Past Year Question Pad120 Essay Example

Past Year Question Pad120 Essay Example Past Year Question Pad120 Essay Past Year Question Pad120 Essay UNIVERSITI TEKNOLOGI MARA(UiTM) PAD 120: Introduction to Political Science PAST EXAMINATION QUESTION PAPERS (2007 †2010) COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2010 TIME : 3 HOURS This inquiry paper comprises of two (2) sections. Section A (5 Questions) Part B (4 Questions) Answer ALL inquiries from Part An and any two (2) inquiries from Part B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 a) Define Politics. (5 imprints) b) Explain the connection among financial matters and political theory. 5 imprints) QUESTION 2 Explain TWO(2) reactions of the hypothesis of division of forces. (10 imprints) QUESTION 3 Describe the hypothesis of power. (10 imprints) QUESTION 4 Explain the idea of constitutionalism . Give guides to help your answer. (10 imprints) QUESTION 5 Describe TWO(2) kinds of sway. (10 imprints) PART B QUESTION 1 Describe FOUR (4) burdens of majority rules system. (25 imprints) QUESTION 2 Elab orate on TWO (2) sorts of law. (25 imprints) QUESTION 3 Describe FOUR (4) components of the State. (25 imprints) QUESTION 4 Elaborate on FOUR (4) benefits of a government. (25 imprints) END OF QUESTION PAPER COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 EXAMINATION: APRIL 2010 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from Part An and any two (2) inquiries from PART B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 Elaborate on any TWO (2) burdens of an unwritten constitution. (10 imprints) QUESTION 2 Describe any TWO (2) highlights of Theory of Force. (10marks) QUESTION 3 Explain any TWO (2) ideas of constitutionalism. (10 imprints) QUESTION 4 Clarify custom and arbitration as TWO (2) significant wellsprings of law. (10 imprints) QUESTION 5 Describe any TWO (2) sorts of absolutism. (10 imprints) PART B QUESTION 1 Elaborate on any FOUR (4) techniques to complete exploration in political theory. (25 imprints) QUESTION 2 Elaborate on any TWO (2) benefits and bad marks of unitary government. (25 imprints) QUESTION 3 Describe any FOUR (4) highlights of a presidential type of government. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) qualities of sway. (25 imprints) END OF QUESTION PAPER COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 Assessment: OCTOBER 2009 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from PART An and any two (2) inquiries from PART B in the Answer Booklet. Start each answer on another page. Section A QUESTION 1 Explain any TWO (2) extents of political theory. (10 imprints) QUESTION 2 Identify any Two (2) controls of sociology that are interrelated with the investigation of political theory. (10 imprints) QUESTION 3 Explain any TWO (2) wellsprings of intensity. (10 imprints) QUESTION 4 Describe ONE (1) bit of leeway and ONE (1) detriment of a composed constitution. (10 imprints) QUESTION 5 Elaborate on any TWO (2) components that establish a state. (10 imprints) PART B QUESTION 1 Elaborate on any FOUR (4) wellsprings of law. (25 imprints) QUESTION 2 Elaborate on any TWO (2) merits and any TWO (2) negative marks of majority rules system. (25 imprints) QUESTION 3 Describe any FOUR (4) kinds of power. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) qualities of a presidential type of government. (25 imprints) COURSE: INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD 120 EXAMINATION: APRIL 2009 TIME : 3 HOURS This inquiry paper comprises of two(2) parts: PART A (5 Questions) PART B (4 Questions) Answer ALL inquiries from PART An and two (2) inquiries from PART B. Section A QUESTION 1 Describe any TWO (2) contentions to help the investigation of political theory as a science. (10 imprints) QUESTION 2 Describe any TWO (2) highlights of the Force Theory of the starting point of state. (10 imprints) QUESTION 3 Elaborate on any TWO (2) attributes of law. (10 imprints) QUESTION 4 Explain any Two (2) highlights of a decent constitution. (10 imprints) QUESTION 5 Elaborate on any TWO (2) kinds of sway. (10 imprints) PART B QUESTION 1 Discuss any FOUR (4) highlights of majority rule government. (25 imprints) QUESTION 2 Elaborate on any FOUR (4) sorts of absolutism. (25 imprints) QUESTION 3 Discuss any FOUR (4) highlights of the administrative type of government. (25 imprints) QUESTION 4 Elaborate on any FOUR (4) basic components of the state. (25 imprints) END OF QUESTION PAPER COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2008 TIME : 3 HOURS This inquiry paper comprises of two (2) sections: PART A (5 inquiries) PART B (4 inquiries) Answer ALL inquiries from PART An and two (2) inquiries from PART B. Section A QUESTION 1 Explain open organization and universal relations as sub-fields of political theory. (10 imprints) QUESTION 2 Describe the importance of well known power and legitimate sway. (10 imprints) QUESTION 3 Explain any TWO (2) highlights of a constitution. (10 imprints) QUESTION 4 Power is a mind boggling subject in political theory. Expound on any TWO (2) wellsprings of intensity. (10 imprints) QUESTION 5 Describe populace and government as the components of the state. (10 imprints) PART B QUESTION 1 Elaborate on FOUR (4) highlights of the unitary type of government. (25 imprints) QUESTION 2 Talk about any FOUR (4) highlights of the Social Contract Theory of the source of the state. (25 imprints) QUESTION 3 Compare any FOUR (4) contrasts among unitary and administrative types of government. (25 imprints) QUESTION 4 Law is made to control an individual’s and a group’s lead. Clarify any FOUR (4) wellsprings of law. (25 imprints) END OF QUESTION PAPER AM/APR 2008/PAD 120 UNIVERSITI TEKNOLOGI MARA COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE: PAD120 EXAMINATION: APRIL 2008 TIME : 3 HOURS Answer ALL inquiries in PART An and TWO (2) inquiries from PART B. Section A QUESTION 1 Expand on any TWO (2) ways for a pioneer to acquire authority. (10 imprints) QUESTION 2 Describe any TWO (2) qualities of government. (10 imprints) QUESTION 3 Elaborate on any TWO (2) highlights of the hypothesis of Divine Rights in the root of the state. (10 imprints) QUESTION 4 Explain TWO (2) reactions in the act of the partition of forces. (10 imprints) QUESTION 5 Describe ONE (1) favorable position and ONE (1) hindrance of an adaptable constitution. (10 imprints) PART B QUESTION 1 a) Define Political Science. (5 imprints) b) Explain any FOUR (4) techniques utilized by the political specialist in the investigation of political theory. 20 imprints) QUESTION 2 a) Define sway. (5 imprints) b) Differentiate with models interior power from outside sway. (20 imprints) QUESTION 3 a) Define government. (5 imprints) b) Differentiate the acts of a parliamentary framework from a presidential framework. (20 imprints) QUESTION 4 a) Define despotism. (5 imprints) b) Elaborate on any FOUR (4) t ypes of despotism. (20 imprints) END OF QUESTION PAPER AM/OCT 2007/PAD 120 _____________________________________________________________________________________ UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION _____________________________________________________________________________________ COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : OCTOBER 2007 TIME : 3 HOURS INSTRUCTIONS TO CANDIDATES 1. This inquiry paper comprises of two (2) sections. Section A (5 Questions) PART B (4 Questions) 2. Answer ALL inquiries from PART An and Two inquiries from PART B. 3. Answer to each address must be written in the Answer Booklet. Start each answer on another page. 4. Try not to carry any material into the diagnostic room except if authorization is given by the invigilator. 5. Kindly check to ensure that this assessment pack comprises of : I) the Question Paper ii) an answer Booklet gave by the Faculty. Section An ANSWER ALL QUESTIONS QUESTION 1 Explain any TWO (2) advantages of the investigation of Political Science to an understudy. (10 imprints) QUESTION 2 The investigation of Political Science can be considered as a science. Distinguish any TWO (2) contentions to help the announcement. (10 imprints) QUESTION 3 Explain any TWO (2) ways for a legislature to accomplish authenticity. (10 imprints) QUESTION 4 Discuss any TWO (2) elements of the state. (10 imprints) QUESTION 5 Explain any TWO (2) highlights of transformative or recorded hypothesis on the inception of state. (10 imprints) PART B ANSWER TWO (2) QUESTIONS ONLY. QUESTION 1 Elaborate on any FOUR (4) kinds of law. (25 imprints) QUESTION 2 Describe any FOUR (4) techniques for building up a constitution. 25 imprints) QUESTION 3 Elaborate on FOUR (4) contrasts among unitary and administrative types of government. (25 imprints) QUESTION 4 Discuss FOUR (4) shortcomings of vote based system. (25 imprints) END OF QUESTION PAPER UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION COURSE : INTRODUCTION TO POLITICAL SCIENCE COURSE CODE : PAD 120 EXAMINATION : APRIL 2007 TIME : 3 HOURS INSTRUCTIONS TO CANDIDATES 1. This inquiry paper comprises of TWO (2) sections. Section A ( 5 Questions) PART B ( 4 Questions). 2. Answer ALL inquiries from PART An and TWO (2) inquiries from PART B. 3. Answers to all inquiries must be written in the Answer Booklet. Start each answer on another page. 4. Try not to carry any material into the diagnostic room except if authorization is given by the invigilator. 5. It would be ideal if you check to ensure that this assessment pack comprises of: I) the Question Paper ii) an Answer Booklet gave by the Faculty _________________________________________________ AM/APR 2007/PAD120 PART An ANSWER ALL QUESTIONS. QUESTION 1 Describe any two (2) techniques utilized by specialists in the field of political theory. (10 imprints) QUESTION 2 Explain quickly two (2) method of reasoning of detachment of forces. 10 imprints) QUESTION 3 Elaborate on two (2) manners by which an administration acquires authority. (10 imprints) QUESTION 4 Elaborate on two (2) sorts of constitution. (10 imprints) QUESTION 5 Describe two (2) sorts of popular government. (10 imprints) PART B Answer any TWO (2) of t

