The role of stress and depression in fibromyalgia Essay

The role of stress and depression in fibromyalgia - Essay Example The term ‘fibromyalgia’ means pain in the muscles, ligaments and tendons. It is a confusing and often misdiagnosed condition. Perhaps fibromyalgia could be better explained to some by discussing the following: Fibromyalgia is defined as a â€Å"†¦chronic disorder characterized by widespread musculoskeletal pain, fatigue, and multiple tender points that occurs in precise, localized areas, particularly in the neck, spine, shoulders, and hips; also may cause sleep disturbances, morning stiffness, irritable bowel syndrome, anxiety, and other symptoms.† (â€Å"UK HealthCare†, 2005). It is a complex and painful condition, which occurs primarily – about 80% of the time – in women. It affects up to 5% of the entire population, including children. Many medical professionals believe that there is a connection between fibromyalgia and chronic sleep disorder, and in fact some even theorize that they are actually the same syndrome. The symptoms and signs of fibromyalgia can be minute, large, often painful, and sometimes even debilitating, but are not life threatening. Symptoms of this disorder include: aching, burning or throbbing pain, sleeping disorders, abdominal pain, bloating, gas, cramps, diarrhea, numbness or tingling sensations, chronic headaches, heightened sensitivity to such things as loud noises and bright lights, painful menstrual periods, painful sexual intercourse, frequent urination, rapid or irregular heart rate, shortness of breath, impaired memory and concentration, skin sensitivities and rashes, dry eyes and mouth, anxiety, depression, ringing in the ears, dizziness, vision problems, and sensation of swelling in the hands and feet – just to name the most common. Pain is the primary symptom, and is reported in virtually 100% of cases, most often in areas of the following: back of the head, elbows, hips, knees, neck, upper back, and upper chest. The severity of this pain is

