Explain how you can promote inclusion Essay

I teach on a one to one basis but if i was working in a classroom environment I would promote inclusion in the classroom by using various methods. These include Partnering different abilities of learners so they can learn from each other and all have a chance to get to know each other/work with each other. Asking different members of the classroom to give their opinions so all have the opportunity to contribute. Forming groups and varying the learners chosen to form these groups. Asking learners to be respectful of each others opinions and respecting when another member of the class or the teacher are speaking and not interrupting Encouraging open discussion and incorporating everyone into the discussions. Whether I am teaching in a group environment or one to one I would promote inclusion by using language that doesn’t discriminate, resources that reflects diversity and ensuring that I always remember that all students are different and I need to adapt to meet the need of each learner. It is also important to give the students the opportunity to give feedback on my teaching methods and content, thereby making them feel empowered within their learning environment. All learners will bring different skills and experiences with them to enhance the learning environment. Completing an individual learning plan for all learners makes it possible to adjust the course content to suit the individual learner. Implementing equality and diversity in the learning environment creates a happy and rewarding learning experience where learners will complete their learning with the confidence and qualifications to proceed further into life, work or education. Where required, a referral for internal or external help and support may be necessary.

Inclusion of Special Needs Children in Regular Classrooms Essay

Bobby, a young boy, is diagnosed with autism at age 3. At age 5 his parents attempt to place him into the kindergarten class in their school district. The school district wanted to immediately put Bobby into a special education classroom that is made up of entirely special needs children of all different disorders. Knowing that Bobby was prone to tantrums and uneasy with things unfamiliar to him, his parents wanted Bobby placed into a regular classroom with normally functioning students but with extra help from perhaps an extra aide or teacher. The school district decided to accommodate Bobby’s parents’ wishes and placed Bobby into a regular kindergarten classroom with a one-on-one aide who would also assist a few other children in the class when needed. This type of classroom is an inclusion classroom, meaning normally developing students are placed in the same class as special needs children so they can all learn from each other. It is not always easy for special need s children to adjust to an inclusion classroom at first, but they then usually become a successful environment. In the beginning of the school year Bobby had frequent outbursts when told to move from one activity onto another. These outbursts disturbed the classroom and Bobby’s classmates. Sometimes Bobby would scream and cry â€Å"NO!† when forced to relinquish a toy or supply to another student to teach him to share. Other times he wouldcry because he did not understand that every turn could not be his turn during games. Transition times were always a problem, because Bobby did not comprehend the concept of finishing one activity and moving onto the next. He just did not understand that the previous activity would still be there to do at another time or place. However, after a period of time and observing the â€Å"normal† students in his classroom, Bobby began to have fewer and shorter outbursts and began to understand simple concepts like finishing coloring and moving onto learning his alphabet. Many parents argue that having special needs children in the classroom with their normal children will hinder everyone’s learning and cause disruptions and distractions. However, inclusion classrooms help to teach sensitivity to normal students and proper interaction with society to special needs students. Inclusion in the scholastic environment benefits both the disabled student and the non-disabled student in obtaining better life skills. By  including all students as much as possible in general or regular education classes all students can learn to work cooperatively, work with different kinds of people, and how to help people in tasks. â€Å"As J.W. Whitworth, the Department of Education Chair of Texas, notes, ‘†¦the goal of inclusion in schools is to create a world, in which all people are knowledgeable about and supportive of all other people,'† (3). Every child in a public school system is required to receive a Free and Appropriate Public Education (FAPE) (Public Law 102-119). For higher-functioning children with special needs FAPE means being included in a regular classroom. Despite many arguments that special needs children are a hindrance to education in inclusion classrooms, the benefits of inclusive teaching outweigh the negative aspects. Any specialneeds child who is capable of functioning with some assistance in a mainstream classroom should be afforded that opportunity. No high functioning special needs student should be forced to remain in a classroom full of students that are lower functioning than them, therefore slowing down their education. Of the many benefits aspects for children placed in inclusion classrooms, there is none more important than the academic benefits. According to the Journal of Early Intervention, in a study of parents and teachers of inclusion classroom students, children with developmental disabilities placed in inclusion classrooms make great improvements in language, cognitive and motor development that are above their peers in special education classrooms (52). One way that students benefit is by learning skills of independence. Special needs students learn to depend on themselves first and then ask for help when they really need it. In the inclusive setting there won’t be as much of an opportunity for teachers or aids to assist all of the students. In a study conducted by Johns Hopkins University (Success For All) it was determined that in an inclusion setting â€Å"assessments showed improved reading performance for all students, the most dramatic improvements occurred among the lowest achievers.† (Stout, 2001). By placing the special needs students in with the general education students, all students are provided with better resources in the classroom. Aside from providing children with academic benefits, inclusion also provides children with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn about differences and how they can help others. In the â€Å"Success For All†study, results showed that the children involved had â€Å"a reduced fear of human differences accompanied by increased comfort and awareness† (Stout, 2001). If children are separated in the school because of their developmental differences then they will never truly learn that it is acceptable to be a unique individual. According to the Early Childhood Research Quarterly â€Å"typically developing children from inclusive classrooms [give] significantly higher acceptance ratings to hypothetical peers with disabilities than children from setting that do not include children with disabilities† (Hestenes, Carroll, 231). The idea that it is acceptable to be different should become common knowledge to all students. With that knowledge, students can make the future a better place for everyone. One tangible problem that could be avoided in the future if children are given exposure to disabled children are that people will not be turned down for jobs by non-accepting employers who do not understand the capabilities of some disabled workers. Another major benefit that students can gain from being in an inclusion classroom is a heightened self-concept. Larry Daniel and Debra King, writers for the Journal of Educational Outreach believe that â€Å"it is generally agreed that children who have learning problems and/or those who are behaviorally impaired often develop a poor self-concept† (Volume 91, Issue 2, 67).One way that students can gain a better self-concept is by learning that all students have strengths and weaknesses in the classroom and that needing help is acceptable. Special needs students will see general education students asking the teachers and the aids for help and they will realize that everyone needs help at some point (Daniel, King, 68). If a child who is viewed as â€Å"smart† asks a teacher how toread a certain passage, a learning disabled child will feel more comfortable with also asking for help with reading. Sometimes when a teacher starts children off with activities where they can no t fail, it can build a better self-concept (Daniel, King, 68). For example, a teacher could start off a lesson with a creative activity  such as drawing what one feels a story is about. Children cannot fail at this activity because it is all based upon their personal feelings. When a child feels good about an activity at which they succeeded, it builds the foundation for the belief that they can succeed at anything if they try. One way to build a child’s self-concept that is easy and helpful to the teacher is by assigning small tasks around the room. Some such tasks could be watering plants, passing out paper, or running small errands. Assigning special tasks makes them feel important and enhances self-esteem. (Daniel, King, 68) The way that a teacher talks to a child may either strengthen or weaken a child’s self-esteem. When a teacher uses many negative words and speaks loudly to a child in front of classmates that child may feel as if everyone will then make fun of him or her. This in turn makes the child feel poorly and lowers confidence. Wording phrases in a positive way can help to get the message across to the student effectively and mannerly (Daniel, King, 69). The child’s enhanced self respect can lead to many new friendships. Also, a refined self-concept develops feelings of empowerment in children. This new feeling can keep up self-confidence and allow the children to be less afraid to try new things. Through the many studies, laws, and the support of the government, inclusion has had a very beneficial effect on society as a whole. Students are learning at a younger age to accept people for who they are while learning reading and writing. They are learningthat everyone is different but everyone is still â€Å"special† and should be accepted for being themselves. As they grow older inclusion stays beneficial by creating better self-esteem in the students. Ultimately, inclusion is benefiting society more and more every day, creating better and more educated people around the world. Works Cited Whitworth, J. W. â€Å"A Model for Inclusive Teacher Preparation.† Electronic Journal for Inclusive Education 1 (1999). Retrieved April 18. 2007, from http://www.ed.wright.edu:16080/~prenick/JournalArchives/Winter-1999/whitworth.html. Peck, C .A., Carlson, P., and Helmstetter, E. â€Å"Parent and Teacher Perceptions of Outcomes for Typically Developing Children Enrolled in Integrated Early Childhood Programs: A Statewide Survey.† Journal of Early Intervention (1992): 53-63. Stout, Katie. â€Å"Special Education Inclusion.† Educational Issues Series: Wisconsin Education Association (2007). 18 Apr. 2007 . Hestenes, L. L. & Carroll, D. E. (2000) The play interactions of young children with and without disabilities: individual and environmental influences, Early Childhood Research Quarterly, 15,229-246. Daniels, Larry G., and Debra A. King. Journal of Educational Outreach 91 (1997): 67-81. 18 Apr. 2007.

Chapter 5 Coursework Example | Topics and Well Written Essays - 250 words

Chapter 5 - Coursework Example The agency also deals with economic oriented issues such as pest invasion and development of legitimate trade. Ideally, the CBP is meant to create a supportive business environment for US businesses by reinforcing trading regulations and discourage illegal trade. The Immigration and Customs Enforcement (IEC) is the largest investigative arm of the DHS. The agency identifies and assesses boarder-related vulnerabilities (Siegel, & Worrall, 2011). In addition, the agency is responsible for improving transportation, economic and infrastructural security. The agency is dependent on timely and accurate analysis of intelligence data collected through the Office of Intelligence. Finally, The Secret Service is charged with personal security of the US president, the vice president, high-level officials, and their families. Firstly, the secret service gathers intelligence information on threats against the white House and other state offices and buildings. Secondly secrete service investigates cases of identity theft, counterfeiting and cyber crimes targeting government’s online services, financial institutions and telecommunication services. Thus, the agency deals with sophisticated crimes that threaten U.S’s institutional and social

BBC DMI project Essay Example | Topics and Well Written Essays - 1750 words

BBC DMI project - Essay Example Leadership is defined as the capability to get whole things done by others. The project leadership skill helps to pay emphasis on the efforts of the group members towards the common objective and thus allowing them to perform better (Andersen, 2006). The effective project leadership skill helps in the decision making as well as problem solving process. It provides direction to the staff members in making important decision related to the execution of the project (Andersen, 2006). It also assists in the team building process. Effective leadership skill of an individual guides the team in case of any conflict that might occur while performing the work. If the employees perform well and pay attention towards the project’s transparency then the project will not lead to failure (Shenhar, 2004). Due to the effectual project management skill, it was assured by BBC that the organisation was on its path in order to deliver the programme without any delays. The Digital Media Initiative programme was absolutely essential for the BBC and it was also stated that the future of British Broadcasting Corporation was coupled with the thriving delivery of the DMI programme (National Audit Office, 2015).

