Essay on Discussing Literary Genre - 944 Words

To define genre is to embark on a conjectural journey within a theoretical minefield. Genre theory has drawn immense debate and contemplation throughout literary history, however, several conclusions have emerged. Genre types are unfixed categories whose characteristics differ considerably among the specific genres; furthermore, the role of literary history plays a significant role in discussions of genre, for genre types evolve and shift with each new literary text. An approach to the discussion of genre, family resemblances, illustrates similar conventions among texts within a genre, but there are significant problems in this approach. There are several ways to discuss genre, and although problems abound in any approach, the subjective†¦show more content†¦However, the problem of selection arises, for which texts can claim to be representative of a genre? Moreover, who decides the selection of these texts? The consideration of specific characteristics in literature introdu ces problems regarding the classification of literary works. The choice of characteristics taken into account is essential to the discussion of genre types . The characteristics of specific genres shift throughout history to accommodate variations in the category that occur; the defining characteristics of a particular genre can alter so drastically that the preliminary era in a new genre may not resemble the modern literary works in that genre. The works of Edgar Allan Poe, considered to be the father of the modern short story, show the contrast between the classification of short fiction in the 19th century and today. Poeamp;#8217;s short story, amp;#8220;The Murders in the Rue Morgue;, provides suspense and mystery; however, the story does not include the main characteramp;#8217;s moment of consciousness, the key ingredient in classifying modern short stories. Although amp;#8220;The Murders in the Rue Morgue; does not entail a moment of revelation, the story was regarded as short fiction in 1841. The contrast between early short fiction and the modern short story demonstrates the varying qualities of the genre between its preliminary stages and the present, and shows the substantial transformation which occurred within the genre.Show MoreRelatedDiscussing Literary Genre973 Words   |  4 PagesTo define genre is to embark on a conjectural journey within a theoretical minefield. Genre theory has drawn immense debate and contemplation throughout literary history, however, several conclusions have emerged. Genre types are unfixed categories whose characteristics differ considerably among the specific genres; furthermore, the role of literary history plays a significant role in discussions of genre, for genre types evolve and shift with each new literary text. 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Digital Fortress Chapter 107-109 Free Essays

Chapter 107 Susan had no idea how much time had passed. A burning in her throat pulled her to her senses. Disoriented, she studied her surroundings. We will write a custom essay sample on Digital Fortress Chapter 107-109 or any similar topic only for you Order Now She was on a carpet behind a desk. The only light in the room was a strange orange flickering. The air smelled of burning plastic. The room she was standing in was not really a room at all; it was a devastated shell. The curtains were on fire, and the Plexiglas walls were smoldering. Then she remembered it all. David. In a rising panic, she pulled herself to her feet. The air felt caustic in her windpipe. She stumbled to the doorway looking for away out. As she crossed the threshold, her leg swung out over an abyss; she grabbed the door frame just in time. The catwalk had disappeared. Fifty feet below was a twisted collapse of steaming metal. Susan scanned the Crypto floor in horror. It was a sea of fire. The melted remains of three million silicon chips had erupted from TRANSLTR like lava. Thick, acrid smoke billowed upward. Susan knew the smell. Silicon smoke. Deadly poison. Retreating into the remains of Strathmore’s office, she began to feel faint. Her throat burned. The entire place was filled with a fiery light. Crypto was dying. So will I, she thought. For a moment, she considered the only possible exit-Strathmore’s elevator. But she knew it was useless; the electronics never would have survived the blast. But as Susan made her way through the thickening smoke, she recalled Hale’s words. The elevator runs on power from the main building! I’ve seen the schematics! Susan knew that was true. She also knew the entire shaft was encased in reinforced concrete. The fumes swirled all around her. She stumbled through the smoke toward the elevator door. But when she got there, she saw that the elevator’s call button was dark. Susan jabbed fruitlessly at the darkened panel, then she fell to her knees and pounded on the door. She stopped almost instantly. Something was whirring behind the doors. Startled, she looked up. It sounded like the carriage was right there! Susan stabbed at the button again. Again, a whirring behind the doors. Suddenly she saw it. The call button was not dead-it had just been covered with black soot. It now glowed faintly beneath her smudged fingerprints. There’s power! With a surge of hope, she punched at the button. Over and over, something behind the doors engaged. She could hear the ventilation fan in the elevator car. The carriage is here! Why won’t the damn doors open? Through the smoke she spied the tiny secondary keypad-lettered buttons, A through Z. In a wave of despair, Susan remembered. The password. The smoke was starting to curl in through the melted window frames. Again she banged on the elevator doors. They refused to open. The password! she thought. Strathmore never told me the password! Silicon smoke was now filling the office. Choking, Susan fell against the elevator in defeat. The ventilation fan was running just a few feet away. She lay there, dazed, gulping for air. She closed her eyes, but again David’s voice woke her. Escape, Susan! Open the door! Escape! She opened her eyes expecting to see his face, those wild green eyes, that playful smile. But the letters A-Z came into focus. The password†¦ Susan stared at the letters on the keypad. She could barely keep them in focus. On the LED below the keypad, five empty spots awaited entry. A five-character password, she thought. She instantly knew the odds: twenty-six to the fifth power; 11,881,376 possible choices. At one guess every second, it would take nineteen weeks†¦ As Susan Fletcher lay choking on the floor beneath the keypad, the commander’s pathetic voice came to her. He was calling to her again. I love you Susan! I’ve always loved you! Susan! Susan! Susan†¦ She knew he was dead, and yet his voice was relentless. She heard her name over and over. Susan†¦ Susan†¦ Then, in a moment of chilling clarity, she knew. Trembling weakly, she reached up to the keypad and typed the password. S†¦ U†¦ S†¦ A†¦ N An instant later, the doors slid open. Chapter 108 Strathmore’s elevator dropped fast. Inside the carriage, Susan sucked deep breaths of fresh air into her lungs. Dazed, she steadied herself against the wall as the car slowed to a stop. A moment later some gears clicked, and the conveyor began moving again, this time horizontally. Susan felt the carriage accelerate as it began rumbling toward the main NSA complex. Finally it whirred to a stop, and the doors opened. Coughing, Susan Fletcher stumbled into a darkened cement corridor. She found herself in a tunnel-low-ceilinged and narrow. A double yellow line stretched out before her. The line disappeared into an empty, dark hollow. The Underground Highway†¦ She staggered toward the tunnel, holding the wall for guidance. Behind her, the elevator door slid shut. Once again Susan Fletcher was plunged into darkness. Silence. Nothing except a faint humming in the walls. A humming that grew louder. Suddenly it was as if dawn were breaking. The blackness thinned to a hazy gray. The walls of the tunnel began to take shape. All at once, a small vehicle whipped around the corner, its headlight blinding her. Susan stumbled back against the wall and shielded her eyes. There was a gust of air, and the transport whipped past. An instant later there was a deafening squeal of rubber on cement. The hum approached once again, this time in reverse. Seconds later the vehicle came to a stop beside her. â€Å"Ms. Fletcher!† an astonished voice exclaimed. Susan gazed at a vaguely familiar shape in the driver’s seat of an electric golf cart. â€Å"Jesus.† The man gasped. â€Å"Are you okay? We thought you were dead!† Susan stared blankly. â€Å"Chad Brinkerhoff,† he sputtered, studying the shell-shocked cryptographer. â€Å"Directorial PA.† Susan could only manage a dazed whimper. â€Å"TRANSLTR†¦Ã¢â‚¬  Brinkerhoff nodded. â€Å"Forget it. Get on!† The beam of the golf cart’s headlights whipped across the cement walls. â€Å"There’s a virus in the main databank,† Brinkerhoff blurted. â€Å"I know,† Susan heard herself whisper. â€Å"We need you to help us.† Susan was fighting back the tears. â€Å"Strathmore†¦ he†¦Ã¢â‚¬  â€Å"We know,† Brinkerhoff said. â€Å"He bypassed Gauntlet.† â€Å"Yes†¦ and†¦Ã¢â‚¬  The words got stuck in her throat. He killed David! Brinkerhoff put a hand on her shoulder. â€Å"Almost there, Ms. Fletcher. Just hold on.† The high-speed Kensington golf cart rounded a corner and skidded to a stop. Beside them, branching off perpendicular to the tunnel, was a hallway, dimly lit by red floor lighting. â€Å"Come on,† Brinkerhoff said, helping her out. He guided her into the corridor. Susan drifted behind him in a fog. The tiled passageway sloped downward at a steep incline. Susan grabbed the handrail and followed Brinkerhoff down. The air began to grow cooler. They continued their descent. As they dropped deeper into the earth, the tunnel narrowed. From somewhere behind them came the echo of footsteps-a strong, purposeful gait. The footsteps grew louder. Both Brinkerhoff and Susan stopped and turned. Striding toward them was an enormous black man. Susan had never seen him before. As he approached, he fixed her with a penetrating stare. â€Å"Who’s this?† he demanded. â€Å"Susan Fletcher,† Brinkerhoff replied. The enormous man arched his eyebrows. Even sooty and soaked, Susan Fletcher was more striking than he had imagined. â€Å"And the commander?† he demanded. Brinkerhoff shook his head. The man said nothing. He stared off a moment. Then he turned back to Susan. â€Å"Leland Fontaine,† he said, offering her his hand. â€Å"Glad you’re okay.† Susan stared. She’d always known she’d meet the director someday, but this was not the introduction she’d envisioned. â€Å"Come along, Ms. Fletcher,† Fontaine said, leading the way. â€Å"We’ll need all the help we can get.† Looming in the reddish haze at the bottom of the tunnel, a steel wall blocked their way. Fontaine approached and typed an entry code into a recessed cipher box. He then placed his right hand against a small glass panel. A strobe flashed. A moment later the massive wall thundered left. There was only one NSA chamber more sacred than Crypto, and Susan Fletcher sensed she was about to enter it. Chapter 109 The command center for the NSA’s main databank looked like a scaled-down NASA mission control. A dozen computer workstations faced the thirty-foot by forty-foot video wall at the far end of the room. On the screen, numbers and diagrams flashed in rapid succession, appearing and disappearing as if someone were channel surfing. A handful of technicians raced wildly from station to station trailing long sheets of printout paper and yelling commands. It was chaos. Susan stared at the dazzling facility. She vaguely remembered that 250 metric tons of earth had been excavated to create it. The chamber was located 214 feet below ground, where it would be totally impervious to flux bombs and nuclear blasts. On a raised workstation in the center of the room stood Jabba. He bellowed orders from his platform like a king to his subjects. Illuminated on the screen directly behind him was a message. The message was all too familiar to Susan. The billboard-size text hung ominously over Jabba’s head: ONLY THE TRUTH WILL SAVE YOU NOW ENTER PASS-KEY ______ As if trapped in some surreal nightmare, Susan followed Fontaine toward the podium. Her world was a slow-motion blur. Jabba saw them coming and wheeled like an enraged bull. â€Å"I built Gauntlet for a reason!† â€Å"Gauntlet’s gone,† Fontaine replied evenly. â€Å"Old news, Director,† Jabba spat. â€Å"The shock wave knocked me on my ass! Where’s Strathmore?† â€Å"Commander Strathmore is dead.† â€Å"Poetic fucking justice.† â€Å"Cool it, Jabba,† the director ordered. â€Å"Bring us up to speed. How bad is this virus?† Jabba stared at the director a long moment, and then without warning, he burst out laughing. â€Å"A virus?† His harsh guffaw resonated through the underground chamber. â€Å"Is that what you think this is?† Fontaine kept his cool. Jabba’s insolence was way out of line, but Fontaine knew this was not the time or place to handle it. Down here, Jabba outranked God himself. Computer problems had away of ignoring the normal chain of command. â€Å"It’s not a virus?† Brinkerhoff exclaimed hopefully. Jabba snorted in disgust. â€Å"Viruses have replication strings, pretty boy! This doesn’t!† Susan hovered nearby, unable to focus. â€Å"Then what’s going on?† Fontaine demanded. â€Å"I thought we had a virus.† Jabba sucked in a long breath and lowered his voice. â€Å"Viruses†¦Ã¢â‚¬  he said, wiping sweat from his face. â€Å"Viruses reproduce. They create clones. They’re vain and stupid-binary egomaniacs. They pump out babies faster than rabbits. That’s their weakness-you can cross-breed them into oblivion if you know what you’re doing. Unfortunately, this program has no ego, no need to reproduce. It’s clear-headed and focused. In fact, when it’s accomplished its objective here, it will probably commit digital suicide. â€Å"Jabba held out his arms reverently to the projected havoc on the enormous screen. â€Å"Ladies and gentlemen.† He sighed. â€Å"Meet the kamikaze of computer invaders†¦ the worm.† â€Å"Worm?† Brinkerhoff groaned. It seemed like a mundane term to describe the insidious intruder. â€Å"Worm.† Jabba smoldered. â€Å"No complex structures, just instinct-eat, shit, crawl. That’s it. Simplicity. Deadly simplicity. It does what it’s programmed to do and then checks out.† Fontaine eyed Jabba sternly. â€Å"And what is this worm programmed to do?† â€Å"No clue,† Jabba replied. â€Å"Right now, it’s spreading out and attaching itself to all our classified data. After that, it could do anything. It might decide to delete all the files, or it might just decide to print smiley faces on certain White House transcripts.† Fontaine’s voice remained cool and collected. â€Å"Can you stop it?† Jabba let out a long sigh and faced the screen. â€Å"I have no idea. It all depends on how pissed off the author is.† He pointed to the message on the wall. â€Å"Anybody want to tell me what the hell that means?† ONLY THE TRUTH WILL SAVE YOU NOW ENTER PASS-KEY ______ Jabba waited for a response and got none. â€Å"Looks like someone’s messing with us, Director. Blackmail. This is a ransom note if I ever saw one.† Susan’s voice was a whisper, empty and hollow. â€Å"It’s†¦ Ensei Tankado.† Jabba turned to her. He stared a moment, wide-eyed. â€Å"Tankado?† Susan nodded weakly. â€Å"He wanted our confession†¦ about TRANSLTR†¦ but it cost him his-â€Å" â€Å"Confession?† Brinkerhoff interrupted, looking stunned. â€Å"Tankado wants us to confess we have TRANSLTR? I’d say it’s a bit late for that!† Susan opened her mouth to speak, but Jabba took over. â€Å"Looks like Tankado’s got a kill-code,† he said, gazing up at the message on the screen. Everyone turned. â€Å"Kill code?† Brinkerhoff demanded. Jabba nodded. â€Å"Yeah. A pass-key that stops the worm. Simply put, if we admit we have TRANSLTR, Tankado gives us a kill-code. We type it in and save the databank. Welcome to digital extortion.† Fontaine stood like rock, unwavering. â€Å"How long have we got?† â€Å"About an hour,† Jabba said. â€Å"Just time enough to call a press conference and spill our guts. â€Å"Recommendation,† Fontaine demanded. â€Å"What do you propose we do?† â€Å"A recommendation?† Jabba blurted in disbelief. â€Å"You want a recommendation? I’ll give you a recommendation! You quit fucking around, that’s what you do!† â€Å"Easy,† the director warned. â€Å"Director,† Jabba sputtered. â€Å"Right now, Ensei Tankado owns this databank! Give him whatever he wants. If he wants the world to know about TRANSLTR, call CNN, and drop your shorts. TRANSLTR’s a hole in the ground now anyway-what the hell do you care?† There was a silence. Fontaine seemed to be considering his options. Susan began to speak, but Jabba beat her to it. â€Å"What are you waiting for, Director! Get Tankado on the phone! Tell him you’ll play ball! We need that kill-code, or this whole place is going down!† Nobody moved. â€Å"Are you all insane?† Jabba screamed. â€Å"Call Tankado! Tell him we fold! Get me that kill-code! NOW!† Jabba whipped out his cellular phone and switched it on. â€Å"Never mind! Get me his number! I’ll call the little prick myself!† â€Å"Don’t bother,† Susan said in a whisper. â€Å"Tankado’s dead.† After a moment of confused astonishment, the implications hit Jabba like a bullet to the gut. The huge Sys-Sec looked like he was about to crumble. â€Å"Dead? But then†¦ that means†¦ we can’t†¦Ã¢â‚¬  â€Å"That means we’ll need a new plan,† Fontaine said matter-of-factly. Jabba’s eyes were still glazed with shock when someone in the back of the room began shouting wildly. â€Å"Jabba! Jabba!† It was Soshi Kuta, his head techie. She came running toward the podium trailing a long printout. She looked terrified. â€Å"Jabba!† She gasped. â€Å"The worm†¦ I just found out what it’s programmed to do!† Soshi thrust the paper into Jabba’s hands. â€Å"I pulled this from the system-activity probe! We isolated the worm’s execute commands-have a look at the programming! Look what it’s planning to do!† Dazed, the chief Sys-Sec read the printout. Then he grabbed the handrail for support. â€Å"Oh, Jesus,† Jabba gasped. â€Å"Tankado†¦ you bastard!† How to cite Digital Fortress Chapter 107-109, Essay examples

