Merchant of Venice Spot Analysis Essay

Although the play’s title leads readers to believe its contents to surround Antonio, rather the play surrounds a hated and despised Shylock the Jew. However, as Shakespeare so often does, several scenes are placed almost haphazardly within the conflict and turmoil building amongst the main characters. Often readers question the scenes appropriateness and necessity to the play’s progression, and struggle to create connections to the play’s main conflict and following resolution. The casket scenes regarding the betrothal of the beautiful Portia in The Merchant of Venice play the role of the sources of confusion. Although the game of caskets seemingly represents Shakespeare’s dynamics on love and marriage, the game is really a lesson in human morality, judgment, and tribulations. The lesson learned through Portia’s three suitors is invaluable to the play as well as human life. Shakespeare’s ability to recognize and understand the true nature of man is seen throughout the works of his career, and The Merchant of Venice is in essence a depiction of men judging one another superficially. The three caskets present three versions of common human rationales. As each suitor presents himself for the game, the audience is led through his thought process and ultimate decision. The first suitor, Morocco, refuses the casket of lead and claims â€Å"[a] gold mind stoops not to shows of dross. / I’ll then [neither] give nor hazard [anything] for lead† (2. 7. 20-21). Morocco will not risk anything for the mere hopes of gaining only as valuable as lead. Morocco, so far, is immensely materialistic. He next contemplates the silver casket. Morocco weighs his â€Å"value with an even hand† and decides his worth â€Å"by thy estimation / [†¦] dost deserve enough† (2. 7. 5, 26-27). Morocco’s own self-affirmation does not allow him to stoop to choose silver. Instead, he moves to the golden casket thus furthering his obvious greedy and materialistic nature. â€Å"Is’t like that lead contains her? ‘Twere damnation / [to] think so base a thought. It [is] too gross / [to] rib her cerecloth in the obscure grave† (2. 7. 49-51). Obviously unbeknownst to Morocco, lead is the metal of choice in burial, and the irony only better proves this suitor unfit. Likewise Morocco did not view silver as more precious than gold, and refuses to settle for anything second best. His vanity and greed leave him â€Å" ‘[c]old indeed, and labor lost’† as he unwisely chooses the golden casket, and a lesson in humility and Christian grace is spent (2. 7. 74). The lessons continue with the second suitor, Aragon. He quickly passes the leaden casket and moves to dismiss any affinity toward the golden casket. â€Å"I will not choose what many men desire, / Because I will not jump with common spirits / And rand me with the barbarous multitudes† (2. 9. 30-32). Wisely, Aragon knows not to simply trust the facts beheld by the eyes. He deciphers the riddle as addressing a throng of fools blinded by beauty and oblivious of anything else. However, Aragon has just all but ignored the lead casket, yet he knows â€Å"[Portia] shall look fairer [if he] give or hazard† (2. 9. 21). Aragon knows a risk begets a better reward, but he does not choose this uncertainty. However, he ascertains his own desert without doubt. The silver casket should â€Å"[let] none presume / to wear an undeserved dignity† and Aragon believes men should only receive what is deserved (2. 9. 38-39). He questions the validity of an idealistic world of rightful desert. He wonders â€Å"who shall go about / [to cheat] fortune, and be honourable / [without] the stamp of merit† (2. 9. 36-37). Aragon’s idealism does not consider the true nature of mankind. His rationality is absurdly naive, and this foolishness is all he keeps upon his departure. Bassanio, the final and probably least sincere suitor, also considers each casket before his decision. Bassanio is well aware how sinful and deceitful mankind behaves. He knows â€Å"the outward shows [appearances] be least themselves† (3. . 73). Now the reader knows outward beauties will not fool Bassanio. â€Å"How many cowards whose hearts are all as false / [as] stairs of sand, wear yet upon their chins / [the] beards of Hercules and fwoning mars, / [who], inward searched, have lives white as milk† (3. 2. 83-86) Bassanio asks himself in debate. The readers know Bassanio has spent his fortunes living an extravagant life. Assumedly, Bassanio encountered a vast variety of people in his travels and adventures, and through these experiences, he has discovered the triviality of appearances. Bassanio knows beauty is often an elaborate mask â€Å"[the] seeming truth [in] cunning times puts on / [to] entrap the wisest† (3. 2. 100-101). Bassanio eliminate his doubt and chooses the lead casket, thus ending the game and winning Portia’s hand. Bassanio’s knowledge of men and their sinfully corrupt hearts leads him to wisely solve the riddle and win the desired prize. However, Bassanio is not meant to serve as the moral winner in this game. Instead, Bassanio provides support toward Aragon’s foolishness. Bassanio is the man who undeservedly gains power and advancement. Shakespeare places these scenes within a play full of the corrupt, yet he is able to humanize and evoke sympathy for these men. Shakespeare utilizes these scenes to relay to the audience that human nature is not black and white, good or bad, right or wrong. The bad can feel the good and be intrinsically good; likewise the good often know the bad and choose the evil in the face of personal gain.

Chicago public schools

Although the ex president George Bush said popular quote† No child left behind†, hat is happening in the Chicago Public schools is exactly the opposite. Even if every kid is given the opportunity to go to school some are being given a better education. This essay will argue that the kids that are not getting a good education are the ones that according to Jean Anyone, a professor of education policy at the university of New York, come from a † blue collar family (Anyone 169).The schools that are In wealthy communities are better than those that are In the poor communities because they are given a better education and they live in a safer learning environment. The schools that are in wealthy communities are better than those that are in the poor communities because they have better teaching methods and resources (Anyone 172). In the essay † From Social Class and the Hidden Curriculum of Work, † by Jean Anyone, he describes the deference between a † working- class school† and an † executive elite school†.The working-class school consists of parents that have blue- collar Jobs such as, factory workers, pipe welders, and malignant workers (Anyone 170). These Jobs do not require much skill other than following orders given by their employers. Students that attend this type of school are taught to follow the steps of procedures without any decision making because they are being tracked to follow the footsteps of their parents (Anyone 169).For example from the essay † Class in America† by Gregory Manumits, the profile of Cheryl Mitchell shows that she went to a large public school that was patrolled by security guards in Brooklyn, New York (Mantis 309). She was taught basic skills and was conveyed the importance of doing everything under someone else's orders. Her parents both worked blue collard Jobs ND she is currently working as a nurse's aide, which puts her in that same category as them (Mantis 309 ). Her ambition as a little girl was to become a teacher and now her ambition at the age of 38 is † to get out of the ghetto†.On the opposing side an executive elite school Is one that primarily consists of parents that are top executives such as vice-presidents, governors, industrialist, and mayors (Anyone 172). These types of schools require the students to work on their analytical Intellectual powers and to always ask for reasoning through a problem. This Is because these students are eyeing prepared to live a successful life were they too will become apart of the 0. 1 annually (Mantis 303). In the profile of Harold S.Browning, it shows that he went to an exclusive private school in Manhattan, New York. There he was given the finest educational preparation so he could become an owner of a business (Mantis 307). At age 38 he is the owner of his fathers company and living a luxurious life as a † leader in business† (Mantis 307). The comparison between the ed ucation of a child with parents from a blue collard Job and those with white collard Jobs goes to show hat all children are not getting the same education because of their family background.However many of the children that attend working class schools face many challenges that also affect their learning environment because of the neighborhoods that they live in. In the article † His Kind of Town†, by Von Dredge, the mayor of Chicago, Ram Emmanuel spent much of his childhood in a † prosperous† north shore suburb with his wife and three kids that are attending the finest private schools in Chicago. In the article † Update: Chicago School War† by Rob Bartlett , children that got their schools loses down by him live on the west and south side of the city in neighborhoods with high poverty and crime rates.The population of these areas of Chicago consists mainly of Hispanics and Blacks with blue collard Jobs (Bartlett). Most of Chicago homicides took p lace in the west and south side areas in 2012, were there is a high poverty rate ( Dredge). Also the murder rate in Chicago was the highest of the three largest U. S. Cities ( Dredge). From murders per every 100,000 residents, Chicago stood at 18. 6 percent. This left Los Angels and New York City behind with below 8 percent. The offenders were from 1 5 to 24 years old, 77% were black, 20% were Hispanic, and 3% were white (Dredge).Out of the 506 murders that took place in Chicago, 82% were shootings did not occur on the north side ( Dredge). This goes to show how dangerous it is to live in these areas of Chicago, however these children have no choice because it is all that their parents can afford. With the Mayor closing down their schools around their homes, children are now being forced to transfer to other schools, which puts them in greater risk of violence because they have to pass gang mandarins (Bartlett). However, one would hope that these children are only being sent to thes e schools to better their education.The reality of the matter is that they are being welcomed by schools that have similar teaching methods, testing scores, and with not enough resources (Bartlett). From the book Savage Inequalities by Jonathan Kola, a child's education that comes from a low-income family in the inner cities, like Chicago, is unequal to those that come from a richer family that is further out from Chicago. School funding in 988 to 1989 school year showed that the Niles Township High School was spending 9,371 dollars per student (Kola 236).However in the Chicago inner cities, students are being funded 5,265 dollars and that's on an average of all grade levels (Kola 236). The difference is more than four thousand dollars and it shows not only the lack of materials in the schools, but also the lack of proficient teachers. Textbooks that are needed in certain classes are not always used or are out of date because the school cannot afford to buy new ones (Kola 51). Since some of these schools can't afford the road for the students to copy into their notebooks (Anyone 174).Most of the teachers in the Chicago inner city schools are over the age of 60 ( Kola 51). This is because the salary that is offered to the young teachers is too low to keep them working there. Some of the older teachers don't show up to teach because they lack excitement for the subjects that they are teaching and ultimately because they are not getting paid enough (Kola 52). When they are asked why, they simply reply, † It makes no difference. Kids like these aren't going anywhere. The city thinks it's saving money on he substitutes.I tell them, Pay now or pay later. â€Å"(Koala 52) So the city relies on low paid substitutes that represent more than 25% of the teaching force (Kola 51). A 15 year old student from Du Sable high school, that is located on the south side of Chicago, says that he has been in a class a whole semester and the school still has not found a teache r for them ( Kola 52). Some high schools in the south side of Chicago even have two or three † study halls† where not much studying goes on (Kola 53). This is because the schools save the cost of teachers by doing this.Many f the classroom sizes are 30 to 36 students per room and the question is, â€Å"how could a teacher accommodate all of these students (Bartlett)? † Well they can't, the teachers risk the chance of having a child fall behind if they don't understand. The teachers also have little or no one on one time with the students. Even if these events in this book took place mostly from 1988 to 1990, it shows that Chicago public schools have been falling apart a long time ago and as Kola puts it, † the rich get a richer quality of education while the poor get less real education (Koala 54).However in the recent years a new type of school has been introduced that would give parents a third choice to decide from, these are called Charter Schools. There is no real solution to the problem that is going on in the Chicago public schools but there now exists another choice for parents that don't want their children to attend a public school nor private if they can't afford it. According to an article from the Chicago Tribune, † Voice of the People,† charter schools are schools that operate similar to a private school however they operate with public money.These schools et their own curriculum, teaching methods and selection of students that get into the school. It is said in the same article that † The Thirst for Charter Schools† is growing every year more (Voice of the people). In 1996, the first charter school opened in Chicago and now there is 132 campuses operating under 58 charters (The thirst for charter schools). The president of the Illinois Network of Charter Schools, Andrew Brow, says that there are 19,000 students waiting for a charter school slot to open and currently 2. Million students are attendi ng a charter school (The thirst for harder schools). However, Just because there is now a third choice to choose from for parents and there children, it does not erase the solid fact that America has to first fix their public schools and neighborhoods with high poverty rates in order to have victory with the charter schools. This is because if in the later future charter schools continue to grow and take over public schools, then slowly they too will start to fail, since it was a problem that was never truly resolved from the core of the problem.The history of the battle over the Chicago public schools is a problem that has entry because of the numerous schools that were closed in the Chicago south and west areas (Bartlett). These footsteps however, are being followed by other states and the problem over who is getting a better education is occurring all over America. There will always be a producer and a consumer Just like their will always be rich and poor people (Anyone 169). Unf ortunately, in America if a child's parents have blue collard Jobs and live in an area with violence and high poverty rates than they have little chance of getting the best education they could receive.When George Bush said† no child left behind†, he forgot to add, † If you have the money to stay ahead†. Work Cited Anyone, Jean. † From Social Class and the Hidden Curriculum of Work† Rereading America: De. Gary Colombo, Robert Culled, and Bonnie Lisle. Boston: Bedford of SST. Martin's, 2010. 169-185. Print I decided to use this source because it had many connections to the problem with why some kids are getting better education than other. Bartlett, Rob. † Update: Chicago School War† Against the Current 28. 3(2013): 6 Academic Search complete. Web. 22 April.

