T.S.Eliot Murder in the Cathedral

T. S. Eliot's Murder in the Cathedral tells the story of Thomas Beckett, a man who reigned as Archbishop of Canterbury during the 12th century in England until his death in 1170. In order to tell Beckett's story, Eliot creates a series of equally interesting characters that each play a crucial role thought the play. The most unique rolefound within the play is the Women ofCanterbury, or the Chorus. Throughout the piece, the Chorus delivers seven choral odes. These choral odes, when looked at as a collective work tell a story. They begin with brief foreshadowing of events that will occur later in the play, but then quickly jump into necessary storyline; one which summarizes the events of the pasts, and then immerses the audience into the common man's view of the events in the present. The first choral ode begins with heavy foreshadowing. The Women of Canterbury are drawn towards the Cathedral, but they do not know why. At first, there is confusion. They question, â€Å"Are we drawn by danger? Is it the knowledge of safety that that draws our feet towards the Cathedral? As they reach the cathedral however, they come upon a realization. â€Å"There is not danger for us, and there is no safety in the cathedral. Some presage of an act, which our eyes are compelled to witness, has forced our feet towards the cathedral. † They recognize that it is not their own personal danger that draws them closerto the cathedral, but instead the foreshadowing of a horrifying act in which they will be forced to bear wi tness. It will be an act so terrible, that safety can not even be found within the hallowed halls of the cathedral. After the period of foreshadowing, themood of the first choral ode drasticallyshifts away from the dark and mysterious presage of an act to a description of the concrete past. The remainder of the choral ode serves as away to bring the audience up to speed on the last seven years of Canterbury'shistory. While they convey the events of the past, the women of Canterbury express a constant lurking fear for the safety of their Archbishop. A perfect example of this common theme found within the first choral ode is in the following stanza, in which the Chorus states: â€Å"Seven years and the summer is over, Seven years since the Archbishop left us, He who was always so kind to his people. But it would not be well if should return. † These lines are typical of the first choral ode, for not only do they explain to the audience that the Archbishop Thomas Beckett has been gone for seven years now, but they fear for his well being and for the wellbeing of Canterbury if he were to return. As the choral ode draws to a close, the Women of Canterbury give off a sense of unavoidable waiting. They say: â€Å"Come happy December, who shall observe you, who shall preserve you? Shall the Son of Man be born again in the litter of scorn? For us, the poor, there is no action, But only to wait and to witness† They welcome the month of December,but then question how it could possibly be a joyous time. Who would be able to celebrate the Christmas and Advent season with the terrible events that are about to occur? Could Jesus bereborn into such scorn? The Women ofCanterbury know that there is little they can do at this time. They must wait, and then witness the act that they fear. With the commencement of the secondchoral ode, the general mood shifts from confusion and waiting to fear. The Women of Canterbury have been informed that Beckett is returning to Canterbury. Such an announcement stirs great anxiety amongst them. They fear that their way of life will be disrupted and endangered. They plea to a Thomas who has not yet arrived to: â€Å"Return. Quickly. Quietly. Leave us to perish in quiet. You come with applause, you come with rejoicing, but You come bringing death into Canterbury: A doom on the house, a doom on yourself, a doom on the world. † The women say that though they will be rejoicing on the outside, their deep insides will be dominated by fear, for they believe that his coming will come hand in hand with his own death. The idea of fear is the general theme in thesecond choral ode, as it constantly recurs throughout the lines. Later in the choral ode, the women say, â€Å"We are afraid in a fear which we cannot know, which we cannot face, which none understands. † This illustrates thedepth and complexity of the fear which they are facing, for they know not how to neither combat it nor completely comprehend it. All the people know is that with Thomas comes death upon their home of Canterbury, so the beg him to â€Å"leave us, leave us, leave us sullen Dover, andset sail for France. † The fear of the second choral ode becomes a reality in the third. The Women of Canterbury know what decision Beckett has made. They tell him, â€Å"We have not been happy, my Lord, we have not been too happy. We are not ignorant women, we know what we must expect and not expect. † By saying this, the Women of Canterbury mean that they understandthe consequences that Thomas has chosen by staying in Canterbury. They know that he will perish if he stays. Then the women begin to despair. They cry, â€Å"God gave us always some reason, some hope; but now a new terror has soiled us, which none can avert,† and, â€Å"God is leaving us, God is leaving us, more pang, more pain than birth or death. The Women of Canterbury, who always took faith in the idea the God was protecting their Archbishop, believe that Thomas has turned away from the Lord's protection by deciding to remain at Canterbury, for not even God could protect him from the wrath of what was yet to come. The fourth choral ode that opens up the second act heads in a completely dif ferent direction than the intense despair of the third choral ode. Instead, this choral ode is more accepting, for the chorus knows that the death of Beckett is coming. Nature is used throughout this choral ode to foreshadow his death. At one point theWomen of Canterbury say, â€Å"The starved crow sits in the field, attentive;and in the wood the owl rehearses the hallow note of death. † The starved crow that they speak of symbolizes the Four Knights, who arrive in Canterburyshortly after the choral ode is delivered. The owl symbolizes the result of their visit to Canterbury: a death, a death that they fear will be brought upon Thomas. Though they have accepted the situation, the Women of Canterbury feel helpless, for all they can do between that moment and Thomas's death is wait. Asthere is nothing they can do, they say,†We wait, and the time is short, but the waiting is long. † As the fifth choral ode begins, the helplessness from the fourth choral ode carries over, but this time it is coupled with an air of guilt. The Women of Canterbury are stuck in an in between zone. They grieve: â€Å"Now is too late for action, too soon for contrition. Nothing is possible but the shamed swoon Of those consenting to the last humiliation. I have consented, Lord Archbishop, have consented. † The women realize that the wheel is turning and the eternal action leading to Beckett's doom is in motion. They are in despair, for it is too late for them to try and aid their Archbishop, but too soon for them to seek forgiveness for allowing Beckett to be killed. The murder of their Archbishop is a matter that they are taking personal responsibility for, and they view it as a humiliation to them all. Their final cry of â€Å"I have consented, Lord Archbishop† truly isolates and illustrates the immense guilt that they have brought upon themselves. The Women of Canterbury believe that by standing aside and allowing the Knights to threaten Thomas, they have consented to his murder. All they have left is helplessness, guilt, and like always, waiting. The sixth choral ode is met with a shiftfrom helplessness to intense distress. Archbishop Thomas Beckett has just been murdered, and the Women of Canterbury feel as if they, along with all of Canterbury, have been stained with their Archbishop's blood. The chorus screams: â€Å"Clear the air! Clean the sky! Wash thewind! Take the Stone from the stone, take the skin from the arm, Take the muscle from the bone, and wash them. Wash the stone, wash the bone, wash the brain, Wash the soul, wash them wash them! † As shown, the Women of Canterbury become obsessed with trying to wash themselves clean of Beckett's blood. Such words confirm that the Women of Canterbury see not only the Four Knights as Thomas Beckett's killer, but themselves as well. They feel severe regret, proclaiming: â€Å"We did not wish anything to happen We understood the private catastrophe, The personal loss, the general misery, Living and partly living† These lines show that, though they believe that they were a part of the murder, they were unintentionally involved. They did not mean for any illwill to come upon their Archbishop, but through their lack of action, their living and partly living, they allowed Beckett to face a tragedy, a tragedy that they were completely aware of, alone. The Women of Canterbury abandoned their Lord, and they do notknow how to deal with their despair The final choral ode begins not with despair, but instead with grateful praise to an all powerful God. The entire choral ode reads like one long prayer of praise, thanks, and then contrition to a merciful God. At points,the Women of Canterbury even go as far as to compare their deceased Archbishop to Jesus Christ. In it's beginning, they say, â€Å"We praise Thee, O God, for Thy glory displayed in all the creatures† The Women of Canterbury then go on to on to show their gratitude to God by respectfully praying, â€Å"We thank Thee for Thy mercies of blood, for Thy redemption by blood. For the blood of Thy martyrs and saints. † By these words, the Women of Canterbury are thanking God for redeeming their souls with theblood of Thomas, their Archbishop. Through these lines, Eliot is comparingthe murder of Thomas Beckett to the death of Jesus Christ on the cross, saying that both died to save the souls of those around them. Finally, the Woman of Canterbury seek contrition, pleading, â€Å"Forgive us, O Lord, we acknowledge ourselves as type of the common man, of the men and women who shut the door and sit by the fire. â€Å"On one level, they ask forgiveness for standing by and doing nothing to prevent Beckett's death, for they are just common men. If read more deeply however, they return to the Christ like image of Beckett. The common men askfor forgiveness, for like Peter, they†sat by the fire† and denied their Lord. Just as Peter allowed Christ to die, so the Women of Canterbury allowed Thomas Beckett to die. The seven choral odes in T. S. Eliot's Murder in the Cathedral tell the story of the common man's view of the events that occurred during that fateful December of 1170 in Canterbury. Through foreshadowing and interesting use of language, T. S. Eliot crafts the Chorus to be one of, if not the most fascinating character found within the whole play. Their unique perspective on Thomas Beckett's murder truly makes Murder in the Cathedral one of the greatest plays of the 20th Century.

