Case Project Troubleshooting WANs Coursework Example | Topics and Well Written Essays - 500 words

Case Project Troubleshooting WANs - Coursework Example This step would include identifying if the NIC is properly installed; cable connections into ports and wall jacks are not loose; network length does not exceed IEEE standards; and, device configurations. The best way to troubleshoot would be to replace a suspicious network component with an efficient one. I would set the NIC to 100 MBs with full duplex because there might be an auto-negotiation trouble with the router. I would also try rebooting the server. I would also check if there are any firewalls that are preventing the computers from seeing each other. After this step, I would log into the department’s gateway to check the transfer of data traffic. If that turns out to be okay, then I would try to locate any changes made to the gateway. In case there are no changes, I would try to use a trace route command to an Internet site to the other side of the router to find out where the blockage in data traffic is occurring. This trace route command will go beyond the gateway b ut will fail in case of no connectivity.

Essay About Literature Essay Example for Free

Essay About Literature Essay Literature is timeless, it endured all the changes of the past and is still is being appreciated till the present time and will still be as time goes by.  Literature exists in every country, in every language, and in every period but each has its own uniqueness that stands out for their styles. It exceeds time; literary works of famous people regardless of what period in time they came from is still being appreciated, if not more than when the period it is from. Literary works from the early periods had undergone different adaptations by the later periods to preserve the author’s great work, the ideas, and the creativity they instil in every words to make it live through time. There is a purpose for reading literary works – to entertain and educate its readers or audience. Reading, for example, a novel is just like watching a movie in a very slow pace; reading can make you cry, laugh, smile, get angry and whatnot just like watching a movie; reading lets us imagine the characters, the settings, and what happens in the story. As it entertains us, it also educates us and teaches us about life experiences that we might encounter, and the morals that we should possess. Other literary works inform us about happenings in daily life which also falls in educating the readers. There are different types of literary works, it doesn’t just end with reading materials, and it can also be in a form of a song and a play. It can be performed in front of people or just enjoyed by oneself; it has different genres to offer to different interests of people. Literature is everywhere and in any time and it knows no bounds.

Politics in Bolivia :: Essays on Politics

Politics in Bolivia Bolivia is a country located in the central part of South America. As one of the poorest countries in the region, Bolivia entered the XXI century carrying a vast population in extreme poverty. Bolivia has also faced the fate of those countries that don't have a shoreline, which has had a significant negative impact on its commerce, economy and overall development. The most outstanding issue affecting the social, economic and political dimensions of Bolivia's life is clearly the problem of the exportation of Bolivia's natural gas reserves. This is a very complex problem with deeply rooted social, political and historical elements. To understand the current situation in Bolivia we must go back to the IXX century. Bolivia lost a significant amount of territory in a War against Chile during the last part of the IXX century, thus losing access to the Pacific Ocean. Peru, another South American country, tried to help Bolivia, fighting against Chile during this war. As a consequence Peru also lost a significant amount of territory to Chile. Since then Bolivia has tried to regain access to he Pacific Ocean by several diplomatic means. Bolivia has unsuccessfully requested to Chile and Peru to be given a peace of sovereign territory in the coast, including a corridor that would allow Bolivians to connect to a peace of shoreline. Bolivia feels today more than ever the disadvantage of not owning a shoreline. Bolivia has vast deposits of natural gas, which they hope to export to other countries such as U.S and Mexico. Bolivia has engaged in negotiations with Peru and Chile in order to use a sea port in one of these countries to ship the gas to foreign markets. The previous Bolivian president Gonzalo Sanchez de Lozada formed a technical team that evaluated the feasibility and benefits of a project that would use a Peruvian or a Chilean sea port to export Bolivian gas. The project should include a pipeline to be built between Bolivia and the sea-port to transport the gas from the natural deposit. After an extended evaluation this team recommended to use a Chilean port on basis of cost benefits. The Bolivian government then accepted these recommendations and started to engage in negotiations with Chilean companies. After making public the intentions of exporting Bolivian gas through Chilean facilities, the government faced a tremendous reaction from a significant amount of the population and some political sectors of Bolivian congress. The leader of the socialist movement, Evo Morales, called to other Bolivian sectors to rise against government intentions to use Chilean ports to export the Gas. Several labor and farmer unions joined the protests Politics in Bolivia :: Essays on Politics Politics in Bolivia Bolivia is a country located in the central part of South America. As one of the poorest countries in the region, Bolivia entered the XXI century carrying a vast population in extreme poverty. Bolivia has also faced the fate of those countries that don't have a shoreline, which has had a significant negative impact on its commerce, economy and overall development. The most outstanding issue affecting the social, economic and political dimensions of Bolivia's life is clearly the problem of the exportation of Bolivia's natural gas reserves. This is a very complex problem with deeply rooted social, political and historical elements. To understand the current situation in Bolivia we must go back to the IXX century. Bolivia lost a significant amount of territory in a War against Chile during the last part of the IXX century, thus losing access to the Pacific Ocean. Peru, another South American country, tried to help Bolivia, fighting against Chile during this war. As a consequence Peru also lost a significant amount of territory to Chile. Since then Bolivia has tried to regain access to he Pacific Ocean by several diplomatic means. Bolivia has unsuccessfully requested to Chile and Peru to be given a peace of sovereign territory in the coast, including a corridor that would allow Bolivians to connect to a peace of shoreline. Bolivia feels today more than ever the disadvantage of not owning a shoreline. Bolivia has vast deposits of natural gas, which they hope to export to other countries such as U.S and Mexico. Bolivia has engaged in negotiations with Peru and Chile in order to use a sea port in one of these countries to ship the gas to foreign markets. The previous Bolivian president Gonzalo Sanchez de Lozada formed a technical team that evaluated the feasibility and benefits of a project that would use a Peruvian or a Chilean sea port to export Bolivian gas. The project should include a pipeline to be built between Bolivia and the sea-port to transport the gas from the natural deposit. After an extended evaluation this team recommended to use a Chilean port on basis of cost benefits. The Bolivian government then accepted these recommendations and started to engage in negotiations with Chilean companies. After making public the intentions of exporting Bolivian gas through Chilean facilities, the government faced a tremendous reaction from a significant amount of the population and some political sectors of Bolivian congress. The leader of the socialist movement, Evo Morales, called to other Bolivian sectors to rise against government intentions to use Chilean ports to export the Gas. Several labor and farmer unions joined the protests