Employer Liability For Improper Computer and Internet Use By Employees Thesis

Employer Liability For Improper Computer and Internet Use By Employees - Thesis Example Part IV covers employer liability for criminal acts of employees under the negligent hiring theory. This part of the paper discusses the concept of negligent hiring, substantiates employer immunity and looks at cases involving liability the internet and the right to privacy. Part v of the paper provides suggestions on how to reduce employer liability and part VI is the conclusion. Computers and the internet have transformed corporate practices. Social media tools such as Facebook, Twitter and Google+ allow organizations to communicate and lobby responses from the public in a quick and affordable manner. Organizations also use social media to engage employees and foster productivity. This use goes beyond new technological equipment and improved communications. The advantages of the use of technology in the workplace have also come with risks to businesses. The risks involved include the leakage of private company information by employees, the use of work facilities for personal undertakings and the inappropriate use of computer and internet by employees. This use has augmented the potential for unethical and illegal practices by employees. Technology has also made it simple to engage in unethical activities such as the theft of private information about other individuals and downloading inappropriate content from the internet. These problems are far reaching a nd businesses have developed ethics and training programs for its employees to assist in reducing the occurrence of unethical activities.1 The use of computers and the internet in the workplace exposes employers to liability for the actions of employees. The improper use of these facilities gives rise to actions in tort, which may hold the employer liable. Such instances involve holding employers liable under the doctrine of respondeat superior for the actions of its

Information System Briefing Essay Example | Topics and Well Written Essays - 1000 words

Information System Briefing - Essay Example Though, the nature and practices involved in this process can differ from industry to industry, however this process remains extremely critical to the success of the firm. The research suggests that healthcare firms and their staff members (as they are the most important stakeholders who can influence the success of this process) must be knowledgeable and informed on the information before initiating the process of selecting and acquiring an information system for them firm. In addition, all the associated stakeholders must have knowledge of this process, how the goals of their organization comply with the selection and acquiring process as well as the roles and responsibilities each organization’s stakeholder’s perform all the way through this process. In this scenario, one of the initial and most important decisions on which the entire process depends is whether an organization needs to select between outsourcing the IS and/or to bring in information technology expert s in order to work within the task (Hicks, 2013; Beatty, 2013). In the first step, the considering firm should find out what their information requirements are. This can be done by determining their capabilities and tasks they carry out throughout the business environment. It will require them to examine the decisions they make and the information they need to make these decisions. In this scenario, there is need for building an initial system design according to planned system inputs, outputs, processes, and required data bases. In fact, the analysis of these aspects will allow the firms to effectively recognize what information they need, what processes are carried out in order to translate the data into information, what data need to be collected in order to develop the information, and what data need to be stored and maintained for future analysis (Beatty, 2013; Hicks, 2013). After finalizing all the initial requirements, the considering firm should determine their budget. In th is scenario, the firm needs to analyze what expenditure are they willing to use on the complete process. They should determine their budget by keeping in mind all the contexts of the selection and acquiring process. For instance, the requirements and conditions for the new process and what are the benefits that can be achieved through different choices (as discussed above such as in-house development or outsourcing). Without a doubt, answers of these questions will help the acquiring firm to get the accurate direction regarding the implementation of a new information system (Hicks, 2013; Beatty, 2013; Braley, 2013). The firm that is going to acquire and select an information system must determine and set its business goals that it wants to achieve through the implementation of a new information system. In this scenario, a firm must set goals in a way that they demonstrate what is wanted and needed out of the implementation of a new information system. Additionally, the firm should l ist down its goals comprising the goals of staff members independently as well as all together. In the same way, it must include the goals of the front office, all the stakeholders that can be affected through the implementation of a new information system, the goals of the back office, physicians and the goals required to attain patient fulfillment. In addition, the acquiring firm must determine these goals for the reason that these goals will help them establish the tone for how the

G Protein Coupled Receptor Function in Bipolar Disorder Type Research Proposal

G Protein Coupled Receptor Function in Bipolar Disorder Type - Research Proposal Example The paper tells that bipolar disorder is a complex psychiatric disease having genetic basis. This is mainly due to the chemical imbalance bipolar disorder affects up to 3 percent of the total population. According to World Health Organization report of 2001, bipolar disorder stands fifth for the cause of disability among the adults. Male and female are affected by this disease in equal ratio. This disease can develop at any age and takes several years for complete development in the individual. Bipolar disorder is a family disease. It is the combination of stigma, disability and cognitive impairment. Depression causes the emergence of this disease in people. The lacks of neurotransmitters at the brain are found to be associated with the bipolar disorder. The symptoms of bipolar disorder are elevated mood, different thoughts, pressurized speech, less need for sleep, increase in the goal directed activity, poor judgment and tangential speech. Bipolar disorder is associated with long te rm morbidity, co morbidity, disability and increased mortality rates due to suicide accidents etc. G- Protein coupled receptors (GPCRs) comprises a super family of cell membrane receptors with many common features having a single polypeptide with many membrane spanning domains. GPCRS have seven transmembrane proteins with hetero-trimers. There is an alpha sub unit which binds to guanine nucleotides. GPCRs play important role in the development and regulation of cellular physiology. They participate in the diversified physiological functions and are the targets of many drugs. The ligands are very diverse such as amides, peptides, proteins, lipids, nucleotides and photons. GPCRs have many alternating signalling pathways and interact mainly with the proteins such as arrestins and kinases. 90% of the nonsensory GPCRs are present in the brain and they play many important neuronal functions. There are five dopamine receptors D1, D2, D3, D4 and D5 divided into two groups based on the seque nce and functional similarities. D1 like (D1 and D5) and D2 like (D2, D3, D4). (Pompili et al., 2011).These dopamine receptors are believed to be involved in the brain disorders such as Parkinson’s disease, schizophrenia, addiction, and Huntington’s disease. The D4 receptor is activated by the dopamine receptor present in the brain. The mutations in the GPCRs have resulted in a number of diseases in human. The mutations may be activating mutations or inactivating mutations. D1, D2 are shown to have a greater interaction with the bipolar disorder. All the antipsychotic drugs block the dopamine D2 receptors and are

Data Set Essay Example | Topics and Well Written Essays - 500 words

Data Set - Essay Example What is the range of a set of data? Refers to the difference between the highest and the lowest data values of a given data set What is another name for the lower quartile? The first quartile What is the lower quartile? It divides the lower fourth of the data set from the upper three fourths What are the other two names for the middle quartile? The median, the second quartile What is the middle quartile? It refers to the overall median term of a given data set What is another name for the upper quartile? Third quartile What is the upper quartile? It is the median of the data values in the upper half of a data set What is the 5 number summary of a set of data? low value, lower quartile, median, upper quartile, high value What is a box plot? Refers to plot that shows the five number summary visually with a rectangular box enclosing the lower and upper quartiles, a line marking the median and whiskers extending to the minimum and maximum values. The term standard deviation sounds really scary, but it is not really a horrible monster what is it a measure of? It is a measure of spread or variation What is the formula we use to find the standard deviation of a set of data? standard deviation=√(sum of (deviations from mean)^2/total number of data values-1) What is the range rule of thumb? It is the relationship between the standard deviation and the range given by

Role Of Icts For Improving Efficiency And Relevance Of Airlines Essay

Role Of Icts For Improving Efficiency And Relevance Of Airlines Services For Tourists - Essay Example In this direction it has become quite crucial for the organisation to undertake some crucial, new and innovative strategic and tactic moves. In this direction adoption of new and competent Information Communication Technologies (ICTs) has become an important and effective way for the business organisations to enhance their overall capabilities in existing challenging business environment (Konig and Strauss 2000). The importance of ICTs can be sighted in different industries across the world. In this context, international airline industry has also been adopted ICTs quite significantly. The proliferation of Internet as an important channel of communication between business organisation and customers has provided some important and effective measures related with ICTs to international Airlines for enhancing quality of services provided to passengers (Sarmento 2011). In direction to this, the paper aims to ICTs relaed trends prevailing within the International Airlines Industry. The paper also elaborates different new technologies and trends related with information and communication technologies (ICT) that are quite prominently followed within airlines industry. The impact and role ICT related practices and trends in advancing customer expectations is also an important point of discussion made in the paper. On the basis of entire findings, the paper also presents some crucial recommendations for airlines industry for using ICT in the more tactical and strategic way so that efficiency and productivity of the industry can be enhanced. ICTs acceptance within airlines industry Like other business industries, the growth of internet and technological advancement of business environment has also affected trends and practices followed in airlines industry. In order to enhance efficiency of services provided to passengers and providing some intensive an d value added experience to them, airlines companies has adopted ICT as one of the most effective tools. The history of ICT acceptance by different Airlines is quite old. Since 1970s, Airlines companies have been using different variants of ICT for facilitating its customers. The availability of telephone availability within this decade has changed the trend of enquiring about availability, reservation and confirmation (Sarmento 2011). In regard to this, first of all American Airlines introduced SABRE Computer Reservation System (CRS) in the year 1962, for the purpose of providing fast and effective facilities regarding reservations and bookings. Afterwards, the system was started to be used for inventory control function within the organisation. This system allowed the company to schedule its crew effectively, track spare parts requirements, and have effective decision support systems for management (Knowles and Garland 1994). The revolution regarding ICTs in Airline industry can b e spotted from mid 1990s. The development of internet and intranet facilities within the market place has allowed the airline industry to have some effective strategies on technological innovations in their ICTs infrastructure. In this regard, British Airways has spent ?1.1 billion on its ICT infrastructure for the purpose of making its distribution channels more effective and responsive. Increasing competitive pressure has imposed business organisations to have enhanced the level of interaction with customers so that their trust and loyalty can be won (Noakes and Coulter 2002). In this concern, effective communication and information technologies used by the company has been considered as effective gateways. In addition to this,

