Wasted years

This Is certainly a period somewhat unique as unlike the ass and ass, Britain did not experience a recession. Therefore It can be argued that the 13 years were not wasted In regards to the economy, as successive Tory governments managed to keep the economy healthy. However, although on the surface the economic situation looked promising, In reality the 13 years of Tory rule were unable to stem Britain's relative economic decline. Chancellors across this period often employ a system of â€Å"stop-go† economics whereby the economy Is inhered with strategically in order to make political gains.This occurred in 1959 when Chancellor Butler gave tax cuts of El 34 million to the middle classes just in time for the election. Although this was politically successful it was not wise, as after the boom came the inevitable bust, leaving the economy weakened. In addition, the Conservatives governments continued the post-war policy of appeasing the trade unions. For instance: when Macmillan was faced with striking railways, he increased their pay by 5% instead of the recommended 3%.This avoided infiltration but was economically unsustainable, as seen by the strikes in the ass and ass. There was a trend of difficult decision being avoided. Operation ROBOT, a plan to restructure industry, was cancelled by Churchill, and industrial stagnation continued. Also notable is Macmillan refusal to cut spending, which in 1958 led to the resignation of Chancellor Theretofore and two other members of the treasury, Birch and Powell. Historians such as Barnett argue these were key missed opportunities which eventually led to the much greater problems of the sass.Overall, the Tory governments of the 13 years between 1951 and 1964 should be considered a waste in regards to economy as despite ensuring short term prosperity, they consistently failed to make tough long term decisions and restructure the economy. In foreign policy, there were also some successes, although they were few In number and as always there were not without their failures. Disconsolation finally became an issue during this time, particularly after Macmillan â€Å"winds of change speech†, which committed Britain to further disconsolation.This was a success, as It appeared Britain was finally realizing Its own significantly reduced role on the world stage and because it was accomplished despite tough opposition from many Conservative backbenchers. However, failures and missed opportunities seem to outweigh this success. â€Å"Delusions of grandeur† were seen throughout, notably when Churchill attempted to organism a three party conference between Brutal, the US, and the USSR, falling to recognize we were not a power on par with the other two. The US and a â€Å"post-Suez hangover† which reduced Britain's role on the world stage.However, most important is the fact that Britain failed to engage in the SEC while there was a chance – Churchill and Eden foolishly threw aw ay our chances of being at the heart of Europe during the â€Å"open door years†, which meant years left in the cold and Joining on poor terms in 1974. It is clear that in the areas of foreign policy, the years were somewhat wasted – through holding delusions of grandeur, pursuing foolish wars, and most importantly, â€Å"missing the bus† on Europe, which could have been a chance of escaping relative economic decline.In domestic affairs, Macmillan in particular can claim some notable success. All the Conservative governments retained and embraced the welfare state left by Tattle's Labor government, but Macmillan was able to extend on their work, building 300,000 new houses per year. In addition, the Conservatives only denominational steel, and Hennessey suggests that this allowed prosperity. Education was also improved, with poorer students being more able to gain grants for university. This was an admirable achievement in social mobility.However, immigration be came an increasingly worrying issue as the period went on. Marry argues that Conservative governments â€Å"locked the courage to speak out against immigration or the will to stop it†. Race riots occurred, such as in Noting Hill in 1958. In addition, the tripartite system of school was criticized as secondary moderns and technical schools were either neglected or sparse. Therefore, although the governments created an affluent society, they were also wasting opportunities in domestic policy.It could also be seen that the Conservatives only continued with leslies such as the welfare state to meet their own ends, rather than any actual ideological commitment. To conclude, it would be overly harsh to suggest that the thirteen years were solely wasted. Affluence increased, disconsolation was accepted, and by the end of the period the importance of the SEC had at least been realized. However, the Conservatives did waste opportunities through continuing with â€Å"stop- go' economi cs, failing to Join the SEC, and excessively appeasing the unions. Therefore, while it is not entirely wasted, it was certainly a time of missed opportunities.

One Size Fits All Essay

One size fits all is a term that we have all heard in our society. This cliche has been applied to clothing, wrist watches, necklaces and bike helmets. This universal fit concept is, unfortunately, the thinking behind most public education today. As we know, one size fits all is anything but. Just as people are physically built differently, we all have diverse learning styles and capabilities. Public high schools in the United States are also built around this idea. I believe that public high school promotes the aim of capitalistic goals, instead of promoting â€Å"Some believe that one remedy to unequal educational opportunities is choice. †(pg 298). I am an advocate for charter school education, though I was never able to attend one. I recognize that high school students have different interest and passions. In Creating Comprehensive High Schools, James Constant suggest special academic arrangements be made for highly gifted the that â€Å"these students are challenged not only by course work, but by the development of their special interest as well. (Pg 329) I feel every student should be afforded the opportunity to develop their interests, gifts and strengths in the public school setting. To just give this privilege that is paid for with public monies to certain students, instead of all, based upon the observation of teachers is unfair. Especially, in schools where students live with socio-economic issues that impact their education negatively. If a talented student has not eaten breakfast, how can he concentrate on class assignments to his best ability? If a student has not had great academic advantages and exposures, such as those found in elite prep schools, how can he attain the same study habits and principles? Should not these students be allowed to develop their special interests in order to have the best public educational high school experience? Charter schools give the benefit of specialized interest instruction, uses similar educational state standards with flexibility and is backed by public tax dollars. I believe this type of education involves more choice than the traditional public high school. Choice is a huge part of life and why should we deprive high school students with this right in their education, when they are expected to make healthy decisions on their own upon education. As a society, we need to start promoting more autonomy amongst high school students in their educational pursuits. Today’s educational system is not out to teach students how to think, but essentially what to think. Instead of preparing students for higher education or to be free-thinkers, I believe our educational system is set up to crank out workers. As workers, we are set up to graduate with minimum skills and go out into the world to get jobs, not professions. My high school experience was more like a prison, than preparing me to be a free-thinker in the real world. Our curriculum was mediocre at best, ensuring that we can read, write and follow basic instructions to coincide with the rudimentary math skills. I spent fifty minutes in one classroom on one subject six times a day. In the fifty minutes I spent in each class, 10 minutes of that was taken up with teachers attempting to take roll and focus the class on that day’s lesson. The learning objectives were rushed and we were not given sufficient time to apply any material covered in the classroom, especially in science courses. As soon as I would get mentally involved in the subject I was learning the bell would ring. I was then rushed like cattle off to another classroom with five minutes of travel time. The next teacher would begin attendance and the routine from the previous course would begin all over again. This was the educational cycle of my high school experience every day for four years of my life. I think the high school educational public system is set up as a cash crop such as the prison system or genetically engineered soy bean for that matter. Reason being is all the unnecessary information that the schools ask personally about your child. Such as race gender and economic status are not being . These particular categories are then contracted to survey and â€Å"research† companies which are owned or not-for-profit organizations which either in turn have contributed large sums of donations or sponsored their events such as Pfitzer. A high-end pharmaceutical company, who specializes in making psycho-stimulant drugs, that have not been FDA approved to experiment with our children if they do not meet the criteria for an evolving student in that type of educational system. This is a system that says your education is a one size fits all eve though the staff faculty and board members know that every child learns differently they also know that cultural differences have an influence on your child’s learning habits as well. Will they and have they decided to come up with a different type of curriculum to teach those with a different learning style then the masses.

Google in Asia

PIB Case Discussion Google in Asia 1. What resources and capabilities does Naver have that Google does not? – Those two companies have same purpose and function. But in detail, Google didn’t catch up Koreans mind. Google prefer simple design with fast searching system for people whose don’t have fast internet or fast internet devices. But in Korean market, almost every houses are using super fast internet with chip price. And even countryside of South Korea is able to use fast internet. If American or other nation uses naver as a main page, too many links and advertising can be effect their internet speed.And Naver has more information that fits to Korean people who wants for the information. Such as Knowledge search, blogs, and cafe things, which make people gathering and share the information and communicating. 2. Why are the top two search engine providers in Japan foreign entrants, whereas in South Korea and China, it is a domestic incumbent that dominates th e industry? -People can proud of their mother company which gives lots of information and easy to use. But in Japan, those two companies are foreign companies and settle downed already in Japanese market. That’s why even it’s not Japanese company, people doesn’t care. . Does Naver have what it takes to succeed in overseas markets, such as Japan and the United states? -Naver is not just a search engine which give information. The reason that succeeds in Korean market was other functions, which can provide interests and make people gathering all together on the websites. If Naver provide similar function web site in Japan and US market, they might be successful. But before they jump in foreign market, they must consider of the environment factors such as internet speed and supply rates of computer thing. Naver is too heavy for people who don’t have fast internet or fast internet devices.