Rosewood Hotel Case free essay sample

The course deals with the study of behavioural processes and strategic implications of this understanding for practicing marketing managers. Concepts from Social Sciences, Psychology, Economic and Cultural Anthropology are integrated to create an understanding of consumer behaviour in market exchanges. It also provides insights into consumer’s decision making process which is key in strategic effective decisions. Marketing applications of consumer behaviour concepts are illustrated using cases, examples, websites and exercises. To acquaint students with Consumer Behaviour concepts and applications * To enable students to demonstrate the ability to analyze the complexities of buying behaviour and use the same to formulate successful strategies. * To create an understanding of the group influences and consumer behaviour in cultural and contextual environment * To create an understanding on how consumers are selective in their information processing and decision making Course Structure: Course Assessment and Weightage Class participation including attendance – 10% Quiz – 10% Mid Term – 20% Group Project – 20% End Term Examination – 40% End Term Project – Students in a group of 5 will conduct research in consumer behaviour on a given topic which has to be given in advance by the groups in session 6. We will write a custom essay sample on Rosewood Hotel Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The groups can choose any topic from the topics of the session plan. The groups have to prepare a proper research report based on the format provided for summer training. The report must include literature survey from magazines and journals on the topic chosen. All reports must be on primary data collected by the groups and the sample size must be greater than 50. The groups are advised to be in constant touch with me for the report preparation or any guidance regarding the same. The first draft should be submitted by 20th session and the final report with all changes should be submitted by 26th session. The presentations for the reports will be in the final session.

Stanley Milgram Experiment free essay sample

After learning about the Stanley Milgram experiment, I found myself questioning why and how the majority of the subjects that participated in the experiment were willing to inflict apparent pain and injury on an innocent person, and found myself curious as to how I would react should I but put in the same situation. I believe that the most significant reason for this disturbing absence of critical thinking and moral responsibility is because the subjects involved in the experiment were blinded by authority and trapped in Stage 1 of Knowing: The Garden of Eden stage. The subjects were being tested on their responsiveness to authority and, in most cases, the subjects accepted their task given by the authority and performed atrocious acts by following orders, even though the authority in this experiment was simply an actor posing as a scientist by wearing a white lab coat. Although this experiment was staged, the point of this test was to see whether the teachers (subjects) would put a stop to the experiment or continue to the point where they would administer seemingly lethal electric shocks to the learner simply because it is what the scientist has told them to do. We will write a custom essay sample on Stanley Milgram Experiment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This experiment demonstrates how authority can negatively influence one’s critical thinking skills. In many cases during this experiment, the subjects were assigned their role and accepted the information given by authority without question or criticism, thus falling into the Stage 1 category of knowing. These subjects allowed themselves to believe that, â€Å"anyone who disagrees with the authorities must be wrong, including themselves. † They have forgotten the value of equally, in the sense that everyone is of an equal value and, although the man in the white coat may appear to have authority, he is just as equal as them in terms of human rights.