Brain development Essay Example | Topics and Well Written Essays - 500 words

Brain development - Essay Example Nevertheless, resources for inhibition are constrained in most advancing regions of the world. The confrontation for this century is to endorse community leaders and government officials to take on the prevention of cognitive impairment as the leading priority for the community. This article proposes that specialists in child behavior and development work with agencies branching from of the United Nations to come up with a world cognitive impairment watch. This program should be able to evaluate and help every state yearly in terms of risk aspects, hindrance watches, and premature intercession programs2. b. The pandemic of neurodevelopmental invectives affecting kids and adults surpasses the sum of these issues3. This epidemic is cumulative due to the escalating population numbers, increased existence rates of kids surviving illnesses or circumstances that compromise brain development. c. More kids are surviving illnesses or disorders that interfere with brain development: This guide towards cognitive development of the kids’ brain, making prevention and therapy harder for specialists. e. The number of child behavior and advancement specialists in the United States is diminishing: Kids’ specialists are decreasing and the ratio for therapy decease, making these kids more vulnerable to develop with impaired brain maturity and cognitive mental conditions. The lack of kids’ psychologists and developmental pediatricians brings about petite realization of cognitive illnesses that affect kids in the early years of life. In turn, this induces risks of children growing with underdeveloped brains4. I chose this article because it analyses the causes of cognitive impairment with a special focus on third world states. This way, raising awareness of the dangers children with cognitive brain impairment would be simpler. The world needs to be aware of the risks these kids are growing up with5. This topic identifies any provided society acting as causes or findings

Short history of gambling in the United States Essay Example for Free

Short history of gambling in the United States Essay According to the Commission on the Review of National Policy toward Gambling, gambling in the United States grossed over $40 billion dollars in 1995 (Dunstan, 1997). Professor I. Nelson Rose describes three waves of gambling during the history of the colonies and the United States. The first of these waves began during the start of this great nation and lasted until the mid-1800s. The second wave was at the end of our Civil War and lasted until the early 1900s. Finally, the last wave started during the Great Depression and is still going strong today. I believe a fourth wave has already commenced with new technology paving the way. The new technology consists of, first and foremost, the internet and also any Wi-Fi abled device. Those who use the internet have already found out that this technology is hard to regulate and hence the added rush or high the gamblers are able to extract from it. First Wave: From the 1600s to the mid-1800s 1. The Puritans attitude toward gaming and play was adopted. They also outlawed the possession of cards, dice, dancing, and singing. 2. They softened their stance the following year to allow recreation, but not as a trade. 3. In other colonies, where the Puritans did not have control, the English attitude toward gambling prevailed. 4. The English believed gambling to be harmless, and even called it a gentleman’s game. 5. Gambling soon becomes a vice with much risk taking. 6. Lotteries were permitted by the Crown to raise money for the colonial venture, with the proceeds helping to establish the early Universities like Harvard, Yale, and Princeton. 7. The first race track was built on Long Island in 1965. 8. By the early 1800s, big fancy casinos were established in the Republic, and gambling in the lower Mississippi Valley became a legitimate enterprise. 9. During the 1830s, professional gamblers were under scrutiny for preying on the unwitting. Ironically, President Jackson was a gambler at this time. Second Wave: From the mid-1800 to Early 1900s 1. The â€Å"Gold Rush† sets off a gambling boom in California. A canvas tent, at this time, cost $40,000 annually, payable with gold dust in advance. 2. In 1856, gamblers were lynched as a result of political fighting for San Francisco, since they were of the opposing political faction. 3. Despite Prohibition, gambling remained strong by going underground with illegal parlors. 4. By 1910, virtually all forms of gambling were prohibited in the United States. Third Wave: Early 1930s to the Present 1. The great depression leads to greater legalization of gambling. 2. Massachusetts decriminalized bingo in 1931 to help churches and charitable organizations raise much needed revenue. 3. Organized Crime syndicates become heavy supporters of many casinos in Nevada. 4. During the 1950s, the Senate Committee investigates Organized Crime’s influence in the casino industry. 5. Lotteries were once again sponsored by the government. From 1894 to 1964, there were no government-sponsored lotteries operating in the United States. 6. In 1964, New Hampshire is the first state to sponsor a lottery, followed by New York in 1967. 7. Congress fails to pass a national lottery measure despite numerous attempts. Fourth Wave: The Present and Beyond 1. In 1995, the first online gambling casino starts operation by offering 18 games. 2. An estimated 30 million people visited internet gambling sites in July of 2005 alone. 3. It is estimated the industry has grown from $1 billion in profits in 1997 to $10. 9 billion in 2006. 4. Almost anyone is able to gamble on any Wi-Fi abled device, since the industry is difficult to regulate. 5. The rise in internet gambling brings an increase in youths gambling, gambling problems, and criminal activity such as credit card fraud (McCown, 2007). Comparison of Criteria for Substance Dependence with Gambling 1. Tolerance-The two main words used to describe both this substance dependent and gambling criterion is, increasing amounts. 2. Withdrawal-When reducing, or stopping gambling activities the client becomes restless and irritated. The same can be said about substance dependence since those same characteristics are involved, with an added twist for substance dependent clients. 3. Taking the substance in larger amounts or over a longer period than was intended. This can also be construed as the tolerance criterion for gambling where the gambler uses increasing amounts to achieve excitement. 4. Having a persistent desire or unsuccessful efforts to cut down or control substance use. This behavior parallels the loss of control criterion in gambling where the gambler despite repeated attempts to cut down, stop, or control the gambling is unsuccessful. 5. Spending a great deal of time in activities necessary to get the substance. This criterion seems to be consistent with the gambler who has a preoccupation with gambling. 6. Giving up or reducing important social, occupational, or recreational activities due to substance use. This seems to almost mirror the gambler’s risked significant relationship criterion. 7. Continuing to use the substance despite knowledge of having a persistent or recurrent physical or psychological problem that is likely to have been caused or is exacerbated by the substance. I am unable to find a gambling criterion to match this exact behavior, but in gambling lying, chasing, and illegal acts seem to almost rival the substance dependent characteristic stated. Bibliography Ciarrocchi, J. W. (2001). Counseling Problem Gamblers. San Diego, California: Academic Press. McCown, W. G. (2007). Treating Gambling Problems. Hoboken, New Jersey: John Wiley Sons, Inc. Dunstan, R. (1997). Gambling in California. CA: California Research Bureau, California State Library. http://www. library. ca. gov/crb/97/03/chapt2. html