Managing Activities Essay Example | Topics and Well Written Essays - 2500 words

Managing Activities - Essay Example The Chairman, Stuart Rose, has the responsibility for the monitoring of all business activities; however, executive directors have placed at each organizational department ensuring the close control over the firm’s activities. Apart from the directors of each department there are also directors that are not related with a particular organizational sectors – non - executive directors. Although their role in the development of business activities is not made clear it can be assumed that they can intervene in all firm’s sectors – in accordance with the CEO’s guidelines or the relevant suggestions of each department’s executive director. It is assumed that cooperation and coordination are strongly promoted in the workplace. The development of divisions within the organization increases the effectiveness of the firm’s control over its activities. As for the firm’s organizational culture, there are some points that need to be highligh ted. All business activities are developed in accordance with the Corporate Governance Framework and the Code of Ethics – as presented in the firm’s website. In accordance with the corporate website, the corporate governance is based on the following principles: ‘quality, value, service, innovation and trust’ (corporate website, governance framework, 2009). A characteristic element of the firm’s governance is the use of the so-called ‘plan – A’ which aims to align all corporate activities with the environmental needs – promotion of sustainability through the business operations. In other words, corporate culture is based on the following values: application of corporate and social ethics and protection of the environment. 1b. The development of Marks and Spencer in the market – both the British and the international – has been achieved through the promotion of a series of values and the active support to the principles of

Educational Philosophy Research Paper Example | Topics and Well Written Essays - 250 words

Educational Philosophy - Research Paper Example From all of the theories presented about pre-service teacher, the most common and well known theories are that of Lev Vygotsky (1896-1934). Lev Vygotsky was an educational theorist, who has presented numerous theories about the impact of culture on child’s mental and behavioural development. He also presented ideas about pre-service teachers. According to him, students should be inspired and motivated enough to present their own creativity and knowledge in their writings. He further states that the person who is interacting with child has most of the responsibility for problem solving but slowly and gradually his responsibilities transfer to the child. Example: If the theory of Lev Vygotsky is implemented in the premises of today’s classrooms, then it can bring profound changes. Children must be allowed to utilize their own thoughts and creativity, be it in art work, writing or any other intellectual activity. In extra-curricular activities, children should be encouraged to bring those projects which reflect any notion of their immediate culture or background in order to value diversity in classroom. Kolb (1984) stated that effective pre-service teachers need to have ability in four different areas; observation, experience, conceptualization and experimentation. Kolb (1984) states that teachers need to openly and fully involve themselves in providing new experiences to the students. Teachers need to present and reflect these experiences from several different perspectives, in other words, teachers should provide reflective observation. They must also conceptualize those observations with supportive logics and facts. At the end, they should use these concepts for problem solving and decision making which is the fourth component, namely experimentation. Example: After the students bring in projects or related material about their respective culture, the duty of teachers start. Teachers should acknowledge other students about each student’s culture.

Cost Management of Engineering Works in Construction Essay

Cost Management of Engineering Works in Construction - Essay Example Since maintenance work is a short term work â€Å"Term Contracts† are preferable over â€Å"Lump sum contracts†. The contract again can be sourced on a â€Å"work order† basis because the items and duration of work are not known accurately, beforehand. The preferred contractor shall carry out the maintenance work for a set period of two years as mentioned in the contract. (The University of Reading, Facilities management directorate academic building maintenance strategy 2005–2007 ) The contracted work includes maintenance of Concrete Work, Brickwork and Block work, Scaffolding and Staging, Carpentry and Joinery, Ironmongery, Steel and Metal Work, Plasterwork and other Floor, Wall and Ceiling Finishes, Glazing, Painting, Demolitions, Electrical Installation as detailed in the SOR. (Feilden, 1990) These works are done piecemeal. The maintenance is done over the entire stretch of large campus thus some sites become quite far-flung increasing the time and expenditure for completion of the work. To cater to the maintenance a large workforce is required. Now that an efficient and effective model for minimum cost maintenance work of the campus has been developed it is hoped that the model will be emulated every next time the buildings need to be refurbished. As per CDO norms the future maintenance works have been adopted on term basis. The maintenance of the campus has been allocated to outside contractors and the ways of reducing the maintenance costs are sought for at every stage. Two different price bases are being considered, This brief report summarizes and enumerates the various steps taken at each level of selection, sorting and implementation of tenders submitted by the contractors. (Information Management in a Contractor: A Model of the Flow of Project Data, Norman Fisher, Li Yin Shen, p.318). The tenderers are required to submit their tenders with the tendered trade

Media's Manipulation of the Fashion Industry Dissertation

Media's Manipulation of the Fashion Industry - Dissertation Example The essay "Media's Manipulation of the Fashion Industry" talks about Consumerism in Fashion. The magazines’ promotion of designer fashion garments was conditional, complicated and mediated. Fashion media add their own gloss and frame of meaning to the fashion components or raw materials, when representing fashion. Significantly, the work and purpose of fashion media is constrained by the different â€Å"traditions and conventions which have defined fashion journalism as a specialist field, shaping what can be said, and in what kind of format†. Considerable transformations in consumer attitudes, age profiles, and shopping modes, as well as increasing orientation towards lifestyle consumerism, have led to challenges and opportunities for contemporary designers, retailers as well as the fashion media. Business and couture have always been in close partnership, although the economics of the trade have been closely guarded â€Å"behind the presentational glamour of seasonal fashion shows†. The revisionist history of couture as composed only of the processes of designing and the making of high fashion apparel is â€Å"manipulative, strategic and cynical†. By not divulging the entire picture, fashion journalists’ accounts function as traps for the naà ¯ve reader. The fashion magazines with various journalists and related professionals behind them, â€Å"promote and hype only the notion of couture fashion as high art, and as beyond-reality dreams†. The media control the consumers and the industry by endorsing designers as geniuses., and their clothes as the ultimate in creative innovation. The fashion industry’s design flexibility is well known; however its methods of adjusting to economic trends is not revealed. The industry is â€Å"knowing, manipulative and clever, building with vast success on the uniqueness of couture’s sartorial elitism† (White and Griffiths, 2000, p.122). The glossy magazines succes sfully conceal the industry’s business interests and reinforce the progress of couture companies by avoiding any references to their commercial processes (White and Griffiths, 2000). Fashion journalism is a narrow, closed world consisting of writers, photographers, fashion assistants, contributing editors, and others who share the same ‘fashion world’ as the designers, company directors, press officers, and publicity personnel. This sector considers itself trivialised and associated with lack of intelligence and substance. A closer relationship with industry is maintained by specialised fields in journalism related to consumer-based activities, based on acquring advertising revenue. This is because industry is the source of both news and revenue, states Tunstall (1971). Thesis Statement: The purpose of this paper is to investigate how the media such as fashion magazines, films, and advertising approaches are used to manipulate the fashion industry, and how they i nfluence consumers. The fashion magazines, their target markets, and the Chinese and British markets will be compared. Further, the psychological elements behind fashion

Deaf President Now Essay Example | Topics and Well Written Essays - 500 words - 1

Deaf President Now - Essay Example The protest started on march 6 1988 up to march 13 1988 and was led by Greg Hlibok, Tim Rarus, Bridgetta Bourne and Jerry Covel who were students in the institution involved in leadership positions. When the deaf people set their goals, they are very determined and do their best to achieve them. The Gallaudet University protest was very significant since it symbolized that the deaf people and other physically challenged persons could manage themselves. The capabilities of deaf people are often treated with uncertainty. Additionally, it is clear that the deaf education in United States has been neglected for long preventing the deaf persons to compete for equal opportunities with other members of the society.Teacher David is a revolutionary person, which makes me think he could have been a student at the Gallaudet University during the time of the protest. Additionally, he believes that the deaf are capable of being successful like other groups of people.Gallaudet University has had t hree deaf presidents. Dr. Jordan was the first deaf president who was appointed after the 1988 protest. He was president for 20 years and stepped down in 2006. Robert Davila, who reigned as president for the next three years, succeeded Dr. Jordan. After Davila, Alan Hurwitz was appointed in 2010 and remains the president of Gallaudet University up to date.Conclusively, the Gallaudet University protest helped in removing the barriers that had disconnected the deaf from the rest of the community.

The Purpose of the Higher Education Essay Example | Topics and Well Written Essays - 750 words

The Purpose of the Higher Education - Essay Example In most cases, the ideas of students are rarely considered when higher learning institutions are developing the curriculum. Due to the fact that we are living in a dynamic environment that is characterized by changes, it is imperative for students to be involved in the curriculum development since they may have some enterprising ideas that can help to improve the whole education system. This idea is supported by Kelly Sousa (http://whichwaync.com/2012/07/18/a-job-offer-a-skill-set-a-higher-tolerance-what-does-college-provide/, July 18, 2012) who posts to the effect that technical skills are gaining more priority as a result of the fact that the world has significantly industrialized. Various courses that are offered at higher learning institutions are theoretical in terms of their design. Students are taught various theories related to a particular area of study and in most cases, this kind of study is mainly academic in nature. However, after graduating from different tertiary insti tutions, many people rarely apply the theoretical knowledge they are taught at universities. Instead, they often encounter different problems that may require experience in that particular area. This experience is often gained through constant practice. It can be noted that some people are offered training at their work which may be costly to the companies since they will have to retrain the newly employed people. Some studies have shown that knowledge is more important since it is regarded as a stepping stone to a career by different people. Higher education is mainly designed to develop people better so that they can be in a position to find solutions to problems they may encounter in their lives. in workplaces, people are expected to make decisions and they should try to find solutions to problems they come across in their work. This is the reason why students should also put their input in the development of the curriculum. The problem with the current curriculum is that it is s kewed in favor of generating theoretical knowledge rather than developing the skills of the students so that they can be in a better position to deal with various technical problems they may encounter in their work. Therefore, it is recommended that people who are pursuing studies in areas that are technical in nature should be exposed to more practice in the actual field of their specialty so that they gain the much-needed knowledge. These students should be attached to different companies for longer periods as part of their learning since this will help them to gain different skills that are required for them to carry out various tasks. Theory and practice should be balanced in order for the students to gain the knowledge that can be transformed in order for them to deal with different problems they may face in their work. Various people seek education for monetary reasons since they believe that they will get better job opportunities that are characterized by high salaries. The c urriculum offered at tertiary institutions is designed in such a way that it helps people with higher qualifications to get high positions in different organizations. For instance, managers, as well as other people with influential positions, are highly qualified and they are paid lucrative salaries as a result of the high qualifications they have.