Bigamy & Alimony Essay

If fact of first marriage was concealed from the spouse – term of imprisonment may extend to 10 years In Sarla Mudgal v UOI AIR 1995 SC 1531, the SC criticized the practice of conversion to Islam for the sake of contracting II bigamous marriage ‘coz that enables them to marry again without getting their first marriage dissolved. The ruling was reaffirmed in the case of Lily Thomas v UOI AIR 2000 SC 1650. Also held: plurality of marriage is not unconditional right conferred on the Muslim husband. There is a precondition that he should have the capacity to do justice between the co-wives. Under Hanafi Law – 5 marriages are not void but merely irregular and can be regularized by divorcing one wife. Exception – a Sunni taking a 5th wife is not guilty of Bigamy u/s 494, 495 of IPC ( Shahumeedu v Subajda ( 1970) But a Shia Husband who takes 5th marriage (where 5th marriage is void) can be prosecuted for bigamy. So, one who marries during the lifetime of his or her spouse commits an offence of bigamy – provided his first marriage is not null & void. In M. M. Malhotra v UOI AIR 2006 SC 80, Husband married a woman whose marriage was in subsistence but was void. Hence, held subsequent marriage would not be bigamous. If former marriage is voidable, then also bigamy is committed. Varadrajan v State of Madras AIR 1965 SC 1964, Bigamy where requisite formalities of marriage have been performed at the time of the solemnization of II marriage. Priya v Suresh AIR 1971 SC 1153, held second marriage cannot be treated to be proved by mere admission of parties. Performance of appropriate ceremonies is to be proved. Dr. D.N. Mukherji v State AIR 1969 All. 486, held: performance of some mock ceremony is not enough and, therefore, prosecution of bigamy will fail. So bigamous marriage is void under H, Christian and Parsi laws. Under SMA – declaration of nullity of marriage can be obtained by either party. The spouse of 1st  marriage has no right to file a petition for nullity. Remedy – is to file a declaratory suit to that effect u/s 34 of the Special Relief Act, 1963. Under Matrimonial law the spouse of 1st marriage may sue for dissolution on the ground that other party is living in adultery u/s 13 (1) (i) of HMA. Law Commission of India In 227th report, given on 5th Aug.’2009, recommended in HMA after S. 17 ( punishment) S. 17 – A be inserted that a married person, who is governed by this Act cannot marry again even after changing religion, unless- i. 1st one is dissolved; or ii. Declared null and void In accordance with law. And if such a marriage is contracted it will be null & void; and Shall attract application of S. 494,495 of IPC. no defense can be taken in the charge of bigamy that it was a – i. in good faith; or ii. mistake of law. Only aggrieved party can complaint But once case is filed State prosecutes the bigamous spouse. Should bigamy be permitted in some limited cases? In Goa, Daman & Diu – during Portuguese rule Hindu Husband was permitted to take II wife during the lifetime of 1st one but – i. in specified cases ii. With the consent of wife Kane – (in History of Dharmashstra) suggested – it should be tolerated for some classes on economic grounds. Derrett also supports (Critique of Modern Hindu Law) Some arguments hold good for polyandry also, but present writers do not support this view. iii.

Everest Simulation Summary

I volunteered to be an observer for the Everest Simulation, and I learned a lot by observing participants Interact with one another. As I walked around each group, I quickly realized that I wasn't going to learn as much about the simulation by observing each group; I had to focus on one team and observe their work. As a result, I watched one team and learned many Important management skills, such as leadership, planning and controlling, setting team and Individual goals, and communication.The students were placed into teams of flee members who had only known each there for approximately six weeks. In standard businesses, teams may know each other for months, years, or possibly decades. What made this simulation difficult is that students had five hours to collaborate, analyze their roles and responsibilities, and communicate while some businesses take months or years to get their teams in synch. I was beyond impressed with what I observed.Aside from learning the responsibilities and goals of the leader, photographer, environmentalist, marathoner, and physician, I learned more Important lessons that apply to all successful organizations. First of all, communication is key. If only one or two members speak up, groups assume everyone Is In agreement. Everybody must speak up; this means each member must have honest and direct conversations, ask questions, acknowledge errors, and offer ideas.Additionally, listening is just as important as communication skills. Next, because trust is the foundation to a successful company, and these groups did not have the time most successful companies have to build trust, I realized that trust can be created quickly by successfully doing the following things: staying true to your commitments; being ones; being authentic; being clear and concise when communicating (especially when you only have three hours to complete a project); crediting others; and of course, listening.There are other ways to build trust, but these were the comm on takeaways from observing the groups that were the most successful with the simulation. Developing and maintaining trust Is critical to successful businesses, and the team I focused on was successful because they had confidence In each member of the team. Even though each climber has to monitor his or her health, watch the weather, ND choose travel speed, they must avoid getting an illness such as frostbite, injuries, or an illness.Even though each member has individual goals, the team goals must be met to accumulate as many points as possible. The team I observed realized that each members' goals don't always coincide with the rest of the team. This can cause challenges, arguments, and eventually reduce the points they already earned. This taught me that one member's goals and being competitive Is not the way to have a successful team or create a final product. Another key characteristic I observed was that each member must share all Information.If a teammate kept Information to themselves, It hurt the team as a whole, which ties Into communication, climate of trust, and ultimately team effectiveness. Important task. Being that he or she could earn the most amount of points, the leader calmly listened to each members' ideas and reasoning before making a decision without criticizing, picking apart, or finding fault in one's idea. Instead, he or she listened to each member, made him or her feel like they were contributing to the group, and ultimately brought up the morale of the team.After listening to all ideas, she made the decision whether or not to move to the next camp. It was interesting for me to see that although the leader made the decision, the group felt pleased with the decision because they were all heard. Successful leaders have visions, missions, and goals, but most importantly, make the team feel like a legitimate team. There were other groups I observed that disagreed about many decisions, mainly because members were not being heard, and two or three people were making most of the decisions. It's important that all team members are heard.The simulation is a great experience for students and employees. There were at least ten lessons learned in Just three hours, and each student enjoyed the experience. It taught me that communication and diversity are integral to groups and the workforce. If everybody had the same opinion, we would not be challenged. Each member brought unique strengths, comments, questions, and concerns to the group, and most importantly, they communicated effectively. I must say, being that I am not a fan of cold weather, this was the best Mount Everest climb I have ever experienced.

Scarlet ibis essay Essays - Style, The Scarlet Ibis, Ibis, Hurst

Scarlet ibis essay Essays - Style, The Scarlet Ibis, Ibis, Hurst Scarlet ibis essay The setting of a story can set the mood for what is happening in the story and keeps the reader on the edge of their seat. In James Hurst?s short story The Scarlet Ibis, he uses the setting to make the reader feel not just read what is happening in the story. Hurst?s eloquent diction tells how much of a safe haven Old Woman Swamp is. The swamp is described as a ?green dimness with palmetto fronds? that ?whisper.? Every time the children are here nothing to their dislike happens. The colors and imagery that the author uses reveals the swamp to be a comforting place. In addition, it brings to mind the thought of a caring mother or female guardian. The calmness and beauty of the swamp reinforces the motives of a supporting, loving person. The author, clearly, wanted to make a point when describing the barn loft. The majority of the items within were a symbol of death, ?it was covered in Paris green sprinkled to kill the rats, and screech owls had built their nest inside it.? There were screech owls, Paris green, a coffin, and it was dark. All of these things symbolize death, and foreshadows what will eventually happen to Doodle. Further, Hurst?s barn of death only causes distress and fear for the boys, ?when he touched the casket he screamed. A screech owl flapped out of the box into our faces, covering us in Paris green.? The death and darkness in the barn loft gives the reader a sense of uncertainty of what will happen next. Hurst?s dreary diction for describing the Horsehead Landing is significant to the ending of the story. When Doodle and the narrator were at the landing last there was a storm brewing as they floated down the creek and it was dark, cold, and mysterious. When Hurst describes how Doodle and the Narrator race the storm after rowing back to the landing it makes it seem as if they are running for there very lives, ?the rain was coming, roaring through the pines, and then like a bursting Roman candle, a gum tree ahead of us was shattered by a bolt of lightning.? Lastly Hurst describes running through the rain at full speed as, ?The rain drops stung my face like nettles, and the wind flared the wet glistening leaves of the boarding trees.? He doesn?t describe using colors in this setting, he instead uses the fear of Doodle and the narrator and the suspense to paint a picture in the readers head of what the boys are going through. Though the lack of information is minimal for this setting it makes the reader create their own image. In conclusion, the settings used in this story compliment the plot. Hurst?s learned diction provides the reader with the perfect mental picture of the story and the way he describes every setting makes the image seen in flawless vision.

