...Cambridge Five Creation and Operations Introduction “Cambridge Five” or “Magnificent Five” is the name given to a group of five young men whom all graduated from Cambridge University. They betrayed their country by spying for the Soviet Union and passing them secret information. They were probably the most successful Soviet spies to penetrate the western intelligence. Their actions allow the Soviet Union to get access to vital intelligence and created rift between the British and the Americans. This essay will look at the background of each member and how they joined the Soviet intelligence services, their operations and its impact in the world of espionage. In addition, this essay will evaluate the significance of each individual’s actions and how it affected intelligence services. Origin of Cambridge Five Cambridge Five refers to a spy ring which the members were all part of Cambridge University. It is unclear there were more than five men, regardless the five individuals are Guy Burgess, Donald Maclean, Kim Philby, Anthony Blunt and John Cairncross. They all attended Cambridge University between 1926 and 1934 studying in different disciplines with a strong belief in Communism. They were all good friends with each other with the exception of Cairncross who was never really part of the circle. The first of the Cambridge Five group and probably the most famous was Harold Adrian Russell Philby, also known as Kim codenamed Sohnchen, then Tom and Stanley. He was born...
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...those obtained through MRI, fMRI, and CT scanners, have led to large advances in the world of neuroscience. In many cases, attorneys seek to use brain scans to help their clients on death row, many of whom are referred to as psychopaths because they have Antisocial Personality Disorder (APD). However, serious debate has grown around the increased use of brain scans in criminal cases. Neuroscientists, attorneys, and judges around the world are discussing the reliability, consistency, and ethical nature of these brain scans. Some professionals feel that using brains scans in the courtroom would be acceptable because they can provide a better understanding...
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...as her now infamous reading of James Joyce’s Ulysses. But Woolf’s response to Ireland, and more particularly to Irish writing is only part of the story. As a contemporary, how was Woolf read in Ireland, if she was read at all, and what, if any, impact has she had on Irish writing? For the contemplation of “Virginia Woolf in Ireland,” both as a traveler and a reader of Irish culture, politics and literature, and as someone to be read through her various publications, provokes a proliferation of research possibilities about both writer and country. In this essay I wish to sketch out a preliminary map of these possibilities, showing some of the potentially complex and intriguing routes that require further exploration, in relation to Woolf studies, in particular the European Reception of Woolf, and in relation to Ireland and its own literary history. So the paper is divided into three sections: briefly, Virginia Woolf literally in Ireland, reading Virginia Woolf in Ireland from the 1920s on, and three Irish women reading Woolf–Elizabeth Bowen, Mary Lavin and Edna O’Brien.1 Woolf’s interest in Ireland before and after her visit there is evident from her diaries, letters and fiction. Her concern and knowledge about Irish affairs2 emerges most forcefully in the novel The Years, where, as Jane Marcus points out, “The theme of the search for ‘justice and liberty,’ first expressed by...
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...Harvard-based guidelines are generic and are meant to supplement, not replace, the guidelines given to you for your programme, which are usually provided in your module handbooks. Some subjects make these guidelines available on the portal. You are advised to follow your module/programme instructions exactly for citing and referencing sources, and use this guide for further information only. For further information on a wide variety of sources, consult Pears, R. and Shields, G. (2008) Cite them right: the essential referencing guide. Newcastle upon Tyne: Pear Tree Books. Contents: 1. In-text references / citations This means how to put references in the body of your assignment, and this section includes the following cases: 1. A typical reference - what to include and what not to 2. Incorporating others’ material - words and expressions to use 3. Author's name occurs naturally in the sentence 4. Author’s name does not occur naturally 5. Page numbers - when to use them 6. More than one cited document by the same author(s) in the same year 7. Two authors of one work 8. More than two authors of one work 9. Dictionaries, encyclopaedias or other collaborative works with several authors 10. No originator 11. Newspaper where no author is given 12. Corporate authors or organisations where no individual’s name is indicated 13. Year of publication unknown ...
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...How to reference Contents: 1. In-text references / citations This means how to put references in the body of your assignment, and this section includes the following cases: 1. A typical reference - what to include and what not to 2. Incorporating others’ material - words and expressions to use 3. Author's name occurs naturally in the sentence 4. Author’s name does not occur naturally 5. Page numbers - when to use them 6. More than one cited document by the same author(s) in the same year 7. Two authors of one work 8. More than two authors of one work 9. Dictionaries, encyclopaedias or other collaborative works with several authors 10. No originator / Anon 11. Newspaper where no author is given 12. Corporate authors or organisations where no individual’s name is indicated 13. Year of publication unknown 14. Secondary sources (one author referred to in another’s text) 15. Different authors saying the same thing 16. Author in an edited book 17. Diagrams, photos, charts, maps and other illustrations 18. Unsure whether to cite or not? 19. How many references should there be? 20. Compare, comment and critique 2. Reference list or bibliography This means how to make a reference list or bibliography (this section describes the difference between the two) at the end of your assignment for the following...