Translation Essays Sir Frank Whittle

Translation Essays Sir Frank Whittle The pioneering work of Sir Frank Whittle in developing the jet engine. The pioneering work of Sir Frank Whittle in developing the jet engine helped transform the way civil aviation operates today.   Indeed, it is probably true to say that without the jet airliner, there would be no package holiday business today and air travel would have remained an exclusive activity.   However, the invention of the jet alone did not make these changes possible.   Aircraft manufacturers too had their part to play in building aircraft types that were economic to operate for airlines.   There are a variety of important aircraft models, all equally impressive in their own rights, which helped shape the air travel business.   We shall focus on three of the most notable product lines: The Boeing 77 series, the McDonnell-Douglas DC-10 series, and the Airbus 300 series, all of which have utilized varying degrees of speed, fuel efficiency, service, and passenger capacity to make air travel accessible and attractive to the common person. It is worth briefly mentioning here that the American aircraft manufacturers had a built-in advantage in the jet passenger craft market coming out of World War II, for a fairly straightforward reason:   The American aircraft industry was completely undamaged, in contrast to the European and Asian companies which had been devastated.   So aircraft manufacturer Boeing, makers of workhouse American bombers such as the B-17 and B-29, was well-poised to enter and dominate the commercial jet aircraft arena.   The first commercially successful venture, unsurprisingly, was the Boeing ‘7X7’ Series, four-engine large-payload jets, the first of which was the 707.   This remarkable craft was airborne within two years of the announcement of the project’s commencement, taking to the skies on May 14, 1954 on its first test flight, and carrying its first commercial passengers a relatively short time later (December 20 1957), thanks to Pan American Airways’ agreemen t with Boeing to purchase and operate a large number of 707s to form the backbone of Pan Am’s worldwide fleet.   The first model, the 707-120 (medium-range jets), carried up to 181 passengers, and subsequent versions including the 707-320 (longer-range jets), carried up to 200 passengers.   Cruising speeds for the 707 reached up to 1000 kilometers per hour, making even international travel a speedy, convenient, and more affordable process.   In all, 1,010 707s in its various incarnations were produced in an astonishingly lengthy commercial production run from 1954 to 1978.   (Boeing continued to produce 707s for the military until 1991.) The American passenger airline business benefited greatly from government deregulation in the 1970s, opening the way for an explosion comprised of a perfect storm of more carriers, lower prices, and higher customer demand.   The aging 707 series, venerable as it was, simply did not carry enough passengers or boast adequate fuel efficiency to remain economically feasible for production and continued use.   Some airline industry analysts felt Boeing was slow to realize this, but the company responded with remarkable agility by announcing in 1966 that it would begin production of a line of so-called ‘jumbo jets’ within four years, spurred again by a huge order from Pan Am, who was gambling on twenty-five brand new jets, sight unseen.   This was no minor undertaking – the development and production of this revolutionary new behemoth airplane nearly bankrupted Boeing.  Ã‚  Ã‚   In 1970 right on its announced schedule, yet against all outside predictions Boein g introduced the 747, a colossal double-decker jet which will have held the record for largest size jet until late 2006, when it will be surpassed by the introduction of Airbus Industries’ A380 (more on the Airbus later). Like the 707, Boeing’s 747s were rolled out in a progression of improving and size-varied series, ranging from the 747-100 to the 747-400s. Though the 747’s cruising speed is a tad slower than the 707 (910 kilometers per hour), the latest models transport an astonishing amount of human cargo between 415 and 525 passengers (up from the earliest models’ 374-passenger maximum).   Its better fuel efficiency, compared to the 707s, allowed it to travel longer distances without refueling, as well, for example, from New York to Hong Kong nonstop.   In addition to meeting the market demand of more people to fly for less money, the 747 also accommodated those who were willing and able to pay more to fly in style.   Another clever feature of the 747 was the refinement of the idea of different ‘classes’ of passenger service.   The original evolution of passenger air flight in general, not just the 747, was simply along the lines of making air travel affordable for the maximum number of people.   Once this goal was achieved, the airlines modified their business plans to accommodate the fact that certain travelers, particularly those traveling for business purposes, would be willing to pay higher fares for added amenities such as larger seating, better food, free alcoholic beverages, priority boarding, etc.   The 747’s upper deck was designed for such so-called ‘first-class’ passengers and Boeing produced, for various airlines, a variety of configurations that included such amenities as a piano lounge and standup cocktail bars for its more upscale clientele.   In all, over 1,200 747s have been produced, and with the advent of the 747-8 series in late 2005, the line lives on.  Ã‚  Ã‚   Another important jet was McDonnell-Douglas’ DC-10, which flew its first passenger flight in 1971.   It was designed to compete directly with Boeing’s 747 and its creation, like the 747, was spurred in large part by the demand from a particular airline.   In the DC-10’s case, American Airlines specifically asked McDonnell-Douglas if it could manufacture a plane capable of flying the same long routes as the 747 but which could accommodate shorter runways and standard gate sizes found at many airports.   The result was a three-engine aircraft that could carry between 250 and 380 passengers in its various incarnations.   Its speed was essentially comparable to the 747, at 982 kilometers per hour, with less fuel consumption, again making it more affordable.   United Airlines, pleased with the results of McDonnell-Douglas’ fruits, also purchased a number of DC-10s.   Unfortunately, the DC-10 was not to have as celebrated an era of service as the 747 .   In the 1970s, several horrific and well-publicized disasters occurred involving DC-10s that were traced to design flaws.   The most noteworthy of these problems was the design of the cargo doors.   Most passenger jets utilized designs in which the doors opened inward; the DC-10 cargo door opened outwards, requiring a complex and heavy locking mechanism to withstand the heavy outward-directed force of cabin pressurization.   The locking mechanism was prone to a variety of dangerous pitfalls, ranging from human error to mechanical failure, any of which could cause a catastrophic blowout of the door.  Ã‚   There were a few near-misses in the early 1970s in which a door failed, including a 1972 incident in Detroit, but no accidents transpired.   Tragically, however, a complete and utter disaster befell a Turkish Airlines DC-10 on March 3, 1974.   The plane took off from Orly airport in Paris; within seconds, its cargo door blew out and the resulting depressurization se vered the control cables, rendering the aircraft unmanageable by the pilots.  Ã‚   The plane crashed 77 seconds after takeoff into the dense Ermenonville forest outside of Paris, shredding the plane and its passengers to ribbons.   All 364 people aboard were killed.   Subsequent investigations by the French and American governments revealed that McDonnell-Douglas was well aware of defects in the cargo door design, but made inadequate efforts to correct it.   Under legal pressure and rebellion from passengers who simply refused to fly on a DC-10, McDonnell-Douglas corrected the flaw.   But after yet another catastrophic crash of a DC-10 in 1979 at Chicago O’Hare airport, the DC-10 never regained its footing and eventually, production was halted in 1988 after a comparably small production run of 446 planes, ending what could have been a healthier competition between the 747 and DC-10 that would have continued to benefit airlines in their fierce competition for passeng ers. Lastly, Airbus Industries’ Airbus model is important to mention, both for its successful, albeit relatively short track record and the simple fact that it is not a product of American design and manufacturing.   Airbus was formed in 1967 by a consortium of European aviation manufacturers with the express purpose to compete with Boeing’s overwhelming dominance in the passenger jet market.   In the intervening 38 years, Airbus has fought a pitched battle with Boeing, both politically and commercially, and achieved remarkable parity. It narrowly edged out Boeing in total number of orders received in 2005, 1055 jets to 1002.   Airbus did not get off to an auspicious beginning, however.   Only 81 of its A300 model were in service by 1979 despite its entry into the world market in 1974.   However, the introduction of the A320 model in 1981 was a smashing success, with Airbus having taken 400 orders from airlines before the first model even left the ground.   Thoug h the A320 typically only carried approximately 150 passengers, its reliability, speed (approximately as fast as a 747) and fuel efficiency made it an attractive choice that could compete with Boeing’s smaller jets including the 737, and Airbus wasted little time in expanding the passenger capacity of the A320 and subsequent models.   In fall 2006, Airbus’ A380 will overtake the 747 in maximum passenger capacity – 555.   The competition between Airbus and Boeing has become so fierce that it has escalated into conflict between the United States and European Union, with unfair subsidy accusations and threats of trade wars flying across the Atlantic Ocean as often as the jets. Certainly, Boeing, McDonnell-Douglas, and Airbus were not the only major players in the passenger jet business since its advent.   Other notables include American manufacturer Lockheed and a host of minor foreign manufacturers.  Ã‚   None, however, have matched the dominance and industry-changing models of Boeing 77 series and Airbus 300 series, or the unfortunate inability of McDonnell-Douglas to live up to the potential of the maligned DC-10.   Each of these planes played a key role in making long-distance air travel more competitive, more affordable, more international, more accessible, and safer (ironically, in the case of the DC-10) with each passing year. BIBLIOGRAPHY http://www.boeing.com/commercial/707family/ http://www.aviation-history.com/boeing/707.html http://www.aircraft-info.net/aircraft/jet_aircraft/boeing/747-400/ http://www.boeing.com/commercial/747family/index.html http://www.pbs.org/kcet/chasingthesun/planes/747.html http://www.aircraft-info.net/aircraft/jet_aircraft/mcdonnell_douglas/DC-10_MD10/ Johnston, Moira.   The Last Nine Minutes: The Story of Flight 981, Avon Publishers, 1976. http://www.airbus.com/en/aircraftfamilies/ Contrada, John Della.   â€Å"Subsidy war could harm Boeing more than Airbus, UB researcher says,† The University of Buffalo Reporter, 24 June 2004.