Free Speech in a Liberal Democratic Society

Free Speech in a Liberal Democratic Society People are rational beings with many desires but in a liberal democratic society these desires have to be regulated, reconciled and controlled so that they do not impinge on the rights of others. From a philosophical perspective, it is a dilemma whether the State should be the source of freedom that regulates citizen participation in society. On the other hand, it can be argued that the State is the natural enemy of free speech as it damages a free society on various grounds. From a legal point of view, it is apparent that both international treaties and domestic legislations restrict free speech based on intellectual property, crime, morality, discrimination, media, information and security laws. At the same time, however, freedom of speech has been backed up by a number of domestic, regional and international laws to ensure it is not undermined or abused. This leads to the question of where should the line be drawn and the extent of freedom of speech. This essay will analyse the current status of free speech in a liberal democratic society. The discussion will include both a legal, theoretical comparison between the different legislations and an analysis about how they interfere with the right to free speech. It is evident that in a liberal democratic society freedom of expression is highly valued based on various legislations.[1] In fact, it has been described as the core value of a democratic society as it enhances its powers and builds a sustainable future.[2] It is the view of Fuller, an American legal theorist, that free speech is crucially important to human survival.[3] In addition, he views free expression as an inherent aspect of natural law as it maintains, opens up and safeguards the integrity of the channels of connection through which people communicate what they desire, perceive and feel.[4] This is bolstered by Dworkin who believes that policies and laws are only legitimate if they are implemented democratically. As such, freedom of expression is a condition of legitimate government.[5] Moreover, Mill viewed free speech as a necessity for a flourishing society and individual happiness and he defended extensive freedom of expression.[6] Dworkin also criticised what he calls individuals being ‘passive victims of collective action’ because imposing a collective decision on an opposing individual is illegitimate as free speech is the lifeblood of democracy.[7] Furthermore, regulating freedom of expression is not the best way to combat intolerance as such a quick fix solution might leave the issue unresolved.[8] Quite the opposite, history shows that censorship is likely to make undesirable speech more attractive.[9] This is why Heinze even criticised the regulation of hate speech as inherently discriminatory due to its selective nature.[10] In addition to the legal theory, free speech is protected by a number of international and regional laws. Based on Article 19 of the General Assembly Resolution (GAR) in 1948, some sort of customary international law imposes legal force which might not necessarily be binding on states, yet many of its provisions are binding.[11] This is also strengthened by Article 19 of the Universal Declaration of Human Rights (UDHR) which states that: ‘Everyone has the right to freedom of opinion and expression, the freedom to hold opinions without interference and to see, receive and import information.’[12] Furthermore, Article 19 of the International Covenant on Civil and Political Rights (ICCPR) emphasises the right to communicate ideas through any kind of media ‘regardless of frontiers’.[13] It also ensures the freedom to receive and seek information, which embeds a number of the rights within the UDHR.[14] Hence, Article 19 of the ICCPR imposes its framework and provisions that states parties to the ICCPR should implement at a national level.[15] Alongside the ICCPR,[16] the right of free speech is granted in regional treaties such as the American Convention on Human Rights (ACHR) (Article 13),[17] the European Convention on Human Rights (ECHR) (Article 10)[18] and the African Charter on Human and Peoples Rights (ACHPR) (Article 9).[19] Even free speech advocates recognise the importance of limiting and framing free expression which is also enhanced by statutory instruments.[20] For instance, it is the view of Judge Oliver Holmes that shouting fire in a packed theatre should not be seen as a form of freedom.[21] He added: ‘The question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that congress has a right to prevent as it is a question of proximity and degree.’[22] Similarly, Meiklejohn argued that demanding free expression by self-governed men does not mean every person has an unalienable right to express themselves wherever, however and whenever they want.[23] Hence, people should only do so through the appropriate channels.[24] Promoting equality is perhaps more important than maintaining an absolute free expression policy in a liberal democratic society. This should be the case as some forms of speech are harmful which imposes an obligation on the State to maintain the protection of free society.[25] This contradicts Mill who conditioned freedom of expression upon progressive society as the main priority.[26] Yet, Mill’s view has been criticised by civil rights theorists as it supports individualism, while equality should be the priority for a democratic society.[27] Besides the harm principle proposed by Mill, Fienberg proposed what is called the offence principle as a way of drawing a line between what should and should not be acceptable in free speech.[28] Moreover, Waldron criticised Dworkin’s proposal which supported absolute free speech as he believes in regulating speech because it will promote equality and include minorities in the democratic process.[29] According to Lord Devlin, the public good should prevail over the rights of the individual; thus, the morals of society have to be enforced by law. This prevents the disintegration of society which is an advantage of having a shared morality policy.[30] Based on this argument, regulating free speech does not violate the liberal democratic society norms as it ensures equality and morality. In addition, it would probably be better if undesirable free speech did not occur in the first place. Aside from the theoretical aspect of the dilemma, freedom of speech is limited by human rights instruments as it is not absolute.[31] Based on the three stage test in Article 19(3) of the ICCPR, restricting speech is a legitimate action if the required criteria are followed.[32] First, the intervention should be in compliance with the law and should be ‘formulated with sufficient precision to enable the citizen to regulate his conduct’.[33] Second, the legally enforced intervention should pursue a legitimate aim such as protection of national security, public morals, health or order or protecting the reputation and rights of others.[34] Third, there should be a necessity for the restriction towards a legitimate aim. The ECHR summarised this by stating that: ‘Freedom of expression is subject to a number of exceptions which, however, must be narrowly interpreted and the necessity for any restrictions must be convincingly established.’[35] The same test is applied worldwide to measure the legitimacy of restrictions including the International Covenant, Universal Declaration, African Charter and American Convention.[36] In Europe, although Article 10 of the ECHR allows for various forms of freedom, Article 10(2) restricts this freedom to conditions, formalities, penalties based on what is stated in the law to maintain a democratic society.[37] This shows how freedom of expression is not an absolute and so restricting it should not be seen as a violation of the right of free speech. In Canada, for example, the Canadian Charter[38] maintains and applies a reasonable balance to regulate free expression,[39] whereas in France, Germany and Austria holocaust denial is criminalised due to historically significant reasons.[40] For its part, in the UK, laws like the Racial and Religious Hatred Act 2006[41] and the Public Order Act 1996[42] regulate public order matters but this does not undermine the right of free speech.[43] On the other hand, despite the US first Amendment which strengthens the right of free speech,[44] case law such as Snyder v Phelps shows an application of restrictions there.[45] Finally, in Australia, an application similar to the one in Canada is applied to strike a balance between free speech and harmful speech.[46] Based on Lingens v Austria,[47] and Handyside v UK,[48] it seems that restricting free speech is a legitimate action that does not violate free expression since it is done for a necessary and appropriate reason. The Human Rights Committee emphasised in Shin v ROK[49] that even if the expression violates the law, Article 19(3) requires the State to explain the importance of implementing these measures.[50] As a result, even though national and international law perceives the importance of implementing grounds to restrict free speech,[51] it should fall within the specified criteria based on the test.[52] Thus, the restrictions are implemented to safeguard and stop people from abusing freedom. It seems at this stage that there is no clear violation on the right of free expression as the imposed limitations are appropriate to the nature of liberal democratic society.[53] According to Mill, different views and opinions are valuable to society either because of the truth behind the argument or if it is false because this contributes and reinforces the truth and its emergence.[54] He argued that ‘to refuse a hearing to an opinion, because they are sure that it is false, is to assume that their certainty is the same thing as absolute certainty all silencing of discussion is an assumption of infallibility’.[55] This argument was followed in the case of Mavlonov v Uzbekistan as Article 19(2)[56] had been violated due to the State not having sufficient grounds to fulfil Article 19(3).[57] In fact, the UN Human Rights Committee held that the authorities should have allowed free expression of a newspaper as well as the right to receive ideas and information.[58] This case involved a newspaper that incited inter-ethnic hostility and the State of Uzbekistan, by silencing expression and regulating hate speech, was criticised for damaging free society.[59] On the other hand, in RAV v City of St Pauls,[60] it was argued that the State should maintain open and free debate without impairing one side of the debate. This case highlighted the unfairness of free speech regulation as the State allowed anti-sexist and anti-racist speech while prohibiting sexist and racist speech. The Supreme Court decided that the ordinance was fair and favouring tolerance over intolerance was a legitimate reason to limit speech.[61] Freedom of expression is also regulated by Article 20(2)[62] of the ICCPR which forbids specific types of hate expression. In addition, ‘any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law’.[63] It seems that Article 20 is working with Article 19 towards collaborating with the States to balance by law which eliminates criminalising.[64] As a result, it can be argued that Article 20(2) does not violate freedom of expression in a liberal democratic society but regulates this freedom positively. This is bolstered by the Human Rights Committee in its Draft General Comment No 34 (2011) which supports the compatibility between Articles 20 and 19 of the ICCPR and sets permissible restrictions on the right of free speech.[65] Hence, the Human Rights Committee re-affirmed that Article 20 provides convenient sanctions in cases of a breach so it will not interpret provisions to impose criminal sanctions in advance.[66] The case of Ross[67] clarified the overlapping characteristics of Articles 20 and 19 in which the Human Rights Committee stressed the need for consistent interpretations of the Covenant.[68] In this case, the Committee justified limiting the authors rights to freedom of expression and religion, based on Article 19(3). As a result, Article 20(2) did not violate any rights of expression due to: first, the prohibition of the act stated in the law; second, a legitimate purpose was clear; third, the necessity to achieve its stated purpose.[69] Moreover, there was a violation in a subsection of the New Brunswick Human Rights Act due to the authors expressions being considered as discriminatory and poisoning the community.[70] Clearly in this case the State Party prevented the author from expressing himself which undermined liberal democratic values.[71] Furthermore, the Supreme Court decided not to allow the author to practise his religion while being a teacher which seems to be a denial of the freedom and right recognised by the Covenant.[72] Hence, the authors right of free expression was restricted and held as a sufficient detriment for losing a teaching position as this job carried specific duties.[73] However, as teaching young students carries special duties which if misconducted might harm the pupils, it was proportionate to restrict the author’s rights.[74] This is strengthened by Mill’s point of view that instigation is a form of harming others, which is a legitimate justification for restricting free speech as occurred in this case.[75] Based on the harm principle introduced by Mill, freedom of speech should not lead to discrimination and harm to any members of society. If this could be avoided, it would lead to a flourishing and healthy society, which is a fundamental aspect of a liberal democratic society.[76] According to Article 26 of the ICCPR, hate and discrimination speech are prohibited by customary international law to avoid causing harm. This clearly states that ‘all persons are equal before the law and are entitled without any discrimination to the equal protection of the law on any ground such as race, colour, sex, language, religion, political or other opinion ’.[77] To summarise, it is clear at this stage that there are enough legal grounds to restrict freedom of expression. This is also bolstered by a number of legal theorists who are in favour of restricting free speech. The argument is over the extent that the source of freedom which is the State should try to balance equality and liberty. It has been argued that regulating free expression is a mechanism for enhancing free speech which is not an absolute right. On the other side, some debaters claim that the truth shall only be revealed by having diverse opinions. Nowadays, there has been an increase in anti-discrimination and equality laws which have curtailed in limited circumstances free speech. There are number of legislations for restricting free speech such as Article 19(3) of the ICCPR,[78] Article 10(2) of the ECHR,[79] Section 2 of the CCRF,[80] as well as number of domestic legislations in the UK.[81] However, Article 19(3) of the ICCPR is conditioned on three grounds: first, the intervention should be in compliance with the law; second, the legally enforced intervention has to pursue a legitimate aim; third, there is a necessity for the restriction. Based on the given grounds, it seems that there are legitimate bases for restricting free speech which does not violate the rights of a liberal democratic society but rather helps to protect the society. Word Count: 2510 words Bibliography Books Article 19, Prohibiting Incitement to Discrimination, Hostility or Violence  (Article 19 2012) Barendt E,  Freedom of Speech  (2nd edn, Oxford University Press 2005) Beatson J and Cripps YM,  Freedom of Expression and Freedom of Information  (Oxford University Press 2002) Devlin P,  The Enforcement of Morals  (Oxford University Press 1965) Feinberg J,  Harm to Others: The Moral Limits of the Criminal Law  (Oxford University Press 1984) Fiss OM,  The Irony of Free Speech  (Harvard University Press 1998) Fuller LL,  The Morality of Law  (Yale University Press 1969) Hare I and Weinstein J,  Extreme Speech and Democracy  (2nd edn, Oxford University Press 2010) Mill J, On Liberty (Penguin Books 2010) Mill JS,  Collected Works of John Stuart Mill  (John Mercel Robson (ed), Routledge 2011) Waldron J, The Harm in Hate Speech (Harvard University Press 2012) Warburton N,  Free Speech: A Very Short Introduction  (Oxford University Press 2009) Wragg PM,  Critiquing the UK Judiciarys Response to Article 10 Post-HRA  (University of Durham 2009) Articles Bennett C, ‘Expression, Freedom of Speech and the State’ (2017) 8 Jurisprudence 360 Dworkin R, ‘A New Map of Censorship’ (2006) 35 Index on Censorship 130 Emerson T, ‘The Right of Privacy and Freedom of the Press’ [1979] 14 Harvard Civil Rights Civil Liberties Law Review 329 Flahvin A, ‘Can Legislation Prohibiting Hate Speech Be Justified in Light of Free Speech Principles’ [1995] 18 UNSW Law Journal 328 Heinze E, ‘Viewpoint Absolutism and Hate Speech’ (2006) 69 Modern Law Review 543 Mendel T,  Ã¢â‚¬ËœRestricting Freedom of Expression: Standards and Principles’  (Centre for Law and Democracy) Sottiaux S and Rummens S, ‘Concentric Democracy: Resolving the Incoherence in the European Court of Human Rights Case Law on Freedom of Expression and Freedom of Association (2012) 10 International Journal of Constitutional Law 106 Strossen N, ‘Regulating Racist Speech on Campus: A Modest Proposal?’ (1990) 1990 Duke Law Journal 554 Van Alstyne WW, ‘Freedom of Speech and the Flag Anti-Desecration Amendment: Antinomies of Constitutional Choice’ (1991) 29 Free Speech Yearbook 96 Yong C, ‘Does Freedom Of Speech Include Hate Speech?’ (2011) 17 Res Publica 385 Table of Treaties and Legislations African Charter on Human and Peoples’ Rights (adopted 27 June 1981, entered into force 21 October 1986) (1982) 21 ILM 58 American Convention on Human Rights (signed 22 November 1969, entered into force 18 July 1978) Canadian Charter of Rights and Freedoms Convention on the Protection of Human Rights and Fundamental Freedoms (European Convention on Human Rights, as amended) Criminal Justice Act 2003 Criminal Justice and Immigration Act 2008 International Covenant on Civil and Political Rights (adopted 16 December 1966, entered into force 23 March 1976) Malicious Communications Act 1988 (amended 2003) Public Order Act 1996 Race and Religious Hatred Act 2006 United States Constitution Bill of Rights Universal Declaration of Human Rights (adopted 10 December 1948) UNGA Res 217 A(III) Table of Cases Handyside v UK App No 5493/72 (7 December 1976) Lingens v Austria App No 9815/82 (8 July 1986) Malcolm Ross v Canada Comm No 736/1997 (18 October 2000) Mavlonov v Uzbekistan Comm No 1334/2004 (27 April 2009) R v Keegstra (1990) 3 SCR 697 RAV v City of St Pauls 505 US 377 (1992) Schenck v United States 249 US 47 (1919) Shin v Republic of Korea Comm No 926/2000 (25 April 2000) Snyder v Phelps 562 US 443 (2011) The Observer and Guardian v The United Kingdom 51/1990/242/313 (24 October 1991) The Sunday Times v United Kingdom App No 6538/74 (26 April 1979) Thorgeirson v Iceland Appl No 13778/88 (25 June 1992) [1] Nigel Warburton,  Free Speech: A Very Short Introduction  (Oxford University Press 2009) 3. [2] Jack Beatson and Yvonne M Cripps,  Freedom of Expression and Freedom of Information  (Oxford University Press 2002) 17-20. [3] Lon L Fuller,  The Morality of Law  (Yale University Press 1969) 185-186. [4] ibid. [5] ibid. [6] ibid. 7 Ronald Dworkin, ‘A New Map of Censorship’ (2006) 35 Index on Censorship 130. [8] Nadine Strossen, ‘Regulating Racist Speech on Campus: A Modest Proposal?’ (1990) 1990 Duke Law Journal 554. [9] ibid 559. [10] Eric Heinze, ‘Viewpoint Absolutism and Hate Speech’ (2006) 69 Modern Law Review 543. [11] Article 19, Prohibiting Incitement to Discrimination, Hostility or Violence  (Article 19 2012). [12] Universal Declaration of Human Rights (adopted 10 December 1948) UNGA Res 217 A(III) art 19. [13] International Covenant on Civil and Political Rights (adopted 16 December 1966, entered into force 23 March 1976) art 19. [14] ibid. [15] ibid. [16] Toby Mendel,  Ã¢â‚¬ËœRestricting Freedom of Expression: Standards and Principles’  (Centre for Law and Democracy). [17] American Convention on Human Rights (signed 22 November 1969, entered into force 18 July 1978) art 13. [18] Convention on the Protection of Human Rights and Fundamental Freedoms (European Convention on Human Rights, as amended) art 10. [19] African Charter on Human and Peoples’ Rights (adopted 27 June 1981, entered into force 21 October 1986) (1982) 21 ILM 58, art 9. [20] Warburton (n 1) 8. [21] ibid. [22] Schenck v United States 249 US 47 (1919). [23] Warburton (n 1) 9. [24] ibid. [25] Jeremy Waldron, The Harm in Hate Speech (Harvard University Press 2012). [26] John Stuart Mill,  Collected Works of John Stuart Mill  (John Mercel Robson (ed), Routledge 2011). [27] Christopher Bennett, ‘Expression, Freedom of Speech and the State’ (2017) 8 Jurisprudence 360. [28] Joel Feinberg,  Harm to Others: The Moral Limits of the Criminal Law  (Oxford University Press 1984). [29] Waldron (n 25) 169. [30] Patrick Devlin,  The Enforcement of Morals  (Oxford University Press 1965) 14. [31] Mendel (n 16) 3. [32] ICCPR (n 13) art 19(3). [33] The Sunday Times v United Kingdom App No 6538/74 (26 April 1979) para 49. [34] The Observer and Guardian v The United Kingdom 51/1990/242/313 (24 October 1991). [35] Thorgeirson v Iceland Appl No 13778/88 (25 June 1992) para 63. [36] Stefan Sottiaux and Stefan Rummens, ‘Concentric Democracy: Resolving the Incoherence in the European Court of Human Rights Case Law on Freedom of Expression and Freedom of Association (2012) 10 International Journal of Constitutional Law 106. [37] ECHR (n 18) art 10(2). [38] Canadian Charter of Rights and Freedoms, s 2. [39] R v Keegstra (1990) 3 SCR 697. [40] Ivan Hare and James Weinstein,  Extreme Speech and Democracy  (2nd edn, Oxford University Press 2010). [41] Race and Religious Hatred Act 2006, s 29 (j). [42] Public Order Act 1996. [43] See also Malicious Communications Act 1988 (amended 2003); Race and Religious Hatred Act 2006; Criminal Justice and Immigration Act 2008, ss 145-146; Criminal Justice Act 2003. [44] First Amendment of the United States Constitution Bill of Rights. [45] Snyder v Phelps 562 US 443 (2011). [46] Anne Flahvin, ‘Can Legislation Prohibiting Hate Speech Be Justified in Light of Free Speech Principles’ [1995] 18 UNSW Law Journal 328. [47] Lingens v Austria App No 9815/82 (8 July 1986) paras 39-40. [48] Handyside v UK App No 5493/72 (7 December 1976). [49] Shin v Republic of Korea Comm No 926/2000 (25 April 2000). [50] Thomas Emerson, ‘The Right of Privacy and Freedom of the Press’ [1979] 14 Harvard Civil Rights Civil Liberties Law Review 329, 331. [51] Eric Barendt,  Freedom of Speech  (2nd edn, Oxford University Press 2005) 38. [52] Caleb Yong, ‘Does Freedom Of Speech Include Hate Speech?’ (2011) 17 Res Publica 385. [53] Mavlonov v Uzbekistan Comm No 1334/2004 (27 April 2009) para 4.2. [54] Warburton (n 1) 26. [55] John Mill, On Liberty (Penguin Books 2010) 27. [56] ICCPR (n 13) art 19(2). [57] Mavlonov v Uzbekistan (n 53) para 2.6. [58] ibid. [59] Mill (n 55) 28. [60] RAV v City of St Pauls 505 US 377 (1992). [61] Owen M Fiss,  The Irony of Free Speech  (Harvard University Press 1998). [62] ICCPR (n 13) art 20(2). [63] ibid. [64] Bennett (n 27). [65] ibid. [66] ibid. [67] Malcolm Ross v Canada Comm No 736/1997 (18 October 2000). [68] ibid para 6.3. [69] ibid para 6.9. [70] ibid para 6.10. [71] ibid para 7.2. [72] ibid. [73] Paul Martin Wragg,  Critiquing the UK Judiciarys Response to Article 10 Post-HRA  (University of Durham 2009) 103. [74] ibid 104. [75] Mill (n 55) 30. [76] WW Van Alstyne, ‘Freedom of Speech and the Flag Anti-Desecration Amendment: Antinomies of Constitutional Choice’ (1991) 29 Free Speech Yearbook 96. [77] ICCPR (n 13) art 26. [78] ibid art 19(3). [79] ECHR (n 18) art 10(2). [80] Canadian Charter of Rights and Freedoms, s 2. [81] Racial and Religious Hatred Act 2006; Public Order Act 1996; Criminal Justice and Immigration Act 2008; Malicious Communications Act 1988 (amended 2003); and Criminal Justice Act 2003.

