who are always absent or late, are given rewards such as putting them in detention, extra work in the form of quizzes, assignments, etc. As students learn the value of being present every day because of the rewards, merits, and acknowledgements that they receive every day, they are able to understand why there is a need to attend classes and are able to adapt the behavior of coming to class regularly. For those who are always absent, thus, receiving demerits and punishments, they learn that in order to avoid being punished and receive rewards instead, they should go to class on time each day. This idea changes the behavior of students who are always absent. The basics of behavioral learning delve into the complex personality of learners and seek to understand the motivational techniques and strategies that incite the desire to learn from individuals. Determining these motivational techniques and strategies allows teachers to adjust their instructional techniques within the learning environment in order to adapt to the desires of learners and manipulate these desires to incite desirable learning outcomes. The secondary objective of behavioral learning is to lessen undesirable learning behaviors. Cognitive learning does not simply rely on stimulus and the response of learning in order to acquire necessary information for the learners. The mechanisms inside an individual’s brain form the basic concepts underlying cognitive learning. These mechanisms are called cognitive processes. Cognitive processes include the acquisition of knowledge and new information and manipulating these acquired knowledge and information to form concepts and ideas that are meaningful. (Think Quest) For instance, the concept of the color wheel is learned by determining all the different colors that make up the wheel, such as red, blue, green, orange, violet, etc. If colors are identified by their names and their appearance, the individual also learns to categorize primary colors from secondary colors, and secondary colors from tertiary colors, or tertiary colors from neutral, etc. Through this information, the concept of mixing primary colors to form secondary colors, etc. is learned. Cognitive processes that are involved in learning the concept of colors in the color wheel include observation, analysis and interpretation. Moreover, cognitive learning relies on the senses, such as hearing, sight, feeling, etc. , reading and comprehension, experience, analysis, observation, among others, in order for individuals to learn. (Think Quest) This is supported by theories authored by Piaget and Vygotsky. The socio-constructivist and socio-cultural theories relate cognition to learning, such that learning takes place through social interaction. Funderstanding, 2001) For instance, problem solving which entails knowledge and experience is influenced by social interaction with other people. A learner’s problem solving skills is derived from interpretation of his cultural background, how he sees other people and the world that he lives in. Basically, an individual’s schema, which is used to solve his problems, depends solely on social interaction, his experiences , and how he interprets these experiences.

International relations - contemporary global security Essay

International relations - contemporary global security - Essay Example Social constructivism may be a helpful tool in studying international relations. The discussion will be based on the thesis developed by Alexander Wendt: â€Å"Anarchy s what the state makes of it†. International relation theory is basically material. Social constructivism brings in a social ‘zest’ to theory of international relation. This research paper considers social constructivism as a perfect alternative for neorealist theory widely applied for international relations. Materialist theory analyzes behavior of states on the basis of material assets distribution. A balanced relation between states is usually measured by distribution of material power. It is relevant to note, that â€Å"social constructivists reject this narrow approach to analysis of the states’ power† (Social constructivism). From the perspective of social constructivism, a social aspect of international relations is of crucial importance. This point of view can be explained as f ollows: politics and society is developed under the influence of human consciousness (Social constructivism). Moreover, international system doesn’t exist separately. There are a lot of external and internal factors influencing on the global system development. Therefore, making analysis of global relations basing on a material basis is a narrow approach and there is a need to apply another theory that is more complex and socially-oriented. Anthropocentric context of the modern world’s development coincides with the ideas of Wendt, whose claim is discussed further on. Basic claims of social constructivism and neorealism applied for international relations The international society exists among people and thus is influenced by people’s ideas and not just by material assets. The system represents the result of human mental activity. As it is explained, the international system is â€Å"a set of ideas, a body of thought, a system of norms, which has been arranged by certain people at a particular time and place, a human invention or creation not of a physical or material kind but of a purely intellectual and ideational kind† (Social constructivism). In this paradigm, a claim made by Alexander Wendt â€Å"anarchy is what states make of it† (1992) may be interpreted in a different manner: for example, the system stability is questioned for sure. A constructivist theory of international relations should be considered in detail. For example, the main claim of constructivists is that it is possible to observe a correlation between neorealist uncertainty and materialist nature of the theory. Thus, in accordance with the social constructivism, it is better to focus on thoughts and ideas to realize the core essence of theory about anarchy and power balancing (Wendt, 1992). The difference between neorealism and constructivism can be seen in the following explanation of anarchy from these two different perspectives: thus constructivists c laim that structures (i.e., factors and regulations which direct social actions) can’t give explanation to the actors’ mechanical activities and neorealists state that â€Å"the structure of anarchy is oppressing for the state actors† (Fierke at al, 2001). Thus, we can see that both theories are focused on discussion about interrelation between actors and structures (Booth, 2005). Structures are actors’ constraints, but constructivists claim that structures can act in such a way that structures would be transformed in new directions. Therefore, there is a need to refer to ‘structuration’ which provides with a more flexible vision of structure and actors interrelation (Wendt, 1992). If to apply structural constructivism to international relation theory it will be clearly seen that anarchy should be considered in a less rigid manner. Power and interests of the state are not material factors, but rather are ‘objective entities’ (Wen dt, 1992). Moreover, Wendt claims that anarchy doesn’t lead to self-help. The interaction between states is a decisive factor of the