Consider Some Key Theories and Concepts of Learning and Assessment Essay

In this task I will investigate the idea of learning and utilization of some learning speculations inside the in the professional further instruction segment. I will investigate the use of speculations to wellbeing and social professional themes and how this helps with creating key properties for students on these projects. I will distinguish appraisal techniques and give an investigate of the legitimacy of these in various instructive projects. Meanings of learning fluctuate definitely. This is basically because of the varying originations of what realizing really is. Saljo (1979) recognized five classifications of learning. It is recommended that the five classes: â€Å"†¦increase in information; remembering data; Acquiring realities, abilities, and strategies; appearing well and good or abstracting meaning; deciphering and understanding reality in an alternate way† (Saljo, 1979), conceptualize learning as procedure. There has been broad discussion with respect to the learner’s consciousness of occasions while experiencing this procedure. Rogers (Weilbel, 2011) distinguished two classes of learning: Acquisition and formalized. Procurement learning is action or undertaking based learning connected to a ceaseless, oblivious learning process that happens all through life, in instruction and individual encounters. As it is suspected of as an oblivious procedure, Rogers approach underscores the absence of student mindfulness during learning. Formalized learning is by and large encouraged by training proficient where the student is effectively aware of getting the hang of occurring (Colley et al, 2003). While numerous experts concur there are varying sorts of learning, the more ordinarily alluded to measurements of learning are frequently classified into five measurements instead of the two classifications distinguished by Rogers. The behaviorist methodology contends that conduct is an aftereffect of natural improvement and the experience following the conduct of positive or negative result will decide reactions to the equivalent ecological upgrade later on. Fortification of positive results by positive recognition or input can quicken learning by molding the students in the example of conduct reaction to ecological improvement (Minton, 2005). Behaviorist view learning as a bit by bit procedure and this joined with successive commendation will empower students to connect a positive involvement in learning. These behaviorist ideas have a substantial impact over the entire instruction framework and are implanted into administrative rules anyway loan themselves well to professional, competency based capabilities, for example, the BTEC given the secluded idea of the program. The secluded format empowers customary open door for the improvements: conduct reaction relationship to be implemented through positive accomplishment. Despite the fact that this latent learning approach is used inside most instructive foundations, where students get information, constructivists contend that students play a progressively participatory job in their learning and there is degree that every student will have a varying impression of a learning experience and draw upon their own translation of the information introduced to them. Dissimilar to the behaviorist methodology where the instructor is the information base, the constructivist hypothesis puts the student at the focal point of an increasingly significant learning experience (Driscoll, 1994). The constructivist approach fits the encouraging strategies applied in professional subjects. It joins learners’ experience of the more extensive world incorporating their professional involvement in the points being instructed. It makes open door for the utilization of student information, in actuality, circumstances which permits them to assemble their own develops (Petty, 2004). This methodology interfaces vigorously with the humanistic way to deal with instructing and learning in that experiential or applied information ideas encourage a positive learning condition. Rodgers recognized intellectual and experiential as the two sorts of learning. As indicated by Rodgers, subjective learning is insignificant and regularly comprises of students presenting data given; it doesn't depend on comprehension or the use of the information. Experiential adapting anyway is firmly identified with professional training in that it depends on learner’s capacity to apply information to circumstances that they have an individual enthusiasm for. In doing this, it makes open door for important student inclusion and noteworthy learning (Beard and Wilson, 2006) In 1984, Kolb featured the advantages of a learning cycle created because of an encounter and underscored how this empowers information move as well as creates expertise skills. This is especially significant in the wellbeing and social consideration segment as utilization of information and professional competency are vital to the future employability of students. The social learning hypothesis consolidates components of subjective and conduct learning speculations. Bandura built up a methodology where these two speculations coordinated and shaped four classes of learning: perception, maintenance, multiplication and inspiration. This learning hypothesis depends intensely on demonstrating practices and is used vigorously in the wellbeing and social consideration area through professional situations and acceptance periods where proper conduct is shown for new representatives to impersonate. Professional Health and Social Care course results and groundwork for work in the division require a specific arrangement of student qualities and in that capacity, instructors in this segment should know about the abilities set to create suitable to the necessities of the segment and less fatty. Not all learning can depend on the molding of students and the psychological methodology dependent on constructivism contends that learning is the obtaining of information as well as expertise by mental and subjective procedures. Accordingly learning is a functioning procedure and as instructors we have to value the restrictions of the suppositions of the intellectual hypothesis of interactive media figuring out how to help with making an encounter which expands the potential for figuring out how to happen. This would incorporate thinking about the sound-related and visual channels, the limit of each channel and the phases of the learning procedure (Mayer, 2001) Mayer (2001) features the significance of transferable learning and the coordination of new data with earlier information. This is essential in the BTEC courses as the module results are generally consecutive and depend on the augmentation and utilization of existing information Atherton (2011) anyway proposed that the manner by which understudies learn is gigantically characterized by their inspiration. The model utilized distinguishes two kinds of learning: profound and surface. This model connects well with the Access to HE Diploma in that most leaners are adult and have reconnected with training simply as a venturing stone to prevail in a given profession pathway. The inspiration of Access students is typically high and as Atherton (2011) proposes, inherent inspiration of the students will probably trigger a profound learning procedure. Albeit conceivable, some examination recommends that learning is routine and paying little mind to the inspiration, past encounters and ways to deal with learning are bound to illuminate current commitment with the learning procedure. Talk about the key standards and ideas of evaluation According to Gravell’s (2011), appraisal is utilized to â€Å"†¦ see whether learning has taken place†. Evaluation techniques ought to be utilized at normal interims all through an exercise and educates practice, it ought to be utilized to inform future exercise arranging concerning a similar subject and ensuing exercises inside the plan of work. This is indispensable as though students neglect to meet the evaluation; changes should be made to the exercise plan and plan of work to address this before further points can be educated. The two primary types of appraisal are summative and developmental. The strategies utilized for each sort of evaluation and their separate points change. Developmental evaluation is typically done all the time. It permits helpful input dependent on appraisal of student information or work and recognizes that learner’s capacities can be tested with persuasive criticism which aids improvement. Summative criticism is generally a last appraisal of a student which is unbending in structure and last. Inside the Health and Social Care segment, professional training is intensely focused towards developmental appraisal and guides are supported by the accreditation body to give chance to leaners to build up their work utilizing developmental evaluation given verbally and reported on bits of work. The appraisal, accreditation and administrative systems put on instructive foundations force tight limitations on the substance of educating, anticipated learning results, and their view of what realizing is. There are quality and legitimacy issues encompassing evaluation in each instructive foundation which directly affects the accomplishment of students. Connected with quality confirmation, normalization and check methods, the consistency of mentor appraisal of learning and its dependability is put under exceptional investigation. This guarantees all students have similar desires set upon them and the work delivered fulfills the necessary guidelines to accomplish the honor. The idea of viable input in instruction is one which is questionable and with as well as can be expected, despite everything be confused. It is essential for educators to know and have existing information on proper criticism models which suit both student and the program which is being conveyed (Wiggins, 2012). Input can be given in numerous structures and a familiarity with the effect of these on the student, accomplishment, the instructor and the school is basic. Input given to an individual might be given officially, casually, verbally, composed, and be developmental or summative. Learning and Assessment in Practice According to Petty (

How to set up TimeZone on Google Blogger

How to set up TimeZone on Google Blogger For running a Blog correctly we should set the TimeZone on Google Bloggers Blog. If you dont set the TimeZone then your readers will be confused about the posting time and date. There are 98% Blogger Template display Article or content Posting time below post title on Homepage and content page. And If you dont set the TimeZone then it will display wrong information about posts. Suppose you are making post on 23th February2014 but your TimeZone is not set then your posting time will display different date and time instead of correct one. Beside of this if you planning to make schedule post then setting up TimeZone is very import. Because if yourTimeZone setting is not correct then it wont publish your scheduled time. For example, You have scheduled a post for 22nd day of the month at 6 A.M but if your TimeZone set in different zone then your post wont publish on your scheduled time. So for setting TimeZone on Google Bloggers Blog follow the simple steps Step 1Go tohttp://www.blogger.comand sign in to your account Step 2 Now under Blogger Dashboard click on -Settings -Language and formatting Step 3Under Formatting option set the TimeZone by selecting your City. By clicking on DropDown option you would find your city easily. Though I am from Bangladesh so I have Chosen Dhaka (Capital of Bangladesh) and GMT+06. Step 4 From Date Header Formatalter Date Header Format by clicking on DropDown option. Step 5 Similarly change the Timestamp Format and Comment Timestamp Format by clicking on DropDown option. Step 6Finally click on Save Settingsbutton from top right corner of the page. Congratulation you have successfully changed your TimeZone. Now your Blog Posting time will display accurately.

