The Effects on North Korea free essay sample

â€Å"North Korea is one of the most secretive countries on earth. It’s regarded as an intelligence black hole† (â€Å"Inside North Korea†). North Korea, a communist dictatorship, is known to be very secretive, but also is one of the cruelest countries on earth to its people. â€Å"Communism is a political, social, and economic system in which the government is based on a collective society with land, property, and economic activities controlled by the state† (Lansford 9). The North Korean government does not like to show the world what really happens inside their country. â€Å"A U. S. -based rights group has estimated that there are up to 200,000 political prisoners in North Korea† (â€Å"North Korea Profile†). Many of the people living in the camps are just the family members of the prisoners. Citizens can be sent to these work camps if they talked badly against the government or other minor crimes. The communist government of North Korea causes civilians to live in extreme conditions and suffer the wrath of their leaders and soldiers. We will write a custom essay sample on The Effects on North Korea or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The lives of the innocent could benefit if a new form of government takes place to stop the pain and suffering. Korea did not experience communism until 1948 when the north side and the south side broke up into two different countries: North and South Korea. During WWII, the Allied Forces coerced the Japanese Imperial Forces out of Korea. Communist Russia occupied the north side while the democratic U. S. backed the south. Once tension started building up between Russia and the U. S. , it was impossible to bring the two sides back together as one country. The north took in communism and the south adopted democracy (Shah). When North Korea embraced communism, a young man named Kim Il Sung began to lead the new country. He was respected by many in North Korea and even adored by some. â€Å"In 1950, Kim Il Sung invaded the south to unify the country† (â€Å"Inside North Korea†). This led to the Korean War and the south side along with the help of America fought to stop communism from entering the southern border. The south never was reunited with the north and the communist ways continue to stay with North Korea only. Currently, a 148 mile long border divides the north and south from each other. The long border is called â€Å"the 38th Parallel. † This is the most heavily guarded border in the world (â€Å"Inside North Korea†). South Korea strictly guards this border because they do not want North Korean spies or any military personnel to enter into their country and gain any information to the north that could affect them. Also, the south wants to defend their borders so much to protect them from communism spreading into their country. Because of the terrible conditions North Korean citizens live through every day, South Korea wants to stop all threats of bringing communism into their country and ruining their own way of life. Since North Korea became a country, they have had three leaders that have controlled the country under the reigns of communism. North Korea’s first communist leader was Kim Il Sung. He, along with the Russian government, founded the country and put communism in place as the North Korean form of government. Kim Il Sung set â€Å"Juche† as North Korea’s economic system (â€Å"Communism: North Korea†). â€Å"Juche† is a form of self-reliance. It is a mixture of xenophobic nationalism (unreasonably fearful of or hating anyone or anything foreign or strange), central planning and economic independence. Using this self-reliant economy, Kim Il Sung ruled until he died in 1994. After his death, his son, Kim Jong Il, ruled with identical tactics as his father. Even though North Korea tried to produce all their needs domestically, Kim Jong Il loved importing meals, goods, and clothes from other countries around the world (â€Å"Communism: North Korea†). Kim Jong Il was an absolute dictator who was worshipped in a personality cult that was more extreme than any other in any country (â€Å"Inside North Korea). A historian on North Korea, Michael Breen, says, â€Å"Kim Jong Il was the son of god in North Korea. He was the state. The notion of questioning his ability to rule never entered into things† (â€Å"Inside North Korea†). In 2011, Kim Jong Il died and all the power was given to his youngest son Kim Jong Un. After he died, Kim Jong Il was given the title â€Å"eternal general secretary† of the party and â€Å"eternal chairman† of the National Defense Commission. Kim Jong Il’s father, Kim Il Sung, had received the title â€Å"eternal president† when he passed away as well (â€Å"North Korea†). Kim Jong Un is currently the supreme leader of North Korea. He rules with an iron fist just like his father and grandfather. Because the country is based around â€Å"Juche†, it is hard to produce all the necessities people need such as food. Since the mid-1990s, aid agencies around the world have estimated around two million people have died from starvation caused by food shortages that were due to natural disasters and economic mismanagement (â€Å"North Korea Profile†). The effects on North Korean citizens are very severe because of the country’s leader’s philosophy of self-reliance, and thousands of people will continue to suffer from the lack of food and other necessary items. Communism affects citizens all over the country. Thousands of people suffer from the consequences that the government has left in North Korea. There is a major gap between North Korea’s medical care and other countries medical care. German physician and human rights activist Norbert Vollertsen said: â€Å"Of course, the North Korean government will tell you everything is free in North Korea. It’s not true because it’s not available. There is no medicine. There is no running water. There is even no soap in the hospitals (â€Å"Inside North Korea†). Since there are barely any decent medical facilities, thousands of people overcome with sickness and die a lot younger than in developed countries. Also, many thousands of people become blind because the lack of proper hospitals and the poor living conditions there. In 2006, Doctor Sanduk Ruit went into North Korea to perform one thousand surgeries on the blind. Once the surgeries were completed, the doctor and his staff began to take off the blindfolds on those who were treated. Each time a person could see, they did not thank the doctor but they walked up to a picture of Kim Il Sung and thanked him (â€Å"Inside North Korea†). The effects on the children in North Korea are devastating. Lisa Ling, a T. V. correspondent for National Geographic, explains: â€Å"The average seven year old boy is eight inches shorter and twenty-two pounds lighter than his brother in South Korea† (â€Å"Inside North Korea†). The effects of communism are oppressive, but they do not affect all citizens. A little over three million people live in North Korea’s capital city Pyongyang. Pyongyang holds most of the privileged citizens of the county. Big supporters of the government are allowed to live there (â€Å"Inside North Korea†). The capital city has countless amounts of posters of the three leaders: Kim Il Sung, Kim Jong Il, and Kim Jong Un. North Korea’s communist government takes a huge toll on its people, but they do not complain to anyone about it or else they have risk of going to internment camps or death. The people of North Korea worship but also fear their leaders. They rarely oppose them or else they could live in a prison camp for the rest of their lives or be killed. North Korea’s citizens depend on their communist government to provide them with food and protection. The citizens have lived with oppression for decades, but many of the people do not want to change their government because they have dealt with it for so long and they are used to it. A solution that can stop communism’s reign in North Korea is to wait out the rule. After North Korea loses it communist rule, countries around the world can work together to put in a new form of government. As soon as the communist control in the country starts to dissolve, the citizens of North Korea could start fighting the government alongside of many different world countries that want to end communism in all countries. World powers desire to end North Korea’s communism because they have recently obtained nuclear weapons that they could threaten many countries with or sell them to terrorist organizations (â€Å"Inside North Korea†). World powers do not want to have to go to war with North Korea because of the loss of lives, the cost, the damage it causes, and many other reasons; this is why waiting out the communist reign in North Korea is the best option. This idea worked with Syria and Libya because once the countries’ governments started to collapse, rebels along with other countries fought to out a new government in place. If the North Korean citizens can outlast communism’s control until the country’s government starts to diffuse, then the people of North Korea can fight the government with the help of a variety of countries. Communism has turned North Korea into one of the world’s most feared and hated countries. Their government’s ways of ruling with a communist leash has led to extreme conditions affecting the citizens there. If anyone is reported of talking or even thinking against the regime, they will most likely die or end up living the rest of their life in prison (â€Å"Inside North Korea†). Because the North Korean government has taken a huge toll on its citizens, many countries around the world wish to change their form of government. If these countries along with the citizens of North Korea wait until communism’s leash begins to die out, then they can help each other to finish off the devastating consequences the communist government of North Korea has had for decades.

