Leadership vs. Management Essay

Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. The manager’s job is to plan, organise and coordinate. The leader’s job is to inspire and motivate. In his 1989 book â€Å"On Becoming a Leader,† Warren Bennis composed a list of the differences: the manager administers the leader innovates the manager is a copy the leader is an original the manager maintains the leader develops the manager focuses on systems and structures the leader focuses on people the manager relies on control the leader inspires trust the manager has a short-range view the leader has a long-range perspective the manager asks how and when the leader asks what and why the manager has his/her eye always on the bottom line the leader’s eye is on the horizon the manager imitates the leader originates the manager accepts the status quo the leader challenges it the manager is the classic good soldier the leader is his/her own person the manager does things right the leader does the right thing Leadership Attributes of a leader: Studies, and develops ideas and principles Innovates Resourceful and looks for solutions to problems Empathetic with a focus on people Inspires trust among stakeholders Understands the big picture Superior listening skills Courageously challenges the state of affairs, and asks why and what can be improved Looks for opportunities to develop strengths Develops a following A leader’s specific roles are determined through the four basic leadership responsibilities of directing, coaching, supporting and delegating. Specific responsibilities will fall into one of these four categories. In leadership practice, one must master skills in all areas in order to effectively lead others under their direction. Developing strengths in each of the four leadership roles allows a leader to read specific situations accurately and know what communication style is best applied. Directing Directing refers to how to keep work tasks and activities on the right track. A leader’s direction is what makes or breaks problem solving as well as determines the effectiveness of an approach to an assignment or task, the maintaining of momentum until its completion, and whether it is done by deadline. There are several ways to generate good direction techniques. These include: Explain things completely and include the ‘why’s’ Leaders learn early on that the best way to gain support and trust from their employees is to explain all things in their entirety. Once people understand why something is important or necessary, they generally rally to the call of that which needs to be done or addressed. Remain visible Leaders understand the power of their presence at all times. Nothing deflates the workforce’s motivation and desire to achieve more than to be left on their own with no visible means of support or direction. Objectively consider opposing points of view Leaders consider situations, problems and solutions from various viewpoints, as the input from as many individuals as possible expands their capabilities to effectively frame their direction. Coaching Coaching refers to when a leader knows where he or she wants to go and remains in control of the task but needs to lead others in developing a mutual support network. Coaching instils the desire to achieve and builds a dialogue bridge between the leader and those under his or her charge. This  motivates employees and positively changes attitudes toward the work assignment. To do this effectively a leader must make an effort to: Incorporate the word ‘we’ into all conversations Effective leaders eliminate the word â€Å"I† because it denotes a singular rather than cooperative effort. The very meaning of the term â€Å"coaching† implies a team effort. Listen for objections and areas of misunderstanding Effective leaders who coach well develop the skill of eliminating objections by developing an effective dialogue and creating clear and concise responses. Offer explanations addressing the ‘why’s, what’s and how’s’ of the problem or task at hand Good coaching depends upon complete understanding. Motivation and confidence comes from understanding the expectations a leader has of those involved in a given task, assignment or problem solving situation. Supporting Managers cannot be effective leaders unless they actively hone their supporting skills. People look warmly on leaders who actively work to support them emotionally as well as physically. When leaders actively work to support the people under their charge they: Acknowledge individual efforts with comments of praise and positive support Leaders are not afraid to say â€Å"thank you,† or â€Å"you’re doing a great job,† or whatever it takes to instil confidence in an individual. Disclose their own feelings openly and honestly Leaders are not afraid to reveal their â€Å"inner self.† Trust and loyalty are built on disclosing inward feelings, concerns and desires. Readily and honestly opening up builds encouragement and perseverance on both sides. Never hesitate to ask, ‘What’s wrong?’ Leaders allow themselves to get into the thick of a situation or task, and are quick to share the decision making responsibility, but know when to relinquish control in order to gain extra participation and involvement. Delegating Leaders know and understand their people. They know their strengths and weaknesses as well as what motivates and frustrates them. Effective delegating relies on the ability to select the proper person for the specific task or role. Leaders develop good delegation skills by: Briefing the delegate Leaders leave nothing to chance when they delegate. When delegating, it is vital to explain exactly what expectations the leader has of the delegated individual. Having confidence in the person they select Leaders do not select individuals for an assignment according to their job descriptions or the salaries they command, they look for people with the skills, abilities, perseverance and motivation to get the job done and done well. Not abdicating responsibility, but allowing individuals to decide a best course of action for themselves Leaders monitor and weigh these individual decisions, but never advance their own leadership position for a particular course of action unless they assess  it to be the best one. Understanding Theories of Leadership Trait Theory of Leadership Trait Theory of Leadership is based on the assumption that people are born with inherited traits and some traits are particularly suited to leadership. People who make effective leaders have the right (or sufficient) combination of traits and great leaders has some common personality characteristics. Traits/skills generally believed to be possessed by leaders can be classified into categories such as: Physical characteristics (e.g. age; height; weight; alertness; energetic); Background characteristics (e.g. education; social status; mobility; experience); Intelligence characteristics (e.g. ability; judgement; knowledge; clever {intelligent}; conceptually skilled; creative; knowledgeable about group task; intellectual breadth); Personality characteristics (e.g. aggressiveness; alertness; dominance; decisiveness; enthusiasm; extroversion; independence; self-confidence; authoritarianism; assertive; tolerant of stress); Task-Oriented characteristics (e.g. achievement needs; responsibility; initiative; persistence; ambitiousness; achievement-orientated; decisive; persistent; willingness to assume responsibility; organised {administrative ability}; Social characteristics (e.g. supervisory ability; cooperativeness; popularity; prestige; tact; diplomacy; adaptability; cooperative; dependable; tactful; persuasive; socially skilled; emotional stability and composure; good interpersonal skills). Look at the Social Characteristics above. Be honest with yourself and write down those characteristics you feel you have and those that you feel you still need to work on. Behavioural theories Behavioural psychology, also known as behaviourism, is a theory of learning based upon the idea that all behaviours are acquired through conditioning. Behavioural theories focus on how leaders behave and assume that leaders can be â€Å"made†, rather than born, and successful leadership is based on definable, learnable behaviour. Theory X and Theory Y Theory X and Theory Y framework proposed by McGregor in his classic book â€Å"The Human Side of Enterprise† (1960) consists of two alternative set of assumptions. Theory X perceives employees to be lazy, irresponsible and untrustworthy, while according to theory Y employees are approached as one of the most valuable assets of the company. Your management style is strongly influenced by your beliefs and assumptions about what motivates members of your team. If you believe that team members dislike work, you will tend towards an authoritarian style of management; on the other hand, if you assume that employees take pride in doing a good job, you will tend to adopt a more participative style. Theory X Theory X assumes that employees are naturally unmotivated and dislike working, and this encourages an authoritarian style of management. According to this view, management must actively intervene to get things  done. This style of management assumes that workers: Dislike working. Avoid responsibility and need to be directed. Have to be controlled, forced, and threatened to deliver what’s needed. Need to be supervised at every step, with controls put in place. Need to be enticed to produce results; otherwise they have no ambition or incentive to work. X-Type organisations tend to be top heavy, with managers and supervisors required at every step to control workers. There is little delegation of authority and control remains firmly centralised. McGregor recognised that X-Type workers are in fact usually the minority, and yet in mass organisations, such as large scale production environment, X Theory management may be required and can be unavoidable. Theory Y Theory Y explains a participative style of management that is de-centralised. It assumes that employees are happy to work, are self-motivated and creative, and enjoy working with greater responsibility. It assumes that workers: Take responsibility and are motivated to fulfil the goals they are given. Seek and accept responsibility and do not need much direction. Consider work as a natural part of life and solve work problems imaginatively. This more participative management style tends to be more widely applicable. In Y-Type organisations, people at lower levels of the organisation are involved in decision making and have more responsibility. Contingency theories Fiedler’s contingency model The Fiedler Contingency Model asks you to think about your natural leadership style, and the situations in which it will be most effective. The model says that leaders are either task-focused, or relationship-focused. Once you understand your style, it says that you can match it to situations in which that style is most effective. Fiedler’s model consists of 3 primary elements: Leader-Member Relations – This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favourable situation than a leader who is not trusted. Task Structure – This refers to the type of task you’re doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavourably. Leader’s Position Power – This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favourable your situation. Fiedler identifies power as being either strong or weak. There are some criticisms of the Fiedler Contingency Model. One of the biggest is lack of flexibility. Fiedler believed that because our natural leadership style is fixed, the most effective way to handle situations is to change the leader. He didn’t allow for flexibility in leaders. Hersey-Blanchard Situational Leadership The Hersey-Blanchard situational leadership theory states that instead of using just one style, successful leaders should change their leadership styles based on the maturity of the people they’re leading and the details of the task. Using this theory, leaders should be able to place more or less emphasis on the task, and more or less emphasis on the relationships  with the people they’re leading, depending on what’s needed to get the job done successfully. We will look at situational leadership more close later on. Transformational Leadership The leadership style called â€Å"transformational leadership† is often the most effective approach to use. Transformational leaders have integrity, they inspire people with a shared vision of the future, they set clear goals, they motivate people towards these goals, they manage delivery, and they communicate well with their teams. Transformational leaders are inspiring because they expect the best from everyone on their team as well as themselves. This leads to high productivity and engagement from everyone in their team. In many organisations, both transactional and transformational leadership styles are useful. Transactional leaders (or managers) ensure that routine work is done reliably, while transformational leaders look after initiatives that add new value. It’s also important to use other leadership styles when necessary – this will depend on the people you’re leading and the situation that you’re in. Tannenbaum and Schmidt’s continuum The Tannenbaum and Schmidt Continuum is a simple model of leadership theory which shows the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager. As the team’s freedom is increased, so the manager’s authority decreases. This is a positive way for both teams and managers to develop. Over time, a manager should aim to take the team from one end to the other, up the scale, at which point you should also aim to have developed one or a  number of potential successors from within your team to take over from you. When examining and applying the Tannenbaum and Schmidt principles, it’s extremely important to remember: irrespective of the amount of responsibility and freedom delegated by a manager to a team, the manager retains accountability for any catastrophic problems that result. Delegating freedom and decision-making responsibility to a team absolutely does not absolve the manager of accountability. That’s why delegating, whether to teams or individuals, requires a very grown-up manager. If everything goes well, the team must get the credit; if it all goes horribly wrong, the manager must take the blame. This is entirely fair, because the manager is ultimately responsible for judging the seriousness of any given situation – including the risks entailed – and the level of freedom that can safely be granted to the team to deal with it. This is not actually part of the Tannebaum and Schmidt Continuum, but it’s vital to apply this philosophy or the model will definitely be weakened, or at worse completely back-fire. Here are the Tannenbaum and Schmidt Continuum levels of delegated freedom, with some added explanation that should make it easier to understand and apply. 