Littleton :: essays research papers

It seems for the past week or so, the entire world (yes, world, when I was in Spain they showed news coverage of this 24/7 too) has been shaken up by the school shootings in Littleton, CO (I think thats the name of the town, though don't hold me to that). What amazes me about this story is not the fact that two people went into a school and shot a bunch of people (apparently this is the seventh in-school multiple homicide in teh past 18 months), its the fact that the media has given extensive coverage this, and has exploited it for all its worth. I suppose with the impeachment trial over and done with, and the only thing remaining of that issue is a few jokes, the media needs something new to pounce on and make a dollar off of. And they have done just that. Everywhere I turn someone is talking about how terrible this tragedy is. Don't get me wrong, I think the senseless killing of people, which is pretty much what happened in this case, is wrong. The two boys who did this probably wa nted to kill themselves, and figured they'd make as big of an exit as possible, and in doing that, they have succeeded. Thats not the thing that really bothers me though, its the fact that a nation like America (and other nations too, most of my knowledge of what happened came from a British paper) can exploit something like this, and the masses can swallow it up. But I suppose it makes good news. Who is the sicker person in this case? The nazi boy who goes into a school, kills about ten people or so, or the average American who buys the newspaper with the headline of "NEO NAZI MASSACRES INNOCENT TEENS IN SCHOOL"? The boys who did this knew very well that if they were to pull off something like this, they would have the entire country (and others) all wrapped up in it. If they seriously wanted to kill people, and nothing else, they would have just blown up the entire school with everyone in it. But they didn't, and they have gotten everyone all caught up in the story. I've seen it described as "one of the worst tragedies in history". The people that make those statements have swallowed this lie hook, line, and sinker.

Like a Boss

The story is told in third person. Knowledge is unlimited. Third-person limited: The story is told from the viewpoint of one person in the story; A stream of consciousness; the uninterrupted thoughts in a character. First person: The author disappears into one of the characters who tells the story in first person; l. Objective: The narrator disappears into a kind of roving sound camera. This camera can go anywhere but can record only what is seen and heard.Theme: The theme should be expressible in the form of a statement with a subject and a predicate. It is insufficient to say that the theme of a story is motherhood or loyalty to country. Characterization: The various literary means by which characters are presented Indirect Characterization: The author shows us the characters through their actions Direct Characterization: They tell us straight out, by exposition or analysis, what the characters are like, or they have another character in the story describe them.Traumatized: Shown a s speaking and behaving as in a stage play Stock Character: Stereotyped figures who have recurred so often in fiction that we recognize them at once. Static Character: Remains the same person throughout the story Dynamic Character: The developing of a character throughout the story Epiphany: The moment or insight that usually defines the moment of the developing character's change Plot: the sequence of incidents or events through which an author constructs a story. Structure: Sequential arrangement of events in a plotConflict: Clash of actions, ideas, desires or wills. Suspense: The quality in a story that makes readers ask â€Å"What's going to happen next? † Mystery: An unusual set of circumstances for which the reader craves an explanation Dilemma: Position in which he or she must choose between two courses of action, both undesirable. Happy ending: The protagonist must solve her problems, defeat an adversary, win her man, â€Å"live happily ever after. † Indetermin ate: Unresolved. No definitive conclusion is reached. Chance: The occurrence of an event that has no apparent cause.

A Review of A View From The Bridge Essay

A View From The Bridge, a powerful play by Arthur Miller, was staged in the round at the Manchester Royal Exchange. By producing the play in the round, the action could be viewed from all angles which was a more effective way of portraying the story. It also allowed the entire stage to be used without loss of action which allowed the stage to be split into two sections – the street and inside the house. These two portions of the stage were quite obvious, being symbolised by the telephone booth (a key prop later in the play) and the dining room table. That said, other furniture such as Alfieri’s desk, seemed a little unnecessary, especially since it had to be brought in from off stage for each of Alfieri’s scenes. This wasn’t helped by the general lighting in the theatre which could never provide a complete blackout on stage due to the large amounts of windows in the upper seating areas. The stage lighting was fairly simple with neutral ‘general’ lights used for most scenes. This was developed somewhat in important scenes such as Eddie’s death and the lighting was altered (although not significantly) when Alfieri recited his monologues. However sound was used quite effectively in these scenes with the same effect being used to symbolise a change in the setting. Although the play featured very little props, when they were used, they were used to great effect such as the crates being lowered at the beginning or the characters using real food in the dinner scene and then eating it. This also helps instil a sense of realism into the play and helps the audience to relate to the storyline. Throughout the play, tension was slowly but cleverly built up to the final climax. The main character doing this was Eddie whose ever increasing hatred of Rodolpho built up the tension until the all important telephone booth came into play. From there Eddie’s desperation turned to madness and Con O’Neill’s portrayal of Eddie made him seem like something out of a horror film, which only helped to add to the tension. The lighting in the play also helped add to the tension with more menacing and ominous lights used as the play progressed through the second act. All of the characters where depicted beautifully in the play thanks to wonderful acting paired with realistic costumes, which made this play a real delight to watch. The costumes worn by the characters were simple but effective, accurately representing the style of 1940s New York. The costumes also helped contrast the personalities between Eddie and Rodolpho with Eddie’s typical ‘working man’ clothes and Rodolpho in his smart shirts and stylish shoes. The acting was let down somewhat by the voice acting of Catherine (Leila Mimmack) whose accent seem to be very variable, ranging from broad New York to almost full-on Italian. The voices of everyone in else in the play however were superb and really helped to make the play more realistic and believable. In particular Ian Redford did a sterling job, brilliantly portraying Alfieri’s helplessness and narrating the story with exactly the right tone. A moment that really stood out for me was the very last scene in which Eddie is trying to get Marco to give him back his respect. Con O’Neill portrays Eddie’s desperation magnificently and uses every part of his body to make him seem crazy, especially his facial features. The same could also be said about Nitzan Sharron’s character Marco who is so furious with Eddies, he is practically on fire. This scene is a really shocking point in the storyline which was wonderfully acted by all since the scene featured nearly all the cast. The scene was let down somewhat by the over exaggerated and unrealistic death of Eddie Carbone. Even though producing a realistic death scene is hard to do in any play, the way Eddie was stabbed and O’Neill’s acting on his death was a bit disappointing. However this may be due to the fact that the play was performed in the round and so not everyone can experience the death as it was intended. The scene was well rounded off by Alfieri who delivered his consistently good speech which helped end the scene, and the play, extremely well.