Free Essays on Reindeer And Engine

Reindeer and Engine is a poem from a collection of Josephine Jacobson’s work, ‘The Animal Inside’ (1966). The main theme of the poem is the image of a frantically running reindeer being chased by the blinding light of an engine along a forest track through the Finland winter. The first stanza of the poem begins with the image of the reindeer being chased down the railway track through the Finnish forest, fixed to the ‘great round eye’ of light at the front of the engine. At the fifth line of this stanza, as is the case in the other three stanzas, there is the repetition of ‘run run run run run’. This repetition helps communicate the frantic and panicky nature of the reindeer’s running, and increases the pace of the poem. The poem then goes on to possibly foresee the death of the reindeer before the beam of light that is the engine. The detail that states the reindeer will ‘not look back’ suggests that the reindeer is so fixated with its fear of the engine behind it, it cannot even turn around to view it’s oncoming presence. The second stanza continues this theme of impulsive running of the reindeer. The reindeer will not look aside or behind him, he’s so obsessed with the light chasing him. Here the poem begins to look at the binary oppositions between good and bad, and dark and light. However, whilst usually dark is associated with the negative and bad, and light with good, in Reindeer and Engine, the coupling is reversed (ie. the dark is associated with good). It is the ‘good dark’ of the ‘forests of winter’ as opposed the whitehot splinter of light through the head of the reindeer. The deepness and tallness of the black forest has on it’s own a eerie sort of connotation, but in the context of the poem represents the deepness of the safety the forest has. However, the reindeer is too fixated on the light ‘thrust through his brain’s nerve’, lodged like a splinter, to look away to see th... Free Essays on Reindeer And Engine Free Essays on Reindeer And Engine Reindeer and Engine is a poem from a collection of Josephine Jacobson’s work, ‘The Animal Inside’ (1966). The main theme of the poem is the image of a frantically running reindeer being chased by the blinding light of an engine along a forest track through the Finland winter. The first stanza of the poem begins with the image of the reindeer being chased down the railway track through the Finnish forest, fixed to the ‘great round eye’ of light at the front of the engine. At the fifth line of this stanza, as is the case in the other three stanzas, there is the repetition of ‘run run run run run’. This repetition helps communicate the frantic and panicky nature of the reindeer’s running, and increases the pace of the poem. The poem then goes on to possibly foresee the death of the reindeer before the beam of light that is the engine. The detail that states the reindeer will ‘not look back’ suggests that the reindeer is so fixated with its fear of the engine behind it, it cannot even turn around to view it’s oncoming presence. The second stanza continues this theme of impulsive running of the reindeer. The reindeer will not look aside or behind him, he’s so obsessed with the light chasing him. Here the poem begins to look at the binary oppositions between good and bad, and dark and light. However, whilst usually dark is associated with the negative and bad, and light with good, in Reindeer and Engine, the coupling is reversed (ie. the dark is associated with good). It is the ‘good dark’ of the ‘forests of winter’ as opposed the whitehot splinter of light through the head of the reindeer. The deepness and tallness of the black forest has on it’s own a eerie sort of connotation, but in the context of the poem represents the deepness of the safety the forest has. However, the reindeer is too fixated on the light ‘thrust through his brain’s nerve’, lodged like a splinter, to look away to see th...

Complex Sentence Writing for ESL

Complex Sentence Writing for ESL Complex sentences refer to sentences that have more than one subject and one verb. Complex sentences are connected by conjunctions and other types of linking words. Other complex sentences are written with relative pronouns, as well as other sentences using more than one clause. This exercise starts off easy by using two simple sentences and using a conjunction to connect the two sentences to make one complex sentence. Combing simple sentences to make complex sentences is an important exercise to help you advance in your writing abilities. This writing exercise focuses on taking simple sentences and transforming them into complex sentences which are then combined into a paragraph. Simple Sentence to Complex Sentence Example: Tom is a boy. He is eight years old. He goes to school in Philadelphia. Complex Sentence: Tom is an eight-year old boy who goes to school in Philadelphia. Here are some simple rules to remember when combining simple sentences into complex sentences: Dont repeat wordsChange words if necessaryAdd words to connect ideas Complex Sentence Exercise Combine the following sentences into complex sentences. Remember that a number of answers may be correct. His name is Peter.Hes a famous professional athlete.Hes a baseball player.He has a large house in Miami.The house is beautiful.He often travels around the US.He plays away games in different cities in the US.He travels by airplane.He usually sleeps on the plane.He stays up late after games.He is an excellent pitcher.Fans love his abilities.Coaches love his abilities.Every week he plays a home game.The game is played in Glover Stadium.The game is usually sold out.Glover Stadium is old.Glover Stadium doesnt have enough seats for all the fans.The fans wait in line to buy tickets.The fans often pay more than $60 dollars for a ticket.The fans are unhappy about the ticket prices.The fans love Peter. Correct Examples Here are two possible paragraph answers to this exercise. Compare your answer with these examples. Remember that there is more than one possible correct answer for each sentence. Possible Paragraph 1:  Peter is a famous baseball player. He lives in a beautiful house in Miami. He often flies around the United States to play away games. Both fans and coaches love his excellent pitching abilities. Every week he plays home games in Glover Stadium which  is  usually sold out. Glover Stadium is an old stadium without enough seats for all the fans. Fans wait in line to buy the tickets which often cost more than $60. Even though the fans are unhappy about ticket prices, they love Peter. Possible Paragraph 2: Peter is a famous baseball player who lives in a beautiful house in Miami. He often flies to different cities around the United States to play away games. His excellent pitching is loved by both fans and coaches. Old Glover Stadium doesnt have enough seats for the fans who want to come to home games. Even though they are unhappy about ticket prices, the wait in line and pay more than $60 to see Peter play.

ROLE OF BUSINESS ETHICS IN CORPORATE AMERICA, GLOBAL ECONOMY AND Research Proposal

ROLE OF BUSINESS ETHICS IN CORPORATE AMERICA, GLOBAL ECONOMY AND LATEST FINANCIAL CRISIS - Research Proposal Example The corruption and greed that came with power of absolute control through economy also played it pivotal role in the gradual deterioration. The ideology of free market economy and the capitalist economy gave rise to the economic set up that is most evidently practiced in America. It rose against the communist and fascist ideals and became the representative system of democracy. As the economies grew they evolved into a particular system with concrete rules and regulations. The business and industries developed and as the economy became global, these industries and businesses developed into multinational organizations and corporate. The corporate became the central organs of the economic system, and with these in place, arose the need of maximizing profits. However, with the complete control of economy came power for these corporate that also held the place to make key decisions. As is said the absolute power corrupts absolutely, so with the complete control over most of economic decisions and with the power to manipulate governments with their economic sway, the corporate leaders indulged in corruption and the trickle-down effect held true, as all those under them, followed their lead. The corporate culture that developed in these circumstances was fraught with unethical practices; it fed greed and greed in turn lead to corruption in all the main quarters. While some of them were charged and punished for their practices, most of them continued the practices under the pretense of maximization of profits that ultimately had to trickle-down to the lower strata of the society. This however, was not the case and while the money accumulated in the coiffeurs of the few, the main people who were supposed to be the beneficiary of the free market suffered and failed to progress. The situation all over the globe remained the same. The fiscal crisis also, affected those at the lower-strata of society, or in the underdeveloped countries, making their sufferings even worse. Starting with the sub-prime mortgage crisis, the economy in America faced a severe fiscal predicament, and the situation led to a complete withdrawal of faith on part of the people in the economic policies and transactions of government. This crisis in turn affected the global economy as all those nations who had invested in the corporations that were declared bankrupt or were on the verge of it, sank taking with them all the invested money. The economies globally were also affected because of the severely interconnected nature of the global trade and business. A lower federal reserve in any country affected the trust of all other countries in them and with the US itself on brink of fiscal disaster due to lack of liquidity, the current situation becomes a matter of grave concern for all involved. The situation also attests to the fact that transformations in the current economic set-up are gravely required. Conclusion The need of the time is to devise methods and make laws, as well as to make sure of the implementation of

INGOs FOOD AND AGRICULTURAL ORGANISATION Essay Example | Topics and Well Written Essays - 1000 words

INGOs FOOD AND AGRICULTURAL ORGANISATION - Essay Example There are four basic areas where Food and agriculture organization practices its knowledge. The expertise of staff such as fisheries, foresters, agronomists, nutritionists, and statisticians, social scientists, and livestock specialists is used to collect, examine and distribute the help for development. Second area of FAO practices is to share the expertise of policy. It gives its member countries an arena to deduce policies for agriculture, bolstering planning and also coming up with efficient legislation and making the global strategies to accomplish rural development and also hunger elimination in the world. The third aspect of FAO practices is to provide a platform for nations to meet. On a certain day, various policy makers and experts all around the world summon together at the headquarters to come up with agreements on agriculture and food issues. Food and Agriculture Organization provides a platform where both affluent and poor countries abide by widespread comprehension. The power of knowledge is implemented at FAO as there are thousands of field projects carried out all over the globe. It assembles and comes up with money which is given by developed nations, banks and other sources to ensure that projects accomplish their objectives. FAO also provides the nominal know-how and in many instances, an incomplete source of knowledge is provided. In times of turmoil, FAO works in collaboration with World Food Program and also with other charitable agencies to safeguard the livelihoods of rural areas and assist people in rebuilding their lives.2 Food and Agricultural Organization gives a huge range of the expert bodies and intergovernmental organizations which are both regional and global an area which deals with several agriculture, forestry, food, and fisheries industries. FAO plans and comes up with specialist meetings on huge development issues

