Crime Prevention and Community Policing Coursework

Crime Prevention and Community Policing - Coursework Example We will examine this topic, not just as a mutually exclusive evolutionary process; rather, we will examine it within the social context of the culture of the time in order to understand how law and order and formalised policing have developed. According to Wall (2002) one of the earliest formalised laws was the Asisze of Clarendon in 1166. This law required all citizens "to report any suspicions about each other to the sheriffs people" (part 1:2). As demonstrated by the vagueness of the above, there was much room for interpretation as to what was considered 'suspicious' behaviour. It becomes easier to see that individual towns and villages had their own set of unwritten codes based on the social mores of the community to which the definition of 'crime' was determined. However, the earliest forms of 'policing' can be traced back to as early as the reign of King Alfred the Great who was monarch between 871 and 901 A.D with his introduction of the 'King's Peace' (Back, 2005). "Acting on the dictum 'What ye will that other men should not do to you, that do ye not to other men', he compiled a series of flexible laws. Basically, in return for being allowed to reign and to expect their unswerving allegiance, he promised them pea ce and security" (Back, 2005, screen 1). The early form of 'policing' was known as the Frankpledge or 'Hue and Cry'. The system was introduced by the Anglo-Saxons ("Our history", 2006, screen 1). When villagers came upon someone breaking the law, they would literally shout out, hence the 'hue and cry'. It became every citizen's duty then to give chase and capture the offending party. In these 12th century villages there was not formalised government as we understand it today. Alfred's great-grandson, Edgar, saw the benefit of such a system and made several changes which included dividing the country into shires. Local governance was based on loosely defined units of rule called 'tything'. These tythings were made up of a set of ten families (Back, 2005). Within each community the tything was made up several sets of families where their primary responsibility was to ensure the laws were observed within the village. In effect, "the decision to arrest and take before the court was basically a community decision" (Wall, 2002, part1.2). Additionally it was the responsibility of the entire community to protect the village from groups or bands of criminals. When the hue and cry went out letting the village know that a gang of outlaws were breaking laws within the village, the men of the village would form a posse comitatus ("Our history", 2006, screen 1). This posse would attempt to track down the offending parties and bring them to justice. The posse consisted of all able bodied men over the age of 12. As the weaponry became more modernised in the Middle Ages (i.e. archery), the age limit for all males required to take part in the posse comitatus was lowered to seven (Back, 2005). Within the tything, one person was made responsible for taking the law breaker, when captured, before the court to exact their punishment. This person came to be known as a Tythingman. Unlike police in modern society, the Tythingman

Intelligence Case Essay Example for Free

Intelligence Case Essay In the traditional view of China, people think intelligence is a person with high IQ and could get high score at the intelligence test. However, this should be the biggest misunderstanding at all. A person who can get high grade at the test may just be good at the test, and it can never prove the person is intelligence in every field of life. Intelligence is a word to describe a person who is wise. According to my understanding, intelligence includes much more than smart. I think intelligence is a kind of ability or wisdom a person get as long as he/she grow older. Within the settling of time, people can learn more and more from life experience or other people. There are some natural born intelligence, but not all. According to Howard Gardner, â€Å"[intelligence] is an inborn attribute or faculty of the individual† (Howard, 109). Apparently, this quote give a clear explains of where intelligence came from. Gardner gave 7 different intelligences to improve his idea which I could not agree with him at all. Based on my own experience and growing environment, I should say intelligence is a kind of ability to learn, and we can become intelligence if we worked hard on those specific fields. When I was I young boy, I couldn’t speak clearly. It was an natural thing and the doctor from the hospital said that I will become mute within as time goes on. My mother was really sad about it and kept crying everyday about this. However, my father never gave up on me. He started training me after the doctor told the bad news when I was only 3 years old. At the beginning, it was really hard. I could not say even a single word as normal kids. My father forced me to bite a leaf over my tongue, and keep saying simple word like â€Å"a†, â€Å"yi† etc. I was wearing an earphone on my ear every day and could not take it off without my father’s permission. After about 3 years, at the age of elementary time, I could speak, even its still not clear enough. My father kept working hard with me, and I could speak like a normal person until I got 10. My experience told me that I may not have the linguistic talent as others, but I could speak Chinese, Japanese and English now. Intelligence can be trained as other skill. My father is my example of intelligence. When my father was graduated from high school, he was arranged to a bank by my grand-father. However, he had a slightly autism at the time. He was afraid of talking to others. But at that time, no one in China mentioned that and no one understand it’s a kind of psychological disease. My father was afraid of almost everything in the world, including my grandparents. Therefore, he never told my grandparents about it. He decided to work it out by himself. He had to speak to others and saved his job as a normal worker. He went to public place at spare time. It was really hard for him to talk to people at first. He could only stand around people and watching them doing their things. He’d ran away when somebody tried to talk to him. However, he just kept going there, he tried more and more, he practiced in front of the mirror and imagined he was talking to someone who he can make friends with. After 3 months of trying, he succeed. Another 3 years later, he met my mother and married her. And now, he ran one of the biggest hotel in my hometown and several other kinds of business. He had meetings with his employees every day and became a successful person at the interpersonal field. My father might not have the interpersonal talent, but he had the interpersonal intelligence for sure. Some intelligences were born naturally. However, people can be intelligence at the field they don’t have talent at by working hard on it. I’d love to be intelligence and I will keep trying to be intelligence at as much field as I can.

