Gaps in Security Management of a Company Essay Example | Topics and Well Written Essays - 4500 words

Gaps in Security Management of a Company - Essay Example Most of the interventions are related to such matters that are associated with internal matters of the businesses. All the companies, for the purpose of perfecting their security system depend over computer networking and it is known as computer information security system. Despite taking all such initiatives, on several occasions, these companies fail to provide adequate protection to their confidential strategies or information as they often presume that due to development in the networking process the computer information security system is cent percent protected. On the other hand, if we look into the reflection of information and communication department of various countries, we will understand from their reaction that the computer information security system can also be breached. There are various techniques that help the other competing companies to avail information about any particular company. Thus, complete dependence over the computer information security system will not be a very prudent decision. In this context it must also be mentioned that there are several companies that feel illegal interventions can easily be prevented but it is impossible for the person concerned with the security related matter to manage a large network as well as provide proper protection to the database of the company. Though these days computer security system is considered as the most important method of preventing trespass of confidential information, but there are several other ways that contribute to a considerable extent.

Coketown described by Charles Dickens - Criticism Essay Example for Free

Coketown described by Charles Dickens Criticism Essay This passage has come across a monotonous and dull town surrounded by industrialization. There is no colour, no aesthetic beauty but just buildings and factories that are an eyesore to the whole town. This town was once a nice place and it was a town of red brick but because of all the smoke, dust and dirt it has now all changed to black brick. There is no life left in the inhabitants of the town. They are just servers to the town and they arent even considered the characters of the passage. They are dehumanized and instead the buildings are the characters that take over. The buildings seem to literally take over the human qualities and are given priority and superiority to the people. There is no change or difference between one building and another. The Jail might have been the infirmary; the infirmary might have been the jail. There is a sense of sameness and uniformity. Other people get life out of what Coketown sacrifices. The people of this town are stuck with this lifestyle forever as there doesnt seem to be any way out if it. The town is literally doomed. There is the image of serpents which give off the evil part to this town. It is almost as if the people are under the influence of this evil task master from which the inhabitants can never hope to escape. There is also the image of water which is usually the symbol of life and purity but in this case the water has become a victim of this so called progress. This lifeless town is basically sustained by what it makes and produces. These people are sacrificing their lives and their town in order to survive. The only thing that seems to be done in this town is work and more work; there are no natural sights or pleasure in its perspective. Everything is made just for purpose and function. Even the chapel built which is supposed to be an inspiring building and have meaning to people is described as a warehouse. There is a feeling of entrapment in this town such as the bird cage image used. These people have no knowledge of life out of this town. They are mechanical soldiers who feel enslaved to working for this town and feel like it is their only purpose to life. The people are alienated from each other as they dont even seem to try and change this strict and totalitarian system. There is nothing more than facts and nothing seems important besides facts. It is a perverted world where people have lost their humanity and inanimate objects get a life of their own. This town seems to be what controls the people and unfortunately the people all seem to be too intimated by the system that they wont even consider speaking up about the corrupt lifestyle they all live each day. There is a major devoid of natural life and the people are helpless to the situation.

Custom Term Papers: Hamlet’s Heroine, Ophelia -- GCSE English Literatu

Hamlet’s Heroine, Ophelia In Shakespeare’s tragedy Hamlet there is, technically, no heroine. But the female character who comes closest to qualifying for the role is not Gertrude, whose sinful past precludes this, but rather Ophelia, the â€Å"universal victim† of the drama. She is truly a good, upright person although she is victimized by her father, brother and boyfriend. Harry Levin, in the General Introduction to The Riverside Shakespeare, elaborates on the special kind of prose which the dramatist uses with Ophelia when she suffers her madness: Though there is no invariable rule, the comic scenes are frequently in prose, whereas the tragic scenes are usually in verse. Yet some of the most tragic, notably Ophelia’s made scenes and the sleep-walking scene of Lady Macbeth, are in that special kind of distracted prose which Shakespeare reserved for moments of mental distraction, when the fragments of suppressed emotion well up from the unconscious. (11) Shakespeare’s use of distinctive language is one consideration concerning Ophelia. Another is her victimization. Gunnar Boklund in â€Å"Hamlet† performs a partial-analysis on the character of Ophelia in Shakespeare’s tragedy, Hamlet: The only character who is presented almost entirely as a victim is Ophelia, a victim of the King’s fear and curiosity, her father’s servility and fundamental indifference to her, Hamlet’s misunderstanding of the situation and brutal treatment of her, and finally his fatal thrust through the arras in the closet scene. Her madness is, as I see it, a purely pathetic element in the play. In the world where Hamlet has been forced to act, there appears to be no room for passive and obedient innocence. It is crushed, and perishes. (123) The p... ...: Madness Her Only Safe Haven.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996. Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.

Interview With a Human Resources Manger Essay -- Interview Essay

I have taken an interview of the Human Resources Manager Mr. John Smith of a respected University. I asked him to come for a coffee at Starbucks coffee shop. He did not refuse me and came at time. First, I shared my course content and whatever I knew about course and career. I started with explaining many things regarding human resource management, as he is the most competent Human Resources Manager in my eyes. I started by describing about what our College is teaching about Human Resource Management. A. Thesis Statement Reflection, research, and mentorship help to embrace truth for our benefit, which helps to become individuals that are more authentic. An effective leader knows his or her own strengths and weaknesses, passions and obligations, and is always learning better to manage his or her own emotions, faults, and challenges. II. Discussion With that interview, I have learnt a lot of leadership styles and motivational theories, which I studied in my University lectures from Mr. John. This paper is the reflection of what I learnt from him. A. Effective Leadership The leadership is a result of a combination of traits, with special emphasis on the personal qualities of the leader, which he should possess certain personality traits that would be special facilitators in leadership performance. This theory shows that leaders are born as such, there is no likelihood of 'making' them later with personal development techniques. The vision of leadership that leaders are born made, and not learn to be leaders is still considered but not popular among researchers (Avolio et al, 2013). 1. Traits The trait theory prevailed until the forties, passing these characteristics to be studied within a universalistic perspective.... ...ted Bedford, C., & Gehlert, K. M. (2013). Situational Supervision: Applying Situational Leadership to Clinical Supervision. The Clinical Supervisor, 32(1), 56-69. Peus, C., Braun, S., & Frey, D. (2013). Situation-based measurement of the full range of leadership model—Development and validation of a situational judgment test. The Leadership Quarterly, 24(5), 777-795. Barrick, M. R., Mount, M. K., & Li, N. (2013). The theory of purposeful work behavior: The role of personality, higher-order goals, and job characteristics. Academy of Management Review, 38(1), 132-153. Avolio, B. J., & Yammarino, F. J. (Eds.). (2013). Transformational and Charismatic Leadership:: the Road Ahead. Emerald Group Publishing. Sternberg, R. J. (2013). Perspectives: Leadership Styles for Academic Administrators: What Works When?. Change: The Magazine of Higher Learning, 45(5), 24-27.

The Hijacking of Food and Farm Policy

Diet For a Small Planet, that I made my way from Vermont to California to volunteer for her Institute for Food and Development Policy, also known as Food First. There has been a lot to celebrate since then. In every corner of the country, demand for locally and sustainable grown food is rising, with farmers and ranchers growing more chemical-free, healthier food for our nation's schools, universities, restaurants and supermarkets.Since 2005 the number of farmers markets has doubled, with more than 8000 markets open for business round the country. New local ownership and distribution structures are popping up everywhere, including more than 200 food hubs that are working in innovative ways to get more local, sustainable food to market. More than 180 local food policy councils are transforming food systems from the bottom up. The organic sector, with more and organic acreage has been growing steadily In recent years.More Information on these Impressive trends can be found In the slides that I presented during my keynote speech to the Women Food and Agriculture Network Conference in Iowa earlier this month to a wonderful crowd of mostly women farmers, landowners and loathe food system advocates. As great as these accomplishments are, the tens of thousands of projects and farms that are building a healthier, more sustainable food system around the country cannot grow quickly enough to counteract the tremendous damage to public health and the environment caused by the existing profit-driven Industrial food system.Two key messages In Lap ©'s book remain more relevant today than ever. The first?and the basis for my lifelong commitment to eating low on the food chain— is that it is inefficient and resource-intensive to rely on meat as our primary rotten source. It is clear that we cannot solve our global water, energy, climate change and public health challenges without changing how we produce meat and drastically reducing how much of it we eat.While we still have a long way to go, we are making slow but steady progress in reducing Americans' meat consumption?which is down four years in a row?mostly driven by consumers' concern for health and animal welfare. Yet It's clear that we wont achieve the far-reaching reforms needed to Improve the way produce feed and raise animals?until we fix the bigger problem plaguing our DOD system?a problem that struck me as the second and most important message not caused by scarcity of food but scarcity of democracy.Nearly forty years later, the lack of democracy not only continues to be a fundamental cause of hunger, but also a source of many other serious problems in our food system. Big food and industrial farming interests are hijacking our democracy and public policy at a huge cost to public health and the environment. And sadly, the Obama administration is complicit in this hijacking scheme.On several fronts, the administration is ignoring civil society calls for reform on several fronts and is giv ing rarity to industry financial interests over those of public health, the environment and welfare of animals, workers and consumers. Despite a clear and compelling need, it has failed to ban antibiotic use in well animals, pass effective factory farm regulations, or enact federal labeling and stricter regulation of genetically engineered food. No recent example of the administration's failure to put the public interest ahead corporate interests is clearer than the U.S. Department of Agriculture's proposed poultry rule. This rule would reduce the number of USDA inspectors in poultry acclivities by 75 percent, accelerate assembly lines pace to 175 birds per minute and intensify the use of toxic chemicals to clean the birds being processed. Who profits from this appalling proposal? No surprise there. As Tom Philter reported in Mother Jones magazine, Tyson, Pilgrim's Pride, Purdue, and Sanderson, the nation's leading poultry companies, stand to gain more than $1 billion over the next 5 years.As well, Congressional lawmakers are ignoring the public interest as they hash out a farm bill that will continue to give away billions to wealthy, profitable farms and agribusiness while slashing programs that promote nutrition, conservation, healthy food and organic agriculture. Because the good food movement lacks political muscle, there is far too little investment and effective federal policy to support?and help scale up good food projects and organic farming.And because big food and industrial agriculture companies have so much power, the federal government has too many bad policies that are doing far too much to support and enshrine the status quo, making it harder for sustainable agriculture to compete. The proposed farm bill is a perfect case in point. The bill currently being negotiated n conference committee would channel more than $13 billion a year to support and promote chemical-intensive, diversity-destroying monocots that mostly provide feed for animals and v ehicle fuel, with less than $200 million annually going to support local and organic diversified agriculture.The dominance of corporate and large-scale commodity interests in our political system is nothing new?but as the economic power of these industries has become more concentrated, their political clout has grown stronger, and the consequences, Just recently, the Center for a Livable Future at Johns Hopkins Bloomberg School of Public Health published an in-depth analysis to assess the status of industrial farming five years after the publication of the seminal Pew Commission Report on Industrial Farm Animal Production.It found that the problems have actually gotten a lot worse. When Civil Eats asked Ralph Logics, an author of the Pew Commission report, to explain the lack of progress, he blamed † the overwhelming influence and power of the animal gag industry†¦ Whether it's affecting members of Congress, whether it's denting and nearly breaking the regulatory process, or whether it's too much influence over academics. Everywhere you look there's too much influence by the industry. In order to counteract that influence and put the public interest back into policy- making, the good food movement must channel more of the energy it devotes to building a healthy food system into blunting the power of industrial agriculture and building a healthier democracy. Otherwise, we will fail to make our vision for a healthy, Just and sustainable food system a reality for everyone. Stay tuned for Part 2, in which I explore the steps that are needed to blunt the power of industrial gag and build greater food democracy.

