Tunnel connection

An ethical hacker is a person who performs most of the same activities a cracker does, but with the owner or company's permission. T 2. Even though the Certified Information Systems Security Professional (CHIPS) certification is not geared toward the technical IT professional, it has become one of the standards for many security professionals. F 3. To retrieve e-mail from a mail server, you most likely access port 119. T 4.An octal digit can be represented with only three bits because the largest digit in octal is seven. T 5. A hex number is written with two characters, each representing a byte. 6. Macro viruses are hard to create. 7. Computer crime is the fastest growing type of crime worldwide. 8. To limit the amount of information a company makes public, you should have a good understanding of what a competitor would do to discover confidential information. _F 9. The HTTP CONNECT method starts a remote application-layer Lubbock of the request message. 0. A Entries name does not ne ed to be unique on a network. Multiple Choice Identify the choice that best completes the statement or answers the question. C 11. Hacking Security testing b. Cracking takes penetration testing to a higher level. D. Packet sniffing A 12. Some hackers are skillful computer operators, but others are younger inexperienced people who experienced hackers refer to as script kiddies packet snifters repetition monkeys crackers D 13.The International Council of Electronic Commerce Consultants (SEC- Council) has developed a certification designation called . A. Compact Security+ CUSTOM professional security -rested (POST) Certified Information Systems Security Professional (CHIPS) Certified Ethical Hacker (CUE) A 14. The Stamina,Audit,Network, Security (SANS) Institute offers training and IT security certifications through Global Information Assurance Certification (IAC) can be created that welcomes new users Joining a chat session, D 15. A even though a person isn't actually present to welco me them. . Byte switch packet boot can replicate itself, usually through an executable program B 16. A attached to an e-mail. A. Shell Kellogg virus retrofit _C 17. Which of the following provides the most secure method of securing a company's assets? A. Rotary locks card access combination locks deadbolt locks D 18. Can be used to gather information useful for computer criminals, like many phone directories, financial reports, interoffice memos, resumes of employees, etc. A. Shoulder surfing Piggybacking Footprint Dumpster diving _C 19.In an JACK scan, if the attacked port returns an REST packet the attacked port is considered to be † open unfiltered closed unassigned Completion Complete each statement. 20. In the TCP/IP stack, the _ Transport_ layer is responsible for getting data packets to and from the Application layer by using port numbers. In addition to a unique network address, each network must be assigned 21. A(n) _subnet which helps distinguish the network address bits from the host dress bits. Mallard is malicious software, such as a virus,worm, or Trojan program, introduced to a network for Just that reason. 3. Antivirus software compares signatures of known viruses against the files on the computer; if there's a match, the software warns you that the program or file is infected. 24. In computer Jargon, the process of finding information on a company's network is called _footprint_; 25. The HTTP HTTP(S) method is used with a proxy that can dynamically switch to a tunnel connection, such as Secure Socket Layer (SSL). 26. What makes the _ Opens_ tool unique is the ability to update security heck plug-ins when they become available. 27.To determine what resources or shares are on a network, security testers must first determine what services footprint. Is being used via port scanning and 28. Nesses can be used to enumerate Windows Joss, as well as Linux systems. 29. RPC stands for Short Answer Remote Procedure Call . 30. How can DNS be used fo r footprint? DNS uses name servers to resolve names. After you determine what name server a company is using, you can attempt to transfer all the records for which the DNS server is responsible. This process, called a zone transfer, can be done with the Dig