Your Change Story Assignment Example | Topics and Well Written Essays - 250 words

Your Change Story - Assignment Example As a competitor, IBM marketed its products through the slogan â€Å"Think†. To position themselves above IBM, Steve Jobs created the slogan â€Å"Think Different† and removed the word â€Å"computer† from the company name. His vision in doing this was that it would remove the notion that Apple’s only specialty was computers, which brought in innovative products in other fields such as iPods, iPhones and iPads. The reason behind the success of such diversity was the creation of a new platform for mobile applications through the App store as well as music through iTunes. In particular, the iPad successfully captured the tablet market. This was a bold move away from traditions, where it would be expected that a company would identify a market segment and strive to meet that segment’s needs. Instead, Apple sought to serve a wide range of consumers in an approach that can be perceived as â€Å"something for everyone†. They have high-end computers for serious business people, fancy mobile phones for the youth, iPods for portable music for teenagers and iPads for travelling business

Analyzing the Similarities between “Hymn to the Aton” and “Psalm 104” Essay Example for Free

Analyzing the Similarities between â€Å"Hymn to the Aton† and â€Å"Psalm 104† Essay The thought that two different works of art written by authors of different countries, different backgrounds, living eight hundred years apart and centering on religion—more [specifically] their portrayal of God and how he is like the sun—[being similar] would [be] deem[ed] [as] impossible [or not likely by many]. [However,] the poems [â€Å"]Hymn to the Aton[† by Akhenaton] and [â€Å"]Psalm 104[† by David are examples of] this very occurrence. [Some scholars assert] that either the latter was copied from the former or that these two works are the result of a cultural split, [due to the] vast difference of [similar] elements [and subject matter that the poems share. ] the poems were fostered within, their similarities in content, and that the poems could not have been creative coincidence. The benefits in understanding that these works have some connection, whether by plagiarism or cultural dissect, provides scholars with more knowledge about the world we live in, helps to decipher some of the myths and mysteries of other cultures with similarities and shows the public all cultures may not be as different from each other as we think, helps to show that propaganda has been used since the earliest of times, and that if societies do not document their findings or creations people will eventually circle back and rediscover them. Collectively, if applied to the modern world, these benefits will advances in many fields of academia and help society at large to become more critical thinkers and problem solvers. [Based on your body paragraphs, I have simplified your thesis map to the following:] [The three clearest similarities of the two poems include their similar discussion of the power of the sun or the notion of the sun as a symbol for the power of God, the similarities of the daily activities of the two cultures and their link to their God, and the emphasis of monotheism.] [Now, provide one or two sentences that explain what current societal issue can be resolved or lessened through the realization of the similarity of these two poems.] The contrast between Hymn to the Aton and Psalm 104 are numerous. Hymn was written by Pharaoh Amenhotep IV around 1300 B.C.E. in order to help support his efforts to convert all of Egypt to monotheism and worship of the Sun, which called Aton. [First, it is uncanny the manner in which both poets use the sun as a point of reference for their God]. In [â€Å"Hymn to the Aton† Akhenaton proclaims] the actual Sun [as] god. â€Å"Thou living Aton the beginning of life!Creator of seed in women, Thou who makes fluid into man, Who maintainest the son in the womb of this mother..† In the psalm, King David writes how God created the sun [to] reflect His greatness. [Provide a quote from â€Å"Psalm 104† that shows David discussing the sun.] â€Å"LORD my God, you are very great; you are clothe with splendor and majesty†¦ But at your rebuke the waters fled, at the sound of your thunder they took flight†. King David’s poem was written about eight hundred years after the hymn and David does not mention much about himself, instead he praises the Lord. â€Å"I will sing to the LORD all my life; I will sing praise to my God as long as I live.† Based on the time and purpose of these poems, they could not have been coincidence, that the poems are similar, there had to have been a purposeful connection between them. [While there are slight variations of how the sun is used, in both poems the writers explain how the sun meets the needs of the people and how that act is a symbol of the greatness and goodness of God.] Understanding this connection helps us to discover more and develop our perception about the world around us. [How so? Explain how it can benefit one group of people to be able to realize similarities with another group of people with whom they have historically seen no connection.] [Next, both poems] list almost identical daily activities in the exact order throughout the works. â€Å"[Provide quotes from both poems.]† Many of these [similarities] seem to be paraphrased and suggest that these writing come from the same source like two eye witness accounts of the same crime. After understanding the differences in the author’s cultures, religions, and time periods these similarities support the claim that the works are connected either by plagiarism or cultural split. This helps [readers] to realize that many cultures may not be as different from one another as [people often] think. [Yes, and how can this realization help our culture or society? What societal issue or problem can be solved or lessened with this realization?] Based upon detailed examination [of] the similarities of the [poems, many scholars assert that the shared elements, especially the support of monotheism, are not] by coincidence. [Provide a quote supporting monotheism from both poems.] Some researchers suggest that Hebrews fleeing from Egypt before the time of Moses, some of them wondered into temples where the hymn was written, and has the walked along the hymn was one songs they sang and it was carried throughout the generations, but not that the psalm is not a plagiarism of the hymn, this only leaves the notion that there was a cultural split. We are not sure at this point how the works are linked, [While scholars disagree on which group influenced the other into embracing monotheism, it is clear that a cultural exchange occurred between the two groups. Thus, this realization of the similarity is another example for scientists and anthropologists showing that cultures have always exchanged ideas. This exchange of ideas becomes even more interesting when we realize that the Jews were enslaved by the Egyptians.] but it could definitely give more light and support to how scientist and anthropologist other academic researchers and make strides in their fields, help us to understand how cultures are linked across the board. [Explain how discovering that these two ancient cultures exchanged ideas can provide a blueprint or inspiration for current cultures and how that blueprint or inspiration can help those cultures solve or lessen a current societal issue.] After deep analysis s of these two poems it is clear that one is either copied from the other or [that there was some mutual exchange of cultural ideas] at some point in history. [Using the two poems to realize this occurrence] helps historians and scientists to make deductions about connections [to] other cultures, [allowing more people to better understand the surrounding world]. [Yes, now explain how society can improve if more people are able to understand and connect to the surrounding world or the people surrounding them