USS Colorado (BB-45) in World War II

USS Colorado (BB-45) in World War II The fifth and final class  of Standard-type battleship  (Nevada, Pennsylvania, New Mexico, and Tennessee) designed for the US Navy, the Colorado-class was an evolution of its predecessors.   Devised prior to the building of the Nevada-class, the Standard-type concept called for vessels that had similar operational and tactical traits. This would allow all battleship units in the fleet to operate together without concern for issues of speed and turning radius. As the Standard-type ships were intended to be the backbone of the fleet, earlier dreadnought classes ranging from the South Carolina- to the New York-classes were increasingly moved to secondary duties.   Among the characteristics found in the Standard-type battleships were the use of oil-fired boilers instead of coal and the employment of an  Ã¢â‚¬Å"all or nothing† armor arrangement.   This protection scheme called for important areas of the battleship, such as magazines and engineering, to be heavily protected while less critical spaces were left unarmored. It also saw the armored deck in each ship raised a level so that its edge was in line with the main armor belt. In terms of performance, Standard-type battleships were to possess a tactical turn radius of 700 yards or less and a minimum top speed of 21 knots.    Design Though largely identical to the preceding Tennessee-class, the Colorado-class instead carried eight 16 guns in four twin turrets as opposed to the earlier ships which mounted twelve 14 guns in four triple turrets. The US Navy had been discussing the use of 16 guns for several years and following successful tests of the weapon, debate ensued regarding their use on the earlier Standard-type designs. This did not occur due to the cost involved in altering these designs and increasing their tonnage to accommodate the new guns.   In 1917, Secretary of the Navy Josephus Daniels finally authorized the use of 16 guns on the condition that the new class not incorporate any other major design changes. The Colorado-class also mounted a secondary battery of twelve to fourteen 5 guns and an anti-aircraft armament of four 3 guns.    As with the Tennessee-class, the Colorado-class utilized eight oil-fired Babcock Wilcox water-tube boilers supported by a turbo-electric transmission for propulsion. This type of transmission was preferred as it allowed the vessels turbines to operate at optimum speed regardless of how fast the ships four propellers were turning. This led to an increase in fuel efficiency and improved the ships overall range. It also permitted a greater subdivision of the vessels machinery which enhanced its ability to withstand torpedo strikes. Construction The lead ship of the class, USS Colorado (BB-45) commenced construction at New York Shipbuilding Corporation in Camden, NJ on May 29, 1919. Work progressed on the hull and on March 22, 1921, it slid down the ways with Ruth Melville, daughter of Colorado Senator Samuel D. Nicholson, serving as sponsor. Following another two years of work, Colorado reached completion and entered commission on August 30, 1923, with Captain Reginald R. Belknap in command. Finishing its initial shakedown, the new battleship conducted a European cruise which saw it visit Portsmouth, Cherbourg, Villefranche, Naples, and Gibraltar before returning to New York on February 15, 1924. Overview: Nation:  United StatesType:  BattleshipShipyard:  New York Shipbuilding Corporation, Camden, NJLaid Down:  May  29, 1919Launched:  March  22, 1921Commissioned:  August 20, 1923Fate:  Sold for scrap Specifications (as built) Displacement:  32,600  tonsLength:  624  ft., 3 in.Beam:  97  ft., 6 in.Draft:  38  ft.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21  knotsComplement:  1,080  men Armament (as built) 8 Ãâ€" 16  in. gun (4  Ãƒâ€" 2)12  Ãƒâ€" 5 in. guns8 Ãâ€" 3 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Undergoing routine repairs,  Colorado  received orders to sail for the West Coast on July 11.   Reaching San Francisco in mid-September, the battleship joined the Battle Fleet. Operating with this force for the next several years,  Colorado  engaged in a goodwill cruise to Australia and New Zealand in 1925. Two years later, the battleship ran aground on Diamond Shoals off Cape Hatteras. Held in place for a day, it was eventually refloated with minimal damage. A year later, it entered the yard for enhancements to its anti-aircraft armament. This saw the removal of the original 3 guns and the installation of eight 5 guns. Resuming peacetime activities in the Pacific,  Colorado  periodically shifted to the Caribbean for exercises and aided the victims of an earthquake in Long Beach, CA in 1933. Four years later, embarked a contingent of NROTC students from the University of Washington and the University of California-Berkeley for a summer training cruise. While operating off Hawaii, the cruise was interrupted when Colorado was ordered assist in search efforts following the disappearance of Amelia Earhart. Arriving in the Phoenix Islands, the battleship launched scout planes but could not locate the famed pilot. Arriving in Hawaiian waters for Fleet Exercise XXI in April 1940,  Colorado  remained in the area until June 25, 1941 when it departed for Puget Sound Navy Yard. Entering the yard for a major overhaul, it was there when the Japanese attacked Pearl Harbor on December 7. World War II Returning to active operations on March 31, 1942,  Colorado  steamed south and later joined USS  Maryland  (BB-46) to aid in the defense of the West Coast. Training through the summer, the battleship shifted to Fiji and the New Hebrides in November. Operating in this vicinity until September 1943,  Colorado  then returned to Pearl Harbor  to prepare for the invasion of the Gilbert Islands. Sailing in November, it made its combat debut by providing fire support for the landings on  Tarawa. After aiding troops ashore,  Colorado  traveled to the West Coast for a brief overhaul. Arriving back in Hawaii in January 1944, it sailed for the Marshall Islands on the 22nd.   Reaching Kwajalein,  Colorado  pounded Japanese positions ashore and aided in the invasion of the island  before fulfilling a similar role off Eniwetok. Overhauled at Puget Sound that spring, Colorado departed on May 5 and joined Allied forces in preparing for the Marianas Campaign. Beginning on June 14, the battleship commenced striking targets on Saipan, Tinian, and Guam. Supporting the landings on Tinian on July 24, Colorado sustained 22 hits from Japanese shore batteries which killed 44 of the ships crew.   Despite this damage, the battleship continued to operate against the enemy until August 3. Departing, it underwent repairs on the West Coast before rejoining the fleet for operations against Leyte. Arriving in the Philippines on November 20, Colorado provided naval gunfire support for Allied troops ashore. On November 27, the battleship took two kamikaze hits which killed 19 and wounded 72. Though damaged, Colorado struck targets on Mindoro in early December before withdrawing to Manus for repairs. With the completion of this work, Colorado steamed north to cover the landings in Lingayen Gulf, Luzon on January 1, 1945.   Nine days later, friendly fire struck the battleships superstructure killing 18 and injuring 51. Retiring to Ulithi, Colorado next saw action in late March as it hit targets on Okinawa prior to the Allied invasion. Holding a position offshore, it continued to attack Japanese targets on the island until May 22 when it departed for Leyte Gulf. Returning to Okinawa on August 6, Colorado moved north later in the month following the end of hostilities. After covering the landing of occupation forces at Atsugi Airfield near Tokyo, it sailed for San Francisco. Following a brief visit, Colorado moved north to participate in Navy Day festivities at Seattle.   Final Actions Ordered to take part in Operation Magic Carpet, Colorado made three voyages to Pearl Harbor to transport American servicemen home. In the course of these trips, 6,357 men returned to the United States aboard the battleship. Moving to Puget Sound, Colorado left commission on January 7, 1947.   Retained in reserve for twelve years, it was sold for scrap on July 23, 1959.