Concept and Impact of the Hegemony

Concept and Impact of the Hegemony Introduction The major objective of this study is to explore the concept of hegemony by demonstrating some examples that can enable the reader to fully conceptualize the term. In addition, the study will also examine the effects associated with transnational corporations either positive or negatives.Advertising We will write a custom essay sample on Concept and Impact of the Hegemony specifically for you for only $16.05 $11/page Learn More Finally the study will embark on discussion of the function of education with demonstration of examples from personal real life or reading. Discussion What is hegemony? Hegemony is a term with several meaning but it largely depend on the situation where the term is used. People define hegemony as the situation whereby a particular entity has power over another. However, the ability to influence and take control over political affairs is what many people consider as hegemony. In addition, many people consider hegemony as le adership or dominance of one nation up on another. Politically, hegemony is considered as a cycle in which when global power begins to lose its control or influence on a particular nation it starts to cause its down fall. For instance, Britain colony was considered as hegemony during 19th century before it began to experience troubles from its colonies such as the Indian among others. There are several theories of hegemony whose purpose is to expound on how a nation or group of people could maintain their powers. Example of hegemony is the British rule in the North America States that include the Virginia, New York and Massachusetts during the period of colonial unrest (Naiman 127). Impacts of transnational corporations Transnational corporations have both positive and negative effects on peoples’ lives for instance they bring about increase in labor productivity by training skilled manpower and supply of foreign technology. In addition to this, they pay substantial wages to the causal labor force thus improving the standard of living for the workers.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another positive impact of transnational corporation is that it stimulates local entrepreneurship through offering contracts to local industries with an aim of enhancing competition. It is also noted that transnational corporations lead to introduction of goods and services that are unavailable. In contrast, transnational corporation can led to unemployment by the introduction of labor saving technology. In addition, the coming of transnational corporation has led to the introduction of inappropriate technology, consumption pattern and products. These are some of the positive and negative effects of transnational corporations (Naiman 143). Functions of Education Education is helpful to the people being educated because it initiates the process of socializati on meaning that through education people can learn the best means through which they could relate and interact with others. However, it is through education whereby culture is transmitted for instance, education teaches people new styles of living by civilizing them. It has been noted that through education, people lives can attain certain degree of change emanating from behavioral modification. In addition, people being educated consider education as important to their lives because it promotes physical, mental and moral growth meaning that uneducated people experience low level of growth compared to educated ones. For example, a teacher can think big than a herd’s man among others. Based on this, many people have considered education vital to their lives because it empowers them to develop own ideas, opinions, responsibilities, decision making abilities and independent behavior. An example of this is how lecturers develop lesson plans for their teaching activities. Another function of education is that it brings about desirable changes in economy, social and technological areas that are crucial in determining peoples’ standards of living in every nation. For instance, education opens avenues through which people could become rich therefore b able to live luxurious lives such as driving an expensive car and living in self contained houses among others (Naiman 159). Work Cited Naiman, Joane. How societies work, class, power and change in a Canadian context. 4 Edn. London, InfoBase Publishing, 2007.Advertising We will write a custom essay sample on Concept and Impact of the Hegemony specifically for you for only $16.05 $11/page Learn More

School Uniform Issue essays

School Uniform Issue essays A Great First Step to Improving Our Nations Schools The rise of violence in todays schools is being considered the worst threat facing the youth of our nation by many school and health professionals (King 1). School officials search for answers to help improve the environment of their schools, only to see conditions continue to deteriorate. Officials have looked into using more security, turn the school year into an all year program, switching schools into magnet schools, implementing school uniform programs, and some schools have even went to the extreme of adding metal detectors in the main entrances of the school. In 1994 Long Beach Unified School District, in California, became the first major school district in the nation to implement a mandatory school uniform policy. According to an article by Jessica Portner, the policy required 83,000 elementary and middle school students to begin wearing a school uniform. Since then, school officials report a 76% drop in crime from the year before the implementation to the 1996-97 school year. The question is are mandatory school uniform policies the first step in improving the quality of education children in every school across the nation receive today? After viewing the positive results in Long Beach, President Clinton has since showed his approval of nation wide school uniform policies in his 1996 State of the Union Address. This has prompted school officials in larger school districts from New York to Chicago, and states ranging from Maryland, Florida, Louisiana, Georgia, and Virginia, all famous for troubled schools, to begin looking at and implementing school uniform policies. All of the above schools have shown a lower amount of violent crime and test scores have been on the rise after the implementation of the uniform policies (Caruso 84). With all the positive results shown in the troubled school districts having implemented school uniform policies...

What Is a Perfect Square

What Is a Perfect Square SAT / ACT Prep Online Guides and Tips What is a perfect square? How do you know if a number is a perfect square? In this article, we’ll define perfect squares, provide a list of the first 25 perfect squares (and the integers that make them up), and teach you how to tell if a number is a perfect square. What Is a Perfect Square? A perfect square is a number that can be expressed as the product of two equal integers. What does that mean? Basically, a perfect square is what you get when you multiply two equal integers by each other. For instance: $$5 * 5 = 25$$ 25 is a perfect square because you’re multiplying two equal integers (5 and 5) by each other. You can also express $5 * 5$ as $5^2$. That’s where you get the term â€Å"perfect square† List of Perfect Squares Here’s a list of the first 25 perfect squares. A hint: if you want to create a perfect square, simply square an integer! Square Integers 1 $1 * 1$ 4 $2 * 2$ 9 $3 * 3$ 16 $4 * 4$ 25 $5 * 5$ 36 $6 * 6$ 49 $7 * 7$ 64 $8 * 8$ 81 $9 * 9$ 100 $10 * 10$ 121 $11 * 11$ 144 $12 * 12$ 169 $13 * 13$ 196 $14 * 14$ 225 $15 * 15$ 256 $16 * 16$ 289 $17 * 17$ 324 $18 * 18$ 361 $19 * 19$ 400 $20 * 20$ 441 $21 * 21$ 484 $22 * 22$ 529 $23 * 23$ 576 $24 * 24$ 625 $25 * 25$ How to Tell If a Number Is a Perfect Square You can tell if a number is a perfect square in a couple of different ways. First of all, if you create a square by multiplying two equal integers by each other, then the product is a perfect square. So, $1 * 1$ is a perfect square. So is $10 * 10$ and $1,000 * 1,000$. You can also tell if a number is a perfect square by finding its square roots. Finding the square root is the inverse (opposite) of squaring a number. If you find the square root of a number and it’s a whole integer, that tells you that the number is a perfect square. For instance, the square root of 25 is 5. The square root of 26 is not a whole integer. So, 26 is not a perfect square. Key Takeaways: Understanding Perfect Squares A perfect square is a number that can be expressed as the product of two equal integers. You can tell if a number by finding its square root and seeing if that square root is a whole integer. What's Next? Getting ready to take the ACT? We have a list of31 formulas you must know to conquer the ACT. Taking the SAT instead?Here’s a list of our favorite SAT Math prep books that will help set you on the path to success. Looking to brush up on your fundamental algebra skills?A good place to start is mastering systems of equations.

A past future city vision, explaning what the main ideas were and Essay

A past future city vision, explaning what the main ideas were and commenting on the possible sucess it may or may not have had as a sustainable - Essay Example d and therefore it is not surprising that a common theme in the visions of future is addressing the challenges of growth and development of cities, without endangering the surrounding environment and employing sustainable natural resources. Built into these visions were attempts to address the issues of production of resources, its consumptions, and the threat of rising sea levels due to global warming (Ng, 2008). The vision for Washington D.C. includes the use of the military forts surrounding the city that defended it in the past to bring life to the city in the future. Sinuous towers are envisaged on these forts to enable harvesting of wind, solar energy and rainwater and the production of food through the use of hydrophonic farms. Food supply will be further augmented through communal farming on the greenway that will be created in the present avenues of the city (Ng, 2008). Addressing transportation requirements in a unique way is seen in the vision for San Francisco, based on the use of Hydro-net consisting of walls made of carbon nanotubes. The underground Hydro-net is a network that transports individuals, vehicles, water and energy in the city. The Hydro-net also acts as a resource production system with hydrogen-producing algae farms, fog catchers to collect air moisture, and water extractors to collect fresh water from an aquifer below the city (Ng, 2008). For Atlanta the vision includes the reintroduction of treated water from the old sewage system around the ground to produce a natural waterway that flows through city. The surrounding forests would be allowed to creep into the city reducing the city grid and creating new hybrid environments. The idea here is to restore the natural systems to offset the burden of the man-made infrastructure of the city (Ng, 2008). While such a competition may result in what may appear as far fetched solutions for the development, they do provide ideas and solutions for the man made problems in the cities. An example

Political cultures of texas Research Paper Example | Topics and Well Written Essays - 1250 words