Evidence Collection Policy Essay Example for Free

Evidence Collection Policy Essay 1.What are the main concerns when collecting evidence? That you are thorough, collect everything, do it in the proper and official manner, and that you do not tamper with or alter anything. 2.What precautions are necessary to preserve evidence state? Usually what is done is all of the evidence is duplicated several times and any processes involved with the investigation are done with the duplicates to ensure that the actual evidence isn’t altered in any way. 3.How do you ensure evidence remains in its initial state? It is duplicated and then stored in climate controlled conditions. 4.What information and procedures are necessary to ensure evidence is admissible in court? Whoever conducts the investigation does so in a previously mandated, official, and legally recognized manner. Information Systems Security Incident Response Policy I. Title A. Name: Information Systems Security Incident Response Policy B. Number: : 20070103-secincidentresp C. Author(s): David Millar (ISC Information Security) and Lauren Steinfeld (Chief Privacy Officer) D. Status: Approved E. Date Proposed: 2005-10-24 F. Date Revised: G. Date Approved: 2007-01-03 H. Effective Date: 2007-01-16 II. Authority and Responsibility Information Systems and Computing is responsible for the operation of Penn’s data networks (PennNet) as well as the establishment of information security policies, guidelines, and standards. The Office of Audit, Compliance and  Privacy has authority to develop and oversee policies and procedures regarding the privacy of personal information. These offices therefore have the authority and responsibility to specify security incident response requirements to protect those networks as well as University data contained on those networks. III. Executive Summary This policy defines the response to computer security incidents. IV. Purpose This policy defines the steps that personnel must use to ensure that security incidents are identified, contained, investigated, and remedied. It also provides a process for documentation, appropriate reporting internally and externally, and communication so that organizational learning occurs. Finally, it establishes responsibility and accountability for all steps in the process of addressing computer security incidents. V. Risk of Non-compliance Without an effective incident response process, corrective action may be delayed and harmful effects unnecessarily exacerbated. Further, proper communication allows the University key learning opportunities to improve the security of data and networks. Individuals who fail to comply are subject to sanctions as appropriate under Penn policies. VI. Definitions Confidential University Data includes: * Sensitive Personally Identifiable Information–Information relating to an individual that reasonably identifies the individual and, if compromised, could cause significant harm to that individual or to Penn. Examples may include, but are not limited to: Social Security numbers, credit card numbers, bank account information, student grades or disciplinary information, salary or employee performance information, donations, patient health information, information Penn has promised to keep confidential, and account passwords or encryption keys used to protect access to Confidential University Data. * Proprietary Information–Data, information, or intellectual property in which the University has an exclusive legal interest or ownership right, which, if compromised could cause significant harm to Penn. Examples may include, but are not limited to, business planning, financial information, trade secret, copyrighted material, and  software or comparable material from a third party when the University has agreed to keep such information confidential. * Any other data the disclosure of which could cause significant harm to Penn or its constituents. Security Incident. There are two types of Security Incidents: Computer Security Incidents and Confidential Data Security Incidents. * A Computer Security Incident is any event that threatens the confidentiality, integrity, or availability of University systems, applications, data, or networks. University systems include, but are not limited to: servers, desktops, laptops, workstations, PDAs, network servers/processors, or any other electronic data storage or transmission device. * A Confidential Data Security Incident is a subset of Computer Security Incidents that specifically threatens the security or privacy of Confidential University Data. User. A Penn user is any faculty, staff, consultant, contractor, student, or agent of any of the above. VII. Scope This policy applies to all Users. It applies to any computing devices owned or leased by the University of Pennsylvania that experience a Computer Security Incident. It also applies to any computing device regardless of ownership, which either is used to store Confidential University Data, or which, if lost, stolen, or compromised, and based on its privileged access, could lead to the unauthorized disclosure of Confidential University Data. Examples of systems in scope include, but are not limited to, a User’s personally owned home computer that is used to store Confidential University Data, or that contains passwords that would give access to Confidential University Data. This policy does not cover incidents involving the University of Pennsylvania Health System (UPHS) information systems, which has a separate incident response policy. ISC Information Security will coordinate with UPHS as appropriate when UPHS computing devices, data, or personnel are involved. VIII. Statement of Policy A. Overview of Penn’s Incident Response Program All Computer Security Incidents must be reported to ISC Information Security promptly. See Section B below. All Confidential Data Security Incidents must: a. Generate the creation of an Immediate Response Team, as designated by the  Information Security Officer (ISO), on a per incident basis. See Section C below. b. Follow appropriate Incident Handling procedures. See Sections C and D below. iii. ISC Information Security, under the direction of the Vice President for Information Systems and Computing (VP-ISC) is responsible for logging, investigating, and reporting on security incidents. See Sections D and E below. B. Identifying and Reporting Computer Security Incidents i. Users and Local Support Providers (LSPs). In the event that a User or an LSP detects a suspected or confirmed Computer Security Incident, the User must report it to his or her Local Security Officer or IT Director for issues including but not limited to viruses, worms, local attacks, denial of service attacks, or possible disclosure of Confidential University Data. ii. Local IT Management. Local IT Management must notify ISC Information Security of all Computer Security Incidents, except for categories of incidents that ISC Information Security may designate in Appendix I of this policy. iii. ISC Information Security. ISC Information Security shall notify appropriate systems administrators and other personnel of all emergency and attack incidents, as well as all suspicious activity incidents when it believes that an administrator’s system is at risk. The system’s administrators will then work with ISC Information Security to properly address the incident and minimize the risk of future occurrences. C. Immediate Response Team i. Purpose. The purpose of each Immediate Response Team is to supplement Penn’s information security infrastructure and minimize the threat of damage resulting from Computer Security Incidents. ii. Per Incident Basis. An Immediate Response Team shall be created for Confidential Data Security Incidents. iii. Membership. Membership on the Immediate Response Team shall be as designated by the ISO. In most cases, members shall include a representative from ISC Information Security and from the affected School or Center’s technical and management staff. iv. Responsibilities. Responsibilities of the Immediate Response Team are to assess the incident and follow incident handling procedures, appropriate to the incident as determined by the ISO. v. Confidentiality. Immediate Response Team members will share information about security incidents beyond the Immediate  Response Team only on a need-to-know basis, and only after consultation with all other team members. D. Incident Handling. For incidents requiring the formation of an Immediate Response Team, the following is a list of response priorities that should be reviewed and followed as recommended by the ISO. The most important items are listed first: i. Safety and Human Issues. If an information system involved in an incident affects human life and safety, responding to any incident involving any life-critical or safety-related system is the most important priority. ii. Address Urgent Concerns. Schools and Centers may have urgent concerns about the availability or integrity of critical systems or data that must be addressed promptly. ISC Information Security shall be available for consultation in such cases. iii. Establish Scope of Incident. The Immediate Response Team shall promptly work to establish the scope of the incident and to identify the extent of systems and data affected. If it appears that personally identifiable information may have been compromised, the Immediate Response Team shall immediately inform the VP-ISC and the Chief Privacy Officer (CPO). iv. Containment. Once life-critical and safety issues have been resolved, the Immediate Response Team shall identify and implement actions to be taken to reduce the potential for the spread of an incident or its consequences across additional systems and networks. Such steps may include requiring that the system be disconnected from the network. v. Develop Plan for Preservation of Evidence. The Immediate Response Team shall develop a plan promptly upon learning about an incident for identifying and implementing appropriate steps to preserve evidence, consistent with needs to restore availability. Preservation plans may include preserving relevant logs and screen captures. The affected system may not be rebuilt until the Immediate Response Team determines that appropriate evidence has been preserved. Preservation will be addressed as quickly as possible to restore availability that is critical to maintain business operations. vi. Investigate the Incident. The Immediate Response Team shall investigate the causes of the incident and future preventative actions. During the investigation phase, members of the incident response team will attempt to determine exactly what happened during the incident, especially the vulnerability that made the incident possible. In short, investigators will attempt to answer the following questions: Who? What? Where? When? How? vii. Incident-Specific Risk  Mitigation. The Immediate Response Team shall identify and recommend strategies to mitigate risk of harm arising from the incident, including but not limited to reducing, segregating, or better protecting personal, proprietary, or mission critical data. viii. Restore Availability. Once the above steps have been taken, and upon authorization by the Immediate Response Team, the availability of affected devices or networks may be restored. ix. Penn-Wide Learning. The Immediate Response Team shall develop and arrange for implementation of a communications plan to spread learning from the security incident throughout Penn to individuals best able to reduce risk of recurrence of such incident. E. Senior Response Team (SRT). If the ISO or CPO in their judgment believe that the incident reasonably may cause significant harm to the subjects of the data or to Penn, each may recommend to the VP-ISC or Associate Vice President for Audit, Compliance and Privacy (AVP-OACP) that a Senior Response Team be established. The Senior Response Team shall be comprised of senior-level officials as designated by the VP-ISC or AVP-OACP. The Senior Response Team shall: i. Establish whether additional executive management should be briefed and the plan for such briefing. ii. Determine, with final approval by the General Counsel, whether Penn shall make best efforts to notify individuals whose personal identifiable information may have been at risk. In making this determination, the following factors shall be considered: a. legal duty to notify b. length of compromise c. human involvement d. sensitivity of data e. existence of evidence that data was accessed and acquired f. concerns about personnel with access to the data g. existence of evidence that machine was compromised for reasons other than accessing and acquiring data h. additional factors recommended for consideration by members of the Immediate Response Team or the Senior Response Team. iii. Review and approve any external communication regarding the incident. F. Documentation i. Log of security incidents. ISC Information Security shall maintain a log  of all reportable security incidents recording the date, School or Center affected, whether or not the affected machine was registered as a critical host, the type of Confidential University Data affected (if any), number of subjects (if applicable), and a summary of the reason for the intrusion, and the corrective measure taken. ii. Critical Incident Report. ISC Information Security shall issue a Critical Incident Report for every reportable security incident affecting machines qualifying as Critical Hosts, or other priority incidents in the judgment of ISC Information Security describing in detail the circumstances that led to the incident, and a plan to eliminate the risk. iii. Annual Summary Report. ISC Information Security shall provide annually for the VP-ISC and AVP-OACP a report providing statistics and summary-level information about all significant incidents reported, and providing recommendation s and plans to mitigate known risks. IX. Best Practices A. Preserving Evidence: It is essential to consult Penn Information Security when handling Computer Security Incidents. However, if Information Security is not available for emergency consultation, the following practices are recommended: i. Generally, if it is necessary to copy computer data to preserve evidence for an incident, it is a good idea to use bit-wise file-system copy utilities that will produce an exact image, (e.g.UNIX dd) rather than to use file level utilities which can alter some file meta-data. ii. When making forensic backups, always take a cryptographic hash (such as an SHA-1 hash) of both the original object and of the copied object to verify the authenticity of the copy. Consult your System Administrator if you have questions. iii. Assigning members to an Immediate Response Team: In cases where an incident involves an investigation into misconduct, the School or Center should consider carefully whom to assign to the Immediate Response Team. For example, one may not wish to assign an IT professional who works closely with the individual(s) being investigated. X. Compliance A. Verification: ISC Information Security and the Office of Audit, Compliance and Privacy will verify any known computing security incidents as having been reported and documented as defined by this policy. B. Notification: Violations of this policy will be reported by ISC Security  and the Office of Audit, Compliance and Privacy to the Senior Management of the Business Unit affected. C. Remedy: The incident will be recorded by ISC Information Security and any required action to mitigate the harmful affects of the attack will be initiated in cooperation with the Business Unit Security Officer/Liaison. D. Financial Implications: The owner of the system shall bear the costs associated with ensuring compliance with this policy. E. Responsibility: Responsibility for compliance with this policy lies with the system administrator, system owner, and Business Unit’s Senior Manager. F. Time Frame: All incidents involving critical hosts systems and networks must be reported immediately. All other incidents should be reported within one business day of determining something has occurred. G. Enforcement: Compliance with this policy will be enforced by disconnecting any machines that may compromise the University network, or other machines with Confidential University Data. Workforce members not adhering to the policy may be subject to sanctions as defined by University policies. H. Appeals: Appeals are decided by the Vice President for Information Systems and Computing. XI. References 1. PennNet Computer Security Policy at www.net.isc.upenn.edu/policy/approved/20040524-hostsecurity.html 2. Critical PennNet Host Security Policy at www.net.isc.upenn.edu/policy/approved/20000530-hostsecurity.html 3. Policy on Computer Disconnection from PennNet at www.upenn.edu/computing/policy/disconnect.html 4. Adherence to University Policy at www.hr.upenn.edu/policy/policies/001.asp 5. Policy on Security of Electronic Protected Health Information (ePHI) at www.upenn.edu/computing/security/policy/ePHI_Policy.html Appendix I The following category of incidents need not be reported to Penn Information Security: * Unsuccessful network scans

