Poverty and Homelessness Essay

Over the years , we as a society have become insensitive to the major issues faced by the mankind and homelessness is one of those major issues. Millions of people, including children, families , babies ,veterans and elderly live day after day without food, water or a roof over their heads. People who are mentally ill also have it tough on the streets, which can be extremely confusing to them and dangerous to the rest of society. As the con side of this argument, it can be understood as a problem that must be solved soon and therefore should be addressed as major crises affecting the society. At the same time, I argue that it is not as big problem as it is made out to be. There are various reasons for why people are homeless and some of those reasons ,along with their effects as well as solutions are mentioned in this essay. The majority of homeless people are adult men. Many of these men choose to be homeless because that is the free lifestyle they want to live. Same is the case with many women and children. Homelessness life is not always as bad as it seems. Homelessness people have all the time in the world, they are free to do whatever they like without any restrictions. They can read books, take walks, go for hang outs and enjoy nature. There are the drawbacks of diminished health, alcohol and drugs and looks of disdain from other people, but any homeless people just live in their own world and enjoy it. According to my thought, homeless should just be allowed to live their lives. Second reason that can be considered as important for homelessness is that there are those people who do not make the choice of becoming homeless, but are forced of becoming homeless because of economic issues. For example, as the population is increasing at a very fast pace , it is getting difficult for everyone to find a job and as a result, unemployment prevails which directly leads to the issue of becoming homeless. There are the people that we need to help out financially. Thirdly, there are some people who make the choice of being homeless because they simply do not want to support themselves, these are the people that need to receive professional medical help. Our society can be seen as adversely affected by the problem of homelessness. Having no home can make it extremely hard for adults to get or keep work, being one of the causes of poverty which in addition to helping to maintain homelessness also helps turn households trying to be useful rospering citizens into victimized anti-social problem households breeding further poverty, drug addiction, alcoholism and crime. Homeless young people are much more likely to be not in education. In other words, the homeless people can not get access to a better education because they do not have the resources to fulfill their basic needs. Poor qualification, in turn, act as a barrier in finding job, as a result, future of the homeless people is spoiled. Poverty and desperation means some homeless people turn t o crime. This further decreases the chances of them finding work and escaping their situation. Homeless young people are more likely to be the victims of crime. Their situation puts them at risk of exploitation, particularly if they become homeless at a very young age. Homelessness has a huge effect on an individual’s both physical and emotional health. Homeless men and women suffer from cold that they can not get rid of because they have no access to medicine, food and warm housing. They also are more at risk for dependency on drugs and alcohol and contracting HIV. They suffer from vitamin deficiencies and often don’t get adequate sleep. Homeless people have no housing to protect themselves from physical violence and even rape. These can lead to emotional breakdowns that lead them to become institutionalized. In sum, homelessness is not a big issue for those who desires to be homeless, for instance , people who do not want to have social contacts with others , but , for the persons who are forced to become homeless ,it is a huge problem and needs to be solved. There seems to be two main elements in saving a homeless person. The government needs to help homeless people get back on their feet. They need to make sure also that homeless people do not abuse systems such as social security and housing. Also, homeless need to get up on their own two feet, for themselves. Finding jobs, such as selling â€Å"Homeless Newspapers† seems to be a common first step. To illustrate, a vendor gets the papers for free or low cost, sells them for something like a dollar and keeps 55 cents, or a little more than a half, for each sold. The homeless can then use this money to pay for food, shelter and other basic necessities. Many shelters exist whose primary goal is to provide homeless with a job and home. We help these people everyday without knowing as a proportion of our taxes go back to the community in many forms and one form is helping out the homeless. One can also help the homeless by volunteering at shelters. So if the government is willing to help get the homeless roused into the wanting of a better life, and they wish to follow through, then I suppose we could find a better, faster way to end the nation’s problem of homelessness.

Social Studies Interview and Standards Investigation

Running Head: INTERVIEW AND STANDARDS INVESTIGATION Interview and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment: Social Studies Leah Barley December 8, 2011 Interview and Standards Investigation Social studies is a complicated subject for teachers to teach and for students to learn because it encompasses so many different disciplines. On top of that, society is characterized by increasingly rapid social and technological changes that affect what social studies content is being taught to students (NCSS, 1988). For many years students have been forced to learn low cognitive level information that lacks meaning and fails to transfer to real life situations. For these reasons Social Studies is the subject that students love to hate (Hope, 1996). Rather than dwelling on what has gone wrong in the past, it is best to look to the future and learn from past pedagogic mistakes to determine what can be done to energize social studies instruction in order to restore respect by students and teachers alike for such an important field (Hope, 1996). The implementation of state and national standards has been an important step in making this happen. This assessment will evaluate the state of Arizona’s Social Studies Standards for sixth grade for thoroughness, clarity, user friendliness, and comprehensiveness. It will go on to provide a well-supported, objective, academic response to the interview conducted with Ms. Traci Smith, a sixth grade social studies teacher at Will Rogers Junior High in Claremore, OK, and the standards investigation by analyzing how social studies is taught today. The Arizona Department of Education website contains five sixth grade history strands that emphasize World history from its earliest cultures through Enlightenment, including the early cultures of the Americas. The Arizona State Standards for sixth grade are extremely thorough containing strands for American History, World History, Civics/Government, Geography, and Economics each with well-defined concepts and performance objectives for students at the sixth grade level. According to the NCSS definition of Social studies, each of these topics plays a vital role in social studies education. The thoroughness of these standards helps guide lesson planning and learning because teachers know exactly what they are supposed to teach and students know exactly what they are supposed to learn in order to achieve mastery. The Arizona State Standards for Social Studies are very clearly defined by topic. This makes them easy to read and understand. This reduces confusion and frustration and promotes integration with other subject areas. Each strand is broken down further into concepts that explicitly say, where applicable, which other strand(s) they connect with in order to further student understanding. This characteristic makes the Arizona State Standards for Social Studies extremely user friendly. Finally, the Arizona State Standards for Social studies are very comprehensive. They cover a large scope of information in order to help Arizona students develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (NCSS, 1993). According to Ms. Smith, social studies instruction has come a long way since she began teaching fifteen years ago. When she started it was common practice for students to read the sections in the social studies textbook, answer the questions at the end, and then take a test to demonstrate what they learned. This seemingly meaningless busy work compounded by the implementation of NCLB led to a dramatic reduction in social studies content as teachers became more concerned with high stakes testing in the primary subject areas. High stakes testing has contributed to the trend of moving away from constructivist learning and student centered teaching approaches such as discussions, role-playing, research papers, and cooperative learning (Vogler & Virtue, 2007). This is in dramatic contrast to what new teacher education programs are teaching which may be setting new teachers up for failure once they reach the classroom. In spite of the demands of high stakes testing, when Ms. Smith realized that social studies was beginning to slowly disappear from the curriculum altogether she decided to take a stand. Ms. Smith is now the sixth grade English and World History Department Head at Claremore Public Schools. Although she does teach from a textbook, Ms. Smith employs numerous hands on activities to convey subject matter to the students. For each section the students must create a project that coincides with the lesson. Her favorite section is on the Middle Ages in Europe. During this lesson the entire sixth grade participates in meaningful learning activities such as making head gear and shields, memorizing poems from this era that they must recite to their classmates, and learning the requirements for becoming a knight or a lady. Students earn certificates for acts of chivalry and the individuals who have the most certificates at the end of the unit are awarded a crown as 6th grade King and Queen. The unit culminates with a field trip to the Renaissance Festival and the Castle of Muskogee, a landmark in Oklahoma, which is where the Renaissance Festival is held (Personal Communication, T. Smith, December 12, 2011). These activities are much more meaningful than simply reading the text and completing the section review. This allows students to practice their literacy and public speaking skills which, according to Wineburg (2005), are crucially relevant for schools because it provides a way of thinking about text that allows students to find truth in the cacophony of voices that confront them in the social world. Social studies instruction is heavily influenced by teacher preparation programs. These programs are meant to teach future teachers how to teach social studies effectively. Historically these programs have had to respond quickly to social issues and events by developing courses in social sciences and education that address the concerns of minority groups. For example, a recent increase in the numbers of English Language Learners in the nation’s schools has led to added pressure to prepare teachers to work effectively with students from diverse backgrounds. For the most part these influences have had a positive impact on the preparation of social studies teachers; however in some cases the creation of new classes and requirements for pre-service teachers has led to a bloated curricula and programs that lack clear purpose (Adler, Dougan, & Garcia, 2006). The NCATE standards embolden pre-service teachers to refine their focus to prevent overlap and redundancy. Most teacher preparation programs are aligned to professional teacher standards such as this. This helps to adequately prepare teachers to facilitate learning for today’s students so that they are informed, knowledgeable, and eventually able to compete in a global society. Standards based instruction has been a double edged sword for social studies instruction. On the one hand it has led to the reduction in social studies content as a result of high stakes testing since social studies is not one of the subjects covered under NCLB, but on the other hand social studies standards have revitalized social studies instruction to help make learning fun, meaningful, and relevant for students increasing the chances that they will be able to transfer the concepts learned in the classroom to real world scenarios. If social studies teachers can continue to resist the urge to teach to the test and do everything they can to employ effective teaching strategies then hopefully everyone will realize how important social studies content is for students at all grade levels. This will ultimately result in civic minded individuals who are understanding, knowledgeable, and tolerant of other cultures which will serve them well into adulthood. References: NCSS. (1988, June). Social studies for early childhood and elementary school children: Preparing for the 21st Century. Retrieved from http://www. ncss. org/positions/elementary. Hope, W. 1996). It’s time to transform social studies teaching. The Social Studies. Washington: Jul/Aug 1996. 87, 4. Retrieved from http://proquest. umi. com. library. gcu. edu:2048/pqdweb? index=7&did=10101635&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323634607&clientId=48377&aid=1. Arizona Department of Education Standards Based Teaching and Learn ing. (2006). Social Studies Standards Articulated By Grade Level Sixth Grade. Retrieved from http://www. azed. gov/wp-content/uploads/PDF/SSGrade6. pdf. National Council for the Social Studies. (1993, September). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Social Education. 57, 213-223. Vogler, K. & Virtue, D. (2007, May). â€Å"Just the facts ma’am†: Teaching Social Studies in the era of Standards and high stakes testing. The Social Studies. Retrieved from http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=f1d20017-f490-4fd4-833e-c04d40d45566%40sessionmgr111&vid=2&hid=113. Wineburg, S. (2005, May). What does NCATE have to say to future history teachers? Phi Delta Kappan. Retrieved from http://web. ebscohost. com. ibrary. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=8a089d33-cc0e-40df-aaee-cdf4091de420%40sessionmgr112&vid=2&hid=113. Adler, S. , Dougan, A. , & Garcia, J. (2006, January). NCATE has a lot to say to future social studies teachers: A response to Sam Wineburg. Phi Delta Kappan. Retrieved from http://vnweb. hwwilsonweb. com. library. gcu. edu:2048/hww/results/external _link_maincontentframe. jhtml? _DARGS=/hww/results/results_common. jhtml. 44. Interview Notes Traci Smith, a 6th Grade Social Studies Teacher and 6th grade English and World History Department Head, has 15 years of experience in the classroom. Social Studies Interview Questions: 1. Do you use a textbook? If so, do you like the content? Do the students have workbooks or activity sheets to accompany the textbook? Yes, we use Glencoe’s textbook, World History: Journey Across Time – The Early Ages The students have 2 workbooks: A note-taking guide which we use from time to time, and a Guided Reading book which we do not use very often. There are teacher resources for each of the units which include vocabulary practice and guided reading activities. There are also other resources for mapping, cause-and-effect, and comparing the past to the present. . What is your favorite Social Studies lesson to teach? What sort of hands on, meaningful activities or innovative teaching methods do you use when teaching this lesson? My favorite unit to teach is the Middle Ages of Europe. The entire 6th grade participates in making head gear, shields, memorizing and reciting poems, and learning about the requirements for becoming a knight or a lady. This unit culminates with a field trip to The Castle of Muskogee where they hold the Renaissance Festival. This unit is taught at the end of the year and is a highlight for the 6th grade. We award those who have shown chivalry and crown a 6th grade King and Queen. 3. In 1992 the National Council for the Social Studies (NCSS) adopted the following definition of the field of social studies: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate ontent from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for for the public good as citizens of a culturally diverse, democratic society in an interdependent world. How does social studies instruction at Will Rogers Junior High relate to this definition of social studies? At the junior high, we not only teach how our ancestors affected future generations and the things we have learned from them, but we also have an Advisory hour for 6th grade. During this advisory hour we teacher character development and teach the students how to apply what they learn in their everyday lives. 4. Do you believe that values should be part of the social studies curriculum? If so, what values do you feel are most important for today’s students? Yes, I do. The values of integrity, compassion, and respect; these values can be taught throughout the social studies curriculum. When I teach the religions of the world, I talk to the students about having respect for others and their beliefs. We talk about how some of the heroes of ancient history showed integrity and compassion. This is also carried over into our Advisory hour. 5. Does the State of Oklahoma have state standards for social studies? If so, what is your reaction to Oklahoma State’s Social Studies Standards? If not, do you think that Oklahoma could benefit from a set of state standards? Yes. I believe they should be more detailed. 6. What do you feel are important benchmarks for students at the 6th grade level? English and Math; the reading skills learned in social studies and science trickle over into the English curriculum. The same goes for Math and Science. . How much time per day does each student spend on Social Studies content? 2 hours per day – World History and Advisory 8. How do you rank the importance of social studies in the elementary curriculum? Please rank the following subjects in the elementary curriculum in order of importance to you. 4 Physical Education (P. E. ) 2 Mathematics 3 Science 3 Social Studies 1 Reading/Language Arts 9. How do you integrate technology i nto the Social Studies curriculum? I use power points. 10. Do you believe that the social studies curriculum should be narrowed