By The Waters Of Babylon Essay Research

By The Waters Of Babylon Essay, Research Paper # 8220 ; By the Waters of Babylon # 8221 ; by Stephen Vincent Ben T I. Describe the narrative s expounding. During the expounding you learn that it is out to travel to any of the Dead Places except to seek for metal, and he who touches the metal must be a priest of the boy of the priest. You besides learn that John is the boy of a priest and is developing to go a priest. II. Describe the narrative s struggle. The struggle of the narrative is that John must over come his frights and travel to the metropolis. This is needed for him to go a priest. He must travel explore the metropolis. III. What events make up the narrative s lifting action? The lifting action is made up of many parts. John touches a piece his male parent got from the Dead Topographic point. He so fasted for a twenty-four hours and delay for a mark. He so saw an bird of Jove winging east. Then he had to get down his journey. He so goes to the metropolis and explores happening many statues and edifices. He so sees a adult male locating in a chair in one of the temples ( skyscrapers ) . IV. Describe the narrative s flood tide. The flood tide of the narrative is when John realizes that the adult male and all the work forces in the Topographic point of the Gods were merely normal people. He realizes they are more advanced worlds, but they were merely like he was. V. What events make up the narrative s falling action? The falling action is when John goes back to town to state his male parent what he saw. He so went to his male parent to be praised an purified. His male parent told him that # 8220 ; You went off a male child. You come back a adult male and a priest. # 8221 ; He started to travel to the Dead Topographic points to recover books and thaumaturgy tools. VI. Describe the narrative s declaration. The declaration is all summed up in two sentences. # 8220 ; They were work forces who were here before us. We must construct again. # 8221 ; They will larn the ways of the old people, and from that they will construct a better civilisation. They learned that all the regulations that had been put on them kept the from happening the truth about the Gods. VII. What complications increase the secret plan s tenseness? Several complications increase the secret plan s tenseness. There is great tenseness in the secret plan, because many of the things he is seeing were destroyed and difficult to understand what it is. We besides can non see what other people are believing, because the narrative is told in first individual, John. IX. Choose 3 of import symbols and depict what they represent within the narrative. The metal represents the regulations that the people have and things they do non understand. The adult male represents what worlds used to be and once more things they do non understand. The # 8220 ; ashing # 8221 ; statue represents what people think of things that they can non understand. Ten. What kind of individual is the chief character. John is a caring individual. He is immature so he is unfastened to new thoughts like the Gods being human. He is a good developed individual. You see every facet of John. He besides is a dynamic individual. He changes from believing that the people in the Dead Places were Gods to believing that they were normal people. Eleven. How does the scene affect the narrative s characters and the result? The scene of the narrative is a small E of New York metropolis. Them traveling from a rural part to a urban part make them think that they are small compared to the people in the urban country. Because of this they thought of the people in the City Gods. The result of the narrative shows that they learned that is what their hereafter will be like, and that those are the error they do non desire to do. Twelve. What is the narrative s subject? Why do you state this? The subject of the narrative is clip repetitions itself and each clip it gets better and better. I say this because the human civilisation was destroyed except for a few and yet they were able to re-start the civilisation that will likely one twenty-four hours govern the universe.

Personal statement for university explaing why did I choose that

For university explaing why did I choose that university and course - Personal Statement Example pecialize in databases and data mining, because I am really interested in learning about how large datasets and huge chunks of information can be stored in and managed so quickly and efficiently. I would love to learn about new advancements in this field, and would like to become a talented professional in my future life. For me, computer science has changed the world like no other science. Why I chose the University of New Haven, Boston Post Road West Haven, is because it offered me graduation in computer science which I wanted to avail and start my career in. The university is a private, top-tier institution, and offers globally recognized experiential education. It offers highly qualified teachers. It helps the students in various means like in getting a tutor, scholarships, free-ships, stipends, internships, and etcetera. Special training courses are also held which enable the students to apply the knowledge

Human Factors in Cockpit Design Term Paper Example | Topics and Well Written Essays - 2500 words

Human Factors in Cockpit Design - Term Paper Example They get involved in behavioral/cognitive task-analysis, time analysis for assessment of various task demands, computer modeling for reach analysis and assessing the complexities of the task involved. It stems from the color selection to environmental considerations for the error free operations by pilot. It is essential that critical information is presented in the pilots field of view so that his potential energies are focused on the critical task. Information presented should be easy to interpret and presented in the way to avoid cluttering. The Head-Down-Display (HDD) and the Head-Up-Display (HUD) are the systems, which are capable of satisfying these needs. Advanced technological research tools like simulators are capable of giving a great insight in studying man-machine interaction to make travel safe and less burdensome for pilots. The journey is endless and it will continue to pose new challenges depending upon the complexities that will come on the way. Cockpit designing wil l also be impacted from the other technologies too and may culminate into totally a different shape and style not imagined by anybody so far. The purpose of any designers task while addressing Human Factor issue is to see the aspects of safety, ease of operation, and which is easy to learn. Good design promotes efficiency and consistency in task performance. That is the underlying principle on which cockpit designing is done. Cockpit is a compartment from where pilot controls the aircraft whether it is in air or on ground. The term is used to denote a place where pilot along with copilots are stationed with myriad of controls to navigate the aircraft. The cockpit contains various flight instruments and the controls to facilitate pilot navigation. The term is also sometimes used for the driver’s place in racing cars. Cockpit has a window which can be opened while the airplane is on the ground. Glass windows