Explaining social phenomenon using sociological concepts Essays

Explaining social phenomenon using sociological concepts Essays Explaining social phenomenon using sociological concepts Paper Explaining social phenomenon using sociological concepts Paper Bryn and Lie, 2007) With the advancements In technology, social media platforms can now be used as an avenue for people to stay connected within the society, which allows them to form social solidarity. Hence, people are switching from activities like reading, which do not make them feel anchored in the society to those that allows them to stay connected with others virtually even when they are physically alone. This would help in forming a stable and cohesive society, especially now that everyone can stay updated with any recent happenings and react accordingly. However, an individual can get addicted to the use of social media, affecting his schedule due to lack of time management. Work is not done within the required timeshare, which becomes a private trouble of the individual, who now needs to worry about managing his time well between social media and work. There is intricate link between an individuals lifestyle and the circumstances of a society, as mentioned by Mills (1997). Even though addiction to social media can be regarded as a private trouble. If there Is a substantial amount of people who have this problem, It can become a public issue. The decrease in productivity during work due to social media will affect the economy and is not just subjected to the problems of an individual. Thus, private troubles can lead to the manifestation of public issues. Not only is the values of an individual threatened, but the social structure is also negatively influenced which may lead to uneasiness, affecting our sense of well- being. Such phenomenon can also be explained by Mars theory. According to Marx, he primacy motivation for productive castles was the pursuit of profit. (Bolton et al. 2002) Game developers and advertisers would see social media as a quick way to gain profits, especially due to the low costs of production in engaging consumers through social media. Therefore, they would come up with ways to appeal to consumers by introducing addictive games or interesting videos on these platforms, keeping them captivated and wasting even more time. Despite this resulting in rational goals such as Improving productivity and gr eater quality of life being improvised, producers are willing to sacrifice them to maximize profits. They may feel that they are making rational choices, but in actual fact, these producers are behaving in an irrational manner. Hence, even though the increasingly common usage of social media can help in forming social solidarity, individuals must be disciplined managing their time on the social media. Too much time spent on social media due to the enticement of games by profit-maximizing producers can lead to ten social structure Dealing affected when puddle Issues sat Bibliography rot to Arles.

5 Strategies for Faking It ‘Til You Make It at Work

5 Strategies for Faking It ‘Til You Make It at Work In an ideal world, we all know what we’re doing all the time. People come to us for our calm guru-ness, grateful as we solve problems with a self-assured answer or bit of advice. In reality, we don’t know it all. But with a bit of bravado and a lot of confidence, shhh†¦no one else needs to know that. Here are six things to work on to increase your workplace confidence, which can help you get that raise or lead a team to professional glory.1. Stop fearing failureFailing at something is not the end of the world. When I think about failing at work, it inevitably starts an imagined spiral of doom which ends with me on the unemployment line, wailing and gnashing my teeth over how things went so very wrong. But you know what? Things move forward when something (or someone) fails. It may be a stressful time, but you learn a lot about your problem-solving skills and your ability to rebound.Once you realize that your professional life is not over if you make a mistake or do n’t accomplish a particular goal, you can use that to build your confidence and see lousy outcomes as a chance to rebound into better things. (Note: I do not recommend using this method of confidence-building if you’re a heart surgeon.)2. Realize you’re not a fraudAre you familiar with imposter syndrome? It’s where you feel like you’re a sham and that everyone will somehow find out that you’re secretly winging it, or that you’re really a helpless kid wearing a tie and sitting in a cubicle. But you’re not winging it- the person sitting at your desk is you, with all of your experience and knowledge, whether you realize you have that arsenal or not. Own it! Your successes and your decisions belong to you, even if you feel unsure about them.3. Don’t always wear rose-colored glassesOptimism can be great†¦no one likes a Debbie Downer. However, overly optimistic thinking can actually undermine your confidence. It may give you a false sense that things will turn out well, and let you kinda go on autopilot to let things play out. The more confident approach is to be realistic about outcomes and understand what is within your power to make that happen.4. Figure out your valueOne of the best ways to be confident in your role is to recognize the strengths you bring to the table. Once you understand what you do well, you can strategize how to apply that to areas where you might be struggling a little or looking to build up experience or competence.You don’t have to go it alone- it’s fine to ask your boss or a colleague what they think your strengths are. In fact, it shows your boss that you’re taking a proactive approach to your role and really trying to bring your best self. What you learn about yourself (or what you take from your self-evaluation) can make you feel more competent in how you approach challenges.5. Make confidence a habitYou may roll your eyes at the idea of doing dail y affirmations in your mirror every morning, but honestly- it can’t hurt to make some positive thinking part of your daily routine. When you’re walking the dog, doing yoga, or waiting in line at the smoothie place, take a minute to reflect on any challenge you’re facing and think about how you are going to overcome it. Don’t stress about the how (not yet, anyway). Think about how you have the skills to take it on, and assure yourself that you will get it done.The confidence is there for the taking- you just need to be bold and grab it.

Evaluate the contributions of Dr. W.E.B. Du Bois to the Harlem Essay

Evaluate the contributions of Dr. W.E.B. Du Bois to the Harlem Renaissance - Essay Example Following his call for racial pride, a movement called the United Negro Improvement Association was formed, turning most Blacks into adopting the socialist and communist social practices (Gifford 2). The movement preceded a united front of African Americans from all social and economic points unwilling to settle for further oppressions. This rebellion received unprecedented publishing job opportunities among the African Americans. Activists like W. E. B. Du Bois used this opportunities to influence and motivate the people into racial consciousness and pride. Harlem Renaissance’s artistic output had two ideologies; one presented by Du Bois and others who saw artistic art as a platform where talented African Americans could lead in the fight for equality (Gifford 4). Du Bois contributed heavily towards the organization of the Niagara Movement, an assembly of black leaders opposed to the Washingtons leadership and was committed to fighting for civil equality for African Americans. This movement, however, never achieved a firm institutional foundation except for that it signaled a new black assertiveness and contributing directly to the establishment of the National Association for the Advancement of Colored People (NAACP). Du Bois moved to New York City where he took office as the director of publicity for NAACP his role being to edit its monthly journal, ‘The Crisis’ (Gifford 3). Organized economic and political movements helped the Harlem Renaissance by creating a new sense of power (Gifford 4). In his work The New Negro, Du Bois exudes a sense of social pride that was the theme in the Harlem Renaissance. Du Bois emphasizes the need for a united race in conquering discrimination. Using his artistic wits and social privileges, Du Bois provided a liberating step in the search for Africa American cultural identity and on their terms. Using Negro Art, he argued that

The Rise of Imperial Rome Essay Example | Topics and Well Written Essays - 1500 words