Environmental Issues Can Be Handled Without Compromising on Profits Research Paper

Environmental Issues Can Be Handled Without Compromising on Profits - Research Paper Example The strategic avoidance or minimal compliance with the regulations pertaining to environmental management has led the corporations to environmental pollution or degradation of the environment. The managers are usually faced with difficult situations when they have to trade-off between economic profitability and concern for the environment. However, firms can address the environmental concerns while remaining sustainable although different firms may follow a different path to achieve the objectives. Managers’ commitment to sustainable development can be a source of competitive advantage but they view strategic environmental issues as threats (Là ³pez-Gamero, Claver-Cortà ©s & Molina-Azorà ­n, 2007). It has also been found that the number of resources available to the organization as well as the size of the firm determines the firm’s orientation towards appropriate environmental initiatives. This is evident from the case of the Body Shop and its take over by L’Oreal. Body Shop is known for its ethical stand on animal testing, human rights, community trade and the environment (Glasgow, 2006). The Body Shop had been positioned as an ethical and green-conscious business, believing in fair-trade practices (Alarcon, 2008). Body Shop had been seeking financial support and when the takeover was decided, it was also agreed that Body Shop would continue to operate as an independent unit. L’Oreal is 25% owned by Nestle and is a brand in itself. While Body Sh op was dead against testing its cosmetics on animals, L’Oreal has always been doing this. L’Oreal’ has refused to sign the Compact for Safe Cosmetics – a Code of practice – that requires the removal of potential carcinogens and other toxins from beauty products (Russell, 2007).

Robert Guillaume Essay Example | Topics and Well Written Essays - 750 words

Robert Guillaume - Essay Example It was this very relentless fight against reality along with virtue of talent, persistence and unwillingness to bow down to anyone which bolstered his way out of the St. Louis slums to glory. Robert Guillaume was born on November 30th 1927 in St. Louis Missouri (IMDB, 2008). He was mostly in the care of his grandmother and had a strict catholic upbringing. This was where Robert first discovered his true identity. Robert discovered a talent in himself and distinguished himself by singing church music (Guillaume and Ritz, 2002). In his autobiography, Robert states, "In my mind music carried me from the St. Louis ghetto to the magnificent cathedrals of Germany, Italy and France" (Guillaume and Ritz, 2002). In 1945, Robert joined the US Army, something that was never destined to work out coherently. His rebellious and outspoken behavior caused friction with his captain and within 15 months, Robert resigned with honorable discharge (answers.com, nd). To cherish his grandmother's wishes Robert enrolled in evening classes at Saint Louis University majoring in Business Administration, but destiny had decided that performing arts was where Robert was the perfect fit. Soon after, Robert joined the prestigious music school of Washington University. Finally at the age of 31, Robert had his professional debut in the Karamu's production of Carousel (answers.com, nd). ... Ever since, Robert performed at several productions by various theatre groups. He kept jumping careers, joining new groups, visiting places and continuously improving his performances. In 1970 when he first appeared in Some place to be Somebody, he called it his first real acting debut. Robert Guillaume was one such actor who continually defied stereotypes. His commanding theatrical presence brought the actor a 1977 Tony nomination for his portrayal of Nathan Detroit in "Guys and Dolls," with an all black cast (speakingofstories.org). He had finally arrived. On his next project, Benson that had an interracial casting, Robert insisted on his character being equal to that of any other character; eventually his character turned out to be the most brilliant. Soon he left for television. This was mainly because he was informed that the movies market was not doing very well. He got a character of a butler for the nighttime satire called Soap. In 1979 he received an Emmy award for this role . Soon his roles caught the attention of top league and he was given a chance to add a 3-dimension persona to his role in Benson to reflect the progress of the Afro-American community on America. Such a position had never been attained by minorities in America in the theatre field. After his stint with television, Guillaume hit the nightclub circuits, singing in places like Las Vegas and Atlantic City. He also formed his own production company, Longridge Enterprises. This company was to develop acting projects. Perhaps his greatest theatrical achievement came in 1990, when he was chosen to play the character of Phantom in Andrew Lloyd Webber's spectacular musical The Phantom of the Opera. His selection was met with controversy by several audiences. Some

Solve problems and show work in problems. #6 Assignment

Solve problems and show work in problems. #6 - Assignment Example Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. Has New Process, Inc. lived up to its internal goal? Cite evidence. No, New Process, Inc. has not lived up to its internal goal. This is because there is a chance of 94.73% of the working days of having fewer than five unfilled orders on hand at the end; however, the goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Let x represents the number of Hondas in the sample of three cars chosen from the top nine. The probability distribution for the number of Hondas in a sample of three cars chosen from the top nine, P(x) is given by Hypergeometric distribution with below parameters: 5. According to the â€Å"January theory,† if the stock market is up for the month of January, it will be up for the year. If it is down in January, it will be down for the year. According to an article in the Wall Street Journal, this theory held for 29 out of the last 34 years. Suppose there is no truth to this theory. What is the probability this could occur by