Civic Engagement At North Eastern State University

We have identified civic battle as a top degree campus-wide precedence through our strategic planning procedure. Our primary barrier to progressing civic battle is a deficiency of campus-wide substructure to back up and capture civic battle activity happening in curricular and co-curricular scenes. The intent of this white paper is to supply a snap shooting of current activity related to civic battle, place a mensurable long-run aspiration, and offer recommendations for traveling frontward. University Planning Group Strategic Plan The University Planning Group sub-committee focused on Culture of Civic Engagement proposed the undermentioned description and definitions to be adopted by the establishment. Civic Engagement at Northeastern State University is the single committedness to prosecute in a shared duty to take attention of the communities in which we live. This is achieved through the survey, contemplation and action necessary to take personal and societal duty in our single Fieldss of involvement every bit good as in the communities in which we live and serve. Civic battle is lending to a larger community ; is caring about the remainder of the universe ; is consciousness of societal, political, and economic issues within the U.S. and globally ; is recommending for a cause ; is active in lending to community. Types of Civic Engagement[ 1 ]: Academic Service Learning – engages pupils in a three-part procedure: schoolroom readying through account and analysis of theories and thoughts ; service activity that emerges from and informs classroom context ; and structured contemplation binding service experience back to specific learning ends.[ 2 ] Volunteerism – committedness and actions to help in a plan or activity that benefits others Community Service – committedness to turn to and function community demands Community Building – physique swearing relationships among persons and groups around issues of common concern Public Education – draw attending to and consciousness of local, national and planetary issues Community Development – identify and increase the human or economic assets of a community Voting and Political Participation – mobilize influence on public policy through formal political channels Civic Leadership – participate in collaborative decision-making for the benefit of the community Public Scholarship – engage in research that serves the public involvement and has community or social benefits Grassroots Alliances – mobilize Alliess with a common involvement to organize schemes for alteration Environment Scan In 2009, NSU participated in two national surveies focused on pupil perceptual experiences and experiences related to civic battle. The National Survey of Student Engagement ( NSSE ) is an appraisal of freshers and seniors to reflect on single clip devoted to assorted learning activities. NSU 2009 NSSE consequences related to civic battle stated: 7 % of NSU freshman pupils often participate in service-learning or community-based undertakings during a given twelvemonth. 80 % ne'er took portion in such activities. By their senior twelvemonth, 44 % of pupils have participated in some signifier of practicum, internship, field experience, cooperative, or clinical assignment. By the clip they are seniors, 56 % of pupils have participated in community service or voluntary work. The Multi-Institutional Study of Leadership ‘s ( MSL ) intent is to heighten cognition sing college pupil leading development every bit good as the influence of higher instruction on the development of pupil leading capacities. Participants are undergraduates, freshers – seniors. Following are answering distributions on specific features linked to civic battle from the NSU 2009 MSL. 38.5 % of the respondents identified take parting in community service. 36.4 % experienced an academic internship. 20 % participated in an academic acquisition community. The 2009 NSU campus stock list for Campus Compact on academic service-learning happening during the 2008-09 academic twelvemonth: NSU semester norm is 20 academic classs that integrate community service with academic content. 402 pupils participated in academic service-learning which averaged 18.1 hours/week across all classs bing 109143 hours. Nonspecific urethritis does non necessitate academic service-learning classs as portion of the class course of study. Snapshot of activity related to civic battle in academic units. College of Business and Technology – Financial Planning seminars for local community, Volunteer Income Tax Assistance ( VITA ) plan College of Education – Reading clinics for kids, Knowledge is Power Program partnership with Tulsa Public Schools College of Liberal Arts – instructor readying plan focused on the Cherokee linguistic communication and civilization College of Optometry – regional optometry clinics, international service trips College of Science and Health Professions – Speech Pathology clinics Snapshot of activity related to civic battle in co-curricular environment. American Democracy Project ( ADP ) chapter. ADP rank is chiefly module and staff. A little group of pupils have late engaged in ADP. We have sent ADP members to the national conference the last 2 old ages. ADP has developed a growing proposal for execution get downing autumn 2010. Recognized Student Organizations ( RSO ) . 96 pupil organisations are recognized by NSU. 38 % of the organisations organize community service activity as identified in their organisation description. Populating Learning Community. Housing hosts a life larning community focused on service. Large Event. The Senator Rozell Scholars coordinate the one-year Big Event, a 1-day community service undertaking. Over 600 pupils participated in Large Event in March 2010. Center for Student Leadership Development and Community Engagement. Student Affairs has designated an office in the University Center lower degree to function as a cardinal location for a freshly formed Center for Student Leadership Development and Community Engagement. A alumnus helper is dedicated to resource and plan development under the supervising of the Director of Campus Involvement. Campus Compact. NSU is a member of Oklahoma Campus Compact. Our activities over the last 4 old ages with Campus Compact include an AmeriCorps VISTA voluntary, MLK Volunteer Project grant receiver, and one-year study of service. Cherokee Nation Community Service Program. Cherokee Nation requires pupils having fiscal aid to finish a set figure of service hours per semester. Several service plans coordinated by Cherokee Nation and NSU entities are presently underway. 2015 Aspiration: Carnegie Community Engagement Classification The Carnegie Community Engagement Classification standards require the followers: Infrastructure: a campus-wide coordinating substructure ( centre, office, etc. ) to back up and progress community battle, establishment have a definition and a procedure for placing Service Learning classs Budget: internal budgetary allotments dedicated to back uping institutional battle with community, external support dedicated to back uping institutional battle with community, and fund-raising directed to community battle Learning results: institutional ( campus-wide ) larning results for pupils ‘ curricular battle with community, departmental or disciplinary acquisition results for pupils ‘ curricular battle with community, outcomes consistently assessed and used Integration in curricular activities: community battle integrated into Student Research, Student Leadership, Internships/Co-ops, Study Abroad, community battle integrated with course of study on an institution-wide degree – Core Courses Graduate Studies, First Year Sequence Capstone ( Senior degree undertaking ) , In the Majors General Education Faculty scholarship: associated with their curricular battle accomplishments, module scholarship associated with their outreach and partnerships activities ( proficient studies, course of study, research studies, policy studies, publications, etc. ) Outreach and Partnerships: Outreach focuses on the application and proviso of institutional resources for community usage with benefits to both campus and community. Partnerships focal point on collaborative interactions with community and related scholarship for the reciprocally good exchange, geographic expedition, and application of cognition, information, and resources ( research, capacity edifice, economic development, etc. , mechanisms to consistently supply feedback and appraisal to community spouses and to the establishment Recommendations for Traveling Forward Make a NSU Civic Engagement Council dwelling of representative from the American Democracy Project, Student Affairs – Center for Student Leadership and Community Engagement, each academic college, Futures Institute, Herb Rozell Scholars ( Big Event ) , NSGA, and Housing – Living-Learning Community on Civic Engagement, Continuing Education and Athletics. Interested campus community members beyond the identified representatives may go to council meetings. The intent of the council is to strategically incorporate civic battle through: Identifying University-wide ends related to % of pupils who participate in civic battle while at NSU. Develop University pupil larning nonsubjective ( s ) linked to civic battle. Create systematic campus-wide trailing or certification mechanisms to enter and/or path battle with the community Develop a systematic campus-wide appraisal mechanisms to mensurate the impact of institutional battle Provide professional development support for module, staff, and pupils who engage with community Supply the community with a cardinal mercantile establishment for a â€Å" voice † or function for input into institutional or departmental planning for community battle Serve as a cardinal communicating hub for civic battle activity happening throughout campus. Develop an academic enterprise that includes the followers: Get down a conversation on the feasibleness of necessitating service acquisition in every major and minor. Create an interdisciplinary child in civic battle with the aspiration of going a major. 12 credits required for a minor to get down with, so construct a major that is interdisciplinary on top of the minor. Necessitate that all pupils must finish at least one class in service larning leading and finish a service larning undertaking as portion of that class†¦ and all of those classs have a service larning constituent available so that pupils could take the class they want. Create a Service Learning Center that includes full-time module who teach required lower division classs in service larning leading, community development, squad and interpersonal relationships, societal and political motions throughout history, societal organisations and societal action, non-profit leading, etc. etc. The basic thought is a section with a major/minor in countries that may pull new pupils, supply a path to hold bing pupils take part in service acquisition. American Democracy Project creates a particular involvement path or certification within the civic battle major and/or child. Designate shared infinite for civic engagement academic and co-curricular plans coordinated through Academic Affairs and Student Affairs in the installations maestro program. This designated infinite could go a paradigm for interdisciplinary plans and services. Long-run end could be a new edifice dedicated to Making Place Matter through acquisition, invention, and outreach.

Performance & Reward Management Case Study Example | Topics and Well Written Essays - 500 words

Performance & Reward Management - Case Study Example The presentation's color scheme and the text size plus the amount of information put on one slide are some attributes that give the presentation the look that is required in this case justice was done with all the attributes and this resulted in a successful presentation (Michael Alley. 2007). First I would like to discuss the positives of the presentation. Another important aspect of a presentation should be that it catches the eye of the audience and gathers the attention and this presentation did have this element in it (Garr Reynolds. 2007). The group members seemed to be very prepared and completely informed about what they were doing and how they had to do it. The ideas that were explained and depicted through out the presentation were of immense importance as they shaped up the mood of the audience and made the presentation effective. Defining every single idea to its best extent with the help of solid examples was one quality that was seen throughout the presentation. The second point that I liked about the presentation and the presenters was that the information they had in their mind apart from the one they had on the presentation was used at the proper places and situations throughout the presentation. The presenters were well informed about the organization and its operations they knew completely how the performance management system operated and supported the daily operations.