Ideology Essay Example | Topics and Well Written Essays - 1250 words

Ideology - Essay Example The French philosopher Destutts de Tracy used the term to designate an epistemological position with respect to the origins of ideas. 2. Napoleon Bonaparte then used "ideologist" to designate fuzzy-minded revolutionary intellectuals, especially those associated with Destutts de Tracy. 3. Karl Marx used ideology to designate philosophical positions that claimed to be statements of natural law (e.g. political economy), but which when unmasked could be seen to be "really" deceptive defenses of capitalism. 4. Terry Eagleton in his book ‘Ideology an /introduction’, described ideology in the following manner: the process of production of meaning, signs & value in social life; a body of ideas characteristic of a particular social group or class; ideas/ false ideas which help to legitimate a dominant political power; systematically distorted communication; that which offers a position of a subject; forms of thought motivated by social interests and identity thinking; socially ne cessary illusion; the conjuncture of discourse and power; the medium in which conscious social actors make scenes of the world; action-oriented sets of beliefs; the confusion of linguistic and phenomenal reality; semiotic closure; the indispensable medium in which individuals live out their relations to a social structure.; The process whereby social life is converted to a natural reality. There are three aspects to the definition of ideology. First, ideology is a set of ideas; it isn’t a person, an act, or a type of society. A person can believe in an ideology, an act can be motivated by an ideology, and a society can be prearranged in reference to an ideology, yet they themselves are not ideologies. Second, ideology is a set of ideas that tries â€Å"justifying† by providing an incorrect reason for inequality. Third, ideology is a set of ideas that tries â€Å"justifying† an unequal social, economic, or political system. Not all types of inequities are justifi ed by the ideas in an ideology, only those describing certain kinds of social arrangements, economic or political systems. Ideologies are also understood in three different kinds of languages: religious, philosophical and scientific. This makes them seem as if they are real and rational. It’s easier to picture an ideology from the past than one from the present. It is easy to see how the godly status of the pharaoh in ancient Egypt served an ideological objective. Yet which are the ideologies that exist today, and what kind of language would they use as reasoning for inequality and the control of society today? An example of a current dominant ideology is the beliefs that if you can afford to buy say, a luxurious yacht / personal helicopter, and then you should be free to spend that money any way you choose. But, of course, some people might rightly believe that there are many people in society who work very hard indeed and yet would never be able to afford such a luxury as a yacht / personal helicopter. They might say that the wealth generated within society should be more fairly shared between the so-called 'haves' and the 'have nots'. They might worry too that the power that can be wielded by someone who is wealthy enough to own a yacht is far in excess of the power that could be wielded by a poor person Any set of ideas dominating our culture or society represents ideology. For example different religions that are practiced in our world like Islam, Catholicism, Liberalism, and Marxism are different ideologies as each has a different way of thinking and living. Similarly, there are different family structures that we see around, like

All firms, in the end, are run to make the most profit they can Essay

All firms, in the end, are run to make the most profit they can - Essay Example According to Primeaux and Stieber (1994), it is the ethical mandate of a business to try and achieve maximum profit. They argue that good business and good ethics are synonymous and that ethics and business are intricately linked. According to them, there are certain rules of business, which every business must follow. Profit maximization is one such rule and hence it is the ethical duty of a business to follow it. According to the economics theory of profit maximization, a firm should increase its output until its marginal revenue is equal to its marginal cost. Marginal revenue is the extra revenue that an additional unit of product would bring in. Marginal cost is the rise in cost that producing this additional unit would result in. A firm cannot indefinitely go on increasing its output. Initially, even at zero output, the firm would incur certain costs, such as cost of equipment, maintenance and rent. As the number of units produced increases, the cost goes up. However, at a certain level of output, the revenue from these goods starts to go down. Hence, maximum profit is obtained at the point where marginal revenue is equal to marginal cost. Coming back to different types of businesses, let us explore why profit maximization is a must for them irrespective of their operating conditions. Let us consider the case of a firm operating in a monopolistic market.... Let us take the case of not-for-profit (NPO) organization. It is goal of such a firm to work for the benefit of the society. However, this requires money. Many NPOs rely on external source of funding such as government funds, grants and charities. However, these sources of income are neither reliable nor predictable. Hence, the organization must use whatever funds it has judiciously so that they can make the money last as long as possible. This is only possible by following the principle of profit maximization. So even though explicitly, the firms aim is not to make profit, it must, in the end, adopt profit maximization techniques in order to remain in business and achieve its stated goals. Similarly, a cooperative would want to maximize profits so as to achieve enough surpluses over its costs so that all its members can achieve some income. This is important, because the members of a cooperative need some incentive to remain in the cooperative other than for the good of the society. Even if all the members of a cooperative are willing to forego personal income, the firm would still need to make profits so as to have some operating cash at hand. In a private firm, the entire liability of the business is on the owner or the joint owners. Since, in such a firm, there are only a limited number of owners, all of whom may be either related to one another or known to each, the liability shared by these shareholders or owners becomes unlimited. Hence, if the business goes bankrupt, all the shareholders would suffer. If this firm has sole proprietorship, then the risk is even greater.

Titus Andronicus by Shakespeare Essay Example | Topics and Well Written Essays - 1250 words