Importance of Education in Human Development

Importance of Education in Human Development Education is one of the main crucial aspects towards human development. This means, it is important in shaping human life and development. There are several types of education namely formal, informal and non formal education. These types of education are normally given since childhood to adulthood and they vary from society to society. Childhood is a critical stage in human development so education provided during that period needs to be a special one. Several authors have done some works to show weaknesses in childhood education systems and pedagogies and they have identified some measures to improve. Those authors include Maria Montessori and Margaret Mead. They show the need for educational reform in order to bring peoples socio-economic development. The main purpose of this paper is therefore to identify some problems and weaknesses in educating children and to provide suggested measures for improvement. It will focus on the work of Maria Montessori which was based in Italy exper ience and Margaret Mead basing in America and Samoa  [1]  experience. The paper will focus on formal education in schools and informal education in the homes. Maria Montessori (1912) in her work, the Montessori method, argues that through different ways, the existed education system is not proper to children. She shows weakness of the old scientific pedagogy and proposing new kind of scientific pedagogy. She says, the principle of slavery pervades pedagogy and therefore the same principle pervades school. She argues for reform and transformation of the whole school environment including the roles of educators, school buildings, sitting arrangement, lessons to be taught as well as the teachings methods. She is proposing the Montessori Method as a critical consideration of the new pedagogy in its relation to modern science. She shows the need to move away from a false and narrow way of educating children to a more free system in order to have a true and proper system for training the future generation. Starting with the role of teachers or educators, she says they should be very well prepared on how to deal and interact with children. That preparation should be based on the spirit rather than on the mechanism in order to awaken their mind and hearts. To her, the teachers tend to pour certain knowledge and facts into the heads of the pupils and in order to succeed in that they need to discipline the pupils into immobility and force their attention through systems of prizes and punishments. She argues that prizes and punishments are instrument of slavery of the spirit and they are incentives toward unnatural or forced effort and that cannot be considered as natural development of the child. Even if nowadays there are no whippings or other forms of punishments in schools, even scolding of teachers or giving a pupil bad mark is not encouraged by the author. This system of prizes may turn an individual aside from true choices and make him/her choose a false one and forced to follow it. Prizes and punishments may have various negative consequences for the children because even in future, at work the children will tend to work for prizes and rewards instead of professional motivation. However, the system is still very common and continues today in many parts of the world and people are so rigid to change it. It is argued that education should guide childrens learning but it represses instead. According to Montessori, the teachers task should be to nourish, assist, watch, encourage, guide, induce, rather than to interfere, restrict or prescribe. In case of school buildings, class rooms and sitting arrangement, she says they are structured in such way that they prevent and repress children mobility and behaviours. They also make the children to study in unhygienic conditions which endanger even their physical development. She argues that it is not good for children to grow up in an artificial environment so she proposes pupils liberty, auto education, establishment of harmony between the work and activities of home life and school tasks so as to improve the children education. She says the scientific pedagogy in the school should permit free and natural manifestations of the child. It is true that free children can learn best than those tied to false and fake environment which does not portray their real life. Restricting children mobility in schools has similar consequences like rewards and punishments. It degrades their bodies and spirits and can lead to forced discipline and lack of confidence. The Montessori Method consists of various lessons including intellectual education, muscular education and education of the senses to name a few. She believes that education of the senses is very important for guiding practical life. At the same time, Montessori drives our attention to the role of religious education as being important to guide children moral life. In this case, the education system needs to be comprehensive and it should not just focus on teaching children reading, writing and arithmetic. However, in our contemporary society this may not be very practical because of the declining role of religion in peoples life. There are people who do not practice any religion anymore. It is argued that, the Montessori system is not yet complete but it comprises a system well enough established to be practical in all child care institutions and in the first elementary classes. The system originated from the preceding pedagogical experiences with abnormal children when it was discovered that abnormal children when taught in a different and special way and if helped in their psychic development they can be able to learn and compete with normal children. This fact proved that the normal children are being suffocated and repressed hence they do not reach their full development. This derived the need to apply similar methods to normal children so as to develop and set free their personality. It is believed that these methods will guard a persons natural life and free him or her from the so called oppressive and degrading society. Montessori now saw the need to apply her methods and to develop didactic materials  [2]  which could effectively be used in the so called Children Houses  [3]  . It is also important to mention that the Montessori system represents the successive work of other three physicians namely Itard, Seguin and Kant. The system had been widely accepted and it is applied in many countries including the developed and developing countries. However, it needs special skills, knowledge and materials so it can be argued that it is expensive to run. It is applied in some private schools but it is a challenge in public schools. Also it application can conflict with the home environment of the child when there are two different systems at home and school. It can function well if parents are also aware of it. Mead (1928), in her work on Coming of Age in Samoa, also analyses gaps and weaknesses in the education system in America by comparing it with Samoa experience. Mead focuses more on the childs home environment but also she analyzes the childs school environment. When analysing education of the Samoan child, she explains how children from infant stage are raised and different roles of family members in raising children. She also shows how children are handled and educated before and after puberty until they get married. Here, she has analysed an African society of Samoa which has not yet received external contacts from other countries especially the developed countries. The society she also describes as a primitive society. She analyses this society by showing how a child learns from his or her surrounding environment. However, she does not argue that it is perfect way of raising and educating children but she points out that there are crucial things which a developed society such as A merica can learn from it. Like Montessori, she acknowledges the importance of a childs home and natural environment for learning. In Samoa, from birth until the age of four of five a childs education is simple, focussing on physical development such as learning how to sit and crawl. Young girl and boys of six or seven years are the ones responsible for caring, socializing and disciplining the small children. However, there is unequal treatment for boys and girls because girls are more burned with child caring responsibility and they have little opportunity to learn some other forms of work and play compared to the boys. However, it is noted that with the introduction of formal schooling by the government, the children are now being removed from home and they stay in school for many hours. This will in turn bring disorganization and change of the traditional system. Mead sees several problems in the American education system in comparing it with Samoa. In Samoa, children are not forced to learn or punished harshly for slowness of development as in America. She argues that punishments such as whippings in schools can make a child able to make mathematical calculations but she/he wont be able to interpret or make sense of it. Like Montessori she criticizes punishments in schools but she doesnt identify rewards as a problem. She also argues that, the American education system tends to confuse pupils because it fails to make important connection between the school and the home environment. There are cases where by things allowed at home are not allowed at school. American children spend many hours in school learning tasks which do not have visible connections with what their parents are doing as opposed to Samoan children. They are also encouraged and left to play with toys and dolls which are meaningless. The education system fails to include children participation and integrating school life with the surrounding community like what Samoa does to its children. American boys and girls finish school at the age of 14 and 18 and are ready to work but they have few choices to make because the education and the skills they get influence which work they should do. Here, she calls for an education system which will prepare and train the children the choices which confront them. She suggests education in the home even more than at school. Like Montessori, Mead also stresses the need for practical education. For Montessori, a good way for solving this problem had been to establish children houses. Mead adds that, education system in America had the problem of handling children of different endowment and different rates of development. There had been a tendency of keeping children in one educational step for a long time in order to give time to the mentally defective children to catch up. This has many disadvantages to the children and to Montessori also, this is a way of repressing and degrading childs full development. Generally, Mead sees problems in educating and treating children at home and in schools. She urges for education reform which will enable children to make important choices for their life. Education should also give more attention to mental and physical hygiene and in this way like Montessori, she argues that a child needs to be health in mind and body and she or he should learn freely without being tied to some systems or to one regime. America has a heterogeneous culture and various philosophies so children should be taught how to think instead of not to think. They need to be taught how to make individual choices and to tolerate the heterogeneous culture. In conclusion, the two authors have identified how education of children is structured and they have identified errors gaps and weaknesses which need to be worked on. Although the authors come from two different societies they have been able to identify some common problems and in one way or another some similar measures on educational reform. This might be due to the fact that they have some similar background as developed countries. It is surprisingly true that the problems identified persist in many other countries including the developing countries till today. In that case, it can be argued that the developing countries might have adopted similar educational schemes through colonialism.