The count of monte cristo Essay Example | Topics and Well Written Essays - 750 words

The count of monte cristo - Essay Example The means of revenge and the end of the story are also different in the book and the film. The book reveals Edmond’s plan to pay back to those who falsely accused him, causing him to serve a jail term of 14 years in Chateau d’If. Danglars and Fernard Mondego had falsely witnessed against him, claiming that he was a Bonapartist traitor (Dumas 10). Villefort order the imprisonment of Edmond. However, Edmond escapes from jail. He purchases an island after discovering that the treasure of Monte Cristo was in it, and he becomes the Count. He then proceeds to execute his plan of revenge by using his intellectualism and great richness to gain the social status that wittily attracts the enemies. After the three men have taken the bait, he begins to take revenge on them. He uncovers their past sins, corruption, crimes, and secrets. They get humiliated to an extent of getting insane and even committing suicide. He manipulates Danglars stocks and financial status in the bond market. Edmond lets the whole world know how, during the Greek independence war, Fernard betray ed a close friend by the name Ali Pasha, a Janina monarch. He also unearths how Ferdinand subsequently sold Ali Pasha’s wife and daughter into the system of slavery. Additionally, Edmond uncovers the old affair between Danglar’s wife and Villefort that result in the birth of a boy child. He reveals how Villefort buried the child alive because he saw him being stubborn. However, Villefort’s enemy saved the child, named him Benedetto, and took care of him. Benedetto works as a steward of Edmond’s property. Edmond humiliated Villefort by exposing the identity of the boy and circumstances of his life. However, Edmond’s pursuit of revenge in the book does not make his love for friends and family to waiver. He buys all debts of Pierre Morrel to save him from a financial crisis. He accepts Dangler’s repentance, release him from prison, and allow him his small

The Leadership Challenges Essay Example | Topics and Well Written Essays - 500 words

The Leadership Challenges - Essay Example The purpose of this paper is to discuss the managerial challenges that organizations face today and to discuss different leadership theories that can be used by leaders. One of the toughest challenges for leaders is managing a diverse workforce. Diversity can be defined as the inclusion of different types of people in a workforce which includes differences due to race, age, sex, gender, sexual orientation, physical abilities, religious beliefs, political beliefs, and other ideologies (Uoregon). To properly lead a diverse workforce a manager must apply good communication skills and the person must be conscious of the differences that make each employee unique. â€Å"Learning to respect and appreciate each other’s cultural and stylistic differences and becoming aware of unconscious assumptions and behaviors that may influence our interactions will enable us to minimize the challenges and derive maximum benefits from diversity† (Wisc). A good leader is a person that is able to motivate his staff to ensure the employees provide maximum effort and performance. A leader must have excellent verbal and written communication skills as well as being an active listener. The leader must have good interpersonal skills and be able to deal with any conflict that occurs in the workplace. Personal conflicts between employees are a tough leadership challenge that must be dealt with. An understanding of the different conflict resolution techniques such as smoothing, collaboration, compromise, avoidance, and authoritative command is needed to solve problems quickly before they become a constraint that hurts the performance and profitability of the enterprise. The use of leadership models and theories can help leaders understand better how to properly implement leadership in the workplace. The behavioral leadership perspective assumes that leadership is central to performance and other outcomes. Based on this theory the leader must

Capital Punishment Essay Example | Topics and Well Written Essays - 1750 words

Capital Punishment - Essay Example Capital Punishment Whatever crime the person has committed, killing should be considered as the last result. He further argues that communal policy should respect the value of human life. When administering a severe sentence on someone, caution must be taken to avoid any error. This is because if flaws occurs which result to guiltless person falling victim, the situation cannot be reversed and this will be injustice to a guiltless person. He adds that different punishments should be administered for different offenses, and that slighter penalties should be considered where the situation warrants. However, there is always a dilemma in deciding the best penalty for specific offense. According to Bedau (424), the law offers protection to people responding to threat on their lives or protecting the lives of other people. In such situations, the person responding to a threat is considered guiltless even if he or she hurt the attacker. He says that there is no evidence whatsoever that the attacker would real ly cause any harm to anybody. He argues that the law should take into consideration the all the means which were at respondent’s disposal to avoid the attack. For example they should run away from the threats instead of counterattacking the person frightening them. By escaping, they would have avoided trouble with anybody and they could not hurt anyone.However, when they respond by attacking the person who was threatening their survival, they result to similar incidence of assault or murder before the law. After all there was no surety that they would really be attacked or injured, therefore, the fact that someone was threatening to assault them is not enough reason for committing a crime. Finally he argues that there is probability that even if they were assaulted, the magnitude of this assault would be less severe that the one they caused by counterattacking the other person. There should be no exercise of unnecessary power for personal protection. According to Bedau (428) capital punishment lack fairness from the manner in which it is executed. For example, if a person murdered another one and is taken to court, the execution of his death may be more lenient that which he or she committed. This may be the case if for example the penalty is executed through electrocution. This form of death may be more tolerable than killing by strangling or any other method which the criminal may have used. Also in some place like United States of America, substantial racism prevails because black Americans are likely to be killed compared to white counterparts even if they committed similar offense. This implies that the actual meaning of punishing the crime is not achieved due to failure to follow the right channel of charging for the crime (Newsweek, 0209). In addition, suspects of crimes are taken before the authority and legal processes followed to decide the case. This may take several months or year before it comes to completion. Even after the bench ruling th at the criminal will be hanged; the process may take some time. This will end up causing additional pain to the guilty person which was not the case with the victim of murder. This implies unfairness in execution on death penalty because delayed justice is justice denied. According to Haag (365) the law mandates police, judges and other parties

Integrating Security and Usability into the Requirements and Design Research Paper

Integrating Security and Usability into the Requirements and Design Process - Research Paper Example The user interface design of the touch screen register has features that enable it to attain security. First, the new system enforces access controls by requiring that every cashier supplies a matching pair of user-id and password in order to log in to the register. It is not only helpful in preventing non-legitimate access to the register, but also provides a good avenue to introduce role-based authentication. Moreover, it will be possible associating a given cashier with a certain workstation, and in certain instances, it is possible associating a cashier with a certain workgroup. Second, the registers ability to lock after four unsuccessful login attempts is a good strategy to suppress the efforts of brute force attackers and malicious insiders who will constantly use trial and error in a bid to gain unauthorized access to the system. Further, the safety of information stored therein is enhanced by the condition that only the managers can use a keycard to unlock the register follo wing unsuccessful login attempts. Finally, unauthorized access is also prevented by the registers ability to lock if the screen does not get touched for a period of three minutes. The system also features certain security utilities that to some extent collide with the usability. First, the restriction that only the cashier who was authenticated before the system locked will be in a position to unlock it is a feature that prevents the idea of other end-users performing malicious acts on other peoples account profile. Otherwise, new cashiers would need to restart the system. The tool also increases accountability whilst enhancing the systems intention to associate every action with a particular user (Wysocki, 2013).  

'The Cubie Report' Essay Example | Topics and Well Written Essays - 750 words

'The Cubie Report' - Essay Example The report had broken its parts into the committee's recommendations, the remit, the committee's approach, the elements of approach, and the initial responses to the committee. Before these, however, was some background information on the Scottish Parliament Debate and Proposals for England and Wales. In the first, there was to be a debate if agreed - In the second, David Blunkett had proposed for a 'a major new package of extra measures to widen access to higher education and tackle student hardship in England and Wales'. Blunkett was the Secretary of State for Education and Employment then. The elements of support referred to non-repayable support, tuition fees, student loan entitlement, and costs which were discussed as subtopics. Purpose. Written at the bottom-most part of the research note is the purpose of this document that Research Notes are compiled for the benefit of Members of Parliament and their personal staff. The document then serves as a digest for Members of Parliament and their staff to orient them of specific topics covered at specific times to help them be abreast of issues. Readership. The target readership of this document is clearly the Members of Parliament and their personal staff. ... Readership. The target readership of this document is clearly the Members of Parliament and their personal staff. However, secondary target could be the public, especially students and student leaders who are the most affected. As reflected in the responses to Cubie, there were many groups interested on the issue to include the Scottish Liberal Democrats, Scottish National Party, The Scottish Conservatives, The Scottish Green Party, The National Union of Students Scotland, COSHEP, The AUT in Scotland, and The CBI Scotland. Evaluation of content. The issue being discussed was capsulised and placed in a box. Clearly, it was about student support that should maximise opportunity for all to be able to access high quality lifelong learning. Such support, the box shows, "should promote social inclusion, the knowledge economy and an enhanced civil society." Then the system which can enable this is described and finally tells of the government role "to remove barriers to widening access and participation." The content, as discussed, is complex, because aside from the issue of student tuition, the work of Cubie as a committee is also hashed out, including Parliament motions and actions, and the reactions of political parties and student leadership. Format. The format presentation of the website caters to the more conscious readers like the government officials and the professionals. This judgment is based on the visual and contextual representation of the website. The conscripted color template of the presentation suggests formality and its gravity, thus it could be appreciated by sophisticated readers. The single dominant color of violet in the header signifies authority and discipline. Language impact. The language used in the document addressed the