Titus Andronicus by Shakespeare - Essay Example But, its popularity picked momentum later in the 20th century. Despite being considered most violent and traditionally perceived as quite controversial, Titus Andronicus still digs with acute intelligence into the theme of honor and constructs a riveting framework to cast a spell on the readers. Honor plays a very prominent role in shaping events of the story and also plays a steering role in making different characters act in a revengeful manner. Restoration of honor is perceived as the most valuable objective by every character. This essay seeks to explore at length how the theme of honor is handled by Shakespeare in this tragedy and in how many different ways it influences the structure of the story. In the play, the revered Roman general Titus returns home after a ten year long war having lost most of his sons. He has bodies of two dead sons with him and some important barbarous Goths who are now made prisoners. The harrowing general is exceptionally dishonored by the damage done to his family in the form of death of his sons during the war (Delahoyde) and he in turn after reaching home brutally sacrifices the eldest son of Tamora, empress of the Goths, to pacify the souls of his dead sons. This was certainly a heinous way of restoring honor but plays a momentous role in shaping the future events. Later, when the new ruler of Rome makes Tamora his empress instead of Lavinia, Titus again feels dishonored (McGoodwin) and also Tamora vows to destroy Titus’s life to reestablish her lost honor. It is the influence and driving motivation of honor basically which makes Tamora convince her two spared sons to ferociously rape Lavinia and also disfigure her. Blinded with revenge, the dishonored Goth family agrees on this vicious plan and Lavinia is badly harmed with her tongue and both hands cut off so the culprits could not be named. This extremely cruel act strikes a staggering blow on Titus’s pride because he adores his daughter and the state she is left in by his enemies leaves him anguished beyond possibility. All his life Titus has expected respect from others being a man in high position and the brutality to which his daughter is exposed makes him realize with plain clarity that his prized prerogative of being honored is tarnished. This acknowledgement of infringements on his self-esteem serves as a propeller to seek vengeance, but unfortunately he has no idea who is behind the crime of rape, so an anguished Tamora very cunningly further goes on her secretive plans to demolish Titus’s inflated sense of self-respect by sending him severed heads of his sons. It is easy to realize how myriad inhumane acts are committed in Titus Andronicus in the name of honor. This suggests that Titus has a really warped perception of honor (Annareese). The entire plot revolves around this theme from the beginning till the end and compels the characters who are broken from inside and have no respect for humanity to engage in vicious pla ns. Every single character has an enigmatically twisted approach to restoring honor. The portrayal of violence in this tragedy is unparalleled and it is deliberately kept so to make the theme of honor emphatic. This is why scary acts of violence keep haunting the readers in every act to convey the message how drastically the idea of honor can penetrate the minds of people compelling them to break all barriers to get back this prodigious wealth if snatched by anyone. History is full of events like

What Affects Heat and the Movement of Heat

What Affects Heat and the Movement of Heat Umar Hill Imagine that you are in the kitchen and you are about to bake some cookies. You prepare your cookie dough, tray and oven. You put your tray filled with cookie dough in the oven and in no time the tray starts heating up. After a while, you wouldnt dare touch the tray with your bare hands. It would cause severe damage to your skin. The movement of energy allows the tray to gain energy in the form of heat. The energy that is being taken in by the cookie dough and the tray is all a part of the heat flow that is created when you put the tray into the oven. Heat flow is the thermal energy that is created from the oven going into the tray and exciting the particles that make up the tray. This movement of energy is affected by a few things; one of them is surface area. Surface area is involved in the movement of heat and it affects how fast the transfer is. Knowing how it affects the movement is important to understand ways that heat transfer can be changed and to predict which objects would gain or lose energy faster in a given situation. Before learning about what affects heat and the movement of heat, we should start with learning about what heat itself is. Heat can be described in multiple ways: the most recognizable is the state of being at a high temperature. In this case, however, heat would be described as external energy moving throughout particles and being transferred between them. Simply speaking, heat is the transferring of energy and all matter contains heat energy, (Ryan, 2009). This transfer of energy always goes from a higher temperature area to a lower temperature area. The more excited particles with more energy move the particles that are close by. They gain energy and the whole substance is heated. If the cookie tray that comes out of the oven is left on the counter for a long time, it will eventually cool down. The tray is losing its energy when it is left in the room temperature air. As the cookie tray is left on the counter, the air gains energy. The energy from the tray is moving from the tray into the air around it and therefore it makes the surrounding air warmer. You would notice this if you held your hand above the tray: the air will feel warm. The fact that heat moves from hot to cold makes perfect sense, because if you think about it; an object that is hotter than its surroundings would never become even hotter without doing anything to it. The same goes for an object that is colder than its surroundings. So as the energy travels from the tray to the air around it, the two substances eventually reach a point where they are both equal in temperature. This is called the thermal equilibrium. As long as two objects or substances are not equal in temperature, there will always be a flow of heat from the higher temperature to the lower temperature substance. This flow of heat will continue until the substances or objects are equal in temperature. Another example would be if you took the tray straight out of the oven and poured a bag of ice onto it. The tray would cool. Th e energy in the tray is lost and it is going right into the ice. While the tray cools, the ice heats up. Over time the two will be the same temperature and both objects would be in thermal equilibrium. Touching two solid materials together that are a different temperature is not the only way to transfer heat. This is only one of the three methods and it is called conduction. Conduction transfers the energy through direct contact of objects. Matter is made up of moving particles and the particles are in constant motion. Whether they are vibrating, translating, or rotating, they are always moving. These motions give the particles kinetic energy, (Henderson, 2011). When the two objects collide, they transfer that kinetic energy to the other object, but nothing between the two physical items are moving. The material is not flowing; just the energy. As two objects collide, the particles in the higher temperature item loses its kinetic energy and the lower temperature item gains kinetic energy. The collision and the transfer of the energy is what would be the conduction. Think about a basketball rolling in one direction. Now think about another basketball that is identical rolling twice as fast in the opposite direction toward the first. After they collide they would roll away from each other because of the hit. The first ball would roll away faster than the second ball now because the second ball had more energy than the first one prior to the collision. Just like with heat flow, the energy was transferred from high to low energy. The higher energy ball lost energy after the collision and the first ball gained energy. Another method of transferring energy is convection. Convection uses the flow of liquids and gasses to move the energy. The movements of the fluids carries the thermal energy along with it to transfer the heat to different regions. Heat expands fluids and makes it less dense. Being less dense then results in a motion between the heated less dense and the non-heated more dense fluids. This motion in fluids creates a circulation within the fluid and carries the energy throughout the entire substance. Think about a bowl containing 10 red balls and 10 bl ue balls. The red balls would be on the bottom and represent the heated substance and the blue balls would be at the top and represent the original substance. When you stir the balls in the bowl, they are mixed up and are random. The red balls are now relatively evenly mixed with the blue balls. The energy is carried out throughout the blue balls and the entire substance is now heated. This is also why we say that heat rises. The hot air will circulate to the top of a house and the lower floors of the building [are] cooler, (Jarvis, 2015). Radiation is the transfer of heat through electromagnetic waves. Radiation is the heat that comes off of a source and spreads the energy to its surroundings. Everything radiates in the form of electromagnetic waves. The higher amount of thermal energy an object has, the more energy it radiates. When object radiates, it sends off waves that increase the energy of surrounding objects and thus increases their heat as well. There are factors that affect the rate at which heat is transferred. Temperature plays an important role in the rate of transfer. Specifically, the difference in temperature between two substances plays the role. Because heat will always try to move and transfer to form a thermal equilibrium, the rate at which energy is transferred will depend on the difference in the temperatures. The higher the difference, the higher the rate. A very hot substance will lose its energy to a very cold substance faster than a mildly warm substance will lose its energy to a cool substance. The rate at which the energy is transferred however, is always changing. If the difference in temperature is a factor of the rate, and as time goes on that difference becomes smaller, the rate will slow down overtime. If we use the ice on the hot tray example again, the ice would gain energy at a very fast rate because of the big difference in the temperature between the tray and the ice. Similarly, the tray would lo se energy at a fast rate. Overtime, the ice will melt and be much warmer, but not quite be the same temperature as the tray. The tray will cool down as well, but not quite be the same temperature as the ice. Because of the now smaller difference in temperature, it is known that the cool now-melted ice will gain energy at a slower rate and the warm tray will lose its energy at a slower rate. Another factor contributing to the heat transferring rate is the materials that the substances are made of. If hot water were placed in a coffee mug, it would take a little while to make the mug very hot; but take the same hot water into a plastic or Styrofoam cup instead, and the cup would feel hot in no time. This is because the material that the two cups are made of are different. The coffee mug makes the rate at which it gains energy slower than the plastic cup. Different materials gain and lose energy at different rates. This difference and the effect that a material has in the transfer rate of heat is called the thermal conductivity of the material; conductivity being the transferring of heat through direct contact of two objects. The higher the thermal conductivity is for an object, the higher the rate at which heat is transferred by it is. Scientists experiment with different materials to see which has a higher or lower thermal conductivity value. Low thermal conductivity val ues are referred to as thermal insulators, (Henderson, 2011). The distance that the heat must be conducted also plays a part in the rate of transfer. The thicker the wall of an object is, the slower the rate of transfer. Think about the walls of a cup. As the ceramic particles at the boundary between the [heat] and the mug warm up, they attain a kinetic energy that is much higher than their neighbors, (Henderson, 2011). This means that the particles heat up their neighbors while taking time and eventually the heat will transfer through an object. Taking a plastic cup and pouring hot water into it would make the cup heat up at a fast rate because of its material, but that rate can be slowed down if the thickness of the plastic cup is increased. Because the hot water has to travel a longer distance to lose its energy, the cup is heated at a slower rate. The distance between the two slows down the transfer rate. The farther the energy has to go, the slower the rate. People wear multiple layers of clothing and coats when going out into cold weather . This is because the radiation of heat coming off our bodies is transferred into the cold air slower because of the multiple layers. Thickness is a good way of insulating heat and keeping things warm. The heat coming off of our bodies is trapped under the coats and multiple layers and continues to keep our bodies warm since it is not lost to the coldness of the air around us. As we know, if we bring two objects that are initially at different temperatures into physical contact, they eventually achieve thermal equilibrium, (Hall, 2014). Thickness affects this movement because it takes longer to move further. Since thickness or distance affects the conductive heat transfer, it would only make sense that the area of the objects being transferred are involved as well. If a marble was placed over a small fire, and another marble twice the size was placed the same, the small marble would gain the thermal energy of the fire faster than the big marble. All chefs know that trying to cook two things that are different in size in the same oven for the same time will never work. The two foods would just never cook the same. One food would be cooked and the other raw, or one will be cooked and the other burnt. This is because of the area in the objects. A larger area will slow down the rate of transferring the heat. The wider a surface area an object has the slower th e rate of transfer. Why does this happen? It all has to do with what is actually involved in the transfer of thermal energy. The faster moving particles excite the nearby particles, (Ryan, 2009) and the energy is carried out through the whole object. Every particle of an objects surface is always involved in the transfer of thermal energy. Therefore, the more area an object has, the more particles are involved and the longer it will take to conduct the energy. The reason why heat flow exists is because there is a difference in temperature and the energy is being transferred to maintain an equality of energy. Unless the thermal equality is reached, there will be a heat flow between the substances. The movement of heat and the transferring of thermal energy is affected by (depending on which method) the material, the temperature difference, the distance, and the surface area of the two objects. The factors that cause these differences in rates are important to understand the behavior of thermal energy and how it works. The flow can be insulated with distance, material and area. The area affects the rate because every particle of the object is involved in the transferring of energy. The larger area an object has, the slower the rate of transfer. Citation Page Ryan, B. (2009, November). Heat energy. Retrieved January 15, 2017, from http://sciencelearn.org.nz/Contexts/Fire/Science-Ideas-and-Concepts/Heat-energy Hall, N. (2014). Heat Transfer. Retrieved January 17, 2017, from https://www.grc.nasa.gov/www/k-12/airplane/heat.html Henderson, T. (2011). Methods of Heat Transfer. Retrieved January 16, 2017, from http://www.physicsclassroom.com/class/thermalP/Lesson-1/Methods-of-Heat-Transfer Henderson, T. (2011). Rates of Heat Transfer. Retrieved January 16, 2017, from http://www.physicsclassroom.com/class/thermalP/Lesson-1/Rates-of-Heat-Transfer Jarvis, L., Simonson, D. (2015, October 5). Heat Transfer: Conduction, Convection, Radiation. Retrieved January 16, 2017, from https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiation Wisconsin Online | Heat Transfer. (2014). Retrieved January 16, 2017, from http://alaskapublic.pbslearningmedia.org/resource/lsps07.sci.phys.energy.heattransfer/heat-transfer/