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...1.Search Strategies are important in narrowing down your field, and to determine that you get the correct search parameters that you are looking for. There are numerous strategies that can be used to research literature online using the PsycINFO database. The best way to start a search is to determine the specific research questions in order to guide the search, using key terms and parameters. It is also important to determine all synonyms, alternate terminology and any word variations to narrow your search. The use of Boolear Operations such as the words; “and”, “or” will change the search results. Using the word “and” between each search term will give results that contain all the search terms, where using the word “or” between search terms will give results that contain at least one of the search terms. Focusing your search using limiters such as the document type, methodology, publication type and year are helpful search strategies to use in conjunction with the afore mentioned strategies. Using a variety of search strategies is important to limit your search to make it as efficient and effective as possible. When I first started the basic search I used the words pet ownership, beneficial, and health. The search options I used were to find any of my search terms, publication year 2005-2015, and English. This search generated 572 116 results. There were too many results to determine the relevance of these search results. I then used a basic search again using all the...
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...Modern History Conflict in the Pacific 1937-1941 Due: Thursday 28th of August, 2008 Alyce Wearne Task: Evaluate the argument that America was justified in using atomic weapons against Japan in 1945. As one of the most significant and consequential decisions in the history of the world, President Harry Truman’s allowance of atomic weapons towards the end of World War II, of which he himself understood would cause both mass devastation and indignation, is still one of the most controversial and heavily debated topics in today’s society. This was partially due to the adverse underestimation and seemingly ignorant approach the American’s had towards their latest development of mass destruction; almost oblivious to the immense aftermath of physical injury, civilian death and emotional torment it would produce for those involved. This decision, ultimately made by one man, affected not only America and Japan, but the world. Dispute over this was, and continues to be highly generated, the event causing anger and infuriation to millions across the world. This resentment did not just accumulate from the lack of awareness and slaughter of innocent life, but from the graphic images shown in newspapers, the casualties, and the torturous amount of death underwent as a result of the bomb. As a Japanese survivor documented: “The appearance of people was . . . well, they all had skin blackened by burns. . . . They had no hair because their hair was burned, and at a glance you...
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...Cambridge From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the city in England. For other uses, see Cambridge (disambiguation). City of Cambridge | — City & non-metropolitan district — | King's College Chapel, seen from the Backs | Coat of Arms of the City Council | | Cambridge shown within Cambridgeshire | Coordinates: 52.205°N 0.119°E | Sovereign state | United Kingdom | Constituent country | England | Region | East of England | Ceremonial county | Cambridgeshire | Admin HQ | Cambridge Guildhall | Founded | 1st century | City status | 1951 | Government | • Type | Non-metropolitan district, city | • Governing body | Cambridge City Council | • Mayor | Sheila Stuart[1] | • MPs: | Julian Huppert (LD) Andrew Lansley (C) | Area | • Total | 44.65 sq mi (115.65 km2) | Elevation | 20 ft (6 m) | Population (2011 est.) | • Total | 123,900 (ranked 171st) | • County | 752,900 | • Ethnicity[2] | 73.8% White British 1.3% White Irish 9.8% White Other 2.2% Mixed Race 5.5% Asian 5.1% Chinese and other 2.3% Black | Time zone | Greenwich Mean Time (UTC+0) | • Summer (DST) | BST (UTC+1) | Postcode | CB1 – CB5 | Area code(s) | 01223 | ONS code | 12UB (ONS) E07000008 (GSS) | OS grid reference | TL450588 | Website | www.cambridge.gov.uk | Cambridge in 1575 The city of Cambridge (i/ˈkeɪmbrɪdʒ/ KAYM-brij) is a university town and the administrative centre of the county...
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...Faculty of Medical and Health Sciences, University of Auckland, Auckland, Submitted for publication 24 July 2002 Accepted for publication 20 April 2003 Correspondence: Susan Waterworth, School of Nursing, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92019, 85 Park Road, Grafton, Auckland, New Zealand. E-mail: susanpw@xtra.co.nz W A T E R W O R T H S . ( 2 0 0 3 ) Journal of Advanced Nursing 43(5), 432–440 Time management strategies in nursing practice Background. With the increasing emphasis on efficiency and effectiveness in health care, how a nurse manages her time is an important consideration. Whilst time management is recognized as an important component of work performance and professional nursing practice, the reality of this process in nursing practice has been subject to scant empirical investigation. Aim. To explore how nurses organize and manage their time. Methods. A qualitative study was carried out, incorporating narratives (22 nurses), focus groups (24 nurses) and semi-structured interviews (22 nurses). In my role as practitioner researcher I undertook observation and had informal conversations, which provided further data. Study sites were five health care organizations in the United Kingdom during 1995–1999. Findings. Time management is complex, with nurses using a range of time management strategies and a repertoire of actions. Two of these strategies, namely routinization and prioritizing, are discussed, including their implications...