Round Rock High School Essay Example for Free

Round Rock High School Essay A school that has history, this school was established in 1867 and went public in 1888. Looking at RRHS when you first pull up seems like a descent size school with a modest old look. When you drive around the school it is expanded out much like a junior college and has a college feeling. There are 11 buildings on this campus not including their football field, track, marching band pad, baseball field and the amount of parking for both students and staff. Parking is amazing at this school. Plenty of parking for staff and faculty in front of the main building as well as plenty in the back of the building. Student parking is separated from the staff and faculty parking and plenty of it to go around for the students. All parking lots are nicely paved, with proper markings for all cars to park in with no confusion. Neighborhood around the school is a safe environment, no 2nd or 3rd tier living conditions around this school. Sanitation around the school is well kept and no loitering of strangers around the school. Security precautions are pretty normal throughout the school, teachers keeping eyes on the hallways, local police car parked in staff parking lot. However there was no sign of any Police officers on campus. There are security cameras mounted on top of the buildings leading in and out of each building. Outside of new buildings on this campus are all surrounded by windows so it’s pretty easy to see who is coming and going. The vegetation around the school is very lush green and lots of it in every open area there is available. Inside the main campus there is even a patch of green grass in the middle for students to sit on and study if so desire. As for students most students dress pretty casually and up to style, not so much of the sagging pants or hiked up skirts. Pretty decently respectful clothing, however there are a few students that are a little rebellious here and there and wear shirts that show there midriff or holes through out there pants. Most students seem to be very respectful to one another when passing in the hall ways. There isn’t any loitering before school starts in front of the school. Interior of school is very nice and open in main building.  Admissions office is separate from Principle/Administration office. Not very user friendly to navigate around at first and as an observer you blend in with the students so most faculty or staff don’t even notice you, or offer to help. Assistant Principal extremely nice and warm welcoming to visitors, students, staff and faculty, not really up to date on what day the school is on â€Å"A† or â€Å"B† day. RRHS is one of many schools that works off of block scheduling so students are not crammed with so many classes in one day but have longer classes to obtain more information from. The main building is the oldest building on the campus and will probably be the next building to be torn down to be rebuilt for more classes and faculty. The other 10 buildings are pretty well kept and if not new to the school such as buildings 1100, 1000, 500, 700 and maybe another building or two. Windows in all buildings were extremely clean and made you have that nice warm fuzzy feeling of walking into a building that seems to be well taken care of. All hallways from observation seemed to be clutter free, minus the 100’s of students passing by. Decorations were inside protected cases built in the wall mostly for organization and observation appearance. Each building had 2 – 3 sets of bathrooms in them minus the ROTC building who had one set due to the building being strictly for ROTC. Bathroom quality of the male’s latrine was clean, graffiti free and ammonia smelling free. Overall great quality of the interior of the building very impressed with cleanliness. Spanish III AP Stacy Dam/Teacher and Bethany Taylor/Student Teacher was the first class to be observed and from walking in the class seemed well organize d and students seem to know the routine of the class. Upon arrival most students were already in their desks doing their morning exercise for the class. The students were seated in traditional classroom format†¦rows. By the time the tardy bell rang there were two stragglers that walked in from the hallways talking with their friends. These were the guys that were to cool for school, you know the type hats on backwards, sagging pants no books and pretty much unprepared for class. When students walked into class they picked up there hand outs before sitting down along with pens if needed. After about 15 minutes into class everyone stood up for Pledge of Allegiance and Honor Texas Flag. Honor Texas Flag is new since 9/11 and believe Texas is the only state that does this for its public education system. After the Pledge of Allegiance the students were given 30 minutes  to prepare for class to which most students had already done the work or some just wasted time. The teachers did nothing and just spoke to one another not paying any attention to the students. Pretty disappointing to observe, after 30 min. had passed by, the teacher spoke to the class in Spanish and English explaining what they were going to do next. She then wrote a sentence on the board and spent another 15 minutes explaining word by word, grammar and sentence structure. She was very monotone and showed no sense of interest in making the class environment exciting, the students seemed very bored in class. The fluent speakers in class continued on with their gossip as if the teacher didn’t even exist. After observing this class I found it to be a low control low warmth climate due to the lack of rules and discipline in the classroom as well as the lack of teacher involvement in class with the students. The teacher ignored most of what was going on and mostly focused on teaching what she was obligated to do for the day with no disregard to the students that wanted to lea rn. I found that there was a lack of classroom management for the same reasons as the climate. No assertion in rules, no discipline, no rewards, and not trying to get the class out of there cliques to work with others. What I learned from observing this class is to make sure there is always classroom involvement and to communicate with the students. I observed a second Spanish (class level 1) and was blown away from the differences. I did however walk into this class by mislead information from the Assistant Principal telling me this class room was a German class. This class was taught by a Mr. Castillo who had transferred there from Spain. The classroom was very well organized with additional books as extras to those who forgot there materials. Spanish alphabet on the wall, posters from Spanish speaking countries around the room, random vocabulary around the room to catch the student’s interest. Mr. Castillo was yet another monotone teacher, however he had an upbeat attitude at t he same time. He was a very patient teacher with the freshman and there remarks to everything that was taught to them. Most of the students were attentive to the teacher, there were however a few that I saw reading books that had nothing pertaining to their subject. Others were listening to Ipods and lastly there was a food cart that would come by and students would get up in the middle of his lecture to get food. The teacher continued on with his lecture as if  nothing happened and the students that left to buy food would miss out on what he had to say. During the question session of what he had just taught them, most students seem to answer his questions and were praised lightly regardless of their answer. He was very positive with them but had a lack of rules and boundaries for the students. I felt the students took advantage of this and used it to their advantage. When a student had given a wrong answer all students would call this student out and let them know there mistake. The teacher did nothing to stop the students and let the verbal bashing continue. While this continued he continued on with his questioning I believe to bypass the issue and stay on topic or to just ignore the issue still not sure yet. I found this class to be low control high warmth climate due to the praise he would give but lack of rules he would have. The classroom management was better than the previous Spanish class I had attended but could definitely be improved. What I found interesting about this class was no matter how many interruptions the teacher had he seemed to care about the students that were really trying in the class and found ways to continue the motivation. An example of this would be walking up to the student that was paying attention and giving them a smile or a quick pat on the back to show his appreciation. This showed me how much the students responded to these little interactions and learned that if I do this with all students maybe I could have the same outcome for all the students. In conclusion I found this school to be more concerned about appearances than the education that is given to the students. I did observe three other classes but unfortunately don’t have the space to write about them. However they did all pretty much fall in the same manners as the first two.

Congratulations Class Essay Example for Free

Congratulations Class Essay At school you have started to put in place the building blocks of your educational future. You have performed so well and are all outstanding students. You have changed your own lives so much and have leaned everything so well. You have all grown up and we are very proud of you. I look around the room and see the stars of the future. You have also changed the lives of your friends for the better. There has been great teamwork and support for everyone. You should be proud of the way you have worked together. Also your teachers and parents have had their lives changed for the better. They do love you very much. Thanks to the teachers for creating a wonderful, nurturing environment for these wonderful graduates. Graduation time is a time of mixed emotions – a time for sadness as you say your goodbyes to teachers and friends who in one way or another have become part of your lives; a day of excitement as you look forward towards a newfound page in your lives- a march into adulthood, independence and self-sufficiency! As you ponder about the happenings of those not so distant past; those seemingly endless nights of work and toil as you struggle for prestige and excellence; the downfalls and the triumphs; the laughter and tears – all have bunched into this thing called experience beckoning you to pause and rest for just a second; and then driving your young imaginations to once again wallow into a renewed struggle for rec ognition and survival! Indeed, being a high school graduate is an end with a new beginning looming in the horizon in each of your young lives. Today’s theme is â€Å"The Graduate: A Partner Towards Transformational Society, An Answer to Societal Change† (Ang Mga Magsisipagtapos: Kaagapay Tungo sa Pagbabagong Anyo ng Lipunan Tugon sa Hamon ng Sambayanan). It is the great challenge for you graduates – on how you will answer this call for a change; a change that will serve as yardstick as to what will be your contributions to this society in the future. In today’s ever demanding environment, you the graduates must serve as a catalyst in providing a vehicle for societal change. First and foremost, you must become productive and useful citizens! â€Å"Success is by choice not by chance†, you are the ones responsible for the preparation of your future and continuing education is the answer – it is  the KEY! With poverty and hardships hindering you to have an access to education; you must steel your hearts and minds, harden your resolves, and bring out your resourcefulness and resiliency yet trusting in the graciousness of the GREAT ALMIGHTY! These attributes for sure will serve as your guide and beacon in order for you to safely charter your course in any â€Å"brewing storm† this life can offer. My dear graduates, you must remember that the right kind of mindset is very important in order for you to be where you want to be. Having the right kind of mindset enables you to focus on the right dreams and aspirations, a necessity in forming the right kind of attitude and habits and in return enabling you to make all your longings and your dreams become a reality. True enough today, these are yet but dreams; but if they do come true – imagine the exhilaration, the happiness†¦ the sweet taste of success all yours for the taking! Therefore you must be in the forefront of change – never tiring of making things work and click, unmindful of all the hurts and failures encountered! My friends there is a saying that as we walk in our journey through life we encounter three different kinds of people; those wh o make things happen, those who watched what happens and those who wonder what happened! My dear graduates where do you belong? I remember, 1995 when I started my years of school, I was so excited for what would I learn in school. Also with every closing program I am so excited also with awards that I would have. For 6 years in elementary, I have gained the confidence that all throughout my school life I would have awards every closing. Graduating from elementary, with our status in life, that didn’t prevent me from striving more and still I continued with my endeavor. I even remember my tito’s and tita’s convincing me to take my high school in Tuguegarao, but then I decided just to study here in mangga high school. From buyun, I walked going to school even during heavy rains and the mud that we walk on, I still enjoyed it and those instances in my life didn’t hinder me from pursuing my dream to finish school and attain my dream in the future. For four years, I endured the hardships and trials that come along my way. Going to school with just enough money on my pocket and not even having the most delicious snacks in the canteen, not experiencing the life of the rich students in the city, made me more think of a better future ahead of me and my family. After all those years, I graduated with flying colors again another trial is trying to test me. My review for the incoming board examination is again my family’s problem, but God is so good to me that my uncle helped me still with my fees. With 6 months of reviewing hard, the day for my board came, I really strive hard to make it good and there luckily I passed the boeard examination. And now, still I am just beginning my life to be a real help and a partner for this society to change for the better by providing a better role as a professional. T his eventful day in your lives and as you go on separate ways; wouldn’t it be nice that one day in the not so distant future you will meet again: some maybe with great tales of exploits and adventure, some of heartaches and pains, some maybe of self realizations and musings†¦ but wouldn’t it be wonderful that in that much awaited reunion you in your selves have found your sense of inner peace? A peace rooted in the fact that you have in one way or another have done your share for the advancement of the society in which you are an essential part? If your answer to this question by that time is a big â€Å"YES†; it is only then my dear graduates that you can really proudly say that you, â€Å"The Graduate† has become a true partner in transforming our society; that you have become a true catalyst for social change! That my dear graduates is my challenge to you all†¦ Go forth and be the hope of generations to come†¦ become hope of the future†¦ HEAL THE WORLD! I hope you have a wonderful day today and enjoy all your celebrations. I look forward to the next stage in your development. You are all ready to go to on to the next stage of your educational journey. Good luck for the future. Thank you vey much and again Congratulations!