1.The Manager decides and announces the decision The manager reviews options in light of aims, issues, priorities, timescale, etc., then decides the action and informs the team of the decision. The manager will probably have considered how the team will react, but the team plays no active part in making the decision. The team may well perceive that the manager has not considered the team’s welfare at all. This is seen by the team as a purely task-based decision, which is generally a characteristic of X-Theory management style. 2.The manager decides and then ‘sells’ the decision to the group The manager makes the decision as in 1 above, and then explains reasons for the decision to the team, particularly the positive benefits that the team will enjoy from the decision. In so doing the manager is seen by the team to recognise the team’s importance, and to have some concern for the team. 3.The manager presents the decision with background ideas and invites questions The manager presents the decision along with some of the background which led to the decision. The team is invited to ask questions and discuss with the manager the rationale behind the decision, which enables the team to understand and accept or agree with the decision more easily than in 1 and 2 above. This more participative and involving approach enables the team to appreciate the issues and reasons for the decision, and the implications of all the options. This will have a more motivational approach than 1 or 2 because of the higher level of team involvement and discussion. 4.The manager suggests a provisional decision and invites discussion about it The manager discusses and reviews the provisional decision with the team on the basis that the manager will take on board the views and then finally decide. This enables the team to have some real influence over the shape of the manager’s final decision. This also acknowledges that the team has something to contribute to the decision-making process, which is more involving and therefore motivating than the previous level. 5.The manager presents the situation or problem, gets suggestions, then decides The manager presents the situation, and maybe some options, to the team. The team is encouraged and expected to offer ideas and additional options, and discuss implications of each possible course of action. The manager then decides which option to take. This level is one of high and specific involvement for the team, and is appropriate particularly when the team has more detailed knowledge or experience of the issues than the manager. Being  high-involvement and high-influence for the team this level provides more motivation and freedom than any previous level. 6.The manager explains the situation, defines the parameters and asks the team to decide At this level the manager has effectively delegated responsibility for the decision to the team, albeit within the manager’s stated limits. The manager may or may not choose to be a part of the team which decides. While this level appears to gives a huge responsibility to the team, the manager can control the risk and outcomes to an extent, according to the constraints that he stipulates. This level is more motivational than any previous, and requires a mature team for any serious situation or problem. (Remember that the team must get the credit for all the positive outcomes from the decision, while the manager remains accountable for any resulting problems or disasters. This isn’t strictly included in the original Tannenbaum and Schmidt definitions, so it needs pointing out because it’s such an important aspect of delegating and motivating, and leadership.) 7.The manager allows the team to identify the problem, develop the options, and decide on the action, within the manager’s received limits This is obviously an extreme level of freedom, whereby the team is effectively doing what the manager did in level 1. The team is given responsibility for identifying and analysing the situation or problem; the process for resolving it; developing and assessing options; evaluating implications, and then deciding on and implementing a course of action. The manager also states in advance that he/she will support the decision and help the team implement it. The manager may or may not be part of the team, and if so then he/she has no more authority than anyone else in the team. The only constraints and parameters for the team are the ones that the manager had imposed on him from above. (Again, the manager retains accountability for any resulting disasters, while the team must get the credit for all successes.) This level is potentially the most motivational of all, but also potentially the most disastrous. Not surprisingly the team  must be mature and competent, and capable of acting a t what is a genuinely strategic decision-making level. Leadership Styles Some basic leadership styles: Directive Frequently described as autocratic. Tells people what to do and expects them to jump to it. Participative Seeks input from others and participates in the decision-making process. Laissez-Faire A hands-off approach allowing for both initiative and the latitude to determine process to effect an outcome Adaptive A fluid style that takes into consideration the context of the environment and the individual being led. Using the techniques of Leadership Situational leadership ® Situational Leadership ® is a concept developed by Paul Hersey, an internationally recognised leading authority on training and development in leadership and management and Kenneth Blanchard, an American author and management expert. Generally when referring to the concept it is safer and correct to show the name as a registered protected trademark as it relates  to business and products by Hersey and Blanchard. Looking at ‘Directive Behaviour’ whereby the leader gives clear defined and detailed instructions, and ‘Supportive Behaviour’ where the leader gives people the freedom to make decisions and support them in their efforts, Hersey and Blanchard moved away from the idea of shifting on a line between the two and consider good leadership as a combination of both. The idea is that the way of combination will vary according to the person being dealt with by the leader, and the situation on which that person operates, hence the term – Situational Leadership ®. The notable features of this model are briefly that the model: focuses on followers (individual team members), rather than wider workplace circumstances; emphasise that leaders should change their behaviour according to the type of followers; proposes a progression of leadership adaptation in response to the development of followers. By combining high and low levels of each type of behaviour we progress towards four distinct styles of leadership. Level Group type Developing D1 Low competence / High commitment D2 Some competence / Low commitment D3 High competence / Variable commitment Developed D4 High competence / High commitment Appropriate leadership styles for each development level: Development Level Appropriate Leadership Style D1 Low competence / High commitment S1 Directing (Structure, control and supervise) D2 Some competence / Low commitment S2 Coaching (Direct and support) D3 High competence / Variable commitment S3 Supporting (Praise, listen and facilitate) D4 High competence / High commitment S4 Delegating (turn over responsibility for day-to-day decision making) Directing:The leader provides specific instructions and closely supervises the task. This style is appropriate for people who lack skill but are committed and eager to learn or those who do not want responsibility and want clear, specific instructions. Coaching:The leader gives some direction and supervision because team members, although they have some competence and commitment, are still relatively inexperienced, therefore require further development. They need support and praise to boost their self-esteem. Their involvement in decision making assists with the development process. Supporting:Even though team members do not need much direction, good support by the leader is still necessary to motivate and boost confidence. Delegating:Team members are both competent and committed therefore leader can give them responsibility for decision making and problem solving with little supervision or support. Power in Organisation Leadership Leadership and power are closely linked. Powerful people are normally those that others follow, so they become the leaders. The five bases of power were identified by John French and Bertram Raven in the early 1960’s through a study they had conducted on power in leadership roles. The study showed how different types of power affected one’s leadership ability and success in a leadership role. They identified five bases of power: 1.Legitimate:This comes from the belief that a person has the formal right to make demands, and to expect compliance and obedience from others. 2.Reward:This results from one person’s ability to compensate another for compliance. 3.Expert:This is based on a person’s superior skill and knowledge. 4.Referent:This is the result of a person’s perceived attractiveness, worthiness, and right to respect from others. 5.CoerciveThis comes from the belief that a person can punish others for noncompliance. If you’re aware of these sources of power, you can†¦ Better understand why you’re influenced by someone, and decide whether you want to accept the base of power being used. Recognise your own sources of power. Build your leadership skills by using and developing your own sources of power, appropriately, and for best effect. Trust The first task of any leader is to inspire trust. Trust is confidence born of two dimensions: character and competence. Character includes your integrity, motive, and intent with people. Competence includes your capabilities, skills, results, and track record. Both dimensions are vital. The foundation of trust is your own credibility, and it can be a real differentiator for any leader. A person’s reputation is a direct reflection of their credibility, and it precedes them in any interactions or negotiations they might have. Behaviours you can adopt to build trust in yourself: Talk Straight Demonstrate Respect Create Transparency Right Wrongs Show Loyalty Deliver Results Get Better Confront Reality Clarify Expectation Practice Accountability Listen First Keep Commitments Extend Trust Bibliography The Wall Street Journal Article: What is the difference between Management and Leadership (last accessed 4 August 2013) (http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership/) The Biz Coach Article: 10 Key Differences between Leaders and Managers (last accessed 4 August 2013) (http://www.bizcoachinfo.com/archives/8426) Techno Funcâ„ ¢ Article: Trait Theory of Leadership (last accessed 4 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/trait-theory-of-leadership-2) Article: Behavioural Theories of Leadership (last accessed 7 August 2013) (http://www.technofunc.com/index.php/leadership-skills/leadership-theories/item/behavioral-theories-of-leadership) About.com – Psychology Article: Psychology Theories (last accessed 7 August 2013) (http://psychology.about.com/od/psychology101/u/psychology-theories.htm) Research Methodology Article: Theory X and Theory Y (last accessed 7 August 2013) (http://research-methodology.net/theory-x-and-theory-y/) Mind Tools Article: Theory X and Theory Y (last accessed 7 August 2013) (http://www.mindtools.com/pages/article/newLDR_74.htm) Article: Fiedler’s Contingency Model (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/fiedler.htm) Article: The Hersey-Blanchard Situational Leadership ® Theory (last accessed 11 August 2013) (http://www.mindtools.com/pages/article/newLDR_44.htm) Article: French and Raven’s Five Forms of Power (last accessed 11 August 2013 (http://www.mindtools.com/pages/article/newLDR_56.htm) Slideshare Article: Fiedler’s contingency model to leadership (by Bhobotosh Debnath) (last accessed 11 August 2013) (http://www.slideshare.net/bhobotoshdebnath/assignment-on-2) Businessballs.com Article: Tannenbaum and Schmidt Continuum (last accessed 11 August 2013) (http://www.businessballs.com/tannenbaum.htm) The Build Network Article: Leadership styles to master (last accessed 11 August 2013) (http://thebuildnetwork.com/leadership/4-leadership-styles/) The Fast Track Article: The 5 Types of Power in Leadership (last accessed 11 August 2013) (http://quickbase.intuit.com/blog/2011/08/26/the-5-types-of-power-in-leadership/) Leadership Now Article: How the best leaders build trust (last accessed 11 August 2013) (http://www.leadershipnow.com/CoveyOnTrust.html)