Symbolism In Shakespearian Sonnet - 705 Words

We can find three major character in Shakespearian sonnet. The fair youth, the dark lady and the poet himself. From sonnets 127-152 Shakespeare mention the dark. Though there is no specific identity of the dark lady. Some critics said that maybe dark lady’s name was Lucy Nego, or Mary Fitton, or maybe Emilia Lanier. From sonnet 78-86 represents directly poet himself. In sonnet 129,135 136, Shakespeare strongly allude the relationship of Shakespeare with the dark lady. But the relationship has no approval of the society. SOME COVENTIONAL AND COMMANPLACE PARALLELS AND COMPARISM The two main group of sonnets (1-126 and 127-154) discover a number of parallels, some of which are merely conventional and commonplace. In two of the sonnets (46 †¦show more content†¦In the initial 17 Sonnets Shakespeare has tended to hes companion as displaying a wonder which ought to be viewed as a few things to kids and not of a remark lost really the 15 16 and 17 Sonnets check a progress in the theam. In pieces 15 verse is offered as an option technique for guaranteeing everlasting status for excellence of Shakespeares companions; however in the following two work 16 and 17 verse is confessed to be a lacking alternative.And yet the poem 18 which takes after strikes another note of self-assurance when Shakespeare says that, insofar as men can inhale or eyes can see, so long would his work live and keeps his Friends childhood and magnificence alive and new. Also, in the Sonne 19 which takes after Shakespeare a greater amount of the marriage which Shakespeare had started encouraging as a methods for accomplishing everlasting status in the prior sonnets.Here in work 19 , Shakespeare hurls a test at time ,and says that his adoration for his companion would live in his Sonnets for ever youthful. Shakespeares own enthusiasm for his companion in this way settled is imperative if his non-physical association with his companion is to be separated from his physical energy for the dull woman. THE RELATION BETWEEN APPEARANCE AND REALITY The connection between appearance and the truth is another remarkableShow MoreRelatedLiterary Techniques Used in November Cotton Flower by Jean Toomer727 Words   |  3 Pagesdescribing the harsh, sudden and questionable bloom of a cotton flower in the month of November. It is composed of heroic couplets, with a regular rhyme scheme, which is as follows: A, A, B, B, C, C, D, D, E, E, F, G, H, H, but the poem reads like Shakespearian sonnet - three quatrains developing a certain tone and theme, followed by a couplet that undercuts or reverses them. In the beginning it portrays the scuffle for survival of cotton flower during November’s harsh winter weather; but towards the end

The Evidence for Evolution

The Legalization Of Medical Marijuana - 1314 Words

Thomas Gordon The Legalization of Medical Marijuana Health Care Research Utilization Marie Vasquez HCS 465 March 19, 2016 The Legalization of Medical Marijuana Marijuana is one of the most discussed and controversial topics in the U.S today. Many say that it has medicinal benefits and should be made legal. While many say that it has a â€Å"high potential for abuse† (Medical) and should remain illegal. Among the arguments, proponents for medical marijuana have presented a stronger argument for legalization through their use of research and evidence. Opponents of medical marijuana have given many reasons for why it should not be legalized. One of the main reasons they argue is that â€Å"Marijuana smoke contains known carcinogens and produces dependency in users† (Medical). In many studies it has shown that it does have some harm such as the harms associated with smoking, but the National Academy of Science affirmed that â€Å"marijuana’s short term medical benefits outweigh any smoking-related harms for some patients†(Medical). Though marijuana has been proven to be damaging to the lungs than tobacco, a study in 2006 â€Å"found no evidence that marijuana smokers had higher rates of lung cancer† (Medical Marijuana). The FDA has tested the effectiveness of marijuana and has found that the cannabinoids are helpful in â€Å"treating pain associated with chemotherapy, postoperative recovery, and spinal cord injury, as well as neuropathic pain, which is often experienced by patientsShow MoreRelatedLegali zation Of Medical Marijuana And Marijuana1486 Words   |  6 Pages Legalization of Medical Marijuana Name: Institution: Abstract In 1996, California set a pace that would lead to today’s debate on medical marijuana and marijuana as a whole by passing the Compassionate Use Act that allowed the use of medical marijuana. Other states have since followed the trend and school of thought, case in point; Alaska, Colorado, Connecticut, Hawaii, Maine, Massachusetts, Michigan, Montana, Nevada, New Jersey, New Mexico, Oregon, Rhode Island, Vermont andRead MoreThe Legalization Of Medical Marijuana1314 Words   |  6 PagesMarijuana is the most frequently abused illegal substance worldwide. Not only is there no legitimate medical use, it has been tied to physical, mental, and emotional damages. â€Å"Marijuana refers to the dried leaves, flowers, stems, and seeds from the hemp plant Cannabis sativa, which contains the psychoactive (mind-altering) chemical delta-9-tetrahydrocannabinol (THC), as well as other related compounds† (National Institute on Drug Abuse). There are many supporters of the legalization of medical marijuanaRead MoreThe Legalization Of Medical Marijuana1558 Words   |  7 Pages Alaskan Thunderbolt Whether pro, con, user or bystander. The issue of the nationwide legalization of medical marijuana is one that infringes both in political and social standards. Be it that marijuana is subsequently abused, and utilized as an illegal drug. It is regarded highly, as a controversial issue which affects the amenity of conservative, modern America. Because of which one should further seek to understand. 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Background The oldest recorded date for the plant wasRead MoreLegalization Of Marijuana For Medical Use1537 Words   |  7 PagesLegalizing Medical Marijuana Elizabeth Vogt ENC 1101 Professor Ruppert Keiser University October 23, 2014 Abstract Many people have different opinions on the delicate topic of the legalization of marijuana for medical use. Although it could help those who suffer from chemotherapy-induced nausea and vomiting (CINV), cachexia, spasticity, pain and rheumatoid arthritis, it also has a lot of negative side effects that many doctors and physicians are trying to inform the public. Some of these negative