The Rise of Imperial Rome - Essay Example Afterwards, more provinces became romanized and integrated they themselves played an increasing role in the empire governing. The people in the new provinces gradually started getting roman citizenship and later the provinces came to form significant minorities in the Rome senate (Jill, 286). However, the citizenships extended always tend to exclude women and slaves. The same time the provinces were be included in the senate, the economic centre of the empire began to move towards the provinces within the Roman Empire from Italy. Trade started expanding and extending to other markets such as Italy and beyond. The trading that went on within the provinces of trading everyday items between those in the empire created a sense of communion. However, a clear defined line between the east and west was still laid down. In the east Greek was spoken as an official language while in the west Latin was the official language at this time. However, through the years Latin remained to be a marker of Romanness. The trading opportunities for Rome Empire were diverse and plentiful. Roman glassware and pottery were traded east. Gold and silver coins were the main form of payment, draining 100 million sesterces every year from the empire. Among the trade that took place in Rome was also slave trade (history.com/topics/ancient-rome). During Augustus reign as many as 35 percent of Italian people were slaves. Therefore Rome was marked as one of the five slave societies in history. Slaves in Rome Empire constituted at least a fifth of the people in the population and played a major role in the economy. History of the rise of imperial Rome Initially, Rome was governed as a republic before it becoming an empire. It had three major elements; the central government, military and provincial government. In the 3rd century BC, Rome had begun taking over provinces. During this time, Sulla and Caesar governed Rome and they had both achieved the rank of absolute ruler, however, their reign was short lived, owing to the crisis that the empire underwent in the 3rd century, which threatened its existence. Fortunately, the situation was stabilized and reunited. This was four centuries before it became the greatest empire. Furthermore, the provinces were administered by former praetors and consuls. The consuls and praetors were elected to one year term and held right of command. Consequently, Rome transitioned from republic to imperial autocracy due to the amassing of misappropriates military power and wealth by some men through their provincial commands and this was a lead factor for the transition. After the transition from a republic to an empire the first empire was Augustus. The first empire Augustus obtained his role as a supreme ruler after defeating Antony and Cleopatra in 31 BC, at the battle of Actium. The emperor was the overall authority in decision and policy making and his practical source of power and authority was the military. Augustus rejected titles associa ted with monarchy and otherwise referred to him as princeps which meant the leading citizen. Moreover, in his era, Augustus order to the chaos that almost took 20 years of civil war was finally brought to an end (Duncan, 24). Areas that had been added to the Roman republic needed to be reconstructed as provinces to the empire, therefore Augustus reorganised the provinces such as Asia Minor and Syria, and then held the Parthian empire in check using cunning diplomacy. During the reign

Agile Software Development Process Coursework Example | Topics and Well Written Essays - 1500 words

Agile Software Development Process - Coursework Example The paper will explain how the agile development process works based on stand-up meetings, product, and sprint backlogs as well as project charter. In addition, scenarios will be utilized to give examples of techniques such as class diagrams, activity diagrams, and stakeholders. The manifesto for agile software development also known as agile manifesto is a formal proclamation of twelve principles and four key values to help guide people-centric approach and iterative approach to the development of software. Agile software development targets delivery of functional bits of application, keeping codes simple and testing often applications when they are ready. The software was created as an alternative to heavyweight and document-driven software development processes that includes the waterfall approach. The 4 core values of the agile software development emphasize on various issues that include; individuals and interactions over tools and processes, customer collaboration over contract negotiation, working software over comprehensive documentation as well as responding to change over following a plan (Aoyama, 2010). The 12 principles that have been laid down by the agile manifesto have been adapted for managing IT related projects and variety of businesses including business intelligence. They include; customer satisfaction through continuous and early delivery of valuable work, breakdown of big work into smaller components that can be tackled easily, recognising that teams that are self-organized are able to perform work better, providing of motivated individual with support and environment they need and offer them trust to get the job done (Carroll, 2012).

What Does It Mean To Be Human Essay Example | Topics and Well Written Essays - 1250 words

What Does It Mean To Be Human - Essay Example This has proactively made man tougher and has increased his quest to learn more about this world and break new grounds, more recently in the technological fields. How technology has shaped up the common day man’s beliefs and actions is something of an interesting discussion and one that will be studied in detail within this essay. To be human is a definitive plus and more so when man realizes that he has absolute control over the different technological regimes and undertakings, which then again have been developed by man alone. Man, machine and money might just be the real buzzwords when it comes to understanding the true technological basis but it is in fact quite a reality in the time and age of today. Without machines, and in essence, without the incorporation of technology coming to the rescue of man, there would be less advancement in the domains that have been discussed above. (Neumarkt, 2005) There would be issues for the people who have yet to understand what it feels like to be a true human, let alone a creature that has absolutely no parallels within the stretch of this galaxy. However it is man’s decipher of animals and plants to be somewhat below than the human beings’ position in this world that has put the whole discussion in a quandary. This is because man has destined for his ow n self to be the ultimate savior. Animals and plants, both of which constitute the living beings, are discarded as having the ‘germs’ to make it big within the worldly domains. And quite correctly so, for a multitude of reasons! From a technological standpoint, in an era where human progress is soaring at a dizzying rate, society must adapt its technology to solve current world issues. Technology has really changed the way in which different people are now making use of the same. One should believe that this is a world where the Internet, cell phones and notebook computers are becoming a necessity for proper living

Personal biography Essay Example | Topics and Well Written Essays - 500 words

Personal biography - Essay Example Armed with the knowledge and skill I gained from university and my determination to succeed, I began my career as an office clerk at Rainbow International Trading in Montreal. My intellect, expertise, and abilities promoted me to a supervisory position in less than a year. This new position widened the scope of my responsibility and in the process, furthered my strengths and competency. Wanting to build another career with a new organization, I served as a communication production assistant with the primary task of corresponding with stakeholders. Part of my job is the transacting with different financial institutions and the creation of spreadsheet reports utilizing my knowledge in accounting and expertise in Microsoft Excel. In 1999, I began to pursue a career in finance by joining the team of London Life as a financial security planning advisor. This position gave me a sense of pride and fulfillment as I was awarded the 1999 Honor Award being one of the only two members employed in less than two years to generate $2 million annual sales credit. To further enhance my skill in finance, I opted to become a sales assistant in RBC Investment Services (Asia) Limited. I went home to Hong Kong in 2001 to manage our family business. Currently, I am a Group Assistant manager overseeing the 2000 employees in our artificial flower manufacturing.

NARRATIVE PLOT OF JONAH THIS IS A (RESPONSE PAPER) ALSO SUMMARIES OF Article

NARRATIVE PLOT OF JONAH THIS IS A (RESPONSE PAPER) ALSO SUMMARIES OF CHAPTER 5, 13, AND 8 OF CRACKING OLD TESTAMENT CODES. ONE PAGE PER CHAPTER - Article Example The storm was so strong that it was threatening to destroy the ship. The other mariners on the ship were afraid with each one praying and calling out to their gods to save them. In desperation they through much of the cargo onto the sea hoping to lighten the ship, but nothing worked. The captain found Jonah asleep and woke him up asking him to join in the prayers in hopes that one of the cries or prayers would save everyone. The captain yelled at him, â€Å"Arise, call out to your god! Perhaps the god will give a thought to us, that we may not perish.† (Jon. 1:6 ESV). Everyone was panicked wondering what they could do to settle the sea. Rather than settle, it only become more violent. Finally, Jonah decided this was a result of God’s anger and knew he was putting the lives of all these other men in danger. So he told the men, â€Å"Pick me up and hurl me into the sea; then the sea will quiet down for you, for I know it is because of me that this great tempest has come upon you.† (Jon. 1:12 ESV). Initially, the men ignored this request, perhaps thinking it was made out of fear, and they desperately tried rowing and rowing back to dry land. But, it seemed the harder that they rowed, the rougher the sea became. They continued to cry out and pray begging that they not suffer for whatever wrongs Jonah had done. Finally, they felt they had no other option and lifted Jonah up in the air and hurled him into the angry water. Immediately the violence sea ceased and the men began making sacrifices and vows to the Lord in thanks for saving them . At this point, Jonah was sure he was destined to die. He could not imagine surviving the raging waters. However, instead of drowning he was swallowed by a great fish. As Jonah sat in the belly of this great fish, he considered his situation and began praying to God. He acknowledged that god spared his life on the boat and now understood that he was wrong to ignore the will of the Lord and to try to run