Cultural Diffusion, Space-Time Compression and the Limitations on Spatial Interaction Essay

â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† Chapter 1 Basic Concepts Essay Question: How do the two articles relate to Chapter One: Basic Concepts through cultural diffusion, the limitation of spatial interaction, and space-time compression? Whilst reading â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† three key concepts of â€Å"Chapter One: Basic Concepts† become inherently apparent: cultural diffusion, the limitation of spatial interaction, and space-time compression. The two articles clearly depict these three theories, through their choice use of real world examples. In each of these articles, cultural diffusion is a steady theme throughout. World War II marked the diffusion of Coca-Cola on a global scale, as stated in â€Å"Globalization in a Bottle.† The physical movement of soldiers from the US to other parts of the globe facilitated the spread and globalization of the drink and furthermore the brand name. When soldiers were shipped off to foreign lands so was Coca-Cola, and so it became a universal term. This action of spreading an idea through movement earns this incident a spot under the category of relocation diffusion. In â€Å"The Tipping Point– Three Rules of Epidemics† hush-puppies become popular once more through contagious diffusion, a subcategory of expansion diffusion, meaning an idea spread through rapid and widespread contact. The origin of this so-called â€Å"epidemic† is believed to have originated among the urban â€Å"hipsters† of downtown Manhattan. These young trendsetters would go out to clubs or just simply be seen wearing these shoes and suddenly everyone wanted a pair. Diffusion is a large concept covered throughout these articles. Another underlying idea covered in the extent of the two articles is the limitation of spatial interaction—the interaction of people whether through physical contact or by other means of communication. In â€Å"Globalization in a Bottle† this is covered by the resistance of the  numerous other countries to building more Coca-Cola processing plants in their territory. Many nations looked at the company as a way to spread Americas demoralizing traditions, therefore they refused to allow Coca-Cola to initially be diffused into their cultures. In â€Å"The Tipping Point– Three Rules of Epidemics† the author writes about the sexu al promiscuity of homosexual men and their so called aid in the spread of the HIV/AIDS epidemic. In turn, this â€Å"lewdness† has led members of society with different sexual orientations to look at the gay community as a negative aspect of modern humanity, impeding spatial interaction between the two. One final concept embedded in the two articles is space-time compression, which is the reduction in the time it takes to diffuse something to a distant place as a result of improved communications and transportation systems. Due to the advancements in transportation, the soldiers of World War II were able to transport, and therefore facilitate the diffusion of, Coca-Cola. The same is seen with the newfound demand of hush puppies through word-of-mouth with the upgrades in communication. Overall, both articles clearly portray a society in which space-time compression is fully functioning. In conclusion, â€Å"Globalization in a Bottle† and â€Å"The Tipping Point– Three Rules of Epidemics† are both distinctly ingrained with the theories of cultural diffu sion, limitations of spatial interaction, and space-time compression. The articles utilise great examples of the three ideas and truly give them meaning.

Cebu City Essay

The City of Cebu (Cebuano: Dakbayan sa Sugbo, Tagalog: Lungsod ng Cebu, Spanish: Ciudad de Cebà º) is the capital city of the province of Cebu and is the â€Å"second city† of the Philippines, being the center of Metro Cebu, the second most populous Metropolitan area in the Philippines after Metro Manila. With a population of 866,171 as per the 2010 census, it is the fifth most populated city in the country.[2] Cebu City is a significant center of commerce, trade and education in the Visayas area. The city is located on the eastern shore of Cebu island. It is the first Spanish settlement and the oldest city in the Philippines.[3] Cebu is the Philippines’ main domestic shipping port and is home to about 80% of the country’s domestic shipping companies.[citation needed] It is the center of a metropolitan area called Metro Cebu, which includes the cities of Carcar, Danao, Lapu-lapu, Mandaue, Naga, Talisay and the municipalities of Compostela, Consolacion, Cordova, Liloan, Minglanilla and San Fernando . Metro Cebu has a total population of about 2.55 million people (2010 Census). Cebu City is bordered to the northeast by Mandaue City and the town of Consolacion, to the west are Toledo City, and the towns of Balamban and Asturias, to the south are Talisay City and the town of Minglanilla. Across Mactan Strait to the east is Mactan Island. Geography Cebu City has a land area of 315 square kilometres (122 sq mi). To the northeast of the city is Mandaue City and the town of Consolacion; to the west is Toledo City and the towns of Balamban and Asturias; to the south is Talisay City and the town of Minglanilla. Across Mactan Strait to the east is Mactan Island where Lapu-Lapu City is located. Further east across the Cebu Strait is the Island of Bohol. Demographics Around the 1960s, the population of the city was about 91,000. The population reached 799,762 people in 2007, and as of the 2010 Census, the city’s population has grown to 866,171 in over 161,151 households.[2] Education Cebu City currently has ten large universities each with a number of college branches throughout the city and more than a dozen other schools specializing in various courses. Among these schools is the University of San Carlos. It has four campuses around the metropolitan area. It is currently headed by the Society of the Divine Word. University of the Philippines Cebu, University of San Jose–Recoletos Cebu Normal University Cebu Doctors’ University University of Cebu University of the Visayas.. Cebu Institute of Technology – University, Southwestern University, St. Theresa’s College, University of Southern Philippines Foundation Cebu Technological University Cebu Institute of Medicine Cebu International School,Sacred Heart School – Ateneo de Cebu Colegio de la Inmaculada Concepcion. The upcoming Centro Escolar University – Cebu will be the fourth campus of the university after its Manila (Main), Malolos, and Makati campuses.[17] Cebu City has 68 public elementary schools, 23 national high schools and 28 night high schools. These night high schools are operated by the city government. The Cebu City Public Library and Information Center is the only public library in Cebu.

Is class still a relevant factor in 21st Century Britain Essay

Is class still a relevant factor in 21st Century Britain - Essay Example t is quite clear that the social class has since disappeared, and the conventional language of social status still exists in public affairs (Green, 1995). This has since shaped the political thinking of people and their personal careers. It used to be believed that the class of a person is defined by their occupation. For example, doctors and teachers have a different level of income and social experiences compared to those of gardeners. From the previous research based on the economic, cultural, and social capital, the issue of class is yet to disappear from Britain; therefore, it is still relevant (International Labour in the 21st Century, 1995). There is strong evidence suggesting that the class division is still relevant in the British life. There is also proof that the class is relevant in standard Britain compared to a couple of centuries before. The global financial mishaps and their recession may have taken part in making the class division more defined. The policy makers have continued to focus on the economic dimension of quality such as progressive taxation. Increasingly, the class dimension has received endless attention with mechanism that improves the networking chances for people who are excluded socially (Kubat, 1961). The cultural class has been ignored for long as it is a concept that is not easy to measure. The problem arising out of this is that one cannot know how crucial this is and the intensity of their influence on the life of people (Thorpe, 2003). The politics of Britain view class as a significant divisive factor. These started way back from the franchise that existed in 20th century. This extension has been connected and used in explaining the voting patterns and the political parties’ fortunes. The class political and the conflicts associated with a class started to decline in 1980s. This political conflict was after Margaret Thatcher and the Labor Party modernization. Such views focused on the working class and thus presented the

How Local Merchants Can Work Together to Slow the Money in Ashland Essay

How Local Merchants Can Work Together to Slow the Money in Ashland - Essay Example This will circulate the money within the boundaries of Ashland and the profits generated by the local businesses would benefit the economy as a whole in terms of business expansions and growth. The merchants have started their businesses in Ashland for the convenience of residency they have in Ashland. They had put in their finances in different businesses like food, clothing etc. to make all necessary products available in the market for the people. For a success in business, Ashland’s entrepreneurs need to invest wisely in the business that has more demand and less supply. The reputation of businesses and awareness about ‘slow money’ ideas to develop the economy of Ashland is necessary to attract more local consumers. The local economy, with the help of proper marketing of the products, services and awareness about local circularization of money to improve the economy, would grow. The local merchants support each other as they have maintained good relationships between them. They may work together to improve the social and economic conditions of Ashland and reduce the crime rates, disputes and poverty that prevail

Freud's Defense Mechanisms Essay Example | Topics and Well Written Essays - 750 words - 1

Freud's Defense Mechanisms - Essay Example Freud believed that Ego reacts to the threat of the impulses of Id break in two ways: by blocking the revelation of impulses in conscientious behavior and by their distortion to such an extent that their initial intensity decreases or deviates. The major defense mechanisms are: denial, displacement, intellectualization, projection, rationalization, reaction formation, regression, repression, suppression, sublimation. All the defense mechanisms have two common characteristics: 1) they act at the unconscious level and so serve as the means of self-deception, and 2) they distort, deny or falsify one’s perception of the reality to make anxiety less threatening for an individual. As a rule, people seldom use only one defense mechanism, usually applying a combination of different mechanisms for the solution of the conflict and reduction of anxiety. Denial, displacement and repression are the three defense mechanisms representing special interest due to their ability to strongly dist ort the reality. In case of denial, an individual argues that the stimulus, provoking his anxiety, doesn’t exist. For instance, a father may deny the painful fact that his daughter is raped and murdered. He would behave as if nothing has happened (which protects him from the devastating grief ad depression). A wife may deny her husband’s unfaithfulness. Or imagine a child denying the death of his favorite cat and persistently continuing to believe that the cat is alive. Denial of reality takes place when people insist: â€Å"This cannot happen to me†, notwithstanding the evidences of the counter. This often occurs when people are informed that they have some mortal disease. According to Freud, denial is mostly common with small children and people of older age with low intellect. On the other hand, mature people with normally developed intellect may resort to it as well when they have traumatic experience. A wonderful example of denial is represented in a short story