Same-Sex Marriage Essay Example for Free

Same-Sex Marriage Essay It is unbelievable that the United States of America, the land of the free, still has laws that ban the marriage of homosexual couples. Many states within the United States have been debating over this issue for years. Massachusetts was the first state to legalize gay marriage in May of 2004. As of November 7, 2012, eight more states made gay marriage legal in the United States. â€Å"I saw with so many of the gay couples, they were so devoted to another. I saw so much love. When this hearing was over, I was a changed person in regard to this issue. I felt that I understood what same-sex couples were looking for† (Kach). Homosexuality occurs in over 450 species. Homophobia only exists in one. Which seems unnatural now? When it comes down to it, we are all people with emotions and feelings regardless of our sexual orientation. We should give homosexuals the right to have marriage without putting labels on it, like a â€Å"civil union† or â€Å"gay marriage†. Legalizing homosexual marriage will stop discrimination, won’t have a negative impact on heterosexual marriages, and will not cause others to ask for outrageous requests to be legal. A marriage is between a spouse and a spouse not a gender and a gender. To deny homosexuals the right to get married is like the United States going back to the times of segregation. As our founding fathers stated in the Declaration of Independence, â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.† (Declaration of Independence). If a man’s happiness is to be with another man that he loves, who are we to say it is wrong? Many think that homosexuals should not be allowed to marry because they cannot produce children. However, if having children were to be the case of getting married, why are infertile couples allowed to get married and stay together or why do some couples just not have children at all? Getting married means much more than just having children. It takes devotion and true love for a couple to get married. Not giving homosexuals the right to get married is a form of discrimination and gives people the mindset that it is perfectly fine to bully people that are different from them. Every day I went into school I knew that something new was going to happen. Goodness knows how many times I put a knife to my wrist (Daniel Shepphard). Is it fine for a 13 year old boy to cut himself for being the way he is? No one should feel so out of place and be so bullied that they would want to harm themselves or try to end their life. Almost two-thirds of Lesbian Gay Bisexual Transgender (LGBT) students are scared to go to school because they are bullied. School is a place to learn and be the best that you can be, not a place to battle and stand up for a right that â€Å"straight† people are just given. If we make laws that make homosexual marriage legal, more people will realize that it is not okay to bully someone because of their sexual preference. If the laws of our country stand up for somet hing, so will the people of the country. There is the argument that homosexual marriage does not follow the idea of â€Å"traditional marriages.† In reality, there really are not â€Å"traditional† marriages anymore. In ancient time, traditional marriage consisted of polygamy, communal child-rearing, use of concubines and mistresses, and commonality of prostitution. How can we say that an attraction between two people of the same gender is considered a sin, when all of the things listed about are considered as part of â€Å"traditional† marriage. Marriage in the United States is a dynamic institution and has gone through many changes. Women now have rights in a marriage and there are interracial marriages. Why is it that Kim Kardashian’s marriage that lasted for about 72 days is legal, but Neil Patrick Harris, who has been with his partner for more than 11 years, is still fighting for his right to get married to someone who he has been truly devoted to? It is unfair that â€Å"straight† pe ople take marriage as an advantage, and are getting divorced left and right, while homosexuals would do anything to have the same rights as heterosexual couples. Some people believe that gay marriage is a â€Å"slippery slope†. They say that if people want homosexuals to have marriage rights, then soon people will be asking for polygamous, incestuous, bestial, and other nontraditional rights. â€Å"If we legalize gay marriage, why not polygamy?† (Savage). First of all, marriage requires consent, and animals, children, and people in comas, can’t give consent. As for polygamy, in many parts of the world today, it is completely okay to have more than one spouse. Also, there is a lot of cheating in relationships and marriages in the United States. Marriage and homosexual marriage is the same thing, except for the gender of the spouses. With gay marriage not legal, there are already so many cases of rape. Are we to ban and blame heterosexual marriage for that? No. Homosexual marriage has no negative impact on society. If someone does not want a gay marriage, they are not forced to get one. Making it legal will teach society to not discriminate others that are different than us, which is a very positive impact on our world. The ban of homosexual marriage should be lifted off of the 41 states that have not yet made it legal. It is time for our nation to accept each other despite our differences. Homosexuals do not protest against heterosexual marriages, and they understand why some are against them, but if others do not agree with gay marriage, they are not forced to get one. Gay marriage is now very widely accepted in the United States. 41% of people strongly favor gay marriage. In the past two decades, public support for gay marriage has increased 1% annually. â€Å"Everyone has people in their lives that are gay, lesbian or transgender or bisexual. They may not want to admit it, but I guarantee they know somebody† (King). Gay marriage should be legalized and labels like gay, lesbian, bisexual, straight, etc., should be taken off because in the end, we are all just people.

A Comparison of Beowulf and Icelandic Sagas Essays -- comparison compa

Beowulf and Icelandic Sagas  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   There are many similarities between the hero of the poem Beowulf and the heroes of the two Icelandic sagas, The Saga of The Volsungs and The Saga of King Hrolf Kraki. The former saga is an Icelandic saga representing oral traditions dating back to the fourth and fifth centuries, when Attila the Hun was fighting on the northern fringes of the Roman Empire; the latter is an Icelandic saga representing 1000 years of oral traditions prior to the 1300’s when it was written.    An unknown author wrote The Saga of The Volsungs in the thirteenth century, basing his story on far older Norse poetry. Iceland was settled by the Vikings about 870-930, who took to that land the famous lay of Sigurd and the Volsungs. Native Icelandic poets loved the story of Sigurd and the Huns, Goths, Burgundians, with whom this hero interacted. This prose story is based on traditional Norse verse called Eddic poetry, a form of mythic or heroic lay which developed before 1000 in the oral folk culture of Old Scandinavia. The Icelandic skald is the equivalent of the Anglo-Saxon scop. He was a storyteller. Icelandic material builds on a long oral tradition just like Anglo-saxon. Skalds stayed in the royal courts of Scandinavia like their counterparts to the south.    In The Saga of the Volsungs the hero Sigurd is the one who corresponds best with the hero Beowulf in the Anglo-Saxon tradition. George Clark in â€Å"The Hero and the Theme† mentions: â€Å"The form of Beowulf taken as a whole suggests both the ‘Bear’s Son’ folktale type (especially as we find it in Scandinavia) and the ‘combat myth’. . . .† (286). The â€Å"combat myth† is probably what this saga is. When Sigurd was born, he was the grandson of Ki... ...celandic sagas, The Song of the Volsungs and The Saga of King Hrolf Kraki, contain remarkable similarities between their main characters and Beowulf’s main character; they   are just too astounding to dismiss as mere coincidences.    BIBLIOGRAPHY    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    Clark, Gorge. â€Å"The Hero and the Theme.† In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.    The Saga of King Hrolf Kraki, translated by Jesse L. Byock. New York: Penguin Books, 1998.    The Saga of the Volsungs, translated by Jesse L. Byock. New York: Penguin Books, 1990.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000.   

How does Robert Louis Stevenson Create Tension in The Strange Case of Dr. Jekyll and Mr. Hyde? Essay

The Strange Case of Dr. Jekyll and Mr. Hyde is a gothic horror story. Around the time the novella was written, people were very much into things that were old, dark and creepy, which is very typical of this type of story. They were also very interested in how the human mind works. This story has the aspect of the human mind in it, which shows that Robert Louis Stevenson was influenced by society in this matter. Throughout the story, Stevenson creates tension in a number of different ways e.g. the way the plot unfolds, the structure, characterisation, setting and by deliberately keeping the reader waiting. Stevenson shapes the plot so that we do not see the whole picture until the very end. Instead he reveals it to us slowly by giving us clues. These clues make the reader wonder, and start to ask questions. This is good because the reader will keep on reading to find out the answer to their questions. The incident where a small man (Mr. Hyde) tramples all over a little girl is one of those clues. First Stevenson tells you about Mr. Hyde trampling over the girl. After this, he tells you that Mr. Hyde goes through a sinister looking door and then produces a cheque signed by Dr. Jekyll. This raises suspicion because Dr. Jekyll was a very respectable kind of man. He was hardly the kind of person to cold-heartedly trample over little girls. Another clue he gives us is the will Dr. Jekyll made. It said that if anything should happen to him, all his possessions should be given to Mr. Hyde and Mr. Hyde alone. This is strange in itself as most people leave things to all their family and close friends. Even stranger is the fact that his will said that if Dr. Jekyll went missing for three months or more, Mr. Hyde should simply take over his life. This is very strange, its almost as if Dr. Jekyll knew that something would happen to him. The last clue that I am going to mention (although there were many more) is the murder of Sir Danvers Carew. This was a horrific murder. But the clue lies in the weapon used to kill him. It was a stick that Mr. Utterson had bought Dr. Jekyll as a present. This is another clue that gets you thinking. Did he steal the stick? Or is there some other explanation? This creates a lot of tension in the story, it also makes the reader want to read on until they find out the answer. The structure of this novella is something that also creates tension. It is set out so that the reader sees things from more than one point of view. First of all you get the story from Mr. Utterson’s point of view. Then you get Dr. Lanyon’s narrative, which explains the letter he received from Dr. Jekyll. After this you get the full statement from Dr. Jekyll himself, which is where you get the answer to all your questions. Because of this layout, the reader is kept waiting until the very end of the story before they can make sense of what has been happening. This is why the structure creates tension. The way Stevenson reveals Mr Hyde to us makes a lot of tension. He keeps on building up the character by revealing bits about him here and there throughout the story. This brings him across as a very strange and mysterious character. The setting also plays an important part in the build up of tension. The way Stevenson describes the door at the beginning of the novella creates a lot of tension. He describes it as â€Å"blistered and dismatches on the panels† he also says that â€Å"children played shop upon the steps†, â€Å"schoolboy had tried his knife on the mouldings† and â€Å"for close on a generation no one had appeared to drive away these random visitors or to repair their ravages†. This makes the door sound very neglected and not a very nice place at all. Also, he describes it as â€Å"sinister†. This makes it sound very evil. All of this builds up tension and makes the reader want to read on to find out what the door has to do with the story. Throughout the story Stevenson deliberately keeps the reader waiting. A classic example of this is in the chapter â€Å"The Last Night†. Stevenson gives us a lot more clues to the mystery, such as Poole visiting Mr. Utterson about Dr. Jekyll. After their conversation finishes and they go to find Dr. Jekyll, he makes us wait and wait. First, we have to wait while the door is broken down. Then they find Mr. Hyde’s body dead on the floor and we are then left with a question: Where is Dr. Jekyll? In conclusion, I think Stevenson was very successful in creating tension in the story. All the different clues and questions he gave us right the way through the story create loads of tension. This is because as the story progresses it gets more complicated, and harder to understand. Then finally he gives the reader all the answers to all of the questions swimming round in their heads. As I read the story, I was getting more and more confused. I was trying to figure out what was going on, but did not succeed. As I got further through the story I just wanted to keep on reading to get more clues so that I could try to figure it out. When I finally got to the end of the story, and the accounts from Dr. Lanyon and Dr. Jekyll, everything dropped into place. After you read it, you start to think about all the clues you have been given and how obvious it should have been. I think this is a book that people will still be reading for many years to come. It is very interesting to read and it’s very enjoyable. This is the type of book, that if you read it again you would look at it from a totally different perspective, which therefore makes it a lot more interesting.

Facing My Fears

Individual Project The individual project that I did was Blood donation for the first time and STD Testing for the first time. For both of these projects I was so scared of doing. I am scared of needles when it comes to me getting poked by it. But I found out about the blood donation by walking around campus and there were signs up all over the campus about a blood drive in October. I found out about the STD testing by looking at the syllabus and looking to see my other options and I saw STD testing.So I talked to Tiffany Stacy who said she had done the STD testing so I could get more information on the STD test. When I found out about the blood drive I was like that’s a great idea considering my cousin died because he couldn’t get a blood transfusion. So I got the information and before I actually gave blood, I thought about every possible thing that could happen, the good and the bad. The reason is because I am really scared of needles when it comes to puncturing thro ugh my skin.But I thought it out and I said to myself â€Å"me being scared of needles is nothing when I could just suck it up and maybe saves someone else’s life even if I couldn’t save my cousins† So that is when I decided to stop thinking about the needle and I just went to where the blood drive was at and I sucked it up and donated my blood. I have to be honest I was so scared I was going to pee in my pants. But I survived. But 5 hours later I went shopping with my friends and I had blacked out in the store, about 4 more times after that.So I called the nurses that were on the card that I was given and they told me I am not allowed to give my blood again. They said my health is more important than giving up blood. So I am bummed but I know I did a great deed and I am proud of myself for sucking up my fear of needles. The location of the blood drive was at the Du Bois Center and it was from October 23-26. When I found out about the STD testing me thought why would I want to do this I would have to deal with another needle. NO WA Y I told myself not another needle I cannot.But then I talked to Tiffany Stacy and she said that it was not that bad. All you have to do is make an appointment at the Fronske Health Center on campus and tell them you want a full STD testing. So I listened to that so I had an appointment and I asked her â€Å"so what do you have to do for the test? † And she said â€Å"all you have to do is pee in a cup for a urine sample and get your blood drawn† I was like ok that’s not that bad. I just have to do the two things I hate doing. But that’s okay I said.So I went to my appointment and I had peed in the cup and I was getting ready to get stabbed by another needle. They had to stab me twice because they missed my vein. I was thinking oh my goodness can you please get this right. My arm was so sore after that. I still haven’t gotten my test results back yet but I don’t think I have an STD because I am not sexually active. So I am good to go as long as I keep it up. These two experiences have been great! I am still scared of needles stabbing me in the arm but I can survive.But the blood donation was the scarcest of both because I had major side effects towards it where I am not allowed to donate again. Which hurts but I know it is the best for me. But I am glad I did it because now I can say I gave blood and I can say I know what an STD testing is like. I expected way worse then what it really was which has its good and bad sides. The good points of that are that I can prepare myself for the worst but the bad point is that I can bring on my own effects towards it.