The Recycling Of Electronic Waste Environmental Sciences Essay

The Recycling Of Electronic Waste Environmental Sciences Essay Can you imagine todays society without computers? Our use of electronic products has grown substantially and will continue to evolve. As the demand for new and more advanced technology increases, so does the amount of outdated personal computers (PC). However, where do our unwanted computers end up? Yes, computers are convenient when they are functioning, but once they have run their course, then what? Should we just toss them in the trash bin? The optimal alternative is computer recycling. Recycling is beneficial to our environment and humanity by helping conserve energy and reduce landfill space, such as the large landfills in China. Also, computers contain hundreds of chemicals which can migrate into our environment, recycling helps by creating less toxic chemical emissions. Conserving energy is not an easy task since our society is plugged in on a daily basis. Computers are necessary for work, school, shopping, communicating with others, etc. The average desktop computer uses up to 60 to 250 watts of energy when in use. Analog, outdated computers use cathode ray tube (CRT) monitors. The picture in a CRT monitor isnt as sharp and typically uses up more energy than a Liquid Crystal Display (LCD). A CRT monitor can use up to 80 watts of energy; while an LCD will use much less at 35 watts. In addition, outdated PCs rely on older processors which consume large amounts of energy. However, there is an afterlife for these dinosaurs. Dell made headline news when Michael Dell announced his company would begin to recycle computer hardware for free even if the consumer would not be purchasing anything new from them. (Dell Inc. does the right thing, 2006) Dell offered consumers the option of recycling their PCs at no cost to them by simply going to their website, p rinting out a prepaid shipping label in order to return their desktops, laptops, printers and/or ink cartridges. After doing so, Dell would be sending out a service to pick up the equipment. Like Dell, many other manufacturers are beginning to acknowledge computers contain many recyclable parts and are de-manufacturing. De-manufacturing is the process by which computers and other electronic equipment are refurbished or broken down to their basic parts. By doing this, manufacturers help conserve energy and raw materials needed to manufacture new computers and electronic equipment. These parts are then reused in upgrading other computers. (Computer recycling guidance, 2007) PC recyclers know that not all parts are recyclable and therefore breakdown each component to maximize recyclability. When computers are disassembled as part of our de-manufacturing program, various components are removed for recycling or reuse. (Computer recycling guidance, 2007) Re-usable materials include ferrou s (iron-based) and non-ferrous metals, glass and various types of plastic. (Computer recycling, 2009) These parts include the heat sink, which keeps the PC processor cool, is made of 95% aluminum, 4% polypropylene plastic (fan) and 1% mixed metal. The power supply unit is made of an 85% steel case and a 15% printed circuit board. The PCs hard drive is where all of the computers files are stored; this is made of 80% aluminum, 15% steel and 5% circuit board. The motherboard, which is the computers platform, consists of a circuit board. The compact disk (CD) drive and case is made up of 50% ferrous metal and 50% plastic resin; while the floppy drive is composed of 95% metal (ferrous and non-ferrous) and 5% circuit board. A large portion of metal comes from the computer case which is 90% steel and 10% ABS or resin plastic (typically varies from model to model). The CRT monitor (CRT TUBE) is 95% glass and 5% ferrous metal. 90% fiberglass or plastic, 5% non-ferrous metal and 5% other rec yclable materials (diodes, etc.) make up the monitor circuit board. The monitor yoke is 75% copper, 10% ferrous metal and 15% plastic (could be recycled, but particles are made too small by the refining process). The monitor case and base are made up of 98% plastic and 2% ferrous metal (screws, etc). 99% plastic resin with PVC and copper cabling make up the keyboard; while 90% plastic 5% circuit board 5% cable (can be recovered) make up the mouse. The degaussing wire used throughout the computer is composed of 95% copper wire and 5% PVC plastic tape. Cables/wires are made of 90% PVC plastic, 5% copper and 5% steel. Holding all of these parts together are various screws which are 100% ferrous metal. (Computer recycling, 2009) Yes, the aforementioned list is detailed and extensive, but it is important to know that although recycling all these parts helps conserve energy, it also helps reduce landfill space. With technology evolving so quickly, we are bombarded by the latest and greatest electronics. Were constantly upgrading from one computer to next; however, there are simple steps we can take in order to maintain our computers working faster, longer. Keeping your computer cool (below 90 degrees) and dust-free the cooling fan from sucking dust and eventually clogging the computer. Clogged ventilation will cause your PC to overheat. If this happens it may burn out and be damaged severely or even rendered unrepairable. Food and drinks should never be placed near a computer. Keeping them far away will prevent an accident from occuring. Any liquid spilled onto your computer will cause electrical damage. In case of an outage, you should always have your PC plugged into a surge protector. Not only does it protect your hardware, but it eliminates wasting energy by the standby power which most computers draw even while they are off. Regularly checking the space available on your hard drive wil l keep new software or graphic files from eating up your surplus. Most importantly, be certain to upgrade your anti-virus protection and anti-spyware programs. Preventive maintenance is key to keeping our computers out of landfills longer. Experts estimate that consumers replaced or retired more than 300 million computers over the past decade, and the recycling industry estimates that about 1 billion computers will become potential scrap by 2010. (Greener computers, 2007) In 2000, 4.6 million tonnes  of electronic waste (e-waste) made their way to U.S. landfills and this number continues to increase. (New war on waste, 2008) Currently, there are more than 10 million computers dumped in landfills yearly. (What to do with tech trash?, 2010) Seeing the need for change, many states and countries are banning computers and TVs from landfills and are asking the government for their support in the matter. The federal government only prohibits large-scale electronic dumping; which means th at groups tossing more than 220 pounds of electronic waste a month must recycle. However, residents and small businesses can, and do, pile old computers into landfills. According to the National Safety Council, only 11 percent of computers get recycled, and small-time consumers alone add 10 million computers to landfills every year. (What to do with tech trash?, 2010) Sadly, e-waste is one of the fastestes growing types of waste which was clear to governments in the United Kingdom, Japan and some U.S. states in 1990. Seeking a resolution, they set up e-waste recycling systems and began exporting their e-waste to developing countries. These countries laws were inadequate in protecting workers and the environment. More often than not, the laws were not enforced. Also, it was much cheaper to recycle waste in developing countries such as China rather than the U.S. pay for the cost of glass-to-glass recycling of computer monitors. E-waste is routinely exported by developed countries to d eveloping ones, often in violation of the international law. (Lynam, 2009) Africa and Asia are the primary countries being utilized for e-dumpping. However, in 2005, there were inspections of 18 European seaports. Inspectors found 47% to be illegal e-waste. In 2003, the United Kingdom illegally shipped 23,000 metric tonnes  of undeclared electronic waste to eastern countries such as, China and India, also Africa. The U.S. collects recycled material and ships 50-80 % of the waste to China. China banned e-waste exportation in 2000, unfortunately, the law is not working and e-waste continually arrives in Guiya of Guangdong Province, which is Chinas main e-waste scrapping centre. As e-waste importing grew in Asia, so did the demand for it. Asian scrap yards discovered valuable substances such as nickle, copper, silicon, gold and iron could be salvaged during the recycling process. But what about the unrecycable materials? Many of these developing countries did not and do not have haza rdous waste facilities. After the e-waste problems of these developed countries were shipped to developing countries where laws to protect workers and the environment were and are inadequate or not enforced, too many of these developing countries discovered their landfills are now plagued with massive amounts of toxins. With profit in mind, some computer manufacturers intentionally produce their products for a short life span and use materials and processes that deter recycling efforts. Toxic e-waste continues to accumulate and is having negative effects on our environment. Currently, less than 10 percent of e-waste produced is reused or recycled. This means that the majority of the e-waste is disposed of in landfills, where it can eventually create health problems through human exposure. (S 510: Electronic waste recycling promotion and consumer protection act, 2006) Designed to process toxins and waste, the essential components of a landfill are the bottom liner system, cells (old and new), storm water drainage system, leachate collection system, methane collection system, and covering or cap. Each of these has its function within the landfill. What separates trash and subsequent leachate from groundwater is the bottom liner system. The cells store the trash within the landfill. Rainfall is collect ed by the storm water drainage system. The leachate collection system collects the water which has percolated through the landfill itself and absorbs contaminating substances. Methane gas which is formed during the breakdown of trash is collected by the methane collection system. The top of the landfill is sealed off by the cap. (S 510: Electronic waste recycling promotion and consumer protection act, 2006) Computers release toxins during their production, use, but most of all, when they have been disposed of in our landfills. Crushed or incinerated e-waste release contaminants, such as chromium, into the air and groundwater. Even with aforementioned systems in place, a leakage in the lining can occur which can cause toxins to evaporate off of the leachate ponds or they might pool at the bottom of the landfill and then be pumped out into a nearby pond. (Environmental facts, 2007) Other toxins which are released into our environment from e-waste are lead, cadmium, chromium, mercury, etc. Lead is found in cathode ray tubes and solder. Just one CRT monitor can contain between 4 and 8 pounds of lead. Between 1997 and 2004, 315 million computers became obsolete. This accounted for 1.2 billion pounds of lead being released into the environment through improper disposal in landfills. Lead is one of the most abundant toxic byproducts of e-waste and has many well-documented detrimental human health effects. (S 510: Electronic waste recycling promotion and consumer protection act, 2006) Drinking lead contaminated water can cause brain and nervous system damage. The greatest negative health effect is on children. Hearing, behavior and learning problems have been associated to children exposed to lead. Lead exposed adults may have high blood pressure. They can develop memory, concentration and reproductive problems. Environmental organisms behavioral changes after being exposed to lead lower its chances of reproduction because of physical malformations due to exposure. Al so having a negative effect on our bodies is cadmium. Found in the circuit boards and semi-conductors of computers, cadmium accumulates in our bodies and poisons the kidneys. Even more damaging is chromium, which damages DNA. Exposure to chromium can cause asthma and respiratory problems. Also, exposure to chromium can cause perforated eardrums, discoloration of the teeth, skin irritation, kidney and liver damage, upper abdominal pain, and pulmonary congestion. Once chromium lodges into tissues, it may lead to cancerous growth in the lungs, kidneys, and intestines because they are especially vulnerable. (Environmental facts, 2007) There are studies reporting premature senility as a factor of chromium. Chromium harms our environment by negatively affecting the population of salmon and amphibians in our aquatic ecosystems. Worst yet, chromium IV has been known to cause cancer when inhaled. Out of all these toxins mercury can be deadly. Computers contain mercury in their switches and h ousing. Unlike inhalable chromium, vapors from mercury contaminate the atmosphere and rainfall then causes them to precipitate into the ground. Once in the soil, the processed mercury by bacteria becomes methyl mercury. The new form of mercury is then collected in animals fatty tissues. Methyl mercurys effects are dependent on the amount of exposure. Effects can range from mild to severe. Humans exposed to mercury are unaware they were exposed. Most exposures occur through eating shellfish and fish. Pregnant women should not eat potentially contaminated fish. Doing so may harm the developing fetus since fetuses and infants are most affected by mercury toxins. These toxins have a negative effect on the nervous system. Impaired neurological development affects cognitive abilities, memory, attention, language, and fine motor and spatial skills. Symptoms include insomnia, tremors, headaches, emotional changes, changes in nerve responses, performance deficits on tests of cognitive functi on and disturbances in sensations. (Environmental facts, 2007) With high exposure, mercury can cause respiratory failure, affect the kidneys and cause death. In wildlife, methyl mercury can be mortal, significantly reduce fertility, and slow growth and development. These are just some of the toxins released into our environment, there are more! By opting not to recycle, we are opting on not only damaging our environment to an irreparable state, but killing ourselves. Why wouldnt we want to recycle? In conclusion, there isnt a Federal mandate to recycle e-waste. However, there are many states which have instituted mandatory electronics recovery programs. These programs were put in place by individuals of green states who care enough about themselves and their environment to put a stop to excess e-waste. One thousand or more municipalities offer computer and electronics collections as part of household hazardous waste collections, special events, or other arrangements. In addition, public and private organizations have emerged that accept computers and other electronics for recycling.  They are working on ways to make recycling of electronic waste much more convenient. Depending on where you live and the amount of equipment you have, the best recycling option might be a county recycling drop-off center, TV repair shop, charitable organization, electronics recycling company, or even your local electronics retailer, which might collect used products and send them to a recycler. ( Where can I donate or recycle my old computer and other electronic products?, 2010) Computers can and should be recycled! Recycling unwanted computers is the optimal alternative. If we all do our part and recycle, we can conserve energy, reduce landfill space, and create less toxic chemical emissions. Less electronic waste (e-waste) equals more of our planet saved! Recycling is an excellent and economical way of ultimately achieving this goal. Lets do our part!