Cardiovascular Disease and Diabetes

Question: Discuss about the Cardiovascular Disease and Diabetes. Answer: Introduction Chronic diseases is a term used to refer to a group of long lasting diseases with persistent effects (AIHW, 2015). Examples of chronic diseases include diabetes, arthritis, cancer, chronic obstructive pulmonary disease, mental health conditions, back problems and cardiovascular disease. They result to 7 of 10 deaths annually (CDC, 2016). The Australian Institute of Health and Welfare (AIHW), state that of all Australians, approximately half have a chronic disease, with approximately 20% having atleast two, meaning that one in five Australians are affected by multiple chronic diseases. Diabetes is one of the most significant chronic disease affecting most people in the world, and whose occurrence and incidence has been increasing from decade to decade despite interventions being taken. In 1985, diagnosed individuals with the disease reached 30,million, in 1995 the number reached 135 million, in 2011 the number increased to 366 million and in 2030, the number is predicted to reach 552 million globally (Murea, Ma, Freedman, 2012). Additionally, the condition affects the health of many individuals and may result to other complications such as blood vessel and nerves damage. In this regard, diabetes is a chronic condition growing rapidly among populations, and its rate of growth is higher in comparison with other chronic conditions such as cancer, stroke and heart disease. This explains why this chronic condition was considered for exploration in this paper. The current paper, therefore, seeks to explore on diabetes as a chronic disease in Australia and worldwide, its public health significance, burden of disease, broad determinants and individual risk factors. Moreover, exploration of a framework utilized in prevention of chronic diseases and a review of its applicability to diabetes will be looked at. Diabetes can be categorized as either type 1, type 2 (diabetes mellitus), or gestational diabetes, and is among the most significant chronic diseases in Australia as well as globally. The condition comes about when the body fails to generate insulin or it is not produced in adequate amounts. Insulin is a hormone responsible for controlling blood glucose levels. Therefore, in its complete absence or not enouph, the blood sugar levels go out of control. Lack of enough production of insulin by the body results to type 1 diabetes. Type 2 diabaetes is characterized by the ineffective use of available insulin by the body and is the most common among all diabetes types (WHO , 2016). On the other hand, gestational diabetes, unlike type 1 and type 2 diabetes, is a temporary condition occuring in pregnacy. However, gestational diabetes increases the risk of developing type 2 diabetes. The impaired fasting glycaemia (IFG) and impaired glucose tolerance (IGT) are transitional conditions transiti oning diabetes and normal blood glucose. They increase the risk of stroke and heart attack (WHO , 2016). Type 2 diabetes, being the most common, is discussed in more detail compared to other types. As already mentioned, diabetes prevalence has been rapidly increasing consecutively for years now. The number rose from 30 million in 1985 to 135 million in 2011, and is expected to rise to 552 million in the near future, by 2030. According to World Health Organization, in 2014, about 422 million adults worldwide had and were living with diabetes, an increase from the 108million diabetic people in 1980 and an indication that since 1980, the global diabetes prevalence had doubled to 8.5 % from 4.7%. In this regard, the asssociated factors of risk of this disease such as obesity or overweight have increased. Additionally, diabetes prevalence has been found to rise more rapidly in developing nations as compared to developed nations. In Australia, about 1.2 million people had diabetes in 2014-2015, with one million hospitalization cases being associated with this disease (AIHW, 2016). Among this, one million were diabetes mellitus cases (4,4%)(AIHW, 2016). This numbers indicate a rise in numeral value of affected individuals in comparison to 2011-2012. Directly diabetes associated deaths were 1.5 million in 2012 globally. Moreover, the number of deaths indirectly associated with this disease added up to 2.2 million (WHO, 2016). These were deaths resulting from blood glucose higher than optimal, thus elevating cardiovascular as well as other diseases risk. 43% of the total number of deaths directly or indirectly associated with diabetes occurs in populations aged below 70 years. These statistics make diabetes the eighth leading death cause among both males and females (WHO, 2016). Among women, it was ranked as the fifth principal cause of mortality. In Australia, in 2014, 15740 deaths occurred, that is, 1 in 10 peoples deaths were associated with diabetes. Disability Adjusted Life Years (DALYs) According to Australian Institute of Health and Welfare, the burden of disease constitutes both the prematurely dying burden and the living with ill health burden. This burden can be measured by disability indicators such as Disability Adjusted Life Years (DALY), which are important in portlaying the general burden of disease picture, just like mortality. A single DALY represent one year of lost healthy life as a resu;lt of death or illness In general, in 2011, there were 201 lost healthy years for every 1000 individuals in Australia as a result of death, injury or disease (AIHW, 2016b). This represents an equivalence of a total of 4.5 million DALYs. Globally, diabetes was ranked the fourteenth largest DALYs cause Diabetes impacts the affected people, families and nations economically, with direct or indirect costs. Due to the costs associated with medical treatment, loss of work and lack of independency, economic losses are experienced even by health systems as well as national economies. The cost for diabetic patients usually result from outpatient and medical care but also the increased expenditure for analogue insulins which are prescribed in most cases significantly play a role in further contributing to economic losses. Diabetes is highly significant in public health due to various factors. Firstly is due to its increasing prevalence as already discussed above. Secondly is due to its high cause of mortality, either directly or indirectly. Thrirdly is because diabetes elevates the risk of other diseases (American Diabetes Association, 2013). The disease is correlated with a diverse other health problems. For example, studies suggest that diabetic individuals are at more likelihood of dying from other diseases such as cancer compared to non diabetic individuals (American Diabetes Association, 2013). Additionally, there is an association between diabetes and premature deaths from a wide variety of causes such as stroke and heart disease. According to American Heart Association, (2015), a strong association between cardiovascular disease and diabetes exist, with at least 16% and 68% of diabetic individuals aged above 65 years die from certain forms of stroke or heart disease respectively. This may be as sociated with to blood vessels, kidney, nerves and eyes damage, caused by diabetes over time. Moreover, the likelihood of diabetic individuals dying from hear disease is twice that of non-diabetic. Diabetic individuals in most cases also bear some other health conditions including hypertension, abnormalcholestrol and high levels of triglycerides (American Heart Association, 2015). The elevation of risk for such diseases such as cancer and cardiovascular disease contributes greatly to the public health significance of diabetes. Diabetes is also associated with other health complications that lead to adverse outcomes especially when not properly managed. Extreamly high blood glucose levels may trigger conditions such as hyperosmolar in diabetes mellitus and diabetic ketoacidosis in both type 1 and diabetes mellitus. On the other hand, abnormally low levels of blood glucose may result to loss of conciousness and seizures (WHO, 2016). Diabetes also increases the risk for development of foot ulcers and infections, resulting to limb amputation. Kidney failure and blindness are also health prolems linked to diabetes. All these complications related to diabetes makes it important to public health as it leads to adverse outcomes such as mortality rate increase . The public health significance of diabetes is also contributed by multiple chronic comorbidities (MCCs). This is because MCCs are not only prevalent, but also increase disease burden as well as cost. According to Lin, Kent, Winn, Cohen, Neumann, (2015), diabetic patients have considerable cormobidities such as hyperlipidemia, depression, obesity, asthma, hypertension, chronic kidney disease, cancer, arthritis, retinopathy and heart failure. The study revealed that 80% of diabetic patients had at least one other chronic condition and 51% had more than three. In this regard, diabetes is highly significant in public health. Broad Diabetes Determinants The underlying diabetes determinants are similar throughout the world. The wellbeing of diabetic patients is determined by a range of aspects including social, economic, behavioral, cultural and environmental determinants. Cormobidities has been shown to be a determinant too (Maddigan, Feeny, Johnstone, Majumdar, Farris, 2006). Social determinants include income, educational attainment, employment insecurity, living standards and life stress (Hill, Nielsen, Fox, 2013). These factors determine the development as well as progression of diabetes. Social determinants are correlated with disproportionate chronic disease development and the difficulties in managing them. The prevalence and incidence of diabetes have been shown to socially graded. Individuals with less education and who earn less are two to four times at more likelihood of developing diabetes compared to more educated and more economically advantaged. Similarly, individuals who are unemployed, have low standards of living and exposed to stress also are more likely to develop diabetes. Cultural determinants also significantly contribute to diabetes. Traditional practices and cultural beliefs affect all diabetes aspects (Sachdeva, et al, 2015). Such determinants include perception regarding the disease, its diagnosis and assessment, expectation from care givers and care seeking behavior. These cultural determinants influence the management of diabetes (Sachdeva, et al, 2015). Environmental determinants, either genetical or non-genetical, are also linked to diabetes, and particularly type1 diabetes. Such environmental triggers include early exposure to rubella, enterovirus infection, hyperbiliru-binemia and ABO incompatibility during pregnancy (TEDDY Study Group, 2008). Exposure to such factors has been proposed to progress type 1 diabetes, although research is still underway to clearly clarify this. For non-genetic envirinmental determinants, they include dietary suppliments, obesity, western lifestyles, glycemic control and exposure to organic contaminants (Murea, Ma, Freedman, 2012). Diabetes Individual Risk Factors The risk factors for diabetes depend on kind of diabetes affecting an individual. For type 1 diabetes, investigation and research studies are being conducted to determine the risk factors (International Diabetes Federation, n.d). However, the risk of developing this type of diabetes is elevated if it exists in the family. Moreover, exposure to some viral infections and other environmental factors have been proven to increase the risk of having type 1 diabetes (TEDDY Study Group, 2008).For type 2 diabetes, various risk factors have been outlined. These factors associated with elevated risk include increase in age, overweight, family history of the disease, physical inactivity, unbalanced diets, ethinicity, impaired glucose tolerance, high blood pressure, and poor nutrition through pregnancy (International Diabetes Federation, n.d). Increased risk due to ethnicity can be associated with genetics and adaptation to environmental influences of lack physical exercises and poor diets. In ad dition, gestational diabetic women have elevated risks of having type 2 diabetes. Framework for Prevention of Chronic Diseases There are various frameworks that have been proposed and implemented to prevent, control or manage chronic diseases. Among them is the stepwise framework for action which is utilized by Global Alliance Against Chronic Respiratory Diseases (GARD). The planning steps of GARD corresponds to strategic action plans and objectives of the World Health Organization (WHO, n.d). The stepwise framework can be broadly divided intpo planning steps and policy implementation steps as shown below. Here, the focus is on estimating the chonic disease burden as well as population needs. The risk factors are identified and surveillance undertaken for trends in burden, costs, quality and even care affordability. Additionally, action advocation to combat the disease is done to raise awareness . To ensure that chronic diseases are allocated the appropriate priority and organization of resources is efficient, a national policy and framework for planning is developed. The developed policy and plan should be able to promote health via prevention of the disease, recommend affordable and simple tools of diagnosis of the condition and control and ensure accessibility of drugs for the condition. The appropriate steps to be employed depending on the needs identified and policy developed are identified. Implementation Step 1: Interventions practicable to employ in the short range with existing resources put in action. Implementation Step 2: Inteventions feasible in the medium term with a projected increase that is realistic or resources reallocation are put in action Implementation step 3: Evidence-based interventions pastexisting resources' reach are put in action Stepwise Framework in Diabetes Prevention The stepwise framework can be effectively be applied in the prevention of diabetes. This framework proposes a practical and flexible public health strategy to help public health departments throughout the world balance the many needs as well as priorities while at the same time implementing interventions that are evidence-based (Epping-Jordan, Galea, Tukuitonga, Beaglehole, 2005). The framework has been implemented in nations such as Phillipines, Indonesia,Tonga and Vietnam to prevent different chronic diseases, an indication that the it is applicable. In this regard, it can be applied to prevent diabetes in both developed and developing countries, where precise interventions will be applied depending on the results after each steps discovery. According to World Health Organization, n.db, while using the stepwise framework, each country is supposed to consider diverse factors so as to establish priorities. In this regard, the framework is applicable in prevention of a number of chronic conditions including diabetes since specific needs and risk factors will be assessed, a specific policy formulated depending on the discovered needs and appropriate implementation steps identified. The implementation action will then be chosen after careful consideration of various factors. Applicability of this framework is thus, not limited to any country or chronic condition. This makes the stepwise framework an important tool in prevention and control of diabetes. The stepwise framework is applicable in preventing diabetes in all three prevention stages which include primary deterrence, secondary avoidance and tertiary prevention. For primary deterrence, protection of non-diabetic individuals will be achieved through public awareness that will be created. Awareness will be emphasized regarding importance of healthy diets, avoiding obesity and physical activity. In regard to secondary prevention, the framework will assist in developing interventions to assist individuals with early diagnosed diabetes to control and reduce its impacts on their daily lives. Lastly, the framework will also develop evidence-based interventions to assist diabetic individuals whose conditions have been longterm, progressing to cause other complications and disabilities. All the prevention dimensions can be achieved through the stepwise framework since interventions are developed depending on the needs and population of patients under consideration. Conclusion Therefore, diabetes is a chronic disease still of concern to the public health and although measures to reduce its prevalence, incidence, mortality and complications have been done in Autralia as well as other countries globally, adequate measures are still deficient. The disease is still a significant burden to individuals, families and nations. Governments ought to consider diabetic issue more , raise public awareness regarding important characteristics of the disease and advocate fo prevention and control measures at individual as well as nation-wide level. Knowledge of risk factors by the public will further enable prevention. Additionally, application of prevention and management frameworks will assist in reducing the complexity of reducing the burden of this disease. References American Diabetes Association, ADA. (2013). Diabetes Increases the Risk of Other Diseases. Retrieved on April 4 2017 from https://www.diabetes.org/research-and-practice/patient-access-to-research/diabetes-and-cause-specific.html American Heart Association, AHA(2015). Cardiovascular Disease and Diabetes. Retrieved on April 4 2017 from https://www.heart.org/HEARTORG/Conditions/More/Diabetes/WhyDiabetesMatters/Cardiovascular-Disease-Diabetes_UCM_313865_Article.jsp/#mainContent Australian Institute of Health and Welfare, AIHW. (2016). Diabetes .Retrieved on April 4 2017 from https://www.aihw.gov.au/diabetes/ Australian Institute of Health and Welfare, AIHW. (2016b). Are we a Healthy Nation? Retrieved on April 4 2017 from https://www.aihw.gov.au/australias-health/2016/in-brief/healthy-nation/ Australian Institute of Health and Welfare, AIHW. (2015). Chronic Diseases .Retrieved on April 4 2017 from https://www.aihw.gov.au/chronic-diseases/ CDC. (2016). Chronic Disease Prevention and Health Promotion .Retrieved on April 4, 2017 from https://www.cdc.gov/chronicdisease/ Epping-Jordan, J., Galea, G., Tukuitonga, C., Beaglehole, R. (2005). Preventing Chronic Diseases: Taking Stepwise Action. Lancet , 366(9497): 1667-1671. Hill, J., Nielsen, M., Fox, M. H. (2013). Understanding the Social Factors that Contribute to Diabetes: Ameans to Informing Health Care and Social Policies for the Chronically III. The Permanente Journal , 17(2): 67-72. International Diabetes Federation, I. (n.d). Risk Factors .Retrieved on April 4 2017 from https://www.idf.org/about-diabetes/risk-factors Lin, P.-J., Kent, D. M., Winn, A., Cohen, J. T., Neumann, P. J. (2015). Multiple Chronic Conditions in Type 2 Diabetes Mellitus: Prevalence and Consequences . AJMC , 21(1): e23-e34. Maddigan, S. L., Feeny, D. H., Johnstone, J. A., Majumdar, S. R., Farris, K. B. (2006). Understanding the Determinants of Health for People with Type 2 Diabetes . American Journal of Public Health , 96(9): 1649-1655. Murea, M., Ma, L., Freedman, B. I. (2012). Genetic and Environmental Factors Associated with Type 2 Diabetes and Diabetic Vascular Complications . Review of Diabetic Studies , 9(1): 6-22. Sachdeva, S., Khalique, N., Ansari, M. A., Khan, Z., Mishra, S. K., Sharma, G. (2015). Cultural Determinants: Addressing Barriers to Holistic Diabetes Care . Journal of Sociology and Health Diabetes , 3(1): 33-38. TEDDY Study Group. (2008). The Environmental Determinants of Diabetes in the Young (TEDDY) Study. Annals of the New York Academy of Sciences , 1150: 1-13. WHO. (n.d). Stepwise Framework for Action . 56-101. Retrieved on April 4 2017 from https://www.google.com/search?q=stepwise+framework+of+chronic+disease+controloq=stepwise+framework+of+chronic+disease+controlgs_l=mobile-heirloom-serp.12...25.30866.0.31790.54.50.0.1.1.0.1045.3937.0j1j5j2j6-1j1.10.0....0...1c.1.34.mobile-heirloom-serp..45.9.2853.MlPwspxkXpc#spf=1 World Health Organization, W. (2016). Global Report on Diabetes . Switzerland: WHO Press. World Health Organization, W. (n.d ). Overview-Preventing Chronic Diseases: A Vital Investment . Retrieved on April 4 2017 from https://www.who.int/chp/chronic_disease_report/part1/en/index17.html