Personal Statement for Senior Supprt Worker Essay Example

Personal Statement for Senior Supprt Worker Essay Example Personal Statement for Senior Supprt Worker Essay Personal Statement for Senior Supprt Worker Essay Essay Topic: Senior I have worked in various social care settings for over 5 years from which I gained a broad knowledge in providing professional support to service users to enable and promote independent living and fulfilment. I am a conscientious worker and a credible team player with high degree of flexibility towards performance of my work. In the course of seeking both personal and professional development I have pursued and achieved several trainings and qualifications which include NVQ level 2 3 in Health and Social Care and level 3 in Health and Safety to facilitate my aspired role as a senior community support worker. I assume various responsibilities at Eastway care and this has equipped me to work within non-discriminatory and legislative framework as well as adherence continually to Eastway care operational policies and procedures. Amongst my duties as a community support worker are to support the service users in their daily activities while upholding the service users’ dignity, support with personal hygiene, feeding, toileting etc while safeguarding and protecting them from any form of abuse (SOVA). I am highly skilled in implementing Person Centred Planning (PCP) starting from preparing the support plan to formulate the person centred reviews to ensure the individuals make an informed decision and also respecting and supporting their choice, wishes, aspirations e. g. oney management, housing, career development et al. I always maintain high level of confidentiality and excellent interpersonal skills which enable me to interact and communicate effectively with both service users and colleagues easily regardless of any form of barriers present. I work within the guidelines of â€Å"valuing People† at all time which has made me more sensitive to the diversity entrenched in our society and convince that promoting independence go a long way to enrich the individual’s ability, skills and knowledge no matter how minimal. Consequently I always research and evaluate support services available within and outside our local domain to achieve development by supporting the individual to access these relevant facilities e. g. gym, obtain/renew freedom pass, taxi card, supported employment, vocational training and colleges. I am skilled at promoting principles of inclusion by integrating and supporting the service users into the wider community by visiting museums, libraries, parks, travel training and other leisure centres. I perform group leading roles being a natural leader with high success by delegating responsibility to my colleagues within the group and mentor other new staff by guiding them through Eastway care culture of professional service delivery. I boast an enviable record of success as a team player and supportive member of staff team. I possess advance skills in numeracy and literacy with strong IT application knowledge. This has helped me to handle both service users’ money and company petty cash management properly on budget. As an Health and safety Officer skilled in risk assessment and management I approach my job with pragmatic attitude ensuring safety and security of the entire people in and around the premises by supporting the fire officers in carrying out safety and fire drilling activities including emergency procedures and testing, ensuring floor areas are free of any hazardous objects, inducting new staff and proactively maintaining functioning and safe equipment at all times while ensuring compliance to the established government laws and Eastway care policies and procedures on fire, health and safety. I am skilled in preparation and administration of medication as evident in my NVQ level 3 optional unit in addition to Eastway care training i. e. First Aid at work, RV training, administration of PRNs, Buccal midazolam, Rectal diazepam and other general medication. I enjoy learning as I believe nobody has monopoly of knowledge so I learn from others as and when required through exchange of feedback, supervision, on the spot enquiry to improve my work performance and awareness of individual service user’s needs to be able to work effectively. I have always believed that service users can and should have a dynamic, fun-filled and vibrant lifestyle and this has made me to be flexible towards my job in accordance to Eastway care policies and procedures by subjecting personal needs to the advantage of corporate demand. I possess skills and credible experience in supporting individual with challenging behaviour and have record of working with such individuals successfully. At this point I can state with confidence that I am more than equipped to perform brilliantly if considered for the post of senior community support worker and to continue to improve professionally learning more and adapting to the dynamic nature of our industry.

Racism in the Crash

Racism in the Crash Introduction People are all alike despite their slight evident differences. However, their diversity is to a large extend, the root cause of all their conflicts. The fact that people vary in terms of their personalities, race, language, skin color, among others, is a clear implication that their interaction is subject to violence. Paul Haggis’ ‘passion piece’ Crash, set in Los Angeles proves this right. In his works, Haggis depicts an interaction of characters that differ in all senses; race, origin, skin color, just to mention but a few.Advertising We will write a custom essay sample on Racism in the Crash specifically for you for only $16.05 $11/page Learn More This is why statements like, ‘white shooter’, ‘Persian man’, ‘Hispanic locksmith’ stand out in the character’s conversations to mark their differences. It is from these divergences that the film’s title Crash is derived to impl y the violence that results when two or more ‘different’ people interact. It is worthy noting that, all the characters in the film are victims of crashes and none is free of sympathy. Racism stands as the basis of these evident crashes. As a way of developing the theme, Haggis strategically uses characters that fit themselves into the shoes of racists. Virtually, all the film characters portray crashes build on their racial differences. As a result, they end up jumping into conclusions based on race where they gain insights, not only about themselves, but also about the race itself. Analysis Clashes stand out in the 36-hour encounter of the movie’s various characters like Ria. As the movie begins, the results of car crash involving Ria, Kim Lee, and Waters are no more than clashes. Ria and Lee abuse each other depicting their differing racial backgrounds. Lee referring to Ria says, â€Å"Why? Not my fault! Its her fault! She does this†¦Stop in the middle of street! Mexicans! No know how to drive† (Crash). These two portray their differing places of origins and each is in support of hers. Following the accident, none admits to be the cause. They end up arguing of the cause even after the motorcycle cop intervenes. Ria, a race-driven character attempts to fight Lee back since she (Lee) is a Mexican unlike her. Ria says, â€Å"Ill give you a lesson†¦My fathers from Puerto Rico. My mothers from El Salvador. Neither one of those is Mexico† (Crash). This collision is a package, sufficient to pass Ria for a racist. However, following the crash with Graham as a result of the phone call, Ria’s reactions shows that, though people may be different, racial collisions can be avoided, only if people treat each other as brothers and sisters. She tells Graham, â€Å"Thats just where I begin to get pissed. I mean, really, what kind of man speaks to his mother that way, huh?† (Crash) This follows from racial trait that G raham portrays when he refers to her a white woman. As she describes the composition of her family, she pictures the diversity of her parents but despite it, they are at peace with no racial crashes. In fact, she tells Graham that, could she be her father, she would punish him. In other words, racism is an offence and ought to be sternly punishable. Graham is a racist who seems to have learned a lot about racism through his collisions with people around him.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though racism forms a good portion of peoples’ lives like Graham, they can in turn fight it based on the lessons they learn from the crashes attached therein. Graham is a racist. He knows what it means by racial collisions. He has experienced crashes with quite a number of people. His racist nature stands in his crash with Ria as discussed above. For instance, as he is with Ria , he receives a call and through his response, racism is evident. He says, â€Å"†¦Im having sex with a white woman† (Crash). According to Bell, there are some other instances where the racist characters, after learning the consequences of racism, try to cover them as much as possible (23). Graham is not an exception. Though his racist nature is evident, his collision with Flanagan depicts him as an anti-racist, a situation that, based on insinuations, arises after he learns that racism is bad. For instance, Flanagan in an abusive exchange declares, â€Å"†¦black people, huh†¦more black men are incarcerated than white men† (Crash). These abusive race-rich words are directed to Graham. Does Graham reflect racism in his response? Not at all! Graham is a changed man viewing racism from another angle. He replies, â€Å"What did you just say†¦ all I need to do to make this disappear is to frame a potentially innocent man† (Crash). The ‘disap pearance’ referred to by Graham is that of racism. He believes that racism can be arrested if people change their mind sets about others. Therefore, according to Graham, racism is a real practice carried out by people like him, but based on his personal experience, that is, the experience of racial crashes, racism can be arrested if people like him, purpose to stop it. Rick is another victim of racism as the following paragraph elaborates. Rick, a racist, as the story unfolds, has a story to tell concerning the subject of racism. He has encountered collisions, founded on race, with people like Karen and Jean, to mention but a few. For instance, as he collides with Karen, his racist character stands out. Their interaction, as Robert says, â€Å"†¦ended into quarrel and they disgusted each others race† (12). In their crash, Rick says, â€Å"Fuck! Why do these guys have to be black?† (Crash). In this scenario, Rick pictures his racist nature. However, his vie w of racism changes as he converses with Jean. It is deducible that he has come to realize that all people, whether black or white, are all the same and for them to unite, they need to fight back the enemy that has caused that falling apart of things; racism. He assumes the front line in the campaign against this.Advertising We will write a custom essay sample on Racism in the Crash specifically for you for only $16.05 $11/page Learn More For instance, when Jean is angered by James on the issue of locks, Rick enters to calm the crash. He says, â€Å"Shhh Its ok. Just go to bed, all rightYou lower you voice!† (Crash).These words are heavy laden with symbolism. The lowering of voice is no more than Rick’s efforts to minimize the issue or racism. According to him, racism is bad as it is the root cause of all the crashes he, among others, has gone through. In conclusion, Haggis’ masterwork successfully pictures the subject of racism, as it stands on the ground. He employs characters, who strategically fit themselves into the shoes of racists. He symbolically gathers people who differ in all senses, origin, color, race, among others. Among them are Ria, Graham, and Rick. All these stand as racists, who crash with one another as a result. However, they later come to learn that, with racism in their minds, crashes will never end. Through their personal experience, they begin a campaign against racism and this is evident through their reactions as they encounter race-driven people. As the movie closes, all these characters viz. Rick, Ria and Graham, have not only gained insight about themselves, but also about race. They realize the difference between a black and a white person is only skin deep; beyond that, all people are the same. Haggis successfully drives home his lesson through these characters. According to them, and through their experience, they have learned that racism is a fuel, rather than a solution of crashe s. Bell, Rahel. Racism in the Crash Movie. New York: Mavin Publishers, 2008. Print. Crash. Dir. Paul Haggis. 20th Century Lion Gate Film Productions, 2005. Film. Robert, Keith. Race: The Crash Movie. Mabros: HINN Publications, 2006.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Something new, something old, something personal Essays

Something new, something old, something personal Essays Something new, something old, something personal Essay Something new, something old, something personal Essay The Item I picked for something new Is my Hess Truck Collection. I have been collecting these trucks since I was five years old. They are made and sold once a year by Hess Gas Stations. Hess Gas Stations are on the East Coast. My Grandmother lives In Philadelphia and bought my first truck for me. The trucks are amazingly detailed. Each year is a really unique model with lots of Intricate details. Some of the rare Hess Trucks are from the sasss. I hope to find some of them someday. For my something Old I chose my Marx Train. I have always enjoyed trains. Maybe hats because I have been taking the Amtrak train from Oregon to Philadelphia Pa. Since I was born, sometimes twice a year. I love the history of trains and how they helped open the West. I love the motion on a long train ride (it rocks you to sleep). The views are great and so is the food When you are on a train for a long time you make what my family calls travel friends. There are a lot of people on road trips across the country every day. The company that makes my train, the Marx company no longer exists which makes these trains a little rare. This engine was made in 1926. I definitely would say that my dog Buddy is the most special thing to me besides my family. He is a Golden Retriever and he is eight years old. This breed has a reputation for being really friendly and he really is a good friend. If I am ever feeling down he helps me. He sis good listener. Buddy has some Alpha dog behavior. He feels like he has to be in charge.