Personal biography Essay Example | Topics and Well Written Essays - 500 words

Personal biography - Essay Example Armed with the knowledge and skill I gained from university and my determination to succeed, I began my career as an office clerk at Rainbow International Trading in Montreal. My intellect, expertise, and abilities promoted me to a supervisory position in less than a year. This new position widened the scope of my responsibility and in the process, furthered my strengths and competency. Wanting to build another career with a new organization, I served as a communication production assistant with the primary task of corresponding with stakeholders. Part of my job is the transacting with different financial institutions and the creation of spreadsheet reports utilizing my knowledge in accounting and expertise in Microsoft Excel. In 1999, I began to pursue a career in finance by joining the team of London Life as a financial security planning advisor. This position gave me a sense of pride and fulfillment as I was awarded the 1999 Honor Award being one of the only two members employed in less than two years to generate $2 million annual sales credit. To further enhance my skill in finance, I opted to become a sales assistant in RBC Investment Services (Asia) Limited. I went home to Hong Kong in 2001 to manage our family business. Currently, I am a Group Assistant manager overseeing the 2000 employees in our artificial flower manufacturing.

Argument - Pursue my Career of Choice, not that of the VA Essay

Argument - Pursue my Career of Choice, not that of the VA - Essay Example should pursue, in this respect I have found that the skill of negotiating can be developed through constant practice, direct personal experiences and that individuals use different negotiation styles. These differences in negotiation styles depend upon the individual’s personality and the situation which include the objectives for negotiating. Conflict arises when the interests of people do not coincide. Since each individual is unique in his own way, the potential for conflict in human interactions is high. For instance, people perceive the same things differently. They may, likewise, disagree about how things are and how they should be. Sometimes, simple misunderstandings can lead to major disputes. As a military veteran scholar, I have regularly communicated with Mr. Les Sakuma. Upon Mr. Sakuma’s advice, I should pursue a degree in Business Management or Computer Science, of which I have already had brief and uninteresting careers in both of the fields. I would like to pursue something that I am actually enthusiastic in doing, rather that something I am forced to do. Mr. Les Sakuma has worked with the Veterans Affairs for more than 30 years. He is very hardworking, diligent and determined to work for the accomplishment of the Veteran’s mission and goals. Mr. Sakuma plainly states that since the Veteran’s Affairs Vocational Rehabilitation Program is paying for me to get educated in order to obtain gainful employment; he would not approve the forensic field of study. I am firm to convince him otherwise. Mr. Les Sakuma advised me to pursue a degree in Business Management or Computer Science because of my past experiences. He believes I would be successful in either of these endeavors. Furthermore, he feels that my physical disability would not be greatly challenged by delving into any of these careers. He is also unaware that a career in Forensic Photography is a viable option in Hawaii, where I am currently based. With these arguments in mind, I need