Rights and Obligations Research Paper Example | Topics and Well Written Essays - 750 words

Rights and Obligations - Research Paper Example This is going to be done by analyzing a case study. There exists a difference between a contract and an agreement because they both have different ramifications for the parties involved. An agreement has the option of being legally binding, or it can be informal. An agreement becomes a contract when the parties involved conceptualize their agreement into a binding relationship. An agreement becomes a contract when it is made with a lawful consideration for a lawful entity. For an object to qualify to be included in a contract, it must not be forbidden by law or defeat the purpose of any laid down law. A contract should not be fraudulent in intent or imply injury and damage to a person or property of other individuals. A contract should not contravene societal morals either that can be deemed by a court of law as being opposed to public policy and interests (Miller, 2012). A contract should be agreed on based on free will and consent, and should not be realized through coercion. It sh ould not be accomplished through undue influence, misrepresentation or a mistake either. If a contract does not meet the aforementioned qualities, then it is null and void in the eyes of the law, and it cannot be enforced by law. Contracts have elements that define and validate their viability under the law, which makes them enforceable under the law. These main elements should be in a contract, or it would be invalid. The first element that constitutes a contract is an offer, agreement or a promise, which is the basis around which a contract is constructed. Without an offer, a contract cannot be actualized because it is the initial step that necessitates the drawing up of a contract (Helewitz, 2010). An offer in a contract should be between two or more individuals with one party making the offer and the other considering the same. The offer stipulates that there should be the fulfillment of duties and obligations by both parties for the offer to be constituted in a legally valid co ntract. There exists a difference between an offer in a contract and an advertisement. In an advertisement, the obligations and duties are fulfilled first before a contract is constructed. In an advertisement, one of the parties has no part to play in the setting up of terms and conditions required to fulfill the contractual obligations. Acceptance is an element that should be featured in a contract for it to be legally binding. Contractual acceptance is characterized by a party in the contract agreeing to the terms and conditions of the offer. A contract is not formalized until the party being proposed accepts the offer, and a contract is not legally binding if the requirements of an offer are under negotiation. Consideration in a contract is a vital element, and it means that the parties would be giving something back in return for the proposed offer. It is mostly characterized by a payment as consideration for the offer (Goldman & Sigismond, 2010). The parties involved in a contr act should make it clear to each other that the terms and conditions under which they are both entering into agreement are legally binding. This is an element in contracts that should be emphasized because it helps make the parties involved avoid the consequences of breach of contract. Certainty of the terms and conditions of a contract must be clearly stated and understandable to all parties. Lack of certainty of the regulations

Honeywell Company Case Study Example | Topics and Well Written Essays - 1500 words

Honeywell Company - Case Study Example Honey well company divided payout has increased over the years, this increase can be associated with the increased efforts to increase labor productivity through outsourcing, the following chart shows dividends paid out by the company over the years: data was retrieved from yahoo finance From the above chart it is evident that the divided payout level were low for the period 1976 to 1992 with only slight increases, for the period 1992 to 2000 the divided payout amount increased at an increasing rate and for the period 2000 to 2004 dividends remained constant and for the period 2004 to 2008 the divided payout amount increased at an increasing rate, this shows that there has been an increase in the profitability of the company and this has been due to increased efforts top outsource cheap labor in other parts of the world. From the above chart it is evident that productivity has increased over the years, labor productivity increased gradually for the period 1987 to 1993 but declined in the period 1993 to 1997. For the period 1997 to 2000 labor productivity increased and this increase in labor productivity can also be associated with outsourcing, this is because aerospace manufacturing companies have increased productivity of labor through outsourcing. Major findings: From the above trends it is evident that the profitability of the Honeywell company has increased over the years, this increase can be attributed to reduced production costs that are realized through outsourcing, it is also evident that labor productivity in the aerospace industry has also gradually increased over the years, their productivity level indicates the labor costs incurred by companies with relation to production, it is therefore evident that through outsourcing companies are able to increase their profitability. Other sources of data: Data on labor productivity and divided yield could also be collected in other ways, the above are secondary sources of data and other primary sources could be used in the collection of data, data can be collected through interview and questionnaires, in order to collect this data a research questionnaire should be prepared or an interview conducted with the company representative where data could be collected and recorded. Primary sources are that best sources of data although they are time consuming and costly compared to secondary sources. Regression analysis: Data variables will include labor productivity and dividends paid out each year for the company, the following table shows the data used: Year labor productivity Honeywell company dividends 1988 87.409 0.51875 1989 87.646 0.45 1990 89.095 0.45 1991 94.098 0.4 1992 96.494 0.25 1993 101.304 0.29 1994 95.564 0.3245 1995 95.652 0.39 1996 99.413 0.45 1997 100 0.52 1998 119.149 0.6 1999 120.8 0.68 2000 103.394 0.752 2001 115.688 0.752 2002 118.649 0.752 2003 119.019 0.752 2004 113.245 0.752 2005 124.959 0.824 2006 117.935 0.908 This section

Labour law and labour market regulation Essay Example | Topics and Well Written Essays - 2750 words

Labour law and labour market regulation - Essay Example In the case of Wiltshire County Council v NATFHE and Guy, the court was faced with the question of determining whether a part-time contract was for a fixed period or not. It involved Ms Guy who was employed at s a teacher and attended some teaching lessons but later the course was removed due to reasons such as under subscription amongst others leaving her without employment. When her contract was not renewed she complained of being dismissed unfairly claiming that she was protected by the Employment Protection Act 1978 which in its strict interpretation envisaged that hers was a fixed term contract The appeal court held that her contract was for a fixed term and the contract subsisted even if she had been technically dismissed. Stating that a fixed contract is one in which there was a defined beginning and end. Therefore, basing on the Wiltshire case, Joe can claim unfair dismissal on grounds of discrimination after which the case will be taken to a tribunal for determination This therefore means that there are certain provisions that must be met that include giving the employee the mandatory notice period required in order to terminate the contract and the steps to be followed in the termination process. 2 The employer can only terminate the contract for reasons amongst them non-performance of duties, job elimination and misrepresentation amongst other reasons and must be written in a statement to the employee.3 The employer is therefore required to pay their employees there severance pay or any other form of financial consideration that may be entitled to the employee. The termination of the employment of Joe must not be based on discriminatory reasons and therefore in any sort of remedy sought; the courts of law will determine the reasons for the termination of the employment. If Joe had an individual contract with his employer or was covered by a collective bargaining agreement, his remedies and compensation will be covered under the stipulations of t hat agreement that subsisted before the termination of the contract. In a jurisdiction such as that of the United Kingdom, the courts or the tribunals can hear the cases brought for wrongful termination of the contract of employment. If proven that the contract of employment between Joe and that of his employer was wrongfully terminated, the court has remedies that it can give Joe.4 One remedy available to Joe is that he can be reinstated back to the position or job he held previously before termination of the employment. The courts may also order for monetary compensation to Joe for the wrongful dismissal that will be calculated commensurate with what he previously earned.5 Question 1 (b) Dismissing an employee who has had a long-term history of illness or sickness is one of the major difficult decisions employers have to make when considering terminating the employment of a sick employee in the United Kingdom.6 An employer is entitled to dismiss but fairly an employee who is absen t from duty due to sickness that may be long-term in nature but there is a caveat that they must demonstrate that they have acted in a fair, sensitive manner.7 This means that

Hw Speech or Presentation Example | Topics and Well Written Essays - 1000 words

Hw - Speech or Presentation Example Compute the results from a hypothesis test of p1=p2 (with a 0.05 significance level) and a 95% confidence interval estimate of p1-p2 A study investigated survival rates for in- hospital patients who suffered cardiac arrests. Among 58593 patients who had cardiac arrest during the day, 11604 survived and were discharged. Among 28155patients who had attacks at night, 4138 survived and were discharged. We want to use 0.01 significance level to test the claim that survival rates are the same for the days and nights. .In a randomized controlled trial in Kenya, insecticide treated bed nets were tested as a way to reduce malaria. Among the 343 infants using bed nets, 15 developed malaria. Among 294 infants not using bed nets, 27 developed malaria. (Based on data from sustainability of reductions in malaria transmission and infant mortality in western Kenya with use of insecticide treated bed nets. By Lindblade et al. Journal of the American medical Association.) We want to use a 0.02 significance level to test the claim that the incidence of malaria is lower 9n infants using bed nets. The results are statistically significant since they provide the information required for statistical estimation. However, the results are not practical since it is not easy to estimate and improve the