Law and Intellectual Property Memorandum Essay Example | Topics and Well Written Essays - 1250 words - 1

Law and Intellectual Property Memorandum - Essay Example Yes, Mr. Kenobi is entitled to a fair royalty from Jedi and he also could seek a court injunction requiring his pictures to be removed from Jedi’s website until the royalty is received. Since i) Mr. Kenobi can prove that the pictures are his and ii) Jedi did digitally copy the pictures intentionally by deliberately uploading them onto Emperor’s server, this constitutes primary infringement. No, Mr. Kenobi is not entitled to any damages or royalties from Emperor. Since Empire is only providing a hosting service for Jedi’s website, Emperor did not directly nor intentionally copy the pictures, it simply received a copy of the pictures from Jedi through the rendering of a hosting service. This only constitutes secondary infringement and there was no intent to copy. Probably, Empire is liable to Jedi for the fair market value of the secret formula, unless specific damages had been outlined in the contract between them. Since Empire did not copy the information directly, it does not constitute primary infringement. Although it did inadvertently provide the means for others to do so, Empire did not have any intention of copying, therefore it does not constitute secondary infringement either. However, the data was explicitly labeled as confidential by Jedi and Empire was negligent in protecting the confidentiality of the data. Yes, Jedi is entitled to a fair royalty from its competitors for use of their unregistered design right and could also seek a court injunction to not only prevent the further illegal use of their secret formula but also have all products where their secret formula was illegally used recalled until the royalty is received. This office is considering possible liability between Jedi, Emperor, and Mr. Kenobi. Jedi has posted on its website (hosted by Empire) pictures reputed to belong to Mr. Kenobi.  Ã‚  

Women Rights within The Antislavery Movement Essay

Women Rights within The Antislavery Movement - Essay Example In the world political history, it has been revealed that a group of courageous women stood tall and began to push for a fair treatment of the fairer sex .Among such outstanding female figures is Sklar and Grimkes disobeyed gender norms and began to campaign against the positioning of women in the kitchen. This paper therefore seeks to discuss the social, economic and political realignments that took place in the American continent in the wake of Anti-slavery movement.2 When this slavery abolishment was gaining popularity and spreading across the North America, some women took this chance to advance the right of women in the early 1830’s .The ensuing battle between women and men over this gender agenda is the subject of focus in this paper and it will shed light on how this turned social tables across the globe that its effects is in play to date. When the anti-slavery set in across North America, it came as a godsend to the womenfolk because they grabbed this opportunity to h ighlight the plight of fellow women. Sklar and Grimkes played an exemplary role negotiating for the rights of women in the society within the confusion of slave trade abolition. It has been believed from time immemorial that the societal framework gives men the absolute authority over women who are expected to submit in return. Some of the gender roles that the society imposed on women in the North were oppressive and demeaning to women. Before this social revolutionary movement, womanhood was associated with reproductive issues, home care, kitchen and total submission to the male counterpart. On the side of the coin, men boasted of autonomous decision making which gave them upper hand in matters revolving around social, economical and political aspects of the society. It should however be noted that during this politically tensed period, religious revival missions was sweeping across the continent and the major participants were women. It was relatively easy to drive points home wi th the revival campaigns and this made it a bit easy for the message to penetrate the society. With this atmosphere, there was a reckoning force that could not be contained by the long standing demands of the civil society.3 This finally forced a changed in the notion that existed concerning the confined role of women in the society and the patriarchal power of the male over female. Although the wind of anti slavery was an overriding matter of debate, it did not come to the realization of men that a gender coup was also brewing in the guise of religious revival dominated by women. The female members of the society made great noise about the recognition of their rights and they mobilised women to take up political roles and fight for their rightful place in the society. The word that persuaded many women is the perceived gender equality as stipulated creator in the religious scripts and the bible. This came as a surprise to men as it dawned on them that they were losing the equality war to women but it seemed too late. Sklar and Grimkes were themselves daughters to slave owners but broke the silence and were at the forefront of championing for recognition of women amidst the anti-slavery movement. The oratory skills displayed by women during that time were to the shock of many people and went further to win the heart of women and socially moderate men. At this point the womanhood had already begun to change its face and gain new position in the society. Gender mainstreaming in the political and economic decisions began to gain recognition and started extending its roots gradually across the world. In this respect, men started to face cut throat competition from women in

1.3 Movie Review Example | Topics and Well Written Essays - 500 words

1.3 - Movie Review Example Precisely, he does what he thinks is right without thinking whether it’s right or wrong but he has standards. Dexter is a very strong, intense, and straight forward person as he does only what he feels is right. He is living a double life which is hidden from his colleagues at the police department, his sister, and even his girlfriend. He is complex and very different from other single-headed ‘good’ heroes out there. However, the serial killer side of Dexter is not bad or evil as he believes he has standards and he would only kill those who ‘deserve it’. He leads the life of a ‘good’ serial killer and believes that he should use his skill to do something good which is killing the bad people. Dexter has an adoptive sister who also works in the police department. She doesn’t know about Dexter’s serial killer side and thus she trusts him and loves him. Dexter believes that she is the only person in the world who actually loves him. His both adoptive parents have died but his father lives in his mind and guides him though everything that he does. Dexter feels haunted by these thoughts sometimes as they conflict with what he thinks. However, he values the teachings of his dad who taught him a code according to which he kills. His dad was the one who instructed him and taught him how to avoid getting caught and gave him the values to only kill those who deserved it. Dexter’s psychological analysis would seem to be pretty disturbed. Even though he turns out to be complex and strong, he can be perceived as depressed and confused. He doesn’t know what he is doing but he wants to do everything the right way. He keeps his father in his thought process and loves his sister; he also doesn’t kill children as he believes he has some standards. However, despite this he is very complicated and difficult to understand in the first attempt. The episode consists of certain moves such as killing of the child which Dexter refuses, the

Fully discuss absortion and emission spectroscopy follows instruction Assignment

Fully discuss absortion and emission spectroscopy follows instruction below - Assignment Example The atomic emission spectrometer consists of four major components. These include the atomizer, the nebulizer, the Monchromator and the detector. Flame is used to atomize the sample so that the resultant atoms can interact with the radiation. Monchromator is used to discriminate wavelengths that do not conform to the requirements of the experiment. Detector is used to detect the emitted wavelengths. During experiment, five processes take place. The first three processes takes place simultaneously. These threes processes include the dissolvation, vaporization and atomization. They take place when the sample is introduced into the atomizer. Dissolvation is the process where the solvent sued to dissolve the sample is evaporated (Crouch & Skoog 63). The thermal heat energy from the atomizer forces the solvent, which is water, to evaporate instantly. Vaporization occurs when the resultant solid sample is vaporized into gases. Lastly, the atomization occurs when the resultant gases are broken down into atoms. All these takes place as a result of high thermal energy from the flame. Principally, both the atomic emission spectroscopy and the atomic absorption spectroscopy exhibit all these three steps. However, the fourth step is what differentiates the atomic emission spectroscopy from the atomic absorption spectroscopy. I atomic emission spectroscopy, the gaseous products obtained are excited to higher energy level. Excitation occurs when the electrons in the atoms gain energy and move to higher energy levels. However, the electrons cannot stay in the higher energy level indefinitely (Crouch & Skoog 71). This is because there is no constant energy to maintain them in the higher energy levels. Because of this, they are unstable. Consequently, to regain their stability, electrons would be forced to drop back to their original state called ground state. This process is called de-excitation. De-excitation is normally accompanied by several

Management Research Project; Hiring Function Recruitment and Selected Paper

Management Project; Hiring Function Recruitment and Selected - Research Paper Example The process that has been used in this particular research paper would be incorporated into the research study so as to identify the deficiencies of GOME electric company and ways to eliminate them from the system. The research topic that has been selected is an analysis on the hiring, recruitment and selection function of the GOME electric company in China. The topic is very advantageous from the point of view of reviewer and also from the perspective of organization. This research study would enable the organization that has been selected to improve its level of efficiency and even save the overall cost that is associated with the execution of business operations. The company occupies a large market shares in the retail industry of electronics in China and has also been able to enhance its distribution operation across other regions. The reviewer has a work experience in the selected organization and so the deficiency in hiring and selection process can be easily highlighted. The report structure would comprise of primarily a research objective and questions followed by conceptual foundation. The findings of the research would be based on focus group study and interviews with key personnel of the organization which would be supported by secondary data. The purpose of the research paper that has been selected for the particular research study has been to enhance the aspect of technology in all possible sectors. The research paper states that technology is a part of everyday lives and has a great importance in the human resource management. The concept of technology lessens the cost and at the same time even enables the job seekers to explore more opportunities in the least possible time. The research aim was to identify the various advantages as well as disadvantages of incorporating e-recruitment in the system. The rationale of the research paper is that the findings of this particular paper would be beneficial for other organization as well as job

Fully discuss absortion and emission spectroscopy follows instruction Assignment

Fully discuss absortion and emission spectroscopy follows instruction below - Assignment Example The atomic emission spectrometer consists of four major components. These include the atomizer, the nebulizer, the Monchromator and the detector. Flame is used to atomize the sample so that the resultant atoms can interact with the radiation. Monchromator is used to discriminate wavelengths that do not conform to the requirements of the experiment. Detector is used to detect the emitted wavelengths. During experiment, five processes take place. The first three processes takes place simultaneously. These threes processes include the dissolvation, vaporization and atomization. They take place when the sample is introduced into the atomizer. Dissolvation is the process where the solvent sued to dissolve the sample is evaporated (Crouch & Skoog 63). The thermal heat energy from the atomizer forces the solvent, which is water, to evaporate instantly. Vaporization occurs when the resultant solid sample is vaporized into gases. Lastly, the atomization occurs when the resultant gases are broken down into atoms. All these takes place as a result of high thermal energy from the flame. Principally, both the atomic emission spectroscopy and the atomic absorption spectroscopy exhibit all these three steps. However, the fourth step is what differentiates the atomic emission spectroscopy from the atomic absorption spectroscopy. I atomic emission spectroscopy, the gaseous products obtained are excited to higher energy level. Excitation occurs when the electrons in the atoms gain energy and move to higher energy levels. However, the electrons cannot stay in the higher energy level indefinitely (Crouch & Skoog 71). This is because there is no constant energy to maintain them in the higher energy levels. Because of this, they are unstable. Consequently, to regain their stability, electrons would be forced to drop back to their original state called ground state. This process is called de-excitation. De-excitation is normally accompanied by several

Operations management Coursework Example | Topics and Well Written Essays - 2500 words