Political cultures of texas - Research Paper Example This culture establishes the outer boundary of all the possibilities within the political dominion. According to ‘Texas Politics, today’ (Maxwell et al., pp. 20-39), the political culture of Texas consists of three sub-cultures: traditional, individualistic, and moralistic. The individualistic culture stresses minimum government intervention that should be limited to safeguarding individual rights while other social and political relationships should be upon private sector. One the other hand, moralistic political culture urges government intervention in social and economic matters for the well-being of the people and general welfare. Traditional subculture, however, has a different viewpoint. It states that since the political power lies in the hands of the dominating or elite group therefore role of the government should be limited to maintaining the social order and tradition. The traditional subculture dominates in East Texas while other subcultures dominate in the r est of Texas. The political culture and philosophy is elaborated under three philosophical streams: classical liberalism, social conservation, and populism. Firstly, Classical liberalism’ focus is to place political value on political measures which helps an individual to exercise full liberty until and unless others are not limited by it. It often forms opposition to the use of the government to attain social goals. They press for the market forces or private motives to provide the best outcome. Moreover, historically Texas also supported religious acceptance for civil liberties for both individualism and entrepreneurship. One of the classic examples of reputation in Texas is H. Ross Perot (political candidate and rich businessperson). Other examples also include Willie Nelson and several Texans who disobeyed social values, rejected the acceptance of race and gender like Barbara Jordan (Maxwell et al., pp. 23-25). Social conservatism came out of classical conservatism viewed liberalism with distrust and appreciated traditional hierarchical social relations. This has rooted in feudal English and European thinking. Moreover, in contemporary forms, the idea of government intervention to reinforce social relations is very well substantiated by the social conservatives. They value traditional practices such as religious beliefs and respect traditional authorities, which can include business or religious leaders. While on the other hand, socially conservatism continues to influence within Democratic Party since decades although their ideology is under the ideas of Republican Party. Populism, the third category, is concerned with well being of ordinary people and has both political and social dimensions. Popular will is the quality of doing what is right and avoiding what is wrong in political position. The idea of Populism supports government politically in managing society and the economy. Populism depends on the style and rhetorical appeal to its audience rather than on the content of the policies of the political candidates. Populism can also take socially conservative forms in its support to the political leader. Thus, populism has different positions to support, which depend on the context. Moreover, it ignores the traditional views

Developing Good Business Sense Essay Example | Topics and Well Written Essays - 750 words

Developing Good Business Sense - Essay Example McDonalds is one of those organizations that are known for continuous development in their systems. Employees at McDonalds are not only involved in manufacturing of food and different aspects of operations management, they are also well-supported by automated system, hi-tech equipments and effective supply chain management system (McDonalds-UK, 2013). A critical analysis of McDonalds’ operations helped in understanding that minimum wastage, customer-oriented approach and environmental considerations are main features that govern the performance of its employees. Hence, effective cold chain, customer services and just-in time delivery by the supplier are the main features of McDonald’s operations that also govern the task performance of its employees. Like McDonalds, KFC is also supported with highly skilled labor and automation in its system. However, there is limited attention paid to materials management in terms of supplier’s selection and waste management. Wh ere McDonalds has strategic alliances to limited suppliers, KFC has a rather extensive pool of suppliers. Yearly assessment of suppliers helps in selection for the next year. Unlike KFC and McDonalds, Amazon chose to identify the top selling items and have a readily available stock of such items. It is important to note that more than warehouse management; Amazon relies on its alliances with suppliers in different regions of the world and courier services. Therefore, employees working with Amazon are more supported with IT-based interventions than the actual manufacturing processes. McDonalds and KFC use flexible operating system when it comes to operations and materials management. They have computer-aided manufacturing programs with human intervention in a supervisory role than direct involvement in production. However, as far as delivery of ready-to-cook items and real-time cooking is concerned, it is performed through their employees. Such practice helps in ensuring that a suita ble quantity of finish product is available to meet the demands of consumers without incurring actual wastages. On the other hand, Amazon focuses on small-batch production when it comes to selection of operations and materials management. The storing capacity of Amazon is rather limited and it focuses on having strategic alliances in different regions for catering customers all around the world instead of having physical facilities across the globe. Only limited items are stored based on their past selling patterns and consumers’ demands. As far as their operations and materials management costs are concerned, McDonalds and KFC incur costs in terms of raw materials purchase, plant management and basic manufacturing, labor, inventory management and distribution (Jones, 2007). All these components are inevitable to incur as these fast food chains cannot outsource manufacturing processes. On the other hand, Amazon incurs costs because of products’ purchase, warehousing an d distribution along with human resource management. Since it does not perform direct manufacturing i.e. publishing, CD burning etc, itself, therefore it purchases ready products from publishers and vendors in different regions and deliver them to customers accordingly. Main source of costs is expected to be warehousing and d

Blakes Songs of Innocence and Songs of Experience with Walt Whitmans Essay

Blakes Songs of Innocence and Songs of Experience with Walt Whitmans Leaves of Grass - Essay Example In order to draw the relation of contrast and comparison between Blake’s Songs of Innocence and Experience and Whitman’s Leaves of Grass, it is quintessential to learn that both William Blake in his â€Å"Songs of Innocence and Experience† and Walt Whitman’s â€Å"Leaves of Grass† serve as a critique of their respective societies during the contemporary frame of time. However, Blake’s approach towards societal institutions was very much different from that of Whitman and upon this paradigm the discourse of contrast can be woven effectively for both the works. For example, if Blake’s view upon religion verses man and Whitman’s propositions upon the same area are taken into consideration, one can draw the effective conclusion that Whitman believed that existence of God is in everything and therefore God is equal to all the existing features around. To explicate this, he writes in the poem ‘Song of Myself’, â€Å"I he ar and behold God in every object, yet I understand God not in the least, Nor do I understand who there can be more wonderful than myself†. For Blake, the concept of God revolves round the unification of man with God which is more for the purpose of redeeming mankind rather than seeking the existence of God unlike Whitman, Blake had an exclusive Christian vision pertaining to the unification of God with human soul and pondered much upon the hypocrisy of religion in the Songs of Innocence and Songs of Experience.... ion verses man and Whitman’s propositions upon the same area are taken into consideration, one can draw the effective conclusion that Whitman believed that existence of God is in everything and therefore God is equal to all the existing features around. To explicate this, he writes in the poem ‘Song of Myself’, â€Å"I hear and behold God in every object, yet I understand God not in the least, Nor do I understand who there can be more wonderful than myself† (Whitman 72). For Blake, the concept of God revolves round the unification of man with God which is more for the purpose of redeeming mankind rather than seeking the existence of God unlike Whitman, Blake had an exclusive Christian vision pertaining to the unification of God with human soul and pondered much upon the hypocrisy of religion in the Songs of Innocence and Songs of Experience. In poems such as â€Å"Holy Thursday† and â€Å"The Little Vagabond†, Blake criticizes the religion as an institution by vehemently attacking the spiritual leaders who have used wrongly or more precisely abused their religious authority. The men who should guide their followers as shepherds take care of their flocks, in the eyes of Blake are actually practicing and making space for the reinforcement of a socio-economic and socio-political system that are dehumanizing small innocent children into chimney sweepers and follow a repressing action in order to curb and curtail the human emotions of love and creativity among adults. In ‘Holy Thursday’, Blake writes, â€Å"Is this a holy thing to see,   In a rich and fruitful land,   Babes reduced to misery,   Fed with cold and usurous hand?   Is that trembling cry a song?   Can it be a song of joy?   And so many children poor?  (Gillham 18) With regard to the societal criticism

Individual Essay Example | Topics and Well Written Essays - 500 words

Individual - Essay Example There are several issues associated with the speech. Consequently, analysis of the agent, agency, and overall purpose of the act indicates strengths and weakness and strengths of speech and covers all the issues in speech presentation. The agent Hillary Clinton at the time of the presentation was the first lady, the wife of serving president of America. The analysis of her personality indicates that she was outspoken, and in the speech she presented her beliefs and issues that she wanted addressed (Keyton). By use of facial appearance and voice intonation, she was able to impact the audience positively. She focused on areas that needed change and that could be addressed to achieve women freedom by enlisting the challenges faced by women in different countries. However, in the speech she indicated only the challenges faced by women and not the achievement already obtained in the process. Through limiting coverage of the successes achieved, she created a fallacy that women are totally oppressed. This notion is not true because women hav e achieved success in some issues. For instance, the women liberation movement of 1900 was able to ensure that women obtain the right to vote and own property. Therefore, despite the existing oppression of women, the freedom to vote and own property was achieved. Then, the fallacy of generalization exhibited in the speech creates a wrong picture of the whole situation (Kampf 112). The presentation of the arguments followed a specified plot, which includes the creation of awareness by illustrating the current situation and developing the objectives and visions in the process. The counter arguments were not presented fully but highlighted as, by the way, issues rather than issues to be pondered. The development of then problem was concise by following an emotive plan which was effective because it captured the attention of the audience. The focus on the issues ensured that the audience was with the presented on

Prominent Groups and Individuals in African American Civil Rights Essay

Prominent Groups and Individuals in African American Civil Rights Management - Essay Example The National Association for the Advancement of Coloured Peoples was not organized only in the eve of the Civil Rights movement. It was actually instrumental in the gradual growth of the African American political consciousness since its establishment in February 12, 1909 in New York. Apparently, it is one of the oldest civil rights organisations in the country. It was also one of the most influential. The aim of the NAACP was â€Å"to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate racial hatred and racial discrimination† (Watts 2010: 200). It is clear that the organisation was and is not just focused on the African American people. However, in the 1950s and 1960s, its objective was to arouse national consciousness about the inequalities suffered by the African Americans. In order to achieve this, the NAACP was involved in lobbying activities. Its leaders seized every opportunity to speak in public about the issues co nfronting black Americans. It also did publication work, utilizing the avenues provided by the mainstream media while publishing their own. The NAACP distinguished itself from other groups in the Civil Rights movement for its tendency to use the courts to question the legality of practices that were considered as racist or discriminatory. While the NAACP was more focused then making the public aware of the issue of racial equality and litigation, the Congress of Racial Equality or CORE was one of the first groups that took an active role in consolidating the ranks of civil rights advocates among the ranks of the students. CORE was founded in 1942 by students based in Chicago. The group was greatly influenced by the principles laid out by Mahatma Gandhi and Henry David Thoreau. Its aim was to secure equality for all people throughout the globe (deGregory 2009). At first, CORE was interracial and it does not have a formal organisational structure. However, as it tried to realise its a ims, it expanded to the south, where African Americans were suffering the brunt of racial discrimination. Its working-class black membership swelled and soon CORE’s immediate objective was geared towards the end of the Jim Crow laws and racial segregation and discrimination of the African Americans in general. CORE became a trailblazer in employing militant but non-violent actions to further its cause. It was one of the first groups in the Civil Rights movement to apply coercive non-violent tactics. Among its most prominent actions are the Journey of Reconciliation in 1946 and Freedom Ride in 1961. The Southern Christian Leadership Conference became widely known, especially because it was able to produce leaders like Martin Luther King, Jr. It was founded in 1957 by a group of mostly African American church ministers. The SCLC â€Å"mirrored a basic fact about the leadership in the Southern black movement of the 1950s and 1960s: ministers wielded influence out of all proport ion to their numbers† (Fairclough 2001: 13). The SCLC’s aim was also to eradicate social ills, including racial discrimination which at that time was in the form of Jim Crow laws and racial segregation. The organisation’s immediate objective then was to mobilize the churches for Civil Rights movement. Its methods were mainly in the forms of boycotts and other similar