Phillis Wheatley Essays - American Slaves, , Term Papers

Phillis Wheatley Phillis Wheatley Phillis Wheatley, one of America's most profound writers, has contributed greatly to American literature, not only as a writer, but as an African American woman, who has influenced many African Americans by enriching their knowledge of and exposure to their Negro heritage and Negro literature. As one of America's most renown writers, Wheatley, said to be the mother of African American Literature, is best known for her sympathetic portrayals of African American thought. Wheatley's literary contributions are vast in nature and distinguish her apart from most writers of her era. Her writings have helped in the molding of the African American tradition and are favored by people of all ethnic backgrounds. Phillis Wheatley was born on the West coast of Africa. Her exact birthplace is unknown; however it is assumed that she was born near Senegambia, a territory that today is divided between the nation of Senegal and Gambia. Wheatley's birthplace is assumed to be near Senegambia because it was in this territory that Wheatley and others were introduced into the vile conditions of slavery. Kidnapped by slave agents at the age of seven, young Phillis had to endure the struggle to America alone. "Frail young Phillis probably survived the grim voyage to America only because she was in a loose pack. If she had been part of a tight pack she might not have survived" (Franklin, 223) Phillis Wheatley arrived in Boston Massachusetts in 1761 at the age of eight. It was undoubtedly here where she was first exposed to the harsh conditions of the South. On the "stalls and auction blocks at the slave market", a wealthy Caucasian woman, named Susannah Wheatley purchased Phillis as "her personal servant and companion" (Loggins,98). Phillis Wheatley acquired her last name from Susannah Wheatley--it was the norm during this time period for slave owners to give their slaves their last names. She was named Phillis ironically"after the ship that brought her to slavery" (Loggias, 101). As a child, Phillis Wheatley was blessed with the gift to recite poetry. Wheatley quickly mastered the English language as well as Latin, and soon began to write verses. During this time, is was uncommon for slaves to be as literate and proficient in the English language or any other language, as Phillis Wheatley was. Wheatley not only knew how to comprehend the language, she also knew how to write the language. This accomplishment made it evident that slaves were equally as intelligent if not more than their slave owners and perfectly capable of understanding any concept. Within sixteen months of her arrival, she was reading astronomy, geography, history, and British literature. Wheatley was able to break a language barrier that had held so many others of her race back. Her desire for learning increased and the quest for knowledge became embedded in her spirit, mind, and soul. By her teenage years, Wheatley was a well known author, reciting poems for the New England elite in homes where blacks could not even sit at the table with whites. Phillis Wheatley made many contributions to American literature. Other than successfully representing and expressing the feelings of anger, frustration, and impatience of African American people abroad, she has paved the way for young aspiring African American writers. In 1771, Wheatley composed her first major work, "On an elegy to evangelist George Whitefield." After realizing Wheatley's potential for excellence, Susannah Wheatley arranged a London publication of Wheatley's poems. As a result of this, prominent Bostonians verified the book's author as being Black. Britons praised the book, but criticized Americans for keeping its author enslaved. At this time, Americans were only interested in benefiting White America, and were not prepared for the fact that Britons would criticize their slave policy. In 1774, she wrote a letter repudiating slavery, which was reprinted and distributed throughout New England. The fact that she was able to publicly denounce slavery is evidence of influential voice as an African American during this time. In 1775, Wheatley wrote "Reply" which was the first recorded celebration of African American Heritage by an African American. Wheatley's popularity among the elite of Massachusetts grew rapidly. As the first African American to compose a book of imaginative writing, Wheatley is the originator of the African American literary tradition and also of the African American women's tradition. Wheatley combined the influences of religion and neo-classicism in her poems. She articulated the theme of freedom in many of her works. For instance, Phillis Wheatley made political comments supporting American freedom from Britain. Her numerous elegies suggest a conscious poetic escape from slavery. She celebrates death and the rewards and

Four-Cycle Approach to Strategic Management essays

Four-Cycle Approach to Strategic Management essays Decisions are made from developing and analyzing alternatives and making a choice. Through a series of decisions or choices, executives can define, develop plans, goals and objectives, and set a desired course for the future of an organization. In the article, A four-cycle approach to strategy development and implementation, by William Finnie, strategy is defined as the management of change or adaptation of external circumstances and the creation of a desired future. Every organization has some kind of strategy in place, but through the development of an effectively implemented strategic plan a company can more readily meet the requirements of it customers. The four cycles that Finnie describes are strategy development, management review of changes and finalization of strategies and objectives, functional goals and action plans, and budgeting and resource allocation. In the first step of the cycle, strategy development, an organization would perform situation analysis, define the business, identify objectives, develop a generic strategy, establish customer-oriented strategies, and establish competitor-oriented strategies. From these steps, a basic strategy is developed. In the first step a company would review its environment or the external factors that would affect the business. By identifying threats and opportunities from the external factors, management can identify pending weaknesses. Management will then define its business which is an important step as the way the company is defined is a strategy in itself. Management will then define a strategic objective of the companys long-terms goals in areas of quality or customer satisfaction and market share. From there the companys generic strategy is developed. Finnie describes a generic strategy as a broad strategic approach to creating a defensible position in the industry identifying a competitive advantage. The final steps in t...