The Role of the Teacher in Reporting Cases of Child Abuse and Neglect E

Child abuse is a growing problem that affects children of all genders, ages, races, religions, and classes. It generally can be defined as â€Å"the non-accidental physical, sexual or mental injury or neglect caused by basic omissions of the child’s parents or caretakers†(Colorado State Department of Education, 1998). Narrowing the causes of child abuse to one in particular would be impossible, due to the wide range of factors that contribute. Today, teachers hold an important and unique position, for they are required to have an understanding of the laws and regulations in which to detect and report any suspected cases of child abuse. In Baltimore County, there have been recent efforts to train and educate public school employees on the awareness of child abuse, and the ethical procedures necessary when filing an actual report. As stated by Linda Lumsden, â€Å"the school is one social institution outside the family with which nearly all children have consistent, ongoing contact (1991). Baltimore County requires all educators to be aware of the various forms in which abuse will surface. Physical, mental, and sexual abuse, along with neglect, are the most common variations of maltreatment. Of the 2,806 investigations by the Child Protective Services in 1999, 1,405 were physical abuse (50.1%), 530 were sexual abuse (18.9%), and 871 were neglect (31.0%) (Baltimore County Department of Social Services, 2000). Physical abuse is recognized by the Department of Social Services as, â€Å"the physical injury of a child under age 18 by parent, person with permanent or temporary care of custody/ supervision, or household or family member, which brings harm to a child’s health or welfare, or substantial risk of being harmed† (BC DSS, 2000). T... ... Colorado State Department of Education. (1998). The Colorado School’s Role in the Prevention and intervention of child abuse and neglect. Colorado. Libit, H. (1998, May 24). Schools seek better policy to find abuse; Balto. County plan would hold all adults including parent volunteers and student teachers responsible for reporting suspected cases of abuse. The Baltimore Sun. p. 1B. Lumsden, L.S. (1991). The role of schools in sexual abuse prevention and intervention. (ERIC digest no. 61). ERIC Clearinghouse on Educational Management. (ERIC Document Reprocuctive Service No. ED 331152) Shatzkin, K. (2000, March 3). Social workers demand reduced caseloads; Laws ordering cuts not implemented, demonstrators say. The Baltimore Sun. p. 2B. Sun staff. (1998, June 18). Fisher case prompts rule requiring school staff to report abuse. The Baltimore Sun. p. 3B.

