Integrated HR Solution with Payroll Software Leave

Having a proper HR solution is a key task for the HR executives to manage their employees. The primary job of HR manager is to manage employee's daily attendance, i. e. the employee's every day Time IN & Time OUT. There are various ways for it. Traditionally the companies using manual punch card machine, later proximity card system / barcode card system was in place. But still there was a problem of buddy punching (making proxy attendance for other employees). To address the issue Biometric Fingerprint system has introduced which is very fast / accurate & efficient. Once employee's time in  & out timing captured by any type of machine then it has to be linked to a Time Attendance Software to generate the useful attendance reports. Those calculated attendance details needs to be linked to payroll software for the employee salary calculation. In addition to that there is a need to maintain employee leaves like annual leave, medical leave, unpaid leave, etc†¦ If a HR manager has all the above solutions with different vendors / different platform then it will be very difficult to maintain and operate. There will be lot of hiccups to integrate the different software's and more importantly being the database is not integrated the newly join / resign employee details need to be entered multiple times in different software’s. So it very efficient and cost effective to have an integrated HR solution which comprises of fingerprint time recorders (preferably), time attendance, leave, Payroll & HR software's. Fingerprint Time Recorder: It is very efficient to have a fingerprint time recorders to track the employees attendance instead of having manual punch card. The biggest advantage of using the fingerprint system is the employees can't do the buddy punching (making proxy attendance for other employees). Usually in most of the fingerprint time recorder, Up to 3 fingers per employee can be registered. While doing attendance the employee can use any one of the finger to do clocking. The purpose of registering 3 fingerprints is if any one finger has problem due to injured / cut / dirty then the employee can use alternative finger. So it is better to have a fingerprint time recorder with higher capacity. Usually the time recorder will have the capacity of 500 / 3000 / 5000 fingerprint templates. It takes about one second to verify the employee finger, once verified the employee id, Date & time will be recorder into the device internal memory. Also it is good to have a device which can store more records. In general most of the fingerprint time recorder can store 20,000 / 30,000 / 50,000 records. Once the records reach the limit the new record will automatically overwrite the very first record. Those records can be downloaded to the Time Attendance Software via built-in Network card or via Thumb Drive. Time Attendance Software: Information from fingerprint time recorder can be transferred to the Time Attendance Software which will calculate the useful information like Lateness, Overtime, allowances, etc†¦ A good time attendance software should have the option for different shift patterns, Supports unlimited rotation duty roster, Auto-shift feature (System auto-assign working hours group based on IN time), Flexible working hours feature, Scheduling working hour's group feature (No fixed working pattern) Companies are paying daily allowances like shift allowance, meal allowance, transport allowance to the employees based on some conditions. For an example a company may like to pay $5 for night shift workers or a company may like to pay $2 who is working more than 5 hours of overtime. So the time attendance software should have all the above features. Good software should come with nicely designed useful reports like Daily attendance report, Individual attendance report, consolidated reports which consolidates the late comers, Early Leavers, Absents & missed out punching, Lateness summary report and Working hour's summary report. Payroll Software:  Payroll software is the one which computes the employee salaries. A well written payroll software should have the below options. The employee may be paid by hourly rate / daily rate/ monthly fixed basis. Other than the employee basic salary, the employee's overtime, daily allowances needs to be linked from the time attendance software. The employee may have some additions or deductions in every month salary like advance payment, medical claim, special allowance, etc†¦ And the employee unpaid leave, lateness & early leaving needs to be deducted from his salary. Different countries have their own computation for taxation & provident funds. So the payroll system should comply with the local government regulation for salary calculation. Finally the payroll should able to generate a pay-slip for individual employee with all his salary details which can be printed in an A4 size paper or sealed pay-slip paper. And payroll software must have useful reports like, Monthly Salary Summary Report, Overtime Payment Report, Taxation Report, Yearly Summary Report, and Monthly Reconciliation Report. Leave Module: A leave module either can be built in with the payroll system or it can be a separate Electronic Leave Application Portal. Leave Module built-in with payroll system: The HR Executive needs to update the employees Annual Leave, Medical Leave, Unpaid Leave, Maternity Leave, etc in to the system manually. Electronic Leave Module: The employee can apply their leaves electronically online via web browser. Those applied leaves can be approved by respective approving officers via online. This is paperless, convenient fast & easy. A good leave system should have the option to set Leave Eligibility for different group of employees and the Annual leave & Medical Leave earned until today should be prorated automatically. There must be an option to carry forward the balance annual leave to the next year. And the leave module should have the useful reports like Leave History & Leave consolidate report to view all kind of leaves taken.

Introduction to Early Childhood Education Essay

This essay will discuss the importance of partnership with parents/whanau, providing responsive relationships and interactions with children and biculturalism on society. Research shows that children who attend an early childhood centre providing care of high quality succeeded more at school, stayed at school longer and kept achieving more in their early adult years. They grew up with a sense of belonging within their community and society and had the skills needed to take control of their own lives (Beaver, Brewster, Jones, Keene, Neaum, & Tallach, 2001). 1. Early childhood centres play an important role in helping families function effectively. They combine their role of supporting families while encouraging children’s development in partnership with parents. Each child, each family is unique. In an early childhood centre each one of the children is unique as well as their family. Research shows us that those parents, through parental involvement early on in a child’s education that they are more likely to maintain this through all their educational years (Beaver et al. , 2001). Effective communication is one of the most important principles when forming partnerships with parents. Parents are the most knowledgeable when it comes to their child and if they feel they can share this with staff of the early childhood centre the child will benefit from this (Beaver et al. , 2001). Throughout our lives we know it is hard to part from people we love and some parents find it hard to leave their child in a centre. We therefore need to be sensitive to this issue and work in partnership with parents and help them to build on what they want for their child. Arthur, Beecher, Death, Dockett & Farmer (2001) state that â€Å"Early childhood educators should recognise that every setting is a source of learning for young children, with the home acknowledged as a particularly powerful influence† (p. 11). 2. Children need to experience reciprocal and responsive relationships to develop and learn. Infants are very dependent and require emotional security to develop an attachment with another person other than their parent(s). A quality learning environment is one where teachers respect each child individually, and are positive, warm, supporting and encourage good self confidence, and initiate meaningful interactions with children. It is essential to create an environment where each child feels appreciated and valued. It is through forming these important adult: child relationships that they will feel a sense of their own identity and develop positive self worth. Nurturing relationships are developed when positive interactions occur. The constant talk with infants, encouraging eye contact and being held in a calm and caring way, active listening, positive language and noticing signs/gestures are some ways that infants develop trust and form a bond with us. The Education (Early Childhood Centres) Regulations 1998 state – â€Å"Every child is given positive guidance, using praise and encouragement, and avoiding blame, harsh language, and belittling or degrading responses† (Ministry of Education [MoE] , 1998, p. 22). Early childhood teachers need to ensure care giving routines are unhurried, meaningful and a peaceful experience. Take the time to sing songs, read books, follow their interests and extend them, be interested in what they are doing, keep conversations open, enrich their language, allow them to explore and discover, play with them and alongside them and allow yourself to be another person in their lives that interact and are responsive to them. If an infant is crying and they are responded to in a calm and gentle way, treated in the reliable and respected manner they are entitled to they will build a positive image of themselves. Centre policies should reflect this. 3. It is important for all New Zealanders and people living in New Zealand to be aware of, and sensitive to the bicultural nature of New Zealand society which consists of pakehas and the indigenous people – the Maori – who were here some hundred years before the arrival of Europeans. We need to respect and understand the Treaty of Waitangi which is the formal agreement between the Maori and the British Government which gave the latter the right to establish settlement and a system of British Government subject to certain rights being assured to the Maori. A bicultural perspective promotes the value of both cultures. We as a society need to understand and respect Maori views on child development and the role of the family. In Quality in Action Te Mahi Whai Hua, Implementing the Revised Statement of Desirable Objectives and Practices in New Zealand Early Childhood Services it says teachers need â€Å"to understand how whanau values affect behaviour and influence the ability of children and adults to engage in meaningful purposeful relationships† (Ministry of Education [MoE], 1998, p. 18). We must enable Maori children and their families to be active in their community which will allow their children to learn and grow and develop a strong sense of self-worth. Te reo Maori is a living and relevant language and very significant to Maori. We need to assure Maori families that their culture, beliefs and practices are fully valued, appreciated and supported. We can learn a lot from these and implement them into the curriculum. Early childhood services play an integral part in society. They are an extension of home for children and their parents/whanau therefore we need to consider the cultural heritage of Maori and provide learning experiences for the children that reflect their culture. It is a requirement of the Education (Early Childhood Centres) Regulations 1998 that state – â€Å"Encourage children to become and remain confident in their own culture and to develop an understanding of and respect for other cultures of Aotearoa/New Zealand† (MoE, p. 21).

What should Divan do?

Situation: Prem Nath Divan has decided to retire six years earlier that the company's retirementage of 65. Divan must decide upon his successor before he leaves. He has a personal discussionwith one of his trusted colleagues called Ramcharan Saxena. Qualifying successors:1) Ranjan Warrior (Suggested by Divan)2) Richard Crasta (Suggested by Saxena)3) An outsider (An option)INPUTS:1) Ranjan Warrior:Divan like him. Ranjan is a Divan's Protege that means basically Ranjan is a doer. Ranjan is relys on Divan for every thing he does. That mean Ranjan will also be obidient to Divan. Divan will not be in the company to control RanjanRanjan is not liked by most of the senior executive to the extent that there could be a revolt if hebecomes a successor and Saxena knows about it. Seniors may leave the company if Ranjan becomes a sucessor. Divan will earn a bad reputation if he decides to choose Ranjan as his sucessor. 2) Richard Crasta:Richard is a doer just like Ranjan is(Divan's Protege). There is no reported hostility between Richard and the senior executive. Richard should be accepted by the employees as the successor of Divan. Divan does not think Richard is suitable to become his successor Saxena is in favor of Richard becoming Divan's successor. 3) Outsider:An outsider as Divan's successor would be risky. An outsider could be good or bad. Divan cant be sure of an outsider Saxena cant be sure of an outsider Outsider will be readily accepted as Divan's successor by all the employeesAnalysis:Ranjan and Richard, both are doers. An outsider is not known. An outsider or Richard are more likely to be accepted than Ranjan as Divan's successor by thecompany's employees. Saxena is in favor of Richard but can not be sure of an outsider Divan is not in favor of Ranjan after knowing about him and he is also not in favor of an outsider. Conclusion:According to my analysis, Richard Crasta should be the successor of Prem Nath Divan. Solution:Divan should choose to make Richard Crasta as his successor.