Operations management - Coursework Example The culinary department encompasses kitchen affairs while the rest of the departments are self explanatory given the line of duty. The supply department is one of the key departments that carry a lot of significance in having the hotel and restaurant facilities running. A hotel usually has many amenities that keep it going and these include food and drinks, toiletry amenities, bedding, furniture and kitchen cutlery. Depletion of these supplies fluctuates depending on the high and low seasons of customer inflow to the facilities. However, the Olympic Games are a unique scenario that makes a long calling for hotel facilities. Attendance to this colossal sporting event is recorded as one of the largest in the sporting history that closely competes with FIFA World Cup. In such contexts, hotel organizations are keen to ensure quality services to the expected large number of customers. Quality services entail customer satisfaction, employee etiquette and above all reliable delivery of hote l goods and amenities from various supplies that keep the running of the hotel facility alive. Supply is an aspect in the hotel industry that concerns operational management. A relationship between operations management and supply will be discussed in this paper, in addition to the factors considered in reliable hotel supply. These details will be encapsulated with various analyses of the way hotels and restaurants could ensure reliable supply to their respective requirements, and a further analysis of some operational techniques that could be employed to ensure both quality and reliability in supplies broken under various subsections in this paper. Operations Management and Supply: Techniques to be employed by Operations Management Operations management is a management area that deals with planning and product management, procedures, various business services and most importantly, supply chains. This management level, though at the management level on the management hierarchy betwe en strategic and operational levels, is considered to be the epicenter that holds most businesses. Every efficiency and profit realized in most business franchises should be attributed to this management section and especially the personnel in charge. This might be despite the attribution always being to the strategic level of most organizations. In the hotel industries, among other tasks, operations management is also tasked in ensuring reliable hotel amenities supply for the smooth flow of activities in the facility. To do this, several personality traits for the operation manager are vital to ensure efficiency and effectiveness given the delicate environment of hotel activities that revolve on service delivery and employee etiquette. These traits will ensure efficiency in service delivery that would include reliable supply delivery that has the standard quality characters. They could also describe the various techniques that hotels need to undertake in order to ensure quality in supply from suppliers (Stevenson, 2008). The first trait that the operation manager should contain is leadership. This trait might seem a little bit general, but in the real sense, it has more than is defined by the first impression. Leadership entails the authority to spread influence among a team of subordinates and peers in a given context of society, either in work or other general scenarios. Qualities that may be exhibited by prominent leaders include trustworthy,

The three models of memory Essay Example for Free

The three models of memory Essay The cognitive approach in psychology deals with human thought and mental processes such as memory, remembering and problem solving. The cognitive approach is interested in how people take in information, how they mentally represent it and how they store it. It also looks at how the information is perceived and processed and how integrated patterns of behaviour occur. Memory is fundamental to our lives, we have to recall who we are, recognise the faces of everyone we meet and remember how to move and communicate. Several models of the way in which memory is structured and how it functions have been advanced and although there are many differences between the models, they all view memory as a means of processing information. We do not simply record information, we carry out some sort of processing as we eliminate, store, organise and reconstruct the information we receive. This information processing occurs in three stages: encoding, storage and retrieval. Encoding involves converting the information we receive from our senses into something that we represent mentally Storage involves holding information over a period of time in preparation for when it is needed, and retrieval involves recovering stored information. There are three models of memory; one of these is the multi store model. Atkinson and Shiffrin (1968) proposed an influential multi- store model, which suggested that there are three types of information store. The three types of memory stores are the sensory store, the short term store and the long term store. When a stimulus invades on our senses then the information passed from the sensory store, onto the short term store and then into long term store. Short Term Memory (STM) has an extremely limited capacity between five and nine. Miller (1956) suggested that the capacity of STM is The Magic Number Seven, Plus or Minus Two. Information can be lost very easily if the information is not rehearsed it remains in short term memory for about 20-30 seconds. Long Term Memory (LTM) has an unlimited amount of information which can be store which can last a long time; some psychologists believe that memories  are never truly forgotten from LTM they simply cannot be easily retrieved at will. Also the mode of storage in the LTM is meaning fullness if you understand information you are more likely to remember it. This is in contrast to STM where, if you recall, sound is important, and remembering is much more dependent on precise recall. Atkinson and Shiffrin regarded the stores as the structural components of the model, but also proposed a number of control processes, such as attention, coding and rehearsal, which operate in conjunction with the stores. Not all psychologists consider it useful to distinguish between short term and long term memory. Levels of Processing is one of such model: it sees memory as a single dimension rather than a series of separate stores. The main principle of this model is that we process information in different ways and the more deeply we process it, the more likely it is to be stored in memory and able to be recalled. According to the levels of processing framework, stimulus information is processed at multiple levels simultaneously depending upon its characteristics. Furthermore, the deeper the processing, the more that will be remembered. For example, information that involves strong visual images or many associations with existing knowledge will be processed at a deeper level. Similarly, information that is being attended to receives more processing than other stimuli/events. The theory also supports the finding that we remember things that are meaningful to us because this requires more processing than meaningless stimuli. Information is more easily readily transferred to LTM if it is considered, understood and related to past memories to gain meaning than if it is merely repeated. This degree of consideration was termed the depth of processing the deeper information was processed, the longer the memory trace would last. Craik and Lockhart gave three examples of levels at which verbal information could be processed: Structural level- e.g. merely paying attention to what the words look like  (shallow processing) Phonetic level- processing the sound of the words Semantic level- considering the meaning of words (deep processing). Finally the last model of memory is reconstructive memory, in contrast to much cognitive research on memory, which focuses on quantitative tests of how many randomly selected digits, words or nonsense syllables can be remembered under strictly controlled conditions, the reconstructive memory approach has tended to concentrate more on qualitative changes in what is remembered, often of more everyday material such as stories, pictures or witnessed events under more natural conditions. In comparison with the level of processing theory, which emphasizes what happens when memories are encoded and stored, the reconstructive memory approach is more concerned with what happens when information is stored and retrieved from memory. Bartlett (1932) the pioneer of reconstructive memory argued that people do not passively record memories as exact copies of new information they receive, but actively try and make sense of it in terms of what they already know- a process called effort after meaning. Bartlett proposed that new information may be remembered in a distorted way since memories are imaginative reconstructions of the original information in the light of each individual past experiences and expectations rather than remembering what actually happened we may remember what we think should or could have occurred. The three models have both similarities and differences between them; both the multi store model, levels of processing theory have many similarities among them. Firstly they both offer explanations for different types of memory/levels; Short term memory in the multi store model is the equivalent to shallow processing in the levels of processing theory and long term memory is equivalent to deeper processing. There is a huge amount of  research evidence for both, Craik and Tulving (1975) did an experiment to show Levels of Processing they proposed that as well as depth of processing determining the extent of long- term memory retention, they amount the processing was also important. Murdoch (1962) and Glanzer and Cunitz did an experiment to show the serial position effect in the multi store model, this serial position effect has been used as evidence that two separate stores are in operation and the words are being retrieved from these two stores. However a difference is that more evidence has been found for the multi store model than levels of processing theory, Miller (1956) suggested that the capacity of Short term memory TM is The Magic Number Seven, Plus or Minus Two. Reconstructive memory also explains different types/levels of memory similar levels of processing theory and the multi store model. However reconstructive memory only explains long term memory and not short term memory, deeper processing is linked to schemata which are mental representations of existing knowledge to make sense of what goes on in the world.

Introduction To Sex Education Children And Young People Essay

Introduction To Sex Education Children And Young People Essay Have you ever made some questions like What are the differences between a boy and a girl. or Why you have special feelings when seeing a very hot girl, boy. For sure, not all of you ask yourself something like that? And I still remember how shy my primary teacher was when I asked her how I had been born. These above questions seem so simple but not everyone can answer it because of the shortage of sexual knowledge. In fact, sex education in Vietnam has not been a key point in social education. That is also the reason why the rate of adults who have trouble with sex and love are increasing. Sex is a sensitive issue in Vietnam nowadays. Most of Vietnamese people are too shy to mention to sex; however, there is a deviation in sexual awareness among Vietnamese young. As the results, sex education should be approved to teach at Vietnam High schools in attempt to curb problems such as teenager pregnancy or abortion. II/ Body: According to Avert Organization, Sex education, which is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices.. It is also said that sex education is a book-guide closing to humans sexual activities like reproduction, emotion, birth control à ¢Ã¢â€š ¬Ã‚ ¦ Providing this one is the way we dedicate to teenagers the right information about matters which have an enormous impact on their. From modernly Western to mysteriously Oriental, sex education had been mentioned in many forms: direct or indirect, official or in-official, all of it demonstrated that our ancestor initiated sex education like an essential subject not only for teenagers but also for adults as well. Because of the fact that Western countries preceded one step on this issue, they have had an open point of view for this one. On contrast, both Asia area and Vietnam, sex education is something new and strange as the cultural conception. From this result, it is definitely that this topic is rarely appeared on mass media or newspaper, even more being ignored. This viewpoint was backward, and not had the good fit for present with so many changes. On my opinion, sex education will be the key to handle some issues on young people. In generally, sex education provides the embrace knowledge on safe sex or birth control. Implementing Sex Education pointed that sometimes, people mistakenly believe sex education refers only to sexual behavior (e.g., sexual intercourse) and not the full array of topics that comprise sexuality. These include information and concerns about abstinence, body image, contraception, gender, human growth and development, human reproduction, pregnancy, relationships, safer sex (prevention of sexually transmitted infections), sexual attitudes and values, sexual anatomy and physiology, sexual behavior, sexual health, sexual orientation, and sexual pleasure (Anonymous1,n.d). It is necessary to understand about our sexuality, accomplish sexual health, and identify accurately like a part of our person. However, this receiving knowledge process will take a long time from being born to grow up. Parents and primary teachers take responsible as the first educators to provide the youth a progress and developmentally appropriate sexuality education. Ideally, sex education in school is an integrated education process that builds upon itself year after year, is initiated in kindergarten, and is provided through grade 12. For example, a 2004 study carried out by National Public Radio demonstrated that more than 90 percent of parents give sex education at schools. It also proved that the significantly of parents detected that sex education subject in their childrens school were either very helpful or somewhat adapt to their child in cope with sex (Anonymous1,n.d). As many reasons this concept has not been focused because people thought children better need to concentrate on study than this issue, and the impact of one is not relevant to their life. This backward thought drive to the popular fact: almost children do not see exactly about their body or their physiology and sometimes they can act by rationally natural. Danger to life, even more get to seriously wound appears at lots of case. Therefore helping children on sexuality play an important role on sex education. Well-educated from guardians make children more confident and control their attitude better. Sex education prevents the high rate of HIV, STDs inflection by intercourse neither. According to the statistics from PPFA (2012), teens are more sexually active now than before twenty-five percent of all girls and thirty-three percent of all boys have had sex by the age of fifteen. This is a very young age, and by age seventeen the statistics have grown to seventy-five percent of all girls and eighty-six percent of all boys (Anonymous, 2012). The same unbelievable information was researched by Institution of Population and Family pointed that the abortion rate at young women (from the age of 15 to 19) approximately 30 percent on overall, ranked 5th on the world (Già ¡Ã‚ ºÃ‚ ­t mà ¬nh và ¡Ã‚ »Ã¢â‚¬ ºi tà ¡Ã‚ »Ã¢â‚¬ ° là ¡Ã‚ »Ã¢â‚¬ ¡ nà ¡Ã‚ ºÃ‚ ¡o, phà ¡ thai cà ¡Ã‚ »a hà ¡Ã‚ »Ã‚ c sinh, sinh vià ªn, 2012). Potentially, schools provide a key opportunity to reach large numbers of you ng people with sex, relationships and HIV education in ways that are replicable and sustainable in resource-poor settings. In many countries, young people will become sexually active while they are still attending school, making the setting even more important as an opportunity for the delivery of sex, relationships and HIV education. There are currently nearly 12 million young people in the world living with HIV. More than half of these young people are female. There are an estimated 2.3 million children (below the age of 15) living with HIV worldwide. With access to treatment, HIV-positive children can expect to develop into healthy adults who, at some point, will start having sexual relationships. For an HIV-positive young person who has never bene ¬Ã‚ ted from education programs about sex, relationships and HIV, these kinds of programs which assume all students are HIV-negative will not suf ¬Ã‚ ce. Furthermore, the implicit and pervasive assumption that all students are HIV-negative can render invisible those who are living with HIV or AIDS. It may also inadvertently increase stigma through the creation of an us and them mentality (UNESCO, 2007). Finally, approved sex education at high school is the way we protect our future generation. Some opposition view argued that teaching sex education is somehow we bring grist to childrens hands. However, psychologist Hong Ngoc Do said that the misunderstanding of our education system is passive-psychological and to entrust for school and scare of being naughty. We get better of giving instruction to have right path than let them mislead (Hoai Nam, 2012). III/ Conclusion: It was hard to decide on what argument I am going to write about for this essay. There are many interesting arguments I have searched. After thinking about it, sex education might be a good topic. Teenage pregnancy and sexually transmitted diseases is very rampant in Vietnam. IV/ References: 1/ Anonyous(n.d). Implementing Sex Education. Retrived from: 2/ Anonymous. (2012). Sex Education: A Necessity in Public Schools Today. Retrieved from: http://www.123helpme.com/view.asp?id=10246. 3/ Hausauer, J. (n.d).The Sex Talk: What Parents are Saying To Their Children about Sex. Retrieved from: https://docs.google.com/viewer?a=vq=cache:D1RfxKYxhTcJ:web.mnstate.edu/vigilant/The%2520Sex%2520Talk.doc+hl=vigl=vnpid=blsrcid=ADGEESiQMHNqpQSFolTNzqh3V7Uvg-8jiZdO171eoQoIP842Nrcu2q-A5sLDsuO2T2T4z7f3rUNI56X-E5zsHsIqbr9sCNvEvqUukbiaRbsDm14r0ivRtZKxH-MbnMOvrfRee-58A2XOsig=AHIEtbTzkz81PA7u9MU-GlkLoM_Yn3OSKA. 4/ Nam, H. (June,2012). Dan Tri. Ä Ãƒâ€ Ã‚ °Ãƒ ¡Ã‚ »Ã‚ £c già ¡o dà ¡Ã‚ »Ã‚ ¥c già ¡Ã‚ »Ã¢â‚¬ º ità ­nh sà ¡Ã‚ »Ã¢â‚¬ ºm, trà ¡Ã‚ ºÃ‚ » sà ¡Ã‚ ºÃ‚ ½ bià ¡Ã‚ ºÃ‚ ¿t tà ¡Ã‚ »Ã‚ ± bà ¡Ã‚ ºÃ‚ £o và ¡Ã‚ »Ã¢â‚¬ ¡ mà ¬nh. Retrieved from: http://dantri.com.vn/c25/s25-603793/duoc-giao-duc-gioi-tinh-som-tre-se-biet-tu-bao-ve-minh.htm. 5/ Anomyous. (n.d). Sex Education that Works. Retrieved From: http://www.avert.org/sex-education.htm http://www.plannedparenthood.org/resources/implementing-sex-education-23516.htm