Interview of a Person who Works in a Multinational Company Essay

Interview of a Person who Works in a Multinational Company - Essay Example He loves to watch advertisements and hates to waste time. He spends his weekends with his friends and relatives mostly. The person tries to have a consistent behavior or responses for the situations that are recurring. He is a person who likes to avoid risks. He follows a balanced budget. Explanation of the nature of the decision The nature of the decision processes will involve 5 crucial steps. They are as follows: Recognition of the problem, search for information, and evaluation of the available alternatives, decisions on purchase and behavior on post purchase. The market for a particular product can impact upon the decision making process. Some of the marketing mix processes include quality of the product, price of the product, promotion of the product and place. Now the person being interviewed watches advertisements and therefore his decision is bound to get influenced by the various promotional strategies. Moreover, he will not hop for lowest price and so will buy the product at his door step even at a slightly higher cost as he hates to waste time. Social cultural activities can also influence the purchasing decisions (Boone and Kurtz, 156). The socio cultural influences include personal influences, reference from groups, friends and social class. As the interviewed person spends time with friends and relatives his decision will probably get influenced by it as well. The number of substitute available in the market seems to affect the decision. As the person depicts a consistent behavior he would opt for the same product once bought if the product has been able to satisfy his needs. New products available in the market may not have any impact on the purchasing decisions. The person will not opt for any decision where some amount of risk is associated and he is able to realize that. Therefore, he will purchase only those products which are available for long time and share a review from the other users. He will not take any initiative to try for new alte rnatives. The variables of price, income, tastes, and prices of other goods Suppose the price of the product that the person wishes to buy falls. In that case the person under consideration will not like to buy some extra products as his requirements are limited currently. Lower prices will allow him to save more for the future and it is expected that his future family expenditure will rise. This would be a happy situation for the considered person as he is currently focused to save more. Again if the price of the product rises then he will try to shrink his demand as he follows a balanced budget. He will try and satisfy his needs within what he can buy with the amount according to the budget. If there is rise in income levels then he is supposed to save a larger proportion of it for future expenditure and will use some portion of it for his necessities. As the person is inclined only in necessities and not in luxuries he will engage himself in purchasing decisions of only the neces sary items. So the he needs to analyze the purchasing decisions and point out the necessities in order to take advantage of the situation. If there a change in tastes then the person under consideration will sacrifice some other products and will opt for the new product. As the person d not have any increase in income in this case he will no other alternative but to spend less on a certain product which

Managing Employee Relations Essay Example | Topics and Well Written Essays - 3000 words

Managing Employee Relations - Essay Example The advantages and disadvantages of partnership are discussed and the situation existing in the current tensions between the UK government and the Fire Brigade Union is elaborated. Finally, the Strategy, tactics and models relating to HRM in managing Employment relations are discussed. The Main actor on the behalf of the government in consideration of relevant employee relation includes the Trade Unions. The provisions of the Employment Relations Act 1999 relating to compulsory trade union recognition for collective bargaining purposes came into force in the UK on 6 June 2000. The 1999 Act inserts a new schedule A1 into the Trade Union and Labor Relations (Consolidation) Act 1992 and this schedule contains the detail of the procedure for trade union recognition. The main elements of trade union recognition include: The first period is the period of ten working days after the request for recognition is made. If during the first period the parties agree the identity of the Bargaining Unit (BU) and that the union is to be recognized as entitled to conduct collective bargaining, the union is recognized. The second period is the period of 20 working days after the end of the first period or such longer period as the parties agree. If the employer indicates during the first period that it is willing to negotiate with the union, negotiations are to take place during the second period. The parties may request the assistance of ACAS in such negotiations. If agreement is reached during the second period the union will be recognized. Secret ballot The Central Arbitration Committee (CAC) must arrange a secret ballot if one of three conditions is satisfied:- The CAC is satisfied that a ballot should be held in the interests of good industrial relations; or a significant number of trade union members within the BU inform the CAC that they do not want the union toconduct collective bargaining on theirbehalf; or the CAC doubts whether a significant number of trade union members within the BU want the union to conduct collective bargaining on their behalf. The ballot must be conducted by an independent qualified person appointed by the CAC. The Recognition and De recognition Ballots (Qualified Persons) Order 2000 (SI 1306/2000) specifies the conditions which must be satisfied in order for an individual or partnership to be a qualified person. The ballot must be conducted within twenty working days of the appointment of an independent qualified person.. Schedule A1 sets out detailed provisions for the conduct of the ballot. There is also a Code of Practice on Access to Workers during Recognition and De recognition Ballots which came into effect on 6 June 2000. If the result of the ballot is that the trade union is supported by a majority of the workers voting and at least 40% of the workers constituting the BU, the CAC must issue a declaration that the trade union is recognized to conduct collective bargaining on behalf of the BU. Caroline Carr, Employment Law Consultancy - Trade Union recognition, August 2000. http://www.bto.co.uk/articles/elc_articles_3.htm Examination of the interests of Trade Unions and their importance 1. It can act as a

Discuss and analyse strategies used by UK primary school teachers to Essay

Discuss and analyse strategies used by UK primary school teachers to develop the communication and literacy of primary age children - Essay Example This project stresses that teachers have abundant sources of information regarding the disabilities of students and the suitable ways to teach the disable students. Teachers in UK frequently refer to such informative websites to enhance their knowledge and gauge their teaching in accordance with the individualistic and collective requirements of the students with special needs. This essay declares that considering the extent of cognitive development in the children of that age, children entering the primary school are expected to comprehend a lot of what is said, be able to convey their point clearly and effectively, discuss their sentiments with others and make their needs realized by others. Such a basic level of expertise in speech is fundamental to the effective social, emotional and cognitive development of children. A young child commencing studies in the primary school undergoes a big transition in his life. The child has to make his/her own place in a new and tougher learning environment. Many children have to struggle to adjust with the new community and socialize with others in the new environment. â€Å"At 11 years old only a fifth of children with significant speech, language and communication needs reach the expected levels for their age in both English and Maths† . Many children have to cope with a sense of dual or multiple identities d epending upon their indigenous culture/cultures which they come from and the culture of the UK in which they have to live.

Unit 2 individual project Essay Example | Topics and Well Written Essays - 750 words

Unit 2 individual project - Essay Example Intellectual Union can apply these methods to understand the contribution of their human resources in relation to the productivity of the organization (Alexander, 2008). Apparently, organizations are often made up of workforce of different ages and sex or gender. Therefore, the American Intellectual Union can use the quantitative method and analysis to determine the contribution of its workforce including job satisfaction, gender, or age to analyze the success or production of the firm. In this particular study, it is apparent that the variables involved in the study are the gender of the workforce, age bracket of the workforce, and productivity of the company (Alexander, 2008). Before determining the productivity per gender or age, it is vital to determine the distribution by gender in the organization. Determination of distribution by gender is the quantitative aspect of the study that tries to determine the composition of gender that in turn determines production per department or unit (Alexander, Vol. IV, 2008). Cases where the distribution is fairly the same, the distribution will be considered even in that, there will be nearly the same number of women as men within the targeted area of study. The study has also opted to determine â€Å"tenure with the company† distributing by gender. This aspect of the survey aims at seeking the ratio of women to men per company’s production unit. In other words, in this concern, the company is seeking that, for instance, if it moves to a department, what will be most probable ratio of men to women in relation per departments. The outcome of the survey under this variable will be useful to determine the production per unit in relation to the gender distribution in such units (Alexander, 2008). In other words, the management will determine which ratios of men to women or women to men are productive; therefore, it may opt to work with ratios that are relatively productive by redistributing worker to form gender ratios

English Essay Example | Topics and Well Written Essays - 750 words

English - Essay Example Things are not going smoothly and there are two areas which they have to work on. The first is a problem with honesty, because they are hiding things from each other. The second area is communication, because they are not very good at talking about their problems. They were not honest with each other from the beginning regarding their feelings about each other. When they got a chance at the end they cleared out all their differences and it is obvious that they are not going to continue with each other. In the beginning it is Frances who takes the lead. She confesses that she wants to spend the day with her husband alone â€Å"I have an idea, Frances said. â€Å"My wife has an idea. That pretty girl.† â€Å"Let’s not see anybody all day†¦Ã¢â‚¬  (lines 38-39) Frances is being very honest in saying exactly what she wants from her husband. The way that Michael responds is quite negative. By showing surprise at her idea, and referring to her pretty appearance, he is making himself look smart, and suggesting that pretty girls don’t normally have ideas. This is an arrogant attitude, and it shows that he does not value her very much, except for her appearance, which he likes to look at. The conversation continues but Frances becomes annoyed when Michael looks at all the pretty girls and women in the street. She wants only to be with him. He seems to want all the girls in the street. They are both aware of this difference and Michael does not think it is a problem. He admits that he looks at women but claims that he looks at â€Å"only pretty ones† (line 85) Frances believes that he looks at â€Å"every damn woman in the City of New York† (Line 81-82) This conversation reveals that they have not been honest with each other in their relationship so far. Frances realizes that Michael has probably been with other women, and will probably be with many more, and she forces him to be very clear about what he feels for all these women he looks at. When he admits that â€Å"Sometimes I feel I would like to be free† (p. 239) he is being honest, but this is not what Frances wants to hear. In the end they give up trying to be so honest with each other. Frances asks her husband to â€Å"stop talking about how pretty this woman is, or that one†¦Ã¢â‚¬  (line 267-268) which means that she wants him to hide what he is feeling and just pretend to be faithful. When they return to their plan to spend time with the Stevensons, this is a metaphor for their return to a life where they present a false picture of themselves to the world. Their real feelings are hidden, and their relationship looks like it is going to fail because of this. The story is interesting because it presents a difficult problem and shows that sometimes people look at such a problem and then turn away from it again because they do not have the strength to face up to it. In life honesty is a very good approach for most things, but in love rel ationships sometimes it can cause a lot of pain. For example if I tell someone at a party that his or her hair looks terrible, this may be the truth, but it is not a kind thing to say. Every person is different, and when we become close friends with someone, we have to make compromises. This is especially true for marriage . I hope I would never be in a relationship like the one in the story and I think that this story reminds me to be very clear at the start of a relationship about what each person really wants. Reference