Individual Essay Example | Topics and Well Written Essays - 500 words

Individual - Essay Example There are several issues associated with the speech. Consequently, analysis of the agent, agency, and overall purpose of the act indicates strengths and weakness and strengths of speech and covers all the issues in speech presentation. The agent Hillary Clinton at the time of the presentation was the first lady, the wife of serving president of America. The analysis of her personality indicates that she was outspoken, and in the speech she presented her beliefs and issues that she wanted addressed (Keyton). By use of facial appearance and voice intonation, she was able to impact the audience positively. She focused on areas that needed change and that could be addressed to achieve women freedom by enlisting the challenges faced by women in different countries. However, in the speech she indicated only the challenges faced by women and not the achievement already obtained in the process. Through limiting coverage of the successes achieved, she created a fallacy that women are totally oppressed. This notion is not true because women hav e achieved success in some issues. For instance, the women liberation movement of 1900 was able to ensure that women obtain the right to vote and own property. Therefore, despite the existing oppression of women, the freedom to vote and own property was achieved. Then, the fallacy of generalization exhibited in the speech creates a wrong picture of the whole situation (Kampf 112). The presentation of the arguments followed a specified plot, which includes the creation of awareness by illustrating the current situation and developing the objectives and visions in the process. The counter arguments were not presented fully but highlighted as, by the way, issues rather than issues to be pondered. The development of then problem was concise by following an emotive plan which was effective because it captured the attention of the audience. The focus on the issues ensured that the audience was with the presented on

Contracting and Procurement in Project Management College Essay

Contracting and Procurement in Project Management College - Essay Example However, it is also important to understand that the terms of each contract mostly vary from project to project depending upon the requirements of the each project. These terms largely depend upon the preference for quality, economy, flexibility as well as speed with which agreed terms and conditions of the contract can be delivered. Under these contracts, the allowable costs associated with the contract are identified first as these costs would be major costs to make buying and selling on the agreed terms of the contract. All the costs incurred therefore by the sellers are reimbursed by the buyer in the end according to the agreed terms of the contract. This type of contract can be highly risky for the buyer because the total costs associated with the contract always remain uncertain despite they are being identified. Any cost over-runs has to be borne by the buyer if contract terms go awry and does not remain within the control of either the buyer or the seller. However, on the positive side, scope changes in such kind of contracts are easy to make and buyer can do it anytime he wants however, this may increase the total cost of the contract. As discussed above that the cost reimbursable contracts are highly uncertain therefore contractors have very little ambitions or advantage to produce efficiently and productively. However, such kind of contracts helps contractors or sellers to pass on the increasing costs to the buyer. Such types of contracts are used when there is a greater uncertainty associated with the project and are used for projects which involve large investments being made in early part of its life. There are also sub-types of cost reimbursable contracts. These are: 1) Cost plus Fee are contracts where contractors are not only reimbursed of their total cost incurred but also a certain percentage of the overall cost of the contract. The percentages are decided before entering into the contract and are mostly documented in the contract. 2) Cost plus fixed fee are contract where the whole cost is charged back along with certain agreed fixed fee as the contract completion fee. This fixed fee is often considered as the profit of the seller. (contractmanagement.com, 2007). 3) Cost plus incentive is a type of contract where the buyer not only reimburse the total cost to the seller but also provide a certain amount as an incentive fee for exceeding the performance against the agreed contract terms. Such kind of terms may ensure better performance on the part of the seller as it provide them an added incentive to perform and execute the contract in most efficient way. This type f contract can beneficial to both the buyer and the seller if well written and can be a good alternative to the cost reimbursable contract. Fixed Price Contracts Such types of contracts fix a certain specific fee for the goods and services to be rendered before entering

Identifying Risk of Harm to Child

Identifying Risk of Harm to Child Child Protection Scenario What indicators of risk of harm can you identify in the scenario? Georgia appears rather agitated when her brother comes to pick her up Georgia pulls away when her eldest brother Peter goes to pick her up Staff members are noticing that Georgia is seeming withdrawn from activities lately Staff members have noticed that for the past two weeks Georgia has been regressing in toilet training has been wetting her bed every day When having a conversation with Georgia she tells you how she doesn’t like when Peter comes into her room at night when she’s asleep What would you say to Georgia in response to the above conversations? What action would you take based on the scenario? Talk to your director about what you have observed and conversations you have had with Georgia. Keep written documentation on everything you have observed kept in a locked cupboard in the child’s file. Access the Mandatory Reporters Guide and answer the questions and from there it will direct you on what to do next. Always follow the correct steps and remember that best interest of the child is paramount. Protecting a child’s wellbeing is a shared issue between a number of different organisations and individuals. (Council of Australian Governments, 2010) What are the key points to remember in responding to a child’s disclosure (verbal and non-verbal)? When responding to a child’s disclosure keep your facial expressions calm and don’t act shocked. Always listen very closely, getting down to eye level and thank the child for confiding with you. Let the child know that she/he isn’t the first person this has happened to and always talk age appropriately. (Child Wise, 2012). Never ask direct questions and wait for the child to come to you first. Ensure that you don’t pass any of your own personal judgement onto the child and respond in ways that make her feel safe and that you genuinely care about her. (Briggs and Buttrose, n.d, pp. 238-239) According to the policy, outline the steps you would take in response to the situation; The Make Believe Pre-School has a duty of care and obligation to defend the child’s rights to care and protection. The Pre-School must abide by all relevant Child Protection Legislation and must have procedures in place to ensure this and by promoting child protection awareness in the community through support of parents. There are various legislative requirements that the Make Believe Pre-School management committee can use to help them to develop a framework for the protection of children and also to ensure that staff know what needs to be done in relation to child protection. Their Child Protection Policy clearly states that; All staff have the responsibility to report to Department of Community Services (DoCS) for suspected Risk of Significant Harm (RoSH). Observe and document all signs of RoSH and keep in a locked file in the childs folder Report to the authorised supervisor Refer to the MRG to determine what process to follow Ensure children know that they never deserve to be harmed or abused What record keeping and documentation would be necessary in this situation? Take extreme care that all documentation for a child at risk of significant harm is kept confidential and in a locked file under the child’s name. Observe the child closely and document any further conversations always including a clear description, date and time. Any personal opinions or judgement should not be included in documentation. (Farrell and Sheringham, n.d, p. 186). If you have any telephone conversations with outside agencies be sure conversation is on speakerphone with another person present. Consult with your director on a regular basis on the situation of the child and print off any MRG decisions and keep in a confidential folder. Identify the potential ethical concerns. How might you respond to this concern? Who would you seek support from? There is clearly a cultural and family issue in this scenario. There is also a language barrier as an interpreter is needed for the mother. This has the potential for information to be misunderstood and the correct information not to be communicated successfully. The Early Years Learning Framework (EYLF) encourages diversity and respecting cultures. Georgia belongs to two different cultures, Australian and Chinese and as educators we need to respect the diversity of the child. (DEEWR, 2009, p. 13) We also need to understand the long term concerns for the child and the family, if it is found that Georgia is being abused. The (Early Childhood Australia, 2006) Code of Ethics encourages us to learn as much as we can about the culture, customs, lifestyle and language of our children. The school should express its concerns to the Department of Education’s Children’s Wellbeing Unit or a Family Referral Service (Farrell and Sheringham, n.d, p. 191). We should seek support from the local church which the family attend, other family members, other people in the community who know the family well and a Chinese language interpreter. We must ensure that all information regarding the child remains confidential and any information passed on is on a ‘need to know’ basis. What strategies would you put in place to protect the rights of the child and maintain your professional relationship and duty of care with Georgia and her family? As the (Australian Children’s Education and Care Quality Authority, 2012), expresses in Standard 2.3, Element 2.3.4, that â€Å"every educator, co-ordinator, family dare care educator assistant and staff member has legal and ethical obligation to act and protect any child who is at risk of abuse or neglect.† Australia is a part of the United Nations Convention on the Rights of the Child and as signatories to this, we recognize that every child has the right to protection and never to be hurt by others, also to always have the best interests of the child first (The United Nations, 1989). To maintain a professional relationship and duty of care to Georgia we need to remember to never be judgemental and that Georgia knows she is respected and trusted in the Pre-School. The privacy of Georgia and her family is essential in any discussions regarding Georgia’s safety and wellbeing. If the child is deemed to be RoSH the family may not be informed of the process as it co uld cause risk to the child and it’s their interest which are a priority. As Georgia’s family has a. high status in the community there is potential for disbelief of the proposed sexual abuse. (Briggs and Buttrose, n.d, pp. 238-239). Staff are not allowed to become overly involved or emotional in this situation, follow the correct process, act when you need to and always keep information clearly documented. References Briggs, F. and Buttrose, I. (n.d). Child Protection: The Essential Guide for Teachers Other Professionals Whose Work Involves Children. Australia: JoJo Publishing. Child Wise (2012). Wise up to sexual abuse. Available at: http://childwise.blob.core.windows.net/assets/uploads/files/Online%20Publication/W iseUp_to_Sexual_Abuse_Booklet.pdf (Accessed: 26 March 2015) Council of Australian Governments (2010). Protecting children is Everyone’s Business. Available at : http://www.dss.gov.au/site/default/files/documents/pac_annual_rpt_0.pdf (Accessed: 30 March 2015) Department of Education, Employment and Workplace relations (DEEWR) (2009). Belonging, Being Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR Early Childhood Australia (2006). Code of Ethics. Available at http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf (Accessed: 28 March 2015) Farrell, M. and Sheringham, M. (n.d). Protecting Children and Young People: Identify and Respond to Children and Young People at Risk. Australia: TAFE NSW Divisions Resource Distribution Centre. Australian Children’s Education and Care Quality Authority (ACECQA) (2012). Guide to the National Quality Standard. Sydney, N.S.W. The United Nations (1989). Convention on the Rights of the Child. Available at: http://www.ohchr.org/en/professionalinterest/pages/crc.aspx (Accessed: 28 March 2015) M Lyons1 of 5