Medicare Approved Accreditation Agency Research Paper - 1

Medicare Approved Accreditation Agency - Research Paper Example When a healthcare organization has met the set standards of a government agency, it referred to as certification while on the other hand if the healthcare organization has met the set standards and processes of a non-governmental agency then it is referred as accreditation (Ellis & Hartley, 2004). Healthcare companies such as pharmacies, clinics and hospitals they are required to be approved by specific organizations for them to be eligible to receive third party payment. This paper examines the roles of one Medicare approved accreditation agency and further describes the regulations and standards of care that are associated with pharmacy practice. The centers for Medicare and Medicaid Services (CMS) is charged with the responsibility of ensuring that Medicare beneficiaries have access to medical equipment that are of high quality, right price and that they receive high quality service from the suppliers of medical equipment. In order to achieve the above mandate, CMS has the right to chose national accreditation organizations that in turn accredit healthcare organizations and agencies (Ellis & Hartley, 2004). The accreditation organization that is discussed in this paper is the Joint Commission on Accreditation of Healthcare Organizations (JCAHO). The center for Medicare and Medicaid Services (CMS) has also approved National Integrated Accreditation for Healthcare Organizations (NIAHO) as the new hospital accreditation option. NIAHO offer quality management system for healthcare organizations, medical staff and administrative officials and further ensures that healthcare organizations comply and achieve the standards. The accreditation standard for NIAHO is the ISO 9001:2000 and it provides options for healthcare organizations to adhere conform and comply with the Medicare conditions of participation (NIAHO, 2012). Joint Commission on Accreditation of Healthcare Organizations (JCAHO) offers accreditation to hospitals, nursing homes,