GM foods-where do we cross the line Discuss Essay

GM foods-where do we cross the line Discuss - Essay Example Farmers are involved for making better quality foods which are pest resistant and more nutritious. It can be produced with lesser gestation period and taste better than the natural produce. Traits of different plants are used to produce a better and richer quality of food. "Thirteen countries grew genetically-engineered crops commercially in 2000, and of these, the U.S. produced the majority. In 2000, 68% of all GM crops were grown by U.S. farmers. In comparison, Argentina, Canada and China produced only 23%, 7% and 1%, respectively. Other countries that grew commercial GM crops in 2000 are Australia, Bulgaria, France, Germany, Mexico, Romania, South Africa, Spain, and Uruguay. Soybeans and corn are the top two most widely grown crops (82% of all GM crops harvested in 2000), with cotton, rapeseed (or canola) and potatoes trailing behind. 74% of these GM crops were modified for herbicide tolerance, 19% were modified for insect pest resistance, and 7% were modified for both herbicide tolerance and pest tolerance. Globally, acreage of GM crops has increased 25-fold in just 5 years, from approximately 4.3 million acres in 1996 to 109 million acres in 2000 - almost twice the area of the United Kingdom. Approximately 99 million acres were devoted to GM crops in the U.S. and Argentina alone. In the U.In the U.S., approximately 54% of all soybeans cultivated in 2000 were genetically-modified, up from 42% in 1998 and only 7% in 1996. In 2000, genetically-modified cotton varieties accounted for 61% of the total cotton crop, up from 42% in 1998, and 15% in 1996. GM corn and also experienced a similar but less dramatic increase. Corn production increased to 25% of all corn grown in 2000, about the same as 1998 (26%), but up from 1.5% in 1996. As anticipated, pesticide and herbicide use on these GM varieties was slashed and, for the most part, yields were increased." (Whitman, 2000) According to Aigner, genetically modified plants are unwanted by both consumers and farmers. The minister for the environment, Sigmar Gabriel, has suggested that Germany follow the example of "countries like France that have imposed a unilateral ban on GM maize cultivation". Furthermore, Gabriel recommended that national policy be reviewed before the start of spring planting. According to a report in GMO Compass (2009), despite the several debates and bans, the cultivation of genetically modified plants continues to increase worldwide. In 2008, GM crops rose by a figure of 9.4 per cent to occupy 125 million hectares. GM plants are employed in 25 countries, of which Bolivia, Burkina Faso and Egypt are the newest. For soybean, the area occupied by GM varieties expanded to 65.8 mil. hectares (2007: 58.6), maize to 37.3 (35.2), cotton to 15.5 (15.0), and rapeseed to 5.9 (5.0). GM varieties represent 72 per cent of the global production of soybean and 47 per cent of cotton. These figures are taken from the yearly report by the agro-biotechnology agency ISAAA (International Service for the Acquisition of Agri-Biotech Applications) on the cultivation of GM plants. The report was published on 11 February in Nairobi (Kenya). Genetically Modified Crops Across the World An "estimate says that there are almost 30000 different products on grocery store shelves are "modified." That's largely because many processed foods contain soy. Half of North

Job Safety Response Essay Example | Topics and Well Written Essays - 500 words

Job Safety Response - Essay Example Jerry must understand that the field notes belong to the federal agency provided there is an advance knowledge that that data belongs to the agency. First, Jerry acquired a job from the federal agency implying that the area of research is not his own doing and will be considered as unethical to use it for his personal work. Second, the participants in the interviews and observations during the survey would not have presented themselves to him without identifying that he is working with the Federal Agency which they could identify with because of its projects or proposed projects amongst them. His presentation to participants as working on behalf of the agency makes the information gathered from the interview the agency’s property unconditionally. Being a representative of the agency means that no participant provided any information to belong to him but to the agency hence eliminating any breach of information security and confidentiality. Although it is unethical for the agen cy to manipulate survey findings to suit its expectations, it is ethical to request the opinion of a different consultant for comparison. Vaughn should be expected to turn over all the interview materials, notes, and photographs despite their sensitive information on with any binding terms on data ownership. Since there was no binding stipulation concerning data ownership, and by arguing that his work was conducted in good faith makes him eligible for full salary without any threats or turning over the materials, notes, and photos to the agency.

Write report of CESIM simulation of Production n R n D department Essay

Write report of CESIM simulation of Production n R n D department - Essay Example The director in charge of production provides support to satisfy the demands of all the three continents. Furthermore, the head of production has additional duties of handling manufacturing contracts to supply enough products for outsourcing. The Research and Development (R&D) department deals with improvements and innovations in new technology (Johnson, Whittington, and Scholes, 2011, 89). The department offers information new techniques of developing and improving products, which facilitates the expansion of company business activities as well as production and demand. Scholars identify that businesses have an essential to play in the manufacturing process within their operations (Johnson, Whittington, and Scholes, 2011, 67-8). Management of the same increases the competitive advantage of the company against rivals in the market. Significant relationships exist between supply and demand management therefore the company ought to undertake thorough analysis based on either supply shifter or demand shifter as environmental factors. It is possible to evaluate the capacity of the company to deal with the manufacturing process of the business in satisfying customer demands. In addition, it demonstrates the ability of the fir m to minimize the cost of production that resonates with the demand management. From the marketing outlook point of view and looking at the demand for mobile phones, it is observed that the demand for handsets has significantly increased since passengers are able to use the mobile phones even in the airplanes. Looking at the cost analysis, the transportation cost expected to fall by about 6% while the production cost is expected to remain unchanged. The competitiveness of the economy of China has resulted in its central bank selling huge amounts of Rmb in the FX market. This has consequently made Rmb fall by approximately 10% against the USD as the Euro also rebounds (Cesim,

BUS 207 Essay Example | Topics and Well Written Essays - 500 words

BUS 207 - Essay Example ision making process is hugely helpful in recognizing the need for making decision and selecting the best course of action for achieving desired goals (Jones & George, 2010). The decision process involves: recognize the need for decisions; generating alternatives; assess alternatives; choose among alternatives; implement chose alternative; and learn from feedback. I have found these steps of making decisions very useful both at my workplace and in my personal life. Recently at my workplace, management was having problems with its field staff. The people at the field could not provide satisfactory services to the customers because of lack of coordination with the warehouse and the office. Getting information about the availability of spare parts for servicing the products at the customers’ place was delaying the work. As a sales and marketing manager, I called a meeting to resolve the issue. Decisions had to be made for improving the services and marketing. We looked at different options of communication devices that would be cost effective and at the same time, highly efficient and which could provide constant and fast communication across different departments like inventory, administration, sales etc. From the various alternatives, we decided to provide the field workers with smart phones that could be connected to the warehouses to find out the availability of required accessory that might be needed at the service location. The smart phones were thought to be the best option as they would greatly facilitate online connectivity with the various departments including experts who could advise field staff when they come across difficult situation. Implementation of the decisions made was immediately started. It took two months to get the approval from the management committee and buy the necessary things like phone and getting internet installed etc. Once the initial training of field staff in using the smartphones was completed, we all awaited eagerly for the

Plato's Republic - Does this mean that Plato's view of human nature Essay

Plato's Republic - Does this mean that Plato's view of human nature had no influence on his conception of just and good politica - Essay Example For this reason, most theorists that try to explain the role and the characteristics of political institutions primarily refer to human nature, as influencing politics in all their aspects. Plato seems to follow a different practice. More specifically, in Republic politics and political institutions are analyzed and evaluated without a direct reference to human nature. However, if studied carefully the Republic reveals a close relationship between human nature and politics. For this reason it would be wrong to claim that Plato did not take into consideration human nature when developing his explanations for politics; rather Plato incorporated his views on human nature in his dialogues so that human nature is explained simultaneously with politics. The particular practice is analyzed below aiming to show that in Republic human nature has been the basis for the explanations for political institutions, even if the relationship between these two concepts is not always clear. 2. Human nat ure and politics for Plato Plato’s Republic has been developed in order to explain the role and the elements of politics, as appeared in the particular era. Still, the Republic is not fully related to politics; it can be also used in order to understand human nature. A thorough review of Republic would help to verify the importance of human nature for Plato. Of course, the Republic is a text dedicated to politics; however, it is the study of politics that helps readers to understand also the thinking and the social life of individuals in the particular period. The direct relationship between the politics and the human nature, as this relationship is reflected in Republic, can be understood by referring, indicatively, to certain parts of Republic. In the first volume of Republic, in book A, Socrates discusses with Kefalos, the father of Polemarhos. In the above dialogue Kefalos notes that he now, that he is quite old, enjoys the discussion more than when he was younger (328d). For this reason, he asks from Socrates to visit Piraeus more often so that he has the chance to discuss with him. Socrates replies to Kefalos that he also can learn from Kefalos important details in regard to the particular period of time, the senescence (328e). Socrates claims that Kefalos would help him to understand whether this period of time is difficult or not (328e). The specific part of Republic makes a clear reference to human nature; aging is an indispensable aspect of human life so that it can be characterized as an element of human nature. In the dialogue that follows, Kefalos offers to Socrates explanations in regard to the particular period of human life (329a-d). Further on, the interaction between this period and human life and the social and political life of individuals is clearly explained (330a-331d); the dialogue between Kefalos and Socrates ends with the explanation of the potential relationship between this period of human life and justice (331c-d). In the ne xt dialogue, Socrates discusses with Polemarhos the elements of justice. Socrates aims to explain to Polemarhos the actual role of justice within society. The explanation given by Socrates is based on certain arguments. Reference is made to the view of Simonides that ‘friends should always seek for the good of their friends and they should never seek for their bad’ (332a). Polemarhos agrees that this view is right (332a). The above view reflects human behavior, as part of human nature. The involvement of human