Paediatric Nursing Teaching Session: Reflection and Analysis

Paediatric Nursing Teaching Session: Reflection and Analysis Critically analysing a teaching session which has been undertaken in practice for a child or young person. This reflective essay explores and analyses a teaching session carried out with a young person within a paediatric nursing setting, in order to evaluate positive aspects of the session, skills involved and skills developed on the part of the nurse during the session, the effectiveness of the session, and the ways in which this activity could have been improved to better meet the needs of the client. The client chosen is a 13 year old girl with Type 1 Diabetes, who, having made the decision to become independent in her glycaemic control and in managing her condition, was admitted to the children’s ward after a hypoglycaemic episode. The focus of the session was on re-educating the client in good practice in self-administration of insulin. Up until the period shortly before her admission, her mother had been administering BD insulin injections before school and in the evening. The client, who shall be called Sheila for the purposes of this essay (the name has been changed to protect confidentiality), had asserted her independence and demanded to be allowed to carry out our own injections, unsupervised, but after the hypoglycaemic episode, the question was raised whether or not she was able to draw up the correct dose. Therefore, the session was set up to allow Sheila to revisit the correct procedure for drawing up and delivering the correct dose of insulin in the correct manner. Confidentiality has been maintained throughout this essay by anonymising the personnel involved, and by ensuring no identifying details are used at any point. The importance of the teaching role within paediatric nursing will be discussed in the light of this activity and experience, and some recommendations for good practice will be drawn from this. The client chosen provides an interesting case because this is a young person who can be viewed as being in transition, between childhood and the onset of adolescence, asserting more maturity and independence in her management of her chronic condition, and so needing to be treated and interacted with in ways more similar to those usually used with adults. This presents a challenge for the paediatric nurse, because one key aspect of educating for health is to engage with the client on the appropriate level, and to avoid alienating the client (Agnew, 2005). This is a fundamental component of all nursing care, acting as both the human face of medicine and as a teacher or coach who acts to â€Å"take what is foreign and fearful to the patient and make it familiar and thus less frightening† (Benner, 1984 p 77). Approaching a young person such as Sheila requires skill in terms of using typical teaching approaches but adapting them to meet her individual needs as a person, according to her own perception of who she is and her levels of independence. Benner (1984) suggests that there is a need to use tone of voice, humour, and the nurse’s own attitudes in meeting these needs. Knowles et al (2006) state that â€Å"evidence-based, structured education is recommended for all people with diabetes; tailored to meet their personal needs and learning styles† (p 322). In this instance, planning the session required the nurse to draw upon knowledge of teaching processes and principles gleaned from her own study and research, clinical knowledge about the skill to be taught, and personal attributes which would (it was hoped), avoid patronising the client or alienating her(see Appendix for teaching plan). However, this author anticipated that there would always be some distance between nurse and client, because the nurse, no matter how skilled or capable in communication, might still represent an older authority figure to whom they might not necessarily Ã¢â‚¬Ë œrelate’ very well. Understanding this, the approach to the session was clearly and consistently hinged upon basic principles of learning, incorporating aspects of adult learning in order to attempt to be more appropriate for Sheila’s learning needs. There is some debate about the differences between learning in children and adult learning, or whether there are, indeed, any differences (Rogers, 1996). Because of the significant health impact of Type 1 Diabetes on individuals, and consequently, on society and the state’s healthcare systems and resources, it was thought important to include in this session some of the rationales for good glycaemic control and prevention of the longer term consequences of the disease. Type 1 Diabetes, is a disorder in which beta cells of the Islets of Langerhans located within the pancreas fail to produce insulin as required by the body to regulate blood glucose, resulting in high levels of circulating glucose(Watkins, 2003). The longer-term consequences of the disorder include atherosclerosis and cardiovascular disease (Luscher et al, 2003); diabetic retinopathy (Cohen Ayello, 2005; Guthrie and Guthrie, 2004); peripheral vascular disease, intermittent claudication and foot ulcers foot ulcers caused by impaired circulation and peripheral neuropathy(Bielby 2006; Edmonds and Foster, 2006; Lipsky et al, 2006; Guthrie and Guthrie, 2004; Bloomgard en, 2005; Soedmah-Muthu, 2006); renal disease and renal failure (Castner and Douglas, 2005); and gastrointestinal complications (Guthrie and Guthrie, 2004). In preparation for the session, the nurse engaged in some background research, ensured that her knowledge was up to date, and reviewed the key national policy document, the National Service Framework for Diabetes published by the Department of health which underlines the need for good, ongoing health promotion and education for those with the condition (DH, 2002). Reading of research and professional literature also highlighted a wealth of information on the specifics of health promotion and education within diabetes, much of which is very applicable in this instance as it focuses on self-management of the condition (Cooper et al, 2003). While these support the transmission of information between health professional and client, so that the client becomes knowledgeable about their disorder and its management (Fox and Kilvert, 2003), there is also evidence which supports health education that actively incorporates and engages the client as a partner in the learning process as well as t he control of their condition (Davis et al, 2000) Therefore, the session was planned to initially determine Sheila’s level of knowledge and understanding, her current competence in the skill, and her ability to describe the underlying principles of the procedure. As Rogers (2002) states, â€Å"it is necessary to adapt our methods of teaching adults to the range of educational skills they possess.† (p 76). Horner et al (2000) also underline the need to improve the readability of teaching materials, and some were identified during the course of this session as being in need of improvement. Therefore, this element of the session also determined her level of understanding, reading ability and whether or not she had any difficulties such as dyslexia. It was discovered that Sheila had an above-average reading level, no special educational needs and no specific requirements other than that she was spoken to as an adult, as she reiterated on a number of occasions that she was not ‘a kid’. The learning approach taken was what Hinchliff (2004) describes as a constructivist approach, which, based on cognitive and humanistic learning theories, places the most importance on â€Å"self awareness, and the individual’s understanding of the processes involved in his or her own learning† (p 65). Hinchliff (2004) discusses Bloom’s (1972) learning domains, and this teaching session was designed to affect all three domains, cognitive, psychomotor, and affective. In relation to the cognitive domain, the aim was to reinforce and introduce knowledge. Psychomotor skills relate to the practical ability to administer insulin, and affective domain refers to the initiation of a process of attitude formation, wherein the nurse was hoping to help Sheila form a positive, proactive attitude to self-management of her condition. Further reading uncovered information on tailored educational programmes for children with diabetes to encourage appropriate self-care and management of their condition, based on pre-existing adult courses which exist in the UK but are of limited value for children (Knowles et al, 2006). Knowles et al (2006) carried out a study to adapt the adult Dose Adjustment For Normal Eating (DAFNE) course to design a skills training course, for children aged 11–16 yr, focusing on self-management skills within an intensive insulin regime. While this kind of approach would have been ideal for Sheila, a little research into facilities available local to the client showed no provision of this kind, or similar, targeted at her age group, which this author believed was a failing of local provision. This is a key point in the lifespan of a young person with a chronic condition, and at the least such young people need age-appropriate health education activities (Knowles et al, 2006). However, th is study has yet to be validated by a planned larger multicentre trial (Knowles et al, 2006). Viklund et al (2007) carried out a six month randomised controlled trial of a patient education empowerment programme, with teenagers with diabetes, but found after their trial that this empowerment programme made no difference on outcomes related to glycaemic control or empowerment. Their conclusion was that there should continue to be parental involvement in educational programmes and in management of self-care and ongoing control in diabetes in teenagers (Viklund et al, 2007). This might suggest that this session should have included some parental involvement, or should have made reference to ongoing parental involvement, because it supports anecdotal evidence that the author has gleaned from practice, wherein nurses rarely ‘trust’ teenagers to manage their diabetes appropriately themselves. Murphy et al (2007) describe a ‘family-centred’ diabetes education programme which was successfully integrated into paediatric diabetes care in one location, with pot ential benefits on parental involvement and glycaemic control. In all three of these cited studies, multidisciplinary involvement was a feature of the programme (Knowles et al, 2006; Murphy et al, 2007; Viklund et al, 2007). This suggests that there should be programmes which provide ongoing, family-oriented support, but this author still feels that the particular needs of teenagers may need something else, something indefinable as yet, but something which still supports their sense of self and emerging adult identity, fosters independence but also helps ensure proper management of the condition. This takes us to the issue of resources, and the lack of them, but if there were more, good quality research in this area, it might provide the leverage for more resources to be mobilised to meet the needs of this client group. Sheila evaluated the session well, but the author was left with the feeling that there was no certainty that the client would take on this new learning and that her glycaemic control would improve. Having addressed issues from the point of view of diabetes, and of the needs of teenagers with this condition, the author can only conclude that the session was well designed and incorporated patient-centred, established educational techniques, but that these techniques are not necessarily the optimal way to educate and support teenagers with Type 1 Diabetes. The literature has shed a light on some potential approaches to this, but the evidence is still insufficient to fully change practice. However, Sheila was able to demonstrate correct technique, discuss the rationale for the technique, and discuss with some confidence her management and control of her condition, and the prevention of longer-term complications. A more multidisciplinary approach would perhaps be needed to address the emo tional and psychological elements of her learning and development needs in the future. References Agnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26 Anderson, B. (2005) The art of empowerment : stories and strategies for diabetes educators New York: American Diabetes Association. Anthony, S., Odgers, T. Kelly, W. (2004) Health promotion and health education about diabetes mellitus. Journal of the Royal Society for the Promotion of Health. 124 (2) 70-3 Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice London: Addison-Wesley Publishers. Bielby, A. (2006) Understanding foot ulceration in patients with diabetes. Nursing Standard. 20(32). pp. 57-67. Bloomgarden, Z.T. (2006) Cardiovascular Disease Diabetes Care 20 (5) 1160-1166. Castner, D. Douglas, C. (2006) Now onstage: chronic kidney disease. Nursing. 35(12). pp. 58-64. Cohen, A. Ayello, E. (2005) Diabetes has taken a toll on your patients vision: how can you help?. Nursing. 35(5). pp. 44-7. Cooper, H.C., Booth, K. and Gill, G. (2003) Patients’ perspectives on diabetes health care education. Health Education Research 18 (2) 191-206. Court, S. and Lamb, B. (1997) Childhood and Adolescent Diabetes London: John Wiley. DAFNE Study Group (2002) Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustment for normal eating (DAFNE) randomised controlled trial. British Medical Journal 325:746–9 Davies, K. (2006) What is effective intervention? Using theories of health promotion. British Journal of Nursing15 (5) 252-256. Department of Health (2002) National Service Framework for Diabetes Available from www.doh.gov.uk Accessed 25-7-08. Edmonds, M. Foster, A. (2006) Diabetic foot ulcers. BMJ. 332(7538). pp. 407-10. Fox, C. and Kilvert, A. (2003) Intensive education for lifestyle change in diabetes. BMJ 327 1120-1121. Guthrie, R.A. Guthrie, D.W. (2004) Pathophysiology of Diabetes Mellitus. Critical Care Nursing Quarterly 27 (2) 113-125. Hinchliff, S. (Ed)(2004) The Practitioner as teacher 3rd Ed London: Balliere Tindall Knowles, J., Waller, H., Eiser, C. et al (2006) The development of an innovative education curriculum for 11–16 yr old children with type 1 diabetes mellitus (T1DM) Pediatric Diabetes 7 (6) 322-328. Luscher, T.F., Creager, M.A., Beckman, J.A. and Cosentino, F. 2003 Diabetes and vascular disease: pathophysiology, clinical consequences and medical therapy: part II. Circulation 108 1655-1661. Murphy, H.R., Wadham, C., Rayman, G. and Skinner, T.C. (2007) Approaches to integrating paediatric diabetes care and structured education: experiences from the Families, Adolescents, and Childrens Teamwork Study (FACTS) Diabetic Medicine 24 (1) 1261-1268. Northam, E. Todd, S. Cameron, F. (2006) Interventions to promote optimal health outcomes in children with Type 1 diabetes are they effective? Diabetic Medicine. 23(2). pp. 113-21 Reece, I. Walker S.(2003) Teaching, Training and Learning. Tyne Weir: Business Education Publishers Ltd. Rogers, A. (2002) Teaching Adults 3rd Ed Buckinghamshire: OU Press Soedmah-Muthu, S.S., Fuller, J.H., Mulner, H.E. et al (2006) High risk of cardiovascular disease in patients with type 1 Diabetes in the UK. Diabetes Care 20 (4) 798-804. Viklund, G., Ortqvist, E. and Wikblad, K. (2007) Assessment of an empowerment education programme. A randomized study in teenagers with diabetes Diabetic Medicine 24 (5) 550-556. Watkins, P.J. (2003) ABC of Diabetes (Fifth edition). London: BMJ Publishing Group. Appendix Patient Education Plan Self-administration of Insulin Lesson Aims: To support Sheila to develop the skills and knowledge to demonstrate competence in the independent self-administration of Insulin. To reinforce health promotion principles and information regarding long-term management and control of her Diabetes and the prevention of later-life health complications. Learning Outcomes – at the end of the session the client should: Be able to describe, discuss and demonstrate the principles of correct drawing up of accurate doses of insulin as prescribed in her own regimen. Be able to competently self-administer insulin with correct technique, and describe the rationale for this technique Be able to discuss ongoing glycaemic control and prevention of later life complications of Diabets. Activity Method and Rationale Determine Sheila’s current level of knowledge. Determine Sheila’s reading level and identify any specific learning needs or difficulties (eg dyslexia) Discussion This allows for the identification of Sheila’s needs, and allows the nurse to set the tone and establish a relationship with Sheila. Provision can be made for specific needs such as augmented or specialist reading materials. Sheila to demonstrate drawing up technique Nurse to demonstrate drawing up technique Demonstration/discussion with supporting information/leaflets. Drawing comparisons between the two techniques should allow the client to identify whether her own practice matches that of the nurse/teacher. Discussion of this will draw out underlying knowledge and principles. Written information will reinforce learning. Review and demonstrate correct administration technique Discussion/Demonstration Discussion allows the nurse to identify gaps in knowledge and skill and address these in a responsive, flexible manner. Review knowledge of disease management and prevention of complications and identify further learning needs Discussion Provide a rationale and potential motivation to maintain good glycaemic control. Plan to meet further learning needs either immediately or in future sessions, perhaps involving the multi-disciplinary team. Gain client feedback To evaluate effectiveness of teaching session in client’s own words.