Paeadise Lost :: Essays Papers

Paeadise Lost In John Milton’s Paradise Lost, we can see that there are the two ideas damnation and salvation through the characters of Satan and Adam & Eve, respectively. It is Satan’s sin of pride that first causes him to fall from God’s grace and into the depths of hell. This same pride is also what keeps him from being able to be reconciled to God, and instead, leads him to buy into his own idea of saving himself. With Adam & Eve, we see that although they too, disobeyed God, they repented of their sin, and were reconciled to the Divinity through the saving judgement of the Son. It is their ability to admit their wrong doings to God that allow them to have the promise of returning to Paradise; something that Satan was not able to do. In the fourth book in Paradise Lost, we see Satan wrestling with himself over what has happened, his fall, and what it is he is about to do, his completely setting himself against God. He is able to recognize that God’s forgiving nature extends even to himself, "I could repent and could obtain By Act of Grace, my former state", and is if only for a moment, unsure as to "which way I shall fly"? However, Satan knowingly chooses to cling to his foolish pride, and is unwilling to ask and receive the forgiveness of God, "is there no place left for repentance†¦ none left†¦ disdain forbids me". It is important to understand that Satan fully comprehends the sin he is about to commit as he is well aware of the consequences for his actions. He allows his pride to completely remove him from ever regaining his "former state", and so damns himself and the other fallen angels to the hell set aside for them. This idea of his last and lost chance to reconcile himself to the Divinit y is seen when he declares "So farewell Hope†¦ Farewell Remorse: all Good to me is lost". This demonstrates his complete sense of despair, and thereby, his complete rejection of both God and His love. When we look at Adam & Eve, we see what might be considered tragic "heroes" in the sense that they also knowingly doom themselves to be removed from Paradise, and subjected to the harsh, new world as well as death, and yet persevere with the hope for a better future.

Angels Essay -- Spirituality Religion Christianity Essays

Angels An angel is a pure spirit created by God. The Old Testament theology included the belief in angels: the name applied to certain spiritual beings or intelligences of heavenly residence, employed by God as the ministers of His will. HISTORY Are Angels ambassadors sent from God to guide us, protect us or bring messages from heaven? The word angel comes from the Greek word "angelos" which means messenger. The Bible says that God has appointed many angels to those who love God and call to Him, "Psalms 91:11 For He shall give His angels charge over you, To keep you in all your ways." The bible refers to different types of angels, with varying duties such as ugides, protectors, messengers and angels of the Lord, or as Cherubim, Seraphim, or Archangels, and not to be worshipped for they are "creatures" Col. 2:18; Rev. 19:10; 22:9. The meanings of angels, their appearance and purposes vary throughout history and the world. Artists have given us their visions of angels as winged creatures, usually beautiful figures that are glowing, shining, floating, in human form or as a voice. Saints as well as everyday people tell about being visited by or helped by angels In the bible, angels have appeared as messengers, guides, and healers. They also make up the celestial court. "And I beheld and I heard the voice of many angels round about the throne, and the number of them was thousands of thousands." - St. John, the Evangelist. Angels are even recorded in the Koran, "You shall see the angels circling around the throne, giving glory to their Lord". The world's great literature and art tell us about many angel characters - some we're familiar with and some obscure to us now. Yet, the common thread that weaves amongst the legends and the lore is the undeniable influence that angels have had upon nearly every culture and religion known to man Types of Angels There are different types of angels depicted in the bible that have varying degrees of divine missions, different names and descriptions. First of all they are said to be with God Angels are found throughout the Old Testament and also in the New Testament, though less often. Origen, one of the earliest biblical scholars living at the time of the first Century, recognized the notion of Guardian Angels. St. Jerome told us that each of us is given a Guardian Angel a... ...s a legend that Raziel is the author of a great book, 'wherein all celestial and Earthly knowledge is set down.' W hen the angel gave his tome to Adam, some envious angels stole it away and threw it in the ocean. After it had been recovered by the primordial angel/demon of the deep, Rahab, the book passed first to Enoch, who apparently claimed it as his own, then to Noah, who learned how to make his ark from it. Solomon, too, was thought to have possessed the book, which allowed him his unusual knowledge of magic and control over the demons." "The Zohar, the major work of Jewish mysticism, claims that set in the middle of Raziel's book there is secret writing 'explaining the fifteen hundred keys [to the mystery of the world], which were not revealed even to the angels.' Other Jewish mystics report that 'each day the angel Raziel, standing on the mount of Horeb, proclaims the secrets of men to all mankind'." "What we didn't know when we began this book, but what Abigrael, our recording angel, told us later, is that Raziel is its boss." SANDALPHON "The sonorously named angel prince Sandalphon, who some say, Elijah became after his death." Bibliography: www.angels.com