A review of recent UK Serious Case Reviews relating to vulnerable adults Essay

Serious Case Reviews (SCRs) concerning vulnerable adults have been laid out to assess the manner in which experts and organizations operated jointly to protect a susceptible adult or have an effect after harm or demise of a susceptible adult in cases of interests to do with organization’s activities or operations. There lacks a national network in the UK for their collation and psychoanalysis (Manthorpe & Martineau, 2010). This review of recent SCRs in the United Kingdom employs three themes that encompass staff affiliations; family and professions; life history and chronology with the intention of extracting substance appropriate to social work strategy and performance. SCRs with respect to susceptible adults and questions carried out UK adult protection or defense boards at regional position after the occurrence of harm or demise had little or no scrutiny (Brown, 2009). This paper reflects on the role and influence of serious case reviews in safeguarding vulnerable adults. S uggestions on Serious Case Reviews are offered in line with the perspective of the recent review of the vulnerable adult protection in the UK that obtained demands for the operations of Serious Case Reviews to be more constant and for teachings obtained to be assessed and more broadly passed amid social employees, other experts, regulators, and stakeholders. During a period when the UK government declared policies for Serious Case Reviews for adults to shift to a legal foundation, this study focuses on their prospective as knowledge materials, but also on their role and impact. Information collection                      The results applied in this study shape a section of a larger research that constituted an analysis of some Serious Case Reviews implemented in the United Kingdom from the time of the emergence of In Safe Hands and No Secrets. Moreover, interviews through cell phones with some experts knowledgeable in such reviews, and study of some Serious Case Review reports played a significant role in this study (Manthorpe & Martineau, 2010). Complete reports of Serious Case Reviews are not easily accessible online or publicly and thus, in the aforementioned reviews, Safeguarding Adults Coordinators (earlier referred to as Adult Protection Coordinators) were called forth to provide Serious Case Review reports that their Board members had earlier commissioned. The Serious Case Review reports differed in volume from 8 to 48 pages. In this study, the reports were reviewed in terms of: †  Contemplations on Serious Case Reviews; †  Methodology or progression; †  Outlay; †  Rationale; †  Reexamination/action plan; †  Review workforce; †  Teachings/recommendations; †  Threshold of Serious Case Review (if this was particularly reflected on), the rationale behind a Serious Case Review being felt as suitable (Aylett, 2009); †  Timescale; †  Type of Abuse (encompassing also disregard) using the groups delineated in No Secrets; †  Underlying principle for Serious Case Review; information concerning the victims, averred abusers and situations (Aylett, 2008). Because this review focused on learning if the reports clearly handled a number of these aspects thus permitting for assessment of the intelligibility and rigidity of the practice, this review applied full reports. Moreover, there exists an appealing balance in a question involving the major narrative, defining the occurrence and its forerunners, and the bureaucratic nature of the proposals (Benbow, 2008). Findings                      The ages of the vulnerable people that were affected or died were reported in age groups while tribe was not reported to sustain strict anonymity. Attributable to the lack of lawful or other fortitudes in a lot of reports, this study refers to averred victims and averred abusers. Some of the articles applied in this research entailed death and proof of disregard or abuse (in case that such abandonment or abuse was evidently contributory to death or not). Other articles entailed assertions of abandonment or mistreatment occurring at the averred victim’s residence attributable to relatives or people given the responsibility of providing care (Cambridge & Parkes, 2006). The rest entailed claims of sexual indignation, abandonment, or abuse with harm nearly causing death, general institutional abandonment, or maltreatment that was caused by pitiable attention and healthcare practices. Purpose                      The reports employed were generally clear concerning the rationale of the Serious Case Review that had been carried out, focusing on viewing this as a way to encourage multi-organization operation and lesson knowledge. This, from a report regarding the demise of a woman aged over 90 years after clearly obstreperous behavior of a relative in the countenance of suggestion that the woman ought to be admitted in a health care facility, is practically distinctive. The reason behind this review is to safeguard susceptible people by concentrating on teachings obtained from the cases and giving suggestions with an intention of curbing similar calamity through intensifying and bettering multi-organization processes and deals. The people carrying out Serious Case Reviews excellently comprehend this form of conceptualization of rationale concerning the notion behind them (Cambridge, Beadle-Brown, Milne, Mansell, & Whelton, 2011). Some local authorities do not have Serious Case Review procedures where to base reviews but adhere to the Mental Capacity Act 2005 whose main objective is to offer a legal structure for conduct and judgment making in aid of adults that do not have the capability to make some choices by themselves. The purpose of this review is: To gain knowledge from experience To better future performance by operating on the learning To enhance multi-organization operation To review protection adults practices This purpose of this review is not concerning blame allotment. In case personal matters come about from any Serious Case Review, they ought to be administered by every organization in accordance with their normal practices. Threshold                      In cases where death has occurred in conjunction with proof or suspicion of abandonment or mistreatment, such cases ought to at all times lead to Serious Case Review. Where there at one time existed potentially acute injury because of possible maltreatment or abandonment and the instance or occurrence creates issues concerning the manner in which local services and experts have operated jointly, then a Serious Case Review ought to be regarded. Similar standards are relevant where mistreatment or abandonment has occurred, in an individual’s residence or care and healthcare setting, or where numerous abusers are probably engaged (Cambridge et al., 2011). In an instance that perhaps ended in death of an elderly woman, the details were identified as lying in the Safeguarding Adult Board’s description of significance on grounds of the severe nature of abandonment and disregard she had encountered. This encompassed occurrences of mistreatment, anyone that was severe enough to lead to a referral to adult protection care in the regional authority, but encountered collective abandonment. Nevertheless, it was outstandingly exceptional for the reports to regard the concern of threshold explicitly thus complicating the knowledge of the rationale for carrying out a Serious Case Review (Cambridge & Parkes, 2006). In simple terms, we fail to gain knowledge of the description of the seriousness being used for a Serious Case Review, or the person that has approved the Serious Case Review as having met its threshold (Cambridge & Parkes, 2006). Furthermore, one of the Serious Case Reviews reviewed, embarked on into an occurrence where demise or severe injury never happened, seemed to create some extremely helpful study for broad extents of organizations and recommends that a different threshold could be a system breakdown. The set back of this review was in the investigation and reporting on the conditions that brought about the letdown of care provision that led to the woman that had a learning disability being disregarded the entire night on a transport bus. Teaching and recommendations from Serious Case Reviews                      The progression of gaining knowledge, the main rationale of Serious Case Reviews, perpetually leads to recommendations. Most of the Serious Case Reviews that were reviewed recognized discrepancies in inter-organization communication, the precise nature of the discrepancy relying, obviously, on the conditions (Aylett, 2009). The reports segregate the poor affiliations involving, for instance, care personnel, police, caregivers (relatives or physicians), the hospital workforce, and the facilities of adult protection in the regional authority. Outstandingly, some of the reports state on a deficiency of intelligibility as to lead organization, a function the regional authority was anticipated to carry out under No Secrets and that studies recommend had been identified and decided. Devoid of the organizations having a clear depiction, the failure to examine appropriately the threats to susceptible adults or that at hand in a care setting turned out to be more comprehensible following this review. This was pooled with a need for insight concerning adult protection measures, affirming a requirement for training or knowledge amid social and medical care personnel. References Aylett, J. (2008). Learning the lessons in training from abuse inquiries – findings and recommendations. Journal of Adult Protection, 10(4), 7-11. Aylett, J. (2009). A model and strategy for multi-agency adult protection training in Kent and Medway. Journal of Adult Protection, 11(1), 13-20. Benbow, S. (2008). Failures in the system: our inability to learn from inquiries. Journal of Adult Protection, 10(3), 5-13. Brown, H. (2009). The process and function of serious case review. Journal of Adult Protection, 11(1), 38-50. Cambridge, P., & Parkes, T. (2006). The Tension between Mainstream Competence and Specialization in Adult Protection: An Evaluation of the Role of the Adult Protection Coordinator. British Journal of Social Work, 36(2), 299-321. Cambridge, P., Beadle-Brown, J., Milne, A., Mansell, J., & Whelton, B. (2011). Adult protection: The processes and outcomes of adult protection referrals in two English local authorities. Journal of Social Work, 11(3), 247-267. Manthorpe, J., & Martineau, S. (2010). Serious case reviews in adult safeguarding in England: an analysis of a sample of reports. British journal of social work, 41(2), 1-18. Source document