Interview With Toni Morrison :: essays papers

"I'm interested in the way in which the past affects the present and I think that if we understand a good deal more about history, we automatically understand a great more about contemporary life. Also, there's more of the past for imaginative purposes than there is of the future." Q. Beloved is dedicated to the 60 million who died as a result of slavery. A staggering number -- is this proved historically? A. Some historians told me 200 million died. The smallest number I got from anybody was 60 million. There were travel accounts of people who were in the Congo -- that's a wide river -- saying, ''We could not get the boat through the river, it was choked with bodies.'' That's like a logjam. A lot of people died. Half of them died in those ships. Slave trade was like cocaine is now -- even though it was against the law, that didn't stop anybody. Imagine getting $1,000 for a human being. That's a lot of money. There are fortunes in this country that were made that way. I thought this has got to be the least read of all the books I'd written because it is about something that the characters don't want to remember, I don't want to remember, black people don't want to remember, white people don't want to remember. I mean, it's national amnesia. Q. You gave new insight into the daily struggle of slaves. A. I was trying to make it a personal experience. The book was not about the institution -- Slavery with a capital S. It was about these anonymous people called slaves. What they do to keep on, how they make a life, what they're willing to risk, however long it lasts, in order to relate to one another -- that was incredible to me. For me, the torturous restraining devices became a hook on which to say what it was like in personal terms. I knew about them because slaves who wrote about their lives mentioned them, and white people wrote about them. There's a wonderful diary of the Burr family in which he talks about his daily life and says, ''Put the bit on Jenny today.'' He says that about 19 times in six months -- and he was presumably an enlightened slave owner.

Affirmative Action Essay -- Affirmative Action Essays

Affirmative action- a plan to offset past discrimination in employing or educating women, blacks etc. (Websters New World Dictionary.) The history of affirmative action has its roots in the Civil Rights Act of 1964, and stems from the United States Supreme case of Brown vs. Board of Education of Topeka Kansas. In 1965, President Linden B. Johnson issued Executive Order #11246 at Howard University that required federal contractors to undertake affirmative action to increase the number of minorities that they employ. President Johnson wanted to ensure that minorities were recruited to have real opportunities to be hired and then eventually get a promotion. (Internet www.sru.edu) In 1969, the department of Labor exposed widespread racial discrimination of the Construction Department so President Nixon decided to incorporate a system of "goals and timetables" that provided guidelines for companies to follow and comply with affirmative action regulations. During the presidency of Gerald Ford, he extended affirmative action to people with disabilities and Vietnam veterans but there were no goals or timetabl es for these two groups. This type of affirmative action required recruitment efforts, accessibility, accommodation and reviews of physical and mental job qualifications. President Jimmy Carter consolidated all federal agencies that were required by law to follow the affirmative action play into the Depar...

Feminist Theory - There is No One Definition of Woman Essay -- Femini

Feminist Theory - There is No One Definition of Woman When posed with the question â€Å"What is woman?† it seems a daunting task to lay an umbrella statement to describe an entire gender. Upon further reflection, however, it seems that this overwhelming inability to answer the question, may in fact, be the answer to the question itself. Within the past two decades Maria Lugones and Elizabeth Spelman, Caroline Whitbeck, Geraldine Finn, and Helene Cixous have addressed the meaning of woman. There is not a concrete answer to â€Å"What is woman?† either produced by women or produced through men’s perceptions of women. The message of Lugones and Spelman in Have We Got a Theory for You! Feminist Theory, Cultural Imperialism and the Demand for â€Å"The Woman’s Voice,† is that the entire worldwide experience of women cannot be universally articulated. Blanket definition of woman is impossible due to the many characteristics of women that make the gender so diverse, specifically race and economic status in society. â€Å"The women’s voices most likely to come forth and the women’s voices mostly likely to be heard are, in the United States anyway, those of white, middle-class, heterosexual Christian women† (Lugones and Spelman 21). Since â€Å"feminist theory† has been established without encompassing the inherently different experiences of non-white/non-Anglo women â€Å"much of the theory has failed to be relevant to the lives of women who are not white or middle class† (Ibid. 21). This displacement of a large population of the worldâ⠂¬â„¢s women from feminist theory is extremely threatening to the development of a woman’s voice, in so far as this voice is key to fighting the battles that feminism sets out to fight: the end of re... ...a Cohen. The Signs Reader: Women, Gender and Scholarship. Edited by Elizabeth and Emily Abel. University of Chicago Press: Chicago. 1983. 279-297. Finn, Geraldine. On the Oppression of Women in Philosophy – Or, Whatever Happened to Objectivity?. Feminism in Canada: From Pressure to Politics. Edited by Angela R. Miles and Geraldine Finn. Black Rose Books: Montreal. 1982. 145-173. Lugones, Maria C. and Elizabeth V. Spelman. Have We Got a Theory for You! Feminist Theory, Cultural Imperialism and the Demand for â€Å"The Woman’s Voice.† Women and Values: Readings in Recent Feminist Philosophy. Edited by Marilyn Pearsall. Wadsworth Publishing Company: California. 1986. 19-31. Whitbeck, Caroline. Theories of Sex Difference. Women and Values: Readings in Recent Feminist Philosophy. Edited by Marilyn Pearsall. Wadsworth Publishing Company: California. 1986. 34-51.

Drug Addiction Essay

Drug addiction is a dependence on an illegal drug or medication. Many people confuse it with drug dependency, which is when a person needs a drug to function normally. The difference between drug addiction and drug dependence is drug dependence is when a person needs a drug to function normally, like some blood pressure medications can cause a physical dependence, but the person is not addicted to the drug. A person can have a physical dependence, but not be addicted. Many scientist believe that drug addiction is a brain disease, and this disease causes compulsive drug-seeking and use, despite the consequences that person may suffer. Taking a drug causes surges in your brain of dopamine. Dopamine is a neurotransmitter, which is a chemical substance that is released at the end of a nerve fiber by the arrival of a nerve impulse and transfers that impulse to another nerve fiber or some other structure. A â€Å"messenger of the brain. † Dopamine is in the mood-changing category of neurotransmitters. When dopamine surges in your brain, it causes immense pleasure. Your brain remembers this and wants more, and you are addicted. Dopamine is the reason some people over eat and are obese, and people are addicted to alcohol and drugs. Biological history of addiction, abuse or other scaring experiences in early childhood, mental disorders (such as depression) and early use of a drug are the reason some people get addicted, while others don’t. Many people start using drugs out of curiosity, to have a good time, their friends do it, to improve athletic performance or to ease stress, anxiety or depression. Signs of drug addiction are when a person is neglecting their responsibilities, depression, drowsiness, poor memory. Teen drug addictions symptoms may be problems at school, physical health issues, neglected appearance, changes in behavior and / or spending money. All different types of drugs have different symptoms. Marijuana symptoms are red eyes, decreased coordination, poor memory, increased appetite, difficulty concentrating and slowed reaction time. Barbiturates and benzodiazepine symptoms include dizziness, slurred speech, confusion and slowed breathing and increased blood ressured. Cocaine and other stimulant use symptoms are decreased appetite, rapid speech, irritability, weight loss, restlessness, and increased heart rate, blood pressure and temperature. â€Å"Club Drug† signs are exaggerated happiness or well-being, reduced inhabitations, heightened or changed sense of sight, sound and taste and drowsiness or loss of consciousness. Hallucinogens, which I think are the scariest, can cause hallucinations, tremors, permanent mental changes in perception and flash-backs to the hallucinations, even years and years later. Marijuana is the most popular drug that people are addicted to. The use of marijuana has more than tripled among 18-20 year olds since 1984. And the addiction age for marijuana is getting younger. Of Americans ages 12 and older an estimated 41% have smoked marijuana at least once. Around 16% people in the U. S smoke marijuana on a daily basis. Many people believe that â€Å"weed† isn’t addictive or harmful, but the truth it is addictive and harmful. There is an estimated 16 million drug users in America. Of the 5. million marijuana smokers in America, more that 62% are addicted. Of teenagers in treatment, 60% have primary marijuana diagnosis. Emergency Room visits caused by marijuana since 1994 has risen 176%, and now surpass visits caused by heroin. And marijuana is also harmful because it is a proven fact that marijuana and violence are linked. People who smoke marijuana weekly are four times more likely to engage in violent activity. Marijuana is a gateway drug. Of d rug abusers, 99% start by smoking marijuana. People who smoke marijuana are eight times more likely to have used cocaine, 15 times more likely to have used heroin and 5 times more likely to develop a need for treatment. Cigarettes also pose a huge problem. The estimated world’s population is 6. 5 billion, and of that, more than 1. 3 billion people (about 1/5 the world’s population) smoke tobacco cigarettes regularly. Tobacco contains a very addictive and dangerous drug called nicotine. Nicotine in through the lungs into the bloodstream, then into the brain, making the smoker feel relaxed yet alert. Nicotine is the reason 7 out of 10 smokers want to quit, but can’t, because they are addicted to the nicotine. Scientists believe by 2050, 400-500 million more people will smoke cigarettes. That’s a scary thought, considering that right now 1,200 people die each year from tobacco-related illnesses. For women who are addicted to a drug, it increases risk for anemia, blood, heart and skin infections and hepatitis. It also increases the risk of STDs. It is dangerous for a pregnant woman to use drugs because most drugs cross the placenta, and cause direct toxic/poisons effects and the child can be born with a drug addiction. The use of marijuana during pregnancy is linked to behavioral problems in the child. The use of cocaine during pregnancy can bring on premature delivery, or stillborn. Many people believe that overcoming drug addiction is just a matter of will power, but the truth is drug addictions alters the brain in ways that create powerful cravings and compulsion to use that drug. Drug addiction is a scary thing, and many people believe that once you are addicted, you can never recover because it is a brain disease. Yes, it’s a brain disease, but you can recover.