The Internet Piracy

The Pirate Bay -Case Study 1. How does The Pirate Bay business make money? What is its business model? – The Pirate business makes their money by advertising using the â€Å"advertising revenue† as a business model. It’s a website works as a forum to advertise and receives fees from the advertiser. The more browsers the website has, the higher rates of the websites will charge and that’s what lead them to increase their revenue. 2. How do new â€Å"cloud-based† media sites and services make money? What is their business model? * It works through subscription fees by using the â€Å"subscription revenue† as business model.By this the website provides all content or services to their users to exchange for a subscription fee. The users will pay a fee based on what kind of service they want and for how long. 3. Is the record industry justified in attempting to shut down P2P file-sharing sites that make it possible to download copyrighted media? W hy or why not? * Yes it is, since there are millions of dollars spent by record labels to produce albums and not to include the artist’s time and effort into creating music’s and movies for the audience.In my opinion, CD’s, DVD’s can be bit pricy during such difficult economic times, but it will not give people the right to steal. 4. Why might consumers prefer to pay for music from cloud-based sites rather than simply download music from P2P sites? * Because, they get benefits if having instant access of high quality track and videos without the hassle of P2P software download. The consumers don’t have to wait for hours for downloads or clutter their hard drives with file.

Great Expectations Notes on Guilt Essay

In analysing Great Expectations, Dorothy Van Ghent maintains that there are two kinds of crime that drive the moral plot of the novel: the crime of parent against child and the calculated social crime â€Å"of turning the individual into a machine†. Thus, in the same way that the parent or the parent figure abuses the child, social authority also participates in creating parents who participate in the dehumanization of the children. (sons heir of fathers sin, repeat in society over n over) Van Ghent puts forward many of her ideas in an extremely extravagant, descriptive and floury manner, which at times is difficult to follow. I feel that Van Ghent approaches `Great Expectations` from a mainly`Psychoanalytical literary criticism approach`, because her analysis of the text is primarily concerned with the idea of feelings, desires and guilt that Pip carries and because guilt and desire are repressed by Pip they can only appear indirectly in the text. In Great Expectations Pip`s repressed guilt and †¦.occur and appear indirectly through. Van Ghent identifies a psychic context for Great Expectations in which I feel she focuses on Pip`s psycho drama competing desires of trying to redeem himself of sins (his and his fathers) and of wanting to attain the status of being a gentleman and no longer being coarse and common. I feel this represents a psychoanalytical approach because these issues frame Van Ghent analysis, above the significance of the social, historical or other contexts which could be used by critics. Van Ghent focuses on the â€Å"unconscious motives and feelings of a character (Pip) depicted in the text† – one of the psychoanalytical theorists do (P100 Beginning theory)

McDonald’s and Hindu Culture Essay

McDonald’s doing global business and their restaurants around the world. By 2003, the company had 30,000 restaurants in 121 countries. In the late 1990s, McDonald’s entered in India. Although India is poor nation, there are 150 to 200 million prosperous middle class population was attracted McDonald’s. However, there are unique challenges for McDonald’s. For thousands of years, India’s Hindu culture has revered the cow and do not eat the meat of the scared cow, also there are some 140 million Muslims in India, and Muslims don’t eat pork. To respect and adapt Indian culture, McDonald’s created an Indian version of burgers which are made from mutton and chicken. All foods are segregated vegetarian and nonvegetarian, due to many Hindus are vegetarians. Issue Statement. In 2001, three Indian businessmen living in Seattle are all vegetarians and two who were Hindus, they sued McDonald’s for â€Å"fraudulently concealing the existence of beef in McDonald’s French fries! Through some argument between Mac and Indian people, finally Mac admitted that it used a â€Å"minuscule† amount of beef extract in the oil. McDonald’s settled the suit for $10 million and issued an apology. However, news blaze abroad, Hindu nationalists onto the streets in Delhi, where they vandalized one McDonald’s restaurant, causing $45,000 of damage; shouted slogans outside of another; picketed the company’s headquarters; and called on India’s prime minister to close McDonald’s 27 stores in the country. McDonald’s Indian franchise holders quickly issued denials that they used oil that contained beef extract, and Hindu extremists submit McDonald’s oil to laboratory tests to see if they could detect beef extract. Problem Analysis and Justification * The main problem of the case is religion issue. Hindu culture has very strong belief because it has remained unbroken and largely unchanged for at least five thousand years. (http://www.atributetohinduism.com/Hindu_Culture.htm#Religion) Used the oil that contained beef extract is very serious matter for Hindus. * The case also involves the Mores of norm. Mores are norms that are seen as central to the functioning of a society and to its social life. (Charles W.L. Hill, 2005) There are many differences between cultures as to what is perceived as mores. In America, eat beef is widely accepted, but for Hindus that violate Divine Mother. * There is different culture between two countries. U.S is more individualism society against Hindu is more collectivism, so they walk together onto the street. * McDonald’s should not give inconstant argument that oil contained beef extract. This will make people un-trust of the company. Conclusions and Recommendations. With above problems analysis, the company should have some solution. Firstly the company must understand how differences in culture affect the practice of the business. McDonald’s knows Hindu do not eat beef and yet they still put beef extract in the oil, the reason may the company didn’t understand the Hindu culture clearly. Furthermore, the company can employ the local citizens to help them do business in particular culture. These factors also give other foreign fast food and retail stores a lesson when they first time entrance India. Actually McDonald’s can avoid Hindu nationalists paraded onto street and damage of the restaurant by block the news, because the company has settled the suit for $10 million, they can asked the court to block the news. For my opinion, McDonald’s not necessary go in very localizing taste. As McDonald’s say nowadays young generation enjoyed the â€Å"American† experience, so this is an advantage of McDonald’s doing American style but McDonald’s must be on continual guard against the particular culture. List of References. Charles W.L. Hill (2005), International Business, 5th edn, McGraw-Hill, New York. David A. & Stephen P (2005), Fundamentals of Human Resource Management, 8th edn, John Wiley & sons, Inc. NJ. Kotler & Armstrong (2004), Principles of marketing, 10th edn, Pearson Education International, New Jersey.

Character Sketch of Anne Frank Essay

â€Å"In spite of everything, I still believe that people are really good at heart.† These were the last words that Anne Frank wrote in her diary before she was taken away by the Nazis and shipped off to a concentration camp where she would later face her inevitable death. Anne was a person of many personality traits. Anne was hopeful, caring, fun loving, determined, enthusiastic and, a bit annoying. Despite her slight annoyingness, those who knew Anne couldn’t help but to love her. Anne was hopeful because she had many things to hope for. She hoped for the war to end and for her family to be safe. She hoped that her friends would all pull through the war as well. She hoped that Peter would get to like her when she first moved into the annex and she hoped that she and her mother would get along better. Perhaps she was so hopeful because all she could do at that point in her life was to hope. Anne was an extremely caring person. She cared for her family, of course and she cared for the Van Daans while they were in hiding together. She cared for her friends and she even cared for people she didn’t know, if they were in need of help. Anne vas extremely fun loving. She hated being cooped up in the annex. All she wanted to do was be a normal girl again so she could go out and play like everyone else. She saw through all the hardships that were going on in the annex and tried to get everyone to laugh and have a good time instead of being so tense all of the time. She hated the tenseness and was good at cutting through it. She helped everyone really come together at Hanukah time by getting everyone gifts, that they never would’ve expected. She got them all singing the Hanukah song that night, and they all enjoyed it. Anne was indeed a very determined person. Once she had her mind set on something she wanted, she wouldn’t let go. An example of this is her relationship with Peter. When the Franks and the Van Daans first moved into the secret annex together, Anne and Peter did not get along well at all. Anne got it set in her mind that she would improve that particular relationship very early, however, and by the end of their time at the secret annex Peter and Anne were going together. Anne was a very enthusiastic person, even when it seemed as though no one else was. She would always bring happiness into a room with her and always got someone smiling in no time. She didn’t let the negativity of a situation get her down one bit. She would let her enthusiasm guide her everywhere, just as long as she had something to live for. Anne was, undoubtedly, an annoying person. Most of the time not purposely by any means. Sometimes it was her unending enthusiasm and fun lovingness that annoyed people. However, other times it was just because she was an annoying person. She talked a bit too much, and this got on the inhabitants of the annex’s nerves very much so. â€Å"Why aren’t you nice and quiet like your sister Margot? Why do you have to show off all the time? Let me give you a little advice young lady. Men don’t like that kind of thing in a girl. You know that? A man likes a girl who’ll listen to him once in a while†¦a domestic girl, who’ll keep her house shining for her husband†¦who loves to cook and sew and†¦Ã¢â‚¬  This was once said to Anne by an aggravated Mr. Van Daan. His rant was cut short by Anne who rejected his ‘advice’ and said she’d sooner cut her throat. I’m sure there are many other good personality traits that Anne had. I only chose to write about these few, however, because they are the ones that stood out to me. I’m a bit like Anne. I’m caring, determined, fun loving, and I can be pretty annoying. I think the traits that I mentioned were very important to Anne’s personality. If she didn’t have them, she just wouldn’t be Anne Frank.