Study of Integrated Science Essay Example for Free

Study of Integrated Science Essay The importance of science in today’s world is overwhelming and therefore the education system throughout the world has geared itself to provide the required training in scientific skills to meet this growing challenge. Many countries have transformed themselves from poor feudal type economies through the increasing application of science and technology. China and India are two outstanding examples as they have grown to become economic and industrial power houses and in several ways compete effectively with developed countries. Any country which does not give the needed assistance to the study of science usually lacks development. Through science, bridges are constructed, vehicles manufactured, roads constructed and knowledge expanded. In spite of the relevance of science mentioned above, the pupils of Mampamhwe M/A JHS 2 have difficulty in studying and understanding science. The three aspects of pure science and one applied science (Agricultural science) have been combined to form the basis for the study of science at the junior high school. Collectively, they are known as integrated science. During the end-of-term examination, less than 40% of the thirty five (35) pupils in the class barely get above the average mark of fifty (50) in integrated science. The pupils mentality that, integrated science is difficult and poor methods of teaching can be counted as factors that have facilitated the poor performance of the pupils in the subject. Not using the scientific method of solving problems in the teaching of scientific problems and solving practical questions raises an eyebrow on how pupils can grasp the concepts of the subject. With pupils living in a community which major occupation is farming (cocoa to be precise) and pupils themselves engaging in farming activities, it would have served as a good ground for the application of agricultural science and biology which forms part of integrated science. But this seems not to be the case with the pupils. With the relevance of the study of science to the improvement of the pupils’ mind and life and also to the community as a farming one, prompted the researcher to study and investigate ways of improving the study of integrated science at JHS 2. Statement of the problem The problem which prompted the researcher to carry out this research is the poor performance of pupils in integrated science among the JHS 2 pupils of Mampamhwe M/A. It is therefore against this background that the researcher has decided to use the experiential approach to help solve this problem. Purpose of the study The reason why the researcher is carrying out this research is to: a) Identify the causes of the poor performance of pupils of Mampamhwe M/A JHS 2 in integrated science. b) Assess the effects of the poor performance in integrated science on the pupils. ) Establish possible solutions that can help solve the poor performance in integrated science. d) Provide teachers with some guidelines in improving the teaching and studying of integrated science. e) Help parents understand the conditions that they can put in place to help their wards improve their performance in integrated science. f) Provide suggestions to managers of education in Ghana when planning the syllabus. Rese arch questions Research questions for this study include the following: i) What difficulties do pupils of Mampamhwe M/A JHS 2 face in the study of integrated science? i) What are the major causes of the poor performance of the pupils in integrated science? iii) What are the appropriate interventions that can be taken to address the problem? iv) What is the effect of the project on the problem? Significance of the study This research will help pupils to recognize effective ways of learning integrated science which can bring about an improved performance in the subject. It will also help teachers of integrated science to vary their techniques or methods of teaching and choose methods according to the nature of the topic. Last but not least, it will also enable curriculum planners to include this practical work in the JHS science syllabus so that pupils at the junior high schools can make use of it. Delimitations This project work is limited to improving the performance of integrated science among only JHS 2 pupils of Mampamhwe M/A. This is because that is the class that the researcher was assigned to teach and has fair knowledge of their learning abilities. Also, out of all the subjects on the JHS 2 timetable, the researcher chose to carry out his research on only integrated science since it’s the subject assigned to him to teach. Last but not least, there were many approaches that could have been used for this study but the researcher deemed it best to use the experiential approach Organization of the study The research work is organized in five main chapters. Chapter one is titled ‘Introduction’ and it comprises the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitations, limitations and organization of the study. Chapter two is the review of related literature. It consists of the ideas and views of other writers, internet and other sources. Chapter three discusses the methodology which includes the research design, population and sample selection, research instrument, data collection procedure and data analysis plan. Chapter four considers the analysis of data based on the findings and discussions of the findings. The last chapter summarizes, concludes and also makes recommendation after the study.   Literature review Review of related literature in this chapter involves the systematic identification, location and analysis of documents containing information related to the research problem. It is designed to review works on the importance of the study of science in the basic school. The knowledge gained through the study of science plays an important role in the general education of the school curriculum, therefore, a large number of studies pertaining to the teaching and learning of science by many educationist and writers. This chapter considers the contributions of other researchers and their proposal suggestions for correcting these difficulties. The contributions are placed under the following headings in this chapter. Definitions of science. What is integrated science? Importance of science. Importance of science education as a school subject. Causes of poor performance of pupils in integrated science. Experiential method of teaching. Definitions of science According to Websters New Collegiate Dictionary, the definition of science is Knowledge attained through study or practice, or Knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method [and] concerned with the physical world. Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. (http://www. sciencemadesimple. com) According to Wikipedia (2012), Science is obtained from the Latin word scientia, it means knowledge. It furthered on to say that, science is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe. An older and closely related meaning still in use today is that found for example in Aristotle, whereby science refers to the body of reliable knowledge itself, of the type that can be logically and rationally explained. (http://en. wikipedia. org/wiki/Science). It goes on to say that, in modern use, science is a term which more often refers to a way of pursuing knowledge, and not the knowledge itself. Dictionary. com (2012) defines science as a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws. World English Dictionary (2009) also defines science as the systematic study of the nature and behavior of the material and physical universe, based on observation, experiment, and measurement, and the formulation of laws to describe these facts in general terms. The medical dictionary (2002) also says science is  the observation, identification, description, experimental investigation, and theoretical explanation of phenomena. Such activities restricted to explaining a limited class of natural phenomena. Such activities applied to an object of inquiry or study. The science dictionary (2002) also defines science as the investigation of natural phenomena through observation, theoretical explanation, and experimentation, or the knowledge produced by such investigation. It continues to state that science makes use of the scientific method, which includes the careful observation of natural phenomena, the formulation of a hypothesis, the conducting of one or more experiments to test the hypothesis, and the drawing of a conclusion that onfirms or modifies the hypothesis. In general, science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. According to Twumasi (2009), Science has three main branches, namely; Chemistry, Biology and Physics. Chemistry is an experimental study of substances and the useful compounds that can be formed from these substances. Chemistry also has three branches which include inorganic, organic and physical chemistry. Physics is concerned with the forces that exist between objects and the interrelationships between matter and energy. Biology is the study of living things and their interactions with the environment. Biology is also divided into plants, animals and ecology. What is integrated science? Integrated Science is a straight forward, easy-to-read, but substantial introduction to the fundamental behavior of matter and energy in living and non-living systems. It is intended to serve the needs of non-science individuals who are required to complete one or more science courses as part of a general or basic studies requirement. It introduces basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment. According to wiki. answers. com, integrated science is a combine study of all areas of the sciences or the introduction of some areas in sciences. It goes on to try to differentiate between science and integrated science by explaining that integrated science is a course with merged topics like biology, chemistry, etc. whilst science is a big body of knowledge, it is about everything around us even inside our own body. Importance of science Below are some importance of science as identified by www. mikebrotherton. com. 1. Science exercises the mind and teaches logical thinking. 2. Science encourages skepticism and questioning assumptions and looking at things in different ways. 3. Making important decisions based on science instead of superstition or demagoguery or hatred or fear etc often produces better results. 4. The techniques of science (logic, testing hypothesis, gathering, data, etc) can be applied in daily life for â€Å"small† personal problems and activities (purchasing decisions, playing games, cooking, debugging software, etc), not just for â€Å"big issues† like physics, astronomy, technological development, etc. 5. Through the study of science, horrible diseases can be cured, or prevented entirely, and it can still provide hope for those with as-yet-incurable diseases. . Through science, people who love each other can talk to each other whenever they want no matter how far apart they are in the world, and can be together the next day through improved ways of communication and transport. 7. Science can show us what has caused mass extinctions and point the way to preventing similar catastrophes in the future. 8. Science can make us feel big and special for understanding the age of the Earth, the nature of stars, and the size of the universe, even if those things dwarf us. 9. Science gives us superpowers, like looking across the universe, seeing atoms, flying across the Earth or to the moon, moving mountains, and harnessing the energy of the sun. 10. Science has helped us to understand ourselves and the environment. 11. It shows the best way of solving problems. Importance of science education as a school subject Science, as a subject is universal and knows no boundaries. The claims of Science for inclusion in the school curriculum came to be recognized after years of active and persistent efforts. Science almost revolutionarized human life and proved indispensable for existence of man. Now, supremacy of Science has been established in every field. In fact, so great is its importance for man and society that the present day people live in an age of science. No one perhaps needs an explanation at present to include science in the school curriculum. Canon Wilson, a famous educationist in 1867, in support of inclusion of science as a School subject wrote, Science teaches what evidence is, what proof is’’. English, History, Geography, Classics etc. re taught because they provide a liberal education. The main object of imparting education is to turn out intelligent citizens able to appreciate and enjoy the beauty and wonder of Nature. They should be efficient in all walks of life and should take delight in the wealth of culture of past generations and civilizations. Hence, Science should form an essential part of the curriculum as it is the only subject which affords k nowledge of certain facts and laws and helps in achieving the main object of education. According to www. preservearticles. om, Prakash (2011), the following are the arguments in favor of integrated Science to be placed in School Curriculum: 1. Science provides unique training in observation and reasoning. Science students reason from definitely ascertained facts and form clear concepts. It makes one systematic and enables him to form an objective judgment. 2. The discoveries have added to the prosperity of human race with vast increase of knowledge. Herbert Spencer in his, What Knowledge is of Most Worth gives information which study of Science furnishes. According to him, Science learning is incomparably more useful for our guidance in life. Other chief subjects too provide an intellectual training not inferior to that of Science. Practically, we live in a world of scientific discoveries. So science education cannot be neglected. 3. Prof. H. E. Armstrong says that Science is taught to provide training in and knowledge of Scientific method, which is useful in the life pursuits. So this needs a School base of Science education. 4. Science has its cultural value. It has a literature of its own. The Scientific discoveries of Galileo, Newton, Faraday, Darwin, Pasteur, Kelvin, Bose, Armstrong and others are treasures of mankind. So, Science has won the first rank of humanistic studies. 5. Science has utilitarian value. It trains the child to use his leisure properly. These are clearly illustrated in scientific hobbies. 6. Modern knowledge of Science provides great intellectual pleasure. An educated person is under very great disadvantage if he is not familiar with that knowledge. 7. Knowledge of the methods of observation and experiment in the different branches of Science helps pupils to develop a logical mind, a critical judgment and a capacity for methodical organization. . Science is useful in that it remedies some of the defects of the ordinary school education. It is found to be the most valuable element in the education of those who show special aptitude. Science provides discipline of mind. Causes of poor performance of pupils in integrated science The poor performance of pupils in integrated science can be attributed to many factors. Alsop (1985) said â€Å"if science is to be learned affectively i t must be experienced, (UNESCO, 1973)†. The laboratory is a unique fact of science education. Tamir (1989) also said that in the developing countries especially sub – Saharan Africa, there are a number of factors contributing to the poor performance in science. Thus low per capital income, predominantly rural populations, economy based on primary products, experience of political independence and limited access to school particularly at the secondary level. The sub — Saharan Africa is the region which has the greatest difficulties in providing the normal facilities of trained teachers, laboratories and equipment for teaching practical science. Also Toh (1990) said, prior knowledge, attitude to school, attitude to cience and academic self concept affect success in the performance in science investigation, and he continued to say that explicit understanding is not adequate for success in science investigation. Moreover, Torto (2003) said, gender disparity in education also leads to poor performance in science especially among woman. She said, female still have low access to education, low participation and poor performance in many subject. Many factors which are home, community and school based, continue to restrict development female education she said further that, factors within the classroom are not only uses of gender imbalances in education. Home based factors which include family size, household income, parents’ education, cultural and traditional beliefs all contributed substantially to poor female enrolment in school. Gott and Mishiter (1987) also added that, science education is in a state of rapid change. In recent years there has been an ongoing debate concerning the importance of concepts and process in our science courses. This debate has been brought into tighter focus since the autumn of 1988 in England and Whales with the advent of the national curriculum in science. Shito (1958) stated in the daily graphic that the community regards science students who are females as witches and ugly. In addition to this, Femsa project staff (1995) conducted and presented a research on the availability of resources and facilities for teaching and learning science as well as mathematics in Africa. They said that, where resources and facilities such as teacher textbooks, laboratories, chemicals, tools, textbooks, laboratory tools and equipment, teaching aids, store, office etc. are inadequate, it makes the teaching of science to become teacher centered. This type of approach is heavily dominated by the teacher as he or she lectures the subject, gives notes and demonstrates the practical aspect of the lessons. The students remain passive participants expected to listen and observe only. July (1925) said if science education is to be lectures and demonstration, then no results could be achieved in the future. He also added that any school that claims to teach science only theoretically is not a school. Morii (1434) said, a teacher is capable of teaching and implementing quality education if he is given what he is suppose to be given (an ancient scientist. He also added that the poor performance of science is due to low motivation given to teachers. According to Dzama (1999) causes of poor performance of pupils in science is as a results of absence of vocational incentives rather than by conflict between science and African traditional values and beliefs. He argued that conflict between science and traditional beliefs and values is not peculiar to Africans. He also demonstrated that in the growth of science in developed countries, improvement in the performance of students succeeded rather than proceeded industrial and technological development. Experiential method of teaching According to Wikipedia (2012), experiential learning is the process of making meaning from direct experience. Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. David A. Kolb helped to popularize the idea of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education. Experiential learning focuses on the learning process for the individual. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Experiential learning requires no teacher and relates solely to the meaning making process of the individuals direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: 1. the learner must be willing to be actively involved in the experience; 2. the learner must be able to reflect on the experience; 3. the learner must possess and use analytical skills to conceptualize the experience; and 4. The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential learning can be a highly effective educational method. It engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and self-evaluation. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. Most educators understand the important role experience plays in the learning process. A fun learning environment, with plenty of laughter and respect for the learners abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. As stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. How do you create a well-crafted learning experience? The key lies in the facilitator and how he or she facilitates the learning process. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are. And while it is the learners experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience. Creating an experiential learning environment can be challenging for educators who have been taught through traditional classroom techniques. Identifying activities that allow learners to understand and absorb concepts can be a new and daunting experience. However, by providing direct experience in addition to standard written and visual materials, learners with different types of learning styles and strengths can be accommodated. Sudbury model of democratic education schools assert that much of the learning going on in their schools, including values, justice, democracy, arts and crafts, professions, and frequently academic subjects, is done by learning through experience. Summary Science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. Science has been part of man in time past and has even become more of man’s life in recent years. The usefulness of science can be seen by the things around us; the roads, bridges, cars, computers, refrigerators etc. The selection and study of some aspects of science as a whole is what is termed as integrated science. To defend the study of integrated science and science as a whole in schools, Canon Wilson, a famous educationist in 1867, wrote, Science teaches what evidence is, what proof is’’. According to Prakash (2011), Science learning is incomparably more useful for our guidance in life. Many researchers are of the view that, learning is best understood when it is experienced as stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. Also, Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are.   This chapter talks about the research design that the researcher used in solving the problem, the population and sampling solution, research instruments, data collection procedure and data analysis plan. It also describes the type of research used in the study. It also involves the method of data collection, pre-Intervention, intervention and post- intervention stages. Research design Research design is a plan which specifies how data relating to a given problem should be collected and analyzed. It provides the procedural outline for conduct of any given investigation. The research design used is an action research design which is directed towards solving a specific problem at the classroom level. This type of research is usually undertaken by either a teacher or group of teachers in a school to solve a peculiar problem in the classroom or in the school as a whole. The design makes work very easier and simpler. This is due to the fact that, it does not involve inconveniences such as travelling etc. The design deals with a particular group of people in a given area concerned and helps to solve the problems which specifically affect him/her. Action research also helps the teacher to understand what actually goes on in teaching and learning situations. It is important in the sense that, it does not only enhance teacher’s professional status but also promotes teacher’s personal improvement of his/her practices. It is through action research that the teacher can evaluate his or her teaching effectively. Action research is also conducted with the purpose of solving classroom or local school problems through the application of the scientific method. Moreover action research helps teachers to understand better, all aspects of their practices in relation to the subject content, the curriculum, and the methods that are more appropriate to the levels of pupils in their class. Finally, action research helps teachers to be equipped with knowledge on the various approaches or methods that they can use to suit the children they teach. In spite of the outlined strength, the results of the design cannot be generalized. This is because the design does not cover a wide range of people and it seeks to detect and solve a problem affecting a particular group of people. This tends to be a weakness on the part of the action research. Population and sampling selection A population of 113 pupils at the junior high school was used for the study at Mampamhwe M/A JHS in the Obuasi Municipal Assembly. Though this number at the junior high school was considered, JHS 2 class was sampled for the study. The average age of the sampled class was fourteen (14) years. The table below shows the distribution of the sampled class. Table 3. 1 Distribution of pupils’ gender |Gender Number Percentage (%) | |Boys 16 44 | Girls 20 56 Total 36 100 | | | |This class was chosen for the research because the researcher was assigned to teach Integrated Science in that class. | | | Research Instruments I used two main strategies to detect how pupils learnt science. I initially had with pupils an oral discussion on a science topic and afterwards asked pupils oral questions on it. An exercise was later given to pupils based on the same topic discussed. Discussion The discussion method was aimed at finding out how pupils understand the principles of a topic if orally narrated and discussed in class. Discussion method stimulates critical thinking. Frequent questions whether asked by the researcher or the pupils, provide means of measuring learning and exploring in-depth the key concepts of the course. During discussions, pupils’ answers to questions could help the researcher to determine whether they have experienced what they are saying or they just read them from books. Exercise The purpose of the class exercise was to allow pupils to freely express themselves in the way they understood the topic that has just been taught. Pupils’ answers to questions will give the researcher the idea on how best they understand a topic when orally discussed with them. It also gives the researcher a clearer idea of how pupils think science is. Whether they think science is a written down facts that can never be tampered with or they think science is everything that goes on around them and they can verify each and every aspect of it. Data Collection Procedure Pre-Intervention Stage A lesson on corrosion and rusting from page 25 of pupils’ text book was selected and delivered by discussion method. Pupils had the basic concept of corrosion and rusting but could not different between the two. The factors responsible for rusting to occur were also discussed and few points were written for pupils to copy. From pupils’ answers given during the discussion, the researcher observed that pupils knew that rusting occurs on metals when they are left in the rain but cannot exactly tell what is responsible for it. This was explained to pupils. An exercise was then conducted to see how pupils understood the lesson. The exercise required pupils to state whether or not an iron can rust if it was kept a) under a bed b) on the ceiling c) in hot water d) inside a refrigerator e) in a hot water with oil spilt on the surface. Though pupils’ contributions to the discussion were favorable, about one-fourth of the class was able to score 3 out of 5 in the exercise. This showed that, pupils may have understood what was taught in the class but cannot apply it in real life situations. I looked at the exercise and recorded pupils correct answers without marking so that pupils could not tell whether they were correct or wrong. Besides that, there might have been some pupils in the class whose attention was somewhere else or did not understand what was been discussed but since most of the class were contributing, the researcher took it that, the whole class was contributing to the discussion. In practical lessons, this problem cannot be overlooked. Intervention Stage The class was divided into four (4) groups and each group was given an experiment to carry out. Each group was given three (3) new iron nails. The first group was asked to put their nails into a plastic or rubber container, cover it and place it under a bed for a week. The second group was asked to add water to their nails in a plastic container and place it inside the school refrigerator. The container should be left open. The third group was asked to also put their nails in boiled water, cover it and keep it for a week. The fourth group was also asked to place their nails into boiled water, pour oil on the surface and cover it tightly. After a week, pupils presented their experiments to the class and explained to the class the apparatus used for the experiment and what happened at the end of the experiment. Each member of the group had his/her own written report of how he/she saw the experiment go. One member of each group does the presentation with the other group members standing behind him/her. After the explanation, questions are thrown to the group and the other members are to answer. Some of the nails rusted whilst others did not. The absence of atmospheric oxygen in the boiled water covered with oil did not allow those nails to rust. So besides the fourth group’s setup, the rest of the setups caused the nails to rust due to the presence of oxygen or moisture. Post-Intervention Stage The class exercise that was given to pupils during the pre-intervention stage was again given to pupils to answer again. This time the researcher marked the exercise and saw many changes as compared to the answers they wrote before the intervention stage. Many wrong answers pupils wrote in the first exercise were corrected. Limitations Many problems may militate against this study but the few ones I would like to enumerate here include: 1. Problem of finance: The researcher will have to travel to other tertiary institutions to use their libraries if the researcher’s local library cannot provide the necessary books needed. Money will also be spent to buy airtime and data bundles to enable research on the World Wide Web. Without money, all these cannot be possible. 2. Time factor: The time at the disposal of the researcher is very limited and for that matter may not permit such an intensive coverage. Also there might be other written documents which may contain detailed information about this research work but due to the limited time available to the researcher, he may not review those documents.