What does it to be a good leader Essay Example for Free

What does it to be a good leader Essay What does it to be a good leader? A leader is that person who uses social, organizational, intellectual or such authority to command a group, organization, or country (Cragg Spurgeon, 2007). Generally, a leader’s primary responsibility is to enlist the contribution of his/her subjects to accomplish a common task. Therefore, a leader should possess qualities that help him/her organize, command and realize the objective of the group or organization (Cragg Spurgeon, 2007). A good leader needs to be both proactive and reactive (Gachte, Nosenzo, Renner Sefton, 2008). This means that the leader should think several steps ahead of their subjects, so that they can see problems before they arise and hence develop counter mechanisms for them. This also means that a good leader should be flexible and adaptable, so as to fit into whatever new unexpected or uncomfortable situations. The leader also needs to be initiative- he/she should be the source of ideas and plans that benefit the group (Gachte et al, 2008). Communication is one of the most important pillars in teamwork. Therefore, an exceptional leader is that who knows how to communicate effectively. This entails having good listening skills, asking the right questions as regularly as possible, understanding the subjects’ needs and remitting directions and ideas in the best way possible (Cragg Spurgeon, 2007). A leader who not only values feedback, but also acts according to it is most likely to produce good results (Cragg Spurgeon, 2007). A good leader also needs to display confidence and enthusiasm for his/her job, thus causing the people under to follow in the same spirit. That is an important form of non-verbal communication for a good leader. Although the leader is the most powerful member in a group, the effective leader acknowledges the inputs and efforts of each and every member (Gachte et al, 2008). A good leader will respect all his subjects and treat them without discrimination or favoritism. In the same line, a good leader has an open mind so that they can weigh and consider all possible fruitful options even from junior members. In case a member of the team does well in achieving the groups’ mission, an exceptional leader will recognize and reward them, while motivating others to work even harder (Gachte et al, 2008). A common saying goes, â€Å"a good leader leads by example†. A good leader is not a boss, but a servant with the others. For this reason, a good leader should be resourceful and instrumental in the actual implementation of the organization or team’s tasks (Wills, 1994). Therefore, the leader requires proper skills, training and education to match the duties and responsibilities of the respective leadership position. Moreover, an effective leader should be well-organized, punctual and always ready for his/her duties (Wills, 1994). Authority and leadership are two qualities that are hardly separable. Although a good leader is a servant too, it is impossible to lead without authority over other members of the organization. A good leader understands their power such as to delegate duties, to allow or deny certain actions by the members, to reward or penalize a member, etc. (Wills, 1994). However, a leader should not use the authority vested upon them for their own good, but rather for the good of the whole organization. There are numerous other qualities that characterize a good leader, but the above are some of the basic good leadership traits. As discussed, good leadership revolves around personal endowment effective teamwork- only that the leader should understand place at the top of an organization, group or team. References Cragg, R., Spurgeon, R. (2007). Competencies of a good leader. How To Succeed As A Leader. Ed. By Chambers R Etc. Redclif Publishing, Oxford-Newyork, US, 3340. Gachter, S., Nosenzo, D., Renner, E., Sefton, M. (2008). Who makes a good leader? Social preferences and leading-by-example. Wills, G. (1994). What Makes a Good Leader?. The Atlantic Monthly, 273(4), 6380. Source document