Analysis of The Red Convertible by Charlotte Perkins Gilman Essay

Analysis of The Red Convertible by Charlotte Perkins Gilman - Essay Example Angered, Lyman smashes the convertible. Henry realizes their convertible is run-down. He repairs the convertible and they drive to the river with his brother. The two make a fire by the banks of the river and spends the moment talking. They disagree and fight. Henry jumps in the river to cool off. He drowns and Lamartine fail to rescue him. Lamartine starts the car and plunges it into the river. Symbolism in The Red Convertible The red convertible is an important symbol in the story. The brothers bought the convertible and used it to tour different places. The narrator expresses that they enjoyed each other’s company as they drove to different places together. This is a representation of the normalcy of life before the effects of war. Henry goes to war, and he separates with his brother. Lamartine takes the car apart to demonstrate their separation. After three years away from home, Henry comes back home a different man. Lamartine does not like how Henry comes home withdrawn a nd disinterested in the things they enjoyed before the war. He laments to see how his brother is not returning back to his old self. Out of this devastation, he bangs up the convertible. This symbolizes the torn relationship between the brothers (Erdrich 464). Henry confronts the brother after noticing the state of the convertible. This is indicative of the reality that war veterans face after serving in the war. They find things different as if in a new life. Henry manages to repair the convertible. This points to the repair of his relationship with his brother as the convertible was one of the things that held the two brothers together before the war. When Henry finishes fixing up the convertible, he asks his brother to drive to the river with him. Lamartine thinks that things will go back to normal. His hopes end shortly when Henry jumps into the river and drowns. After he is unable to save his brother, he sends the car plunging into the river so that to give it to his brother. T he demise points to the destructive effects that war has on veterans. It destroys the veterans and their relationships with others. After Henry returns from the war, he does not change his boots and his clothes (Erdrich 464). This is indicative of the permanent memories that veterans carry from the war. These include the horrors and scars they incur in the war. He refuses to change into the clothes he wore before going to war. This expresses difficulty that war veterans experience in resuming their normal lives. Bonita takes a photograph of her two brothers before they drive off to the river. In the photograph, the two look different. Lamartine’s face that comes out as being round, big and right out the sun is the representation of a person who has not been to war. Henry’s face is wrinkled, drawn back and has shadows (Erdrich 465). This represents the state of the soul of a person who has been to war. Henry does not like watching the color television. He becomes violen t to his brother over it. The color from the color television makes him re-experience the horrors he witnessed in the war. This is a common symptom with war veterans. Themes in The Red Convertible Change Change is most prominent in the story. Henry and Lamartine start as good friends who trust each other and enjoy each other’s company. They buy the red convertible together and gets away on a summer vacation. Their adventures in the red convertible express their innocence and freedom in life. They appreciate one another and are close. Henry slept

Evaluating the recruiting function Coursework Example | Topics and Well Written Essays - 250 words

Evaluating the recruiting function - Coursework Example By spending more time making a follow-up call, each recruiting sources can increase the chances wherein qualified job applicants would accept their job offers. By limiting the number of accredited recruiting sources, each one of them will be forced to create and maintain a positive image as one of St. Vincent Hospital’s accredited recruiting sources. I would eliminate private employment agency as one of St. Vincent Hospital’s recruitment sources because its average cost per nurse is as high as $2,000.00. It means that it is too costly to recruit nurses from this particular recruitment sources. Because of the relatively low ‘above-average rating’, I would also remove walk-ins (1.00), internet applications (2.40), and university programs (3.43). If I need to cut down some more, I would purposely remove hospital-based schools, public employment agency, direct mail, and state nursing association meeting simply because I am not sure about the nurses’ one-year survival and their above-average ratings. Making follow-up calls on job applicants seem to the most easiest to improve. To effectively decrease the yield ratios from the first recruitment stage to the next level, perhaps it is best on the part of the recruiting sources to use a benchmark of 75% when selecting qualified applicants for the actual interviews. Basically, the reason for maintaining the 75% benchmark is because not all candidates who will attend the actual interview would accept the job offer. This will save the recruitment sources a lot of time and effort from losing all potential

Cyber attacks and digital terrorism

Cyber attacks and digital terrorism 1.a.Cyber Attack and Digital Terrorism Introduction There are various reasons why people initiate cyber attacks or execute digital terrorisms, whatever it is, the goal is to cause damage and destruction, with motivations that range from anything personal, political, economic or all. Below are list of few reasons why cyber attack and digital terrorism occurs: i.Personal Anger people who are psychologically angry at their organization, for whatever reason for example not being promoted for long time or no increment in the salaries or made redundant. The individual might plant viruses into the companys network or delete some of the important functions of a program which may create problem in the future. It can happen even a superior is pressurizing his subordinate. The subordinate may embed a virus in an e-mail attachment in a view to corrupt the superiors computer as revenge. This type of doings can be categorized as a personal digital terrorism. ii.Hired Service Occasionally individual can hired another individual (usually professionals intruders) to hack into someones computer network and steal important information or destroy the computer by wiping off all digital trails and the intruder is paid substantially. Even then the professional intruder can double-cross by inform the targeted company that the companys network infrastructure is at risk and he can solve the problem. This type of activity can be classified as a professional digital terrorism. iii.Ransom Money Sometime a person might need money desperately and nobody is there to help him, the banks also do not want to give a loan because of poor credit history, even family members do not have money to support him but this person may have special skills. He informs the bank that he have planted a logic bomb into their network which will activate at a certain time and will cause severe damage or even crash the banks networking system. He/she may ask for ransom money. Once the money is received, the de-activate code for the logic bomb will be send to the bank. This type of activity can be classified as a personal desperate digital terrorism. iv.Political War These is typically against There are some people who get politically angry because those in power do not agree with their views or wishes. They want to display their peoples power or dislike by conducting demonstrations etc. One way as a warning is planting logic bombs with a ransom note that says unless the demands are met then the logic bomb will go off. This is typical against governments or organization/union of governments like The G8, APEC Summit, World Economic Forum etc. This type of activity can be classified as a political group digital terrorism. v.Declared War There exist true terrorist organizations that have publicly declared their all out war against countries or organizations. They have named their sworn-out enemies. Conducting cyber attacks is one of their strategies to achieve their aims everything is possible in war. Each side will try to destroy or cripple each others war machineries and capabilities. For example: In the UN against Iraqi War, the whole radar system of Iraq was jammed by the US during the early phases of the war. All electronic and computer communications infrastructure of Iraq were crippled. This type of activity can be classified as an expected political digital war tactics and not really digital terrorism. 1.b. What are viruses, worms, Trojan horses, logic bombs and DOS attacks? Viruses A virus is a small piece of malicious code that attacks a computer program or file. A virus can attack a computer in different ways by attaching itself to other software programs or data files in order to be executed, usually without user knowledge or permission, which can cause clogging computer memory, destroy programs or data, reformat a computer hard disk or can cause a program to run improperly. Virus typically spreads from computer to computer when action such as sending an email attachment or copying an infected file(as we know companies are going online, so uses net is extensively in dealing ). As we know anti-virus softwares are designed to check computer system and drives for the presence of computer viruses. Antivirus programs databases are constantly being updated to combat and prevent such attacks. It is recommended Firms those uses net extensively in dealing with its branches, customers and suppliers, it is highly recommended to continually update their anti-virus softw are with recent virus signature files. Worms A worm is a type of virus that has the ability to multiply or copy itself from one machine to another, gradually over a network. The two key differences between a virus and a worm are the multiplying or copying effect and the spreading across to other computers whereas a virus may not multiply itself and may attack only just one computer. A Trojan horse This is a security-breaking program that is introduced into a computer and serves as a way for an impostor to re-enter the computer in the future. It may be hidden as something innocent such as a screen saver or a game. It can damage, delete, or destroy important files, essentially do anything it is programmed to do. The key thing here is not in the type of damage but in how it enters a computer i.e. by a deceptive way. A logic bomb This is a program that is introduced into a computer and set to take action at a certain time or when a specified event occurs. It can do anything it was programmed to do. A DOS (Denial of Service) attack These are action being implemented by invading a large number of computers on the network (usually internet) and instructing the computers to simultaneously send repeated messages to a target computer, thus either overloading the computers input buffer or jamming the communication lines into the computer so badly that legitimate users cannot obtain access to the targeted computer. The key terms here are jamming the target computer or computers so that those targeted computers can no longer provide services (i.e. users are denied of the services). Some people refer to DOS attacks as the Ping of Death or the Teardrop. Information and Identity theft in the digital world The word Theft is simply obtaining something (materials or non-materials) through illegal means.   So information theft is obtaining information illegally, for example, without the owners permission. Publicly published information is legally public and therefore, having such information by whatever means is never considered stealing or theft. Identity theft according to the US Federal Trade Commission (FTC) is someone (somebody else) is appropriating your personal information without your knowledge to commit fraud or theft. For example, an identity thief uses information about someone, such name, address, social security number, credit card number and/or other identifying information to impersonate you and obtain loans or purchase items under your credit. Information theft is simply about stealing information for whatever use the thief wants it for, whereas identity theft is the extension of information theft with the user wanting to impersonate you or be identified as you using that stolen identification information to be used for many things, good and mostly bad. A thief can use the stolen identification information for criminal activities including validating against computer software systems: the banks identification system (to steal your money in the bank), the credit card system (to use your credit card to buy things), the immigration system (to run out of the country) and many more. It all looks like it is actually you performing those activities and not the thief. A thief who is also a hacker can do more, for example, penetrate the records registry system (to hack and change your date of birth, your gender status, your parents names, etc), the police crime database system (to hack and say that you committed a crime which you never did), the university records system (to hack and change your grades from A to F, to change your major degrees etc ), the White House Security System (to visit and say hello to the most powerful man in the world), the FBI and CIA computer systems etc. Conclusion: Web application attacks are increasing drastically because there is a lack of knowledge in securing the applications, especially during the development and deployment stages of the applications. To control or avoid this menace, we must ensure that security is being implemented not only during the coding stage, but also the deployment stage. The operations of a Web application must be monitored by the administrator so any exploits can be detected earlier and damages can be minimized or avoided such as using an intrusion detection system to monitor and filter Web traffic. It is also recommended for all organizations to conduct a security audit assessment to ensure that an application is secured before it is published to the public.