The Birth of the Republic Essay Example for Free

The Birth of the Republic Essay During the Seven Year War against France, England encountered many expenses which lead to the nation falling into a great debt. This debt created many issues between the British government and its people. Englands people felt as if the King was trying to rule over them and not take their own personal beliefs into consideration. The government tried to resolve the issues of their debt by creating new acts that would hopefully pay for the war expenses, the new territory of Canada and Mississippi, and its troops to defend as well as take care of their new land. The British saw an opportunity to tax the colonies as well as demand more of their property from them to help benefit their own economic issues. They continued to tax the colonies until finally the Colonial people had had enough. The parliament tried to pass the Stamp Act which stated that the newspapers and other legal and commercial documents had to be taxed. They also tried to pass the Sugar Act which tried to tax people three cents on not only sugar but coffee, indigo, and wine as well. Most of the people felt that the British parliament did not have the right to tax them, and many of whom migrated to the colonies to escape British rule, yet they were still being controlled heavily by them. Before the Stamp Act could be finalized the Colonial people made for certain that the act did not get passed. Essentially there were two groups in Parliament led by William Pitt and Marquis of Rockingham who favored repeal. Pitt was head of the Parliament during the war against France; in which many seemed to turn to him during this crisis. After the war, the parliament limited his role within them due to his dictating qualities. This led to Pitt and his remaining followers arguing in the House of Commons that taxation is no part of the governing or legislative power. He not only wanted the Stamp Act repealed but also for the parliament to admit this act was based off of a flawed principal. Rockingham had more followers than Pitt in the repeal of the Stamp Act, and momentarily the King supported him. In time Rockingham found himself being the leader of a foundation he did not support due to the circumstances with Grenville which ultimately led to him repealing the Stamp Act. During this time Rockingham got Benjamin Franklin to stand before The House of Commons to state that Americans were much oppressed by the Stamp Act. This eventually led to the arrangement of the Declaratory Act which affirmed Parliaments right to make laws and statutes binding the colonists. The Americans were uncertain of the Declaratory Act due to the vagueness of the Parliaments representation of it. Shortly after this occurrence the Townshend Act was in acted which told the Americans that they needed to provide the British soldiers with food and shelter. When this act was initiated the plan was that they would stack America with external taxes; since they all believed what Franklin said. Americans then rebelled by not importing British goods and then came to say they had no right to be taxed. Pitts popularity continued to decrease, while Rockingham switched his belief, parliament began to destroy American legislative assemblies, and Americans began to show hatred toward officials from England. The Parliament then decided it was time to show who was boss by sending over two regiments. After some time the Americans developed a distinction between taxation and legislation which lead to the Americans demanding more of the distinction, resulting in the determination of the Parliament members to teach them that they could not overrule the Parliaments authority. Repeal of the Stamp Act momentarily took away the thought of the colonists fear of the army that England had sent over, but the Townshend Act renewed their fears resulting in a suspicion of a colonial drive to liberation. In Boston they began to notice that it was time for a reassessment of the colonial position. They started to believe that maybe it was time to overlook Parliaments right to tax and question the limits of its right to legislate too. Right before the troops were about to arrive in Boston, the people of Boston gathered at a  town meeting and declared without their consent in Person or by Representatives of their own free Election, would be an infringement of their natural, constitutional and Cha rter Rights; and the employing such Army for the enforcing Laws made without the consent of the People, in Person, or by their Representatives would be a Grievance. Some Bostonians were not satisfied with this encounter to Parliaments legislative authority, and wished to back words with weapons if the troops did indeed try to land. The town called upon the delegates to go to a convention but unfortunately no one showed resulting in the troops coming in completely armed. There was absolutely no confrontation and no complaints. Protests against the Townsh end A cts and intimidation tactics against tax collectors, government officials and merchants violating the boycott of British goods, prompted Governor Francis Bernard to request troops in order to keep civil order in Boston. On October 1768 additional British troops started to arrive in Boston joining another regiment and adding up to a total of 4,000 soldiers, a large number considering the population of Boston was 20,000 at the time. The 14th and 29th regiments were to protect government officials, restore order, reinforce the collection of taxes and take action as needed. Eventually this backfired and a street brawl broke out which became to be known as the Boston Massacre. The Bostonians mostly kept to themselves but found several ways to harass the troops who had been harassing them. The Americans still felt strongly about the danger to their liberties from the Parliamentary taxation, but were slowly learning to extend their inquiries to Parliamentary legislation too. Soon after all of this had taken place, yet another act was initiated called the Tea Act. The Tea Act was an act of Parliament of Great Britain; its principal objective was to reduce the massive surplus of tea held by the troubled British Eat India Company in its London warehouses and to help the struggling company survive. This act did not settle well with the colonists because they did not want to have to pay a tax on the tea and it eventually led to them firing back and dumping thousands of pounds of tea into the harbor. After this happened the patience of the ministry in Boston grew very slow, as well as the Parliament getting very angry, so they enacted a series of laws known as the Coercive Acts. This was a series of four different laws that closed the ports of Boston until the leaders paid for the tea that was dumped into the harbor. This law  would force the colonists to follow laws they thought were unfair. Although these laws were aimed at Boston, many of the other colonies were expected to learn from it. Although England experienced an extensive debt problem, the government tried to fix the issue by creating new acts. Many of the acts were not well liked among the people which resulted in them backfiring and trying to get the acts revoked. This revolt against the King lasted for several years.