Treatment for Hypothyroidism

Treatment for Hypothyroidism Levothyroxine sodium is a synthetic thyroxine (T4) hormone, and is the mainstay of treatment for hypothyroidism and the suppression of thyroid stimulating hormone (TSH) in patients with thyroid cancer or after thyroidectomy.1 Two main properties of levothyroxine have contributed to a turbulent regulatory history. First, levothyroxine targets a narrow therapeutic range of T4 hormone and requires careful titration to a safe and effective dose.2 Second, levothyroxine is relatively unstable and its degradation is accelerated in response to environmental factors and in the presence of some inert product ingredients.3,4 Between 1991 and 1997 there were at least 10 recalls of different levothyroxine products mostly due to sub-potency or uncertain potency, comprising 150 lots and 100 million tablets.5 Although major regulatory changes were implemented to improve the quality and safety of levothyroxine products in 1997 and again in 2007,5-7 concerns persist about bioequivalence and variation in product potency.8 In a previous study of generic drug use from a nationally representative sample of commercial claims data in late 2013, we found that generic utilization of thyroid agents, mostly comprising levothyroxine, was 61%,9 despite the availability of generic preparations for >10 years. This utilization rate is markedly low given that overall generic uptake is approaching 90% in U.S.10 To encourage use of generic levothyroxine, more information is needed about the healthcare provider and patient barriers to uptake of generic preparations. We used a large electronic health records (EHR) database from a healthcare delivery system to evaluate measurable determinants of, and unexplained variation in, outpatient generic prescribing of levothyroxine. We hypothesized that both patient and provider factors contribute to generic levothyroxine prescribing and that residual variation in providers generic prescribing would persist after accounting for measurable factors. METHODS Race and ethnicity were captured by self-report during routine clinical practice in accordance with U.S. Census standards.13 We identified TSH laboratory results for each patient in the 12 months prior to the index prescription. In the case of multiple measurements, we chose the one closest to (but not after) the date that the index prescription was ordered. We also extracted information on other patient characteristics, including use of concomitant medications, insurance type, and clinical diagnoses. Insurance type was categorized as fee-for-service or preferred provider organization (FFS/PPO), health maintenance organization (HMO; including Medicare Advantage), Medicare, Medicaid, and unknown (including self-pay). For each patient, we calculated a Charlson Comorbidity Index (CCI) score based International Classification of Disease-9 encounter and problem-list diagnoses documented in the 12 months prior to the index prescription.14 We used 2010 U.S. Census block information to deter mine the median householdincome of the Census track in which patients reside as a proxy for socioeconomic status. We used information from the EHR database to characterize the index levothyroxine prescription. We classified the encounter at which the index prescription was ordered as an office or online/telephone encounter. The index prescription was classified as incident if there were no active prescriptions or pharmacy claims for this drug in the 12 months prior; otherwise it was classified as a renewal. For each patient, we quantified the duration of index prescription (recorded start date to the imputed end date, as determined by the prescribed daily dose, quantity dispensed, and number of refills). We quantified healthcare providers prescribing volume of levothyroxine by calculating the average number of levothyroxine prescriptions written per week in the three months prior to the index prescription for each patient. We also quantified healthcare providers total patient volume by calculating the average number of office encounters per week in the three months prior to the index prescription per patient. Statistical Methods We used mixed-effects multivariable logistic regression models to assess the relationship between generic prescribing of levothyroxine (dependent variable) and patient and prescription factors (level-1 predictor variables), and healthcare provider factors (level-2 predictor variables) (see Table 1). We assumed that patients with prescriptions from the same healthcare provider were more alike in their propensity to receive a generic than patients from different providers. Accordingly, we included random-effects (i.e., random intercepts) in our models for each prescribing healthcare provider of the index levothyroxine prescription (N=941). To quantify between-cluster variation, we calculated the intra-class correlation coefficient (ICC) in the absence of covariates (variance-components model) and in the presence of patient, prescription, and provider fixed-effect covariates (mixed-effects multivariable models). These models were also fitted separately by provider type (PCP and endocrin