To Kill A Mockingbird - Changes in the Characters Thought the Novel :: Kill Mockingbird essays

To Kill A Mockingbird - Changes in the Characters Thought the Novel In the novel "To Kill A Mockingbird" each of the main characters changed quite a bit. Through the experiences each character went through and the natural maturing that occurred in each of them, the characters were altered from the way they were at beginning of the book. The children, Scout and Jem, were the two most dramatically changed characters. However, Scout showed much more change than Jem did because of his mysterious hidden attitude. Scout matured from a helpless and naïve child into a much more experienced and grown-up young lady. As a growing young girl, Scout was learning and experiencing things just like any other child would though growing up. She got older and was able to understand things a lot better as well as being able to apply lessons she had learned in her everyday life. She began to act slightly more grown up in situations such as Aunt Alexandria's dinner party. Scout forgot how much she despised her Aunt and how much she disliked dresses and joined the group of women in their conversations. Despite how she didn't want to "act more like a lady", she played along with her Aunt's "campaign to teach me (Scout) to be a lady" made an exception to please her Aunt and to create some peace between them. Upon hearing the news of Tom's death she concludes "if Aunty could be a lady at a time like this, so could I." This shows how Scout was beginning to act more ladylike for her Aunt. Another way Scout changed a lot was in the way she treated Boo Radley. At the beginning of the book Jem, Dill, and herself enjoyed playing "Boo Radley" as a game and tormenting him by trying to have a chance to see him or prove their bravery by touching the house. As time went on, Scout's fears and apprehensions regarding the Radley place slowly disappeared. She mentions how "the Radley Place had ceased to terrify me (her)..." As she matures and is more able to take care of herself, she realizes more and more that Boo Radley is a human being, just like herself.