Leader Traits, Power, and Corruption Essay Example | Topics and Well Written Essays - 1250 words

Leader Traits, Power, and Corruption - Essay Example What happened at Enron as well as at WorldCom not only questioned the role of corporate governance and ethics within organizations but it also put on test the very qualities of the leadership because in all those episodes of corporate failures, leadership was the main culprit. Leaders in those organizations wielded powers entrusted to them in ways which may not be considered as ethical in any sense. Leadership is a very complex process and requires different approaches to deal with different situations as they arise. One of the basic characteristics of leadership is the fact that it succeed in wielding power which others may find hard to exercise. The sources and means of various powers entrusted to leadership are various however what is critical is the facts that by exercising such powers leaders aim to achieve something which others cannot achieve. The gradual shift from bureaucracy to more flexible and so called radix organizations, the role of leadership has further become complicated and somewhat more fluid and demanding in nature. (Schneider, 2002). Since leadership is often defined as the use of "noncoercive influence" in order to accomplish different tasks (Jago, 1982) therefore in fluid organizations with much emphasis on delegation, exercising powers is considered as a delicate art. This paper will present an analysis of the different powers leaders within organizations use as well as exploring how these powers can be exercised to avoid operational, administrative as well as ethical problems faced by the organizations. Leadership Sources of Power There are different sources of powers which a leader can exercise within an organization to achieve the desired objectives and strategic aims. Since, leadership is a process where non-coercive influence is used therefore it is often assumed that while exercising such powers, leaders always do it in the best interest of the organization. Following are the different sources of power for leaders: Expert Power The source of this power is the expertise of the leader. If leader is expert in his or her field of business than the wielding of this power allow a leader to exercise certain degree of influence. This power is therefore based on an individual leader's competence and expertise in certain areas of work i.e. Bill Gates being the CEO as well as Chief Software Architect of Microsoft. Legitimate Power The source of this power is individual's position within an organization. By having a certain position, status, leaders derive this power to achieve leader-follower behavior because others follow them due to their legitimate power within an organization. Reward Power The source of this power is the leader's ability to reward any behavior. Due to this, most of the employees within an organization tend to follow their leaders and obey them because leaders exercise the power of rewarding them. This power is also one of the most important in the sense that it may allow collusion of employees/managers with the leaders to engage into unethical business practices. Coercive Power Since leaders due to their position within the organization control both rewards as well as punishments therefore the source of coercive power is when the leader control the punishment i.e. he or she has the power and ability to fire, fine, punish etc any employee. Coercive power

Analysis of Mountain Sound in the Context of Journeys Essay Example for Free

Analysis of Mountain Sound in the Context of Journeys Essay â€Å"Mountain Sound† is a song performed by Icelandic indie pop band Of Monsters and Men which was released as a second single from their debut studio album â€Å"My Head is An Animal.† Written by Arnar Rà ³senkranz, Nanna Bryndà ­s Hilmarsdà ³ttir and Ragnar Þà ³rhallsson, it tells the story of a character who commits a crime or action that opposes the values and cultural norm of his society. He then flees from the area to escape capture by the authorities and take refuge in the forest and mountain sound. Along the way, the character also runs into creatures that threaten his existence and therefore is forced to travel only at night to avoid visibility from any external forces. In the first stanza, it proves the statement that â€Å"journeys are commonly instigated by escape from a previous circumstance that doesn’t appeal to the individual.† In accordance to the song, the character had to escape as quickly as possible â€Å"from all the trouble [he] he had caused with [his two hands.† Apart from that, the use of the metaphor â€Å"travelling on with nothing but a shadow† where the shadow refers to the character’s guilt that he carries along as he escapes, shows one of the emotional obstacle that the character encounters throughout his journey. The second stanza demonstrates the understanding that journeys are always speckled with obstacles which we have learn from and at the same time accounts for the importance of the journey itself rather than the final destination. In â€Å"Mountain Sound,† the traveller encounters are beings that had scars and scratches too unnatural to be of natural causes thus sparking his curiosity about their past. Upon further observation however, the traveller suddenly realises that these strangers were probably creatures that were not human based on the reference to â€Å"we were nothing like the rest.† The use of the phrase â€Å"as I looked around† hints that the traveller was surrounded by the creatures and is therefore in a threatening situation. The chorus revolves around the description of the traveller’s journey, where he can only travel at night to avoid capture. This description is enforced in the form of an advice from a more superior being which in this case appears to an angel or deity, hinted by the changeover to a woman’s voice, which is stereotypically accepted as compassionate as well as the use of language which is phrased in the form of an admonishment: â€Å"hold your horses now, sleep until the sun goes down.† This chorus supports the statement that â€Å"in a bid to escape, one journeys to a refuge that provides security and peace of mind.† In general, the essence of the song is further amplified with specific musical techniques, first of which is the echo effect created by the digital delays in the electric guitars. This effect creates a suspenseful and dramatic scene about to unfold, in reference to the second stanza where the traveller suddenly realises his vulnerability to the strangers as they surround him. Besides that, the choral section that sings the lines â€Å"sleep until the sun goes down† and â€Å"deep into the mountain sound† adds spirit and energy to the song which relates to how physical journeys are always affiliated with movement and energy. It also appears as cheer of encouragement to motivate the traveller to continue his strive for his goal. Furthermore, the incorporation of a duple simple time signature and a drum routine of a â€Å"snare, bass, snare, bass,† shows the prolonging of physical journeys and the fast pace that the traveller is forced to carry out. In relation to the movie Rabbit Proof Fence (2002), both works share the same motivation that instigates a physical journey, which is to escape from a previous affair and retreat into the security of a refuge, which in Rabbit Proof Fence is the girls’ home in Jigalong while in Mountain Sound, refers to the deep forest. Apart from that, the travellers have to face obstacles along their journey; both having to travel through vast distances which itself is laden with other adversities that extend its difficulty. In Rabbit Proof Fence, the girls are forced to journey through harsh terrains with insufficient supplies and a professional tracker hot on their heels. Likewise, Mountain Sound features a long distance to the desired refuge further laden with the sense of guilt from the traveller’s previous actions. Just as Rabbit Proof Fence features a narration in the Aboriginal language that projects a sense of belonging and extracting the prejudice of the audience to the Aboriginal point of view, Mountain Sound uses first person language to connect with the listeners as it appears to be accounted from personal experience rather than sophisticated words phrased beautifully into neat packages of rhymes and rhythms. Last but not least, the paradoxical statement in Mountain Sound â€Å"sleep until the sun goes down† actually explains how in order to remain unseen, it is essential to travel only during the night, therefore creating a brief pause in a listener’s interpretation of its meaning. Similarly in Rabbit Proof Fence, the girls had to constantly mask their tracks and remain hidden in bushes to avoid capture from the tracker. On a personal note, â€Å"Mountain Sound† connects with my inner feelings and soothes my heart to the core. At the same time, it teaches me that we should never run away from our problems but use wisdom that we have acquired or from the guidance of a wise individual to resolve them. This can be related to the simile of our negative personalities as trees and in order to entirely uproot these established traits, we have to strike at its roots and not just the branches. As a whole, our problems should not ignored or ran away from but to be confronted and subdued in order to spur integral human development and an individual transformation.