Difficulties of vocabulary learning and the use of songs to promote Essay

Difficulties of vocabulary learning and the use of songs to promote vocabulary learning - Essay Example The main focus of the study is to determine the best teaching-and-learning method used in FL class and how to help the students to gain new vocabulary words even without the help of the teacher. Based on the research findings, it is concluded that the integration of English songs in the students’ learning activity inside the classroom enables the student to have a better score in terms of their ability to retain new vocabulary words. Nowadays, English plays a great role in education. It is the language of communication, informatics, networking and technique. Thus, it binds different nations of the world into united linguistic community. Almost all academic institutions put high on the agenda teaching English language. In order Arabian students to effectively gain knowledge of the English language, determining factors related to teaching, translation, mass media and diplomacy is required. English is an instrument of learning at various stages in the educational system of Saudi Arabia. This function justifies the choice of the research paper theme: "Literacy: Vocabulary and Difficulties of learning new words (vocabulary) in FL classes and the use of songs to promote vocabulary learning". English is the only foreign language taught in educational, industrial and governmental institutions. Basically, employees are required to learn the English language because advertisements for job openings in private sector emphasize the employers preferences for potential employees are those who can speak English. The mass media development is another medium that widely uses English in Saudi Arabia. One of the two national Saudi TV stations include: (1) channel 2 which is the English Channel (Braine); and (2) the European language radio station which is broadcasting news report in English and/or French. Likewise, we also have other forms of media such as the English daily newspapers, the Arab News, the Daily Riyadh, and the

American Eagle Airlines Flight 3379 Accident Research Paper

American Eagle Airlines Flight 3379 Accident - Research Paper Example   The research will conclude by providing recommendations of what needs to be done to prevent such accidents in the future. Air accidents have continued to occur despite the measures by the National Transport and Safety Board (NTSB), and the aviation industry. Recently, the aviation industry has witnessed major accidents, including the disappearance of the Malaysian Airline in 2014, and the recent German airline in the French Alps. The main causes of airline accidents have been cited to be inexperienced pilots, physiological and psychological factors, and weather conditions (Grossman, 2013). Most busy airlines overwork pilots and cabin crew, a situation that has been blamed for making pilots make wrong decisions. Fatigue is a major factor that interferes with the level of productivity and job satisfaction of cabin crew. Some pilots experience mental disorders, such as depression, hence affecting their judgment and prone to making the wrong decisions. The flagship airline flight 3379 crashed in 1994. The flight origin was Piedmont Triad International Airport and the final destination was Raleigh-Durham Airport. There were 18 passenger and 2 crewmembers (Aircraft Accident Report, 1995). The experience any mechanical problem until when the pilot received the clearance to land. The ignition light of one of the engines illuminated in the cockpit, calling for immediate intervention. It appears that the pilot panicked on realizing the speed of the plane began to decrease drastically. Without taking a moment to determine the cause of the incident, the pilot decided to execute a missed approach.

The Legal and Ethical Environment of Business Essay

The Legal and Ethical Environment of Business - Essay Example This is not the case where recoveries can be made directly from the agent or person causing the harm, rather the principle behind vicarious liability is that an employer exerts control over the physical conduct of an agent and is therefore responsible for the harmful conduct. In a recent case, Arena Group 2000, the maker of a sign that fell on a San Diego man and paralyzed him, was held vicariously liable for the injury caused.2 There are also several cases where private actions for securities fraud under Section 10(b) show that corporate officers and law firms are being held vicariously liable for preparing misleading disclosure documents.3 It was held in this case that even where secondary agents are involved, where they participate in a fraudulent activity to an extent which could characterize them as authors or co-authors they may be liable for damages accruing from such harmful activity4. Another case where vicarious liability for tort was imposed upon an employer was in the cas e of American Society of Mechanical Engineers Inc v Hydrolevel Corp5 where common law agency principles were used to impute liability upon an employer in a position of sufficient authority to exert control.An employer can also become liable for vicarious liability for the harm caused by its employees under a theory of negligent hiring, where adequate checking of references and skills are not carried out by an employer before the hiring is completed6. The Strict liability rule may be enforced in corporations such as DWI and especially public corporations where the corporation will be expected to assume the liability for the tortious acts of its employees.

Unit 5 Discussion Domestic Violence Research Paper

Unit 5 Discussion Domestic Violence - Research Paper Example arning theory which states that contextual and situational factors such as stress, individual-couple characteristics, aggressive gait and family violence aid family violence. Biopsychological theory ties together biological factors such as alcoholism and testosterone levels and psychosocial factors such as stress to understand family violence. There is also the feminist theory which asserts that family violence is a culmination and manifestation of the degradation of women. The chosen topic is important in the course because it helps organisations and those in the human resources management (HRM) to regard comprehensively, the magnitude of family violence. The same will also help organisations and HRM to appreciate the limits which they must keep to as they attempt to mitigate the effects of family violence at the workplace. Just as Gosselin (2009) observes, when an organisation fails to determine boundaries in its quest to alleviate the effects of domestic violence as a way of promoting employee welfare, it oversteps its mandate and runs the risk of unduly heightening its operational

A play Dennis Potter Essay Example for Free

A play Dennis Potter Essay Blue remembered hills is a play Dennis Potter. The title is taken from the poem Shropshire lad by A. E Houseman. It challenges the perception that childhood is innocent and that all children are pure and nice. One of the ways he does this is by using adults to play children so the unrealisticness of the play forces adults to focus on the meaning of everything going on in the play. The main meaning of the play is focused around the mindless cruelty of war and how this affects children living through it. The style of the play is flared narration. The play was originally a television play for the BBC in 1979. it was set in rural west country. For our play we are using bright lights to show that we are outside. We are also going to have some stones and sticks on the floor to play with to help us show the kids restlessness and constant movement. Could kick them etc. the setting is rural and in 1943 during the 2nd world war, this has affected the children a lot. There is a lot of racist speak about the Ities and the Japs. Then there are the games, also war related. Most of the games revolve around guns and violence. Lastly there is a lot of bragging that the boys do about what they are going to do in the army. In this essay I am also going to refer to my mother said I never should by charlotte Keatley and gum and goo by Howard Brenton. Charlotte Keatley was a feminist writer. My mother said I never should was first performed in 1087. In 1987 there were stronger roles for women and more active feminist movements in society. The play represents the plight of women and how women were treated in society, both by men and each other. The scene where the women are talking about menstrual cramps or the curse as they call it contrasts directly yet is similar to when the boys are talking about the war in blue remembered hills. Both plays show children discussing taboo subjects in an open and careless way. Howard Brenton play gum and goo was first performed in 1969. Adults didnt understand learning difficultys as well as they do now, in 1006. Ignorance leads to prejudice and eventually tragedy in gum and goo. This play is about an autistic girl who invents two friends, gum and goo, this character links directly to Raymond in blue remembered hills who has learning difficulties, maybe similar, but less severe to Michelles autism. . All three plays have adults playing children. This creates an objective distance so the unreality of the play is so obvious it doesnt allow the audience to get absorbed into the play. This was the audience is forced to concentrate on the issues and the challenged perceptions of childhood.

Why is the Walt Disney Company so successful Essay Example for Free

Why is the Walt Disney Company so successful Essay As the process of globalization develops continuously, multinational corporations are much more common nowadays which means intercultural communication has become an important part of daily work in thousands of millions of cross-cultural offices. This thesis will mainly concentrate on discussing and analyzing the Walt Disney Company’s experience of intercultural communication and the useful information we can learn from it so that some misunderstandings and problems can be avoided in some business activities. This thesis will discuss and answer the following questions: 1. What is the Walt Disney Company? 2. What is a cross-cultural working environment like in the Walt Disney World Resort, Orlando, Florida? How do the coordinators deal with different employers from different cultures? 3. What happened when Disney first entered French market? What happened when it first entered Japan? What are the cultural reasons behind these different phenomena? 4. Comparing to other multinational corporations like Starbucks and Ikea, what is the advantage of Disney and what can we use for reference from its experience? Some researches have already been done on related subjects such as intercultural communication management, the importance of cross-cultural communication in business, and the effectiveness of intercultural communication in Human Resource area, etc. Based on these researches, however, my view point as a cast member of the Walt Disney World Resort can be creative and objective. Chapter I What is the Walt Disney Company? In this session, a brief introduction of the Walt Disney Company will be given especially the history of its process of globalization when it tried to get into France, Japan and Hongkong China. Chapter â… ¡ College Exchange Program in the Walt Disney World Resort After providing some information of College Exchange Program, I will concentrate on analyzing Disney’s methods of dealing with foreign Cast Members’ culture shock, cultural conflicts, and coordinators’ different training ways according to their different cultural backgrounds. Besides, a survey will be made to collect CPs’ opinions on how to improve the program or how will their future application affect intercultural communication. Chapter â… ¢ How to Deal with the Frustration in France? In this part, I will introduce the history of Disney first entering France and the cultural crisis it came across there. I will illustrate both the efforts and mistakes made by Disney as well. Comparing to the process it first entering Japan, I will try to engage the different cultural backgrounds with these different phenomena. Chapter â… £ Useful References of Disney’s Experience Comparison will be made in this part between Disney and other multinational corporations and some useful references we can get so as to use them to avoid misunderstandings, sometimes even serious problems in business field.