Report of Seasonal Goods

————————————————- American Library Association From Wikipedia, the free encyclopedia American Library Association| ALA Logo| Abbreviation| ALA| Formation| 1876| Type| Non-profit NGO| Purpose/focus| â€Å"To provide leadership for the development, promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all. â€Å"[1]| Headquarters| Chicago, Illinois| Location| Chicago, Illinois  andWashington, DC| Region  served| United States| Membership| 59,675[2]|CEO| Keith Michael Fiels| President| Maureen Sullivan| Budget| $33. 5 million[3]| Staff| approx. 300| Website| American Library Association| The  American Library Association  (ALA) is a  non-profit organization  based in the  United States  that promotes  libraries  and library education international ly. It is the oldest and largest library association in the world,[4]  with more than 62,000 members. [5] * | ————————————————- [edit]History Founded by  Justin Winsor,  Charles Ammi Cutter,  Samuel S. Green, James L. Whitney,  Melvil Dewey  (Melvil Dui), Fred B.Perkins and  Thomas W. Bicknell  in 1876 in  Philadelphia  and chartered[6]  in 1879 in  Massachusetts, its head office is now in  Chicago. During the Centennial Exposition in Philadelphia in 1876, 103 librarians, 90 men and 13 women, responded to a call for a â€Å"Convention of Librarians† to be held October 4–6 at the Historical Society of Pennsylvania. At the end of the meeting, according to Ed Holley in his essay â€Å"ALA at 100,† â€Å"the register was passed around for all to sign who wished to become charter members,† making October 6, 1876 to be ALA's birthday.In attendance were 90 men and 13 women, among them Justin Winsor (Boston Public, Harvard), William Frederick Poole (Chicago Public, Newberry), Charles Ammi Cutter (Boston Athenaeum), Melvil Dewey, and Richard Rogers Bowker. Attendees came from as far west as Chicago and from England. [citation needed]  The aim of the Association, in that resolution, was â€Å"to enable librarians to do their present work more easily and at less expense. â€Å"[7]  The Association has worked throughout its history to define, extend, protect and advocate for equity of access to information. 8] Library activists in the 1930s pressured the American Library Association to be more responsive to issues put forth by young members involved with issues such as peace, segregation, library unions and intellectual freedom. In 1931, the Junior Members Round Table (JMRT) was formed to provide a voice for the younger members of the ALA, but much of what they had to say resurfaced in the social respon sibility movement to come years later. 9]  During this period, the first  Library Bill of Rights  (LBR) was drafted by  Forrest Spaulding  to set a standard against censorship and was adopted by the ALA in 1939. This has been recognized as the moment defining modern librarianship as a profession committed to intellectual freedom and the right to read over government dictates. [10]  The ALA formed the Staff Organization's Round Table in 1936 and the Library Unions Round Table in 1940. The ALA appointed a committee to study censorship and recommend policy after the banning of  The Grapes of Wrath  and the implementation of the LBR.The committee reported in 1940 that intellectual freedom and professionalism were linked and recommended a permanent committee – Committee on Intellectual Freedom. [11]  The ALA made revisions to strengthen the LBR in June 1948, approved the Statement on Labeling in 1951 to discourage labeling material as subversive, and adopted the Freedom to Read Statement and the Overseas Library Statement in 1953. [11] In 1961, the ALA took a stand regarding service to  African Americans  and others, advocating for equal library service for all.An amendment was passed to the LBR in 1961 that made clear that an individual's library use should not be denied or abridged because of race, religion, national origin, or political views. Some communities decided to close their doors rather than desegregate. [12]  In 1963, the ALA commissioned a study,  Access to Public Libraries, which found direct and indirect discrimination in American libraries. [13] In 1967 some librarians protested against a pro-Vietnam War  speech given by General  Maxwell D.Taylor  at the annual ALA conference in San Francisco; the former president of  Sarah Lawrence College, Harold Taylor, spoke to the Middle-Atlantic Regional Library Conference about socially responsible professionalism; and less than one year later a group of librarians pr oposed that the ALA schedule a new round table program discussion on the social responsibilities of librarians at its next annual conference in  Kansas City. This group called themselves the Organizing Committee for the ALA Round Table on Social Responsibilities of Libraries.This group drew in many other under-represented groups in the ALA who lacked power, including the Congress for Change in 1969. [14]  This formation of the committee was approved in 1969 and would change its name to the Social Responsibilities Round Table (SRRT) in 1971). After its inception, the Round Table of Social Responsibilities began to press ALA leadership to address issues such as library unions, working conditions, wages, and intellectual freedom. The Freedom to Read Foundation was created by ALA's Executive Board in 1969. 15]  The Black Caucus of the ALA and the Office for Literacy and Outreach were set up in 1970. [16] In June 1990, the ALA approved â€Å"Policy on Library Services to the Poorà ¢â‚¬  and in 1996 the Task Force on Hunger Homelessness, and Poverty was formed to resurrect and promote the ALA guidelines on library services to the poor. [17] The ALA archival materials, non-current records, are currently held in the University of Illinois archives. [18]  These materials can only be used at the University of Illinois. ————————————————- edit]Membership ALA membership is open to any person or organization, though most of its members are  libraries  or librarians. Most members live and work in the United States, with international members comprising 3. 5% of total membership. [19] ————————————————- [edit]Governing structure the ALA is governed by an elected council and an executive board. Since 2002,  Keith Michael Fiels  has been the ALA executive director (CEO). [20]  Policies and programs are administered by various committees and round tables.One of the organization's most visible tasks is overseen by the Office for Accreditation, which formally reviews and authorizes American and Canadian academic institutions that offer degree programs in  library and information science. The ALA's current President is Molly Raphael (2011–2012). [21]  Notable past presidents of the ALA include  Theresa Elmendorf, its first female president (1911–1912),[22]  Clara Stanton Jones, its first African-American president (1976–1977),[23]  Loriene Roy, its first Native American president (2007–2008),[24][25]  Michael Gorman  (2005-6), and  Roberta Stevens. 26](See  List of presidents of the American Library Association. ) [edit]Activities The official purpose of the association is â€Å"to promote library service and librarianship. † Members may join one or more of eleven membe rship divisions that deal with specialized topics such as academic, school, or public libraries, technical or reference services, and library administration. Members may also join any of seventeen round tables that are grouped around more specific interests and issues than the broader set of ALA divisions. [edit]Notable divisions ALA Editions (book publishing)[27] * American Association of School Librarians  (AASL) * Association for Library Collections and Technical Services  (ALCTS) * Association for Library Service to Children  (ALSC) * Association of College and Research Libraries  (ACRL) * Library Information Technology Association  (LITA) * Public Library Association (PLA) * Reference and User Services Association  (RUSA) * Young Adult Library Services Association  (YALSA) [edit]Notable offices * Office of Intellectual Freedom (OIF) * Office for Accreditation (OA) Office for Literacy and Outreach Services (OLOS) * Office for Information Technology Policy (OITP) [e dit]Notable sub-organizations In 1970, the ALA founded the first  lesbian,  gay,  bisexual  and  transgender  professional organization, called the â€Å"Task Force on Gay Liberation†, now known as the GLBT Round Table. [28][29]  In the early 1970s, the Task Force on Gay Liberation campaigned to have books about the gay liberation movement at the  Library of Congress  reclassified from HQ 71–471 (â€Å"Abnormal Sexual Relations, Including Sexual Crimes†).In 1972, after receiving a letter requesting the reclassification, the Library of Congress agreed to make the shift, reclassifying those books into a newly created category, HQ 76. 5 (â€Å"Homosexuality, Lesbianism—Gay Liberation Movement, Homophile Movement†). On July 23, 1976, the Committee on the Status of Women in Librarianship was established as a Council Committee of the ALA on recommendation of the Ad Hoc Committee with the same name (which had been appointed by the Presid ent of the ALA in December 1975) and of the Committee on Organization.The Committee on the Status of Women in Librarianship works to â€Å"officially represent the diversity of women's interest within ALA and to ensure that the Association considers the rights of the majority (women) in the library field; to promote and initiate the collection, analysis, dissemination, and coordination of information on the status of women in librarianship; to coordinate the activities of ALA units which consider questions of special relevance for women; to identify lags, gaps, and possible discrimination in resources and programs relating to women; in cooperation with other ALA units, to help develop and evaluate tools, guidelines, and programs designed to enhance the opportunities and the image of women in the library profession, thus raising the level of consciousness concerning women; to establish contacts with committees on women within other professional groups and to officially represent ALA concerns at interdisciplinary meetings on women's equality; and to provide Council and Membership with reports needed for establishment of policies and actions related to the status of women in librarianship; and to monitor ALA units to ensure consideration of the rights of women. †Ã‚  [30][31]  In 1979 the Committee on the Status of Women in Librarianship received the Bailey K. Howard – World Book Encyclopedia – ALA Goal Award to develop a profile of ALA personal members, known as the COSWL Study. In 1980 the Committee on the Status of Women in Librarianship was awarded the J. Morris Jones – World Book Encyclopedia – ALA Goals Award with the OLPR Advisory Committee to undertake a special project on equal pay for work of equal value. [31] [edit]National outreach The ALA is affiliated with regional, state, and student chapters across the country.It organizes conferences, participates in library standards development, and publishes a number of book s and periodicals. The ALA publishes the magazines  American Libraries  and  Booklist. Along with other organizations, it sponsors the annual  Banned Books Week  the last week of September. Young Adult Library Services Association  (YALSA) also sponsors  Teen Read Week, the third week of each October, and  Teen Tech Week, the second week of each March [edit]Awards Main article:  List of ALA awards The ALA annually confers numerous book and media awards, primarily through its children's and young adult divisions (others are the  Dartmouth Medal,  Coretta Scott King Awards, Schneider Book Awards, and  Stonewall Book Award).The children's division ALSC administers the  Caldecott Medal,  Newbery Medal,  Batchelder Award,  Belpre Awards,  Geisel Award, and  Sibert Medal, all annual book awards;[32]  the Odyssey Award for best audiobook (joint with YALSA), and the (U. S. )  Carnegie Medal  and for best video. There are also two ALSC lifetime recog nitions, the  Wilder Medal  and the  Arbuthnot Lecture. The  young-adult  division YALSA administers the  Margaret Edwards Award  for significant and lasting contribution to YA literature, a lifetime recognition of one author annually, and some annual awards that recognize particular works: the  Michael L. Printz Award  for a YA book judged on literary merit alone, the  William C. Morris Award  for an author's first YA book, the new â€Å"YALSA Award for Excellence in Nonfiction for Young Adults†, and the â€Å"Alex Award† list of ten adult books having special appeal for teens.Jointly with the children's division ALSC there is the  Odyssey Award  for excellence in  audiobookproduction. [33] The award for YA nonfiction was inaugurated in 2012, defined by ages 12 to 18 and publication year November 2010 to October 2011. The first winner was ‘The Notorious Benedict Arnold: A True Story of Adventure, Heroism ; Treachery  by Steve Sheink in (Roaring Brook Press, November 2010) and four other finalists were named. [34][35] Beside the Alex Awards, ALA disseminates some annual lists of  Ã¢â‚¬Å"Notable†Ã‚  and â€Å"Best† books and other media. The annual awards roster includes the  John Cotton Dana Award  for excellence in library public relations.In 2000 the Office for Literacy and Outreach Services (OLOS) launched the  Jean E. Coleman Library Outreach Lecture  in tribute to the work of the first OLOS director, Dr. Jean E. Coleman. Barbara J. ford gave the inaugural lecture, â€Å"Libraries, Literacy, Outreach and the Digital Divide. † From 2006 the ALA annually selects a class of Emerging Leaders, typically comprising about 100 librarians and library school students. This minor distinction is a form of organizational outreach to new librarians. The Emerging Leaders are allocated to project groups tasked with developing solutions to specified problems within ALA divisions. The class meets at the ALA Midwinter and Annual Meetings, commonly January and June.Project teams may present posters of their completed projects at the Annual. [36] [edit]Conferences The ALA and its divisions hold numerous conferences throughout the year. The two largest conferences are the annual conference and the midwinter meeting. The latter is typically held in January and focused on internal business, while the annual conference is typically held in June and focused on exhibits and presentations. The ALA annual conference is notable for being one of the largest professional conferences in existence, typically drawing over 25,000 attendees. [37] ————————————————- [edit]Political positions ALA Seal|The ALA  advocates  positions on  United States  political issues that it believes are related to libraries and librarianship. For court cases that touch on issues about which the organization holds positions, the ALA often files  amici curiae  briefs, voluntarily offering information on some aspect of the case to assist the court in deciding a matter before it. The ALA has an office in  Washington, D. C. , that  lobbies  Congress  on issues relating to libraries, information and communication. It also provides materials to libraries that may include information on how to apply for grants, how to comply with the law, and how to oppose a law. [38] [edit]Intellectual freedom See also:  Book censorship in the United StatesThe primary documented expressions of the ALA's intellectual freedom principles are the Freedom to Read Statement[39]  and the  Library Bill of Rights; the Library Bill of Rights urges libraries to â€Å"challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. â€Å"[40]  The ALA Code of Ethics also calls on librarians to â€Å"uphold the principles of intellectual freedom and resist all efforts to censor library resources. â€Å"[41] The ALA maintains an Office for Intellectual Freedom (OIF) headed by Barbara M. Jones, former University Librarian for Wesleyan University and internationally known intellectual freedom advocate and author. 42]  She is the second director of the Office for Intellectual Freedom, succeeding  Judith Krug, who headed the office for four decades. OIF is charged with â€Å"implementing ALA policies concerning the concept of  intellectual freedom,†[43]  that the ALA defines as â€Å"the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored. â€Å"[44]  Its goal is â€Å"to educate librarians and the general public about the nature and importance of intellectual freedom in libraries. †Ã‚  [43]  The OIF compiles lists of challenged books as reported in the media and submitted to them by librarians across the country. 45] In 1999, radio personality  Laura Schlessinger  campaigned publicly against the ALA's intellectual freedom policy, specifically in regard to the ALA's refusal to remove a link on its web site to a specific sex-education site for teens. [46]  Sharon Presley  said, however, that Schlessinger â€Å"distorted and misrepresented the ALA stand to make it sound like the ALA was saying porno for ‘children' is O. K. â€Å"[47] In 2002, the ALA filed suit with library users and the ACLU against the United States  Children's Internet Protection Act  (CIPA), which required libraries receiving federal E-rate discounts for Internet access to install a â€Å"technology protection measure† to prevent children from accessing â€Å"visual depictions that are obscene, child pornography, or harmful to minors. [48]  At trial, the federal district court struck down the law as unconstitutional. [49]  The government appealed this decision, and on June 23, 2003, the  Supreme Court of the United States  upheld the law as constitutional as a condition imposed on institutions in exchange for government funding. In upholding the law, the Supreme Court, adopting the interpretation urged by the U. S. Solicitor General at oral argument, made it clear that the constitutionality of CIPA would be upheld only â€Å"if, as the Government represents, a librarian will unblock filtered material or disable the Internet software filter without significant delay on an adult user's request. â€Å"[50] [edit]PrivacyIn 2003, the ALA passed a resolution opposing the  USA PATRIOT Act, which called sections of the law â€Å"a present danger to the constitutional rights and privacy rights of library users†. [51]  Since then, the ALA and its members have sought to change the law by working with members of Congress and educating their communities and the press about the law's potential to violate the privacy rights of library users. ALA has also participated as an  amicus curiae  in lawsuits filed by individuals challenging the constitutionality of the USA PATRIOT Act, including a lawsuit filed by four Connecticut librarians after the library consortium they managed was served with a National Security Letter seeking information about library users. 52]  After several months of litigation, the lawsuit was dismissed when the FBI decided to withdraw the National Security Letter. [53]  In 2007 the â€Å"Connecticut Four† were honored by the ALA with the Paul Howard Award for Courage for their challenge to the National Security Letter and gag order provision of the USA PATRIOT Act. [54] In 2006, the ALA sold humorous â€Å"radical militant librarian† buttons for librarians to wear in support of the ALA's stances on intellectual freedom, privacy, and civil liberties. [55]  Inspiration for the button’s desig n came from documents obtained from the FBI by the  Electronic Privacy Information Center  (EPIC) through a  Freedom of Information Act  (FOIA) request. The request revealed a series of e-mails in which FBI agents complained about

Teacher Interview And Observation Of A Kindergarten Math...

Teacher Interview and Observation The teacher interviewed and observed was Mrs. Linda Grill, she has twenty-eight years of experience. Her first ten years of teaching were at an inner city school in Los Angeles, where she said, â€Å"I was the only white person there.† For the last eighteen years she has been teaching a variety of grade levels at Aurthur Hapgood Elementary in Lompoc, current she teaches kindergarten. As I work at the same school as Mrs. Grill, I interview her almost daily, for the purpose of this paper the majority of the interview was completed two days before the observation. The formal observation of a kindergarten math lesson occurred on Friday September 16th at 10:10 am, immediately following the morning recess. Teacher Interview Summary Mrs. Grill was able to provide an abundance of useful information regarding her kindergarten class and also explained how she acquires this information, as many of her students are entering school for the first time. The students’ linguistic background is identified at enrollment, by the parents and the teacher is provided with and English Learner roster. The EL students are then given a formal assessment, by bilingual team and rated as either beginner, intermediate or advanced in their ability to speak and understand English. Content knowledge and skills are assessed at kindergarten registration and again at the beginning of the school year. The assessment consists of letter names and sounds, shapes, colors, roteShow MoreRelatedKindergarten Classroom Observation1220 Words   |  5 Pageselements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teach er’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me. For my observation, I was assigned to Swaney Elementary and it is located in Derby, KS. 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