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...Strategic Human Resource Management McDonald’s Restaurant Rose C. Masiku, Olutosin Babatunde, Jose Mira Uguina, Alberto Villarrubia Garcia, Paola Aguirre B00031200, B00029719, B00054480, B00065743 and B00065744 Department of Business School of Business & Humanities Institute of Technology, Blanchardstown Dublin 15. Word Count: 3500-4000 Actual Word Count: 3,857 EXECUTIVE SUMMARY The aim of this project is to analyse McDonald’s human resources practices from a strategic Human Resources management perspective. Strategic human resource management is a concept that relates to the way an organisation links its human resource strategies and practices to the organisation’s objectives and strategy. Since it’s a ‘strategic’ approach to human resource, the company’s strategy according to (Johnson, Scholes & Whittington 2011; p3) should be ‘the direction and scope of an organisation over a long- term, which achieves advantage in a changing environment through its configuration of resources and competences’. However there have been many debates varying from academics to critics about what strategic human resource management (SHRM) actually embraces and implies for organisations. Definitions range from 'a human resource system, that is tailored to the demands of the business strategy', (Snow, 1984)to 'the pattern of planned human resource activities intended to enable an organization to achieve...
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...Rathgar, near Dublin, Ireland. He was the oldest of ten children born to a well-meaning but financially inept father and a solemn, pious mother. Joyce's parents managed to scrape together enough money to send their talented son to the Clongowes Wood College, a prestigious boarding school, and then to Belvedere College, where Joyce excelled as an actor and writer. Later, he attended University College in Dublin, where he became increasingly committed to language and literature as a champion of Modernism. In 1902, Joyce left the university and moved to Paris, but briefly returned to Ireland in 1903 upon the death of his mother. Shortly after his mother's death, Joyce began work on the story that would later become A Portrait of the Artist as a Young Man. Published in serial form in 1914–1915, A Portrait of the Artist as a Young Mandraws on many details from Joyce's early life. The novel's protagonist, Stephen Dedalus, is in many ways Joyce's fictional double—Joyce had even published stories under the pseudonym "Stephen Daedalus" before writing the novel. Like Joyce himself, Stephen is the son of an impoverished father and a highly devout Catholic mother. Also like Joyce, he attends Clongowes Wood, Belvedere, and University Colleges, struggling with questions of faith and nationality before leaving Ireland to make his own way as an artist. Many of the scenes in the novel are fictional, but some of its most powerful moments are autobiographical: both the Christmas dinner scene and...
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...l Race and Juvenile Delinquency by Dubien Tshimanga SOCIOLOGY & ANTHROPOLOGY CAPSTONE PRINCIPIA COLLEGE APRIL 2015 ABSTRACT Throughout history, the struggle of minorities has been seen in many facets of life such as in history, literature, music and film: Martin Luther King Jr. and Mahatma Gandhi fought for the right of unrepresented minorities. Books such as Too Kill a Mocking Bird spoke to the prejudices of a community. Movies such as Roots illustrated the hardship of the slaves. From the Roman’s persecution of Christians to today’s rap song lyrics about economic disparities the plight of the minority has been fought for millennium. This research examines the struggle of minorities within the juvenile justice system and the differential rates of adjudication and length of sentencing between the white majority and the black minority juvenile offenders. During the course of this research, additional insights were gained from an internship at a youth correctional center as well as drawing on my own personal experience as a refugee from Gabon. The findings of my research demonstrate that minority offenders do receive harsher sentences than the whites, and that there are several factors contributing to higher rates of juvenile delinquency among African Americans; primarily education and community. To consider the struggle of minorities is important because it creates awareness that the maltreatment of a minority group by the dominant majority often...