Development Of A Digital Diary Project

Development Of A Digital Diary Project Maintaining information about the person has been troublesome business for mankind lately as he was being introduced to hundred of new persons in his day to day life. Compiling information about the students in a school and college might be really a rarely willing job. Our project aims to those jobs for maintaining information of the people so we named it as a Digital Diary project. As soon as the program is being executed user just need to follow the instruction and have the information entered to the software then software manage the information being entered and save them for the future reference of the user. Though lots of information management software is presently available in market, this is the initial step and would be updated in the days to come. Introduction: Computer is an advanced/modern electronic device, which takes raw data as input then processes these data as per given instruction then gives output (result) and store in for the future references. It is also a problem-solving machine, which can processes both numerical and non numerical information. It is a totally user dependent device. It has no its own brain. So it cannot think its own. C is the general purpose, structured programming language of computer consisting of terms that resemble algebraic expressions. Designed as other high level structured programming languages such as Pascal and Fortran, C has got additional features that allows it to be used at a lower level computer languages. This flexibility let the C be featured as system programmer or applications programmer. C is characterized by the ability to write very concise source programs which are virus free in nature so the programmed designed in C language has got purity and perfection. Though with the help of small instruction and extensive library functions enhance the basic instruction and encourage its user to write additional library function on their own. Such A programming language code has been adapted for the effectual running of our program, Digital Diary. Digital Diary aims for the storage of the personnel details. This Diary helps as the remainder of person name his/her home address, phone number, email address etc. People gives propriety to looks now a days so a bit of graphics has been added to the content rather than making old fashioned black n white look. Every single effort has been done to add aura to the program and to attract lots of users as possible. As been discussed this program is being build in C laboratory or C program so it doesnt consist of any viruses that may effect the computer but is 100% free from those harming worms and bugs. With the help of this program people can save all his/her friends group and contact for the future references. Objectives and Scopes The few objectives of this program are listed as follows: Main objectives of this program is to aid users from memorizing all those names of owns contact address. Users can easily add the contact detail in the program so have increase efficiency in the user working procedure. To minimize the work loads of office personnel in school, colleges and offices by letting them get rid of the problem of memorizing the piles name of students or coustomers. To convey message to software developing companies about the potential of software developers in Nepal. As Loads of software are present currently for managing the database system but those software are bulky and occupies large amount of storage disk size and are tedious and need trained man power for effective use but the Digital Dairy designed by us is very much simple and cost low disk space and unskilled man power with nominal knowledge of English can accomplish thorough the program. So the office needing customized type software can easily have these software installed for their management. Methodology: Preliminarily we have done survey through out the Kathmandu valley to know about the colleges and schools who might required our software being installed and found lots of colleges having their own MS Access designed management software and for the database management. But some school near remote areas till this date have been using the old fashioned database management so we aim our project to those remote schools and have planned to develop this software. Then we started making basic workflow plan for effective completion of the project. We made the system analysis and designed basic framework to aid in our work. We then started the job of coding of the program for overall management of database of persons which include name of the person, address of the person, his/her email id and telephone number, roll no or reference number. Options like searching the required database by strings were made into effect in the program for easy location of the database of the person. Option like adding and deleting record along with modification option were present in the program for effective availability. Though the coding was done, there were lots of errors in the program, so for the tracking of the bugs in the program debugging were done and then tested for multiple times till the desired output is obtained. When testing and debugging were done the program was finally ready to be used or being distributed. Task to be completed Duration System Analysis 2 days Designing 1 week Coding 1 week Testing and Debugging 3 days Expected Output As for the title suggest, this Digital Diary supports for the proper maintaining of the database. It helps the user to have full record of the people he has been with along with their contact address, phone numbers, email id and reference number. This program also helps in inbuilt search for the required data base. The expected output here is being discussed along with some screenshots of the program. Initially after the program is being executed it shows the name of the institution using it along with the address of the institution. Below the Name of the institution it publishes the name of the publishers followed by list of software developers. When we enter any key the page would be executed to the second page where option are being given using switch system. Option for add remove, modify, search, list are being executed here. The database management page would appear as follows. Here name, roll no, Faculty, telephone number, address email id would be printed. Through which we have to pass the value. Every time after adding contact the confirmation dialogue will be appeared asking for continuing or else. Conclusion This project is based upon C programming so we had add our best effort to implement all the knowledge we have gained so far in C programming. Working on this project had enhanced our knowledge and skills in C and will surely help us in future. Thus, we hope Digital Diary be a great success.

Science Curriculum in New York :: Education School Essays

Science Curriculum in New York Researching the US National Standards of Science Education and the New York State Science Standards gave our group valuable information about any science curriculum in New York State. We searched the Web and the New York State Standards for Mathematics, Science, and Technology booklet. Conducting an interview with both Ethanie Holl, kindergarten teacher, and Dr. LaChance, professor, were also very helpful. To start with here is a list of principles that guided the National Science Education Standards (NSES). #1 Science is for all students. #2 Learning science is an active process. #3 School science reflects the intellectual and cultural tradition that characterize the practice of contemporary science. #4 Improving science education is part of sysemic education reform. Following is a list of the seven New York State Standards for Mathematics, Science, and Technology. #1 Students will use mathematical analysis, scientific inquiry, engineering design, as appropriate, to pose questions, seek answers, and develop solutions. #2 Students will access, generate, process, and transfer information using appropriate technologies. #3 Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying math in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry. #4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. #5 Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs. #6 Students will understand the relationships and common themes that connect math, science, and technology and apply the themes to these and other areas of learning. #7 Students will apply the knowlege and thinking skills of math, science, and technology to address real-life problems and make informed decisions. From our research on the Web and in the booklet, we found that the State standards were derived from the national standards. In other words the National Standards were set with the idea of state and local officials creating the curriculum, assessment programs, and staff development activities that are appropriate for that state/district. The National standards encourage policies that will bring coordination, consistency, and coherence to the improvement of science education.

Science :: essays research papers

LAW, SOCIAL SCIENCE, LITERATURE, LAW SCHOOL, AND PERSONAL STATEMENTS Law School Admissions: Why Bother? Stately and plump, Harvard Law School admits just 850 to yield a class of 550; for Yale, fewer than 400 admitted brings a svelte class of 170. Ever battling its late entry and the suspectness of a West Coast address -- â€Å"newness† coupled with the perception that sunshine vitiates seriousness -- Stanford Law School admitted 435 to make a class of 180 for the class of 1998. For the most part, students admitted to Stanford either go to Stanford, go to Harvard, go to Yale, or don’t go to law school. Five-hundred fifty plus 150 plus 180 equals 880. Eight-hundred eighty is just 30 more than 850, which implies that Harvard, which was first, still is first when it comes to circumscribing the legal elite. In other words, if Harvard effectively locates the 850 students who will be divided among itself, Stanford, and Yale, why bother worrying about what Stanford does, who it admits? As this reasoning goes, Harvard has taken care of things. Harvard defines the 850 students, implying that the admissions procedures of the latter two are superfluous -- like so much, parasitic on Harvard. Not so. First, it matters, year to year, for as long as Stanford’s and Yale’s classes are small and Harvard’s is big, who Stanford and Yale reject. Stanford rejects contribute importantly to the School’s reputation. Stanford admits 400 compared to Harvard’s 800. Assuming considerable overlap in application patterns, many of Harvard’s last 400 admitees were likely rejected by Stanford. The perception, widely held, that attendance at Harvard means one could have gone anywhere is false; rejection by Stanford serves as a reminder of the proposition’s falseness. The presence of Stanford rejects at Harvard is another way of saying Stanford is good because, as everyone knows, Harvard is good. More broadly, it is possible to play renegade in this game as Stanford apparently did several years ago by admitting â€Å"older† students and reaching outside the 850. Thus it does, or can, matter who Stanford admits in the sense of Stanford making an original contribution to the 850 who will compose the first year classes at Harvard, Yale, and Stanford. What is being rewarded or predicted when an applicant is considered -- particularly something that differs from the competing schools -- can materially alter, for good or for bad, the profession by deliberately attempting to send a different sort of person into the law.

telecommuting :: essays research papers

Telecommuting Telecommuting starts with the lower level of the working class workers but with the success it has had it’s rapidly moving towards the executive level. There are two form of telecommuting the employers use today, one is home telecommuting which is a work arrangement the most people do this is working from home with a computer terminal utilizing today’s current technology by transmitting data and documents while working from home and maintaining a close contact with co-workers, managers, through the use of email, internet (instant messenger), and telephone and fax machines as well. Video conferencing using web cameras can also be an effective tool for telecommuting in order to help enhance for its employees and executives. The other form of telecommuting is center based telecommuting that involves the use of office space close to home where employees works without direct supervision, commute travel is still reduced and some of the disadvantages of home offices are remove d. Home telecommuting plugs into everything that is happening at the office just as if they were at the office. By opening your networks to the public and allowing your information available to the internet Co-works will have to access your information available with many different types of home equipment needed for home telecommuting that can be a little expensive at first to get started. Some of the different equipment that is needed is a computer with fax and scanner so proper communications are available, phone, high speed internet connection, a desk, file cabinets, and a web camera with an internet messenger along with video conferencing software. There are many advantages for companies today to use telecommuters in their day to day business operations. This allows business’s to cut corners and save money so that way more money can be spent on other projects which will make more of a profit, and help reduce the costs for gas and travel expense for employees who travel a lot. They also have a larger audience of applicants to choose from which allows them to sort out the for specific skill or education for jobs they are trying fill which later will help contribute to an increase productivity and promoting a happier staff giving more time to workers for family time at home. By using telecommuters who will be actually working at the office perhaps once a weak or so helps save on realistic costs because employees who work at home do not need offices and when they are at the office they can share cubicles with other telecommuters promoting less space needed to lease.