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12

Public perceptions of policing

Public perceptions of policing This paper will critically examine the effect media representations of the police can have on public perceptions of policing. In doing so it will argue that the media has a considerable influence on public perceptions of policing, highlighting that positive representations of the police are a necessity in reducing crime and creating social cohesion as a whole. This paper will conclude that negative representations should be reduced, through the media and through police accountability. In order to critically examine the effect of media representations on public perceptions, the role of the police must be discussed. Traditionally, the police role was based on the role of the night watchmen. In the late 17th Century, from every evening until sunrise, night watchmen would patrol the streets with a task to examine all suspicious characters (Emsley et al. 2012). Their main responsibility was to arrest offenders of minor crime and to deter offenders of more serious crimes (Emsley et al. 2012). To clarify, part of their role was to detect and prevent crime which generally adds to the maintaining of public order in society. This is considered to be a traditional role of the police, but, in present times this role has become much more complex. The role of the police can now be considered as split into two; to punish or to support. To explain, civil policing has a minimal distance between the police and the community, with concerns to conflict resolution and peace keeping. H owever, as a coercive and repressive force, military policing distances the service and the community by concentrating on punishment rather than community involvement. For instance, military policing has been used as an attempt to tackle the war on terror, despite the debates surrounding its considered effectiveness (Murray, 2005:347). Despite this, in recent years greater emphasis has been placed on designing policing services around public need (Myhill, 2011:273). Not only can the overall role be considered torn into antithesis, the duties within the role are numerous. McLaughlin (2007) describes police work as multifaceted in that the duties of the police include officers on the beat, stopping crimes in progress, investigating serious crimes and the arresting of offenders. In addition, the police have to focus on the deterrence of criminals as well as the reassurance of the public. On this view, police activity is in fact difficult to define and, for the most part, unrelated to law enforcement and criminal detection (Mclaughlin, 2007:52). With a police role that is in itself hard to define, it is important to discuss what the public perception of the role of the police is. The public can be considered to perceive the police as symbols of moral authority (Jackson et al. 2009:104). Therefore, the role of the police is to resolve immoral acts, and set the standard of morality. To illustrate, if the police are found to be corrupt then they are arguably damaging the moral symbol, which reduces the confidence the public have in the symbol. Perhaps due to this focus on morality, the public demand that offenders (the wrong-doers) are caught and crime is prevented (Manning cited in McLaughlin, 2007:53). Public views on policing are considered as important as administrative assessments (Myhill, 2011:273-274), this can help to ensure that their duties are executed in a satisfactory manner. Overall, public perceptions of policing are influential in their own right. In regards to this, it is important to address the perceptions of the efficiency of the police and the confidence the public have in the police. Bradford (2009) discusses four distinct groups in regards to confidence and perceptions of police effectiveness; these groups being identified through research undertaken in London. Firstly, there are the supporters who are confident about policing and the improvements in policing but have little direct experience of the police, for example, they are unlikely to have been a victim. Secondly, the contents are satisfied with policing but have indifferent feelings towards policing, similarly, they have little contact with the police. Thirdly, the needy have negative views towards the improvement of policing and do not appear to be satisfied with policing; they have high levels of police contact and victimisation. Lastly, there are the demanding who have high levels of police contact but less of this contact is caused by victimisation. They are not completely satisfied with policing but are more likely to feel informed about neighbourhood policing (Bradford, 2009:144). From this, it seems that public perceptions of the police vary due to personal experience, but the amount of contact one has with the police doesnt entirely determine whether one has a positive or negative view of policing. For example, the contents and the supporters have similar contact with the police but have differing perceptions and confidence in policing. Arguably this could be due to vicarious experience (Bradford, 2009:42), for example, stories about the police which one hears from others or through the media. This type of experience could influence ones views on policing. Concerning the split role of the police, it has been established that a more service-oriented style of policing can improve public confidence, for example neighbour policing (Myhill,2011:276). Public confidence in policing is important as it aids police-public relations, and can help to deal with the reassurance gap (Bradford, 2011:179). To clarify, crime is falling but it appears to have had little impact on public confidence in policing (Jackson et al. 2009:101). Due to this, the police are having to deal with the fear of crime in addition to attempting to control crime. The police service is trying to reduce the fear by dealing with broader concerns, for example, social disorder, as well as increasing police visibility and police-public relations (Jackson et al. 2009:101). In recent years, the media can be considered to play on this fear of crime. Ditton et al. explains that although the dominant current attitude towards the relationship between the media and crime is of the formers causing fear of the latter, it wasnt always soà ¢Ã¢â€š ¬Ã‚ ¦most research attention in the field was oriented to connecting the media to viewers aggression (i.e. as potential offenders) rather than to their anxieties (i.e. as potential victims) (Ditton et al. 2011:443). On this view, if the media was to concentrate on the aggression instead of the victimisation, the fear of crime would be reduced. If this fear was reduced it would increase public confidence in policing as they would believe that crime has fallen, as opposed to the public lacking confidence in the falling rate of crime. In addition, if policing does not have to tackle the fear of crime, it leaves more time to tackle actual crime, which in turn may make police-public relations stronger. Moreover, trends in public perceptions of national and local crime rates in England and Wales of 2003/2004, found that the more people thought crime was increasing, the more they lacked confidence in the police (Myhill, 2011:275). Overall, one can argue that the media influences the public into fearing increasing crime, this lowers their confidence in the police and so infringes on the strength of police-public relations. As media representations are available for general consumption, they are one of the few means whereby the public can make sense of crime and justice (Schlesinger et al. 2010 :255). In fact, the media can be considered as something that is no longer something separable from society (McRobbieThornton, 2010:488). Furthermore, the media can emphasise what they desire to cover, and neglect others (Schlesinger et al. 2010 :260). For example, a problem with policing which can be easily sensationalised in order to sell more newspapers may be reported on, whereas a successful policing crime-prevention technique lacking dramatic value may not be. Predominantly, one may view the representations of policing in the media as negative. To illustrate, the death of Ian Tomlison was heavily reported in the media. Between Tomlisons death and the Crown Prosecution Services decision not to prosecute, there was a shift in news media attention-from police violence to the wider problem of systemic institutional failure' (Greer,2011:275). To explain, the media acknowledged the misconduct of a particular police officer, but in time forwarded alleged problems of policing itself. As the public use the media to access knowledge of crime and justice, it can be considered that the public would have followed this story from the start, and so would have gained negative perceptions of policing by the end of this string of media representations. As well as producing hyperbole in the news, the media can be guilty of misrepresentations . To illustrate, McLaughlin (2007) argues that the boundaries of the real have become heavily blurred and, to some extent, erased, in that the many fictional police based programmes give a incorrect impression of policing, and produce false perceptions of policing. The media has put the once sacred icon of national security and social order at risk (McLaughlin, 2007:114) On the other hand, the media can produce positive representations of the police, which in effect may increase positivity among the public perception of policing. For instance, Neighbourhood Blues (BBC1, 2012) represents the police in a positive light, demonstrating how they integrate with the public, for example, liaising with the homeless, giving advice, showing care and compassion as well as enforcing the law. Therefore it seems that the televised representations of policing can have its strengths and weaknesses in regards to public perceptions of policing. To clarify, on-screen media can take away the reality of policing and create false representations, however it can also be a means to demonstrate the real work that the police actually undergo. In regards to media as news reports, it appears that the more sellable the story the more likely it will be printed, and so the more scandalous stories, such as police misconduct, will be presented on a larger scale than other less sensational stories. As previously acknowledged, the effects of media representations on public perceptions of policing also affects the trust the public have in the police. Greer Castells explain, When public officials and institutions are repeatedly and sensationally named and shamed as incompetent or corrupt, and failing to adhere to the norms and values they are supposed to uphold and encourage in others, public trust is undermined (Greer McLaughlin,2012:289) An example of such, is the media reaction to the MacPherson Report, in relation to the murder of Stephen Lawrence in 1993. Allegedly, collusion and corruption on the polices behalf occurred during the Stephen Lawrence enquiry which affected the time-scale of the case achieving justice. There were also claims of unprofessional treatment of the Lawrence family during the enquiry (MacPherson, 1999). The media was immediately receptive to the enquiry (Neal, 2003:65), taking a hold of the misconduct within the police, and transforming representations to focus on institutional racism and the need for policy intervention, with four major newspapers reporting about this on their front pages (Neal, 2003:65). These newspapers heavily criticised the police in a way which was considerably unmanageable for the police (Neal, 2003:63). It is thought that higher levels of trust are linked to positive outcomes in terms of co-operation, deference and even compliance with the law ( Tyler cited in Bradf ord 2011:179 ). In this sense, one could argue that this excess of negative representations from the media hindered this trust by encouraging public perceptions that were damaging to policing. However, on the opposite view the media can be considered to have had positive effects on public perceptions, arguably it was the sole reason for the Lawrence case eventually coming to justice. If it was not for the media initially reporting on the case, the MacPherson report might never had emerged, and the issue of institutional racism may never had been acknowledged. Taking this into account, the media helped to increase the professionalism of the police. This may not have provided a positive perception of policing , but ultimately by tackling corruption, policing will improve, and in turn this could limit the negative publicity of the police. Arguably, if the police had held themselves accountable for the misconduct in dealing with the Lawrence case, then the media would not have had to expose the corruption in the police on behalf of the community. Thereby, the police need to safeguard their trust from the public and maintain a positive representation of policing by being accoun table and professional. As well as maximising audiences as much as possible, on behalf of the public the media also challenges state institutions (Mawby, 2002, 30), therefore it is in the police services interest to have positive media relations and be more proactive in order to control the police image. There exist certain strategies as a result of this interest, the main objective being the generating of à ¢Ã¢â€š ¬Ã‚ ¦positive publicity, thereby influencing public opinion in favour of force objectives (Mawby,2002:317). By promoting a positive light on police work, making use of all opportunities to obtain positive publicity, ensuring a professional image, and using the media to promote policing in a positive way, the public can gain a better understanding of policing and policing objectives(Mawby,2002:317). To clarify, if the police were to be continually accountable for their acts and professional in undertaking tasks and dealing with the public, they would begin to tackle the negative image of policing that the media represents so often. This is due to the fact that the media would have less need to expose the police on behalf of the community, as the police would have deem themselves responsible prior to any media report. Moreover, the police can only do a limited amount in the realms of policing in producing a positive image to the public as it is the media that has the influence on the police-public perception. Ultimately, policing must focus on improving media relations and taking a pro-active role in promoting themselves in a positive light. This would reduce the negativity that the media can present to the public, ultimately improving the publics perception of policing. In summary, this paper has argued that media representations of the police do influence the publics perception of policing. With the police role being a debatable, complex concept, public perceptions of policing are important. As was illustrated through Bradfords distinct groups, ones perception of policing is not solely dependent on personal experience. Due to the medias need to sensationalise and their duty to speak for community, the media generally represents a negative view of the police. Furthermore, the media can be considered to play on the fear of crime which has had a massive effect on public perceptions of crime, and is counter productive in the tackling of crime and in improving the trust the public have in the police. However, the media can present policing in a positive light in informative programmes for example. This paper has argued in favour of the importance of a positive police-public relation, as this positive relationship can not only help to reduce the fear of crime but can tackle crime itself. With emphasis on the importance and the benefits of a positive relationship, it is paramount that the media limits its negative representations of policing in order to improve the public perception of the police and so the police-public relationship. However, this paper has acknowledged that the media is not always incorrect when negative perceptions of policing are represented, in fact the media can be a necessary tool in holding the police to account in certain cases. Ultimately, this can add to the professionalism of the police service, and so can improve community satisfaction. Even so, the police need to control their own image and take charge in presenting themselves positively, regardless of the media. Overall, the representation of the police in the media needs to be positive, this could be achieved through the police service itself improving its professionalism by showing accountability, alongside the necessity of the media changing throug h acknowledgment of the disadvantages they can bring by negatively representing the police. To conclude, this paper has critically examined the effect that media representations of the police can have on public perceptions of policing, and has argued that these representations do have a considerably negative effect on public perceptions, of which needs to change.