ologist). Odds ratios (OR) and 95% confidence intervals (CIs) were calculated for fixed-effect covariates. We derived predicted probabilities of receiving generic levothyroxine for each fixed-effect covariate from post-hoc estimation of adjusted means, holding all other variables constant.15 We included interaction terms in the mixed-effects multivariable model to examine effect modification by provider type for patient age, sex, race/ethnicity. When interactions were present, we calculated predicted probabilities of receiving generic levothyroxine for the covariate of interest stratified by provider type. Due to multiple comparisons within models, a P-value 220 days vs. 74% for prescriptions à ¢Ã¢â‚¬ °Ã‚ ¤60 days). Patients and providers may have been more accepting of generic levothyroxine when it would be taken for longer periods of time, reflecting lower cumulative out-of-pocket drug cost. The predicted probability of receiving generic levothyroxine was also higher for renewals than incident prescriptions (83 vs. 73%) and for online/telephone encounters versus office encounters (81% vs. 72%). These factors are related, as patients with a renewal more frequently receive levothyroxine during an online/telephone encounter than those with an incident prescription, yet they remained independent predictors of generic prescribing in the multivariable model. Among patients with a renewal, 84% received generic levothyroxine prior to the index prescription and, of those, the vast majority (92%) received a renewal for generic levothyroxine. It follows that patients were less likely to have been prescribed brand levothyroxine if they were already taking a generic. In a study of 36,832 older adults (à ¢Ã¢â‚¬ °Ã‚ ¥65 years) in the U.S. initiating narrow therapeutic index drugs, of which warfarin (48%) and levothyroxine (29%) were the most prevalent, predictors of higher generic drug initiation, included older age, male sex, higher comorbidity, lower Census block median household income, and prior generic utilization. These findings from a Medicare population are overall consistent with our results.23 In our study, bivariate analyses showed that HMO and Medicare beneficiaries were more likely to receive generic levothyroxine; however, this association was mitigated in the presence of other factors in multivariable analyses. We found that provider type was an effect modifier for the relationship between patient sex and generic prescribing of levothyroxine in multivariable models. In stratified analyses, while the predicted probability of receiving generic levothyroxine from a PCP was similar among women and men (81%, each), the probability of receiving a generic from an endocrinologist was disproportionately lower for women (63% vs. 71% for men). Because lower prescribing of generic levothyroxine was observed for endocrinologists but not PCPs, this occurrence is likely driven by provider rather than patient preferences. Future studies are warranted to understand these prescribing practices among endocrinologists. The results of this study should be interpreted in the context of several limitations. The retrospective, observational nature of this study prevents causal inferences. Furthermore, rates of generic prescribing of levothyroxine may overestimate generic utilization of this drug, as some patients may not consent to generic substitution at the pharmacy. Although California has a permissive generic substitution law, patients can still refuse a substitution. In the absence of pharmacy claims, we cannot know whether a generic or branded product was actually dispensed. Nevertheless, in a previous study we showed that our algorithm used to determine brand versus generic prescribing measured by EHR data performs well in predicting actual dispensing patterns.12 Thestudy setting is a healthcare delivery system in Northern California, and we cannot know if our findings are generalizable to other parts of the U.S.; however, the organization is a mixed-payer system, and operates much like other pr ovider-based delivery systems in the nation, without a single drug formulary. As such, we are confident that our findings are relevant to other similar health systems in the U.S. This study has several strengths. We used a relative large cohort of patients from a mixed-payer healthcare delivery system over a four-year period to examine patterns in and determinants of generic prescribing of levothyroxine. We leveraged extensive information from the health systems EHR database, including disease and medication history, TSH levels, and providers levothyroxine prescribing and patient volume. To our knowledge, this is the first study to quantify variation in generic prescribing of levothyroxine between healthcare providers. The presence of residual variation between providers in generic prescribing of levothyroxine, after controlling for important measurable confounders, indicates potential unwarranted variation due to prescribing preferences. Such variation, which may also be influenced by patient beliefs and preferences, can be the target of provider interventions or patient education aimed at improving levothyroxine generic uptake.