Being a Health Professional for Global Environment

The modern professional world has changed the recent years forcing many professions to embrace the notion of a global environment. The International Council of Nurses exists to ensure global uniformity in standards applied by all nurses. Nurses can find themselves working in any environment. Such changes in the system call for embracing global issues in nursing through preparing nurses who can work in a global context. This essay discusses the health professional in a global environment and literacies that inform working in such an environment. Working in a global environment calls for global nurses who are culturally sensitive, collaborative and understand the conditions that affect patients around the globe. (Thomas & Galla, 2012, p. 5). Nurses understand that the global health environment is diverse and presents different opportunities and challenges that they have to deal with. These practitioners work in different settings like government agencies, hospitals, educational and research institutions or even non-profit organizations. Mary is a 78-year-old widow indigenous Australian from Old Town Road 8035, she is a retired school support officer who is respected in her munity as a leading elder (City of Horizon 2018, p.4). Having worked in a school she, speaks good English, which makes it easy to municate with her. Before admission she had lately been experiencing health problems over recent months like increased lethargy, dizziness, and increased headache. She has a history of chronic otitis media, tonsillectomy, and measles in childhood (City of Horizon 2018, p.5). She also suffers from a poorly managed osteoporosis, hypercoletroemia and cardiovascular disease. She has been admitted in the hospital and diagnosed with diabetes mellitus type 2, she is also suffering from ischemic stroke and penicillin allergy. Due to her condition, Mary has been admitted for therapeutic care until her condition stabilizes. The role of healthcare practitioners is to develop care strategies that will assist the patient condition t o improve. This means that developing a therapeutic relationship with the patient is important in healing process. Further, good munication skills are relevant in ensuring the success of all therapeutic processes that are put in place for healing.   Kornhaber, Walsh & Duff (2016) suggest that therapeutic relationships are defined from the perspective of the patient whee the patients see them as e passing caring and supportive behaviours that create a safe environment for the practitioner and the patient to engage in the healing process. Global health practitioners work with a range of patients who require different relationships to cement the healing process. For example, demographic factors like locality, age, race and social factors like gender shape the strategies that the practitioner applies. The quality of therapeutic care is measure Through the relationship that the practitioner developes with the patient. This forms the alpha and the omega of any form of therapy (Watson 2005, p. 11). This relationship is based on both emotional and informational ponents; since nurses are not trained as counsellors, they have basic counselling skills that can be applied to establish proactive relationships with the patient. Therapeutic relationships are termed as a working alliance between the patient and the practitioner. in the relationship nurse acts as the facilitator for change and the patient acts as the material for change.   Through forming such alliances, the nurse can understand the inner anxieties and disturbances that patients face which may hinder the overall healing process of the patient.   According to Jung, the therapist needs to see the client as an equal, thus there is need to abandon the preconceived opinions that exist in healthcare setting and approach each situation independently (Wilde McCormick & Wellings, 2000, p. 16). The relationship allows the nurse to creates a fortable and non-judgemental environment Through demonstrated congruence and unconditional positive regard towards patients thus improving the healing process. In this scenario patients like Mary will feel that the nurse is on their side Through showing respect for her inner and outer life. Further, Through proper munication skills the nurse can develop trust and build rapport with the patient which allows them to open up on issues affecting them. In the therapeutic process, the nurse and the patient municate where the patient is supposed to report progress and any changes in the body system or new symptoms that are felt. Once the nurse has established such relationships, it b es easy for the patient to open up making it easy for the practitioner to track the changes in medication of the patient (Kilduff, 2010, p. 241). This process therefore, decreases anxiety and enhance patient pliance with the therapeutic process which in turn leads to improved healthcare ou es. The nurse can easily achieve clinical goals like awareness of the problem since the patient easily opens up allowing the practitioner to identify most concerns needed by the patient. Since background history is an important element in the clinical process, some patients can exhibit barriers if they are not f ortable with the practitioner around them (Castledine, 2013, p. 15). Through munication, the nurse creates an environment that allows the patient to open up and allow collection of relevant information that guides the progress of therapeutic processes. Lastly, therapeutic relationships are not only designed for increased patient ou e but for rather professional satisfaction that results from satisfied patients. Every professional seeks for success in their field by ensuring that they have greater scores of satisfaction (Kelley, et al. 2014, p. 23). Such relationships can assist in appraisal of the nurse since they increase patient satisfaction and reduce plaints. There have been situations where patients have strongly bonded with some nurses to the extend that they asked to be served by a specific individual since they believe such an individual understands and meets their needs more. Patient backgrounds vary and some e from the introvert background   where information is disclosed to select people only (Kleinman 2013, p. 137). Therefore, the relationship boosts the professional profile of the nurse by creating personal career satisfaction. Good interpersonal and munication skills are critical in the survival of a global health practitioner. munication is an important element of healthcare that connects practitioners with their clients. It serves many purposes within the organization like assisting patients to make choices that affect the ou e of their health. Global practitioners have to municate professionally to connect with their fellow practitioners and people who need assistance (Sugg, 2016, p. 4).   The profession calls for specific behaviour expectations that increase the expected ou e from the patient. Lee & Doran (2017, p. 77) suggests that medical errors can be reduced to increase health ou es if practitioners can establish good interpersonal and munications skills. Since human factors play a role in satisfaction levels of patients, then professionals have to perfect in this area to boost their petencies. Bingham, et al. (2011, p. 251) add that good interpersonal skills assist in elimination of social and c ultural barriers that inhibit access to health. Such skills can assist the practitioner to integrate with these munities and establish rapport to be used in improving healthcare ou es. Further, the skills can assist in ensuring that people open up as they engage with the practitioner. In therapeutic care, munication is done between the nurse and the patient in away that creates a conducive atmosphere for dialogue, openness, curiosity and sharing. One strategy that will be applied to the case of Mary is the use of reflection   Through repeating her verbal and non-verbal messages to show her that you understand her feelings. Being old and from a hard disadvantaged background, Mary requires content validation from the nurse to show that her message has been heard.   This process creates a cognitive focus between the patient and the practitioner and works well in the process of beginning to know each other(Kim & Kate 2008, P. 221). This may work better in the initial information gathering process. The role of reflection in munication is to create feelings of empathy, interest and respect for patients. On the other hand, patients reciprocated Through inmproved munication and increased level of trust that is seen in high level of involvement in the therapeutic proce ss. Exploring munication strategy can also be applied in the therapeutic process when gathering personal information. Since information is the basis of clinical decision making, the nurse has to ensure that Mary opens up as much as possible. Diedrick, et al. (2011, p. 461) suggests that this technique encourages the patient to provide more information since they feel that the professional is following what they are saying. For example, the nurse will use phrases like â€Å"tell me more about what happened before†. This strategy can be helpful in tracing personal life issues that contribute to the health challenges that Mary is undergoing. The practitioner needs to place events in time or sequence to gather the right information. From the background of the patient, the sequence of events is important in tracing the health challenges Mary is facing (Kourkouta & Papathanasiou 2014, p. 65). She has had a   background and has been diagnosed with diabetes which requires her conditioned to be traced back using time sequence of events. This process will inform, decisions on the allergies that she faces during therapy. Clarifying can also be used in munication with Mary Through attempting to understand the basic nature of the statements said by the patient. When Mary responds to certain questions the practitioner is supposed to seek clarification rather than conclude their clinical experience (Kourkouta & Papathanasiou 2014, p. 66). Being an indigenous patient, she presents unique situations that require   analysis and clarification of every statement she makes. Clarification can be done Through paraphrasing where the nurse rephrases Mary’s ment or answer in a manner that is similar to what they understood. This process allows the client to confirm if indeed the statement is true. Further, providing leads to the patient can be used to encourage further discussion of the the feelings of the patient.   It also works well in the process of beginning a new discussion since it opens up   the discussion allowing the patient to talk more (Laskowski-Jones 2014, p. 5). Leading allows Mary to follow the discussion and play along as the discussion b es personal. This method works well when the practitioner wants to move from a genearl to a personal level. As the patient follows the discussion, she gets engaged and eventually opens up without leads. Once the nurse has established trust with Mary, the confronting skill can be applied to get information that has been   to get Through other munication strategies (Boykins 2014, p. 47).   Since the therapeutic process has not began, Mary can present challenges like arguing and challenging assumption drawn by the nurse based on the fact that she has an attitude for nurses. In such case, the nurse will be forced to confront her to get relevant information for the therapeutic process. Lastly offering hope and humour is one of the strategies that the nurse must use (Kourkouta & Papathanasiou 2014, p. 65). From the background of Mary, she seems to easily give medical attention because of her childhood history. The practitioner has to give hope and encourager her to persevere Through the current situation   and lighten her mood with humour that can enable establishing of rapport. Global health professionals operate in an ever-changing environment that requires the ability of the practitioner to work in a context characterized with different settings. Such situations require adequate skills and petencies that the practitioner needs to have to understand the environment that they are working in. The skills are useful in enabling the individual to operate better and survives the tides a panied with the job. 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