Complex Systems Are Very Likely to Experience Accidents :: Challenger Accidents Accident Papers

Complex Systems Are Very Likely to Experience Accidents Many people in today’s industrial countries have experienced the frustration and inconvenience of having their car break down. That event, while troublesome, often does not pose any significant danger to people. It is a useful microcosm, however, because cars, like other complex systems, will almost certainly malfunction at some point during use. While we cannot prove the following assertion for sure, empirical data and observations strongly suggest that complex systems that are made of unreliable components will inevitably experience accidents so long as there exist flaws in the system that have no reliable safeguards. Numerous studies have investigated such a ‘Normal Accident Theory,’ and two notable cases very strongly indicate its validity: petroleum refinery accidents and the space shuttle Challenger, both of which will be discussed in this paper. Normal Accident Theory (NAT) is the label for a school of thought that considers accidents in complex systems to be inevitable. Two characteristics of complex systems that are very important to NAT are the interactive complexity of a system and a system’s coupling. Coupling is determined primarily by the time between processes in a system, the independent or dependent progression of such processes, and the number of different ways that a system’s goal can be achieved (Piccard, 1999). Systems are classified as ‘tightly coupled,’ meaning that the time between processes is small, the processes are highly interdependent, and there are few paths, if not one, to the goal; or ‘loosely coupled,’ which is the opposite. These characteristics are particularly useful for comparing different complex systems and evaluating them to determine which are at the highest risk for accidents. The results can then be used to minimize, but not elimina te, the possibility that an accident will occur. Sociologist Charles Perrow is generally credited with developing NAT. In order to understand the principles of NAT, several definitions that it uses are essential. An accident is defined as â€Å"an event that is unintended, unfortunate, damages people or objects, affects the functioning of the system of interest, and is non-trivial.† (Perrow, 1994) There are two types of accidents: component failure accidents, which â€Å"involve one or more component failures (part, unit, or subsystem) that are linked in an anticipated sequence,† and ‘normal accidents,’ or system accidents as they can be called (Perrow, 1994).

Lessee Ltd.- Lease Case

| Lessee Ltd. – Lease Case| | | | | | 1. Was the junior accountant’s analysis correct? Why or why not? No, the junior accountant’s analysis is not correct in classifying the lease as an operating lease in accordance with IFRS. Whether or not a lease is classified as a finance or an operating lease depends on if all of the benefits as well as risks of ownership have been shifted from the lessor to the lessee.According to IAS 17-10(d), a lease must be classified as a finance if either â€Å"the lease term is for the major portion of the asset’s economic life† or â€Å"at the inception of the lease the present value of the minimum payment amounts to at least substantially all of the fair value of the lease asset. † With regards to this case, the term of the lease is equal to 75% of the equipment’s useful life. Also, the present value of the annual payments would equal $263,716 with the fair value of asset only being $265,000, which makes the present value of the minimum lease payment 99. % of the fair value of the leased asset. With these criteria being met it satisfies the requirements of IAS 17 and would therefore be classified as a finance lease 2. Was the senior accountant’s analysis correct? Why or why not? The senior accountant’s analysis is correct according to IAS 17. The way the senior accountant lays out his thought process in a step-by-step process creates a nice â€Å"checklist† to compare to the IAS.Beginning with step one, the senior accountant classifies the lease as a finance lease on the terms that the life of the contract encompasses the majority of the equipment’s useful life. According to IAS 17. 10, the senior accountant is correct. Whether a lease is a finance lease or an operating lease depends on the substance of the transaction rather than the form. Situations that would normally lead to a lease being classified as a finance lease include the following: [IAS 17. 0 ] * the lease transfers ownership of the asset to the lessee by the end of the lease term * the lessee has the option to purchase the asset at a price which is expected to be sufficiently lower than fair value at the date the option becomes exercisable that, at the inception of the lease, it is reasonably certain that the option will be exercised * the lease term is for the major part of the economic life of the asset, even if title is not transferred * at the inception of the lease, the present value of the minimum lease payments amounts to at least substantially all of the fair value of the leased asset * the lease assets are of a specialized nature such that only the lessee can use them without major modifications being made In his second step, the senior accountant uses the wrong interest rate. He states, â€Å"Since the lessee’s incremental borrowing rate is greater than the lessor’s implicit rate in the lease, compute the present value of the minimum lease payme nts using the 11 percent rate. † This is wrong because IFRS does not permit the lessee to use the incremental rate if the implicate rate known. He should have used %10 for his calculations. At commencement of the lease term, finance leases should be recorded as an asset and a liability at the lower of the fair value of the asset and the present value of the minimum lease payments (discounted at the interest rate implicit in the lease, if practicable, or else at the entity's incremental borrowing rate) [IAS 17. 20] * PV of the minimum lease payments = $100,000Ãâ€"2. 4896 + $20,000 x 0. 7513 = $263,716 Lastly, the senior accountant uses the wrong number from step 2 and therefore is incorrect in determining the amortization tables. Table 1 below shows the corrected table. * Finance lease payments should be apportioned between the finance charge and the reduction of the outstanding liability (the finance charge to be allocated so as to produce a constant periodic rate of interest on the remaining balance of the liability) [IAS 17. 25] * The depreciation policy for assets held under finance leases should be consistent with that for owned assets.If there is no reasonable certainty that the lessee will obtain ownership at the end of the lease – the asset should be depreciated over the shorter of the lease term or the life of the asset [IAS 17. 27] 3. How would the answer differ under U. S. GAPP? Under U. S. GAAP many things in the Senior Accountant’s computations would change. First you would allocate the payments based on the 10 percent implicit rate from the lessor not the 11 percent incremental borrowing rate from the lessee. This would change the total Lease Obligation to $263,716. Below is the new table allocating payments between interest and lease obligation. Table [ 1 ] Year| Cash pmt| Interest expense (10%)| Reduction in Lease Obligation| Balance of Lease Obligation| 0| | | | $263,716| | $100,000| $26,372| $75,131| $190,088| 2| $100,000| $19,009| $80,991| $109,097| 3| $100,000| $10,910| $89090| $20,007| The balance is the residual value at the end of the lease ($20,007? $20,000). The journal entry to record the lease obligation would have to change based on the correct percentage. Leased Equipment under Capital Lease $263,716 Lease payable$263,716 The correct journal entry to record Year 1 payment would be: Rent Expense $2,000 Interest Expense$26,372 Lease payable$73,628 Cash$102,000 There would not be any depreciation recorded on this leased equipment due to the title not transferring or a bargain purchase option.