Essay about A Not So Super Hero

Essay about A Not So Super Hero Essay about A Not So Super Hero A Not So â€Å"Super† Hero From young, people are exposed to super heroes in comics, on television and at the movies. Consequently, when one mentions the word â€Å"hero,† normally people envision an image of Batman or Iron Man. However, in Tony Richman’s real life drama I’m Being Roasted Alive, the hero of the story is 76-year-old Tom Johnston. Tom shares his near-death experience where he is trapped under a burning half tonne log. Through the thoughts, decision and actions of the protagonist, Tony Richman suggests that average individuals without superpowers can become a hero if they are able to face obstacles with hope, courage and determination. Heroes are people who realize that hope can alter the outcome. Tom’s situation seems dismal, but he chooses to remain hopeful. On his isolated farm of 78 hectares, Tom finds himself trapped under a burning log with a broken leg. Realizing that, â€Å"Every movement brought new agony,† Tom yells out, â€Å"I’m being roasted alive.† (2) It is merely impossible for an elderly man to move an object at least three times his own weight, especially with an injury. To add to his tragedy, the log is on fire. The seriousness of his situation suggests that Tom will die as there is no one who can help him. Thus, to become a hero, one must face a hopeless obstacle like Tom does. Nevertheless, heroes remain hopeful regardless of how bleak his/her chances are of surviving. Still stuck under the log, Tom’s situation is worsening by the minute: â€Å"The flames rose higher, and he nearly fainted from the pain in his legs. His plight seemed hopeless, but he fought t o stay conscious.† (2) No matter how excruciating the pain is, Tom will not give up. Even if one attempt fails, he tries to find another way out. He does not have even one thought of surrendering to death without trying. Ultimately, by having a hopeful attitude, Tom is able to keep working towards his goal which helps him to save his own life. After reminiscing about the Depression, he asks himself, â€Å"Surely, after all that you’re not going to die without a fight?† (3) By recalling his own stories of survival, â€Å"A glimmer of hope returned.† (3) Tom frees himself after an hour of agonizing pain and numerous futile tries because he would not give up believing he could rescue himself. He uses past experiences to inspire and to keep the hope alive which opens the door to his success. All in all, people like Tom, who choose to have an optimistic outlook when facing hopeless situations can conquer them. Why? Their hope enables them to believe it is possi ble to obtain their goals so they keep trying. Besides maintaining a hopeful point of view, a hero like Tom has the courage to face and overcome obstacles. Being brave helps Tom to focus on a strategy to rescue himself, as well as to persist. As Tom reminisces about his childhood and the stories that his father tells him, about, â€Å"Prospectors’ endurance, of miners’ bravery and courage, of trapped men refusing to relax even the most slender grip of life,† (3) he realizes that he can relate to these people as they faced somewhat similar obstacles. These memories inspire Tom and encourage him to be bold, allowing him to face his fears and persevere in trying to fight for his survival. Furthermore, Tom does not panic even when he confronts the gross reality of his situation. When he finally frees his leg from under the burning log, â€Å"Tom nearly fainted from shock when saw it†¦ The charred remnants of his right foot dangled from the ankle on black threads of ligament. Above the ankle, his broken bones poked through the molten remains of his gum boot, his trouser leg and sock.† (3) Then he decides to roll down the hill, in attempt to get himself to a hospital: â€Å"About halfway he stopped, fighting to regain his strength, and wondered how he would ever start again, ‘Get a move on, son,’ he shouted angrily, and continued rolling like a barrel down the hill.† (3) Being brave helps Tom to be calm and fight to stay conscious

Causes and Effects of Nut Allergy

Causes and Effects of Nut Allergy NUT ALLERGY INTRODUCTION: 1.1 What is an allergy? When exposed to certain foreign substances, a reaction takes place in our immune system which is referred to as allergy [1]. Population of more than 25% in industrialized countries suffer from allergies [2]. These reactions are exaggerated because these foreign substances are recognized as harmless and no response takes place in non-allergic individuals. Most of the allergies are hypersensitive immune responses to these foreign substances. A substance that causes allergy is known as an ‘allergen’ [1]. Allergens include dust mites, foods, molds, pollens, animal dander, insect stings, medicines, etc. [2, 3]. Allergens may be ingested (swallowed or eaten), inhaled, injected into the body or applied to the skin. Most of the allergens are harmless and so majority of the individuals are not affected by them. In the modern world allergy is one of the most wide spread diseases. Allergy can vary in many ways like different individuals show various symptoms of allergies which can be moderate (runny nose) to extreme (anaphylaxis) [2]. 1.2 The Immunology of Allergies: Our body is protected from pathogens and other foreign substances by our immune system which produces a glycoprotein known as immunoglobulin (Ig) or antibodies from B-cells or plasma cells. The antibody involved in allergic reaction is Immunoglobulin E (IgE). There is overproduction of IgE during allergic response [2]. 1.3 Food Allergy: An abnormal response triggered by the body’s immune system to a food is known as food allergy [4]. Food allergy is different from food intolerance, toxin mediated reactions and pharmacological reactions [4]. 2.4-3.7% of adults are affected by food allergy [5]. Various fruits like peach, apple including peanut and tree nut are the most common foods which elicit a reaction. The most common cause of food allergy is anaphylactic reactions. Different studies have shown that food allergy has various hea lth related issues which has a negative impact on individuals. Food allergy is the major cause of life threatening hypersensitivity reactions [5]. The most common foods that elicit allergy reactions include: Fish Milk Egg Soy Wheat Peanut Treenut To prevent further reactions related to food allergy we need to avoid allergenic foodstuff [6]. 1.4 Nut Allergy: Individuals affected by nut allergy experience a large variation in the intensity of their allergic reactions. Nut allergy is majorly seen in children. Peanuts and tree nuts mostly cause life threatening food allergic reactions. Life of children and adolescents can be severely compromised by nut allergy. Patients dying from nut anaphylaxis suffered from multiple nut allergies. Symptoms related to nut allergy have specific IgE to more than one nut [5]. Types of Tree Nuts: Almonds Cashew nuts Filberts Brazil nuts Chestnuts Walnuts Pistachios Pecans Hickory nuts Macadamia nuts Hazelnuts [7] Nut allergy can produce: Swelling (angioedema) Asthma symptoms Vomiting Swelling in the throat, causing difficulty in swallowing or breathing A tingling feeling in the lips or mouth An itchynettlerash (urticaria, hives) Diarrhoea Cramping tummy pains Unconsciousness and faintness [8] 1.5 PEANUT ALLERGY: The most common and the leading cause of food allergy in children and adults is Peanut allergy. Peanut is a cheap source of protein. Therefore, peanuts are used mostly in protein rich food products [9]. 1 in 50 children and 1 in 200 adults suffer from this allergy. It is the most likely food to cause death and anaphylaxis [10].

No specif topic, check assignment criteria for details Essay

No specif topic, check assignment criteria for details - Essay Example Work Motivation Motivation is an organizational behavior concept that has long been studied by various practitioners. Martires & Fule (2000) proffered motivation in the work setting as referring to â€Å"the whole set of drives, needs, and similar forces that prompt a person to act in a certain way or to develop a tendency for specific behavior† (p. 2). Accordingly, motivation has been revealed to be the why and cause of behavior. Motivation energizes behavior and gives it direction. It is the drive and strength toward an action. When managers motivate subordinates, one structures the work environment in such a way that their drives and needs are brought into play, instead of being neglected. This environment is made conducive to the satisfaction of those drives and needs so that workers act in desired ways. There have been enumerable motivational theories and models that were proffered: from Maslow’s hierarchy of needs (Maslow, 1954), McClelland’s model that foc uses on three motives of achievement, affiliation and power (McClelland, 1961); Alderfer’s existence, relatedness, and existence model (Alderfer, 1969), and Herzberg’s motivation – hygiene theory that suggests two separate factors: hygiene and motivational, as leading to either job satisfaction or dissatisfaction (Herzberg, 1966). More contemporary motivational theories continue to emerge, such as goal-setting, equity theory, and expectancy theory (Campuzano & Flores, n.d.) that aim to determine presently influencing factors that motivate people in the workplace. Leadership Concurrent and closely linked with motivation is leadership in terms of the power that designs and evaluated factors that drive human resources to work towards the accomplishment of defined goals. Bennis averred that â€Å"leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own l eadership potential† (Christian Leadership, n.d., par. 7). It is the process of influencing people so that they will seek defined objectives enthusiastically. Tannenbaum & Massarik describe the relationship between leadership and influence by saying that leadership is †interpersonal influence, exercised in situations and directed, through the communication process, toward the attainment of specified goal or goals. Leadership always involves attempts on the part of a leader (influencer) to affect (influence) the behavior of a follower (influence) or followers in a situation† (Tannenbaum & Massarik, 1957, p. 3). As there are diverse motivational theories, leadership concepts and models likewise abound: McGregor’s Theory X and Theory Y that explains the nature of leadership style and assumptions about the nature of people; Fred Fiedler’s contingency model where leadership is seen as contingent on the leader’s style and the situation; as well as Bl anchard’s situational model that suggests that the choice of appropriate leadership style depends on the development level of subordinates (Martires & Fule, 2000, pp. 159, 169 & 173). Likewise, there are contemporary theories that emerge: servant leadership, transformational leadership, transactional leadership, charismatic, and symbolic leadership, among others

Bollinger Bands and RSI Essay Example | Topics and Well Written Essays - 1250 words

Bollinger Bands and RSI - Essay Example As the report stresses the purpose of an RSI is to compare the magnitude of recent gains to recent losses in an attempt to determine overbought and oversold conditions of an asset. The RSI is best used as a valuable complement to other indices, for in and of itself it is susceptible to the fact that large surges and drops in the price of an asset will affect the RSI by creating false buy or sell signals. Different RSI settings can allow traders to get more accurate market readings about different strategies that they might wish to use. â€Å"Swing traders† might want to set the measured period at 15 days, while those buying to hold for longer times might want to make it equal to 30 or even 50 days. In this analysis the author has made the Bollinger Bands our trade trigger and the RSI our trading confirmation. The two indices must be simultaneously within their respective domains where we desire them for a given buy or sell position, or we ignore the trade signal and hold everything. He has used this strategy so that the â€Å"noise† created by volatility indicated by the Bollinger Bands gets reduced by the â€Å"high pass filter† of the RSI reading. Simply put, he is looking at once at an individual stock’s performance and at that stock’s industry’s performance. The author has taken an aggressive approach in our analysis. This was a result simply of following the strategy that we had laid out; we were not attempting to be overly aggressive nor overly conservative and we were not tossed to and fro by emotions.