Hamas: History, Funding and Interventions

Hamas: History, Funding and Interventions Hamas Hamas is a Palestinian terrorist organization which mainly consists of Islamic paramilitary forces. The name Hamas , means Islamic Resistance Movement. This Palestinian Islamic group was formed way back in 1987 as a result of the Israeli taking up most of the West Bank or Gaza strip. The militant group was founded by Sheikh Ahmed Yassin. He was of Egypt origin and was strongly supported by many charitable organizations and other social institutions. The Palestinian militants who are mostly Islamic affiliates, was therefore formed with the main aim of driving Israelis out of the West Bank. This was hence achieved through massive rocket attacks launched by the Hamas on the Israeli civilians as well as those who occupied the Gaza strip on the West Bank to get the Israeli moving back to Israel. The long-term goal of the Hamas has therefore been to establish strong Islamic states on all Palestinian territories that predominantly belonged to Palestine. The Hamas mainly fight for the restoration of Palestinians historic rights. The groups leader was at one time quoted for stating that the military operations of the group would cease once Palestinian historic rights were restored (Levitt Ross, 2007). Most scholars believe that Hamas is a socio-political organization. Hamas mainly occupy the Gaza side of Palestine. Therefore, the Hamas are mainly located in the Gaza strip on the Palestinian side where they won a majority of the parliamentary seats. Hamas is found on a solid document which by all means mimics terrorist tactics and lifestyle. The original document that binds the Hamas strongly condemns the Israeli and declares war on them. The group is however not poised towards the destruction of Israelites alone. It is also concerned with the social wellbeing of the Palestinians. Prior to the formation of the Hamas group, the Israeli government subjected the group to thorough economic sanctions. Diplomatic sanctions were also rife in the new organization. This almost grounded most of their operations at the initial stages before they gained foot and became independent. There are two main branches within the group. The first is concerned with the social programs which have seen the construction of many schools, mosques and hospitals. Many of the schools within the Palestinian territories are built by the Hamas. The Hamas work in cohorts with the Muslims governments to provide the social amenities to its people. Many suggest that this has indeed impacted on the image of the organization and presented it as a positive organization, save for the destruction of Israel that it commits its members to. The second branch of the Hamas organization is concerned with the military operations. This is carried out below the surface and is led by Izz al-Din Qassam Brigades. This second branch was created in 1992. In addition, the militant group of Hamas operates independently and at times contradicts their own Hamas policies. The military faction of the Hamas at most times gives the group a dark image since many researchers have associated the group with destruction and murder. It is important that we understand the many faces of Hamas to appreciate their role in the Muslim world. Hamas is thus against any Israeli invasion of historically Palestinian territories. They are however the main cause of conflict in the Gaza strip. Understanding the genesis of the conflict is key to knowing how the Hamas operate and coordinate. Who funds the Hamas ? The Hamas obtains most of its cash from its supporters, who are mainly Palestinians and Arabs in different countries. They send money to support the military and social programs of the group. According to Milton-Edwards and Farrell (2010), the Hamas also get financial aids from the Muslim states who are enemies of the Israelis. These states buy arms and send the shipment to the Gaza strip to sustain the military operations of Hamas within the area. There have been efforts to try and block the accounts of the Hamas group, but all have been futile. Researchers confess that as long as Hamas receives support from the Muslim world, it is highly unlikely for the group to cease its operations within the West Bank. Although many of their supporters deny having any links with the terrorist group, it is evident that the Hamas have more friends and supporters than enemies. If anything, it is only the Israelis who are enemies of this militant group and this is the reason for their existence. The biggest supporter of the Hamas group is Saudi Arabia which contributes up to 50% of the groups finances (Hroub, 2006). Mishal and Sela (2000) estimate that the annual budget of the militant terrorist group is approximately, 70 million US dollars; this is a large budget which requires the support of several outside fronts to be able to meet it. Most of This money goes towards supporting schools, hospitals and religious organizations that are predominantly Muslim based. Moreover, many of the Islamic charity organizations support the Hamas and contribute immensely towards their large budget. Iran is also known to fund the Hamas budget though only to a small proportion. There are also several other Arab states that fund the groups operations since most if not all the Arab states are anti-Israel. Private charities continuously support the groups operations in the West Bank. These social institutions have supported Hamas for decades as a result of the groups affiliation to construction and development projects such as building schools, hospitals and religious organizations and institutions. Are they a threat to the U.S? The US supports Israel with massive proportions. The US support for Israel has never been concealed. On the other hand, the Hamas are enemies of the Israelis. This makes the circle complete; the US is therefore at threat of the Hamas. A keen look at the policies of the Hamas reveals that the Hamas group mainly fights Israeli forces that have occupied sites that are historically Palestine territory. According to Rosaler (2003), recent attacks on the US, including the 9/11 terrorist attacks were mainly propagated by forced believed to be of Hamas origin, the Al-Qaeda. The Hamas are closely linked to the Al-Qaeda, the main terrorist cell which makes the US shiver. The US directive to ban Hamas from accessing Jordan in 1999 sparked enmity and brutal underground war within the West Bank region. This action put US on the spot as a potential target. Furthermore, it is also evident that the US supports 100% of all Israeli military operations against the Hamas terrorist cell. The US often fights such distant war in the guise of ending terrorism. As such, the US invasion of Iraq had a hidden agenda. One of the reasons was to fight terrorist cells within the region which extended to the Hamas territories. The other reason which has often been largely contradicted is that the US has vested interests in the oil deposits within the region. Critics argue that the US is indeed putting its head into a bee hole by supporting the Israelis. The amount of support that Hamas has amassed from the Arab world is astonishing. It is only a matter of time before the group grows into other major branches and wedges continuous terrorist attacks on the Israelis and their formidable allies, the US. Tactics employed by the Hamas The Hamas has adopted several tactics that it uses to fight their wars. One of these tactics is through using children as human shields. This has been condemned by the Human Rights organizations worldwide. Israel claims to be in possession of a video footage showing the Hamas using children as human shield. In a country where there is no law, this kind of action cannot be effectively punished. Hamas continue to use this tactic to date while fighting their wars against the Israeli and its allies within the West Bank. Young children are often taught at an early age to hate the Israelites and declare war against them. These children are later used to fight in wars with Israeli forces. Most of the children who are used are normally given specific targets which they would walk to and blow up. For instance, in 2002, a child walked into a convoy of Israeli soldiers and blew himself up killing the entire group of soldiers. This sparked a series of attacks on the Hamas within the Gaza Strip. Moreover, the Hamas also use children combatants during war. This has also been largely condemned owing to the fact that children are not to be used at war. The children combatants are recruited through the Hamas website for children, the Al Fateh (Tamimi, 2007). Children combatants are revered for their skill and innocence at war, making them unsuspecting soldiers who kill with impunity. The children combatants are often trained by the Hamas groups in institutions established for this purpose. They are viewed as patriots and are hence given specific targets where they would launch attacks on civilians on a regular basis. Tamimi (2007) insinuates that Israeli forces within the West Bank have learnt their lessons not to trust children walking into their convoy. As such, any child approaching them is usually taken out immediately. The Hamas also wedge attacks on civilians of Israeli origin. This is a tactic that the group has used for many years now. It is mainly carried out by bombarding civilian dwellings in Israeli territories believed to be historically Palestinian territory. The Human Rights Watch has faulted Hamas for crimes against humans, by using children combatants and human shield and also for launching civilian attacks. This tactic has left Hamas with more enemies than friends. Attacks on civilians include car bombs, roadside bombs in areas or roads frequented by the civilians of Israeli origin, among other terrorist-like attacks. Rockets are often sent at targeted Israeli buildings and civilian territories, a fact that has often sparked enmity between the Israeli allies and the Palestinian Hamas affiliates. Guerilla warfare is perhaps the oldest tactic that Hamas continues to employ against Israeli forces within the West Bank. The Gaza Strip has been described as the home of guerilla tactics by the Hamas militant groups. It is here that many of the Israeli forces have died as a result of the guerilla warfare. How dangerous is the group today? Hamas is closely linked with major terrorists and pose a great security risk in the airspace and Israeli allied countries, such as the US. The group is also dangerous since it teaches children of Muslim origin to hate Israelis and the United States. The increasing number of suicide attacks within the Gaza Strip threatens to kill more innocent civilian in the coming future, hence the Hamas are dangerous. It is not clear when and where they will strike next. Their guerilla tactics makes them very dangerous. The terrorist attacks advanced by the Hamas threaten to stall economic developments within the West Bank region. Their proximity to civilians makes the group to be extremely dangerous as most of the casualty during wars wedged by them is innocent civilians. The group threatens regional peace at the Gaza Strip as well as the West Bank, hence making human life in these areas to be a challenge. The Hamas militant activities often leave many displaced away from their homes as they seek a safe haven. The group threatens international peace since its supporters offer a strong force against its enemies. The result may be two fronts facing each other, that is, the Israeli being supported by the United States and the Hamas being supported by the Arab nations such as Saudi Arabia. A World War may be brewing and waiting to happen. If left undeterred, the Hamas are likely to fight and displace the Israeli who have lived in the West Bank for years. This threatens the well being of the Israelis as they are exposed to being refugees. The Hamas group continues to develop underground cells which are a threat to the international security from the past terrorist activities witnessed. Conclusion The Hamas is an Islamic Resistance Movement which fights to restore the historic Palestine territories. This group has been a formidable force within the West Bank and Gaza Strip for years. Its main activities have been military organization against the Israelites as well as building schools, clinics, religious institutions among other social institutions. The Hamas group was formed way back in 1987 under the leadership of the Egyptian brother, Sheikh Ahmed Yassin. It derives its financing from Arab countries such as Saudi Arabia and Iran. Private charity institutions also support and finance the activities of the Hamas. The Hamas have a policy book which they follow, although this is beginning to be sidelined as the group advances. The militant branch of the group is mainly independent, managing its own affairs under Izz al-Din Qassam. Hamas therefore poses a serious threat to the security of the United States following several threats that the group has made against the United States for supporting the Israelis. The US on the other hand has remained vigil in its support of the Israeli forces in the West Bank region. Hamas use several dirty tactics to fight their wars including the use of children combatants. Children are also used as human shields during war, a fact that has been largely condemned by the Human Rights Watch dogs. Hamas also uses guerilla war tactics to effectively fight within the West Bank region against Israeli forces. Perhaps the worst tactic used by the Hamas is civilian attacks and suicide bombings which are rampant in densely populated districts in the West Bank region. This has often led to the killings of hundreds of innocent civilians. The Hamas thus pose a great security risk owing to the groups affiliation to terrorist activities such as suicide attacks, roadside bombs among other terrorist characterized attacks. The Hamas has thus grown into a fully fledged terrorist group and no longer merely advocates for the restoration of the Palestine historic rights. Recommendations Stopping the activities of the Hamas group will indeed be an uphill task owing to the large support that the group has amassed in the recent past. The Hamas group receives most of its support from the Arab nations which are foes with Israelis. It would be impossible to suggest that the Hamas military operations would be stopped through convincing the Arab countries not to support the groups activities. What about the private charity organizations? The best way therefore to stop the Hamas from advancing would be to place international sanctions on countries that support Hamas. These sanctions should be aimed at crippling the countrys economy such that there is very little that the countries can do in terms of foreign trade. International sanctions would work perfectly against the supporters and allies of the Hamas by denying them trade opportunities. The other recommendation would be to perhaps get to the root of the groups leadership using intelligence and eliminating them one by one. This would cripple the groups organization and thus they cannot be able to wedge any war. References Hroub, K. (2006). A New Hamas : The Politics of a Resistance Movement. Washington: Pluto Press. Levitt, M., Ross, D. (2007). Hamas : Politics, Charity, and Terrorism in the Service of Jihad. Edinburgh: Yale University Press. Milton-Edwards, B., Farrell, S. (2010). Hamas : The Islamic Resistance Movement. New York: Polity. Mishal, S., Sela, A. (2000). The Palestinian Hamas : vision, violence, and coexistence. Columbia: Columbia University Press. Rosaler, M. (2003). Hamas : Palestinian terrorists. Berlin: The Rosen Publishing Group. Tamimi, A. (2007). Hamas : a history from within. Sydney: Olive Branch Press.