Essays --

Robert Miyoshi Dr. Conti CPRL 110-04 15 December 2013 The Religious Journey of Malcolm X Malcolm X is widely known as one of the most influential figures in the movement of Civil Rights. Although his views did change over time, he was always very sincere about his beliefs and stood by them one-hundred percent. He was born Malcolm Little, to a Baptist lay speaker and a Grenada-born homemaker, Malcolm’s family had to be relocated several times because of constant death-threats toward his father. At the age of six, Earl, Malcolm’s father was killed in a streetcar accident that the family believed was the work of a white supremacist group called the Black Legion. At thirteen, Malcolm’s mother was institutionalized at a mental hospital, leaving her children to be separated into foster homes. Although an excellent student in junior high school, Malcolm dropped out of school when a white teacher told him that his dream of practicing law was â€Å"no realistic goal for a nigger†. After a youth of petty crime and a young adulthood of larger infractions, Malcolm found himself in jail for larceny and breaking and entering. While serving his eight to ten year sentence at Charlestown State Prison, Malcolm began reading and furthering his education through reading. Also while in prison, Malcolm’s brother, Reginald visited him bearing news of a religion called the â€Å"Nation of Islam†. This belief system fit well with Malcolm’s views of white people: that they are devils and that black men and women are truly the superior race. While still in prison, Malcolm maintained correspondence with Elijah Muhammad, the leader of the Nation of Islam. The ‘X’ in Malcolm’s name began appearing in 1950 and replaced his surname â€Å"Little† because, â€Å"[his] ‘X’ replac... ...s as they saw that Nation as only a role-reversal of the white/black conflict in the United States. The Nation of Islam was labeled as hatemongers, black supremacists, racists, violence-seekers, segregationists, and a threat to improved race relations. Malcolm X went even as far as to denounce the civil rights movement and called Martin Luther King Jr. a â€Å"chump† and other civil rights leaders â€Å"stooges† of the white establishment. While in the height of his popularity among the Nation of Islam and as numbers of blacks in the United States joined the Nation, Malcolm had internal conflicts. These were because he had found out that Elijah Muhammad had had extramarital affairs with other members of the Nation of Islam; a huge sin within the religion. Muhammad had had as many as six women that he had slept with and Malcolm X was deeply affected by his leader’s actions.