How Cellular Phones Has Evolved Essay

Years ago cellular phones offered very limited coverage area for users. The design and function have come from big and ugly to now, tiny and flamboyant. It does not take a scientist to realize how cellular phones have evolved into a multi-function appliance. Retailers utilize technology and their creative vision to attract the cell phone consumers. The market for cell phones has increased because of social network media which is the cause for children pressuring their parents to purchase cell phones. This research will describe the most significant ways the cell phone has evolved. These ways are the camera/ camcorder, applications, and internet. Internet Lee Rannals for redOrbit.com completed a survey and the results be evidence for over half of all cell phone owners’ use their device to surf the Internet (Lee Rannals, 2012). Eighteen-percent of cell-mostly Internet users say a cell phone is more compatible with their online habits than a computer (Lee Rannals, 2012). The Internet is the most important function for the cell phone. The internet is important because any problem can be figured out. For example, if a person is out of town and direction to the nearest gas station or restaurant needs to be looked-up, they can do so by using the internet on their cell phone. They may need to look up the address, telephone number, or get directions. The internet is convenient and helps s to decipher through problems. * Jump to first hit Camera Photography often revolves around planned events, such as birthdays or weddings. Or, it relies on professional shoots. But even studiously prepared photographs must appear somehow impromptu. The images that photographers treasure most tend to be the pure opportunity shots that were captured with a combination of talent, providence, and whatever equipment was at hand. The emergence of digital point-and-shoot cameras helped to enhance photographers’ spontaneity (if not their talent). They also introduced photography to a new generation of users. The next wave of digital innovation promises to further expand this user base. It could even alter the boundaries of amateur photography. More importantly, however, the capture and sharing of images will become an intrinsic part of daily life. Applications The Applications creation has taken cell phones to greater heights. They are add-ons that carry out task other than making a phone call. Apps connect retailers to consumers. For Example, The customers for US Bank can download an application to allow them to check their bank account statement, transfer funds from one account to another, and deposit money. Also, there are games, news, sports, health, and entertainment applications. Cell phone users are able to download the applications which best fits into their desires. Carolyn Jarvis describe the application as a multi-billion dollar industry, but you can usually get an individual app for less than $2, and the options are endless (Jarvis, 2010). She said, â€Å"You have your games, your gadgets, your guides. Welcome to the world of apps. Short for application, you download it off your Smartphone. (Jarvis, 2010).† Applications are significant to how cellular phone is evolving. Conclusion Cellular phones will continue to evolve in the future because of internet, camera, and applications. They have come from being huge to small over the years. The functions have improved drastically from the keys to applications and the internet. The cell phone is compared to a smaller version of a computer based to the users. In fact, cell phone users with internet spend less time on a desktop computer. Applications allow users to connect with retailers and stay connected with friends, and capture picture moments in the past would be uncatchable. The cellular phone has evolved into a multi-function appliance and these are the reasons it will continue to evolve. References Lee Rannals. (2012, June 27). Moblie Phone Internet Use on the Rise. Retrieved January 04, 2013, from Red Orbit: http://www.redorbit.com/news/technology/1112646349/mobile-phone-internet-use-on-rise/ Jarvis, C. (2010, July 23). iPhone Apps. Toronto, Canada.

Stanley Milgram Essay Example | Topics and Well Written Essays - 500 words

Stanley Milgram - Essay Example The respondents ("teachers") should switch on electric shocks of different voltage if "learners" (persons recruited by Milgram) made mistakes in their responses. The experiment showed that "65% of his subjects, ordinary residents of New Haven, were willing to give apparently harmful electric shocks-up to 450 volts-to a pitifully protesting victim, simply because a scientific authority commanded them to" (Milgram Basics). So, there is a question: is it possible that an ordinary person (e.g. the teacher) will obey authority so blindly that they will harm another (e.g. the learner) As the experiment shows, it is rather possible, and this possibility is determined by our attitude to authority and the features of human nature. In the experiment the respondents were said that the experimenter was responsible for the punishment results, and "teachers" decided to punish the "learners" having taken into account this fact. But in addition to that, the "teachers" were less willing to punish in the following cases: when the experimenter communicated with them via telephone, and when the "teachers" should held the "learner's" hand on the shock plate.

Ethics Essay Example | Topics and Well Written Essays - 750 words - 38

Ethics - Essay Example If every individual would lie to get a loan, then the process would fall apart lending the maxim impossible. Such acts are perfomative contradiction since they undermine the basis for their existence. The humanitarian principle suggests that pertains to the notion of saving life and alleviating suffering. It is mostly related to an emergency response whether during war, natural or man made disasters. They govern how individuals respond in a humanitarian way. Thus, the principle of humanity is one of the humanitarian principles. It states that individuals should always treat human beings as an end and not as means. Treating individuals as means is treating them to achieve our own goals (Shafer-Landau, The ethical life, 2014). Treating as an end is dealing with individuals with the respect they deserve. The principle, however, fails to give us advice on how to determine what people deserve. According to The Principle of utility, our actions or behaviors are morally right as long as they promote happiness and pleasure. Such actions are wrong if they tend to promote unhappiness and even pain. It is associated with hedonism since a hedonist only believes in the feelings of pleasure and pain. Such feelings are biological experiences involving human’s central nervous system and controlled by the cerebral cortex. Human beings experience pleasure whenever they perform certain acts that fulfill their biological functions including eating or drinking. Pleasure is also experienced in the event of performing various intellectual activities including reading. Sometimes, pleasure is experienced by doing the right thing. Pain on the other hand is experienced when such functions are left unfulfilled. Many utilitarian believe that pleasure and pain can be quantified. Thus, the main interest here is acting in private interest as opposed to public interest as long as individuals are gaining pleasure and pain. An example that can bring about the conflicting sides of all the