Analysis of Compound 109 using 13C NMR Spectra

Analysis of Compound 109 using 13C NMR Spectra The 13C NMR spectrum of compound 109-114 is represented in Plate 40-45. Structural elucidation of 109 by 13C NMR spectrum has been described and it was confirmed from the two dimensional NMR reports of 109. Assignments for the other compounds 109-114 made by comparing with compound 109. Table 33 lists the chemical shift values of 109. A collection of signals resonated in the aliphatic region at 20.85, 26.60 and 27.98 ppm of the three signals in the aliphatic region, signals at 20.85, 26.60 and 27.98 ppm are assigned to C-7, C-6 and C-8, respectively. The C-5 signal is merged with solvent signal. In addition to this, the benzylic carbon signals C-2 and C-4 were resonated at 64.53 and 62.52 ppm respectively, whereas the bridgehead carbon C-1 was appeared at 45.69 ppm. Moreover, a collection of signals appeared in the region 102.69-131.40 ppm, which are unambiguously assigned to aryl carbon. A part from the assigned signals, two signals resonated in the downfield at 142.56 and 142.72 pp m is assigned to ipso carbons. Another four unassigned signals resonated in the down field region at 159.55 to 166.27 ppm and these signals belong to C=0, C=N, C-OH carbons respectively. 1H-13C COSY spectra Plate 46 and 47 represents the 1H-13C COSY spectrum of 105 and the correlations showed in Table 34. HMBC (Plate 40) and HSQC (Plate 41) correlations have been used to assign the benzylic carbons, ipso carbons of aryl group, and methylene carbons (C-6, C-7, and C-8). The benzylic protons observed at 4.30 (H-2a) and 4.25 ppm (H-4a) showed cross peak with 64.33 (C-2) and 62.52 ppm (C-4), which may be due to the C-2 and C-4 carbons of the piperidone heterocyclic of the ABN system. The bridgehead methine proton signals at 2.50 (H-1e) and 2.98 (H-5e) ppm was correlated with the carbon signals at 45.69 ppm (C-1) and 39.57 ppm (C-5). This indicates that the signals appeared at 45.69 and 39.57 ppm is unambigously assigned to C-1 and C-5 carbons. Cross peak with the protons resonated at 2.77 (H-7a) and 1.27 (H-7e) ppm was correlated with the carbon signal at 20.85 ppm and this confirms the signal at 20.85 ppm was solely specific to C-7 carbon. H-6a and H-6e protons appeared at 1.45 and 1.60 ppm showed cross peak with 26.60 ppm (C-6 carbon), which confirms that the signal at 26.60 ppm was due to C-6 carbon and the carbon signal at 20.85 ppm was attributed to the corresponding C-7 carbon. Similarly, the H-8e (1.63 ppm) and H-8a (1.55 pm) protons was correlated with the carbon signal at 27.98 ppm (C-8), which suppors that the signal at 27.98 ppm was ascribed to the cyclohexane ring carbon C-8. Analysis of spectra of 109-114 1H and 13C NMR spectral analysis of other compounds such as N-(2,4-bis(4-chlorophenyl)-3-azabicyclo[3.3.1]nonan-9-ylidene)-2,4-dihydro-xybenzohydrazide101, N-(2,4-bis(4-fluorophenyl)-3-azabi-cyclo-[3.3.1]nonan-9-ylidene)-2,4-dihydroxybenzohydrazide 102, N-(2,4-bi-s(4-bromophenyl)-3-azabicyclo[3.3.1]nonan-9-ylidene)-2,4-dihydroxy-benzohydrazide 103, N-(2,4-dip-tolyl-3-azabicyclo[3.3.1] nonan-9-ylidene)-2,4-dihydroxybenzohydrazide 104, N-(2,4-bis(2-chloro-phenyl)-3-azabicyclo[3.3.1]nonan-9-ylidene)-2,4-dihydroxy-benzohy-drazide 105 was analyzed in a similar way of 109. The chemical shift and splitting patterns observed using 1H and 13C NMR assignments for other compounds is presented in Tables 35 and 36 and their corresponding spectra are given in Plates 33-37 41-45, respectively. Tables 37-42 show the brief description of analytical and spectral data of compounds 109-114. Taken together, all the above observations substantiate the proposed structure and twin-chair (CC) conformation o f 2r,4c-diaryl-3-azabicyclo [3.3.1] nonan-9-one-4-methyl-1,2,3-thiadazole-5-carbonyl hydrazones 102-108. Biological study Free radical scavenging activity Intensity of the free radical scavenging potential strongly depends upon its chemical structure. Several studies have demonstrated that the free radical scavenging effects is noticeably influenced by the number and position of hydroxyl groups on the D ring and by the extent of conjugation between the D ring amide carbonyl group [1-4]. The dihydroxy structure in the D ring confers high stability to the hydrazones phenoxyl radical via hydrogen bonding or by electron delocalization. The amide carbonyl group double bond (Conjugation with the amide oxo group) determines the coplanarity of the phenyl ring and participates in radical stabilization via electron delocalization over all ring system [4]. Initial studies on analysis of free radical scavenging potential of diaryl 3-azabicyclononanones revealed a concentration dependent weak anti-radical activity resulting from reduction of DPPH†¢, ABTS†¢+, O†¢Ã¢Ë†â€™, OH†¢, and nitric oxide radicals to their non-radical forms. In order to bring the dihydroxy structure in the D ring and the amide carbonyl group double bond (Conjugation with the amide oxo group) into diaryl 3-azabicyclononanones to enhance the free radical potential (figure 14), We therefore synthesized N-(2,4-diaryl-3-azabicyclo[3.3.1]nonan-9-ylidene)-2,4-dihydroxybenzohydrazide (109-114) by the reaction of 95,96,98-101 with 2,4-dihydroxybenzoic acid hydrazide (94) in the presence of acetic acid. All the tested compounds showed a concentration dependent anti-radical activity against various free radicals. IC50 values for the free radical scavenging effects of ascorbic acid and various synthetic compounds (109-114) are shown in Table 43.This may be due to the hydrogen atom donation mechanism and the electron donation mechanism. In the hydrogen atom transfer mechanism, hydroxyl groups donate hydrogen to a radical stabilizing it and giving rise to a relatively stable hydrazones phenoxyl radical. Figure 15 illustrates the probable mechanism of hydrogen atom donating ability of compounds 109-114. The electron donation mechanism involves through the strong hydrogen bond of -OH moiety with the oxygen atom of amide carbonyl group that may prevent efficient deprotonation and enhance their radical scavenging action by means of hydrogen atom donation. Figure 16 illustrates the probable mechanism of free radical scavenging effects of compounds 109-114 through electron donating mechanism. Structure A is the parent neutral molecule of compounds 109-114. Structure B is the initial radical ions and structure C is its more stable tautomeric form. The tautomeric form C of the radical ions results from the initial radical ions B and proton transfer from C-2Ê º -OH to carbonyl groups. We found required structural features to scavenge free radical in our tested compounds (109-144). However, we have noticed a diverse range of effects against various free radicals. This may be due the different substitution at the C-2 and C-6 positions of the azabicyclononan-9-one moiety. Compound 8 devoid of any substituents at the para position of the phenyl groups at the C-2 and C-6 positions of the azabicyclononan-9-one moiety and phenyl rings with electron-donor methyl groups at the para position of compounds 113 showed excellent free radical scavenging effects compared to standard antioxidant ascorbic acid, a known antioxidant used as a positive control. This may be due to incorporation of methyl groups at para position phenyl ring. Several studies have demonstrated that organic molecules incorporating a methyl groups can act as free radical trapping agents and are capable of opposing oxidative challenges [5,6]. Compounds possessing electron-withdrawing chloro (110/114), bromo (111), and fluoro (112), substitutions at the para position of the piperidine moiety showed admirable in vitro free radical scavenging effects against various free radicals. This admirable or less free radical scavenging effects of compounds with bromo, choloro and fluoro substitutions may be due to the electron-withdrawing inductive effect of halogens. The results obtained in the present study are in line with other findings [7,8]. Taken together, the current research suggests that azabicyclononane ring ensuring hydroxyl groups on the D ring and by the extent of conjugation between the D ring amide carbonyl group with strong free scavenging effects (111) may conceivably contribute to its protective effects against free radical-induced oxidative stress and carcinogenesis. Antibacterial and antifungal activity Synthesized compounds 109-114 were examined for their antibacterial and antifungal potencies. In vitro studies by twofold serial dilution method was adopted. Streptomycin/ streptomycin/ fluconazole were used as a positive control. Table 44 shows the MICs of test compounds 109-114. Analysis of in vitro antimicrobial effects of all the N-(2r,4c-diaryl-3-azabicyclo[3.3.1]nonan-9-ylidene)-2,4-dihydroxybenzohydrazide 109-114 revealed a diverse range of (1.56-200  µg/mL) against the various bacterias and fungus. The compounds deprived of any substituents at the aryl rings in 109 hinder the growth of all bacteria and fungus at a MIC value of 100-200 ÃŽ ¼g/mL. However, compounds 110, 111 and 112 possessing para halo (electron withdrawing substitutents chloro, fluoro and bromo) substituted aryl groups in azabicyclononane moiety accounts for the enhanced inhibitory effects against B. subtilis, K. pneumonia, P. aeruginosa, S. aureus, A. flavus, A. Niger, C. albicans, and Candida6 at MIC value s of 1.56-25  µg/mL when compared to the standard antibiotic streptomycin/ fluconazole. Several studies have also documented that electron-withdrawing groups (fluoro, bromo and chloro) substituted azabicyclononan-9-one derivatives exhibited outstanding antibacterial and antifungal activities [9,10]. Compound 114 with ortho chloro substituent in the phenyl moiety displays good antibacterial activity against all pathogens. Other compounds displayed reduced inhibitory effects against various bacterial strains compared to the standard streptomycin/ fluconazole. The results of the present study demonstrates that electron withdrawing groups at the para position of the aromatic ring in azabicyclononan-9-one moiety exert superior inhibitory effect against various tested microbes compared to the other test compounds and standard drug. The SARs based on IC50 values (table 44) showed that variations in substitution of the aryl groups at C-2 and C-4 position of the azabicyclononane ring may have significant impact on the anti-microbial activity against various microbes. Conclusion The chemical condensation of diversely substituted diaryl 3-azabicyclononan-9-ones with 2,4-dihydroxybenzoic acid hydrazide in the presence of acetic acid provide corresponding hydrazones 109-114 with increased antioxidant potential and anti-microbial effects. Although various hydrazones exerted the free radical scavenging effets in a good dose-dependent manner, compound 109 and 113 were more active in scavenging free radicals than their parent hydrazones and ascorbic acid. In addition, the results of the antimicrobial activities of hydrazones revealed that compounds 110, 111 and 112 possessing para halo (electron withdrawing substitutents chloro, fluoro and bromo) display promising activities against all tested microorganisms. The results of the present study provide a further insight into the structural requirements to develop potential new antioxidants and anti-microbial agents.

Biography of Martin Luther King Jr. :: Martin Luther King Civil Rights Movement Essays

Biography of Martin Luther King Jr. Martin Luther King, Jr., (January 15, 1929-April 4, 1968) was born Michael Luther King, Jr., but later had his name changed to Martin. His grandfather began the family's long tenure as pastors of the Ebenezer Baptist Church in Atlanta, serving from 1914 to 1931; his father has served from then until the present, and from 1960 until his death Martin Luther acted as co-pastor. Martin Luther attended segregated public schools in Georgia, graduating from high school at the age of fifteen; he received the B. A. degree in 1948 from Morehouse College, a distinguished Negro institution of Atlanta from which both his father and grandfather had been graduated. After three years of theological study at Crozer Theological Seminary in Pennsylvania where he was elected president of a predominantly white senior class, he was awarded the B.D. in 1951. With a fellowship won at Crozer, he enrolled in graduate studies at Boston University, completing his residence for the doctorate in 1953 and receivin g the degree in 1955 In Boston he met and married Coretta Scott, a young woman of uncommon intellectual and artistic attainments. Two sons and two daughters were born into the family. In 1954, Martin Luther King accepted the pastorale of the Dexter Avenue Baptist Church in Montgomery, Alabama. Always a strong worker for civil rights for members of his race, King was, by this time, a member of the executive committee of the National Association for the Advancement of Colored People, the leading organization of its kind in the nation. He was ready, then, early in December, 1955, to accept the leadership of the first great Negro nonviolent demonstration of contemporary times in the United States, the bus boycott described by Gunnar Jahn in his presentation speech in honor of the laureate. The boycott lasted 382 days. On December 21, 1956, after the Supreme Court of the United States had declared unconstitutional the laws requiring segregation on buses, Negroes and whites rode the buses as equals. During these days of boycott, King was arrested, his home was bombed, he was subjected to personal abuse, but at the same time he emerged as a Negro leader of the first rank . In 1957 he was elected president of the Southern Christian Leadership Conference, an organization formed to provide new leadership for the now burgeoning civil rights movement. The ideals for this organization he took from Christianity; its operational techniques from Gandhi.

criminal justice Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?   Ã‚  Ã‚  Ã‚  Ã‚   When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.† So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ... criminal justice Essay examples -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?   Ã‚  Ã‚  Ã‚  Ã‚   When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.† So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ...