Discontinuities using Automatic Flaw Detectors

Discontinuities using Automatic Flaw Detectors EET 333 Nondestructive Evaluation of Materials Lab Report # 3 -Calibration Procedure and Evaluations of Discontinuities using Automatic Flaw Detectors USM 35, USN 58, USN 60 Statement of Objective In the lab manual experiment 5 and experiment 6 were displayed as separate experiments. In experiment 5, the setup of the equipment with programming the device and calibrating the setup for the GE Inspection technologies Portable Ultrasonic Flaw Detectors USM 35X, USN 58L, and USN60. In this experiment all the calibration was using the GE Inspection technologies Portable Ultrasonic Flaw Detector USN 60 The objectives for experiment 5 was to manage the setup of the Ultrasonic Flaw Detector was correct and to manage to calibrate the Ultrasonic Flaw Detector for different probes. The probes are straight beam probe and angle beam probe; these are also methods of calibration. The other two methods of calibration are area amplitude and distance amplitude calibration. In experiment 6, the evaluation of discontinuities using the GE Inspection technologies Portable Ultrasonic Flaw Detectors USM 35X, USN 58L, and USN 60. In this experiment, all data that was collected and saved was using the GE Inspection technologies Portable Ultrasonic Flaw DetectorUSN 60. The objectives for experiment 6 were to seek and find discontinuities in particular steel and aluminum. Steel and aluminum was used in the experiment to find the lengths and configuration of the defect or discontinuities in every piece tested. The two techniques used are the 6 dB drop and weld testing. Theory In experiment 5, the setup of the equipment and calibrating the setup for the GE Inspection technologies Portable Ultrasonic Flaw Detectors. These Detectors each have their own purpose in the field of nondestructive evaluation of materials and produce ultrasonic waves through the probe(s) and display the received signals on the screen on the device. There are many different probes that can be attached to the devices. The model USM 35X is a smaller unit that has a battery for an easier way to use in the field, the USN 58L and USN60 are larger models also the USN 60 is an updated version of the USN 58L. Both the USN 58L and USN60 still have batteries for portability but are mostly used in a stationed area. All of these detectors are capable to be connected to computers and using the program ULTRADOC to save images on the devices. In each experiment, there were many different probes used. These probes and methods were used to produce a refracted shear or longitudinal waves in the specimen. In experiment 5 the probes used were single probe and dual probe for straight beam probe. A single probe has only one element. A duel probe has two elements, each element is angled in a way that when one sends a triangle shaped wave and comes back it can be received by the other element. Before putting the probe directly on the material a gel must be added to make a gapless space and to allow the transmission of the ultrasonic waves to go through to the specimen successfully. When using the angle probe method, the gel must be between the wedge and specimen but also must be between the transducer and the wedge. The angle probe method uses a single probe that is attached to a wedge that has a specific angle and is only used for that material. In experiment 5, there were many types of methods to calibrate the device. The different types were straight beam probe, angle beam probe, area amplitude, and distance amplitude calibrations. In each calibration method a different block was used. In straight beam probe calibrations use a step calibration block and can be made from many different materials, but in this experiment we used steel, aluminum and Plexiglas substances which had 5 steps on each block. The block started at .5 and decreased to .1 in increments of .1.The blocks used to calibrate angle beam probes were the IIW block and the small angle calibration blocks which were both made of steel. These blocks are the reference standards used for steel calibration. The blocks used for area amplitude and distance amplitude calibrations are the ATSM blocks set. The set includes nine blocks of steel with a diameter of 1-15/16th inches and have a 5/64 deep hole that was in the center bottom surface in each block. Other blocks hav e distinct lengths that made different lengths from the top to the hole in the block and other blocks had distinct diameter holes from each other. In experiment 5, using the straight beam probe calibration method first to find the discontinuities in a certain substance. This method was used in experiment 6 when we used the 6 dB drop method to find the magnitude and appearance of the discontinuity in bolts. In experiment 6 an angle beam probe method was used to find defects in given specimens, one of these methods was the weld testing method which found these defects in the welded steel samples given in class. To find the discontinuity or defect in the weld the area amplitude and distance amplitude methods were used to find the specific flaw. These methods can be used to find the defected area in the specimen. Using the equation = 20 we can take the different in the gains and in V1 as 1 then put it in the and V2 part to find the amplitude. Then we can create the graphs, area vs. amplitude and distance vs. amplitude. In experiment 6, the purpose is to be using the methods that were in experiment 5 to calibrate and then to find defects in specimens using the two different techniques. One of the methods was the 6 dB drop method to track and find the appearance of the flaw in the specimen. This is done by when the amplitude is dropped by about half then you found the defect. When using the equation = 20 and put in 2 for the the result will be 6 dB which is where the name for the method came from. The welding method is next, which is to find a defect in a weld and describe the defect by the appearance and location of it. Equipment USM35X, USN 58L, USN 60 GE Inspection technologies Portable Ultrasonic Flaw Detectors 2 Transducers 2.25 MHz 5.0 MHz Angle Wedge 45ÂÂ ° 70ÂÂ ° 3 Step Calibration Blocks Steel Aluminum Plexiglas IIW Calibration Block Miniature Angle-Beam Calibration Block ASTM Calibration Block Set 4 Bolts in Box Couplant 7 Weld Testing Steel Samples Aluminum Plate with Defects Caliper Pencil Computer ULTRADOC Experimental Setup Figure 1 Figure 2 Figure 3 Figures 1 shows the GE Inspection technologies Portable Ultrasonic Flaw DetectorUSN 60 used within the laboratory. Figure 4 Figure 5 Figures 2,3,4,5,6,7 are figures of all the calibration blocks that were used in the laboratory. Figure 3 shows the miniature angle beam calibration block. Figure 2 shows the IIW calibration block. Figure 4 shows the step calibration block in different material types. Figure 5 shows the ASTM calibration kit. Figure 6 Figure 6 shows the wedges that were used for angle beam calibration and testing. The left block is 45ÂÂ ° and the right block is 70ÂÂ ° Figure 7 Figure 8 Figure 7 shows the bolts that were tested in experiment 6 and figure 8 shows the steel weld samples that were also tested in experiment 6. Procedure In experiment 5 the first section was to setup the device. In the lab manual it says to refer to the devices manual but in the class the professor showed how to use the device. In this experiment we used a GE Inspection technology Portable Ultrasonic Flaw Detectors USN 60. To start off is to start to program to device to the correct parameters. The measurements were always in inches and the probe was determined under the PLSRCVR button menu. To set the probe if it is a single probe or dual probe we use the DUAL part on the screen to set dual on or off, in these experiments the dual will be off. The same screen will be a PULSER which should automatically be spike. After it was all completed under that tab, the home button was pressed to go back to the main menu screen. The left dial on the side would change the dB. The right dial would change the number the selector was put on. The range is changed so the pulse we are looking for is on the screen and not off the screen. To make sure y ou are reading the correct pulse you must set the gate over the pulse and the width of the pulse you are trying to read. The pulse should also have about 80 percent of amplitude. After all this setup the device may be begin to start to be calibrated. To begin to calibrate with the straight beam probe for experiment 5, you must determine which material you will be testing and then pick the correct step block that correlates with that material. Determine if you are using a single or dual probe. In this experiment we used a single probe, so the DUAL should be off. If on the top of the home screen a box does not state the SA, then go to the results tab and make sure it is displayed, then hit the home button and press the autocal button. This will display two important windows of REF1 and REF2, these are programmed to which steps you are going to use on the block, and we picked .4 and .2 as the references. The range is set to a length longer than the longer reference point you used to be able to see it on the screen. The frequency on the device should also match the frequency of the probe(s) being used. Put gel on the steps and then place the probe on REF1 which should be the smaller thickness. Press record, make sure your gate is ove r the first pulse for REF1 and press record again, and then move the probe to the second step, move the gate over the pulse and press record again. If it was done correctly the gate over the last pulse recorded should show the numbered thickness on the step. Also on the home screen the velocity and probe delay should be the same as the material that is being tested. If this is correct then the calibration was a success. A picture of the screen was taken for each calibration specimen. The next section of experiment 5 is to use the angle beam probe on the IIW block and miniature angle block by using a 45ÂÂ ° wedge with a 2.25 MHz probe. To set the angle, go to the home screen and then hit the TRIG button, make sure the angle is set to the same angle the wedge you are using. Press the home button again and then go to the results tab and makes sure the boxes on the top of the screen are set up to display SA, PA, DA, A%A. Press the home button again. Press the autocal tab and set the REF1 to 4 and REF2 to 9 to program the device for the IIW block, to program the device for the miniature block then set the REF to 1 and 4. Put gel between the transducer and wedge before putting them together. Put gel on the block and then place the probe at the 0ÂÂ ° that is marked on the block with the line on the wedge. Do the same steps to record the REF as stated before. The velocity of the shear wave that is used in the angle beam probe should be divided by about 2 for th e velocity of the longitudinal wave that is used in the straight beam probe in the same specimen. Pictures are taken with the gate over the 4 and 9 pulse for the IIW and the 1 and 4 pulse for the miniature block. The final part of experiment 5 was to find the area amplitude and the distance amplitude by using the cylinders from the ASTM set. These cylinders have the same height but the diameters of the hole within the cylinders are different. On the cylinders used the diameters were stated, which we used the cylinders that said 3/64, 5/64, and 8/64. In order to make the graph area vs. amplitude, the equation = 20 was used with the found gain. To determine the distance the six cylinders that had the same diameter hole within in it was used but the height of each cylinder was different which were 1, 1.25, 1.5, 2.25, 3.75, and 6.75. In order to make the graph distance vs. amplitude, the equation = 20 was used with the found gain.. In experiment 6, the initial part was to find the depths of four bolts that are hidden from sight in a box with only the head of the bolt shown. In addition on the bolts we had to determine if the bolt had a defect and the location of the defect. To start, the device must be calibrated by using the straight beam probe method. Put the gel on the top of the bolt and use the 5 MHz probe, make sure the device is set on dual probe on for this probe. While scanning the top of the bolt the pulses on the screen should show the bottom of the bolt which will determine how long the bolt is, also before the pulse for the bottom, other pulses will determine if a defect was found and how far it is from the top of the bolt. Each bolt had a picture taken of the devices screen to show the defect. After testing the bolts, the next section was to use the 6 dB drop method as described before to seek and locate the appearance of the defect within the random aluminum specimen given. By calibrating the dev ice using the straight beam method and covering the entire surface of the specimen with gel. The specimen was then examined with a horizontal and vertical motion with the probe to locate the defect. While this was happening another person was watching the screen to make sure a pulse was not missed. The pulse would have two equal pulses when a defect was found, after a defect was found, the end was found on and a pencil mark was placed. Each time we found an edge we placed a pencil mark. After we have decided we have found all the edges we would connect the dots to make the shape. After the shapes were decided upon, the back plate was removed and shown the real shapes of the defects, then comparing the drawn shapes wo the actual shapes. In experiment 6, the welding method was used to examine six welded steel specimens. To begin with start to calibrate the device for the angle beam probe using the procedures as stated before. Following those procedures, apply gel to the surface of the plate being tested and to search for the defect within the welded part of the plate by determining the depth in the specimen compared to the thickness of the specimen. Marking each end of the defect then measuring the length of the defect, then to compare it to the given sheet that will be shown in the appendix, of the defect area. Also stated on the sheet, each length of the defect should be 1 inch in length. DATA Experiment 5 Figure 9 Straight pobe Steel .4 Figure 10 Straight pobe Steel .3 Figure 11 Straight pobe Steel .2 Figure 12 Straight pobe Steel .5 Figure 13 Straight pobe Steel .75 Figure 14 Straight pobe Acrylic .4 Figure 15 Straight pobe Acrylic .5 Figure 16 Straight pobe Acrylic .3 Figure 17 Straight pobe Acrylic .2 Figure 18 Straight pobe Acrylic .75 Figure 19 Straight pobe Al .4 Figure 20 Straight pobe Al .5 Figure 21 Straight pobe Al .3 Figure 22 Straight pobe Al .2 Figure 23 Angle beam , ref 1 Figure 24 Angle beam, ref 2 Figure 25 Miniature Angle Beam, ref 2 Figure 26 Miniature Angle beam, ref 1 Figure 27 Miniature angle beam reverse, ref 1 Figure 28 Miniature angle beam reverse, ref 2 Figure 29 Bolt 1 defect Figure 30 Bolt 1 length Figure 31 Bolt 2 edge Figure 32 Bolt 2 Length Figure 33 Bolt 3 Length Figure 34 Bolt 3 edge Figure 35 Bolt 4 Length Figure 36 Bolt 4 Defect Figure 37 Cylinder 3/64 back wall Figure 38 Cylinder 3/64 diameter of flat bottom Figure 39 Cylinder 5/64 Figure 40 Cylinder 8/64 Figure 41 cylinder height 6 Figure 42 cylinder height 3 Figure 43 cylinder height 1.5 Figure 44 cylinder height .75 Figure 45 cylinder height .5 Figure 46 cylinder height .25 Analysis of Data Part of experiment 5, in straight beam probe calibration, figures 9 through 24 shows pictures of the device screen of a few steps that we used to calibrate the device. For example in steel at .4 the probe delay was .4119us and velocity was .2252 in/us. In figure 14 the Plexiglas was on stop .4 with a velocity of .0873 in/us and the probe delay was .4119 us. In figure 19 it sows the .4 step for aluminum, which shows a velocity of .2458 in/us and probe delay of .4713 us. In figures 13 and 18 show the side of the step block at .75 for another step. In angle beam probe calibration, the figures 23 through 28 show pictures of the screens device for those calibrations. Figure 23 and 24 shows the references of the IIW steel calibration block which had a velocity of .1599 in/us and probe delay of 26.4325 us. This value was supposed to be half of the straight beam calibration but it was close enough. In figures 25 through 28 shows the miniature calibration block and the probe delay was 5.3931 us and the velocity was .1266 in/us. This was also compared to the straight beam probe velocity in steel and should be about half. It was close enough to be counted. Looking at the probe delays, it seemed to be reasonable time for the distance it had to go. In area and distance amplitude calibration the figures 37 through 40 displayed the devices screen of each cylinder tested. Figure 37 shows the back wall of the 3/64 diameter hole which had a 25dB. In figure 38, it shows the 3/64 diameter of flat bottom hole at 53dB. In figure 39, shows the 5/64 diameter of flat bottom hole with a 50 dB. In figure 40, shows the 8/64 diameter flat bottom whole with a 47 dB. Each figure had a probe delay of .4822 us and a velocity of .2331 in/us, which was very close to the velocity reference for steel. Table 1 Diameter Notation Gain (dB) 3/64 V1 53 5/64 V2 50 8/64 V3 47 Graph 1 In table 1 it displays the dB for every diameter. In graph 1 the area vs. amplitude calibration curve is shown. Table 1 and equation = 20 was used to calculate the calibration curve. An example of a calculation is shown below: |V2-V1|=|40 dB 46dB|= 6 dB = 20 V2= 2V In figures 41 through 46, the pictures shown are the different heights of cylinders but the diameter of the hole inside is the exact same. As follows, figure 41 shows 6 cylinder, figure 42 shows 3 cylinder, figure 43 shows 1.5 cylinder, figure 44 shows .75 cylinder, figure 45 shows .5 cylinder and figure 46 shows .25 cylinder. Each figure shows .2312 in/us for velocity and probe delay is 4.8750 us. Notation Height Sound Path Gain (dB) V1 6.75 5.812 100 V2 3.75 2.976 92 V3 2.25 1.480 74 V4 1.5 .740 68 V5 1.25 .491 61 V6 1 .247 53 Table 2 Graph 2 In table 2 it displays the dB and sound paths on the picture taken for each picture of different heights. In graph 2 it displays the distance vs. amplitude calibration curve. The curve was made from the equation = 20 and table 2. If you compare the graph with reference data my graph is not accurate at all. With my data incomplete this is an example of how to calculate the equation: |V3-V1|=|47.1 dB-97.2 dB|= 50.1 dB = 20 V3=319.89V In experiment 6 the bolt defects are shown in figures 29 through 36, which show a picture of the devices screen for the four bolts that were examined. Figures 29 and 30 for bolt 1 shows the length at 2.03in and defect at .608in, figures 31 and 32 shows bolt 2 with length of 3.398in and defect at .473in, figures 33 and 34 shows bolt 3 with length 3.954in and no defect but we took an edge of the bolt to show, figures 35 and 36 for bolt 4 shows length at 4.426in and defect at 3.922in. Figure 47 shows a picture of the bolts. Figure 47 Aluminum Plate defect (6dB drop)- Figure 48 Figure 49 In figures 48 and 49, it displays the aluminum specimen that was tested in experiment 6 using the 6dB technique. Figure 48 shows the sketched markings and figure 49 shows the actual defects. Figure 50 Defect 1 T= 0.375in length of defect= 1.013in Figure 51 Defect 2 T= 0.395in Length of defect= 1.17in Figure 52 Defect 5 T= 0.397in Length of defect= 1.012in Figure 53 Defect 6 T= 0.390 Length of defect= 0.992 Figure 54 Figure 55 Defect 7 T= 0.390 Length of defect= 1.047 Figure 56 Defect 8 T= 0.389in length of defect= 0.915in In figures 50 through 56, shows the pictures for the six weld tests examined for experiment 6. Figure 50 shows defect 1 with thickness of .375 and defect at .035, figure 51 shows defect 2 with thickness of .395 and defect at .241, figure 52 shows defect 5 with thickness of .397in and defect at .201in. Figure 53 and 54 shows defect 6 with thickness of .390 and defects at .121 and .271. Figure 55 shows defect 7 with thickness of .390 and defect at .184. Figure 56 shows defect 8 with thickness at .389 and defect at .186. This data was compared to the sheet in the appendix. Discussion of Results In experiment 5, we learned how to calibrate the three different detector devices using many calibration techniques. One of the methods was straight beam calibration. Following the setup and recording the pictures of the experimental data, we can agree on the calibration was a success. This was agreed by making sure the heights matched the heights of the step block written on the steps. Our heights were very close to the actual height. To make sure this is correct we were also shown a probe delay and velocity. The velocity of steel we got .2252 in/us and the reference velocity was .2300 in/us. The probe delay was .4119 us which was approved by Dr. Genis to be okay. For aluminum the velocity was .2458 in/us and compared to the reference velocity of .2490 in/us, our velocity was very close. The probe delay was .4713 us. For Plexiglas, the velocity was .0873 in/us and compared to the reference velocity .110 in/us was close but still had decent gap. The probe delay was .4119 us. The next part of experiment 5 was angle beam calibration. Following the setup and recording the pictures of the experimental data, we can agree on the calibration was a success. To see if our data matched was to detect the pulses were in the right place. For IIW calibration block, the first pulse seen was close to the 4 mark and the second pulse was also very close to 9 mark. For the miniature calibration block the first pulse was at 1 and the second pulse was at 4. We detected all the pulses were at the correct location on the screen. We were also able to get the velocity of .1599 in/us which are approximately half of the reference velocity for steel. The probe delay is 26.4325 us. In experiment 5, the last part was area amplitude and distance amplitude calibrations. For area amplitude we were able to figure out that we succeeded by the velocity and probe delay. The steel cylinders had a velocity of .2331 in/us, which compared to the steel reference velocity it seems to be very close. The probe delay of .4822 us seemed to match the accepted probe delay. The last part to confirm the data was from graph 1, which shows the area amplitude calibration curve that matched the reference curve that was presented in class. The velocity we obtained was .2312 in/us which was proper. A trend of 7 or 8 in different dB until between two of the cylinders, but at the end it was ok because as long as when the dB was raised the trend line was also being raised. Looking on the graph it seemed that either the graph was wrong or the collected data was wrong. It could be multiple reasons why