Why We Crave Horror Movies Essay Example | Topics and Well Written Essays - 750 words

Why We Crave Horror Movies - Essay Example This is because they contain vampires, serial killers, zombies as well as werewolves leading to a cinematic blood bath. In as much as people, justify reasons for the continuous taste of horror movies there various underlying concerns that drive people to watch horror movies. â€Å"To show that we can, that we are not afraid, that we cab ride this roller coaster.† This forms the first reason why most people engage in horror movies. From this perspective, the continuous appetite for horror movies gets attributed to the fact that people want to overcome their fears and prove their capacity to the whole society. For instance, according to Stephen king, â€Å"It is true that the mythic â€Å"fairy-tale† horror film intends to take away the shades of grey. In addition, horror movies provide psychic belief to people a factor that acts as, a key driver to watch more movies. Subsequently, horror movies, â€Å"may allow our emotions a free rein... Or no rein at all†. ... It is from this perspective that people continue to watch horror movies despite the fears they experience. For example, Dawn of the dead is a horrific movie, which a normal person cannot watch; however, it forms one of the movies people scramble to watch. â€Å"Horror movies offer their teenage male viewers an illicit opportunity to revel in their feminine side. Contesting the claim that horror encourages a sadistic male gaze† it is in this regards that horror movies get popularity by teenage population. The teens as they call themselves like competition and comparison for watching movies. In addition, they like living a life up-to-date with current events leading to events of life transforming behaviors. Based on this reason, an increasing population gets realized towards watching horror movies. As an evidence, to support the argument, teens dress according to horror superstars with the sole purpose of escaping the villain and fitting into the society of horror movie harlequi ns. Subsequently, â€Å"horror movies are due not to whatever psychic substratum the monster represents, but rather to the peculiar curiosity it inspires.† Suspense as literature professionals would call it, is an indispensable device used by movie directors, which keep viewers with curiosity and urge for more. Horror movies are quite threatening; however, viewers always have the quench to know what would happen after killing of a person or horrific animal. Considering the change in movie production, where movie directors produce series movies; suspense continues to appear among viewers. The camera trick in horror movies remains another reason why a glamorous number of people continue to appear in horror scenes. This is because the tricks make the

Discusiions Case Study Example | Topics and Well Written Essays - 250 words

Discusiions - Case Study Example Upon voting, a successful bill turns into a House Act and sent to the Senate for further consideration. Similar processes are followed in the Senate by referring the bill to the finance committee for further analysis. Upon agreement of the bill by both houses, it is then passed to the president for approval. Once the law is enacted, the IRS undertakes implementation. The most important phase of the whole process is the enforcement stages as many taxpayers endeavor in tax evasion. For example, excise duty imposed on alcoholic beverages is realized after it is enforced. As such, the Tax and Trade Bureau is responsible for enforcing the tax law; hence, it being of importance in terms of revenue collection by the treasury. In addition, the importance of excise duty on imports is only as effective at its enforcement. At this stage, the reduction of imports makes it evident that the tax law is efficient. The sole purpose of IRS is investigating any loopholes that taxpayers exploit to avoid tax payment. Therefore, in defending my client against tax audit it is necessary to ensure that the client maintains adequate records to ensure the client avoids additional tax, penalties and interest. IRS agents usually check for an error in the supporting documents rather than line-by-line in-depth examination of returns. An example, professional real estate investors have a right to claim write offs and losses while a normal investor has no right. Therefore, if an individual claims to be conversant with such investments but his investments do not fall within the range that is of professional, the IRS agents claim for an additional substantiation of the status. Therefore ensuring that the client has his perspective constant and clear is fundamental in dealing with IRS