Abortion: A Woman Has the Right to Choose Essay -- Argumentative Essay,

As a man, I often struggle with the thought of being able to tell a woman what she can or can not do with her body. While I may not be fond of her hairstyle, make-up, or the revealing nature of her outfit, I understand it is her body and her decision to do with it as she would see fitting. However, while I let a women express her personal freedoms to choose, there are those that view the exact opposite. The United States was founded upon the principles that everyone is guaranteed the â€Å"certain unalienable rights†¦ of life, liberty, and the pursuit of happiness† according to the Declaration of Independence (1776). Consequently, by establishing laws that hinder a woman’s innate ability to select how she can and will live her life, we impede her opportunity to be a recipient of the rights that many men and women risk their lives for. Parenting is regarded as one of the most arduous jobs in the world. There is no instruction manual on how to educate, nurture, or r ear children, as each child is different from the next. Furthermore, it is a job in which you will always be on duty, there are no vacation or sick days, and you never get paid. Not only do women endure the child rearing part, often times alone, they must also provide and maintain a steady and financial home since they are responsible for a life that can not yet function viably as an adult. Lamentably, it is due to the demands of raising children that some women choose, since they feel they are not ready, to not become a mother. Although abortion is seen as the termination of a young life, it is ultimately the choice of the woman, not the government or the opinion of society to decide whether or not a woman can choose abortion as an alternative to pregnancy. An abortion is t... ...he feudal lifestyle where women were the homemakers and men were financial providers for the families. Women are now more independent and finically able to care for themselves and their families should they choose to have one. However, it is all dependant upon their choice, which is how it should be. Works Cited Anderson, K. (2001). Wartime Women: Sex Roles, Family Relations, and the Status of Women During World War II. Berkley Books, New York. Benson, L.D. (2000). The Wife of Bath‘s Tale. Retrieved from Harvard University: www.courses.fas.harvard.edu/~chaucer/. Honey, M. (1983). â€Å"The Working-Class Woman and Recruitment Propaganda during World War II: Class Differences in the Portrayal of War Work† Journal of Women in Culture and Society, 8 (4). 672-687. University of Chicago Press: Chicago. Retrieved from http://www.jstor.org/stable/3173689

Avarice in Ben Jonsons Volpone Essay -- English Literature

What a rare punishment/Is avarice to itself! Volpone, Act 1, sc.iv. Do the events in the play confirm this? Volpone was written at a time when Jacobean London was infected with greed, cunning and credulity. These traits Ben Jonson used to show the folly of avarice and its rewards or punishment to those whose only love is money and appropriating more of it. Volpone is all about morals, greed and the depths people will sink to get what they want, despite its consequences on themselves and others. The Jacobean audiences were familiar with its setting in Venice and they thought Italy 'was the land of sensational evil-doing. Among Italian cities Venice ... stood in the front rank for this sinister repute.' (Barish, 1972: 65) So the choice of setting was deliberate, he wanted t...

Jim Elliot Essay

Would you give your life for something you believed in? Jim Elliot died trying to bring people to Christ. This might be all you know about this famous martyr, but he didn’t start out as a missionary in Ecuador. Early on in life, Jim’s parents introduced him to many missionaries who sparked his interest in mission work. In college, he became ever more focused on his goal of spreading the Gospel to the world. Finally, he went to the mission field where he began full-time missionary work. Passionate followers of Christ, like Jim Elliot, will give everything they have, including their lives to reach others, just as Christ did for us.Jim Elliot’s mother had concerns about her son’s safety as a missionary in a foreign country, but Jim recalled that the independent way his parents raised him had helped prepare him for this life. His munificent parents let their children go alone on camping trips for days, and sometimes even weeks. Jim learned many skills from the se trips. They encouraged their children to get jobs early in life. Wanting their children to be self-sufficient and independent, they gave them more freedom than most children had. Because of this independence, Jim later felt comfortable going on his own to live in a foreign country.His camping experiences prepared him to be able to live without many conveniences as he did in the jungles of Ecuador. As a young boy, Jim had many advantageous opportunities to interact with missionaries who were just coming back from the mission field. His parents would have them to dinner and Jim would ask them probing questions about their work. It was stated in Jim Elliot: One Great Purpose, â€Å"It was these visits that began to fire his young imagination with the importance and adventure of missionary life† (Benge, 1999, p.17).As Jim grew into adulthood, his life was actively focused on preparing for the mission field. While attending Bible college, Jim learned about becoming a missionary . He attended camps that trained people to be missionaries. During college, Jim kept an informative, detailed journal on interesting facts about missionary life. Later, he began giving speeches to college students. Jim ardently told the students how unfair it was that the United States had more missionaries and Christian resources than any other country.He stated, â€Å"There was one Christian worker for every five hundred people in the United States while the rest of the world averaged one Christian worker for every fifty thousand people† (Benge, 1999, p. 22). Using these facts, Jim hoped to encourage the students to become highly interested in being missionaries outside of the United States. After college, Jim began praying for a committed missionary partner. He reunited with different friends from college who shared his passion. Many of his partners fell through, but finally, after much praying and searching, he found someone devoted and dedicated to partner with.Now that Jim had a partner, he was finally ready to be a full-fledged missionary in Ecuador among the Quichua Indians. During that time, Jim was increasingly focused on his work. He did not even stop for marriage. Finally though, after living in South America for quite a while, he did marry his college sweetheart, Betty Howard, right there in Ecuador. They even had a child there. Jim and Betty lived out the verse in the Bible that says, â€Å"But as for me and my household, we will serve the Lord† (New International Version, Joshua 24:15).While in Ecuador, Jim learned of an isolated tribe called the Aucas; this was a tribe no one had been able to reach with the Gospel because they were so violent. Determined to reach them, Jim Elliot and his resolute partners moved out to a remote location called Palm Beach so they could preach to the vicious tribe. They were only there for a few, short days before Jim and his partners were killed by the very people they were trying to reach. As Jim E lliot was facing death that fateful day, he put his hand on the pocket where he had a gun. He knew he would not use it though.Jim and his partners had made a solemn promise to each other, â€Å"They would not kill those they came to share the gospel with in the name of Jesus Christ† (Benge, 1999, p. 175). What causes a man to be willing to die for a cause? Most people do not set out to die, but people who passionately follow Christ surrender their will to wherever He will lead them. Therefore, they will be obedient to Christ even unto death. Even Jesus prayed, â€Å"O My Father, if it be possible, let this cup pass from Me: nevertheless not as I will, but as You will† (KingJames Version, Matthew 26:39). Jim Elliot developed a passion for Christ early in life. As he grew into a man, his desire to be a missionary became his life focus. When he was finally able to do the Lord’s work in Ecuador, he was willing to give his life to do it. Even though he had a gun on h im, Jim did not use it; this showed that he was truly ready to die for the Lord. There is so much to learn from Jim Elliot’s example, â€Å"He is no fool who gives what he cannot keep to gain what he can not lose† (Elliot, 1958, p. 108).

“How to Poison the Earth” Analysis Essay

â€Å"How to poison the earth† Saukko essay In How to Poison the Earth, the author Saukko uses sarcasm, satire, and ironic text in order to capture the readers attention and make them understand her purpose in the essay, which is to show people the future of out planet. From the very start, her thesis is very straight forward and grabs your attention right away. â€Å"Poisoning the earth can be difficult because the earth is always trying to cleanse and renew itself. A sense of sarcasm is noticed in the authors tone as she is stating that even though we have al these toxic chemicals like uranium-238 which is takes million of years to dipsose, and nuclear power plants that create hundreds of plutonium each ear. It is still not enough for the earth to be polluted is ironic. Next she transitions into a step-by-step guide on different ways to put these substances around the earth environment. By means of injection into the soil, where it then travels to the water, and then into t he air.Which will come back tot the ground in the form of rain thus creating a endless cycle of chemical revolving polluting the earth. She adds data and statics in order to demonstrate the massive amount of toxic substances that is occurring in reality. It is not exaggerated as the info is collected from the EPA (Environmental Protection Agency) She then links the ocean with her thesis by stating that it is the hardest to contaminate due to it ability to â€Å"neutralize some† of the substances as well as its large capacity.Which allows it to be the best long term storage as she says â€Å"we must use the ocean as a dumping place for as many toxins as possible. † Using ironic text to grab the readers attention with her true purpose. All in all, Linnea saukko use of satire, sarcasm, and ironic text in order to convey her message to the audience works. As a in direct way or vague in hope that the reader will catch on to her purpose and make the reader understand that th e earth is being polluted in a larger scale that what we perceive.