Hammurabi’s Law Essay

â€Å"If anyone brings an accusation against a man and the accused goes to the river and leap into the river, if he sinks in the river, his accuser shall take possession of his house. But if the river proves that the accused is not guilty and he escapes unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser†. This law implies that if a person laid charges and could not substantiate the guilt of the accused, then the accused plunged into the river. If guilty, the accused drowned into the river. On the other hand, the river could also cleanse him from his guilt and restore him (Richardson, 2004). This is a trial by ordeal method that was used to prove guilt or innocence. It was a common believe that the Euphrates River would judge people accused of various crimes (Brians, 1998). Hammurabi’s law 2 is biased due to the fact that those who knew how to swim, no matter how few, did not drown even if they were guilty. Consequently, justice did not prevail in such circumstances. This law is no longer relevant due to the advancement in technology. Most people know how to swim and therefore it is not a reliable method of establishing guilt or innocence. Nowadays, if the accused claims to be innocent, he is given a chance to prove this beyond reasonable doubt. The trial by ordeal method is rarely used. Hammurabi’s law 5: â€Å"If a judge tries a case, reaches a decision, and presents his judgment in writing; if later error shall appear in his decision, and it be through his own fault, then he shall pay twelve times the fine set by him in the case, and he shall be publicly removed from the judge’s bench, and never again shall he sit there to render judgment†. This implies that the Babylonians valued not only justice but one that is declared by a judge. However, the judge was also scrutinized for any shortcoming in his judgment. Consequently, if any error was found, he would pay twelve times the fine he had set. This law is good because it ensured that the judges were cautious when they were making a decision. Consequently, justice was practiced. Today, Hammurabi’s law 5 can be used to come up with code of conducts for public servants. More so, clear boundaries as to what behavior is expected or prohibited will be provided. In addition, it will ensure competency and accountability. The judge should be the only person to declare innocence or guilt. Hammurabi’s law 6:â€Å"If anyone steals the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death†. The temple was very important to the Babylonians because this is where they took their tithes, sacrifices and other offerings. In other words, it was the city archives. Stealing from a temple or court was a capital offence and the thief was convicted to death. This law is good because it aids in promoting a crime free society. If such a crime is committed, then the punishment should be implemented to the fullest extent of the law. Hammurabi’s law 6 can be used today to instill respect to public institutions by people. In so doing, evidence in courts will not be interfered with and holy places will be respected. Hammurabi’s law 7: â€Å"If anyone buys from the son or the slave of another man, without witnesses or a contract, silver or gold, a male or female slave, an ox or a sheep, an ass or anything, or if he take it in charge, he is considered a thief and shall be put to death†. A buyer had to find out the title of their potential seller. If he bought from a minor or a slave without witnesses or a signed contract, then he was considered a thief and was executed (King, 2007). This law is relevant because it seeks to protect the poor and the minor against exploitation from the rich and the powerful. Hammurabi’s law 7 is not applicable to the present generation due to the fact that human rights are being advocated for and therefore, slavery will soon come to an end. Minors are being employed and in some special circumstances can now own or sell property.

Mr Bhekokwakhe ntshangase

You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment. This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignments, preparing for the examination and addressing questions to us. In this Tutorial Letter you will find the assignments and assessment criteria as ell as instructions on the preparation and submission of the assignments.It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tut orial letter carefully. Right from the start we would like to point out that you must read all the tutorial eaters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on manias. We hope that you will enjoy this module and wish you all the best! Upon completion of this module you should have obtained the applied competence of the community, citizenship and pastoral role at a beginner teacher's level.Outcomes You will be able to: practice and promote a critical, committed and ethical attitude by developing a sense of respect and responsibility towards others. Uphold the Constitution and promote democratic values and practices in schools and society. Demonstrate within your school an ability to develop a supportive and empowe ring environment for the learners. Respond to the educational and other needs of learners and fellow educators. Develop supportive relations with parents and other key persons and organizations. Develop a critical understanding of community and environmental issues, especially Hides.Department of Curriculum and Instructional Studies Unison pop BOX 392 UNISON 0003 ACH van deer Walt Building 6-72 Muckiness Campus Propeller Street PRETORIA Tell: (012) 429-4033 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unison, that you received with your study material. This brochure contains information on how to contact the University (e. G. To whom you can write for different queries, important telephone and ax numbers, addresses and details of the times certain facilities are open).Always have your student number and module code at hand when you contact the University. Please note that all adm inistrative enquiries should be directed to: ; E-mail [email  protected] AC. AZ MODULE-RELATED RESOURCES Prescribed books There are no prescribed textbooks for this module. This means that you do not have to buy any additional books for this module. You only need your study guide and the tutorial letters. Recommended books There are no recommended books for this module. Electronic Reserves (e-Reserves) There are no electronic reserves for this module.Official study material One study guide Tutorial letter 101 . Apart from Tutorial letter 101 you will also receive other Tutorial Letters in the course of the semester (102 and 201). If you have access to the Internet, you can view the study guide and tutorial letters for the module on the University online campus, manias, at http://my. Unison. AC. AZ. Recommended electronic sources The following electronic sources are sources that you may consult in order to broaden your knowledge of the educator in a pastoral role. A limited number of popes is available in the library. e-books The SAGE reference online. Handbooks Online. The Sage Handbook of Special Education. The SAGE reference online. Handbooks Online. The Sage Handbook of Gender and Education. This book deals with special education and gender and education. ; Teaching Diverse Learners – 2 DVD set A diverse learning environment benefits everyone, but it can put overwhelming pressure on an unprepared teacher. This two-part DVD empowers educators using real-world teaching methods – enabling them to overcome the obstacles and maximize the rewards of a diverse learning atmosphere.The first DVD is 13 minutes and the second DVD 18 minutes. Learner's books and curricula for your learning area or subject It is essential that you have access to a series of learner's books for your learning area and/or subject approved by the National Department of Education. They are available at the JUST bookseller. Open education resources (ORE) 4. 7. 1 TESTS (Teacher Education in Sub-Sahara Africa) TESTS brings together teachers and teacher educators from across Africa. It offers a range of materials (Open Educational Resources) in four languages to support school- eased teacher education and training.