A Comparison of John Stuart Mill and Immanuel Kants Ethical Theories :: Societal Order Universability

Compare Mill and Kant's ethical theories; which makes a better societal order? John Stuart Mill (1808-73) believed in an ethical theory known as utilitarianism. There are many formulation of this theory. One such is, "Everyone should act in such a way to bring the largest possibly balance of good over evil for everyone involved." However, good is a relative term. What is good? Utilitarians disagreed on this subject. Mill made a distinction between happiness and sheer sensual pleasure. He defines happiness in terms of higher order pleasure (i.e. social enjoyments, intellectual). In his Utilitarianism (1861), Mill described this principle as follows:According to the Greatest Happiness Principle †¦ The ultimate end, end, with reference to and for the sake of which all other things are desirable (whether we are considering our own good or that of other people), is an existence exempt as far as possible from pain, and as rich as possible enjoyments.Therefore, based on this statement, three ideas may be identified: (1) The goodness of an act may be determined by the consequences of that act. (2) Consequences are determined by the amount of happiness or unhappiness caused. (3) A "good" man is one who considers the other man's pleasure (or pain) as equally as his own. Each person's happiness is equally important.Mill believed that a free act is not an undetermined act. It is determined by the unconstrained choice of the person performing the act. Either external or internal forces compel an unfree act. Mill also determined that every situation depends on how you address the situation and that you are only responsible for your feelings and actions. You decide how you feel about what you think you saw.Immanuel Kant (1724-1804) had an interesting ethical system. It is based on a belief that the reason is the final authority for morality. Actions of any sort, he believed, must be undertaken from a sense of duty dictated by reason, and no action performed for expediency or solely in obedience to law or custom can be regarded as moral. A moral act is an act done for the "right" reasons. Kant would argue that to make a promise for the wrong reason is not moral - you might as well not make the promise. You must have a duty code inside of you or it will not come through in your actions otherwise. Our reasoning ability will always allow us to know what our duty is.

The Hidden Truth in The Rocking-Horse Winner by D. H. Lawrence Essay

The Hidden Truth in "The Rocking-Horse Winner" by D. H. Lawrence      Ã‚  Ã‚   The plot in "The Rocking-Horse Winner" by D. H. Lawrence reveals to the reader conflicts between Paul and his mother using different levels or forms of secrecy. There are secrets hidden throughout the house that leads Paul and his mother to an unpleasant life. The first level of secrecy is the actual secrets that Paul and Paul's mother keep from each other. The second form of secrecy is that D. H. Lawrence uses a story telling style of writing. This way of writing in itself holds many secrets. Finally, the third level of secrecy is through the use of symbolism. Paul's mother tries to show others that she is a good mother even though "at the center of her heart [is] a hard place that could not feel love, no, not for anybody" (Lawrence 524). The children know their mother has this block for love and it is Paul's goal to find love from his mother. His mother's only obsession is to have money. According to W. R. Martin Paul's mother feels that if she has money her problems will disappear and she can obtain that "high social class" she does not deserve to be in (65). This adds conflict because there is a child that is neglected by his mother and a mother who is only interested in herself and the social class she lives in. Paul's secrets add conflict in the story because the secrets separate him and his mother and eventually lead him to his death. Paul rides a wooden rocking horse that his parents gave to him as a gift. While riding a voice will sometimes magically whisper the next week's winner in the upcoming horse races. Without his mother knowing, Paul will ask the young gardener, Bassett, to place bets on horse races behind her back. Then he gives ... ... story a classic. He did not only write a story that had a good plot line, but a story that had many in depth topics. The way the conflicts were shown throughout the story between Paul and his mother using secrecy was magnificent. D. H. Lawrence is an excellent writer and "The Rocking-Horse Winner" is a prime example of the talent that he has. Works Cited Beauchamp, Gorman. "Lawrence's The Rocking-Horse Winner." Explicator 31.5 (1973): Item 32. Fitz, L. T. "'The Rocking-Horse Winner' and The Golden Bough." Studies in Short Fiction 9 (1973): 199-200. Junkins, Donald. "'The Rocking-Horse Winner': A Modern Myth." Studies in Short Fiction 2.1 (1964): 87-89. Martin, W. R. "Fancy or Imagination? 'The Rocking-Horse Winner'." College English 24 (1962): 64-65. Steinbeck, John. "The Rocking-Horse Winner." Modern Fiction Studies 9.1 (1965): 390-391.   

The Greening of the Computer Industry :: Computers Technology Cyberspace

The Greening of the Computer Industry Through the 1990s, I, like many young women interested in technologies and new media theory, read a lot of cyberfeminist manifestas. I digested their optimistic visions describing a world in which computer technology served as the bridge across the gender divide: the ride into cyberspace would be the ticket out of our gender-defined boxes. Our feminist foremothers certainly made the boxes roomier for us, but those old patriarchal forces still too often held the keys to them. Computers, and particularly the internet, were going to blast the tops off. I could see the dream being usurped as those same old power structures began to crowd cyberspace in the same ways that they dominate physical space. As long as the internet remained a free frontier, however, I figured that at least it provided more options for women. Therefore, no matter how many angry girlfriends I saw fighting with their boys over their addictions to reductive images of women trapped compliantly behind glass, no matter how many on-line corporate ads I saw trying to socialize us into neat and tidy target market groups with one set of superficial male-defined desires and needs†¦I still believed that computers had potential, overall, to serve as a further liberating force for women. My eyes were opened to a wider reality, however, at the Whitney Museum of Contemporary Art. Over the summer of 2003, the Whitney hosted a show called American Effect. In this exhibition, artists from around the world expressed their opinions about the United States. I was particularly unsettled by the work of Chinese artist Danwen Xing. To this show she contributed a series of large photographs documenting electronic waste exported from the United States to Southern China. The towns were, in fact, nothing but landfills of e-waste. I was appalled at what I saw: the result of 225 tons of e-waste being exported from the U.S. each week. As a digital artist who is concerned about the environment, I started looking into the issue more deeply. I found that both the production of silicon chips for computers AND the casual and irresponsible e-waste disposal methods of America are serious international public health issues. These hazards primarily affect women and children because they comprise the majority of chip producers and waste pickers. The problem is growing rapidly in the Third World because of the "liberalization" of international trade treaties that benefit transnational capitalism.