Girl, Interrupted and Borderline Personality Disorder

Borderline Personality Disorder remains a very misunderstood psychological condition. This is unfortunate because it is a very serious condition that requires proper and effective treatment to reverse. Thankfully, there have been inroads made in providing clear presentations of the condition to the public. One such way the condition was brought to the public’s attention was through Angelina Jolie’s performance of a character suffering from BPD in the film Girl, Interrupted. In a way, the title of the film is very appropriate.When someone suffers from BPD, their entire life becomes interrupted. While the film infers interrupted represents the interruption of life due to a stay in a mental hospital, the character’s life has always been interrupted. This is due to the extreme stress that BPD places on a person’s life and how it interferes with the ability to create positive relationships. In particular, the Lisa Rowe character that Angelina Jolie plays displa ys the worst traits of severe mental illness.Rowe is extremely belligerent, unresponsive to treatment, and seemingly has an anti-authority attitude. This, ultimately, undermines any progress she may otherwise achieve through her psychiatric treatment. In a way, Lisa uses her condition as a perverse form of empowerment. She is diagnosed a sociopath and this would infer that she has little care what others think of her. Of course, it would also infer she does not worry about the feelings of others. This is why she acts in such a belligerent manner towards other members of the staff.While her actions do nothing towards improving her condition, it does allow her life to be a little easier in its own somewhat demented way. One of the most interesting aspects of this character is the bizarre â€Å"love/hate† relationship she has with the institution. While she repeatedly escapes the institution, she consistently returns to it. Granted, it is not always be her own choice but it woul d seem that at certain times she prefers residing in the institution. Now, why would this be?It would seem that while Lisa resents her captivity, she enjoys the semblance of security that it provides. Lisa suffers from a serious psychiatric condition. And, true, her condition is made worse due to her own actions. She knows she cannot survive in the â€Å"real world† so she only experiences it in small doses. This is why she is repeating entering and exiting the institution. While this may provide her with short term relief, it thoroughly undermines any potential progress she could achieve if she ceased her errant and erratic behavior.Yet, she continues her cycle of independence mixed with dependence that does little for improving her condition. In a way, she is the person who is interrupting her own life with her own egregious behavior. Of course, Lisa’s mental illness is clearly the reason for her erratic behavior. However, it is her responsibility to take the necessa ry steps to seek to improve her condition. However, she refuses to do this and opts instead to partake in essentially anarchist behavior that does nothing to improve her condition.As such, it becomes difficult to sympathize with her plight since she is so self-centered and self-absorbed. In light of this, there is certain sympathy present with the character. However, such sympathy can only go so far if she is unwilling to do what is necessary to help herself. In actuality, only she can improve her condition and through the bulk of the film she seems resistant to do this. Bibliography Mangold, James, Dir. Girl, Interrupted. Perf Winona Ryder and Angelina Jolie. 2000. DVD. Sony Pictures, 2001. Kaysen, Sussana. Girl, Interrupted New York: Vintage Books, 1994.

Sari in Art History

The sari is an unstitched strip of cloth which resembles the classic Indian women's fashion, it is usually made of soft cloth such as cotton and silk. The sari is available in many colors, and art work may be present to give the sari a more unique look. However, regardless of the abundance of colors and styles of the sari, a black sari never existed, even during the most unpleasant event, such as funerals, the Indian women wear a simple white sari to resemble sadness, and the red sari is assigned a symbol of happiness. Sari is worn in many different ways, but the most common way is to wrap it around the waist with one end over the shoulder. Indian women usually wear a choli or ravika, which is an Indian blouse, to cover up parts of their body that might be exposed due to wearing the sari the way they do. The way in which a sari is wrapped depends on which region in Indian one is in, or the sari wearer is originally from: The Western, the Eastern, the North-east and the Himalayans, the Eastern Deccan, the South and the Western Deccan (Lynton 532). The sari is typically created and given its different art forms in these aspects: Loom, dyeing, spinning, printing (Lynton 532). In fact, one can say that the art of a sari, in its completed form, that is after it has been spun, dyed and weaved on the loom, is that it tells a very distinct story (thus the different ways of wearing the garment in the different regions—and as stated above, white is used for funerals and red saris are used to resemble and express the happiness of the wearer). The Sari gave the Indian women that attractive fashion style which made women, even foreigners to the Indian culture, wears the sari as a different, unique, and stylish outfit. Although the Sari might look simple, and available to all women in the Indian subcontinent, its price can vary significantly depending on many factors, the fabric used, the amount of art work involved, and embedded jewelry such as pearls, and even Swarovski crystals in the modern saris. The higher end saris will be worn by the upper class women to represent their rank and status, and Indian women are known also to wear fine jewelry to complement their piece of art saris. The sari is a rather erotic garment –for nothing holds the garment in place excepting how the material is wrapped around the wearer’s body. The sari is such a symbol of India that the women have grown to make their identities through the wearing of a sari. The sari is a nostalgic garment that breeds itself as a cultural icon of Indian that at once defines the women as well as their status. A woman wearing a sari is immediately recognized as Indian – thereby cementing the sari as a symbol of nationalism for these women of Indian as well as traditionalists (Menon 11). The sari is at once a traditionalist garment as well as a sexually alluring one. The fabrics that are used in making a sari are typically of silk – thus, the woman wearing the sari is constantly covered in this smooth fabric that is very pleasing to the touch. Some silks are spun so light that it feels as though the wearer is not wearing anything – this of course is appealing to the opposite sex if not for the wearer. The sari itself is beautifully accentuates the woman’s body – her curves and her movements give a hushed rustle as she walks and the way in which the silk is spun allows the light to cascade over the garment giving a glimpse of the figure beneath its folds. It is no wonder that the sari is such a sought after icon of a country and why it is being adapted to other countries. Thus, the garment is twofold in its inclusion in Indian society – it accentuates the female form but perhaps it also stifles a woman’s sense of individuality. There is no doubt that the sari – outside of the Indian tradition has a definite erotic effect, whether intended or not. Despite that the sari covers up most of the woman’s figure it is in the subtler nuisances of the fabric’s design that allow for a re-configuring of that garment’s use outside of the traditionalist’s mode of thinking. Although much of the world is becoming westernized – that is to say that much of the world is becoming more accustomed to wearing American fashion (i. e. Jimmy Choo, punk, etc. that wearing a sari in Indian or outside of the country, many women would be seen as old fashioned or as traditionalists, â€Å"As a symbol of Indian-ness itself, it represents not a compact nationality so much as an aspiration what Khilnani has called the idea of India which people struggle to live up to as worthy inheritors of a great and ancient culture, an India that transcends regions and diversity to reconstitute itself at a highe r plane. As a result and as one fashion commentator perceptively put it, to violate the integrity of the sari is akin to burning the American flag† (Menon 12). However, there may also be another reason that Indian women wear a sari – perhaps there is little else in a traditionalist culture that is available for them to wear or anything that they would be allowed to wear. Perhaps other culture’s fashion (progressive fashion) is seen as unsuitable for an Indian woman to wear – thus, the garment, while being a major source of history is also in a way effective with women’s rights and the lack of them in this part of the mindset of Indian culture (Menon 11). The reverse of this is that certain women in Indian culture use the sari in order to express how in control of themselves they are by the way in which they wear the garment. Working women will wear their garment differently than women who tend to a house and family and do not work outside of the home. Either sentiment may be true but what is most assuredly true is that the sari can be worn with pride or not depending on the wearer, â€Å"This elevated sari has an advanced capacity for good and for bad. Perhaps the single most common comment we heard about the sari is that it makes a woman the most beautiful she could ever become†¦In a society where power itself is generally thought of as having a female aspect, in the for of shakti, the sari simultaneously augments combines and ‘totalises’ the possibilities of aesthetic beauty, female mastery, sexuality and the cult of the maternal† (Banerjee 236). Thus, the sari may in fact give a subtle indication of power by the wearer depending on the ancient traditions on how it is made, the symbols on it, and especially the way in which it is worn. In either case the sari may be considered a work of art in itself for the way in which it must be weaved or loomed, dyed, and the type of material used to place the dyes upon if not the way in which it is also worn. All of these components of the garment add up to a subtly sexy and erotic material that despite covering up its wearer makes her the more sensual for it; for the sari is a garment that places its emphasis on the way in which it moves, it glides around the wearer in traditional form.