Hostage Taking and Live Television Coverage Essay

Hostage Taking and Live Television Coverage - Essay Example Actions for a scene Commander According to Thompson (2006), the scene commander is charged with the overall operations devised to rescue victims who have been held hostage by criminals. One of the key roles of the scene commander is to secure the perimeter of the hostage scene as well as minimize any potential deaths or injuries. Though constitutionally the media enjoys the right to cover any public event including hostage taking incidents, the scene commander can either issue access to the crime scene or prohibit the media from accessing the crime scene depending on the nature of the crime taking place (Hammer, 2007). According to the Centre of Excellence Defense against Terrorism (2007), the scene commander should define or regulate the distance that the media team is allowed within the vicinity of the crime or hotspot. Additionally, the scene commander should regulate the press statements being broadcast by the media houses and the actual filming of the event on live broadcast thi s is to ensure that media coverage do not jeopardize the efforts of the law enforcement officers. Lastly, the scene commander is also required to control the interaction between the media and the criminals at the scene. According to Fourie (2001), the main objective for the scene commander is to devise possible measures to facilitate the safe rescuing of the victims using the efforts of the rescue teams as well as the tactical team. However, Noesner (2010) suggests that there is a need for the senior commander to monitor the media personnel to avoid commotions such as extreme approach to the area of crime that may agitate or raise suspicion among the robbers, which could result to endangering the lives of the hostages. Furthermore, all media statements should pass through the scene commander for moderation and filtering of any information that may leak relevant intelligence to the robbers concerning the ongoing rescue operation. Live media coverage of hostage taking incident Hammer (2007) observed that live television coverage of a hostage scene is essential in planning rescue mission but also presents an equal amount of risks to the law enforcers. The media constitutionally enjoys press freedom, which dictates that it is free from any force of manipulation in order to broadcast autonomously and therefore, this privilege prohibits even the law enforcement agency from forcefully terminating the live television coverage. In addition, shutting off the live television coverage may raise suspicion among the robbers and jeopardise any form of rapport that may have been already developed by the negotiation team. In his book, McKenna (2000) alternatively stated that there exist other means of regulating the entire live media coverage. McKenna (2000) pointed out that the scene commander might seek consensus with the media houses to delay the live coverage of the scene from five to ten minutes rather than asking them to stop broadcasting; this will offer the scene comma nder an opportunity to edit or regulate the content that will be aired on live television.

The Impact of Slavery on British Colonialism. (The Atlantic slave Term Paper

The Impact of Slavery on British Colonialism. (The Atlantic slave trade) - Term Paper Example The treatment the slaves received during this time in history cannot be compared to any other type of annihilation on human beings and culture. The New world consisted of north, central and south America. The Atlantic slave trade began as a trade between the Old World and the New World in the Americas began to increase. As technology on European ships, became greater and gave ships a better ability to travel through the rough waters of the Atlantic Ocean. A process of triangular trade started to occur. The first portion of the triangle would be from transporting the goods from Europe to Africa in order to purchase slaves2. The second would be the trade of slaves from Africa to the Americas. The third portion of the triangle would be the final goods being exported from the Americas to Europe. This triangle of trade is the system that was used throughout the bulk of the Atlantic slave trade era. Europeans believed the use of slaves would help fix their labor shortage problem3. They ove rworked the natives of the New World, and many would die from being run into the ground or from diseases. The Europeans labor supply in the New World was dwindling and so their solution to their immediate problem was to import labor from Africa in order to expand their production and wealth. The Atlantic slave trade became a vital part in the Industrial Revolution. Portugal was the first European country to participate in slave trading. Other European countries that were participating in slave trading were England, France, Spain and the Netherlands as well as the United States from across the Atlantic Ocean4. These nations would purchase slaves from African community leaders, and they would pick them up from outposts that were created for the purpose of the slave trade on the western coast of Africa where the slaves were taken from the central and Western parts of the continent. They would then be boarded onto ships like cargo and were transferred to the Americas cheaply and quickly . The slaves then became the legal property of the proprietor and could be sold at the market; much like material goods or services5. It has been estimated that the number of slaves brought across the Atlantic Ocean amounts to 12 million individuals with about a million individuals dying during cargo ship transportation. The highest number of immigrants from the Old World into the New World, actual numbers of slaves procured from slave traders has accounted to be much higher. The racism we see today towards individuals of African descent stemmed from the slavery they were subjected to6. Human beings would be on equals otherwise, as are all born as such. Walter Rodney’s perspective on racism states that "Above all, it was the institution of slavery in the Americas which ultimately conditioned racial attitudes, even when their more immediate derivation was the literature on Africa or contacts within Europe itself. It has been well attested that New World slave - plantation soci ety was the laboratory of modern racism. The owners contempt for and fear of the black slaves was expressed in religious, scientific and philosophical terms, which became the stock attitudes of European and even Africans in subsequent generations7. Although before and after the slave trade era there had been contributions to the racist philosophy, the historical experience of blacks being enslaved by the whites for four centuries established the tie between racist and color prejudice, and created individual racists, as well as

Identifying Instructional Resources Essay Example | Topics and Well Written Essays - 750 words

Identifying Instructional Resources - Essay Example This activity supports the instructional objective by giving the students multiple representations of the content: first, they read the content in our class text. Next, they identify the most important information in the text - that which defines and gives the function of the three branches of government. Lastly, they place the informational in a new organizational context - the Concept/Definition Graphic Organizer. This activity is well suited to the students' academic level because it requires comprehension of text, the selection of important content, summarizing that content, and placing it a new context. The graphic organizer will show the content in a new context for students, and more contexts will yield a more thorough understanding. From page 214 in the manual, students develop their understanding of the instructional objectives through the use of a Comparison Matrix. It asks them to compare and contrast the different branches of governments and their various responsibilities, including those of checks and balances. To practice multiple representations of content, they also create a picture or illustration using paper and markers provided by the teacher demonstrating their knowledge of checks and balances. ... Instructional objectives: - compare and contrast the different branches and their role within the U.S. - demonstrate an understanding of checks and balances by illustrating in a picture. - use word processor; create a paragraph explaining each branch of government. From page 214 in the manual, students develop their understanding of the instructional objectives through the use of a Comparison Matrix. It asks them to compare and contrast the different branches of governments and their various responsibilities, including those of checks and balances. To practice multiple representations of content, they also create a picture or illustration using paper and markers provided by the teacher demonstrating their knowledge of checks and balances. Students then use the Comparison Matrix as an outline for an essay that they complete using a word processing program. These activities should be highly engaging for students because they employ several different learning modalities and are at a skill level that is challenging but attainable for their age group. Resources: Internet access. Reuters. http://www.reuters.com/; cnn.com: http://www.cnn.com/; and The New York Times Online: http://www.cnn.com/ Instructional objectives: - locate and be able to discuss current issues in the media concerning the government. - formulate at least two concerns/problems that would fall under the jurisdiction of the branches of government. Students find current issues in media concerning the government by using Internet search engines. They write a summary of these issues using a word-processing program. They include two examples of a current issue for each of the three branches of government. These activities link the abstract notions of what government does with

Global Issues Essay Example | Topics and Well Written Essays - 1000 words - 1

Global Issues - Essay Example In the Hurricane Katrina, one of the international disasters, the role of the state in providing human security came under sharp criticism. The state failed to provide the required human security, resulting to the severe impact of the Hurricane Katrina. Hurricane Katrina is one of the largest natural disasters that US has encountered in its history. The hurricane left over 1800 people dead and ten thousands were left homeless and lacking basic essentials, making it the deadliest and most destructive disasters in the US. Moynihan notes that the response plan for the disaster was integrative and involved both the intergovernmental and international actors.1 However, it is indisputable that the US government was responsible for preparing for such a calamity as well its alleviation as part of its obligations to provide human security within the country. However, in the disaster response plan, the government was inefficient in collecting the bodies of the victims as well as coordinating the international actors. The whole process was punctuated with disagreements especially on the assignment of the rescue responsibilities. Resultantly, the state was unable to act swiftly to reduce losses and to rehabilitate those who lost property in th e disaster. From this perspective, it is apparent that the government failed to provide human security. A problem-solving attitude is crucial for any government that intends to secure its public to future life risks. The US is one of the countries that have emphasized on the need for disaster planning including recognition of its roles in preventing disasters and reduces loss in case of a happening. Katrina happened 3 years after the formation of the department of Homeland Security and one year after the formation of the Disaster response plan2. The purpose of the disaster response plan unit was to prepare for disaster management and to provide the public with security when such events

Analysis of Sequential Lesson Plans Dissertation

Analysis of Sequential Lesson Plans - Dissertation Example ed within the classroom due to constraints of time and space, the teacher can present guidelines to students encouraging independent study, by setting take-home projects or library assignments in such a manner that the student can work individually. In this manner, classroom space is optimized so that the teacher can regulate and direct work done outside the classroom. 3. Compacting is a process which allows students "to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction." (Bosch 2001). It is a system of evaluation which takes into account students' various skills and learning abilities, which "reduces redundancy and allows for advanced programming" (Bosch 2001). The analogy of computer programming is used in the understanding of classroom strategy and curriculum development to demonstrate that differentiation procedures have a well-defined goal and flowchart to direct the process of imparting learning. The process of differentiation may be differentiated from the federal government's initiation of the No Child Left Behind program, which is designed to ensure that the learning needs of every student are met during the process of pedagogical instruction. In his Foreword to the federal document profiling the designs and outcomes of the program, President Bush has said: The quality of our public schools directly affects us all - as parents, as students, and as citizens. Yet too many children in America are segregated by low expectations, illiteracy, and self-doubt. In a constantly changing world that is demanding increasingly complex skills from its workforce, children are literally being left behind. (Bush 2001) Thus President Bush links the process of classroom instruction directly to the overall... As the discussion declares a differentiated classroom is one in which the teacher focuses on optimizing the efficiency of each student’s strengths, thereby prioritizing different learning skills with each student, depending on his or her individual requirements. Bosch has observed that â€Å"in a differentiated classroom, teachers differentiate content, process and product according to a student's readiness, interest and learning profile.† Learning profiles are therefore constructed for each student on the basis of his or her individual needs, and the student’s readiness to learn and interest in the learning process are also factored in to the development of the curriculum, thus ensuring that the learning process is made holistic. According to the report findings one of the most seminal contributors to the filed of curriculum and classroom differentiation had been Carol Ann Tomlinson. She writes: â€Å"squeezing students into a one-size-fits-all curriculum has left many behind. By differentiating your instruction, you can meet the needs of every child. She implies, therefore, that the curriculums that do not differentiate among learning levels create a constricting mould that propagates a â€Å"one-size-fits-all† design for the curriculum, which causes many students to be left behind in the process of education. Cooper presents an invigorating account of a practical lesson he had with a class, and interprets the practical aspects of differentiation in terms of Tomlinson’s principles.