Characteristics of Successful Online Learners

Although these are the main characteristics found in this article, I think there are much more o the characteristics to online learners then meet the eye. (British Journal of Education Volvo 44 No 5 2013) In the article Exploring the link among entry characteristics, participation behaviors, and course outcomes of online learners by Reran Housework and Arcane Top, talks about how the entry' characteristics of early online learners were older, male, employed students, (THOMPSON 1 998) but as online learning progressed all ages, sexes and employment status used online learning as the way they furthered education. Dabbing 2007) Participation behaviors of online learners were described in the article as people who possessed more knowledge of online communication tools like blobs and interactive tools had increased knowledge of how online learning worked. The articled also stated that learners that had knowledge of CM tools tend to interact more than other online learners. (Goodwin et al 2008) Course Outcomes have a large effect on online learners. An online leaner tends to return to learning and tell about the experience if they are satisfied with the outcome of their achievements during their online experience.While I read this article thought about my own experience of wanting to learn online. I found I too possessed several of the characteristics described in the article. Although I found the article a bit one sided as to age, gender, and backgrounds, I did think that the article pointed out as online learning progresses the characteristics seem not to have the same in commons as it once did was a very good point to make showing that more and more people of all sexes, ages and backgrounds are turning to online learning just as they would face to face learning.Reading this article made me want to work harder on my degree. It made me want to study harder, to learn as much as I could so can show that online learning is not just for smart, male, employed people like it once was. That it is for all people who want to learn and achieve their goals. Anyone that wants to pursue an online education can do it; they just have to want it. The conclusions in the article were accurate for the time it was written, it was objective to all online learners and was well written and articulated. The Scriptures teach us that anyone can learn and be taught.Proverbs 22:6 â€Å"Train up a child in the way he should go; even when he is old he will not depart from it. † Characteristics of online learners are similar to everyone in some aspect of life. I have learned that everyone makes their own path, their own goals, and achievements. Reading this article on the topic of characteristics of online learners showed me how I can be a better online student, ask for more out of my time as an online learner, and want more as an online learner. Want to strive to learn more, give more, and ask more questions in my online learning and in my everyday life.I will make my online learning experience the best it can be. I will achieve my goal of earning a degree and I will make a better life for me and my family. Reading this article has given me more passion and more drive that I can earn this degree and I can have my cake and eat it too. Characteristics of online learners may be similar to most online learners, but have learned that even though entry characteristics, participation behaviors, and course outcomes may have an effect on online learning outcomes, as individuals we learn differently and want different things out of our online earning experiences.Online learning is unique experience and it takes planning, organization, and dedication to be an online learner, we can all do it and we can all achieve our goals if we put our minds to it. In our life as children we have really always been online learners, just not on the internet. We learned from the lines in the Bible, we learned from the line in our school books, and we have learned from ou r parents. If you apply all that you have learned in your life to your online learning you will be a Successful Online Learner.

The Failed Offensive

The year 1961 saw the attempt of Cuban exiles to replace the Cuban government led by Fidel Castro, and it was on April 17 on the same year when aerial bombings were launched as an attack by a coalition backed by the United States against Cuba which later came to be known as the Bay of Pigs Invasion. Although the United States helped in the planning and in the funding of the invasion, it failed right after the night landing of the invasion was discovered which led to the defeat of the invasion just within three days.It is because of the immediate discovery and the reports about the invasion which practically enabled the Cuban government of Castro to frustrate the invasion and capture a large number of invaders. The consequence of the failed invasion is for Castro to start obtaining nuclear warheads from the Soviet government in the fear of another invasion backed by the United States, thereby leading to the Cuban Missile Crisis. History The history of the Bay of Pigs invasions stems b efore the time of the Kennedy administration.Miller and Miller observe that the strains between the relations of Cuba and America stems back from immigration issues. They observe that: As the number of immigrants increased, relations with Cuba began to deteriorate after 1959. In June 1960 U. S. oil refineries in Cuba refused to process Russian crude oil. The Cuban government retaliated by nationalizing the oil refineries. On July 5, 1960, the Cuban government nationalized all U. S. property in Cuba.In retaliation, the United States canceled Cuba's sugar export quota. This action amounted to an economic sanction against Cuba (Miller and Miller, p. 53). In the following years, the tension between the two countries grew and the desire to free Cuba from the leadership of Castro intensified. Miller and miller notes: Attempts to free Cuba from Castro's regime began under the Eisenhower administration, and under the Kennedy administration, U. S. -Cuban relations continued to deteriorate.Le ss than three months after becoming president, Kennedy authorized an invasion of Castro's regime by Cuban exiles on April 17, 1961. Regrettably for the United States, the 1,500-man exile force was defeated in less than 72 hours. The invasion increased Castro's political power and popularity. As William Goodwin, a White House advisor, stated: â€Å"It made him even more of a hero as the man who had defended Cuba against the greatest power in the world (Miller and Miller, p. 54). â€Å"Almost a year before the actual Bay of Pigs Invasion, the U. S. Central Intelligence Agency recommended to then-President Dwight Eisenhower a plan to equip Cuban exiles and use them for action against the newly established socialist Cuban government led by Fidel Castro. Since it was the policy of the American government to provide military, logistics and strategic assistance to guerilla forces fighting the government of Castro, the CIA pursued to train Cuban exiles for the mission.Among the first plan s to be adopted for the invasion is to land the Cuban exiles near the city of Trinidad, Cuba since the site gave a handful of choices for the brigade of Cuban exiles to exploit at the height of the invasion in the coming days. At the least, the site gave the exiles the advantage of a beach landing and of returning to the mountains for a possible retreat as the necessity would arise. However, the progress of the plans to invade Cuba led to several changes such as the change in the landing spot for Brigade 2506 from Trinidad to the Bay of Pigs.As a result, contacts with the rebels situated in the Escambray Mountains were cut thereby reducing the military support the Cuban exiles needed. Further, senior KGB operatives Osvaldo Sanchez Cabrera and â€Å"Aragon† warned the Cuban government about the forthcoming invasion, thus giving Castro and his military men the time to anticipate and plan their counter moves against the U. S. -backed offensive. All these changes in the invasion plan under the helm of President Kennedy after seeking information to his advisors if the overthrow of Fidel Castro could be tied with weapon shipments.The Invasion The invasion could be divided into at least three actions: sea, air and land offensives. The invasion was initiated with three flights of B-2B bombers on the early hours of April 15, 1961. As aircrafts with the markings of the Cuban Fuerza Armada Revolucionaria (CRAF) flew over and bombarded the airfields of Antonio Maceo International Airport, San Antonio de los Banos and Ciudad Libertad, counter air attacks against the CRAF, named Operation Puma, were also formed.In the attempt to paralyze the air force of the Cuban government through the air attacks, the first air operations failed primarily because the air strikes were discontinued as opposed to what was original intended. There was a second attempt to foil the air force of the Cuban government by launching another air attack. However, the second plan was cancelled b ecause President Kennedy hoped to make the operation look as if the Cuban exiles were the ones responsible in the attacks and not the U. S. government.By doing so, the American government can easily deny accusations of being held responsible for the operation. The cancellation of the air assaults on the air fields of Cuba largely contributed to the failure of the invasion and the deaths of many Cuban exiles. Almost two days after the failed air strikes, approximately 1,300 Cuban exiles landed at the Bay of Pigs situated at the Cuban southern coast. Armed with weapons provided by the American government, the exiles intended to proceed to Havana in the hopes of gaining local support.At first, the invaders were able to suppress the ground militia at the beach, forcing the Cuban forces to surrender. It was under the prerogative of President Kennedy to use air force to support ground troops but he never opted to do so. As a result, the armies of the government of Castro were able to stop the invading forces at the Bay of Pigs. Naval offenses also took a crucial role in the offensives, with the invader ship Blagar fighting off Cuban aircrafts and with the naval forces of Castro losing at least one ship, the P.C. Baire. The aftermath Although the exact number of deaths for the Cuban government is widely disputed, it can hardly be argued that the death toll went by the thousands. Interestingly, even though the casualties among the Cuban government were higher in contrast to the invading forces, the Castro government ended up gaining as much as $53 million worth of food and medicine in exchange for the lives of the captured exiles who were sentenced to thirty years in prison for treason.However, negotiations for the release of the captured exiles took almost twenty months which started from the demand of Castro for 500 large tractors to his demand of $28 million. In the end, 1,113 prisoners were released in exchange for $53 million worth of food and medicine; the funds were supposedly obtained from private donations. It was also reported that President Kennedy hesitated to back the ground forces of the Cuban exiles with further air strikes because Kennedy did not want a full scale war. In doing so, Kennedy effectively abandoned the Cuban exiles fighting on the ground against the forces of Fidel Castro.More importantly, the CIA believed that the invasion would lead to a spark in the sentiment of the people against the government of Castro thereby gaining the support of the Cubans with the offensive. In its entirety, Erich Weede observes that the failure of the invasion reinforced the ironies in the decisions and motives of the United States. Weede argues that: The Bay of Pigs invasion of Cuba in 1961 was the most important case of vacillation and inconsistency: President John F. Kennedy would have liked to get rid of Fidel Castro and to replace him by a more friendly government, but he did not want to send in U.S. troops when Cuban exiles were not up to the task. The Bay of Pigs disaster only reinforced Castro's hostility toward the United States (Weede, p. 136). Thus, one of the consequences of the failure in the Bay of Pigs is the increased hostility of Fidel Castro towards the United States, which also led to his forging an informal alliance with the Soviet Union, a nation which has been a firm opponent of America. The observation of Weede reinforces the idea that Kennedy was playing things safe, owing to the fact that Cuban exiles were the primary ‘tools’ in engaging the Cuban government into a hostile battle.Piero Gleijeses further notes that one of the causes of the failure of the Bay of Pigs invasions is the â€Å"miscommunication between the CIA and the White House† and that it would have been â€Å"politically costly for Kennedy to have aborted the operation† (Gleijeses, p. 2). He stresses the point that: The Bay of Pigs was approved because the CIA and the White House assumed they were sp eaking the same language when, in fact, they were speaking in utterly different tongues (Gleijeses, p. 2). Gleijeses’ observation indicates that the â€Å"miscommunication between the CIA and the White House (Gleijeses, p.2)† contributed to the failure of the Bay of Pigs invasion, stemming back to the discontinuation of the plans first determined prior to the attacks at the Bay. At the aftermath of the failed attempt to invade Cuba right from the Bay of Pigs, Lucien Vandenbroucke observed that Kennedy and his advisers â€Å"did not carefully weigh competing alternatives and then select the invasion of Cuba as the best policy† without taking into account the fact that â€Å"Castro had over 200,000 men in arms and the benefit of the Guatemalan precedent† (Vandenbroucke, p. 472).He further noted that: Carried out deftly enough to conceal the American hand, [the Bay of Pigs invasion] promised to deal with Castro while preserving the United State’s imag e. In short, then, the rational actor model suggests that the lack of other viable alternatives prompted the choice of the invasion, which appeared best in terms of a rational cost-benefit analysis (Vandenbroucken, p. 472). There is little or no disagreement over the failure of the Bay of Pigs invasion which resulted to the increased tension between the United States and Cuban governments.As the tensions increased, Fidel Castro apparently looked for ways to strengthen his military capabilities and, thus, the military aid by the Soviet Union in terms of nuclear warheads was a tempting option to be easily discarded. The years that followed soon paved the way for the Cuban Missile Crisis which further smeared the capabilities of the Kennedy administration to handle tough situations which involve the security of the United States.Had the Bay of Pigs invasion been a success, there were promising chances for the American government to further launch successful offensives against the Castr o government with the aid of the Cuban exiles (Dominguez, p. 20). Works Cited Dominguez, Jorge I. â€Å"Us-Cuban Relations in the 1980s: Issues and Policies. † Journal of Interamerican Studies and World Affairs 27. 1 (1985): 20. Gleijeses, Piero. â€Å"Ships in the Night: The Cia, the White House and the Bay of Pigs. † Journal of Latin American Studies 27. 1 (1995): 2. Miller, Willard E. , and Ruby M. Miller. â€Å"The U. S.Invasion of Cuba: The Bay of Pigs. † United States Immigration: A Reference Handbook. Santa Barbara: ABC-CLIO, 1996. 53, 54. Vandenbroucke, Lucien S. â€Å"Anatomy of a Failure: The Decision to Land at the Bay of Pigs. † Political Science Quarterly 99. 3 (1984): 472. Weede, Erich. † Patterns of International Conflict During the Cold War and the Contemporary Challenge. † Economic Development, Social Order, and World Politics: With Special Emphasis on War, Freedom, the Rise and Decline of the West, and the Future of East Asia . Boulder, CO: Boulder Lynne Rienner Publishers, 1996. 136.