Alcohol :: essays research papers fc

It has been stated in each research source that hazing and particularly binge drinking is the most serious problem affecting social life, academic life, and health on college campuses today. The journal article pertaining to this issue, How Harvard’s College Alcohol Study Can Help Your Campus Design a Campaign Against Student Alcohol Abuse (CAS: Campus Alcohol Study for short), focuses more heavily on binge drinking and prevention than it does on the Greek system itself. The authors, Wechsler, Nelson, and Weitzman, contend that binge drinking is a nationally recognized problem but has not been studied efficiently enough to warrant effective prevention plans. The purpose of this article is to share with the public the results of a survey representing 50,000 students in 140 colleges, in 39 states. This is the first nationally representative survey of its kind and the analysis of its outcome by the authors of this article has resulted in seemingly sound prevention ideas. To begi n interpreting the binge drinking phenomenon, a solid understanding of the term must be presented. Binge drinking is defined by all the articles as consuming five or more drinks in rapid succession (four or more for women) at least once in a two week period. Shockingly, the College Alcohol Study (CAS) found that two out of every five college students binge drink. The authors of this article argue that binge drinking has negative effects not only on the drinkers, but also on the entire student body. The binge drinker might get alcohol poisoning, other related physical injuries, or weakened academic performance, while the non-binging students are subjected to insults, arguments, vandalism, physical and sexual assaults, and loss of sleep due to alcohol influenced peers. The next topic that the article gets into is the different areas that change need be made to lessen the presence of binge drinking and ways in which these changes might be made. The first idea presented is that simply e ducating students about alcohol abuse and related problems is not effective. The CAS shows that four out of five students have been exposed to anti-alcohol education and still two out of these five binge drink, let alone drink at all. In fact, Wechsler, Nelosn, and Weitzman state that most members of predominant binge drinking groups like athletes and Greek organizations openly admit to being educated in this area. These findings display how ineffective alcohol education on college campuses is.

Computer Ethics Essay -- Ethics Morals Morality

As of September 2003, there were approximately 70 million Americans or about 62 percent of the American population had at least one home computer. Another statistic is that about 55% of people also have internet on there home computers. In everyday life it is important for a person to have good ethics; this is also true about computer usage. Due to the fact that more then half of the American population owns computers, computer ethics are a growing concern in a rapidly changing society. Computer ethics can be broken down in to many topics including piracy, hacking, viruses, spam, phishing, and responsibility of use of software, cyber porn, and invasion of privacy and the use of the computer in the work place. Also there are many issues both moral and professional that a person who uses a computer might face. Piracy which by definition is reproduction, distribution and use of software without permission of the owner of copyright, poses some serious ethical problems. The free exchange of copyrighted materials is piracy as it undermines the ability of copyright holders (and their representatives) to control the sale and distribution of goods to which theyÂâ€"and only theyÂâ€"own the rights. Probably the best known and most widely practiced form of piracy is the distribution of copyright protected music files via popular file sharing programs such as Kazaa and Limewire. As bandwidth increases, the "sharing" of movies and television shows on the Internet is likely to increase as well. Although file sharing is quite common, that does not mean it is okay. Another ethical problem with computers is hacking. Hacking is the computer equivalent of breaking and entering. A computer hacker uses his or her skills to gain unauthorized access t... ...rious consequences could surface which could ultimately lead to a loss of ones job. There are certain times and places were looking at different websites is ok and other times were it is just not acceptable. As previously mentioned, computer ethics in some peoples eyes greatly changed based on were the computer you are on is located. There is a completely different set of ethics for work computers. Not only do ethics come into play in workplace with computer use but so do morals. It is very important for a person to be able to know the fine line between what is ok for work and what is not acceptable. This can vary from harassment through things like email to just visiting the wrong kinds of site. In my research I have found that many companies are actually coming up with ethical commandments for the work place to further define the line between right and wrong.

Changes and Continuities of Islam Essay

The period from 600 C.E to 1450 is often referred to as the Post Classical period. There were many developments and reforms that occurred during this period however one of the most important events that happened was the establishment and the spread of Islam. Islam is a very prominent religion in the world for its profound values and principles. During the Post Classical Era, Islam from the Middle East was considered a persistent religion but it also went through many altercations as the society changed over time. The first major change is that Islam was born and developed over time. Before 600 C.E, Middle East was not such an organized society because its people worshipped several thousand gods as idols and used them for corrupted purposes. However, this man called Mohammad sought to change the society, considering it being so fraudulent. He soon then developed the religion of Islam, missioned by the angel from God, and the first pilgrimage to Kaaba occurred in 632 C.E. From there the religion of Islam grew popular and spread to many different regions of the world such as North Africa to Spain. By that, it can be known that many people began to worship the religion. The second change is that as different people start to adopt the religion, powers changed. Even from when Mohammad died, people even split for whom they wanted to give the power to. There were various conflicts in choosing the power. The third major change was in the gender relationships. Even though the Islamic society was highly patriarchal, women enjoyed a more active and stronger voice in society and were allowed to take highly valued roles in government, business, and education as the time passed. The continuities of Islam in the Middle East were in the aspects of trade, gender relationship, education and tradition. Muslim merchants, pilgrims, and missionaries continued to trade over the Silk Road even though time passed. Trade improved agricultural productions, which eventually resulted in the development of commercial centers. Maritime trade in the Red Sea, Persian Gulf, Arabian Sea, and Indian Ocean also continued but the  number of trades increased gradually. Even though the above paragraph illustrate how the women were able to gradually gain power the dominant power of males continued. Though the Quran recognized women as honorable and equal to men, the practice of veiling women created a symbol of male authority in the Islamic community. Education was always one of the most essential aspects of the Muslim society. Missionaries, mosques, and Islamic educational institutions were established throughout the dar al-Islam. Baghdad continued to flourish as a center of learning and culture. Also, Arabic remained as the language of religion, theology, philosophy and law, while the Persian language dominated literature, poetry, history and political reflection. Talking about language, most of the rituals and tradition carried on. As Muslims made the pilgrimage to Mecca (Hajj) constantly, mosques and inns were continuously established. Over the centuries these pilgrims helped to spread Islamic beliefs and values. The global aspect of Islam is emphasized since Islam is one of the cultures that spread very widely throughout the world and became one of the most prominent religions in the world. It influenced the cultures of the countries of North Africa such as the famous Mali and Spain. Mali ruler Mansa Musa observed Islamic tradition by making his pilgrimage to Mecca (Hajj) in 1324-1325. He gave out gold all along his journey. Upon his return to Mali, he built mosques, particularly in the trading cities frequented by Muslim merchants. He also sent students to study with distinguished Islamic scholars in North Africa. He had 500 slaves on his trip to Mecca. Like this, Islam basically supplemented traditional religions of Africa and other regions of the world that got affected by the religion. Therefore, the Islam from the Middle East in the Post Classical Era made effort to be a persistent religion but never was afraid of altercations to become a better religion for the people to worship.