Milgram and the Nazis

From the point of view of David who was unable to see the various available texts attempting to explain the atrocities of the holocaust, it may truly appear to him as if Germans had developed sadistic, twisted, abnormal personalities. He was an uninformed boy, if we would discuss to him the experiment of Milgram on obedience, perhaps it could open his mind a bit about the different factors that could have influenced the Germans to act in compliance the way they did in WWII. It is the case that Milgram conducted his research on obedience as a result of his own attempt to try and answer the cause of mayhem during the holocaust, at least to the extent that people complied to participate in such acts as merely following their orders. It appears that through the controversial Milgram experiments, Germans would have a warranted defense of merely being compliant to instructions being given out by an authority. Milgram himself did not want to make it look as if the Nazis, including Germans who aided in execution of Jews in World War Two were merely being obedient; he accepts the fact that there was an anti-Semite ideological indoctrination in play as well. Milgram’s experiment included an accomplice participant in the form of the learner, a typically Norman person randomly invited and always gets to become the teacher, and Milgram’s assistant as the experimenter. The teacher is tasked to teach the learner and whenever the latter makes a mistake he is to be administered with an electric shock that ranged from low to dangerous levels. Every time the learner commits an error, the voltage would be increased, during such increase, the learner would demonstrate suffering from pain, on later forms of the experiment, even mentioning a heart condition, pleading for the whole thing to stop (all pretend). One would think that the teachers would refuse at the onset of hearing the learner being harmed and wanting to quit. However, with the right amount of push, and command of the experimenter, 65% of the participants continued with the experiment up to the very last voltage range. Milgram’s study though was seen to be somewhat unethical, proved to be a legitimate way of explaining the pressure and high degree of compliance to a perceived higher authority. This would easily debunk the answer of David, in such a way that we could not simply assume that Germans have become or were evil people who complied because they were sadistic. Rather it is the better explanation to see that participants from everyday walks of life can act to commit evil things under certain conditions as a way of complying to orders. In a sense that what happened during the Holocaust was not committed by monsters in the form of Germans, but rather by people who were ordered to act out the wishes of a monstrous authority in form of Hitler. (Milgram, 1974) Hitler was considered a legitimate source of power and thus obedience was perceived to be the necessary response to his orders; despite these people possibly feeling stressed and personally not desiring to act in such ways. They were led to believe that it is what it is, a following of a command that was given to them as an imperative form of compliance. The participation of Germans in the execution of innocent Jews is indeed brutal to say the least, but Milgram offers through his research an explanation, in which we are able to see that these people acted as a result of situational pressure not because they had an evil character per se. They are ordinary people led to commit evil acts, although a choice was always present, it showed that the probability of defiance begin to deteriorate after adhering to a command during the initial phase. Yes, some German soldiers refused to follow the orders, but it was a significantly low percentage and prior to the actual atrocities. Non-compliance also meant being punished, thus most of Germans had to act in the way they did. David’s answer is weak. Hitler used his position to manipulate ordinary men and women to act on evil, he’s the twisted fellow, there’s no need to generalize. References: Milgram, S. (1974), Obedience to Authority: An Experimental View, New York: Harper and Row.

Learning Team Skills and Assessment Paper

In the University of Phoenix curricula GEN480 Capstone course, Learning Team C represents a somewhat diverse group of skills. Based on a matrix of categories including field of expertise, strengths, business skills, computer skills, and language, the four members of Learning Team C shared their self-assessment in each of these. It is interesting that there is a good complement of customer service, leadership, business acumen, computer skills, and even some additional foreign language skills. Patrice Davis – A strong customer service background with good listening and communication skills. Patrice is also team-oriented and has good basic computer skills. Cindy Jost – A member of management, Cindy has experience in the travel industry and in addition to leadership, lists communication, negotiation skills and software knowledge as strengths. Silvia Miller – Silvia represents the quality assurance management side of commercial banking. Her strengths are leadership, people skills, flexibility, software knowledge, and speaks three languages including fluent Portuguese. Mike Wray – Seasoned leader and manager with a focus on health care supply chain management. Mike brings experience in common-sense approach process improvement and good communication skills. He also has a good understanding of software and databases and their best application. The skill of these positions is a combination of personal strengths, business skills and computer skills. The personal strengths range from professionalism to social skills, from dependability to honesty, from ambition to understanding, and trustworthiness to leadership skills. From the examination of the skills listed it appears that the skill required in most functions listed is public speaking and presentation skills. Although public speaking always has been recognized in the business community, the online learning program does not incorporate this class into their curricula. Public speaking and presentation skills are essential in the management and leadership field. The student can overcome the fear of facing people, and can improve their communication skills. For instance, in a job interview, the interviewer judge the person based on their qualifications but also the ability to deliver a good public speaking session. For a college student the ability of deliver good public speaking session are also tested. Unfortunately, the clarity of the speaking skills cannot be heard because of the online learning environment. There are many things you can do to improve your public speaking skills: Preparation of the presentation: Good public speakers prepare the material to be presented. He or she will outline the presentation to have a clear view of what the speech is about. Also, they know their audience. Tell a Story: This is one of the best tools available to use to persuade other people. Use your voice effectively: To keep people interest about the story, a voice variation is important for instance the use of pause and voice excitement. Use your body: this is extremely important when communicating because you need to engaged your listeners. Another way through which a person can become more effective at public speaking is to become a member of Toastmasters International. â€Å"Toastmaster International is a nonprofit organization that offers a proven and enjoyable way to practice and hone communication and leadership skills† (Toastmasters, 2010). In fact, based on the description of experience and skills presented on the Team C Matrix, the team presented two consulting firms as potential employers. Consulting firms are a popular career choice for college graduates. As the need for specialized professionals in areas of business is growing so is the specialization of consulting firms. Three consulting firms that make a good match based on Team C’s skill set include Navigant Consulting a management firm, Pricewaterhouse Cooper LLP an accounting firm and Mercer LLC a firm specializing in human resources (List of Top Consulting Firms, 2010). The benefit for companies to hire a specialized consulting firms is to ensure a better delivery, quality and over all monitoring of their current project. Team C’s members bring a variety of skills to the hiring table. When searching for companies to apply to the goal is to finding the best fit base on experience and education. Navigant is a management consulting firm out of the greater Chicago area (Navigant Consulting, 2011). The team member that would best be employed with Navigant is Michael Wray. Based on his leadership skills and management expertise is a good fit here. Silvia Miller is the team member with a financial background so the best fit for this team member is a position within the firm of Pricewaterhouse Cooper LLP. Pricewaterhouse specialty is accounting (PWC 2011). Mercer is a company focused in Human Resources which is also part customer service (Mercer, 2011). This company has career paths that will meet the need of all Team C’s members but Patrice Davis and Cindy Jost would be the best fit here because of their customer service expertise. Some needed skills are a continual thirst for learning. Once a person stops, learning one also stops growing. Also can be a hindrance in the ability to be innovative and creative. This skill is sometimes obtained through company-sponsored classes, seminars, and incentives to attend and complete such company sponsored learning opportunities. Another needed skill is statistics and research design. This is researching in-house to define the research problem, find an answer by designing a study and the appropriate instruments. Coding, analyzing, reporting, and making recommendations on the discoveries of the defined problem is a part of research design. This skill is obtained only if the company sees this as an asset and important to the company. If the case, someone can be brought in who has experience in statistics and research design. Cross-cultural understanding is also a skill needed because in this economy more minorities are entering the workforce all the time. This skill is obtained through company sponsored cultural days or seminars. Possessing a business skill is a needed skill. Employees need to have â€Å"business savvy† a combination of technical training and interpersonal skills. This skill is obtainable by one receiving technical training and the teaching of good interpersonal skills, preferably during achieving education prior to entering the workforce.

Marketing transportation homework Essay Example | Topics and Well Written Essays - 500 words - 1

Marketing transportation homework - Essay Example Supplying and selling goods across international boundaries are affected by different macroeconomic factors. They can be political in nature where the tariffs, Non-Tariff Barriers and import quotas imposed by the host country can affect the supply chain. Free trade policy has significantly decreased these barriers to trade. Currency fluctuation in foreign country, size of the market, income profile of the consumers and economic infrastructure exhibit distinct effects on supply chain. Also the foreign country is subjected to change due to cultural and regional differences. Before starting any business across national boundaries of a country these factors must be taken into account. After considering the feasibility and profitability the firm approaches to different countries. This whole process comprises of series of activities such as international documentation, following the terms and conditions of sales, methods of payment through international freight forwarders. The shipment coming from another country must contain a certificate of origin which indicates the country from which it belongs and invoices supporting commercial and financial activities. There must be a letter of instruction to the shipper and a declaration from the shipper for ensuring the safety and security of the product. Terms of sales, known as Inco terms 2000, are mandatory for every exporter to follow. Free alongside Ship (FAS), where it is the seller’s responsibility to make necessary arrangements for delivery of the goods, assuming all the risks associated with delivery, Free on Board (FOB), where the responsibility of all risks is on the seller till the point of delivery. Once the shipment crosses the ship’s rail, responsibility of goods is totally on the buyer. Another example can be Delivery Duty Paid (Seller’s is obliged to pay the cost of delivering the goods and