Why Abortion is Immoral Essay Example | Topics and Well Written Essays - 1000 words

Why Abortion is Immoral - Essay Example Marquis’s objective in his essay â€Å"An Argument that Abortion Is Wrong† is to show that the ending of a pregnancy before birth is a crucial breach of ethics. The author supports the prohibition of abortion since it counters certain aspects of life ethically. He trusts that a fetus is an existing being and has the right to live. In the thesis, the writer says that the right to life overrides that of self-body control; thus abortion is wrong. The article also shows that human beings try to exclude fetuses as living beings, but Don Marquis criticizes that point by describing a fetus as being living within another organism. The author also attacks pro-choice’s belief that only people have the privilege to live by pointing out that there is no means to confirm that a fetus is not a person. However, he agrees that in particular circumstances abortion is valid. According to Don Marquis, abortion is morally legal in cases such as when the pregnancy endangers the life of the mother, it is fourteen days and below after conception or rape. Generally, the author’s persuasive argument lies in the fact that the act of abortion is wrong since it involves killing a human being just like any other. Based on traditional, ethical and religious laws in conjunction with the law of nature, every living being has a right to life. For that reason, I believe that an abortion is a wrong thing to do, especially to an innocent person. I agree with Don Marquis’s notion that abortion is an immoral act unless the circumstances revolving around the pregnancy counter other moral aspects. Ethical theories dictate that people have a social responsibility to look after incapacitated human beings. An incapacitated person refers to an individual who lacks the ability to live normally or do ordinary things since they lack certain cognitive aspects.

Reinforcement of Stereotypes in Television and Media

Reinforcement of Stereotypes in Television and Media Since the invention of television, racial, culture and ethnic stereotypes have been used to explain unknown cultures and ethnicities to those consuming content from this medium. Stereotypes on television were also used to gain new viewers whose ideals aligned with what was being presented in the programming as well keep viewers who may have been turned onto the show because of the stereotypes shown fit their perceptions of other races, cultures and ethnicities. However, many of these stereotypes paint certain racial, cultural, and ethnic groups in a negative light. These portrayals of race, ethnicity and culture in television negatively impact the way the groups portrayed as seen by people and are controlled by those who are in ownership positions at television conglomerates. Stereotypes are used in television to both frame what little is known about a race, ethnicity, or culture and to frame people in a way that make the characters relatable to those who are not informed. Media has long been criticized for their representations of African Americans on television. While the quantity of African-American portrayals has increased, the quality of these images has not. 1 Research using perceptions have shown that negative exposure to African-American portrayals in the media significantly influences evaluations of African-Americans in general and have an effect on viewers of all ages and races. 2 Studies have shown that on television, African-Americans are generally put into blue-collar occupations such as a house cleaner or postal worker while have shown that they are portrayed in roles such as servant, criminal, entertainer, or athlete. This is in stark comparison to the supervisory occupational roles regularly given to white television characters. 3 African- Americans are also regularly given negative personality traits and low achieving statuses. For viewers without their own base knowledge of African-Americans, these stereotypical portrayals cause them to create negative assumptions about African-Americans based on what they have seen on television. 4 Many programs on television do not display African-Americans in positive roles, but instead focus more on reaffirming negative stereotypes. However, media shapes and influences public perceptions and these negative stereotypes have the same impact on public perceptions. 5 Stereotypes are reinforced through the media, particularly on television. Because of time and dramatic constraints, producers, casting directors and casting agencies freely admit to stereotyping and using stock characters which are familiar to the audience. Characters are typecast based on what the script calls for based on stereotypes in an effort to make the hiring and writing processes easier and faster. For decades, working class men were portrayed as dumb, immature, irresponsible, and lacking in common sense. 6 As African-American men are more frequently typecast into working class, blue-collar occupations, this especially extends to African-American men. The production process in Hollywood studios and associated organizations gives rise to the use of stereotyping to meet the time demands of production. If a production company had an entire year to complete a season of 22 to 24 episodes, an episode would have to be produced on average every 2 weeks, which includes script writing , casting, staging, filming, and editing. 7 This pressure on the production team causes them to simplify as much as possible in order to streamline the process and thus allows for using stereotypes to make script writing and character casting easier.8 Creators will become more likely to stick to what is familiar to them as they do not have the time to become familiar enough with a racial, ethnic or cultural group to present a realistic portrayal of that group. For producers, casting directors and casting agencies, unless the idea behind the story is a contradictory to the stereotype, there is a strong pressure to use existing stereotypes to decrease the time spent casting characters and writing scripts. (Butsch 2014) This pressure also comes from media conglomerates whose main aim is to produce as much content as possible to make as much money as possible. One of the most obvious trends in media ownership is its increasing centralization into fewer and fewer companies. Media ownership has become so concentrated that as of the mid-2000s only five global firms dominated the industry in the United States; The Walt Disney Company, Time Warner, News Corporation, Viacom and the German company Bertlsmann AG. (Croteau, Hoynes, and Milan 2011).These conglomerates wield influence that extends to all parts of the multimedia entertainment. They produce newspapers, magazines, radio, television, books, and movies. Narissra M. Punyanunt-Carter. The Perceived Realism of African American Portrayals on Television. The Howard Journal of Communications. Accessed October 2, 2014. https://library.uoregon.edu/sites/default/files/data/guides/english/howard_journal_communications.pdf Ibid. Ibid. Ibid. Ibid. Richard Bush, â€Å"Six Decades of Social Class in American Television Sitcoms.† In Gender, Race, and Class in the Media: A Critical Reader. (Los Angeles, CA: SAGE Publishing, 2014), 507. Ibid., 513. Ibid. Bibliography Butsch, Richard. â€Å"Six Decades of Social Class in American Television Sitcoms.† In Gender, Race, and Class in Media: A Critical Reader, 507-516. Los Angeles: SAGE Publishing, 2014 Croteau, David P., Hoynes, William D., Milan, Stefania. â€Å"The Economics of the Media Industry.† In Gender, Race and Class in Media: A Critical Reader, 28-30. Los Angeles: SAGE Publishing, 2014. Originally published in David P. Croteau, William D. Hoynes and Stefania Milan, â€Å"The Economics of the Media Industry,† in Media/Society: Industries, Images Audiences (2011). Monk-Turner, Elizabeth, Mary Heiserman, Crystle Johnson, Vanity Cotton, and Manny Jackson. The Portrayal of Racial Minorities on Prime Time Television: A Replication of the Mastro and Greenberg Study a Decade Later. Studies in Popular Culture. http://pcasacas.org/SiPC/32.2/Monk-Turner_Heiserman_Johnson_Cotton_Jackson.pdf (accessed October 2, 2014). Punyanunt-Carter, Narissra M.. The Howard Journal of Communications. The Perceived Realism of African American Portrayals on Television. https://library.uoregon.edu/sites/default/files/data/guides/english/howard_journal_communications.pdf (accessed October 2, 2014). Randall, Steve . Primetime Racism on Fox. FAIR. http://fair.org/extra-online-articles/primetime-racism-on-fox/ (accessed October 2, 2014). The Opportunity Agenda. Social Science Literature Review: Media Representations and Impact on the Lives of Black Men and Boys. The Opportunity Agenda. http://www.racialequitytools.org/resourcefiles/Media-Impact-onLives-of-Black-Men-and-Boys-OppAgenda.pdf (accessed October 2, 2014). UPDATED: Fox News Long History Of Race-Baiting. Media Matters for America. http://mediamatters.org/research/2011/06/13/updated-fox-news-long-history-of-race-baiting/180529 (accessed October 2, 2014).

Anthrax Essay -- essays research papers

Anthrax Vaccine: Safe and Effective, or Not? Intro: The Anthrax vaccine is a mandatory shot for military; while some people are willing to take the shot to save their lives, others believe if they take it, it will ruin theirs. I. The Anthrax Disease   Ã‚  Ã‚  Ã‚  Ã‚  A. Anthrax is a bacterial infection caused by Bacillus Anthracis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. It primarily affects livestock, but can occasionally spread humans.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. The infection can be treated, but is almost always fatal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. The bacterium produces spores that lay dormant for years in soil and on   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   animal products.   Ã‚  Ã‚  Ã‚  Ã‚  B. There are three different ways to contract this disease.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Cutaneous anthrax is the mildest of the disease.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. It is contracted through a cut on the skin.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Inhalation anthrax is a rare and fatal form of the disease.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. This form of anthrax is usually fatal, even if treated, resulting in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fatality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Another rare and fatal form of the disease is intestinal anthrax.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a. It is caused by eating meat of an animal that has died of anthrax. Transition: Now that you know what causes the disease lets talk about the vaccine. II. The Anthrax Vaccination   Ã‚  Ã‚  Ã‚  Ã‚  A. The vaccine was developed in the 1950’s and 60’s and approved by the FDA in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the 1970’s.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. The vaccine is a cell- free filtrate, produced from a strain of anthrax that   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ... ...  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  evidence that it protects against inhaled anthrax.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B. I this case the vaccine cannot b given to service members   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  without informed consent except during an emergency. Transition: Now that you have heard about the vaccine’s downfall, lets review everything Conclusion: We now know that anthrax is a fatal bacterium that can be contracted without your knowing. We also know that the vaccine can protect you. It has been tested since 1965, because it is the leading biological agent for germ warfare. We also know that it had a lower number of adverse effects in comparison with 3 other vaccines. Even with all that, there are still reasons why some won’t take the vaccine, like a lack of testing. It hasn’t been tested to see if it causes cancer, infertility, or even protects you from inhaled anthrax. Both arguments can end with the same statement, â€Å"I don’t want to get anthrax,† The question is what you are willing to risk to save yourself.