Risk Analysis And Vulnerability Information Technology Essay

Risk Analysis And Vulnerability Information Technology Essay The term risk management has been established in the last twenty years as an evolution of the term insurance management. The field of risk management includes a huge variety of activities and responsibilities than does insurance management. Risk management is now a widely accepted description of a discipline within most large organizations. Common risks such as building catastrophes, personnel injuries, and automobile accidents, as well as more major threats like product liability, environmental impairment, and employment practices, are the fields of the risk management department in a typical corporation. Although risk management has usually to do with property and loss, nowadays it is considerate to include financial risk management, such as interest rates, foreign exchange rates, and derivatives, but also new types of risks that businesses expose themselves in E-commerce. As the role of risk management has increased, some large companies have begun invest in large-scale programs k nown as enterprise risk management. Risk management involves identifying, analyzing, and taking measures to decrease the exposures to threats towards organization. Risk management uses many techniques, to manage a multiple risks. Every business faces risks, some of which are easy to predict and under special managers control, and others which are apart from unpredictable, are also uncontrollable. Risk management is important for all kind of businesses. More specific, for small businesses, there are many types of threats, such as theft, fire, flood, legal liability, injury, or disability, which can cause serious economical damage, even bankruptcy. These kinds of losses and liabilities can affect companys operations and decrease its profits at very low even to zero level. On the other hand, many large companies are able to hire a risk manager to predict risks and execute a plan to protect the firm against them; unlikely to smaller companies, they dont include a risk manager in their annual budget. Instead, the handling of the threat probably will come from small business owner. ANALYSIS Risk assessment involves the integration of threat, vulnerability, and consequence information. Risk management involves deciding which protective measures to take based on an agreed upon risk reduction strategy. Many models/methodologies have been developed by which threats, vulnerabilities, and risks are integrated and then used to inform the allocation of resources to reduce those risks. Threat Assessment A threat assessment is the first thing to examine in a risk management plan. A variety of threats are being considered in a threat assessment considers such us natural, criminal, terrorist, accidental, etc. for specific facility or location. In order to evaluate the possibility of occurrence for each threat, the assessment should examine all types of information needed. For natural threats, a risk manager should determine the credibility of the given threat by using historical data concerning frequency of occurrence for given natural disasters such as tornadoes, hurricanes, floods, fire, or earthquakes. For criminal threats, the facility maybe is threatened from many types of criminal activities and that is why a risk manager should examine the crime rates in the surrounding area. Of course, the type of assets and activity which are taking place in the facility may also increase the possibility of a criminal attack by external or even internal aggressors. Furthermore the type of assets and activity which are taking place in the facility will also relate directly to the possibility of different types of accidents. For example, if heavy industrial machinery are utilized by employees, then they will be at higher risk for serious or life-threatening accidents than employees in a typical office building. For terrorist threats, the attractiveness of the facility as a target is a major consideration. In addition, the type of terrorist act may vary based on the potential adversary and the method of attack most likely to be successful for a given scenario. In general, the likelihood of terrorist attacks cannot be quantified statistically since terrorism is, by its very nature, random. Hence, when considering terrorist threats, the concept of developing credible threat packages is important. To determine vulnerabilities, use the matrix to interview personnel, review previous security incidents, and examine audit and system records and system documentation. Contact vendors for reports of known system vulnerabilities, check advisory Web sites and look for security issues by using automated tools. Then, evaluate the vulnerabilities while considering their number and nature and any countermeasures in place (discussed further next week). Using the matrix, what vulnerabilities exist in the organizations physical areas as applied to information security? Analyze findings from your observations and personnel interviews, risk assessment and historical site surveys, reviews of written and informal procedures and audit trail data, and any other research, like diagrams, practice drills, etc. Using these findings, determine what vulnerabilities exist in the organizations administration, policies and documentation area, and in the organizations personnel practices. Consider the organizations communications/network connectivity and in the computer system itself. Once the threat levels have been identified and quantified, evaluate the vulnerability. B. Vulnerability Assessment After identifying all existing threats, we have to perform a vulnerability assessment. Vulnerability assessment evaluates the impact of loss that any pre reported threat can cause after a successful attack. The evaluated degree of the damage that emanatates from such an attack is determined by Impact of loss. For achieving the properly definition of the impact of loss a threat is able to cause, a key component is needed. Each facility must be examined on its owned definitions. Below we can see some definitions for impact of loss in a company that serves the public. Devastating: In this case the facility is damaged and there is a need of repair in most of its items or assets. For that reason, the organization is forced to reduce the number of visitors in a certain degree for several period of time. Severe: In this case a part of the facility has been damaged or partially contaminated because of several events such as fire, extreme rain, smoke etc. Examples include partial structure breach resulting in weather/water, smoke, impact, or fire damage to some areas. Some items/assets in the facility are damaged beyond repair, but the facility remains mostly intact. The entire facility may be closed for a period of up to two weeks and a portion of the facility may be closed for an extended period of time (more than one month). Some assets may need to be moved to remote locations to protect them from environmental damage. The number of visitors to the facility and others in the organization may be reduced by up to 50% for a limited period of time. Noticeable: The facility is temporarily closed or unable to operate, but can continue without an interruption of more than one day. A limited number of assets may be damaged, but the majority of the facility is not affected. The number of visitors to the facility and others in the organization may be reduced by up to 25% for a limited period of time. Minor: The facility experiences no significant impact on operations (downtime is less than four hours) and there is no loss of major assets. C. Risk Analysis Vulnerability A combination of the impact of loss rating and the vulnerability rating can be used to evaluate the potential risk to the facility from a given threat. Vulnerability is defined to be a combination of the attractiveness of a facility as a target and the level of deterrence and/or defense provided by the existing countermeasures. Target attractiveness is a measure of the asset or facility in the eyes of an aggressor and is influenced by the function and/or symbolic importance of the facility. Sample definitions for risk ratings are as follows: Very High: This is a high profile facility that provides a very attractive target for potential adversaries, and the level of deterrence and/or defense provided by the existing countermeasures is inadequate. Countermeasures recommended to mitigate these risks should be implemented as soon as possible. High: This is a high profile regional facility or a moderate profile national facility that provides an attractive target and/or the level of deterrence and/or defense provided by the existing countermeasures is inadequate. Countermeasures recommended to mitigate these risks should be implemented as soon as possible. Moderate: This is a moderate profile facility (not well known outside the local area or region) that provides a potential target and/or the level of deterrence and/or defense provided by the existing countermeasures is marginally adequate. Countermeasure implementation should be planned in the near future Low: This is not a high profile facility and provides a possible target and/or the level of deterrence and/or defense provided by the existing countermeasures is adequate. Countermeasure implementation will enhance security, but is of less urgency than the above risks. The vulnerability assessment may also include detailed analysis of the potential impact of loss from an explosive, chemical, or biological attack. Professionals with specific training and experience in these areas are required to perform these detailed analyses. A sample of the type of output that can be generated by a detailed explosive analysis can also be shown graphically. A graphic representation of the potential damage to a facility from an explosive attack allows a building owner to quickly interpret the results of the analysis, although a more fully detailed and quantitative engineering response would be required to design a retrofit upgrade. In addition, similar representations can be used to depict the response of an upgraded facility to the same explosive threat. This allows a building owner to interpret the potential benefit that can be achieved by implementing various structural upgrades to the building frame, wall, roof, and/or windows. D. Upgrade Recommendations Based on the findings from the risk analysis, the next step in the process is to identify countermeasure upgrades that will lower the various levels of risk. If minimum standard countermeasures for a given facility level are not currently present, these countermeasures should automatically be included in the upgrade recommendations. Additional countermeasure upgrades above the minimum standards should be recommended as necessary to address the specific threats identified for the facility. The estimated capital cost of implementing the recommended countermeasures is usually provided in the threat/vulnerability assessment report. The estimated installation and operating costs for the recommended countermeasures are also usually provided in the threat/vulnerability assessment report. All operating costs are customarily estimated on a per year basis. E. Re-Evaluation of Risks The implementation of the recommended security and/or structural upgrades should have a positive effect on the impact of loss and/or the vulnerability ratings for each threat. The final step in the process is to re-evaluate these two ratings for each threat in light of the recommended upgrades. Using an exterior explosive threat as an example, the installation of window retrofits (i.e., security window film, laminated glass, etc.) will not prevent the explosive attack from occurring, but it should reduce the impact of loss/injury caused by hazardous flying glass. Therefore, the impact of loss rating for an explosive threat would improve, but the vulnerability rating would stay the same. CONCLUSION A Generic Model for Assessing and Integrating Threat, Vulnerability, and Risk Many models/methodologies have been developed by which threats, vulnerabilities, and risks are integrated and then used to inform the cost-effective allocation of resources to reduce those risks. For this report, CRS reviewed vulnerability assessment models or methodologies, including some developed and used, to varying degrees, in certain selected sectors SUGGESTIONS Using Assessments to Identify and Prioritize Risk Reduction Activities. Identify Ways to Reduce Risk. Risks can be reduced in a number of ways: by reducing threats (e.g. through eliminating or intercepting the adversary before he strikes); by reducing vulnerabilities (e.g. harden or toughen the asset to withstand the attack); or, by reducing the impact or consequences (e.g. build back-ups systems or isolate facilities from major populations). For each potential countermeasure, the benefit in risk reduction should also be determined.26 More than one countermeasure may exist for a particular asset, or one countermeasure may reduce the risk for a number of assets. Multiple countermeasures should be assessed together to determine their net effects. The analyst should also assess the feasibility of the countermeasure. The cost of each countermeasure must also be determined. Costs, too, are multidimensional. There may be up-front financial costs with associated materials, equipment, installation, and training. There are also longer term operational costs of the new protective measures, including maintenance and repair. There may also be operational costs associated with changes to overall operations. Costs also include time and impact on staff, customers, and vendors, etc. Expenditures on the protection of assets also results in opportunity costs, i.e. costs associated with not being able to invest those resources in something else. Prioritize and Decide In What to Invest. Once a set of countermeasures have been assessed and characterized by their impact on risk, feasibility, and cost, priorities may be set. Decision makers would have to come to a consensus on which risk reduction strategy to use to set priorities. Most of the methods reviewed suggest a cost-effective selection process (i.e. implementation of the risk-reduction method(s) should not cost more than the benefit derivedby the reduced risk). Cost-effectiveness could also imply that the country invest in risk reduction to the point where the marginal cost to society equals the marginal benefit. Alternatively, given a fixed budget, cost-effectiveness might imply investing in protections that maximize the benefits for that investment. Countermeasures that lower risk to a number of assets may prove to be most cost-effective. Also, focusing attention on those assets associated with the highest risks may yield the greatest risk reduction and be one way to implement a cost effective approach. While cost-effectiveness is usually the recommended measure for setting priorities, decision makers may use others. For example, decision makers may be risk averse. In other words, even if the chance of an attack is small, or the potential target is not particularly vulnerable, the consequences may be too adverse to contemplate. In this case, decision makers may wish to bear the costs of additional protection that exceed the expected reduction in risk. Roper notes, however, that, in general, protection costs should not exceed a reasonable percentage of the total value of the asset.2 Another measure by which to select protective actions might be to favor maximizing the number or geographical distribution of assets for which risks are reduced. Alternatively, decision makers might want to focus efforts on reducing a specific threat scenario (e.g. dirty bombs) or protecting specific targets (e.g. events where large numbers of people attend). The electric utility checklist states that the ultimate goal of risk management is to select and implement security improvements to achieve an acceptable level of risk at an acceptable cost. The concept of acceptable risk is mentioned in a number of methodologies, and it needs to be determined by decision makers After selecting which protective measures to pursue, programs, responsibilities, and mechanisms for implementing them must be established. Many of the reviewed methodologies conclude with the recommendation to revisit the analysis on a regular basis.