Angels Demons Chapter 113-117

113 Something was wrong. Lieutenant Chartrand stood outside the Pope's office and sensed in the uneasy stance of the soldier standing with him that they shared the same anxiety. The private meeting they were shielding, Rocher had said, could save the Vatican from destruction. So Chartrand wondered why his protective instincts were tingling. And why was Rocher acting so strangely? Something definitely was awry. Captain Rocher stood to Chartrand's right, staring dead ahead, his sharp gaze uncharacteristically distant. Chartrand barely recognized the captain. Rocher had not been himself in the last hour. His decisions made no sense. Someone should be present inside this meeting! Chartrand thought. He had heard Maximilian Kohler bolt the door after he entered. Why had Rocher permitted this? But there was so much more bothering Chartrand. The cardinals. The cardinals were still locked in the Sistine Chapel. This was absolute insanity. The camerlegno had wanted them evacuated fifteen minutes ago! Rocher had overruled the decision and not informed the camerlegno. Chartrand had expressed concern, and Rocher had almost taken off his head. Chain of command was never questioned in the Swiss Guard, and Rocher was now top dog. Half an hour, Rocher thought, discreetly checking his Swiss chronometer in the dim light of the candelabra lighting the hall. Please hurry. Chartrand wished he could hear what was happening on the other side of the doors. Still, he knew there was no one he would rather have handling this crisis than the camerlegno. The man had been tested beyond reason tonight, and he had not flinched. He had confronted the problem head-on†¦ truthful, candid, shining like an example to all. Chartrand felt proud right now to be a Catholic. The Illuminati had made a mistake when they challenged Camerlegno Ventresca. At that moment, however, Chartrand's thoughts were jolted by an unexpected sound. A banging. It was coming from down the hall. The pounding was distant and muffled, but incessant. Rocher looked up. The captain turned to Chartrand and motioned down the hall. Chartrand understood. He turned on his flashlight and took off to investigate. The banging was more desperate now. Chartrand ran thirty yards down the corridor to an intersection. The noise seemed to be coming from around the corner, beyond the Sala Clementina. Chartrand felt perplexed. There was only one room back there – the Pope's private library. His Holiness's private library had been locked since the Pope's death. Nobody could possibly be in there! Chartrand hurried down the second corridor, turned another corner, and rushed to the library door. The wooden portico was diminutive, but it stood in the dark like a dour sentinel. The banging was coming from somewhere inside. Chartrand hesitated. He had never been inside the private library. Few had. No one was allowed in without an escort by the Pope himself. Tentatively, Chartrand reached for the doorknob and turned. As he had imagined, the door was locked. He put his ear to the door. The banging was louder. Then he heard something else. Voices! Someone calling out! He could not make out the words, but he could hear the panic in their shouts. Was someone trapped in the library? Had the Swiss Guard not properly evacuated the building? Chartrand hesitated, wondering if he should go back and consult Rocher. The hell with that. Chartrand had been trained to make decisions, and he would make one now. He pulled out his side arm and fired a single shot into the door latch. The wood exploded, and the door swung open. Beyond the threshold Chartrand saw nothing but blackness. He shone his flashlight. The room was rectangular – oriental carpets, high oak shelves packed with books, a stitched leather couch, and a marble fireplace. Chartrand had heard stories of this place – three thousand ancient volumes side by side with hundreds of current magazines and periodicals, anything His Holiness requested. The coffee table was covered with journals of science and politics. The banging was clearer now. Chartrand shone his light across the room toward the sound. On the far wall, beyond the sitting area, was a huge door made of iron. It looked impenetrable as a vault. It had four mammoth locks. The tiny etched letters dead center of the door took Chartrand's breath away. IL PASSETTO Chartrand stared. The Pope's secret escape route! Chartrand had certainly heard of Il Passetto, and he had even heard rumors that it had once had an entrance here in the library, but the tunnel had not been used in ages! Who could be banging on the other side? Chartrand took his flashlight and rapped on the door. There was a muffled exultation from the other side. The banging stopped, and the voices yelled louder. Chartrand could barely make out their words through the barricade. â€Å"†¦ Kohler†¦ lie†¦ camerlegno†¦Ã¢â‚¬  â€Å"Who is that?† Chartrand yelled. â€Å"†¦ ert Langdon†¦ Vittoria Ve†¦Ã¢â‚¬  Chartrand understood enough to be confused. I thought you were dead! â€Å"†¦ the door,† the voices yelled. â€Å"Open†¦!† Chartrand looked at the iron barrier and knew he would need dynamite to get through there. â€Å"Impossible!† he yelled. â€Å"Too thick!† â€Å"†¦ meeting†¦ stop†¦ erlegno†¦ danger†¦Ã¢â‚¬  Despite his training on the hazards of panic, Chartrand felt a sudden rush of fear at the last few words. Had he understood correctly? Heart pounding, he turned to run back to the office. As he turned, though, he stalled. His gaze had fallen to something on the door†¦ something more shocking even than the message coming from beyond it. Emerging from the keyholes of each of the door's massive locks were keys. Chartrand stared. The keys were here? He blinked in disbelief. The keys to this door were supposed to be in a vault someplace! This passage was never used – not for centuries! Chartrand dropped his flashlight on the floor. He grabbed the first key and turned. The mechanism was rusted and stiff, but it still worked. Someone had opened it recently. Chartrand worked the next lock. And the next. When the last bolt slid aside, Chartrand pulled. The slab of iron creaked open. He grabbed his light and shone it into the passage. Robert Langdon and Vittoria Vetra looked like apparitions as they staggered into the library. Both were ragged and tired, but they were very much alive. â€Å"What is this!† Chartrand demanded. â€Å"What's going on! Where did you come from?† â€Å"Where's Max Kohler?† Langdon demanded. Chartrand pointed. â€Å"In a private meeting with the camer – â€Å" Langdon and Vittoria pushed past him and ran down the darkened hall. Chartrand turned, instinctively raising his gun at their backs. He quickly lowered it and ran after them. Rocher apparently heard them coming, because as they arrived outside the Pope's office, Rocher had spread his legs in a protective stance and was leveling his gun at them. â€Å"Alt!† â€Å"The camerlegno is in danger!† Langdon yelled, raising his arms in surrender as he slid to a stop. â€Å"Open the door! Max Kohler is going to kill the camerlegno!† Rocher looked angry. â€Å"Open the door!† Vittoria said. â€Å"Hurry!† But it was too late. From inside the Pope's office came a bloodcurdling scream. It was the camerlegno. 114 The confrontation lasted only seconds. Camerlegno Ventresca was still screaming when Chartrand stepped past Rocher and blew open the door of the Pope's office. The guards dashed in. Langdon and Vittoria ran in behind them. The scene before them was staggering. The chamber was lit only by candlelight and a dying fire. Kohler was near the fireplace, standing awkwardly in front of his wheelchair. He brandished a pistol, aimed at the camerlegno, who lay on the floor at his feet, writhing in agony. The camerlegno's cassock was torn open, and his bare chest was seared black. Langdon could not make out the symbol from across the room, but a large, square brand lay on the floor near Kohler. The metal still glowed red. Two of the Swiss Guards acted without hesitation. They opened fire. The bullets smashed into Kohler's chest, driving him backward. Kohler collapsed into his wheelchair, his chest gurgling blood. His gun went skittering across the floor. Langdon stood stunned in the doorway. Vittoria seemed paralyzed. â€Å"Max†¦Ã¢â‚¬  she whispered. The camerlegno, still twisting on the floor, rolled toward Rocher, and with the trancelike terror of the early witch hunts, pointed his index finger at Rocher and yelled a single word. â€Å"ILLUMINATUS!† â€Å"You bastard,† Rocher said, running at him. â€Å"You sanctimonious bas – â€Å" This time it was Chartrand who reacted on instinct, putting three bullets in Rocher's back. The captain fell face first on the tile floor and slid lifeless through his own blood. Chartrand and the guards dashed immediately to the camerlegno, who lay clutching himself, convulsing in pain. Both guards let out exclamations of horror when they saw the symbol seared on the camerlegno's chest. The second guard saw the brand upside down and immediately staggered backward with fear in his eyes. Chartrand, looking equally overwhelmed by the symbol, pulled the camerlegno's torn cassock up over the burn, shielding it from view. Langdon felt delirious as he moved across the room. Through a mist of insanity and violence, he tried to make sense of what he was seeing. A crippled scientist, in a final act of symbolic dominance, had flown into Vatican City and branded the church's highest official. Some things are worth dying for, the Hassassin had said. Langdon wondered how a handicapped man could possibly have overpowered the camerlegno. Then again, Kohler had a gun. It doesn't matter how he did it! Kohler accomplished his mission! Langdon moved toward the gruesome scene. The camerlegno was being attended, and Langdon felt himself drawn toward the smoking brand on the floor near Kohler's wheelchair. The sixth brand? The closer Langdon got, the more confused he became. The brand seemed to be a perfect square, quite large, and had obviously come from the sacred center compartment of the chest in the Illuminati Lair. A sixth and final brand, the Hassassin had said. The most brilliant of all. Langdon knelt beside Kohler and reached for the object. The metal still radiated heat. Grasping the wooden handle, Langdon picked it up. He was not sure what he expected to see, but it most certainly was not this. Angels & Demons Langdon stared a long, confused moment. Nothing was making sense. Why had the guards cried out in horror when they saw this? It was a square of meaningless squiggles. The most brilliant of all? It was symmetrical, Langdon could tell as he rotated it in his hand, but it was gibberish. When he felt a hand on his shoulder, Langdon looked up, expecting Vittoria. The hand, however, was covered with blood. It belonged to Maximilian Kohler, who was reaching out from his wheelchair. Langdon dropped the brand and staggered to his feet. Kohler's still alive! Slumped in his wheelchair, the dying director was still breathing, albeit barely, sucking in sputtering gasps. Kohler's eyes met Langdon's, and it was the same stony gaze that had greeted Langdon at CERN earlier that day. The eyes looked even harder in death, the loathing and enmity rising to the surface. The scientist's body quivered, and Langdon sensed he was trying to move. Everyone else in the room was focused on the camerlegno, and Langdon wanted to call out, but he could not react. He was transfixed by the intensity radiating from Kohler in these final seconds of his life. The director, with tremulous effort, lifted his arm and pulled a small device off the arm of his wheelchair. It was the size of a matchbox. He held it out, quivering. For an instant, Langdon feared Kohler had a weapon. But it was something else. â€Å"G-give†¦Ã¢â‚¬  Kohler's final words were a gurgling whisper. â€Å"G-give this†¦ to the m-media.