Crimes Against Children Essay

ABSTRACT Child abuse clearly has a negative impact on children and can result in behavioral, cognitive, emotional, and developmental difficulties. This may lead to greater difficulties later in life that will extend into adulthood. The use of proper investigation techniques and appropriate handling of cases, however, can result in less traumatization for child abuse victims. I. Introduction According to Hess & Orthmann (2010), law enforcement agencies are charged with investigating all crimes, but the responsibility is greater when children are involved. Because children are more vulnerable than other members of society, their protection under the law must be greater. Crimes against children cover an extensive range of crimes, including but not limited to: maltreatment, sexual exploitation, sexual abuse, abduction, trafficking and molestation. Child abuse investigations involve many challenges and therefore warrant specific techniques and considerations for successful outcomes in terms of cases solved and prosecutions. This paper will begin by defining specific terms that are germane to the topic of crimes against children. The next section will provide a scope of the problem concerning crimes against children. The following section will offer a theory framework to account for offenders of crimes against children. The fifth section will offer a literature review of current research findings regarding crimes against children investigative techniques. This is followed by a discussion section that will identify strategies and recommendations for successful investigative outcomes. Finally, the last section will summarize and conclude the important aspects of crimes against children investigation strategies as they relate to successful outcomes and prosecution. The significance of this paper is that it contributes to the criminal  justice system by critically reviewing investigative strategies and techniques as they relate to their mission of successful outcomes in crimes against children cases. This paper is written for colleagues and clerisy who have a professional or academic interest in reducing crimes against children through utilizing the best investigative strategies and techniques. II. Maltreatment of Children Defined Maltreatment means to treat someone roughly or abusive (Hess & Orthmann, 2010). The four common types of maltreatment include neglect, physical abuse, emotional abuse, and sexual abuse. A. Child Neglect – The failure to meet a child’s basic needs. This could include starving a child, or not keeping a child clean and well-kempt. B. Physical Abuse – Refers to violence against a child. While the laws may vary from state to state regarding the specifics of what constitutes physical abuse towards a child, this term refers to excessive abuse such as punching, strangling, or causing bodily harm to a child. C. Emotional Abuse – Involves causing fear or feelings of unworthiness in a child. This may include hurling insults at a child, or intimidating a child. D. Sexual abuse – Sexually molesting a child, performing sexual acts, statutory rape, and seduction (Hess et al, 2010). III. Scope of the Problem The extent of the problem is described by two conflicting views. One on side of the spectrum, there is a maximalist alarmist perspective and on the other side there is the minimalist skeptical perspective. The maximalist alarmist perspective believes that child abuse and neglect is reaching epidemic proportions and unless drastic steps are taken child abuse will continue and only get worse. The minimalists consider the maximalist view to be overly exaggerated and overstated for their own self-serving purpose (Hess et al, 2010). According to Juvenile Offenders and Victims 2006 National Report, child fatalities are the most tragic consequences of maltreatment. An estimated 1,530 children died because of abuse or neglect. 41.1 percent of child fatalities were caused by neglect where physical abuse was also a major contributor. More than three-quarters of the children who died because of child abuse were younger than four years old. However, some experts  believe that child fatalities may be underreported by 50 to 60 percent (Hess et al, 2010). The effects of child abuse are upsetting, disheartening and potentially very dangerous. Child abuse and neglect result in serious as well as permanent physical, mental and emotional damage. Unfortunately, the effects of child abuse may lead some victims to behave in future criminal behavior (Hess et al, 2010). Emotional damage from the effects of child abuse is disturbing. It may cause the victim to have an increased level of aggression along with self-destructive tendencies. Antisocial behavior can put not only the family in harm’s way, but also the community (Hess et al, 2010). Antisocial behaviors along with physical aggression are two of the most constant outcomes of physical abuse. Fear and anger are also incorporated with abused children. Some studies have suggested that childhood abuse and neglect will reduce cognitive skills and can lead to attention defi cit disorders. In addition to deficit disorders, neglected and physically abused children do not do well in school. These children tend to produce low grades, lower standardized tests scores and much retention in the same grade, but neglected children are far worse off than those who are physically abused (Chalk, Gibbons, Scarupa, 2002). IV. Theory Framework to Account for Offenders Crimes against children have numerous broad based causations rooted in criminological, psychological, and biological theory constructs. From a crimes against children investigative perspective, the power and control theory, (as a subset of conflict criminology), as posited by Hagan, Gillis, and Simpson (1990) accounts for a significant niche of offenders. In their theory Hagan et al. (1990) describe the power bestowed to males by the patriarchal system of marriage. While primarily an explanation of domestic violence, the power and control theory also incorporates domestic aspect of child abuse, neglect, and sexual assault (Hagan et al., 1990). Hess and Orthmann (2010) add further support in their claim that 90 percent of child abuse suspects are parents or an adult known to the child. Tanner (2009) notes limitation of the power and control theory is it does not explain or predict violent behavior, only that offending behavior toward children does occur in significant numbers in a pat riarchal construct. Even with this limitation, the power and control theory is useful in identifying offenders  and developing useful policies and strategies in crimes against children investigations. V. Literature Review A specific technique for a better outcome for handling child victim cases would be to establish a children’s advocacy center. Allowing these centers to place law enforcement officers, child protection workers, prosecutors, therapists, medical professionals all in one center will be to coordinate investigations, prosecution and treatment to the young victim. These centers can conduct child-friendly interviews rather than multiple interviews that may be in an interrogation room or in the house where the abused victim was neglected to such criminal activity. By placing children in an advocacy center and using a multidisciplinary team approach, it is easier for a team of professionals to work together to ensure that the maltreatment of the child is responded to in the best possible way with the least amount of further trauma. These centers â€Å"†¦improve the quality of information and increase the number of successful prosecutions† (U.S. Dept. of Justice, 1999). Unfortunately in the criminal justice system, law enforcement agencies must vie for federal funding and therefore resources like advocacy centers may not always be available in all cities and towns to coordinate such a team of professionals. Another idea that has been proven to work better than others would be to bring other agencies together and form a multidisciplinary team approach to the situation. The purpose of bringing these teams and agencies together is to limit the amount of times the child is interviewed, to coordinate intervention, and to reduce the amount duplication of agency procedures (U.S. Dept. of Justice, 1999) Joint and coordinated responses help cases not â€Å"fall through the cracks† (Hess & Orthmann, 2010). Joint interviews and monitored interviews will help reduce inconsistencies that may occur and improve the quality of information that is given by the child (U.S. Dept. of Justice, 1999). VI. Discussion/Recommendations Investigating child neglect and maltreatment cases can be very demanding and is perceived by prosecutors as the most difficult to prosecute. Protecting the child from further harm, interviewing the child, and the need to involve  other agencies are three challenges that occur when investigating child abuse and neglect (Hess et al, 2010). To help address these issues, there are some strategies in place to help children in need. To protect the child from further harm, under welfare regulations and codes, an officer may place a child in temporary custody without a warrant if there is an emergency (Hess et al, 2010). To help overcome challenges (i.e., short attention spans, difficulty discussing the abuse, and the fact the child was most likely told not to tell anyone) when interviewing a child, officers should consider the children’s age, their ability to describe what happened, and the retaliation by the suspect once the child â€Å"tells† (Hess et al, 2010). One idea w ould be to consider inviting a social worker or therapist who has studied child psychology and who is formally trained and has experience talking with troubled and abused children. VII. Conclusion Crimes which are committed against children have dire consequences, not just for the victims but for society as a whole. Police investigations of crimes against children require specific strategies and techniques for successful outcomes. With a wide scope of crimes being committed against children, law enforcement officials are charged with ensuring the safety of the child, and getting all the information about the crime from the child. This may involve bringing in social workers, creating children advocacy centers or other mental health professionals in order to provide an environment where children can feel they are safe to talk about what has happened. While some solutions to this problem may be expensive, time-consuming, or difficult; protecting the child is the ultimate goal for law enforcement and proper training for those who are involved in child abuse cases is paramount to bringing justice for these young victims. VIII. References Chalk, R., Gibbons, A., & Scarupa, H. (2002). The Multiple Dimensions of Child Abuse and Neglect: New Insights into an Old Problem. Research Brief, Retrieved April 11, 2013, from http://www.childtrends.org/Files/ChildAbuseRB.pdf Hagan, J., Gillis, A. & Simpson J. (1990). Clarifying and extending the power and control theory. American Journal of Sociology, 9, (4), 1, 1024-37 Tanner, J. (2009). Teenage Troubles: Youth and Deviance in Canada, 3rd edition. Oxford Publishing U.S. Dept. of Justice. (1999). Breaking the Cycle of Violence: Recommendations to Improve the Criminal Justice Response to Child Victims and Witnesses. Office for Victims of Crime, 6, Electronic Source Only. Retrieved April 15, 2013 from: http://www.ovc.gov/publications/factshts/monograph.htm Hess, K. M., & Orthmann, C. H. (2010). Criminal Investigation (9th ed.). Clifton Park, NY: Delmar.