New Law :: essays research papers

CBS) Attorney General John Ashcroft denounced Tuesday's Supreme Court ruling that overturned a law banning computer simulations and other fool-the-eye depictions of teen-agers or children having sex, saying it would make prosecutions more difficult. Where possible, he said, the Justice Department will restructure prosecutions it has brought to pursue "general obscenity charges against those who have victimized children." Child pornographers "will find little refuge" in the decision, he said. "We will continue to use whatever resources we can to identify and prosecute child pornography cases to the fullest extent of the law." Ashcroft also said that he was eager to work with Congress to revise the law. Youthful sexuality is an old theme in art, from Shakespeare to Academy Award-winning movies, the court found in striking down the 1996 child pornography law on free speech grounds. The law would call into question legitimate educational, scientific or artistic depictions of youthful sex, Justice Anthony M. Kennedy wrote for a 6-3 majority. "The statute proscribes the visual depiction of an idea — that of teen-agers engaging in sexual activity — that is a fact of modern society and has been a theme in art and literature throughout the ages," Kennedy wrote in a decision joined by four other justices. Clarence Thomas, one of the court's most conservative justices, wrote a separate opinion agreeing with the outcome. The court invalidated two provisions of the Child Pornography Prevention Act as overly broad and unconstitutional. Free speech advocates and pornographers had challenged the law's ban on material that "appears to be" a child in a sexually explicit situation or that is advertised to convey the impression that someone under 18 is involved. Another section of the law was not challenged, and remains in force. It bans prurient computer alteration of innocent images of children, such as the grafting of a child's school picture onto a naked body. CBS News Correspondent Bob Orr reports the adult entertainment industry, which led the challenge, hailed the decision as a victory for free speech. "The creators of art who can now safely deal with the important topic of teenage sexuality without fear of the most severe possible government sanctions," said Jeffery Douglas of the Free Speech Coalition. Justices John Paul Stevens, David H. Souter, Ruth Bader Ginsburg and Stephen G. Breyer signed Kennedy's opinion. Thomas, in a separate concurring opinion, said the court's ruling appropriately strikes down a ban that was too sweeping but leaves a window for future regulation of some kinds of virtual child pornography.