† Kohler collapsed motionless, and the device fell in his lap. Shocked, Langdon stared at the device. It was electronic. The words SONY RUVI were printed across the front. Langdon recognized it as one of those new ultraminiature, palm-held camcorders. The balls on this guy! he thought. Kohler had apparently recorded some sort of final suicide message he wanted the media to broadcast†¦ no doubt some sermon about the importance of science and the evils of religion. Langdon decided he had done enough for this man's cause tonight. Before Chartrand saw Kohler's camcorder, Langdon slipped it into his deepest jacket pocket. Kohler's final message can rot in hell! It was the voice of the camerlegno that broke the silence. He was trying to sit up. â€Å"The cardinals,† he gasped to Chartrand. â€Å"Still in the Sistine Chapel!† Chartrand exclaimed. â€Å"Captain Rocher ordered – † â€Å"Evacuate†¦ now. Everyone.† Chartrand sent one of the other guards running off to let the cardinals out. The camerlegno grimaced in pain. â€Å"Helicopter†¦ out front†¦ get me to a hospital.† 115 In St. Peter's Square, the Swiss Guard pilot sat in the cockpit of the parked Vatican helicopter and rubbed his temples. The chaos in the square around him was so loud that it drowned out the sound of his idling rotors. This was no solemn candlelight vigil. He was amazed a riot had not broken out yet. With less than twenty-five minutes left until midnight, the people were still packed together, some praying, some weeping for the church, others screaming obscenities and proclaiming that this was what the church deserved, still others chanting apocalyptic Bible verses. The pilot's head pounded as the media lights glinted off his windshield. He squinted out at the clamorous masses. Banners waved over the crowd. Antimatter is the Antichrist! Scientist=Satanist Where is your God now? The pilot groaned, his headache worsening. He half considered grabbing the windshield's vinyl covering and putting it up so he wouldn't have to watch, but he knew he would be airborne in a matter of minutes. Lieutenant Chartrand had just radioed with terrible news. The camerlegno had been attacked by Maximilian Kohler and seriously injured. Chartrand, the American, and the woman were carrying the camerlegno out now so he could be evacuated to a hospital. The pilot felt personally responsible for the attack. He reprimanded himself for not acting on his gut. Earlier, when he had picked up Kohler at the airport, he had sensed something in the scientist's dead eyes. He couldn't place it, but he didn't like it. Not that it mattered. Rocher was running the show, and Rocher insisted this was the guy. Rocher had apparently been wrong. A new clamor arose from the crowd, and the pilot looked over to see a line of cardinals processing solemnly out of the Vatican onto St. Peter's Square. The cardinals' relief to be leaving ground zero seemed to be quickly overcome by looks of bewilderment at the spectacle now going on outside the church. The crowd noise intensified yet again. The pilot's head pounded. He needed an aspirin. Maybe three. He didn't like to fly on medication, but a few aspirin would certainly be less debilitating than this raging headache. He reached for the first-aid kit, kept with assorted maps and manuals in a cargo box bolted between the two front seats. When he tried to open the box, though, he found it locked. He looked around for the key and then finally gave up. Tonight was clearly not his lucky night. He went back to massaging his temples. Inside the darkened basilica, Langdon, Vittoria, and the two guards strained breathlessly toward the main exit. Unable to find anything more suitable, the four of them were transporting the wounded camerlegno on a narrow table, balancing the inert body between them as though on a stretcher. Outside the doors, the faint roar of human chaos was now audible. The camerlegno teetered on the brink of unconsciousness. Time was running out. 116 It was 11:39 P.M. when Langdon stepped with the others from St. Peter's Basilica. The glare that hit his eyes was searing. The media lights shone off the white marble like sunlight off a snowy tundra. Langdon squinted, trying to find refuge behind the faà §ade's enormous columns, but the light came from all directions. In front of him, a collage of massive video screens rose above the crowd. Standing there atop the magnificent stairs that spilled down to the piazza below, Langdon felt like a reluctant player on the world's biggest stage. Somewhere beyond the glaring lights, Langdon heard an idling helicopter and the roar of a hundred thousand voices. To their left, a procession of cardinals was now evacuating onto the square. They all stopped in apparent distress to see the scene now unfolding on the staircase. â€Å"Careful now,† Chartrand urged, sounding focused as the group began descending the stairs toward the helicopter. Langdon felt like they were moving underwater. His arms ached from the weight of the camerlegno and the table. He wondered how the moment could get much less dignified. Then he saw the answer. The two BBC reporters had apparently been crossing the open square on their way back to the press area. But now, with the roar of the crowd, they had turned. Glick and Macri were now running back toward them. Macri's camera was raised and rolling. Here come the vultures, Langdon thought. â€Å"Alt!† Chartrand yelled. â€Å"Get back!† But the reporters kept coming. Langdon guessed the other networks would take about six seconds to pick up this live BBC feed again. He was wrong. They took two. As if connected by some sort of universal consciousness, every last media screen in the piazza cut away from their countdown clocks and their Vatican experts and began transmitting the same picture – a jiggling action footage swooping up the Vatican stairs. Now, everywhere Langdon looked, he saw the camerlegno's limp body in a Technicolor close-up. This is wrong! Langdon thought. He wanted to run down the stairs and interfere, but he could not. It wouldn't have helped anyway. Whether it was the roar of the crowd or the cool night air that caused it, Langdon would never know, but at that moment, the inconceivable occurred. Like a man awakening from a nightmare, the camerlegno's eyes shot open and he sat bolt upright. Taken entirely by surprise, Langdon and the others fumbled with the shifting weight. The front of the table dipped. The camerlegno began to slide. They tried to recover by setting the table down, but it was too late. The camerlegno slid off the front. Incredibly, he did not fall. His feet hit the marble, and he swayed upright. He stood a moment, looking disoriented, and then, before anyone could stop him, he lurched forward, staggering down the stairs toward Macri. â€Å"No!† Langdon screamed. Chartrand rushed forward, trying to reign in the camerlegno. But the camerlegno turned on him, wild-eyed, crazed. â€Å"Leave me!† Chartrand jumped back. The scene went from bad to worse. The camerlegno's torn cassock, having been only laid over his chest by Chartrand, began to slip lower. For a moment, Langdon thought the garment might hold, but that moment passed. The cassock let go, sliding off his shoulders down around his waist. The gasp that went up from the crowd seemed to travel around the globe and back in an instant. Cameras rolled, flashbulbs exploded. On media screens everywhere, the image of the camerlegno's branded chest was projected, towering and in grisly detail. Some screens were even freezing the image and rotating it 180 degrees. The ultimate Illuminati victory. Langdon stared at the brand on the screens. Although it was the imprint of the square brand he had held earlier, the symbol now made sense. Perfect sense. The marking's awesome power hit Langdon like a train. Orientation. Langdon had forgotten the first rule of symbology. When is a square not a square? He had also forgotten that iron brands, just like rubber stamps, never looked like their imprints. They were in reverse. Langdon had been looking at the brand's negative! As the chaos grew, an old Illuminati quote echoed with new meaning: â€Å"A flawless diamond, born of the ancient elements with such perfection that all those who saw it could only stare in wonder.† Langdon knew now the myth was true. Earth, Air, Fire, Water. The Illuminati Diamond. Angels & Demons 117 Robert Langdon had little doubt that the chaos and hysteria coursing through St. Peter's Square at this very instant exceeded anything Vatican Hill had ever witnessed. No battle, no crucifixion, no pilgrimage, no mystical vision†¦ nothing in the shrine's 2,000-year history could possibly match the scope and drama of this very moment. As the tragedy unfolded, Langdon felt oddly separate, as if hovering there beside Vittoria at the top of the stairs. The action seemed to distend, as if in a time warp, all the insanity slowing to a crawl†¦ The branded camerlegno†¦ raving for the world to see†¦ The Illuminati Diamond†¦ unveiled in its diabolical genius†¦ The countdown clock registering the final twenty minutes of Vatican history†¦ The drama, however, had only just begun. The camerlegno, as if in some sort of post-traumatic trance, seemed suddenly puissant, possessed by demons. He began babbling, whispering to unseen spirits, looking up at the sky and raising his arms to God. â€Å"Speak!† the camerlegno yelled to the heavens. â€Å"Yes, I hear you!† In that moment, Langdon understood. His heart dropped like a rock. Vittoria apparently understood too. She went white. â€Å"He's in shock,† she said. â€Å"He's hallucinating. He thinks he's talking to God!† Somebody's got to stop this, Langdon thought. It was a wretched and embarrassing end. Get this man to a hospital! Below them on the stairs, Chinita Macri was poised and filming, apparently having located her ideal vantage point. The images she filmed appeared instantly across the square behind her on media screens†¦ like endless drive-in movies all playing the same grisly tragedy. The whole scene felt epic. The camerlegno, in his torn cassock, with the scorched brand on his chest, looked like some sort of battered champion who had overcome the rings of hell for this one moment of revelation. He bellowed to the heavens. â€Å"Ti sento, Dio! I hear you, God!† Chartrand backed off, a look of awe on his face. The hush that fell across the crowd was instant and absolute. For a moment it was as if the silence had fallen across the entire planet†¦ everyone in front of their TVs rigid, a communal holding of breath. The camerlegno stood on the stairs, before the world, and held out his arms. He looked almost Christlike, bare and wounded before the world. He raised his arms to the heavens and, looking up, exclaimed, â€Å"Grazie! Grazie, Dio!† The silence of the masses never broke. â€Å"Grazie, Dio!† the camerlegno cried out again. Like the sun breaking through a stormy sky, a look of joy spread across his face. â€Å"Grazie, Dio!† Thank you, God? Langdon stared in wonder. The camerlegno was radiant now, his eerie transformation complete. He looked up at the sky, still nodding furiously. He shouted to the heavens, â€Å"Upon this rock I will build my church!† Langdon knew the words, but he had no idea why the camerlegno could possibly be shouting them. The camerlegno turned back to the crowd and bellowed again into the night. â€Å"Upon this rock I will build my church!† Then he raised his hands to the sky and laughed out loud. â€Å"Grazie, Dio! Grazie!† The man had clearly gone mad. The world watched, spellbound. The culmination, however, was something no one expected. With a final joyous exultation, the camerlegno turned and dashed back into St. Peter's Basilica.