Foreign and indian education Essay

Anyone who has studied in Indian schools and colleges will vouch for the fact that Indian Education system churn out more engineers, doctors and MBAs in comparison to any other country in the world. This has partly got to do with the mentality of Indian parents who believe that sole purpose of educating their kids is to find a well paying job. In India, parents have a huge influence on the major life decisions of their children including which school or college they attend, what branch of education their kids pursue and even which job they take up later in life. No doubt this creates a huge pool of educated individuals but the quality leaves a lot to be desired. Indian Education System From a very young age it is ingrained in the minds of Indian children that the purpose of education is to find a suitable job. This creates an impression on the minds of these children which is difficult to correct at a later stage. Individual aptitude towards any vocation, interests in any particular stream is sacrificed in the pursuit of a degree, which makes them job ready. The consequences towards this approach of education is that in the short term there is a boom in the number of professionals however in the long term areas like researches, arts and allied areas take a beating. This is dangerous for a developing economy like India. This creates a rat race to get admission in reputed educational institutes right from school level putting pressure on youngsters to perform in subjects which might not necessarily appeal to them resulting in disappointment when unable to perform. Foreign Education System Foreign education, on the contrary in general and western education in particular focuses more on individual interests, learning abilities and aptitude towards any vocations. The social system also supports individual education to a great extend unlike India, the purpose of foreign education system is not to land a job to make a living but holistic development of individuals. The performance measurement and grading system in foreign countries encourages blooming of individuals talents in diverse fields and does not restrict children to mere classroom studies. This approach is more practical and suited to overall individual development. Hence the focus of foreign education system is creating individuals with a broad outlook towards all aspects and does not narrow the purpose of education just for the purpose of getting a job. Both approaches have their pros and cons while education system might create more professionals it definitely needs to broaden its scope and focus more on grooming tomorrow’s citizens who can lead the country in all areas. Foreign education system is more liberal in its attitude which can sometime proof counterproductive especially when children from different educational backgrounds experience it for the first time. If we are to compare both education systems, both have their own merits however looking at the broader picture all we can say is it is up to the individual. As Mark Twain, once said, â€Å"Don’t let schooling interfere with your child’s education!† Education is the key foundation for the success of any country and the betterment of any individual. However, given the culture and mindset of different races, there is a different approach towards education. And to be more precise, there is a difference between the approach towards education in the western countries and in India. Apparently, the fundamental is that there is a chalk and cheese difference in the objective of education in both sides. Apparently, the foreign students treat education more like a learning process. On the other hand, they choose the line they are interested in and go only for that course and line of career. In this process, they tend to wait for the right kind of job and don’t really consider time as a hindrance. On the other hand, the objective of education in India has more to do with a fat salaried job, overseas chances, better marriage prospects, status in society etc. However, analysts on both sides say there is a lot of difference in terms of competition, aptitude and the job markets in both hemispheres. While things are rather relaxed owing to the lesser population, more streamlined procedure and lack of unfair means, things are quite different when it comes to India. As such, money becomes the root cause since most of the higher end courses are taken on study loan. So, it is more about circumstances than choices for many students. However, to those who manage to get admission in the foreign schools, once adaptability is achieved, the path is set and clear. Also, given the infrastructure, access to various resources and other facilities, the quality tends to be higher in terms of conducive learning. Though changes are being noticed in India with top league B-Schools focusing on quality and better infrastructure, there is still that gap between foreign schools and Indian educational institutions. With globalisation happening rapidly and economies getting tighter in developed countries, changes are being noticed so let us see how things take shape.1)The big difference is whatever discarded theories we learn in india those theories are not lernt by foreign people 2)Most part of their education is covered under practicals Well to be practical foreign education is a bit better than Indian education but in a certain aspect. Let me just put some flashlight on few areas why Indian’s prefer foreign education: Jobs: This is the main reason why people go abroad and spend millions of money on it. Many students are directly placed in foreign companies and so they prefer foreign education. Other reasons why it is better is that there is a better understanding and relationship between teachers and students. Schools have an open environment of teaching and has got no shyness on topics such as sex. In India no topic such as sex is taught in any school. Students are encouraged to work on their own projects on science and incentives are provided to them. Here ther’s no such sort of a thing. You are on your own. But recently there has been a boom in our Indian education as we are developing and becoming better than other nations. Due to recession many students are now preferring to stay in India now and pursue their course here as in abroad IT sector is the major head of earnings in companies. Foreign companies are suffering a blow down thereby leading to decline in jobs. If we consider the management area, then yeah we may say that foreign is better in providing management degrees than India. We have here only 10-15 reputed colleges which offer good MBA degree. Of these 10-15 the competition is killing and you really need to tie your boots if you wanna get into them. Regarding Science scenario we are in with other nations. Consider for example the CERN EXPERIMENT. This experiment consisted of colliding two protons. The experiment was successful which was feared by many people as it would lead to collapse of earth planet. The CERN association consisted of more than 200 Indian scientists. I totally agree with Lenin’s statement about what he said on professional value of degree. If we do Phd. or masters degree from abroad it has a greater value than the one done from India. Rest I would say that its totally the mindset of the person who wishes to pursue his education either from India or foreign. Mostly students who pursue from abroad have a greater bank balance and so utilize money by showing their standards. Other reasons are that often students of rich families who are not able to get into top Indian colleges in engineering and mbbs head for abroad. Believe me its true. It happens in medical field. Many students pursue their MBBS from abroad due to non selection in Indian colleges. The basic and most important difference between the two educational systems is the stress on math that is given in India (and Europe, I have been told) at the elementary and high school level itself. Mathematics, in my humble opinion, teaches students logical and rational thinking – it lays the foundation of independent and lateral thinking. Indian schools start teaching maths, like multiplication tables, at the elementary level itself. It is given a lot of importance and is a must for students who plan to do science related study in college. On the other hand, high school in America is so flexible that a lot of students who end up majoring in sciences in college do not take advanced maths and calculus in high school. In general, I found that at the end of their 1st year of university, math majors in the US are equivalent to high school graduates in India in terms of math study. This emphasis on maths in high schools and engineering programs is also the reason why India produces so many â€Å"good† software engineers. The analytical thinking taught by mathematics is exactly what is required for software development. The flexibility of the American education system is its greatest strength and also its greatest weakness. Students can choose among a host of classes and courses in high school and college. This means they can change their major (i.e. field of study) midway through college. This usually means that students in the US receive more exposure to a variety of subjects and hence, are more aware of their career options and opportunities. However, the downside is that they can avoid taking courses which are hard in their major. The computer science students in my department in the US are often criticized for avoiding a lot of important computer science courses by taking easier courses from other departments that fulfill their degree requirements. On digging deeper into the root of the problem, I realized that the general problem with the American education (high school and college) system is that it is designed so as not to reduce/hurt the self-esteem of any kid in class. So, the system is designed in such a way that nearly everyone can pass the high-school level. This leads to lowering the standards at the high school, which in turn leads to lowering the standards for college entrance too and subsequent college programs. So, college students in, say, computer science, are learning much less and at a much slower pace than the students in computer science programs in India and Europe This is one of the main reasons why most of the graduate students in computer science in the US are foriegn students; American students are just not able to compete with the quality of foriegn student applicants. College education is becoming common place, with a large proportion of high school graduates opting for it. Universities are under pressure from state governments to take in more students, that is, in turn, leading to reduced quality and lower standards (quality*quantity=constant). Universities are just not able to cope with the quick increases and the corresponding lack of good faculty. The situation is not improving either ! People kick and scream about the fact that immigrants are taking over the country and the hi-tech jobs, but very few people are examining the reasons why this is happening. Most people are fiercely defensive about the country and refuse to believe that anything can be wrong with the country’s education system since they are the technology leaders. However, nobody realizes or admits that this, to a great extent, is due to brain inflow of immigrants from Asia (India included) and Europe. However, the flip side of the coin is that the Indian education and social systems are very hard on kids and completely ignore their feelings, opinions and ambitions. Kids are pushed to study from the age of 3 and non-performers are treated as dolts and ostracized by parents and society. The preferred choice of learning and teaching is memorizing facts. These facts do help in the long run; the multiplication tables we learned in elementary school keep us ahead of our American peers who need a calculator to find out what 6 times 7 is ! However, the memorization approach to study does not allow and teach kids to think independently. The American school system lays stress on individual ability development and encourages kids to express themselves and their opinions from an early age. As a result, most Americans are way better at getting their point across as compared to people from other countries. However, again, the downside of this is that students in the US who are more out-spoken do well in class and outside class too only because they are more effective speakers. In the Indian system, individuals are not asked to stand up infront of the whole class and recite something. Instead, the whole class reads books out aloud together in unison. This allows more timid students to participate and overcome their fear of public speaking (since they are actually speaking with a group). Individual speaking is only done with the teacher one-on-one during â€Å"oral† examinations, where students are asked questions on the subject matter. Both systems work, however, in the Indian system, just because you can’t speak well, does not mean you don’t do well in class. But students in the US build more self-confidence and are much better at public speaking. Indian students on the other hand find it hard to learn to speak up or express their opinions (I know those are really broad generalizations). Classroom discussion and asking questions to the professors is encouraged. However, in India, professors expect you to treat them like God and often use their almost dictorial powers against students who upset them in some way. On a different note, another observation I made, while I was a teaching assistant (TA) for a senior level (3rd-4th year) class of computer science undergraduates, is that their focus in class and attitude towards the course was completely exam-oriented (ofcourse, there were some highly motivated and intelligent students too). They constantly wanted to know if what was being discussed would be on the quiz or the final. Almost no one in the class was attempting to understand concepts. They wanted to learn to solve all the kinds of problems that may appear in the quiz. One may argue that this is a natural thing for students to want. But the fact of the matter is that the American college education system is industry-oriented and hence, is structured so that it produces people who can do a certain type of job efficiently. So it is like a custom-design factory which produces engineers/workers who can do one or two jobs very well but require massive retraining if they have to do something new. In contrast, the education in India (and Europe) is more towards teaching the basic concepts and a broader mass of information. The products of this education system, are therefore capable of taking up several different types of jobs and are not masters of any single job. To do any single job well, they have to go through some amount of training at work. Another realization that the other TA and myself made was that the students wanted to be â€Å"spoon-fed† and told exactly what they needed to do, in order to do well in the course. This mentality of always being told to read something, do some assignment and essentially, being given goal-oriented tasks to perform, works great when students are being trained to work in the industry. And this is an admirable goal – America is built on the strength of these students who can perform what they have been told to do. However, in the long run, these people are not able to adapt quickly to changes in the industry. And they are definitely not prepared to go to graduate school (for a master’s or a Phd). Graduate school is very different from undergraduate school. There is no single book being followed; the reading and writing assignments require paper chases and are ambiguously defined. Also, most courses do not have regular evaluations such as quizes etc. but rely on a final project or term paper – this makes it very hard for one to know how much effort one needs to put into the course. One has to come out of the â€Å"spoonfeed me† mode and learn to think independently. This lack of spoonfeeding in graduate school also means that one has to be motivated by themselves – especially in PhD programs. The amount that you get out of your master’s or PhD depends on the amount of work you put in (more work also means faster graduation). There is no one motivating you to work harder or checking on your progress regularly. (By the way, my arguments in the Master’s versus PhD debate are available here) Something I would like to stress is that the situation I have described is for public universities in the US. Private liberal arts universities provide much better personalized attention to students besides a broader education. Also, non-science programs are stronger in general in the US due to the fact that they follow regular quarter or semester systems – in India, non-science programs usually have year long schedules with exams at the end of the year, whereas in the US, these programs have regular quizes and exams like all other science programs. On the other hand, most university students in India waste their whole year doing nothing; attendence requirements are very low and usually can be bypassed. Overall, I feel that the high school system in the US leaves students at a disadvantage when compared to their peers in India, Europe and perhaps the rest of Asia too. Some Americans cannot point out all the states in the United States on a map, let alone know anything about India (read the humorous commonly asked questions about India or watch Jay Leno’s street walk). This leads me to conclude that an Indian education is overall better atleast till the undergraduate degree (for engineering). However, graduate programs in the US are probably far ahead of most other countries due to the critical mass they have and the fact that they attract the best students and faculty from all over the world.