Report on Primary School Essay Example for Free

Report on Primary School Essay Drop-out problem is not caused by any single reason, in fact, a whole lot of different factors work behind it. These factors are also inter-related to each other and therefore one factor influences many other factors. For example, poverty has inter-linkages with many other factors that influences drop-out like quality of education, parental attitude etc. Poverty also has intra linkages with facts like direct cost, indirect cost and opportunity cost of schooling, early pressure for marriage. As poverty is one of the major reasons behind drop-out, it has various linkages with most of the other problems. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrollment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out because when survival is the issue, things like education is less important. Another problem was the hidden costs of schooling that are clothes, pen and paper, etc. all of the 12 samples and their parents said that buying clothes, pen and papers was a huge problem for them. All of the parents said that as they are poor people, these extra costs of schooling are unbearable to them. Almost all of 12 dropouts have missed school frequently due to failure in obtaining these articles. They feared that they will be punished if they go to school without pen or paper. Teachers said that children who come to school without pen or paper cause a lot of trouble because they are unable to do any class work and disturb the other students. So they are given punishment. The opportunity costs of schooling include chore time, sibling care and foregone earnings of children. The opportunity costs of educating children are higher in poor families because these families rely more on each member to contribute to the family’s economic survival. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Dropouts who belonged to large families, less earning members and unstable income due to illness of earning members had to do wage work for  cash. All of the female samples told that they had worked in rich households as domestic helps when their family needed cash or could not afford a satisfactory meal. It is difficult for poor families to afford the opportunity cost of schooling because the contribution of their child’s labour at household work or earning is essential at certain times for the survival of their families. All of these direct, hidden and opportunity costs are intra-linked with poverty, which causes poor attendance rate. This encourages dropping-out as the school terms clash with the agricultural cycle and those who miss school over several weeks drop behind, teachers withdraw their books and they are disqualified for stipend, as a result, they ultimately abandon school. Poverty is interlinked with quality of education as poor families cannot afford private tuitions for their children. Apart from a few parents most of them were illiterate and they could not give any effective help to their children in their studies. Hence these parents have regarded the need of going to private tuitions as a very urgent one. All the samples agreed that students who took private tuitions performs in the class and does well in exams. All the parents agreed that if the teachers had taught the students well in the class, then the parents would not have to spend extra money to send their children for private tuitions. The parents even said that the teachers do this deliberately to earn money. The students who receive private coaching get promoted to the next class regardless of their results, so they do not get dropped from the PESP receiver’s list. As a result, only the children from solvent families are able to continue their studies. Dropping out due to disqualifying for PESP have been observed in this research amongst those households who sent their children to school after hearing about the PESP. During harvest period, there are many works to be done, so a lot of the children do not go to school. Consequently, many of them fail in the exams as they fail to catch up with the class due to absence. As a result, they get dropped from the PESP receiver’s list. So again the economic factors affect the situation because it can be seen that only the children of the well to do families can receive stipend. This is because since the children of solvent people do not have to work at home, they can attend school regularly and on the other hand, they can attain private lessons by using the money they get from stipend, so they can pass in the exams. Poverty is interlinked to students’ eagerness to learn. As the drop-out children belonged to the poor households they all suffered from certain extent of malnutrition. The samples told that usually they went to school after eating rice, rice crisps, banana, molasses etc and 7 of the children said that very often they had to take insufficient food and so they felt hungry in the class. Some of the children had to do household works and they felt tired and sleepy in the class. All of these children said they found it hard to concentrate in the study. So the eagerness and motivation of the children of the poor households are affected by their economic condition. The irregular and low salary of teachers influences their motivation to teach and forces them to depend on alternative income sources like private tuition. As a result they are obligated to favour their private students which create frustration amongst the other students. These children found school unfriendly and unfair. They become reluctant to attend school and as a result they miss classes and this causes poor performance in exams. All of these factors contributes to disqualifying from stipend program and finally leads to drop-out. Societal reasons are also found to be affecting drop-out of children, especially girls. The people of this village are very pious and they think that school education is the trend of the new age. They think that receiving religious lessons is more important since it will help them in the afterlife. Maximum people think that it is foolish for children of poor people to receive higher education because there are no such job opportunities for them, and the people who have no certainty of their day meal will obviously send their children to work and earn money to run the family, this is reality. Pressure for early marriage is also present as most of the community members agreed that this the safest option for the parents. Incidents of eve teasing were seen and sadly the societal pressure was on the girl as she will earn a bad reputation and her prospect of marriage will be ruined. These types of societal pressures are interlinked with unsupportive parental attitudes, because all parents and especially the poor parents do not have much of a say in the society and they are the most vulnerable ones. So the parents of a girl child prefer marriage over education as that is safest option and also this is what the society expects them to do. So all of these different factors are interlinked with each other which affects dropping out of children. CHAPTER 7: IMPACTS OF PESP 7. 1 BACKGROUND OF PESP. The most notable among the incentive programs undertaken by the government at the primary level were the Food for Education Program (FFE) and the Primary Educational Stipend Program (PESP). The FFE Program was launched in 1993 to increase the enrollment, persistence, and attendance rates of children from landless and very poor families. Forty percent of the children enrolled in primary schools in the targeted poor areas received a monthly allocation of wheat or rice for their family if they attended primary school regularly. To be eligible for receiving the food, the children were to be present at school for 85 percent of classes each month. A sliding scale increased the amount if more than one child per family attended school. Ultimately, the FFE was implemented in 1255 unions, covering 27 percent of the country. The World Bank’s 1998 Poverty Assessment found that the FFE did raise enrollment and attendance rates, and by 2000, the FFE program had covered about 27 percent of all primary schools in Bangladesh. Out of 5. 2 million students enrolled in schools with FFE, about 40 percent received food grains (mostly wheat) through the program. About two million families benefited from the FFE program. But there negative issues related to the FFE program as well. It suffered from high levels of leakage (it cost 1. 59 taka to transfer 1 taka in benefits) and was poorly targeted (50 percent of the beneficiaries came from households above the lower poverty line). Increases in the price of the food commodities in 2001-2002 caused the government of Bangladesh to reduce the amount of food assistance, until the program was discontinued in June 2002. However, universal primary education was still far from achieving. So, a new program, the PESP was introduced. The new Primary Education Stipend Project was designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The targeted beneficiaries of the PESP were an estimated 5. 5 million pupils from the poorest households who were enrolled in eligible primary schools in all rural areas of Bangladesh (469 upazillas). In order to qualify for the stipend, selected pupils were to maintain 85 percent monthly attendance and attain a minimum of 50 percent marks on the annual exam administered for each grade. To continue to participate in the program, a school must demonstrate at least 60 percent pupil attendance, and 10 percent of its grade 5 pupils must sit for the Primary School Scholarship Exam. Households of qualifying pupils would receive 100 taka (about $1. 76) per month for one pupil (not to exceed 1200 taka annually) and 125 taka per month for more than one pupil (not to exceed 1500 taka annually). Six designated national banks would disburse the stipends on a quarterly basis to authorized parents/guardians on a pre-determined date at the local bank branch or at a temporary distribution post (â€Å"camp’) established at a convenient location within 5 kilometres of the school site. Stipends would be disbursed to pupils’ parents or legal guardians who present the proper PESP bank-issued identity card. Preferences were to be given to issuing cards to the mothers of the selected pupil. The new features of the PESP were: †¢Ã¢â‚¬ ¢ Subsidies provided in cash, rather than in kind (as in the FFE Program) would ease transfer to poor recipients and would limit the involvement of school personnel in distribution (FFE required teachers to dole out the wheat and rice). †¢Cost-effectiveness would increase as the government of Bangladesh can offer stipends to more families for the same cost and not be vulnerable to increases in food prices (as with the FFE Program that necessitated decreasing the amount of food provided). †¢The stipend amount is fixed at a level that will significantly offset household poverty (unlike the 25 taka offered through the PES Project). †¢The cash stipend is more flexible, so the family can determine its best use according to their needs—whether it is used for food purchase, school expenses or financing income generating activities (unlike the FFE Program where households often sold the food at less than market value to obtain cash). †¢Disbursing the stipend funds to the mother will increase her power within the household and she will be more likely to spend the money to improve the children’s welfare (earlier programs disbursed to fathers or male household heads). †¢Leakage will be reduced because (i) commodities (such as the FFE Program’s wheat and rice rations) are more liable to misappropriation and (ii) bank-mediated distribution eliminates scope for underpayment or kick-backs. †¢Provision of stipends on a nation-wide basis (rather than in selected areas) will reach the poor families throughout rural Bangladesh who must restrict their children’s participation in primary school. 7. 2 ProgramME Performance. The Primary Education Stipend Project (PESP) aims to increase the educational participation—enrollment, attendance, persistence, and performance–of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. The new Primary Education Stipend Project is designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The impacts of PESP in the research area are described below according to the official objectives of the PESP: †¢ Increase the enrolment rate among primary school-aged children from poor families. The researcher found this objective successful to some extent because the statistics provided by the teachers show that enrolment rate has increased after the PESP have been introduced. The school enrolled the new students in only class one. The numbers of enrolment of last five years has been shown in the table below. YearNumber of students enrolled in class 1Total students of the school 200084270 200195280 2002102288 2003108295 2004116309 Table 6: The number of students enrolled in class 1. †¢ Increase the attendance rate of primary school pupils. The PESP rationale is that regular attendance will improve pupils learning outcomes and contribute to good grades on exams. Attaining 40 percent marks will motivate the pupil to study and the pupil’s family to support his/her studies, by ensuing school attendance (not withdrawing for labour) and providing the necessary supplies and inputs. Combined these conditions are expected to lead to reduced repetition and drop-out and increased completion. Meeting the attendance requirement on a monthly basis will  determine the amount of the quarterly stipend disbursement. If a pupil does not meet the condition, the stipend will not be paid for that month. Classroom teachers record attendance daily, checked by head teachers. The 85 percent target is relatively high, compared with average primary school attendance rates that are reported to be 61 percent or below and even with the FSSAP which has a target of 75 percent. This objective was not very successful as the attendance rate was very poor in the primary school were this research have been done. Teachers said that in general attendance rate is well below 85 percent. Students from the poor households are the most irregular ones. The reason for absenteeism is primarily due to the inability to pay for school expenses and/or the need to work either at home or outside the home. However, in some of the cases, reasons behind absenteeism were temporary or chronic illness, disinclination for schooling, bad weather, flooding, etc. During the rainy season the attendance was low as the roads were muddy and slippery and transportation was unavailable. During the bad whether some of them stayed absent as they didn’t want to damage their clothes. Two of the samples said that they had only two clothes, of which one was torn so they wore it in the house and the other one they wore in the school. They remained absent if the better cloth was wet as they couldn’t were the other one. The direct and opportunity costs of schooling, cultural constraints and prejudices, and special needs of vulnerable children—prevent these children from going to school. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee etc and with this there are many indirect costs like pen, papers, clothes etc. Though the stipend money was a help to some extent to the poor families, it was distributed after 3 months and during that time whenever the family couldn’t afford the necessary equipments, the children remained absent. Although the stipend receivers said that they bought pen, papers, clothes etc, they also said they still missed school whenever they couldn’t manage them as they were given punishments. Another reason for low attendance of the students was the opportunity cost of the child. Students frequently remained absent during different times of agricultural cycles as their labour was needed by their family. In the rainy seasons some of the boys helped their father in boat rowing so they stayed absent and because of this, they were dropped from the stipend receivers list. †¢ Reduce the drop out rate of primary school pupils and increase the cycle completion rate of primary school pupil. Unlike enrollment, persistence in primary school requires an ongoing household commitment that, especially among the vulnerable poor, is easily assailed by family circumstances (e.g. illness, death), the economy, and a host of other factors. The continuous payment of a stipend for the pupil’s entire primary school career—does provide both motivation and a monetary cushion for the family by helping to offset the opportunity costs associated with economic hardship that could pull a child from school. However, as a child ages both the direct and opportunity costs (for boys in the labour market and girls in the marriage market) increase, and the stipend is not sufficient to meet these costs. In addition, considerations other than monetary—such as lack of interest in schooling, dissatisfaction with the quality of schooling, cultural imperatives to marry, etc. –may come into play that are not amenable to financial incentives. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out. The number of drop-out children in last five years is given below. Table 7: Number of dropouts in the last 5 years provided by the school YearNumber of drop-out childrenNumber of children completed class fiveTotal students in class five 1999104555 2000124254 2001114455 2002114960 2003124759 Chart: The number of dropouts and completions during last five years Although the dropout numbers provided by the school shows that dropout from school in class five is around 10 to 12, the researcher found that in reality the number was more than that as certain amount of underwriting is done so that the school remains in the PESP allotting list. The PESP stipend does not appear to meaningfully offset the opportunity costs of child labour, averaging less than 5 taka per day or $2 per month. But, its ability to attract children from the labour market to school clearly depends on the situation of the family. It is unlikely that a desperately poor family would be able to forego the income or even the food earned by a regularly-employed child. However, in some cases the child may continue to earn a sufficient amount outside of school hours and during school absences tolerated by the PESP (15 percent). The additional 25 taka per month for any subsequent children enrolled in primary school represents a much smaller contribution towards meeting the opportunity cost of schooling, and acts more as a reward to those households who have already made the decision to send their children to school than to encourage households to send non-attending children to school. Since opportunity costs must also be added to direct costs of schooling to assess the real cost, families of working children may not be able to cover both the sacrifice of a child’s income or labour and the cash outlays for the direct costs discussed above. Both the direct and opportunity costs of schooling increases as the child ages and progresses in primary school, increasing the burden for very poor families. Consequently, the PESP stipend may not be sufficient to overcome the financial barriers to primary schooling in families where children must work constantly to increase household production or income or to feed themselves. †¢ Enhance the quality of primary education. The PESP is least likely to be successful in improving the quality of education (as defined by learning outcomes and completion rates), because it places the entire burden of quality improvement on the child (maintaining high attendance) and household (purchasing educational inputs to ensure good grades), rather than on the teacher or school. First, failure to achieve is more often the result of poor instruction than of incapable students. Second, families targeted for support are poor, and it is far more likely that the stipend will be used to provide additional food and clothing for the family than purchase educational materials or tutoring for a primary school child. And while it would not be reasonable to expect a stipend program to also be a quality improvement program, the PESP may have negative consequences for educational quality of the 75-85 percent of primary school-age children already in school by diverting resources away from  needed supply-side improvements. The impact of PESP in the research area seemed to favour access over quality. The teachers said as the most of the parents who enrolled their children for stipend, they don’t worry about the quality of education; instead they want to receive the stipend money anyhow. This attitude can never help to improve quality of education. †¢ Ensure equity in the provision of financial assistance to primary school-age children and alleviate poverty. Bangladesh ranks as one of the poorest countries in the world, with a GDP per capita of $350. The poor account for about 50 percent of Bangladesh’s total population, and 37 percent are counted among the â€Å"hard-core† poor, who live in the direst circumstances (Bangladesh Human Development Report 2000, BIDS). That fifty-three percent of pupils in the primary education system come from poor households reflects the high demand for primary education among Bangladeshi parents. Ultimately, much of the success of the PESP in combating poverty and helping families deal with the direct and opportunity costs of sending their children to primary school will depend on the validity of the targeting mechanism and on the real value of the stipend in offsetting those costs. Primary school-age children become eligible for stipend benefits if their families meet at least one of the following five targeting criteria: ? Children from a landless or near-landless household that owns less than half an acre of land; ? Children of day labourers; ?Children from female-headed households (i. e. , a household headed by a female who is widowed, separated from husband, divorced, or having a disabled husband); ? Children from households that earn their living from low-income professions (such as, fishing, pottery, weaving, blacksmithing, and cobbling); and ? Children of sharecroppers. At present, the targeting methodology does not appear sufficiently well-defined to ensure that the poorest families in Bangladesh benefit, but rather the poorer families relative to their specific locale (which may not be terribly poor). With no clear-cut guidelines or empirical methods for identifying the poorest students, it is not clear how poor children can be identified. More over, a lot of community members and parents of the dropout children blamed the teachers and SMC members of deliberate biases and distortions. Almost universally, those interviewed said that SMC members and teachers complicit in giving favour to local elites and the non-poor in school admission and enrollment in the PESP or extracting some form of payment for consideration. Because the SMC members are generally members of the local elite, it has been told by the parents of the drop-outs and community member that they have a tendency to favour their own friends and relatives. The stipend amount appears sufficient to cover the education costs of one child, but the PESP often employs a rationale that double- and triple-counts the stipend, by stating that it will offset direct costs, eliminate opportunity costs, and increase household income. It is unlikely that the stipend is adequate to address all three at the same time. It does not appear to fully recognize that the PESP will also cause the families—especially those with working children—to incur significant costs that may not represent a net gain for the household (at least in the short-term). The PESP may be too expensive for very poor households whose children are not already enrolled, as the stipend amount is not sufficient to pay for education, compensate for lost wages/production and increase household income as well. Poverty impedes households’ ability to pay for school fees and/or other direct (e. g. textbooks) and indirect (e. g. â€Å"donations† for school authorities) costs that may be required for school admission or full participation in primary school. Poor households are more likely to need children’s labour for income-producing or cost-saving activities, and be less able to sacrifice the child’s time to schooling, resulting in frequent absenteeism and/or early withdrawal from school. The poor are more prone to disease and malnutrition than the non-poor. Poor health and nutritional status among young and school-aged children can result in illness and/or physical and cognitive impairment or delays, causing late enrollment, drop-out, absenteeism and poor learning outcomes. Additional objectives (mentioned by MOPME officials): Eradication of child labour and empowerment of women were the additional objectives. PESP could not eradicate child labour as it was seen that the samples often missed classes because of various household works. All of the 6 male samples helped their fathers in the field at different times of agricultural cycles. The boys who worked in the agricultural field worked in two phases. For working in the morning from 8AM to 1PM, they received 1 meal and 50 to 70 taka and for working from 2PM to 5PM, they are given 30 taka. In the rainy season a some of the male samples helped their fathers in boat rowing. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Because of these reasons, parents were reluctant to spare their daughters for schooling. There is no evidence of gender disparity in enrollment rates among the poor, but it is likely that girls who belonged to poor families are less likely to persist and perform in school than boys. But as there is a stipend programme for the secondary female students, girls are now getting the opportunity for higher studies. Social Impact of PESP: Irrespective of the PESP’s impact on primary education or its reaching the poorest 40 percent of families, the prevalence of poverty in Bangladesh is such that the PESP must be regarded as a positive move in improving social welfare, in that it represents a substantial redistribution or transfer of income from the wealthier sections of society to the poorer ones. Given the rural focus, it is seen that these cash transfers has some positive impact on the economies of small rural communities. As households spend the PESP stipend on commodities (books, food, clothing, etc) and services (tutoring, medical, etc. ), the effects are rippling through the community, generating additional income for merchants and suppliers. Insofar as mothers are the stipend recipients, it is expected that they will have decision-making authority over its use and their economic prestige will be enhanced somewhat. The political and social impact is also positive as beneficiary poor families and community members appreciate the recognition of need and the benefits offered by the PESP. But the major negative impact of this program is that those parents who sent their children to school after hearing about the stipend money, many of them withdrew their children when they were dropped from the stipend receivers list. These parents were unaware of the rules for achieving the stipend and they became angry and  annoyed by the rules. They also claimed that rules are strictly followed in the cases of poor students and teachers showed biasness while distributing stipends. According to them, the students who take private tuitions from the teachers and the children of the rich and powerful people receive stipend even if they are irregular or have failed in exams. Many of the parents said with anger that the strictness of rules happens only for the poor. Thus even though the stipend programme has increased the enrolment rate it has also became a reason for dropping out of children. The people who have two or more children enrolled in school do not support the rule of Tk. 125 for two children. They feel that all of their children should receive Tk. 100 each. Some of the parents of the dropouts were very annoyed with this rule. Few dropout children had their siblings reading in the same schools as well, so the amount of money received from PESP due to this rule made the parents take different strategy. Although both children received stipend, many of these parents withdrew their eldest child from school and engaged them in work, while the other children continued studying as long as they receive stipend. It is difficult for a poor family to afford the opportunity cost of more then one child. Matrix 1—Knowledge, attitude and perception towards the primary education stipend project Key issues Students ParentsTeachersCommunity 1. Knowledge regarding the project. Selection criteriaFor poor and regular students, in primary school are eligible for stipendFor poor and regular students85% attendance and at least 45% pass marks in each subjects in all examsGiven to all poor and good students schools Retention CriteriaRegular attendance and at least pass marks in all examsRegular attendance and good result85% attendance and at least 50% pass marks in each subjects in all examsRegular attendance in school and good result Disbursement ProcessDistributed by bank officials or teachers to the students in school/nearby camps arranged for disbursement. Distributed from school and received by studentsDistributed from school or camps arranged by UPO in the presence of headmaster, class teacher, and SMC members Distributed by school among students 2. Attitude towards the projectBeneficial for all especially the poor. Helpful for allHighly beneficial particularly to the poor studentsHelpful for children Adequacy of stipend amount Disbursement processNot sufficient and should be increased ReasonableInadequate for expenses of direct and hidden costs but still helpful. ReasonableThough inadequate but helpful for the very poor students Though reasonable but takes a whole working day Key issuesStudentsParentsTeachersCommunity 3. Impact of the project Enrollment Attendance Increased, particularly for the poor students Increased a little Increased Increased a little Increased for all, and especially increased for poor students Attendance is still the same amongst poor students but in general increased a little Increased Probably more regular than before Dropout Completion rate Incidence of early marriage. Support towards female education Family pressure for marriage Social pressure for marriageDecreased High Still the same Same as before Still the same Still the sameLess than before Higher than before Still the same Increased a little Decreased a little Still the sameDecreased a little Higher than before Still the same Increased a little Still the same Still the sameDecreased a little Higher than before Still the same Increased Decreased a little Still the same Key issues Students ParentsTeachersCommunity 4. Problems regarding the project. Inadequate stipend amount Late distribution of text books Late disbursement of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount, Indirect cost of schooling (fees, uniform, cost of education aids), Late distribution of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount for the very poor students, Lack of training opportunities for teachers in the project Late disbursement of stipend money by the government Inadequate stipend amount 7. 3 IMPACTS ON BENEF.