Descriptive Research Article Essay

Descriptive research plays an important role in educational research because it has greatly increased our knowledge about what happens in the classroom. What is descriptive research? Descriptive research can involve collecting quantitative information, or it can describe categories of information such as patterns of interaction when using technology in the classroom. Although it may employ fundamentals of both quantitative and qualitative research, descriptive research does not fit neatly into the definition of either quantitative or qualitative research methodology. Descriptive research takes a â€Å"what is† approach. Types of questions that may be addressed using descriptive research include: What is the best way to provide access to computer equipment in schools? Do teachers hold favorable attitudes toward using computers in schools? What have been the reactions of school administrators to technological innovations in teaching? Using descriptive research methodologies with the educational setting may be advantageous for several reasons. Educational research and experiences may contain many variables that cannot be realistically controlled, educational research may require observations of life experiences, and data collection may be spread over a large number of people over a large geographic area. Descriptive research may be used most effectively within the educational setting because educational research experiences cannot be as realistically controlled as laboratory experiments. In contrast to laboratory experiences, descriptive research is valuable because it allows for the human element of research. Four of the most common ways to collect information for descriptive research include surveys, interviews, observations, and portfolios. These may be used singly or in various combinations depending on the research question to be addressed. Used in the simplest way, surveys may be used to reveal summary statistics by showing responses to all possible questionnaire items. For instance, 30% of the participants agreed, 50% disagreed, and 20% had no opinion. Descriptive results of this type are typical of survey research in education and often provide leads in identifying needed changes. Survey data may also be used to explore relationships between two or more variables. Rather than limit their research to one variable, researchers can investigate relationships in the survey data and have a more substantial research contribution. Two critical components of survey research are sound methodology and well- designed data collection instruments. Data collection instruments should be designed to collect information in a way that will yield quantifiable results, and they should be distributed to all subjects so that data can be summarized and compared. Surveys can be in the form of written questionnaires, personal interviews, or telephone interviews. Factors to be considered in choosing a data collection method include: sampling, type of population, question form, question content, response rates, costs, available facilities, length of data collection, and computer-assisted techniques for data collection. Face-to-face interviews and telephone interviews are a second method of data collection. Interviews are more time efficient, allow the research to establish a rapport with the respondent, and allow the acquisition of more in-depth information. They also allow the interviewer to observe the respondent and obtain visual cues. Disadvantages of personal interviews are that they require more staff time and travel. Telephone interviews may be particularly advantageous because they are less expensive and less time consuming. They can also employ random dialing for a more random survey sample. However, limitations exist because of limited telephone access and the interviewer’s inability to observe the respondent and obtain visual cues. Mailed questionnaires provide some particularly important advantages, including the ability to reach large numbers of people across a wide geographic region. Other advantages include the ease and low cost of distribution, the minimal amount of staff and facilities needed, and the ability of respondents to respond in their own time frame. Disadvantages include lower response rate and the need to take design a survey instrument with a simple format. A letter of transmittal should accompany mailed questionnaires. The letter of transmittal should state the purpose and importance of the research, the importance of responding to the research, a time frame to respond, a confidentiality statement, an offer to share results, and a thank-you to the respondent. To obtain the best results, good surveys should use good questioning techniques. They should use complete sentences and offer a limited set of answers. Surveys should be interesting and should be worded so that the questions mean the same to everyone. They should inform participants about the kinds of answers that are appropriate and should provide definitions for any terms that might be confusing. The third way to collect information for descriptive research, observational research methods, has long been used across a number of disciplines. Observational methods are concerned with naturally occurring behaviors observed in natural contexts or in contexts that are contrived to be realistic. Since observational research methods require direct observation of behavior, many consider it superior to other methods because the data are gather directly without intermediary instruments such as tests or questionnaires. Observational research methods can yield a wealth of valuable information, but it can be a complicated process. Some problems associated with observational research include defining and developing coding schemes, training observers, experiencing technical errors. Yet observational research can yield invaluable descriptions that other research methodologies cannot. Observational research methods can be employed productively to support many purposes in the area of educational technology. It can be used to determine how people interact with technology in various stages of design and implementation. Research questions may consist of questions such as: How do learners interact with a new hardware system? How do learners respond to and interact with a specific program? Observation makes it possible both to explore the implementation of a particular technological innovation and assess the instructional outcomes. Two types of observational research are structured observations and unstructured observations. Structured observations are rigid and controlled. A hypothesis, methods for recording data and analyzing data, as well as, what, how, when, and where to observe are established before the observation takes place. Unstructured observations are used to determine unselective, detailed, continuous description of behavior. Unintended effects are best detected through unstructured observation. However, a disadvantage of unstructured observation is the time and labor required to collect and analyze sets of extensive observations. Once observational variables are identified, an observation form can be developed. These may be paper and pencil or electronic forms. With some observation forms, the observer must evaluate behavior on a rating scale. If a rating scale is used as part of the scoring procedure, a 3-point rating scale with categories such as â€Å"above- average,† â€Å"average,† and â€Å"below-average,† are often sufficient. Newer mediated observation techniques are now available. Behaviors can be recorded using audio and/or videotape. Computers offer the advantage of on-line monitoring which is the process of capturing characteristics of the human-computer interaction automatically. Keystroke records, audit trails, and logging data are terms used to describe on-line monitoring. Position-tracking devices make it possible to record human performance precisely and in great detail. In the naturalistic contrived research approach, unbeknownst to the subject, the researcher manipulates the situation to ensure that certain events will occur. Naturalistic observations can require many hours of observation to record a short, 2-minute event. For example, you want to observe teachers’ responses to deviant student behavior such as cheating, fighting, or abusing computer equipment. Since these behaviors occur at a very low frequency in most classrooms, a great deal of observer time would be needed to gather data on a reasonable sample of such behavior. Situational testing is another form of contrived observation in which the subjects are aware that they are playing a role. The researcher â€Å"devises a situation and assigns appropriate roles to the subjects, who are asked to play the roles to the best of their ability.† Typically, all participants except the person being tested have been trained to play their roles. The situations are manipulated to observe the specific behavior that the researcher is interested in observing. An advantage to situational testing is that by setting up the situation, the behavior can be controlled. The fourth descriptive measure of student work based on actual performance is the student portfolio. Portfolios consist of learner-created products that reflect the processes of learning and development over time. Portfolios have been recommended as a way to integrate learning and assessment since portfolios offer students an opportunity to learn about their own learning while they require active student responsibility and self- assessment. Portfolios serve as measures of student progress. They can take many forms such as game performances, multimedia projects, artwork, compositions, etc. Although descriptive research is growing in importance, many research questions involve questions about cause. Yet descriptive research can play a role because it can provide information from another perspective. Two possible reasons exist for the increase in popularity of descriptive research studies. First educational researchers realize that scientific methods of research do not adequately measure what is happening in the classroom. Secondly, new technologies have led to new classroom activities that necessitate new methods of analysis. This article suggests that if current trends continue, descriptive research methodology will grow in popularity and use.