E.T. Movie Released

E.T. Movie Released The movie E.T.: The Extra-Terrestrial was a hit from the day it was released (June 11, 1982) and quickly became one of the most beloved movies of all time. The Plot The movie E.T.: The Extra-Terrestrial was about a 10-year-old boy, Elliott (played by Henry Thomas), who befriended a little, lost alien. Elliott named the alien E.T. and did his best to hide him from adults. Soon Elliotts two siblings, Gertie (played by Drew Barrymore) and Michael (played by Robert MacNaughton), discovered E.T.s existence and helped. The children tried to help E.T. construct a device so that he could phone home and thus hopefully become rescued from the planet he was accidentally left upon. During the time they spent together, Elliott and E.T. create such a strong bond that when E.T. started to become sick, so did Elliott. The plot got even sadder when agents from the government discovered the dying E.T. and quarantined him. Elliott, distraught by his friends illness, eventually rescues  his friend and flees  from the pursuing government agents. Realizing that E.T. would only really get better if he could go home, Elliott took E.T. to the spaceship that had returned for him. Knowing they would never see each other again, the two good friends say  goodbye. Creating E.T. They storyline of E.T. had its beginnings in director Steven Spielbergs own past. When Spielbergs parents divorced in 1960, Spielberg invented an imaginary alien to keep him company. Using the idea of a lovable alien, Spielberg worked with Melissa Mathison (future wife of Harrison Ford) on the set of Raiders of the Lost Ark to write the screenplay. With the screenplay written, Spielberg needed the right alien to play E.T. After spending $1.5 million, the E.T. we now know and love was created in multiple versions for close-ups, full-body shots, and animatronics. Reportedly, the look of E.T. was based on Albert Einstein, Carl Sandburg, and a pug dog. (Personally, I can definitely see the pug in E.T.) Spielberg filmed E.T. in two very unusual ways. First, nearly all of the movie was filmed from the eye-level of the children, with most of the adults in E.T. only seen from about the waist down. This perspective allowed even adult moviegoers to feel like a child while watching the movie. Secondly, the film was mostly shot in chronological order, which is not a common filmmaking practice. Spielberg chose to film this way so that the child actors would have a more realistic, emotional reaction to E.T. throughout the movie and especially during E.T.s departure at the end. E.T. Was a Hit E.T.: The Extra-Terrestrial was a blockbuster movie right from its release. Its opening weekend grossed $11.9 million and E.T. stayed at the top of the charts for over four months. At the time, it was the largest grossing movie ever made. E.T.: The Extra-Terrestrial was nominated for nine Academy Awards and won four of them: Sound Effects Editing, Visual Effects, Best Music (Original Score), and Best Sound (Best Picture that year went to Gandhi). E.T. touched the hearts of millions and has remained one of the best movies ever made.