Financial Statement Analysis for Tootsie Roll and Hershey Essay

The Hershey Company engages in the manufacture, marketing, distribution, and sale of various types of chocolate and confectionery, refreshment and snack products, and food and beverage enhancers in the United States and internationally. The Hershey Company sells its products through sales representatives and food brokers, primarily to wholesale distributors, chain grocery stores, mass merchandisers, chain drug stores, vending companies, wholesale clubs, convenience stores, dollar stores, concessionaires, department stores, and natural food stores. The company was founded in 1894 and is based in Hershey, Pennsylvania. The Hershey Company went public on the New York Stock Exchange (NYSE) in 1922 (http://finance. yahoo. com/q/pr? s=HSY). Tootsie Roll Industries, Inc. , through its subsidiaries, engages in the manufacture and sale of confectionery products. The company sells its products under the registered trademarks. It distributes its products through candy and grocery brokers to wholesale distributors of candy and groceries, supermarkets, variety stores, dollar stores, chain grocers, drug chains, discount chains, cooperative grocery associations, warehouse and membership club stores, vending machine operators, the U. S. military, and fund-raising charitable organizations. Tootsie Roll Industries operates in the United States, Canada, and Mexico. The company was founded in 1896 and is based in Chicago, Illinois. The Tootsie Roll Industries, Inc. went public on the NYSE in 1927 (http://finance. yahoo. com/q/pr? s=TR). The Hershey Company and the Tootsie Roll Company both are companies in confection industry; they specialize in a wide variety of chocolate candy products. I compared both companies for the years 2002, 2003, and 2004 against each other and against the industry averages in order to make a decision about which company investors would choose to invest in. The comparisons I used to make this decision were ratios for liquidity, solvency, and profitability. As a result of my analyses, I have chosen the Hershey Company.

Lord of the Flies Literary Analysis Paper

Through the Doors of High School Bullying – something that happens every day in high schools, but yet people do not always acknowledge what goes on. According to the article Bully Facts & Statistics, 56% of students have personally witnessed some type of bullying at school. Bullying exceedingly affects a person. Whether it comes to a stop or not, the person harassed will never have the same mentality. In William Golding’s novel Lord of the Flies, a plane crashes on a deserted island and all that remains is a group of boys. No adults – young boys all alone.Throughout the novel the children have leadership roles and rules in order for their continued existence. The experience a person has while on the island is how they reach their goal – survival. Lord of the Flies is a classic because it is seen as a metaphor for high school in this contemporary era because of the struggle for power that is showed through the setting, the characters, and the symbols. Goldi ng uses the scar on the island as a part of the setting to relate to high school. No matter if the boys abscond from the island, the mark will still exist similar to a student’s reputation in high school.The scar in the novel is the scene where the plane crash emerges. This is the characteristics of the scar after the crash: â€Å"The undergrowth of the side of the scar was shaken and a multitude of raindrops fell pattering† (7). A scar literally means leaving a mark on something. The popular crowd in high school ensures an easier time of leaving a positive impact on the school, because they have additional power over the other students. This is an example of students struggling for power. Besides the popular crowd, everyone else has a hard time of gaining their power and making an impact on the school.A person will never forget about their experience in high school just like the boys will never overlook the effects of the plane crash that happened in Lord of the Flies on the island. From the novel Lord of the Flies, Piggy’s characteristics remain not all that different from high school students. Early on in the novel, when Piggy and Ralph first meet, Piggy states, ‘†I don’t care what they call me,† he said confidentially, ‘â€Å"so long as they don’t call me what they used to call me at school†Ã¢â‚¬â„¢ (11). Piggy’s declaration refers to how he accustomed to be treated back home.Piggy’s heavyset body and nerdy glasses causes constant harassment directed towards him. Contrary, high school students remain not all that different. Whether in high school or Lord of the Flies, name calling can really get to a person. The students that get picked on constantly are the ones that struggle the most at gaining power. The students that pick on others are the ones that contain the most power. On the island, a social stance takes place. Ralph and Jack are the leaders while the litluns follow th em. Piggy remains the outcast. In schools the bullies, usually the jocks, tend to pick on the nerds.Although Piggy was known as the outcast, he had brains. â€Å"But Piggy, for all his ludicrous body, had brains. Ralph was a specialist in thought now, and could recognize thought in another (78). † Piggy was smarter than most of the others; that was part of the reason of why he stood out. Similarly, high school students judge to quickly. Again, that is a big part of why bullying takes place at school. Because Piggy is smarter than the others, it causes him to struggle the most for power. He is seen differently than the others and judged for it.Furthermore, possessions parallel materialistic possessions of people in high school. In the novel, the conch is used as an important object to the boys. Towards the end of the book when Roger rolls a boulder on Piggy, â€Å"The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and c eased to exist† (181). In Lord of the Flies, the conch symbolizes power. The conch represents order; it keeps the boys in line. Similar to high school, the conch represents power like students’ possessions. By having expensive clothes, it symbolizes richness, coolness, and popularity.Ralph a leader in the novel, uses the conch to gain his power. But Ralph eventually loses his power. â€Å"The space under the palm trees was full of noise and movement. Ralph was on his feet too, shouting for quiet, but no one heard him. All at once the crowd swayed toward the island and was gone – following Jack (38). † This is like high school because everyone fights for their power. Ralph represents society and in order for them to maintain their societal image; Ralph guides the boys by making rules. The conch calls the group to meetings and remains exceedingly important to the boys – especially Ralph.After giving the boys false information for a period of time, the boys turn to Jack as their leader instead of Ralph. Therefore, Lord of the Flies is a classic because it persists as a metaphor for high school in this contemporary era because of the struggle for power showed through the setting, the characters, and the symbols. In Lord of the Flies people have to deal with bullying every day. All because of the social groups that take place and the power that comes along with it. Always remember – bullying will proceed to exist in high schools but if a person does not let it bother them then it will not be as affective.

Software Piracy at CWU Research Paper Example | Topics and Well Written Essays - 3250 words

Software Piracy at CWU - Research Paper Example The proposal includes suggestions on how to tackle this growing problem and the possible preventive actions that the school authorities can undertake in order to discourage software piracy. The report also includes recommendations pertaining to countermeasures that can be taken without making it seem like the school officials are trying to curtail the use of computers by the students. Please feel free to contact me at (indicate phone number) if you have any questions or comments regarding the content and interpretation of this report. Thank you for taking the problem of software piracy on campus seriously. Sincerely, ______________________________ (Name) Enclosure: Student Software Piracy Problems at CWU Executive Summary This report provides an analysis and evaluation of of the current senior college point of view, sentiments, and attitude with regards to software piracy. Methods used include question and answer surveys pertaining to the current knowledge of the senior class members about software piracy. The first category of questions were answerable by true or false with the results showing that 84 % of students answered true when asked if they knew that purchased software allowed for only one back up copy for the user. 16 of the students answered false to the same question. 94 students answered true when asked if they knew that making copies of copyrighted software is a federal crime, only 6 students answered false. 82 students knew that making a copy of a software program owned by my company for use at home, unless expressly allowed, is a violation of copyright law, 18 students answered false to the same question. 92 students also answered true when asked if they knew that software piracy is punishable by fine and... The intention of this study is software piracy as a problem that has plagued software manufacturers since the first personal computer was developed. Although the problem is fast becoming a society based problem, the reality is that college students comprise the largest segment of software pirates. College students do not seemed to recognize software piracy as a breach of ethics and find the practice to be socially acceptable and legal to a certain degree. Although CWU students have never been caught for software piracy and our school administration insures that all software installed on campus computers are properly licensed, that does not mean to say that software piracy does not exist on campus. Software piracy is a real problem onour campus and the university administrators seem powerless to stop it. At CWU, our Information technology department is trying to do their very best to resolve the software piracy issue among the student body but it seems that there are still certain ins tances when the piracy falls through the cracks and goes unnoticed. In fact, there are certain times when the student even uses the campus lab computers in order to access and download pirated software. Although most students know about the legal restrictions and obey the laws, there are still those students who push the envelope and try to see just how far they can take their piracy skills without getting caught.