Should the Internet be Censored? Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ximenes 1 Should the Internet Be Censored? â€Å"No bones about it, the Internet needs to be censored†. At least according to Gerry Morgan, president of an Internet contents provider and a parent, he among other non-denominational Christian parents claims that they have found â€Å"the only realistic answer to the Internet porn-crisis†. They’ve created a program where all Web sites are pre-screened, avoiding any material that can be harmful to kids (Watson). They say that the Internet has to be censored because it has material, especially pornography, which can and will be offensive to others. But not everybody agrees with that. The censorship of the Internet is still a very controversial issue, and people all over the world debate whether or not this is a case against free speech. While Morgan states that by censoring the Internet we’ll be protecting ourselves and our children, Mr. Jeffrey Pollock, a Republican from Oregon who used to think the same, recently changed his mind when he found out that his own site had been blocked by an Internet filter. After the incident, Mr. Pollock expressed that â€Å"To mandate the federal government to legislate morality, I find abhorrent†(Schwartz). The disagreement on this issue continues and every person has a different opinion on what would be a satisfying solution to it. Even though I agree that it is not any parent’s desire for his/her children to have access to pornography or other potentially offensive material on the Internet, it is not worth jeopardizing our right to free speech in the name of morality. The truth is we cannot protect our children from all the violence or pornography available in today’s world just as our parents could not protect us. Ximenes 2 The interest and curiosity that children and adolescents have on what we, as a society, may rule as immoral did not begin with the Internet. Similarly, the government’s attempts in determining the public’s thoughts also began before the Internet. In fact, governments around the world had been trying to control the people’s minds for a long time and some of them are still trying to do so by filtering information. There is a report from the comprehensive survey of print and electronic news media that shows that nearly two-thirds of countries restrict press freedom, that would be... ...e effective than regulatory control†. Ximenes 4 There are also ways in which government or other agencies may provide Internet control without censorship. For example, it may be necessary to implement laws which require of all Internet servers that provide pornography to have their sites’ names clearly stating the content of the material about to be seen. This would at least prevent children from accessing such sites accidentally. By doing that the government would be helping the parents who don't want their kids to see that kind of material, but would not be interfering on the right to free speech that the Constitution assure us to have. In summary, censoring the Internet falls into the controversial category of censoring free speech. Therefore, it is a violation of the Constitution to apply censorship to such a commonly used source of information. Instead of banning material from the Internet we should make sure that we have clearly stated information. Perhaps government intervention may be necessary to assure that Internet servers comply with regulations. However, parental guidance and control still remain the most reliable ways of protection against misuse of the cyberspace.

Making of the A-Bomb :: essays research papers

The machine gun mechanized war. Artillery and gas mechanized war. They were the hardware of the war, the tools. But they were only proximately the mechanism of the slaughter. The ultimate mechanism was a method of organization-anachronistically speaking, a software package. "The basic lever," the writer Gil Elliot comments, "was the conscription law, which made vast numbers of men available for military service. The civil machinery which ensured the carrying out of this law, and the military organization which turned numbers of men into battalions and divisions, were each founded on a bureaucracy. The production of resources, in particular guns and ammunition, was a matter for civil organization. The movement of men and resources to the front, and the trench system of defence, were military concerns." Each interlocking system was logical in itself and each system could be rationalized by those who worked it and moved through it. Thus Elliot demonstrates, "It is reasonable to obey the law, it is good to organize well, it is ingenious to devise guns of high technical capacity, it is sensible to shelter human beings against massive firepower by putting them in protective trenches." What was the purpose of this complex organization? Officially it was supposed to save civilization, protect the rights of small democracies, demonstrate the superiority of Teutonic culture, beat the dirty Hun, beat the arrogant British, what have you. But the men caught in the middle came to glimpse a darker truth. "The War had become undisguisedly mechanical and inhuman," Siegfried Sasson allows a fictional infantry officer to see. "What in earlier days had been drafts of volunteers were now droves of victims." Men on every front independently discovered their victimization. Awareness intensified as the war dragged on. In Russia it exploded in revolution. In Germany it motivated desertions and surrenders. Among the French it led to mutinies in the front lines. Among the British it fostered malingering. Whatever its ostensible purpose, the end result of the complex organization that was the efficient software of the Great War was the manufacture of corpses. This essentially industrial operation was fantasized by the generals as a "strategy of attrition." The British tried to kill Germans, the Germans tried to kill British and French and so on, a "strategy" so familiar by now that it almost sounds normal. It was not normal in Europe before 1914 and no one in authority expected it to evolve, despite the pioneering lessons of the American Civil War. Once the trenches were in place, the long grave already dug (John Masefield's bitterly ironic phrase), then the war stalemated

Gcom 123 Study Guide

Study Guide for GCOM 123 Students are recommended to know this information for class tests and the final exam. Fundamentals of Communication Chapter 1: Competent Communication What are the most common myths about communication? Explain the differences between the three models of communication: linear, interactive, and transactional. Define the basic communication elements contained in the communication models (channel, sender, receiver, message, encode, decode, context, fields of experience, noise, and feedback) Explain the two aspects of every message: Content and relationship.Understand the communication competence model. How could you enhance your communication competence? What differentiates a constructive communication climate from a destructive communication climate? Chapter 2: Perception of Self and Others Define the perceptual process. What is a perceptual schema (prototype, stereotype, and script)? How is self-concept developed (reflected appraisal, significant others, and s ociety)? What are some of the influences on perception (gender, culture, past experiences, mood, and context)? What is self-disclosure? Define the concepts of depth and breadth in terms of self-disclosure.What are the guidelines for offering and receiving self-disclosure? Why is reciprocal sharing important? Define the term â€Å"self-serving bias†. What is the self-fulfilling prophecy? What does it influence? Define the process of attribution? How does the fundamental attribution error impact competent communication? What is empathy? Chapter 3: Culture and Gender Define what culture is. Explain how culture influences communication. Define ethnocentrism, cultural relativism, and multiculturalism. Explain the major differences between individualistic and collectivistic cultures.Explain the major differences between low-power distance and high power-distance cultures. Explain the major differences between feminine and masculine cultures. How does culture influence nonverbal com munication? Chapter 4: Language Explain the nature of the relationship in languages from phonemes, morphemes, syntax, and semantics. Define the four essential elements of all languages (structure, productivity, displacement, and self-reflexiveness). Explain the abstracting process (sense experience, description, inference, and judgment). Explain the two versions of the Sapir-Whorf hypothesis.Explain how connotative meaning differs from denotative meaning. What is the difference between a fact and an inference? What are jargon and euphemisms? Chapter 5: Nonverbal Communication What are the differences between verbal and nonverbal channels of communication? What are the functions of nonverbal communication (repetition, substitution, regulation, contradiction, accentuation)? Explain the major types of nonverbal communication (kinesics, paralanguage, territoriality, proxemics, and haptics). Can you identify the kind of nonverbal communication exhibited in an example? Chapter 6: Listenin g to OthersDefine listening by its basic elements (comprehending, retaining, and responding). What are the types of listening (informational, critical and empathic)? What are the most common problems that thwart competent informational listening (conversational narcissism, competitive interrupting, glazing over, pseudo-listening, and ambushing)? What are the most common listener response styles used in empathic listening? Interpersonal Communication Chapter 7: Power Define power. Explain the difference between assertiveness and aggressiveness. What are the major power resources (expertise, legitimate authority, reward, punishment, personal qualities)?How is power indicated in communication (verbally and nonverbally)? Chapter 9: Interpersonal Conflict Management Define conflict. Differentiate between destructive and constructive conflict. Define the three internal relational dialectics (openness-closedness, novelty-predictability, and autonomy-connection). How do we address these rel ational dialectics? Define the five most common conflict negotiation strategies (accommodating, avoiding, controlling, compromising, and collaborating). Group Communication Chapter 10: The Anatomy of Small Groups Define what a small group is. What are the advantages and disadvantages of small groups?What is cohesion? How is it developed? What influence does cohesion have on task and social dimensions of small groups? What are group norms? What is a small group role? What is the difference between formal and informal roles? Explain the difference between the three types of informal group roles (maintenance, task, and disruptive). What is leadership? What are the different approaches to leadership (traits, styles, and situational)? Define the major leadership styles (directive or autocratic; participative or democratic; laissez-faire, and situational). Chapter 11: Effective GroupsExplain the distinctions between a team and a group. What is brainstorming? What is critical to its succes s? Explain the steps in the Standard Agenda. Explain the differences between the major forms of decision-making (majority rule, minority rule, and consensus). What are the benefits and disadvantages of consensus? What is groupthink? How might groupthink be avoided? Public Speaking Chapter 12: Preparing Speeches What are the components of audience analysis (demographics, values, beliefs, & attitudes)? What elements of speech making are influenced by audience analysis (preparation and presentation)?Define the general purpose, specific purpose, and central idea in public speaking. What should be considered when choosing a topic (speaker, subject, and person addressed)? How does one avoid plagiarism? What are the types of supporting materials used in speeches? What are the criteria for evaluating supporting material? What are the basic elements of a competent outline (symbols, coherence, completeness, balance, and division)? Identify the organizational pattern used in speeches (topical, spatial, causal, chronological, problem-solution, and Monroe’s Motivated Sequence)?Chapter 13: Presenting Speeches What is speech anxiety? What are some guidelines for managing speech anxiety? What are the critical elements of a speech introduction? What are the critical elements of a speech conclusion? What is the difference between oral and written styles of speech making? What impact do various delivery considerations have on an audience (eye contact, vocal variety, verbal fluency, poise, dynamism)? Explain the differences between the major delivery styles (manuscript, memorized, extemporaneous, and impromptu). Chapter 14: Informative SpeakingWhat distinguished informative speaking from persuasive speaking? What is a transition? What is necessary for an appropriate or effective oral citation? What are the types of visual aids that can be used during a speech? What are guidelines for the competent usage of visual aids? Chapter 15: Persuasive Speaking Define persuasion. Wha t are the primary dimensions of credibility (competence trustworthiness, dynamism, and composure)? Define the three Aristotelian modes of proof (ethos, logos, and pathos). Identify propositions of fact, value and policy.