William Blakes London Essay -- William Blake London Poem Poetry Ess

William Blake's "London" Works Cited Not Included William Blake's "London" is a representative of English society as a whole, and the human condition in general that outlines the socio-economic problems of the time and the major communal evils. It condemns authoritative institutions including the military, royalty, new industries, and the Church. Blake's tone creates a feeling of informative bitterness, and is both angry and despondent at the suffering and increasing corruption of London's society. Blake's sophisticated use of notation like capitalization, his specific change in meter, and the point of view all clearly develop London.   Ã‚  Ã‚  Ã‚  Ã‚   The point of view in which Blake employs to London is significant to the understanding of the poem. Blake chooses to give the poem a persona, a person who appears to have extensive knowledge of the city and helps give credibility to the poem. (Foster, 1924) The use of first person in all three stanzas allows the poem to be more opinionated and less objective, drawing the reader's attention by making it more personal. Blake's London is to be the reader's London as well. In addition to point of view, Blake further sophisticates his piece by presenting specific tone to each section of the poem. Blake sets the tone early in the poem by using the word charter?d which shows the condition of London as repressive. The speaker refers to the people or ?faces? he meets with ?Marks of weakness, marks of woe.? This diction advocates the probability of the city being controlled by a higher authority. The faces of the people, or the face of society reveals the feelings of entra pment and misery in the population. This in itself could propose, "humanity itself is being commercialized" (Damon, 1965). One of the interesting aspects of Blake's poetry is the layers of meaning his words connote.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Blake's advanced use of notation is evident through his utilization of capitalizing specific words to emphasize a point. Capitalization is repeatedly used in "London" to stress a higher meaning than the literal interpretation. Blake's use of the phrase ?every Man? again alludes to Blake?s intention that the poem represents not just the common, man but also, common society. Similarly the title "London" is used to represent the state of English society and to symbolizes the condition of every human society (Hirsch Jr., 1964) Aga... ...en with gonorrhea and other diseases, which blinded the newborn babies (Damon, 1965) Hence the diction ?Blast the new-born Infants tear?. The poem reaches its climax as the speaker exposes the infants who were born into poverty. When Blake uses the contradicting phrase ?Marriage hearse? in the last line it is significant because he combines something good with something bad (Lambert Jr., 1995) Blake proposes the possibility that as long as powerful institutions corrupt society, marriage is always cursed. Even though the joy of a new life is present, the fact that the child is born into a corrupt and evil society is discouraging. Blake suggests to the reader that until there is change this loop will continue.   Ã‚  Ã‚  Ã‚  Ã‚  ?London? is a poem of serious social satire directed against social institutions. According to Blake author Michael Phillips ?it is a poem whose moral realism is so severe that it is raised to the intensity of apocalyptic vision.? Blake becomes more specific in his descriptions of the prevalent evil and moral decay of society as the poem progresses. Blake?s informative nature is clearly evident in ?London? as he ?points the finger? and exposes powerful institutions.

Analysis of Mood in Porphyria’s Lover

Erin Brewton Rosemary Royston ENGL 2601 21 October 2012 Mood in Porphyria’s Lover Robert Browning uses powerful moments of personification and imagery that linger in a reader’s mind. However, the one craft that truly stands out is the mood of the poem. Browning uses specific word choice, imagery, and tone to shape the mood into what can best be described as haunting. Given the topic of the piece, the reaction to find the piece haunting only seems natural. But Browning uses some very interesting ways to make a reader slightly uncomfortable even before awareness is raised about the disturbing murder to follow.He also uses punctuation in the last few lines to capture the long-going uneasiness and blooming insanity of the work. After the first line of the poem, Browning begins to use personification, telling us â€Å"The sullen wind was soon awake, / It tore the elm-tops down for spite, / And did its worst to vex the lake:† (Browning 2-4). The words chosen for person ifying the wind have clear negative connotations. Browning tells us that the wind is tearing down the tree tops just â€Å"for spite†, which acknowledges that the wind has a specific intent to hurt the trees.The lake is also being purposefully agitated by the wind. The aggressive nature of the wind is foreshadowing the strangling of Porphyria and certainly setting an unsettling mood from the very first lines of the poem. Porphyria enters the house and â€Å"from her form / Withdrew the dripping cloak and shawl, / And laid her soiled gloves by, untied / Her hat and let the damp hair fall† (Browning 10-13). The key words in these lines are â€Å"dripping† and â€Å"soiled†. Both of these words are purposefully used to represent Porphyria. The term soiled implies that she is in fact unfaithful. Dripping† could be taken in a couple of ways. Metaphorically, she could be dripping with dirtiness from sleeping with another man/other men. Literally, her cloa k and shawl are dripping, but this could also refer to specific bodily functions women encounter during intercourse. These very subtle word choices play an important role in setting the attitude towards Porphyria. The narrator has already stated that he was listening â€Å"with heart fit to break†, which suggests even before Porphyria walks in dripping with soiled gloves that she has done something terrible (Browning 5).The mood at this point is an uneasiness caused from the aggressive wind and relational tension between the narrator and his beloved. Porphyria calls for the narrator and he does not respond. Porphyria’s reaction to his unresponsiveness is racy for the 1800s: She put my arm about her waist, And made her smooth white shoulder bare, And all her yellow hair displaced, And, stooping, made my cheek lie there, And spread, o'er all, her yellow hair, Murmuring how she loved me — (Browning 16-21). The imagery here is what sets the mood; her â€Å"smooth w hite shoulder bare† and â€Å"yellow hair† falling against his cheek.The reader is given opportunity to imagine her voice murmuring into his ear. Through this strong imagery, the mood moves switches from aggressive to strictly discomforting, specifically due to the use of the word â€Å"murmuring†. In most contexts, murmuring is used when a large crowd is speaking all at once or there is some other type of soft constant noise. With that in mind, it can be noted that if Porphyria’s statements of love are simply background noise, the narrator must be listening intently to his own mind. This is the point in which the narrators’ negative mental state begins to reveal itself.The mood remains uncomfortable but added to that is a sense of suspense. After the narrator explains that Porphyria has good intent in loving him, but that she struggles with the surplus of passion within her, he â€Å"looked up at her eyes / Happy and proud; at last I knew / Porphy ria worshiped me† (Browning 31-33). The fact that he believes Porphyria worships him would suggest some form of narcissistic disorder on the part of the narrator. After the narrator has allowed readers into this part of his mind, there is no question that he is not mentally stable.Readers may be slightly more uneasy, almost to the point of anxiousness, being inside the mind of an unstable man. However, the narrator’s tone is very matter of fact, which subdues the mood to a tolerable ache of emotional discomfort. The narrator states â€Å"That moment she was mine, mine, fair, / Perfectly pure and good† (Browning 36-37), and after such realization, he decides that in order to preserve this moment, he needs to take action. He gathers â€Å"all her hair / In one long yellow string I wound / Three times her little throat around, / And strangled her† (Browning 38-41).In this specific moment, imagery is not to thank for setting the mood. It is Browning’s t one that acknowledges the lack of emotion whilst a man is strangling his lover. The narrator voices no anger, nor bestows Porphyria with any compliments of beauty or character during the actual event of her strangling. After she is dead, the narrator voices no remorse, and even tells himself â€Å"No pain felt she; / I am quite sure she felt no pain. / As a shut bud that holds a bee† (Browning 41-43). The narrators streaming thoughts of insanity continue when he â€Å"warily oped her lids: again / Laughed the blue eyes without a stain. And I untightened next the tress / About her neck† (Browning 44-47). Porphyria’s dead eyes are still alive to him, but now they are pure (without a stain). The mood is set by the unusually calm tone paired with such a tragic and horrific event. Some readers may choose to feel the calm expressed by the tone, or some may choose to feel the disgust and anxiety expressed by the text. One of the most interesting ways that Browning crea tes a mood of insanity is in his use of exclamation points.The narrator speaks of Porphyria’s â€Å"smiling rosy little head† resting upon his shoulder, and claims it is â€Å"glad it has its utmost will, / That all it scorned at once is fled† (Browning 52-54). In the next line, Browning includes his usage of punctuation by writing â€Å"And I, its love, am gained instead! † (Browning 55). The narrator is genuinely ecstatic that Porphyria can have him, instead of struggling with trying to deny herself her passionate pleasures. To him, he is the greatest prize, which reinforces the idea that the narrator is narcissistic.Through this realization in a reader’s mind, the mood of insanity is cemented, since the monotonous and unexcited tone used by Browning changes into a tone that is content and happy despite the narrator’s horrible crime. The last three lines of this work read: â€Å"And thus we sit together now, / And all night long we have n ot stirred, / And yet God has not said a word! † (Browning 58-60). Imagery and punctuation are key in these lines. The reader is previously drawn a clear picture of Porphyria, blushing red with her unstained eyes and wet, damp, yellow hair, resting on the narrators’ shoulder.The mood gathered from â€Å"all night long we have not stirred† in this context is simply an extension of the illogical kind of insanity that has already formed. The narrator is, according to the exclamation point, in awe that God has not spoken up about his indecent actions. The building sentiment of insanity has reached its peak in this last punctuation mark. As a poet, Browning understands that by putting an audience in the mind of a sociopathic narrator, he is making the audience complicit to the crime.To this end, Browning uses several tools to create a mood of uneasiness, discomfort, and insanity from its early stages of introduction to its grand finale. The mood of uneasiness is essen tial to capture the mental state of the narrator. Further, Browning uses the lack of conscience in his narrator to heighten the discomfort of his audience. Imagery, personification, word choice, and punctuation all greatly assist in pushing the audience to feel a certain way throughout the work. Works Cited Browning, Robert. Porphyria’s Lover.