Sexual Offences Act 2003

One of the driving forces behind the creation of the Sexual Offences Act 2003 was the low conviction rate on rapists. In 1999 9,008 rape cases were reported and only 1 in 13 resulted in a conviction . Within this essay I will discuss whether or not the changes introduced by the Sexual Offences Act 2003 add greater clarity to the area of rape. In order to fully understand this question one must first define rape. The standard definition of rape is â€Å"unlawful sexual intercourse with a woman who at the time of intercourse does not consent . I say standard because with each Sexual Act the definition of rape has changed in some way. When rape was first introduced as a statutory offence in the Offences Against the Person Act 1861 it simply stated that ‘it is a felony to rape a woman . ’ The Sexual Offences Act 2003 now defines rape as the ‘intentional penetration of the vagina, anus, or mouth of another person who does not consent . ’ Each Sexual Offences Act attempts to further clarify the area of rape. The main change in the Sexual Offences Act 2003 has to deal with the definition and the area of consent. The Sexual Offences Act of 1956 elaborates to a great extent on the area of rape; it goes more in depth where rape is concerned than the Offences Against the Person Act 1861. The Sexual Offences Act 1956 states: â€Å"Rape of a man or woman (1)It is an offence for a man to rape a woman or another man. (2)A man commits rape if— (a)he has sexual intercourse with a person (whether vaginal or anal) who at the time of the intercourse does not consent to it; and (b)at the time he knows that the person does not consent to the intercourse or is reckless as to whether that person consents to it. 3)A man also commits rape if he induces a married woman to have sexual intercourse with him by impersonating her husband. (4)Subsection (2) applies for the purpose of any enactment. † Like Offences Against the Person Act 1861, this act also failed to clarify or to give further direction on the matter of consent. Thus, it was still up to the â€Å"judiciary to determine the constituent e lements and develop the factors that might vitiate an apparent consent. † In 1975 the case of DPP v Morgan prompted Parliament to amend this act in order to attempt to clarify the area of consent. The amendment to this act is found in the Sexual Offences Act 1976. This act states: (1)For the purposes of section 1 of the M1Sexual Offences Act 1956 (which relates to rape) a man commits rape if— (a)he has unlawful sexual intercourse with a woman who at the time of the intercourse does not consent to it; and (b)at that time he knows that she does not consent to the intercourse or he is reckless as to whether she consents to it; and references to rape in other enactments (including the following provisions of this Act) shall be construed accordingly. 2)It is hereby declared that if at a trial for a rape offence the jury has to consider whether a man believed that a woman was consenting to sexual intercourse, the presence or absence of reasonable grounds for such a belief is a matter to which the jury is to have regard, in conjunction with any other relevant matters, in considering whether he so believed. † In the case of DPP v Morgan the husband invited three friends o ver to have intercourse with his wife. He told them that she might be acting like she was resisting but she was actually just role playing. Though the wife struggled against them they still had sex with her because they were under the belief that she had consented. They were tried with rape. The judge’s remark to the jury simply was if you believe that the wife did not consent then the defendants belief that she did indeed consent is not a defense. They were all convicted of rape. Due to the confusion caused by this case section 1(2) (as shown above) of the Sexual Offences Act 1976 was created. This gives a definition of mens rea in regards to consent . Although this act tried to further clarify consent and the meaning of rape there were still some tweaking that had to be done to it. For instance it defines rape but it doesn’t establish the need to show that there was â€Å"force, fear, or fraud affecting the woman’s consent. † The Jury was just instructed to give consent its ordinary meaning. That being stated this act also failed to provide a legal definition of consent. All of these changes were made in the Sexual Offences Act 2003. The Sexual Offences Act 2003 states: â€Å" Rape (1) A person (A) commits an offence if— a) he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, (b) B does not consent to the penetration, and (c) A does not reasonably believe that B consents. (2) Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. (3) Sections 75 and 76 apply to an offence under this section. (4) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. † Although these changes were made does it actually add clarity to the area of rape? The first change that must be mentioned is the inclusion of oral as a point where penetration can occur. This was included because it was decided that oral sex was just â€Å"as abhorrent demeaning and traumatizing a violation and equally, if not more psychologically harmful than vaginal and anal rape . † Secondly, section 1(1) of this act makes rape gender specific. Since it states that penetration must be done with a penis then only males can commit rape. Thus, women cannot legally be charged with rape but if they act as an accomplice of a male rapist then they can be charged with â€Å"causing a person to engage in sexual activity †. Although this section shows that a woman cannot be a rapist section 79(3) which state, â€Å"references to a part of the body include references to a part surgically constructed (in particular, through gender reassignment surgery), † is a deviation of this rule this shows that if it is a transsexual, who committed penile surgery then she can be charged with rape, for rape is the penetration of the penis, whether it is a surgically constructed penis or a natural one. It does not matter the gender of who is raped or that of the rapist . Those with surgically constructed vaginas can also be raped as per R v Matthews . Thirdly, the actus reus for rape is no longer unlawful sexual intercourse. In the previous Sexual Acts 1956 and 1976 unlawful intercourse was the actus reus. Unlawful meant sexual intercourse outside of marriage. This was discovered to be a common law action as per R v R , and was abolished. Now a husband can rape his wife. The actus reus for rape according to the Sexual Offences Act 2003 is penetration . In accordance with this act in order for it to be rape several elements must be meet. Firstly, it has to be proven that the vagina, anus or mouth was intentionally penetrated by the defendant. The mens rea for rape is the intentional penetration. Once penetrated it is thought that intent is there unless the penetration is minimal. In that case it can be argued that the defendant only â€Å"meant to stay on the outside† . Intoxication cannot be used as a defense as per R v Woods , due to the fact that rape is still a crime of basic intent. Before this act the actus reus for rape was unlawful intercourse (outside marriage)it is now penetration. Section 79(2) defines penetration as â€Å"a continuing act from entry to withdrawal ,† as per Cooper v Schaub . For it to be penetration full entry is not necessary. Thus, the vagina includes the vulva this is explained in section 79(9), which simply states that â€Å"Vagina includes vulva † As per R v Tarmohammed the penis should be removed if at any point consent is withdrawn. This brings me to my next point that of consent. Secondly, it has to be determined whether or not the victim gave consent. Section 74 defines consent as â€Å" a person freely agreeing by choice and who has the freedom and capacity to make that choice . The phrase capacity to make a choice is a tricky phrase especially if one is dealing with a person with a mental disorder. To help clarify this in the Offences related to persons with a mental disorder section 30(2) is used. This states: â€Å"B is unable to refuse if – He lacks the capacity to choose whether to agree to the touching (w hether because he lacks sufficient understanding of the nature or possible consequences of what is being done, or for any other reason), or he is unable to communicate such a choice to A. Therefore if one does not understand the complete nature of the act then they cannot consent as per R v Williams . More clarification on whether or not a woman has consented is given by sections 75 and 76 of the Sexual Offences Act 2003. These sections each contain a presumption about consent. Section 75 contain evidential presumption which may be challenged by the defendant, whereas, section 76 cannot be challenged as it is conclusive presumptions . The evidential burden is not a burden of proof; it simply means that the defendant needs to provide some evidence that supports his case. Section 75 states: â€Å"(1) If in proceedings for an offence to which this section applies it is proved— (a) that the defendant did the relevant act, (b) that any of the circumstances specified in subsection (2) existed, and (c) that the defendant knew that those circumstances existed, † If (a), (b), and (c) are proved by the prosecution then it can be assumed that the victim did not consent to the act nor did the offender reasonably believe that he had consent. If the judge does not think that the evidence is enough to raise an issue then the jury is instructed to look at section 75(2) . This states: â€Å"The circumstances are that— a) any person was, at the time of the relevant act or immediately before it began, using violence against the complainant or causing the complainant to fear that immediate violence would be used against him; (b) any person was, at the time of the relevant act or immediately before it began, causing the complainant to fear that vio lence was being used, or that immediate violence would be used, against another person; (c) the complainant was, and the defendant was not, unlawfully detained at the time of the relevant act; (d) the complainant was asleep or otherwise unconscious at the time of the relevant act; (e) because of the complainant’s physical disability, the complainant would not have been able at the time of the relevant act to communicate to the defendant whether the complainant consented; (f) any person had administered to or caused to be taken by the complainant, without the complainant’s consent, a substance which, having regard to when it was administered or taken, was capable of causing or enabling the complainant to be stupefied or overpowered at the time of the relevant act. (3) In subsection (2)(a) and (b), the reference to the time immediately before the relevant act began is, in the case of an act which is one of a continuous series of sexual activities, a reference to the time immediately before the first sexual activity began. When looking at sections 75(2)(a) and (b) violence is not given a legal definition here but uses its normal definition. Violence is â€Å"any action using physical force intended to hurt, damage, or kill . † The one who does the act does not have to be the one that used violence in coercing the victim. In regards to section 75(2)(d) if one is asleep they then cannot give consent to the act as per R v Larter and Castleton . When dealing with section 75(2)(e) if one cannot communicate it may be due to a physical or mental disability. In regards to section 75(2)(f) if the offender knew that the substance used would render the victim ‘overpowered’ then he can be charged with rape. The conclusive presumptions found in section 76 are: (1) If in proceedings for an offence to which this section applies it is proved that the defendant did the relevant act and that any of the circumstances specified in subsection (2) exi sted, it is to be conclusively presumed— (a) that the complainant did not consent to the relevant act, and (b) that the defendant did not believe that the complainant consented to the relevant act. (2) The circumstances are that— (a) the defendant intentionally deceived the complainant as to the nature or purpose of the relevant act; (b) the defendant intentionally induced the complainant to consent to the relevant act by impersonating a person known personally to the complainant. This simply means that if the offender intentionally deceives the victim in regards to what the act is which is taken place or to who he is then the consent is not valid. Thirdly, it has to be proven that the offender did not reasonably believe that the victim consented. Consent of honest but mistaken belief is not available where â€Å"due to self-induced intoxication, there was recklessness as to consent, or where D failed to take all reasonable steps that might be expected in the circumst ances. † In the case of DPP v Morgan it was decided that a person would not be guilty of rape if they had an honest belief that the victim did indeed consent. With the Sexual Offences Act section 1(2) it is no longer as simple as that. Section 1(2) states: â€Å"Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. † The offender may in fact have made an honest mistake in regards of consent but it must be decided if the mistake was a reasonable one. This is left up to the jury to determine using a subjective approach. This means that the jury must look at all the facts including the offender characteristics, thus, giving a subjective view. In conclusion, it is my belief that the Sexual Offences Act 2003 does add a greater clarity to the area of rape. When one look at the previous Sexual Acts and compare them with the current act it is easy to see the changes that has been made Not only can a biological male commit the act of rape but now a transgender individual can as well. Due to this act rape now entails oral sex and consent is given a legal definition. Section 75 and 76 of the act helps to further clarify the area of consent. Thanks to the changes made in this act the elements for rape are now more defined. ? BIBLIOGRAPHY Card, Richard (2008) Card, Cross, and Jones Criminal Law. New York, Oxford University Press Cooper v Schaub [1994] Crim LR 531 DPP v Morgan [1976] A. C. 182 Martin ,A, Elizabeth. ed)(2006) Oxford dictionary of Law. New York, Oxford University Press Office of Public Sector Information. The UK Statute law Database. (online) available from: http://www. opsi. gov. uk/ (Accessed 3rd April 2009) R v R [1993] 1 All ER 747 R v Larter and Castleton [1995] Crim LR 75 R v Tarmohammed [1997] Crim LR 458 R v Williams [19 92] All ER 322 R v Woods (1981) 74 Cr App R 312 Soanes, Catherine. (ed)(2007) Oxford English Mini Dictionary. New York, Oxford University Press Stevenson, Kim. et al (2004) Blackstone’s Guide to The Sexual Offences Act 2003. New York, Oxford University Press Tomaselli, Sylvana. , Porter Roy (ed)(1986) RAPE. New York, Basil Blackwell Ltd.