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...Institution: University of Limerick Programme of study: MA in Business Management Year of Submission: 2013 Names: Kevin South, Kevin Doherty and Michael Griffin Student ID’s: 13023543, 0751294, and 13051539 Module Title: Management Principles MG6111 Lecturer: Marese Kelly Table of Contents Introduction Page. 1 Mission Statement Page. 1 Vision Statement Page. 1 Problem 1: Planning Page. 2 Strategic Planning 1.1 Page. 3 Contingency Planning 1.2 Page. 4 Problem 2: Lack of internal & external analysis during the planning process Pages. 5-9 Problem 3: Inadequacy of micro-environmental analysis while planning Pages. 10-13 Recommendations Page. 14 Recommendation 1.1: Strategic planning Page. 14 Recommendation 1.2: Contingency planning Page. 15 Recommendation 2: SWOT analysis Page. 16 Recommendation 3: Competitive environment analysis Page. 17 Conclusion Page. 18 Bibliography Pages: 19-20 Introduction: In 1921, HMV’s first official store was opened in London’s Oxford Street by the very well-known British composer and conductor, Sir Edward Elgar. Through the years the company steadily increased in size but “it was really in the Eighties, through the combined catalyst of Liveaid in 1985 and the advent...
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...Writing Essoy for Tests English Gobi Duigu книг выложен группой vk.com/create_your_english @ Gabi Duigu 2002 All rightsreserved Revised and reprinted2003 Published AcademicEnglishPress by 9/13 ArmstrongStreet NS\f 2062 Cammeray Australia P h : 0 2 9 4 3 76 3 3 0 edu.au email: g.duigu@unsw. Distributed by: Melting Pot Press 10 Grafton Street NS\W2008 Chippendale Australia Ph: (61) 29212 1882 Fax:02 9211 1868 corn.au email:books@elt. ISBN:0-9578996-1-0 книг выложен группой vk.com/create_your_english lntroduction StogeI TheQuestion . . . .3 the L Understonding Question ......3 1.1 The Instructions 1.2 Kev Terms 2. AnolysingtheQuestion... ......7 2 . 1F i n d i n g t h e F o c u s the 2.2 Understanding Context 2.3DefiningtheTerms . ..... '7 ' . . .8 .....10 ldeos ond Presenting Stoge2 Selecting 3, Findingldeos 3 . 1B r a i n s t o r m i n g 3.2 FindingMore Ideas 3.3UsingExamples 3.4The "'s7hatifNot"Situation 3.5 Looking at the Other Side . ldeos 4, Selecting 4 . 1S o l u t i o n s t o P r o b l e m s . .2Evaluation . . 4.3 Classificationof Ideas книг выложен группой vk.com/create_your_english ....r3 ...14 . . . .15 ' '.... '17 '. '.. 'I7 . . .18 ......1e ......19 . . ' .20 . . . . . ' '21 4 . 4 T y p e so f C l a s s i f i c a t i o n 4.5 SelectingRelevantldeas 4.6Levelof Generalisation 4.7 OvergeneralisationsandExaggeration 5, Orgonisingldeos... 5.1 RankingIdeas 5.2Consequences 5.3Comparisons 5.4$ternatives.. 5.5Speculation.. ".... "23 .....25 ... "..26...
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...Writing Essoy for Tests English Gobi Duigu @ Gabi Duigu 2002 All rightsreserved Revised and reprinted2003 Published AcademicEnglishPress by 9/13 ArmstrongStreet NS\f 2062 Cammeray Australia P h : 0 2 9 4 3 76 3 3 0 edu.au email: g.duigu@unsw. Distributed by: Melting Pot Press 10 Grafton Street NS\W2008 Chippendale Australia Ph: (61) 29212 1882 Fax:02 9211 1868 corn.au email:books@elt. ISBN:0-9578996-1-0 lntroduction StogeI TheQuestion . . . .3 the L Understonding Question ......3 1.1 The Instructions 1.2 Kev Terms 2. AnolysingtheQuestion... ......7 2 . 1F i n d i n g t h e F o c u s the 2.2 Understanding Context 2.3DefiningtheTerms . ..... '7 ' . . .8 .....10 ldeos ond Presenting Stoge2 Selecting 3, Findingldeos 3 . 1B r a i n s t o r m i n g 3.2 FindingMore Ideas 3.3UsingExamples 3.4The "'s7hatifNot"Situation 3.5 Looking at the Other Side . ldeos 4, Selecting 4 . 1S o l u t i o n s t o P r o b l e m s . .2Evaluation . . 4.3 Classificationof Ideas ....r3 ...14 . . . .15 ' '.... '17 '. '.. 'I7 . . .18 ......1e ......19 . . ' .20 . . . . . ' '21 4 . 4 T y p e so f C l a s s i f i c a t i o n 4.5 SelectingRelevantldeas 4.6Levelof Generalisation 4.7 OvergeneralisationsandExaggeration 5, Orgonisingldeos... 5.1 RankingIdeas 5.2Consequences 5.3Comparisons 5.4$ternatives.. 5.5Speculation.. ".... "23 .....25 ... "..26 .....28 ......3r . . .31 ...3I ...
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