Argument Analysis Essay 2

Argument Analysis Essay 2 Argument Analysis Essay 2 Bryant & Stratton College Buffalo Campus PHIL 310: Logic and Reasoning Winter 2015 W 6:20pm-9:00pm Brandon Rudroff Argument Analysis Essay 2 PHIL 310 Course Outcomes Assessed 2. Relate the importance of basic logical concepts such as validity, soundness and consistency to reasoning practice. 3. Apply analytical and thinking skills through syllogistic, symbolic and informal logic scenarios. 5. Translate, formalize and evaluate simple arguments in categorical and propositional form. 6. Combine theory and practice to communicate logical arguments orally and in written form. 7. Construct and defend arguments for ones’ self. 8. Critically assess the argument of others. For this final essay, you will provide a critical analysis of the inherent value of logic and reasoning (for life) as well as its contributory (utility) value for your own specific expected career, future educational interests, or life interests. To help support your findings, make connections to topics discussed in class, use references from the textbook, and locate research from reliable sources to help validate and enhance your perspective. To provide some structure to your completion of the assignment, please follow these directions: Introductory Paragraph: Introduce the reader to the paper topic and include a sentence or more that summarizes your main point (thesis) that you will defend in the paper. While this assignment is reflective in nature, it should still have a clear position that you will defend. Body paragraphs: Be sure to address the following: Describe the roles of your expected career, future educational interests, or life interests. Explore the underlying reasons for these decisions. Use logical and reasoning concepts discussed in class this term and reference these concepts from the textbook and class notes. Explore the value of logic and reasoning in relationship to fulfilling these roles in your expected career, future educational interests, or life interests. To help support your ideas, make connections to topics discussed in class, use references from the textbook, and locate research from reliable sources to help validate and enhance your perspective. Explore the value of logic and reasoning in relationship to the happy life in general. To help support your ideas, make connections to topics discussed in class, use references from the textbook, and locate research from reliable sources to help validate and enhance your perspective. You

Pros And Cons Of Ebooks In Comparison With Hardcover Books Essay

Pros And Cons Of Ebooks In Comparison With Hardcover Books - Essay Example Rather than true ownership, a majority of eBook purchases are more or fewer leases that have very few residual rights. The only way a buyer can ensure that they get continuous access and be able to store the content in the eBook is to download the entire material to a local storage device where rights to the content are not presided over by digital rights management (DRM) systems (Walters 85-95). The content of the e Boom is transferred from a hosted service on the World Wide Web, for instance from a cloud hosting service. The ‘buyer’ lacks control over the content, as Google Books attest; Google will stop serving the eBook content to the ‘buyer’ in the event that it (Google) loses the right to give the buyer any Digital content. While buying an eBook from an online repository, one is likely to encounter terms and conditions that read something akin to ‘you have limited, non-exclusive, personal, and revocable non-transferrable and not-assignable rights or license to use, view, and/ or play a single material copy or download a single copy on a single computer for non-commercial personal home use. Both institutions and individuals get statements of revocable rights to use material that they have ostensibly purchased and paid money for. The content publisher retains the right to change the terms of the sale at any time! It is akin to buying an operating system in which the vendor retains the right to change the sale terms at any time and the user has non-exclusive rights to use software they have paid for. Some publishers further add that they can withdraw their titles from resellers and vendors, including librarians if specific terms are flouted or not met. Mind you, these titles have already been sold to the respective vendors or librarians (Walters 85-95). Publishers also retain rights to change the contents of the eBook without any prior notice, a  concept that destroys the normal concept of selling a physical book.

Comparing the philosophies in Camus's The Stranger and Frankl's Man's Essay

Comparing the philosophies in Camus's The Stranger and Frankl's Man's Search for Meaning - Essay Example Meursault is a clerk, who seems to have no feelings and spends afternoons in lovemaking and empty nights in the cinema. He reaches self-knowledge by committing a crime - he shoots an Arab on the beach without explicit reason and motivation - it was hot, the Arab had earlier terrorized him and his friend Raymond, and he had an headache. Meursault is condemned to die as much for his refusal to accept the standards of social behavior as for the crime itself. In his great work, "The Stranger," Albert Camus exposes his readers to the existentialistic parts of philosophy. The existentialism within his work shapes his characters, by determining how they will act and respond to what is going on around them. However, due to the existentialism, the character stands out in a way unique to the characters in that work. Meursault, the protagonist in "The Stranger," is an insensitive individual. He shows no feelings towards anyone throughout the novel. It is this lack of feeling that strongly reflects the philosophy of existentialism. Meursault does not feel any sensations a normal human would have with members of the opposite sex, nor does anything important seem to interest him. This lack of feeling, Meursault does realize it is a problem, for he states himself, "I explained to him, however, that my nature was that my physical needs often got in the way of my feelings.(pg 65)" also sees no reason for change in his life. The common theme is that life will be meaningless if we don't put anything into it. Another good example would be after Maman's funeral, Meursault says that, "It occurred to me that anyway one more Sunday was over, that Maman was buried now, that I was going back to work, and that, really, nothing had changed." The work of Camus show the theme of absurdity that life is meaningless by death and an individual can't make sense of his experience. Work, a home, and a girl is what Meursault has, and he feels nothing more is needed. He is very existentialistic because of his fate. When the priest asks Meursault if he would like a different life, his response was that he would like one that would be exactly the same as this current one. The fate for the rest of his life rolls a rock to the top of a mountain, then stops and watches it roll back past him. There is no way we can control our fate, because it is predetermined. When he was asked whether he would like to move to Paris, Meursault responded that "people never change their lives, that in any case one life was as good as another and that I wasn't dissatisfied with mine here at all." FRANKL'S PHILOSOPHY In general Victor Frankl sees man as a free, self-determined agent who uniquely determines the meaning of his own individual life, having the potential for either great good or great evil. He stresses man's responsibility for his own life: "things determine each other but man is ultimately self-determining" (p.157). He asks, "How can we dare to predict the behavior of man"(p. 155). Yet he cautions that "freedom...is not the last word"(p. 155) but rather "is in danger of degenerating into mere arbitrariness unless it is lived in terms of responsibleness" (p. 156). Frankl sees the primary motivation of man as "the striving to find meaning in one's life" (p. 121). This is not