The White Pages Website in Context of an Information System

Examine the White Pages Website in context of an information system Submitted by: Ivan Tabal Submitted to: Mr. Chris Kalodikis Information Processes and Technology Year 11 Marist College Kogarah Introduction The White Pages website’s purpose, like other telephone directories, is to allow the telephone number of a subscriber identified by name and address to be found. Subscriber names are generally listed in alphabetical order, together with their postal or street address and telephone number. The general purpose of the website is to allow people to easily find others through search features, such as quick search and reverse lookups.This report will examine the purpose and its importance of the White Pages website, the information processes involved and the people who use it and also the participants who’s contributed towards its development. It will then go on to outline the appropriate data needed to run the website and also the information technology involved in order to produce the website. The final part of the report will discuss the influences made by the environment during the website’s development and the social and ethical issues raised during the website’s development. The Purpose * Who is the white pages for?The Purpose of the white pages is to provide information of peoples, name address, phone number. It also provides information on businesses, and governments organisations. It was originally designed to help people find quick information about others for travelling purposes. But today it is slowly becoming obsolete due to some ethical and social issues. * Why is it an important source of information? It was an important source of information because it contained important details about people, which could be accessed to help friends or family members easily find their location or call them.The White pages provide information on suitable shops that people would want to attend to and for different types of problems. This includes the taxation companies, it companies The Information Processes Involved * How is the data collected? Data is collected through a number of ways into the white pages. Each year it must print out white pages about businesses and residence. It can collect its information by people who have provided them with information about either residential or Business or The white pages reuses information from older contacts that have been given before. * How is data organized?Data is organized into three categories: 1st Category is the residential. It contains addresses and phone numbers of people who have registered in the white page and provide their information to be easily found. 2nd Category is for Businesses, which use the website to mostly advertise to the public which can hopefully give them an edge over other businesses. But today businesses mostly use the internet to advertise and the TV or billboards. 3rd Category is the Government category which shows laws in the states, educ ation, provides information on immigration, health and other social factors that can affect a person.But the information is very limited and contains nothing for most of the links clicked except education. The data is then sub organised into different section, e. g. for Businesses it provides different categories for IT, Taxation, Health, Banking, Beauty and etc. This is made to easily locate the business which the consumer is looking for. * How is the data analysed? The data from the people of businesses or of residents is firstly stored on the website as data. It is then transformed according to what information it contains into 3 categories. Data is searched, selected and sorted.We as users of the website are able to Search and Select the data which is provided through the white pages. But before we are able to do this it must be entered and classified by the Analysts and People working in White Pages * How is the data stored? Data can be stored in different ways on the White Pag es. Most likely on Rational Database which is stored and kept on a server. This allows for the White pages website to keep the information in one particular spot without moving the hardware. The data is retrieved by people by first clicking on the object we want to see.The request then goes to the hardware server and the request is searched and goes back to the user with the information so he can see. * How is the data processed? Data is processed through a number of ways. Existing records of the white pages are renewed each year. They are asked about any changed that have occurred to see if the company has changed or close down and then update the white pages. The same process is done with residents, and updated, but if the residents do not want their information held in the white pages they can take it down. * How is the data transmitted?The data is transmitted through the internet to users. From the White pages server through the internet of the person’s computer and then displays the requested information to the person. * How is the data displayed? It can be displayed through a number of ways which can include Screens and Printers. Screens – Displays the text and information through a screen of a computer. Printer – Displays the text in a book which can be written and printed. The Participants Involved When the white pages were created, they were created by a company which collected information about people.Workers of the white pages may have included system analysts, printer, directors, overseers, editors and people who collected the information from customers either by going from door to door or registering them in the local post office. People who used the white pages were every day citizens. They needed the white pages before to find each other when needed. Now the citizens of the new generation are stopping to use the white pages even though by law they must be printed. The Appropriate Data * Residents who register into the white pages can provide: * Their first and last name Suburb * Address * Phone number * Businesses who register can provide: * Their name * Owners name * Phone number * Suburb they are located * Brief description about them * Government who register have to provide * Name of Business of Government * Phone * Address The Methods of Information Technology Required * Hardware involved in producing the White Pages Website * Internet-ready PC * Domain * Fibre optics (wired internet) * Software required to produce the White Pages Website * HTTPD e. g. Apache * Internet * Computer methods required to output information Audio; speakers, headphones, earphones, headsets, microphones * Hardcopy; printing, photocopying * Internet services The Influences Made Towards the Environment During the Website’s Development Like many other telephone directory companies, running phone books on websites has made positive impacts towards the reduction of cutting down trees and also the disposal of phone book s in landfills which is a major contributor towards pollution. A survey shows that almost 75% costumers are completely unaware of the environmental and financial impact in printing, delivering and recycling these books.Online access to white pages, yellow pages etc. is becoming more and more popular and a much better choice as it is easier to find others whilst also making positive contributions to the reduction of phone book wastes. It is also cheaper and easier to run for companies due to the ease of access and flexibility it provides for their employees, whereas phone book publishers go through a series of process in order to make and deliver their phone books, every year. As for the website, it only requires minimal effort to keep it running, at a lower cost and in a less tedious manner.The THREE Social and THREE Ethical Issues Raised in the Development of the Website Social and ethical issues associated with: 1. Planning, design and implementation * Machine-centred systems simp lify what computers do at the expense of participants * Human-centred systems as those that make participants’ work as effective and satisfying as possible * How the relationships between participants change as a result of the new system * Ensuring the new system provides participants with a safe work environment * Awareness of the impact the system may have on the participants: * Opportunities to use their skills Meaningful work * Need for change * Opportunities for involvement and commitment 2. Information systems and database * Acknowledgment of data sources * The freedom of information act * Privacy principles * Accuracy of data and the reliability of data sources * Access to data, ownership and control of data * New trends in the organisation, processing, storage and retrieval of data such as data warehousing and data-mining 3. Communication systems * The use of communication systems to share knowledge, not just data * Issues related to messaging systems Ideas delivered by this means appear less forceful and caring than ideas delivered personally * Danger of being misinterpreted * Power relationships * Privacy and confidentiality * Electronic junk mail * Information overload * Implications of Internet trading including: * Local taxation laws * Employment ramifications * Nature of business * Trading over the Internet and its commercial implications * The difficulties of censoring content on the Internet * Issues arising from Internet banking, including: Security of banking details * Changing nature of work * Branch closure and job loss * The removal of physical boundaries by enabling: * Work from home * Virtual organisations, ie organisations structured around the communication system * Removal of national and international barriers to trade * How participants are supported: * Individuals by providing a means for communication * Participant teams by enabling the exchange of ideas and data * The emerging trend of accessing media such as radio and vid eo across the Internet

Liberty and the Pursuit of the Tuth Essay

Liberty and the Pursuit of the Truth In my essay I’ll direct my efforts to write about the thing that holds the American society together which is their values. Values are very important because all our actions based on them. I’ll address the importance of liberty and the pursuit of the truth. Liberty is defined as equality, state of being free or having freedom of choice. Sometimes our freedom can be limited because of the government policies. We shouldn’t just follow whatever the government addresses without thinking deeply about our options because sometimes they can lead us to a dead-end road. We should follow our instincts, and essence. Government responsibility to provide our needs and protect our right but sometimes that is not the case, they might direct us to the wrong way â€Å"They think that, if that they should resist, the remedy would be worse than the evil. But it’s the fault of the government itself that the remedy is worse than evil† Henry David Thoreau, Civil Disobedience. Liberty gives us the freedom to say no that what make it very important. Around 1962 our society suffered from a dysfunction because of the unequal rights caused by the segregation between black and white and the lack of liberation. Martin Luther King Jr. peaceful stood up for liberty and equal civil rights. He had a dream that blacks and whites could sit on the table of the brotherhood and that will give all of us a quality life â€Å"I have a dream that one day this nation will rise up and live out the true meaning of its creed† Martin Luther King Jr. , I have a dream. Because of liberty now our society rose up and gave everyone equal rights. The fidelity meaning is based on fact or reality as you can experiences the same result constantly. Scientists did a lot of discoveries that were true because they stood for all of the challenges but they still didn’t accomplished the complete truth, as Adler Mortimer mentioned in the Pursuit of the Truth about scientist and mathematician experiments that these are matters of a taste rather than of the truth. Life is evolving and people looking for the complete truth and if we found the complete truth there is no point of life. We don’t have a reason to get up every morning to go to work, read, and explore. We will never reach the complete truth so life can evolves. Life will continue because we all have a goal to know the complete truth, and we will not accomplish that â€Å"the complete realization of the ideal that is the goal –the whole truth and nothing but the truth—will never be achieved in any stretch of time† Adler Mortimer, Pursuit of the Truth. The pursuit of truth give us a motivation to survive. The pursuit of the truth leads us to a realization of the differences between the native home and being immigrant or slave. People realized the true meaning of their homes. Even though you might be poor but at least you will not be segregated â€Å"The Scotch and the Irish might have lived in their own country perhaps as poor, but enjoying more civil advantages† Hector St. Jean de Crevecoeur What is an American. Liberty and the pursuit of the truth brought our society to a great position of equality and motivation to keep looking for more in life. They are very important in order for us to live a fair life and have a functioning society for now and the next generations.