Review Essay on Amr Moussa :: Essays Papers

Review Essay on Amr Moussa Amr Moussa is quite possibly the most influential person in Egypt. Since his opinion is regarded higher among the public than the president, his beliefs play a large role in the Arab League of States. On behalf of his personal and business achievements, I give him respect where respect is due. Since it is vital that the U.S. does not attack Iraq, it is the opinion of Amr Moussa, and the United Arab League of States that any attack on any Arab country is simply not good politics. I personally respect the opinion of Amr Moussa because he is only looking out for the well-being of the Arab community that he represents so well. Amr Moussa’s tactics are not the standard of everyone else. His tactics are viewed as very aggressive and forward which may come across as being too assertive to the general public. In statements to the press he has stated, â€Å"an attack on Iraq will open the gates of hell in the Middle East.† (On-line Pravda, 2002; 1) I respect the fact that he is not afraid of being bullied around by, the publicly view powerhouse, America. He speaks the truth of what will occur as a result of any attack on Iraq. The fact remains that in spit of the ongoing talks in the Middles East, no war has resulted yet. If this remains in the same state th at they are in now, Middle East will survive without a war. If the U.S. does in fact attack, only negatives will come as a result. Amr Moussa has viewed that an attack on Iraq is an attack on every Arab country; even those supporting the U.S. in their potential attacks. His weapons are his words, and he is not afraid to speak loud enough for all to hear. In regards to most political leaders, not everyone is willing enough, or believes strong enough in their cause to risk damage to one self-image, country, or cause to speak loud enough for all to hear. I agree that attacking Iraq will only result in negatives all around the board. The U.S. will suffer in gaining oil from Middle East countries such as Saudi Arabia, which they have relied upon for so long in the past. If attacked, Iraq could and quite possible would respond back by attacking the U.

Comparing the Book and Stage Versions of Dracula :: comparison compare contrast essays

Comparing the Book and Stage Versions of Dracula    The play was very enjoyable. It brought to life many of the most interesting aspects of the book. There were however some differences, that, having just read the book, were very obvious to me. However, this altering of the Dracula novel, did not diminish my enjoyment of the play production. I was very impressed by the special effects and thoroughly enjoyed Friday night's play.    It started off at the very beginning. The opening introduction was by Renfield. In the book, Renfield was not introduced until more towards the middle. Stephen Dietz, the playwright, used a different sense of time in the play. The novel was pretty much chronological. Things happened in the order they were presented to the reader. In the play, however, there were many flashbacks. One such example, was Jonathan Harker's time at Dracula's castle. This episode opens the book for us, but this was a flashback towards the middle of the play. I think that the use of time alteration helped the plot of the play move better because Dietz could put certain events where they fitted best. He also ended the play in a different manner: a closing soliloquy by Van Helsing. This differed from the book, as it let the audience have time to calm down, because like the novel, the play did come to a rather rapid conclusion.    Another difference that is noticed right away, is that Quincey Morris, and Arthur Holmwood (later Lord Godalming), are not in the play. Dietz probably decided that too many male characters on the stage would just confuse the audience. It would have been fine, except that they (Quincey and Arthur) were both mentioned in the first act. If Dietz had just deleted those characters fully then it would not have been so confusing. (Note: Dietz may have felt it was necessary to mention Holmwood, because otherwise why would Lucy turn down Dr. Seward when he asked her to marry her. However, there was no need to mention Quincey Morris if he was not part of the story).    Another difference between the play and novel, was that, at the very end, Dracula was finally killed (i.e. stake put through his heart) by Mina. In the novel, she was incapacitated (not decapitated HA) and Harker and Morris killed Dracula. Comparing the Book and Stage Versions of Dracula :: comparison compare contrast essays Comparing the Book and Stage Versions of Dracula    The play was very enjoyable. It brought to life many of the most interesting aspects of the book. There were however some differences, that, having just read the book, were very obvious to me. However, this altering of the Dracula novel, did not diminish my enjoyment of the play production. I was very impressed by the special effects and thoroughly enjoyed Friday night's play.    It started off at the very beginning. The opening introduction was by Renfield. In the book, Renfield was not introduced until more towards the middle. Stephen Dietz, the playwright, used a different sense of time in the play. The novel was pretty much chronological. Things happened in the order they were presented to the reader. In the play, however, there were many flashbacks. One such example, was Jonathan Harker's time at Dracula's castle. This episode opens the book for us, but this was a flashback towards the middle of the play. I think that the use of time alteration helped the plot of the play move better because Dietz could put certain events where they fitted best. He also ended the play in a different manner: a closing soliloquy by Van Helsing. This differed from the book, as it let the audience have time to calm down, because like the novel, the play did come to a rather rapid conclusion.    Another difference that is noticed right away, is that Quincey Morris, and Arthur Holmwood (later Lord Godalming), are not in the play. Dietz probably decided that too many male characters on the stage would just confuse the audience. It would have been fine, except that they (Quincey and Arthur) were both mentioned in the first act. If Dietz had just deleted those characters fully then it would not have been so confusing. (Note: Dietz may have felt it was necessary to mention Holmwood, because otherwise why would Lucy turn down Dr. Seward when he asked her to marry her. However, there was no need to mention Quincey Morris if he was not part of the story).    Another difference between the play and novel, was that, at the very end, Dracula was finally killed (i.e. stake put through his heart) by Mina. In the novel, she was incapacitated (not decapitated HA) and Harker and Morris killed Dracula.