Life in College Essay

College has changed my life in many ways. Even though I spent only six months in college, I feel it has helped me a lot with my education and social life. Students who enter college usually collide with many problems, and some may think it is just like high school. From my perspective, college life is a life of freedom because it gives a feeling of being an adult, and also at the same time helping out with necessary needs. Life in college meant a new life for me. When I entered my college for the first day, I looked around with a mixed feeling of perplexity, joy, and a little bit of fear. I was puzzled as I was not habituated to college life. After checking around and looking for my class, I saw other students in batches were moving up and down the corridors for their classes; professors were coming smilingly and exchanging greetings with the students in a friendly manner which helped me to calm down and gave me the confidence to move on without being too nervous. Social life in college is different from high school. Most people do not socialize that much because they are there to get their credits and leave. They just want to finish their courses as fast as they can for business purpose or other reasons (this happens mainly in community college. ) For this reason, college has created many club activities, study groups, library, and other open areas to meet friends or work together, which definitely gives the chance to socialize. Another important thing college has taught me is managing time. I have come to understand how time is precious and how it can improve our lifestyle in so many levels. Balancing time is really important to do well both in college and in other activities like, Jobs, clubs, and spending time with family. After spending some time in classes, I came to realize how fun and easy it can be if a student spends a little bit of his/her time in class activities. College is a wonderful place and one can make it happen by his/her will.

Transformations of the American West

Brittany Exam 3 Essay 9 Dec 2012 Transformations of the American West The three most important transformations of the American West were the completion of the railway system, economically, the diversity of the people, socially, and the conservation of land, politically. All of these transformations have made an unmistakable impact of the American West and what it is today. The largest economic transformation in American Western history was the building of the railroad systems. It was the key factor in united the East and West. The railroads were by far the biggest, most impressive technological achievement ever for that time period.The pace at which goods, people, livestock, etc. changed from the steady speed of a horse, ox, or mule to the most powerful driving force the country had ever seen. The United States would finally be a united continental nation. Barren fields that flowed as far as the eye could see were turned into boon towns like Wichita, Abilene and Dodge. People of an e normous diversity traveled to the West. Civil War veterans, former European peasants, poor families all wanted to own land and start farms. And so they did, fields that had once been nothing but grass became rolling fields of wheat.Railroads carried hundreds of thousands of western longhorn cattle to markets in the east for sale. This was the key to making the â€Å"cowboy† much more famous than just a young, dusty, man with nothing but a saddle and a horse. Buffalo hunters also traveled by railroad. So many people traveled to hunt the animal, that it almost became extinct. The building of these railroads was no easy feat. The mountains of the Sierra Nevada were a big slow-down for the production by the Central Pacific railroad company. Making that even more difficult, was the fact that the companies had a hard time holding onto workers.About 3 out of 5 used the company for a free ride to the West and then disappeared. The plans called for about 5,000 workers, but only about 600 were showing up. That’s when the Chinese immigrants came into play. A large part of their population was making a living looking for leftover gold and silver. At first, they were thought to be incapable due to their size and inexperience, but they proved that to be untrue. Before long, nearly 11,000 Chinese were employed by the Central Pacific and there were advertisements in China offering employment for immigrants.This large work force in addition to lots of black powder gave them what they needed to make it through the mountains in about 3 years. Beef prices were low due to the amount of cattle in the West so, to compensate cattle needed to be sold in eastern marketplaces where they weren’t as present. In less than 20 years, 6 million steers and cows were moved along cattle trails to railheads for shipping. As the railroads were being laid in the Great Plains, people were flocking to the west. People who had never before seen a buffalo. They shot the bison for s port, even organizing hunting excursions.People enjoyed it. So when word got out that people were being paid to kill bison because of their interference with the railroads, their meat, and their hides, they were slaughtered extremely quickly. The government even provided free ammunition. The bison population dropped from about 25 million to almost 100, nearly causing extinction. All of these aspects not only created many jobs, but also drew enormous profits, while moving crowds of people to the west. The railroad was an economic machine and absolutely transformed the west.The biggest social transformation of the American West was the amount of diversity in the people moving west. The West represented a lot of the same qualities that the original new America represented. Anyone could be a land owner, have a fresh start, escape racial inequality, find a job, etc. People of all races and religions were pursuing the same dream. The Homestead Act played a large part in attracting people to move to the west, by way of railroad, and work the land in order for nearly free ownership rights. The population skyrocketed in the west.States even competed to get the most people to move to their state. Immigrants moving to those states included Scottish, European Jews, German-Russian Mennonites, Swedish, Dutch, French, Bohemian, Norwegian, and many Americans from the East. Cowboys also came in an array of ethnicities. They were confederate veterans, assimilated Indians, freed slaves, and white men, and they all rode the long dusty trails together just trying to make a buck. After the civil war, many freed slaves and former buffalo soldiers moved to the West and worked the land in peace from racial inequality.All these people played a part in settling and transforming to West, making it the diverse place it is today. The biggest political transformation of American Western history was that of the environmental/conservation politics. The country had never had such a need for la nd conservation because before, we had so much unsettled land, but as people moved westward, things changed. Land was being destroyed to build railroads, trees were being cleared, animals were being hunted, land was being settled very quickly, and natural resources we diminishing.The frontier was being lost, and it would take government and political action to help preserve some of the land that was remaining. Lumber and coal companies wanted to do anything and everything they could to maximize jobs, growth, and profits. Conservationists, scientists, and outdoorsmen wanted to reduce waste, emphasize beauty for tourists, and protect wildlife. Theodore Roosevelt was an avid hunter, and he fought for the conservation movement when he saw the destruction of the natural animal habitat in the West.Roosevelt used his entire career to make this a national agenda, and it is still present in politics today. The Newlands Reclamation Act in 1902 created dams to help irrigate and preserve 230 mi llion acres of farm land. The Yellowstone Act set aside a large portion of land in the Wyoming/Montana area to be a park. It was created to preserve timber, mineral deposits, and natural wonders, like the geysers in the park. It was enacted by the Senate and Congress in 1872. It was the first national park.In 1889 preservationist started organizing a movement to save the sequoia trees in the Yosemite Valley of Californian, eventually leading to the creating of Yosemite National Park. In 1891 Congress passed the Forest Reserve Act. This allowed the President of the United States to set aside forests which cannot be destructed. There became political groups, conservationist and preservationists, that had really never before existed. Conservation and preservation were political transformations that still hold true to be extremely important in American politics today.

Philosophy - video response Essay Example | Topics and Well Written Essays - 250 words

Philosophy - video response - Essay Example It has also reduced abilities to empathize with different situations boring marginalized institutions in societies reducing  corporation  and the ability to deal with global issues. According to Martha  Nussbaum, there is a distinct difference between the current and earlier education systems. Mainly development oriented focus on technological business, and self development through critical thinking respectively. Through this change, the nature of society has changed. It has become  more  engrossed  on economics and greed arising the many challenges facing societies today such as crime. The world was a much safer place in the  past  educational system where  society  cared more for others than the current one. Hence her vie that  liberal  education be re-embraced through more  focus  on liberal arts and humanities such as  philosophical  studies. Martha  Nussbaum  is of the view that the educational sector has changed into less involving and  character  oriented syllabuses. This I agree to and follow in the fact that the education sector and curriculum needs to be reinvented to include liberal arts and real situations. This would  generate  a population of  smart  and critically thinking  independent  people able