Assessment Tools Analysis

Assessment Tools Analysis The vulnerable population of single low-income mothers and their children are at risk for poor health: physically, socially, and psychologically. As a nurse, I know the importance of performing a complete nursing assessment to provide the best nursing care. It is helpful to use available assessment tools to evaluate and fully assess the patient. Nurses need to be knowledgeable in assessment tools to expand the assessment process and evaluate clients in various stages and states of health, illness, stress, and life.In this paper, I will discuss and analyze three assessment tools: The Beck Depression Inventory, The Norbeck Social Support Questionnaire, and The Family Hardiness Index. Beck Depression Inventory According to the Center for Psychological Studies (2010), the BDI is used to measure the presence and degree of depression. This self-reporting questionnaire measures depression symptoms, such as headache, constipation, loss of appetite, backache or chron ic fatigue (Viinamaki, Tanskanen, et al. , 2004). It is a straightforward, low-cost, easy to use, 21-item test presented in multiple-choice format.The BDI is intended to be used in research and clinical settings to assess depression in adults and adolescents 13 and older. Administration of the BDI takes approximately five minutes. The test is either self-administered or verbally administered by trained personnel. Each item is a list of four statements about a particular symptom of depression, such as loss of appetite and sleep loss, and they are arranged in increasing severity. Validity and Reliability The BDI has been used for over 35 years to identify depressive symptoms and is reported to be highly reliable in being able to distinguish depressed from non-depressed patients.The new version showed improved clinical sensitivity, with the reliability of the BDI–II scoring higher than the BDI (Center for Psychological Studies, 2010). Recently, the BDI has been updated and the n ame changed to BDI-II. The BDI-II conforms more closely to the diagnostic criteria for depression and specifically assesses for depression by identifying the presence and severity of symptoms. This increased the validity. Nursing Even though mood disorders are common in the general population, many people suffering from depression remain undiagnosed (Viinamaki, Tanskanen, et al. , 2004).Because many low-income single mothers lack self-esteem, self-confidence, and adequate coping skills, leading them to feel isolated and alone, this vulnerable population is especially at risk for depression. The nurse can use the Beck Depression Inventory (BDI) to assess each patient for signs and symptoms of depression. Using this tool within the nursing assessment will help the nurse to differentiate patients experiencing symptoms of depression. This will then allow the nurse an opportunity for teaching and information on therapy, counseling, or outpatient psychiatric follow-up can be provided to t he patient.Norbeck Social Support Questionnaire The Norbeck Social Support Questionnaire is self-administered, low-cost, and measures multiple dimensions of social support including affect, affirmation, and aide. Nine categories are used to determine sources of support, and size, stability, and accessibility of those sources are measured. â€Å"The Social Supports Questionnaire measures include: the kinds of help and support that the parent/caregiver and youth received from people in the past 6 months, and the kinds of people who helped the parent/caregiver and youth in the past 6 months† (Kernan & Morilus-Black, 2010, p. 258).Adults and adolescents 13 or older are asked to list the first names or initials for each significant person in his or her life, such as spouse, relatives, friends, neighbors, etc. The patient then labels the kind of relationship he or she shares with each person listed Finally, the patient then rates and describes the amount of support available from e ach person on the list. The amount of social support can then be calculated. Validity and Reliability Reliability was assessed through analysis of consistency and test-retest measures taken a week apart. High levels of consistency and reliability were found.According to a study published by UCSF School of Medicine (2005), the test-retest correlations were Affect, 0. 89; Affirmation, 0. 88; and Aid, 0. 86 and response bias, which ranged from 0. 01 to 0. 17, was not significant. Nursing The nurse must accurately assess the patient’s social support, especially in the vulnerable population of single low-income mothers. According to Campbell-Grossman, Hudson, Keating-Lefler, & Fleck (2005), â€Å"Inadequate social support is related to poor public health outcomes, particularly in conditions of stress such as poverty and single motherhood† (p. 242).Nursing care of single mothers needs to focus on teaching, providing information on community resources, and providing support a nd encouragement. Family Hardiness Index Low- income single mothers experience many personal barriers to successful parenthood, usually because they suffer from the stress of new responsibilities with minimal resources to back them up. Major life changes can occur within the single parent household with family structure and function. Family and job demands, and family strengths, capabilities, and weaknesses all play a role in how families, including children, adapt to the current situation (Robinson, 2003).The Family Hardiness Index (FHI) can be used with adults and children over the age of nine to assess family adaptation. â€Å"Hardiness is defined as the family members’ internal strengths and durability as characterized by an ability to work together to find solutions to difficulties, a view of change as beneficial and growth producing rather than threatening, and a sense of control over the outcomes of life events and hardships† (Leske& Jiricka, 1998, p. 383). The Family Hardiness Index is a 20-item questionnaire.It measures four components families use to respond to stressful life events: confidence, challenge, commitment, and control (Leske& Jiricka, 1998). Patients indicate on a three-point scale how well the questions or statements apply to their life and their family situation, and the scores are calculated by adding the values of the responses. Validity and Reliability According to a study described by Leske & Jiricka (1998), reported internal consistency and reliability of the FHI is 0. 82, and validity is strong. This study was on a combined sample of 51 family members going through major life changes and challenges.Alpha reliability was 0. 98 for the total resource scores of their study (Leske & Jiricka, 1998). Increases in scores were related to adequate resources, coping, problem-solving communication, and family adaption. Response bias is possible due to the self-report nature of the questionnaire (Leske & Jiricka, 1998). Nursing The nurse needs to assess the whole person; sometimes this includes the family as one unit because children are a part of the vulnerable population too. Studies of parenting have shown that low-income families with maternal hardships impede the children’s cognitive and societal abilities (Mechanic & Tanner, 2007). Family deprivations also increase the probability of abuse and neglect of children, who then seek to escape the household early, associate with inappropriate peers, form tenuous sexual partnerships, have early pregnancies, and often replicate the pattern of inadequate parenting they experienced as children† (Mechanic & Tanner, 2007, p. 1223). The nurse can use this low-cost questionnaire to assess family functioning and family hardiness. Integrating Watson’s Theory of Human Caring Watson believes nursing should focus on health promotion and treating the whole person: body, mind, and spirit.The transpersonal caring relationship builds when the nurse show s concern about the whole person and fully commits to protect and enhance the person’s human dignity. The nurse’s caring consciousness essentially allows a deeper connection between the person and the nurse, in which each person involved can understand the others perspective (Watson Caring Science Institute, 2009). The discussed assessment tools enhance the assessment phase of the nursing process, allowing the patient and nurse an opening opportunity for conversation, leading to a caring moment, and improving the quality of health care delivered by the nurse on a personal level.Conclusion The Beck Depression Inventory, The Norbeck Social Support Questionnaire, and The Family Hardiness Index are three tools available to assist the nurse in completing a fully assessment of the patient and families. These tools can be used with many different age groups, are low-cost, straightforward, and easy to use. Researching the tools for this paper has helped me to understand the im portance of fully evaluating clients in various stages and states of health, illness, stress and life. These tools improve the quality of health care delivered by the nurse by enhancing the assessment phase of the nursing process.References Campbell-Grossman, C. , Hudson, D. , Keating-Lefler, R. , & Fleck, M. (2005). Community Leaders' Perceptions of Single, Low-Income Mothers' Needs and Concerns for Social Support. Journal of Community Health Nursing, 22(4), 241-257. (doi:10. 1207/s15327655jchn2204_6). Center for Psychological Studies. (2010). Beck depression inventory. Retrieved from http://www. cps. nova. edu/~cpphelp/BDI. html Kernan, J. , & Morilus-Black, M.. (2010). Social supports for youth and families. Community Mental Health Journal, 46(3), 258-64. Retrieved August 20, 2010, from ABI/INFORM Complete. (Document ID: 2026204261). Leske, J. S. & Jiricka, M. K. (1998). Family well-being and adaption after critical injury. American Journal of Critical Care, 7(5), 383-392. Retrie ved from MEDLINE with Full Text database, University of Phoenix Research Library. Mechanic, D. , & Tanner, J. (2007). Vulnerable people, groups, and populations: societal view. Health Affairs (Project Hope), 26(5), 1220-1230. Retrieved from MEDLINE with Full Text database. Robinson, M. B. (2003). Family hardiness index- Methodology for use with children. Ph. D. dissertation, Saint Louis University, United States-Missouri. Retrieved from ProQuest Nursing & Allied Heath Source, Publication No.AAT 3130049. UCSF School of Medicine. (2005). Summary of psychometric testing of the Norbeck Social Support Questionnaire. Retrieved from http://nurseweb. ucsf. edu/www/NSSQ-Psychometric. pdf Viinamaki, H. , Tanskanen, A. , Honkalampi, K. , Koivumaa-Honkanen, H. , Haatainen, K. , Kaustio, O. , et al. (2004). Is the Beck Depression Inventory suitable for screening major depression in different phases of the disease? Nordic Journal of Psychiatry, 58(1), 49-53. Retrieved from Academic Search Complet e database. Watson Caring Science Institute. (2009). Transpersonal caring and the caring moment defined. Retrieved from