Limiting The Freedom Of The Press Essay

Advertising is a powerful and effective source of information in our everyday life just like TV or internet. Advertisers use ads to encourage people to get products and make products more applicable to them. Respectively, advertisers should allow the freedom of the press. Freedom of the press is freedom of communication and the right to publish newspapers, magazines, and other printed matter without governmental restriction or any restrictions. Gloria Steinem argues effectively that advertisers are controlling the freedom of the press, since they are determining what women should receive or should not. To support her argument she mentions compromises she encountered when she made rules accepting ads in Ms. Magazine. One of Gloria Steinem goals in Ms. Magazine was to add gender neutral ads in her magazine, She wanted to introduce stuff like cars and electronics, such ads were not common in regular women’s magazine. Nevertheless, she encountered negative attitudes by many companies. She mentions, â€Å"U.S carmakers firmly believe that women choose the upholstery color, not the car, but we are armed with statistics and reader mail to prove the contrary. A car is an important purchase for women, one that is such a symbol for mobility and freedom that many women will spend a greater percentage of income for a car than will counterpart men. (Steinem 233)† Using this example Gloria Steinem shows that some companies have the idea that women are shallow and they only care about the outer look not about the over all the performance. Because of their outrageous mentality they are refusing to put ads of their products in women magazines. Nevertheless, Steinem by convincing foreign car makers to advertise in her magazine. She proved that women are equally important customers as men and women’s market should be taken seriously. Thus according to advertisers women do not understand technology, and such ads are not made for them. Ads advertisers are placing  in women magazines are different from the ads that are placed in other magazines. It was clearly stated when U.S car companies refused to put ads of their products in Ms. magazine while they usually do it in other ones. Refusing to introduce certain ads in women’s magazine for unconvincing reasons and the examples Gloria Steinem introduced strengthen her argument that advertisers are choosing their audience and determining the what each group of people should get. She provided another example to further support her argument,: Steinem points out to cigarettes. She mentions Essence, a magazine that was the only national magazine for African American women. This magazine had praised cigarettes and posted ads of models smoking, encouraging black women to smoke. And then Gloria Steinem states â€Å"According to California statistics, African American women are more addicted to smoking than the female population at large, with all the attendant health problems. (Steinem 243).† Therefore, Advertisers that represented cigarettes ads in this women magazine are the reason that black women are more addicted to smoking than other female population. Ads promoted smoking regardless of its unhealthy dreadful effects and that fact that it causes deaths. By pointing out such example, Steinem further supports the idea advertisers choose what they want to introduce to their audience. Steinem also shows that ads promote products regardless if they are good or not. Gloria Steinem mentions that ads in women magazines are different from those in neutral gender magazines. She states â€Å"The same companies that insist on recipes in women’s magazines place ad in people where there are no recipes. Cosmetic companies support the New Yorker, which has no regular beauty columns, and newspaper pages that has no â€Å"beauty atmosphere (Steinem 239) â€Å". She includes another prove, â€Å"We also explain that placing food ads only next to recipes and how-to entertain articles is actually a negative for many women. It associates food with work- in a way that says only women have to cook- or with guilt over not cooking and entertaining. Why not advertise food in diverse media that don’t always include recipes (thus reaching more men, who have become a third of all supermarket shoppers anyway and add the recipe interest with specialty magazines like Gourmet (a third of whose readers are men)? (Steinem 238).† Gloria Steinem explains that advertisers have double standard. They introduce different ads to different group of  people that affects them in certain ways (introducing recipes in women’s add made them feel obligated to cook.). The ads that are in women’s magazines are different form those that are in other magazines. Hence, advertisers don not have a specific criteria in making their ads.They just provide what they think a certain group of people should receive. On the other hand, advertisers should not determine what women should receive. Advertisers should have one criteria introducing their ads to all audience, not different ads for different audience. Steinem states this idea to open the eyes of her readers that advertisers by doing this are actually limiting the freedom of advertising. Not that having advertisers choose the audience that receive certain ads was not bad enough. Advertisers now have their own rules and orders that should be applied before placing their ads in a certain magazine. Gloria Steinem states â€Å"Meanwhile, advertisers’ control over the editorial content of women’s magazines has become so institutionalized that it is sometimes written into â€Å"insertion orders† or dedicated to ad salespeople as official policy- whether by the agency, the client, or both.† And then she mentions some of the orders that were given to women’s magazine effective in 1990. â€Å"An American Tobacco company order for a Misty Slims ad noted that the U.S government warning must be included, but also that there must be: â€Å"no adjacency to editorial relating to health, medicine, religion, or dead (Steinem 241).† Besides the fact that advertisers are using different ads for different group of people, advertisers have their own rules and orders for their ads. They are requiring praise for their products. And this made new fields like â€Å"beauty writing† to be invented. This kind of writing praise products to oppress and push women to buy certain products. By mentioning some of the rules advertisers ask for, Steinem shows that instead of giving the freedom to include whatever editorial texts to be included, advertisers are choosing what to and not to be included in a certain ad or around a certain ad. Steinem relates this to her argument, because by choosing what editorials text should be included and by having specific demands and orders advertisers are clearly limiting the freedom of the press. Gloria Steinem shows how women’s magazines are filled with ads rather than  content . She mentions how ads makes the greater part of women’s magazines. â€Å"I picked up a variety of women’s magazines for February 1994, and counted the pages in each one (even including the table of contents, letters to editors, horoscopes, and the like) that were not ads and/or copy complementary to ads. Then I compared that number to the total pages. Out of 184 pages, McCall’s had 49 that were nonad or ad-related (Steinem 241).† She mentions more magazines and all of them had small portion that was nonad or ad-related. What Steinem is trying to show, is that women’s magazines are out of content. They are mostly ads. Whereas, looking back, women’s magazines had more meaningful content. â€Å"As older readers will remember, women’s magazines used to be a place where new young poets and short story writers could be published. Now, that’s very rare (Steinem 243).† Steinem uses comparison to show how women magazines have changed as time passed. It’s clearly that they worsened. They became meaningless and they lacked real and interesting information. This lack of reality and creativity in women’s magazines caused them to be repetitive; all going over the same products but in different editorial styles. This takes us back to Steinem main argument that advertisers are limiting the freedom of the press since they are the ones who control what a magazine would and wouldn’t have; and that is because they are they are paying to the articles that looks more applicable to the products they are advertising. Gloria Steinem was sufficient supporting her main argument, she stated clearly how advertisers choose their audience and determine what they should receive, how ads in women’s magazine differ from other ones, how advertisers are making their own rules and orders ,and finally how women’s magazine changed negativity during time. For all these reasons she mentioned, she proved that advertisers are not allowing the freedom of the press, they are actually limiting it and taking control over it. Work citation: Steinem,Gloria. â€Å"Sex lies and Advertising.† Signs of Life in the USA:Readings on Popular Culture for Writers, Sixth Edition. Ed.Sonia Massik, Jack Solomon. Boston, New York: Bedford/St. Martin’s,2009. 227-247. Print.

Compare and contrast Japan and European feudal systems

These upper CLC asses had a large class of commoners to rule over. They also both had similar ethics in the warrior class Like the Code of Conduct for the Knights and the Bushier for the Samurai. These â€Å"codes† were rules and guidelines that the warriors lived by that governed them socio politically, and ethically. Finally both systems had a strong military influence thanks t o a strong warrior class that led to many warring kingdoms within the civilizations.Also this Cree dated a strong defense system as constant attacks by enemy kingdoms threatened the lords r lull. They both built castles with curved walls to make attacks harder. These two feudalistic civilizations had differences in structure and ethics. The majority Y of difference between the two lies in the warrior class. Although they shared similar o verbal oleos In their respective systems they had many differences. One of which being there armor; knights had heavy metal armor that was sturdy but very hard to hau l around d.Samurai had leather armor with strips of iron infused into various spots of their nun form. Also Samurai led a more honorable lifestyle. Knights practiced chivalry but It paled In com parson to the Samurai way of life. Japanese warriors for starters committed suicide instead o admitting defeat or capture. Also they were above peasant people so they would not pillage villages or harm commoners. Japan held their warriors to a moral code that governed them to

Forensic Essay Example | Topics and Well Written Essays - 250 words

Forensic - Essay Example Secondly, the entire scene has to be documented with the specific location of where the evidence was found indicated. Thirdly, the digital evidence is collected, labelled and preserved. After that, the already secured evidence is packed and transported in a secure manner. Lastly, it is presented in court without any alterations. It is important to follow all the steps in order maximise on the viability of the evidence. Poor handling of the evidence, is likely to render it in usable due to tampering (CDESF Working Group, 2006). Once at the scene, I had to ensure that I record what is visible on the screen as I wait the full legal authority team to seize the evidence to continue with further examination of the computer. After seizing the computer, I will label, pack and transport it to a secure place so that it can be used to provide evidence. Encryption was used in the past to prevent people from viewing incriminating files (Taylor, Haggerty, Gresty, & Hegarty, 2010). A message is encoded using a particular key, hence making it impossible for anybody to decrypt it. Lastly, media database systems can be unified into one. Encryption and stenography can be used legitimately by forensic examiners to ensure that there is minimal tampering with the collected evidence. Stenography was used in the past to ensure confidential communication. Secondly, it can be used to protect data since it is

Mathematics classes Essay Example | Topics and Well Written Essays - 1000 words

Mathematics classes - Essay Example Teachers, who study mathematics for the foreign speaking students, should be aware of the fact, that the knowledge they try to give, must be combined with clear explanation and patience. Various strategies exist for those who have to teach mathematics to the students in combination with the language problems. Thus, it would be interesting to observe the two different strategies, which two teachers have in this relation. The use of various strategies for teaching children mathematics is essential; it often appears at present that the knowledge and idea of mathematics are wrong between people, and thus the role of the teacher is to make the mathematical knowledge full, sufficient and clear. The strategies to use in teaching mathematics directly depend on the knowledge teachers have themselves, and the studies conducted in this connection, proved that the way the teachers were teaching their pupils mathematics, their structural and instructional decisions were directly dependent on the knowledge in mathematics they had themselves. In relation to foreign speaking students, it is even more important to have a closer look at the use of not only mathematics' teaching strategies, but also the use of LEP and ESOL. 'The current debate concerning what students should learn in mathematics seems to set proponents of teaching computational skills against the advocates of fostering conceptual understanding and re flects the wide range of beliefs about what aspects of mathematics are important to know'. (Liping, 1999) For example, Mrs L was teaching mathematics with a special accent on the multidigit multiplication. One of her strategies was to create the series of lectures (lessons), and the group which she taught was absolutely heterogeneous in relation to the level of skills and knowledge. She paid special attention to the children with exceptionalities, as there were two pupils who were able to perform this computation without any difficult and displayed exceptional abilities towards computation. These children, attending lessons together with the rest of the group, also acquired special tasks separately from the other pupils. The creation of this strategy has been caused by her deep knowledge of the structures in multidigit computation, as well as the wide range of combinations and the special approach towards problem-solving. She was able not only to teach students the necessary skills, but to teach them the general knowledge of problem-solving, giving them the basis for the further develop ment. Mrs B was able to create her own strategy of teaching children mathematics through the special accent on the negative numbers understanding. Making the foreign-speaking pupils understand negative numbers is a challenge, and she was successful in creating her own strategy. Her aim was not only to develop the knowledge of negative numbers, but to make her pupils successful mathematical thinkers. She was able to understand the ways of representing the key mathematical ideas to her pupils, through clear language and descriptive meanings. Her associations of negative numbers with magic peanuts and a frog on the number line, gave her own ideas for connecting negative numbers with the association of money and the similar building model. The choice of the models themselves was complex,