Local Development Framework in England Essay Example | Topics and Well Written Essays - 2750 words

Local Development Framework in England - Essay Example This paper illustrates that land-use planning system at the end of the 1990s was unable to deliver adequate infrastructure; this was identified as a key obstacle to economic development in the United Kingdom. This was one of the reasons that resulted in the 2004 Planning and Compulsory Purchase Act. This radical new approach to planning in England signified the beginning of a new era of developing spatial rather than solely land-use plans. â€Å"The requirements of the new system, the implementation of plans and the delivery of infrastructure have been significantly strengthened through Local Development Frameworks (LDFs)† and newly formulated policy guidance and regulation. On the other hand, it is vital to comprehend the opportunities and challenges confronting policy makers in the delivery of infrastructure. This is essential, in view of the emphasis that the government is placing on reducing barriers to development, specially those associated with the delivery of housing a nd infrastructure. Local authority chief executives are required to involve themselves fully in the Local Development Framework system, entrenching it into the corporate centre. The executives should provide the resources and support to the planmaking process. They should make the resulting Local Development Framework a central instrument â€Å"in their corporate armoury to steer public and private capital investment and achieve Local Area Agreement outcomes†. ... ementation of plans and the delivery of infrastructure have been significantly strengthened through Local Development Frameworks (LDFs)† (Baker and Hincks, 2009 p.173) and newly formulated policy guidance and regulation. On the other hand, it is vital to comprehend the opportunities and challenges confronting policy makers in the delivery of infrastructure. This is essential, in view of the emphasis that the government is placing on reducing barriers to development, specially those associated with the delivery of housing and infrastructure. Local authority chief executives are required to involve themselves fully in the Local Development Framework system, entrenching it into the corporate centre. The executives should provide the resources and support to the planmaking process. They should make the resulting Local Development Framework a central instrument â€Å"in their corporate armoury to steer public and private capital investment and achieve Local Area Agreement outcomesà ¢â‚¬  (Rozee, 2008 p.621). Additionally, elected members require targeted training to comprehend the value that the Local Development Framework can contribute to their communities and their participation in achieving results. The Planning Advisory Service provides modules which help in the delivery of such training. However, it is evident that one of the most significant barriers to achieving the implementaion of plans is the delivery of the infrastructure required to support development. London has responded to the challenge of urban renewal, regeneration, and regional competition. However, it is occasionally handicapped by a complex London government structure. National, regional and local governments are all concerned with economic growth and development in London. A distinctive institutional

Compare and Contrast an Alligator vs. Crocodile Essay

Compare and Contrast an Alligator vs. Crocodile - Essay Example Alligators are generally categorized as belonging to the alligatoridae family of crocodilians that is seen to also include the caimans. Perhaps on the most distinguishing characteristic aspects of the alligator is the fact that the noses of alligators are generally shaped to have a rather wide U-shaped, and rounded snout that can be deemed as having the appearance of a shovel (Barnes-Svarney and Svarney187-188). This broad design of an alligators snout can be perceived to have been designed mainly for strength and is designed to ensure that the animal can be able to easily withstand the stress to its bone structure caused when it applies massive force in cracking the rather hard shells of invertebrates such as turtles that form a significant part of its diet. As a result of an alligator’s upper jaw being significantly larger than its lower jaw, its jaws completely overlap when its mouth is closed with the teeth on the lower jaw becoming completely hidden as they neatly fit int o small depressions located in the upper jaw (Barnes-Svarney and Svarney187-188; Tan 40). This aspect can be seen to be especially pronounced in relation to the large fourth tooth of the animal located in the lower jaw. The salt glands situated on the tongues of alligators are less effective as compared to those of crocodiles and generally appear to have lost their innate ability of enabling the animal to excrete significant amounts of salt (Tan 40). Alligators can be able to grow and attain a length of about 14 to 16 feet a length that is considerably larger that of some crocodile species (Smith 205). With a V-shaped snout, the snout of a crocodile is basically found to be more pointed as compared to an alligator. The shape of its snout is seen to cause the animal to become more generalized and much better adapted for a wider range of prey. A crocodile’s upper and lower jaws are fundamentally the same width