The Importance of Ethics Committees

Health care institutions operate to uphold the rights and well-being of patients. In practicing patient care, members of health care organizations face actions and decisions that should be aligned with ethical issues maintained by health care facilities, such as hospitals, to look after the best interests of patients. To oversee the ethical issues that health care facilities should observe consistently, establishing ethics committees is necessary.In order to determine the importance of ethics committees in the field of health care and medicine, it is relevant to go over the history of the establishment of ethics committees, the varied and significant roles played by ethics committees in health care and medicine, the principles upheld by ethics committees, and the magnitude of ethics committees in health care facilities and the field of medicine. Ethical issues frame health care and the field of medicine.Health care ethics is primarily based on principled obligations that health care and medicine should provide for human beings, as well as the binding obligations to constitutional laws. Health care ethics ensure that health care policies, services, programs, and practices are in line with moral obligations to human beings and political obligations to the state, while keeping in mind the sole purpose of health care and medicine – to improve the quality of life.With the unending and increasing issues and choices that members of health care organizations and the field of medicine must face and decide on each day, there is a need to put up ethical standards and norms to abide by to avoid inconsistencies, conflicts, and disagreements. The requirement for ethics committees was formalized in 1992 by the Joint Commission (O’Reilly, 2008). Ethics committees are composed of various members of health care institutions. Members of ethics committees include â€Å"physicians, nurses, psychologists, lawyers, administrators and supervisors, families, and the comm unity† (Fremgen, 2005).Ethics committees are in charge of overseeing practices and operations within health care facilities regarding the services provided for patient care. Primarily, ethics committees in contributing or improving health care policies employed by facilities by thorough analysis and research and the formulation of ethical procedures or guidelines that the health care facility and all its members must observe at all times. These procedures or guidelines are patient-centered – one which puts forth the best interest of the patient.Ethics committees uphold ethical health care principles and practices by intervening in conflicts within the health care facility, especially when it comes to decision-making and ethical issues. The ethics committee reexamines a particular situation and arrives at a counsel or a suggestion as to how the parties involved will go about solving the problem. The result of the ethics committee’s reexamination is based on ethica l laws and principles endorsed by the state and the health care facility to put the patient’s concerns above all.In some instances, the ethics committee also reviews the quality and kind of health care services received by the patient in order to determine whether it was based on guiding ethical principles or not. (Fremgen, 2005) Ethics committees are influential in determining the fairness, reliability, morality, and integrity of health care facilities. It serves as a quality control committee, keeping health care services, practices, and operations in check, in order to make sure that they comply with ethical principles related to health care and medicine.Through ethics committees, health care facilities are able to sustain a mission, vision, goals, and objectives that are within the limits of what is ethical for health care facilities to provide. This ensures that the quality of health care services provided to patients meet their needs, demands, and expectations and it de fends what is morally upright in relation to patient care. Ethics committees keep professionalism in the work place in check, and it guides major ethical choices and decisions in the field of health care and medicine.With the realization of the significant roles and responsibilities that ethics committees carry out, it is therefore of great importance to health care facilities or organizations to establish an ethics committee that will serve as a consultant or a guide in putting health care practices and operations in line with ethical laws and principles. It does not only add value or integrity to health care facilities, but it also ensures that patient care is provided for, qualitatively and ethically.

Case Study: Contextual Factors

I did my pupil instruction of Biological Science at Airport High School, in West Columbia, South Carolina. Airport High School is within the Lexington District Two School Community. The territory has 17 schools and about 8,800 pupils. Two of the 17 schools are high schools. The territory is composed 57.8 % White, 33.5 % African American, 6.0 % Hispanic, and 2 % other. Two environmental contextual factors include socioeconomics and the community population. The socio-economic position of the community consists chiefly of a in-between to low category population. Due to the low socio-economic position, the school is provided with plans, such as free or decreased tiffins. The purpose of this plan is to enable a manner for pupil to acquire repasts, therefore run intoing the basic demand of hungriness. Meeting the demand of hungriness will enable the pupil to concentrate in category and larn the stuff. The community population has been turning over the old ages. Many new schools have been established to run into this demand. However, due to miss of financess to construct and staff a sufficient figure of schools to back up the community, each schools population has increased. The territory shows support for the educational demands of all pupils. The territory has developed a parenting and household service plan called STAR. STAR is an acronym for Get downing Together†¦Arriving Ready. The plan is an early acquisition plan for parents and their kids birth to five old ages old. It helps give a head start on kids larning for qualified households run intoing the demand standards. Some of the demands standards are based off of the household ‘s primary linguistic communication and household income degree. Staticss have indicated that pupils coming from lower income households or English as a 2nd linguistic communication have more trouble in schools. This plan will assist supply them with a get downing foundation. Lexington County is composed of 5 school territories. The territory I taught at happens to be the lowest socioeconomic territory and receives less funding than the other territories. This evidently affects the teaching- acquisition procedure as they have less instructors and less financess to buy needful points for the schoolrooms in the territory. This frequently leads to pupils sharing books or the territory non being able to buy computing machines or other stuffs. The school is geographically located near the province ‘s capital and less than a stat mi from the Columbia Metropolitan Airport. At times, planes will wing near to the roof of the school doing a break in the category room. The noise disrupts the pupils thought and causes schoolroom speaking. Both of these have a negative consequence on the acquisition procedure. The schools population is higher than norm. As stated above, the community has tried to react to a turning population by constructing new schools. Airport High School, the instructor to student ratio is approximately dual what the recommended ratio should be. This places a strain on schoolroom direction and finally affects the sum of single attending a instructor can give to a pupil. Classroom factors that can impact the instruction and acquisition procedure are physical characteristics of the schoolroom, handiness of engineering equipment and resources, extent of parental engagement, and the schoolroom topic. Due to a deficiency of instructors, schoolrooms have to be combined. Once they are combined the schoolroom may be at capacity for the figure of pupils. The suites can go cramped for infinite and desk being closer together to suit everyone in. Uniting categories may intend that college readying and awards category pupil may be in the same room. This has an consequence on the teaching-learning procedure as the instructor has to accommodate a manner of instruction and proving that will make both degrees. A 2nd schoolroom factor is the handiness of engineering equipment and resources. For a biological scientific discipline category a research lab is needed for the survey. I have found that the budget was deficient to supply each pupil equal equipment and resour ces to execute some of the needed labs. To suit this, the labs were completed in little group scenes or put up as a individual presentation. Many households I encountered had both parents working or the pupil may come from a individual parent place. Because of this, the parents may merely be slightly active in the pupil larning as they do non experience they have the clip to be involved. The schoolroom topic of biological science was a new construct to many pupils. It was presenting thoughts and nomenclature they had ne'er heard earlier. This slowed the teaching-learning procedure because many things had to be introduced a small at a clip and frequently repeated. Student contextual factors such as age, developmental degrees, civilization and particular demands affect the direction and appraisal of larning. In high schools the pupils are at an age where they feel and act as if they already know everything. Some may move disengaged or disinterested. There may be pupils with different developmental degrees in one category room. Some pupils may hold single acquisition programs and have to go forth the room to take a trial with a counsellor. A instructor could hold particular instruction pupils in the schoolroom that need alterations. Cultural beliefs may forbid a pupil from executing a dissection in a lab. All of these are factors that a instructor must believe about in the development of their programs and appraisals. Student ‘s accomplishment and anterior cognition can besides act upon how a instructor plans their acquisition ends, direction, and appraisal. Teachers are required foremost to garner information about the pupils ‘ anterior acquisition and link the content and accomplishments to the pupil ‘s conceptual model for larning. A instructor must retrieve all, or possible, contextual factors that are present in the school, territory, and community in which the work. By understanding and cognizing the contextual factors a instructor can break fix their schoolroom direction so that all pupils are larning.

An Analysis of Psychological Theories with Regard to Sexual Offenders Essay

An Analysis of Psychological Theories with Regard to Sexual Offenders - Essay Example Through the utilization of criminology the ability to illustrate the impact sexual offenders place in society has been predetermined as well, although the statistics change on a yearly basis. However the use of criminology and the many theories from the heart of this identity of the study of crime have developed ways in which to gauge the characteristics, background, and the environment in which the offender might have developed from and also how it might contribute to their sexual offenses against others (Lynch 2002). In this generation, researchers have found various treatment programs which often work well in the attempt to rehabilitate the offender and reintegrate them back into their former communities. However the research will show that this process can be extensive at times and there are many theorizations associated with this type of crime and its occurrence. There have been many theorizations utilized to try and depict the reasons why some people focus on criminal actions that are relative to rape and other forceful sexual encounters as well. Some of these theories are rational theory, female delinquent theory, Structural functionist theory, and many, many others. Some have offered better insight as to why these types of crimes occur and others have just lead to more questions as to the occurrence of this type of crime. With regard to rational theory, many criminal theorists state that sexual offenders are always given the choice whether to commit an act of rape of sexual violence or not, in other words they have the ability to rationalize this type of decision (Barbaree et al 1990). The idea of rational theory developed from the concept of economic theory in the mid 20th century with some of the early founding thinkers being Homans, Blau, and Coleman (Sobel 1994). As was stated, this theory views an act of crime in a way that deciphers the choices and decisions that criminal offenders make subsequent to the criminal act itself. It is seemingly closely connected to the 'Theory of Will' in that it gives the idea that any sexual offender has the mental capacity to make their own decisions between right and wrong and by choosing to bring harm to someone else they are detailing that they are fully aware of the consequences of their actions (Barbaree et al 1990). The main difference between the 'Theory of Free Will' and the theory of 'Rational Choice' is the fact that although the 'Free Will theory' shows that possible offenders do make their own choices in regards to committing a serious crime such as a sexual offence they do not rationalize their decisions and are very impulsive in their actions indicating that their reasoning might not be that of a wholly correct mentally functioning human being that has the ability to weigh right from wrong. Rational choice theory shows that there is no question in