Gulliver's Travels Essay Example | Topics and Well Written Essays - 500 words

Gulliver's Travels - Essay Example Laputa is a fictional island made out of a kind of marble, ‘adamantine’ - adamant means stubborn, an indication of the king (Your Dictionary 2009) - that hovers above a bigger island called Balnibarbi. Gulliver spends some time there, but is dismayed by the blinkered views of the inhabitants, who are good with technology, astronomy, mathematics and music, but have not developed practical skills and are not sociable. His time there is spent chatting with servants and women, who he considers less important. He lumps women of all times and places together as being ‘not limited by any climate or nation, and ... are much more uniform, and can be easily imagined.’ (Swift 2003) But they are ‘less valid’ than the ones who matter: the scientists and thinking men, who have no time for him. Thinking them rude, he decides to leave. He is allowed to go with a gift of ‘about two hundred pounds English’ a sum which indicates not only the time Swif t writes in, but also his inability to break out of the English mold: perhaps because he thinks of his audience, or perhaps because he is caught within that scope. All the fancy imaginings he uses are a conscious departure from the customs, politics, costumes and language he knew. Descending to the lower static island, Gulliver is appalled by the lack of development he witnesses during a tour of the capital, Lagado. Compared to the place he has just come from, it is backward, unkempt, disorganized and in disrepair: a real Dystopia, even though the Laputians had strange ways of doing things. In a place about ‘half the bigness of London’, the people below appear so strange, and the soil so uncultivated, that he asks questions of his guide, lord Munodi. It turns out the reasons behind the sorry state of Lagado is that laws were put in place to ensure everything was done the wrong way around, by the divergent government. Munodi takes Gulliver to his own estate, which in comparison, is extremely well run. ‘...

Week 3 Reflection Assignment Example | Topics and Well Written Essays - 250 words

Week 3 Reflection - Assignment Example The most neutral designation would perhaps be to provide initially the client with the level of change that is available to the organization and the models therein. This would provide a broad scope for the client to understand the needed change and the impact the level of change adopted will have to the organization. Leading technical change is probably the most significant and difficult leadership consultant responsibility. The effective consultant is required to facilitate adaptation thus revitalize an organization in a changing environment. However, it is important to note that many organizations operations have become very dynamic, and thus value level change is in many cases preferred. Nonetheless, the technical level change initiative would not yield the same result as value level change and can affected through effective institutional leadership. Organization changes will happen and affected within an organization at various levels. Likewise, the model favors incorporating various dynamics organizational change to the latter. This is in consideration that the client who is the organization has decided not to incorporate a value level

Courage Mother and her Children critique Essay Example for Free

Courage Mother and her Children critique Essay â€Å"Mother Courage and Her Children† by Bertolt Brecht took place during the 30 Years’ War in Europe. The whole play revolved around the survival of a lower class family, trying to live through the harsh war with their canteen wagon business. Each scene in the play contained the factors of religious, honesty, war, loyalty, and family. The theme of â€Å"Mother Courage and Her Children† was maternity, due to the fact that Mother Courage’s sense of coldhearted business caused her become unable to protect her children, which led to their deaths, leaving her all alone in the end. Mother Courage was always doing business while each of her children died during the play. This shows that she was more interested in her business and money than her own children, and an example of this can be seen when her thirst for money had caused Swiss to die because she took too long to decide whether or not to trade her money in for her son’s life. Mother Courage was the protagonist in the play, while the war was the antagonist. The war caused Mother Courage to base her living on it. Due to the fact that they were living during a war, this caused Mother Courage to be so focused on making money, that she ended up neglecting her children. It also caused her to be unable to watch her daughter get married, since Kattrin could only get married when peace returned and the war ended. War is also the antagonist, due to the fact that is also caused Mother Courage to lose her sons as well. The play was a tragedy because in it, Mother Courage’s children all perished, and she was left all alone in the end. In the play, Bretch assigned each of Mother Courage’s children with a â€Å"tragic flaw† as a result of her failure to learn to choose family over business. The tragedies that Mother Courage’s children suffered throughout the play were Swiss, with honesty, Eilif, with arrogance, and Kattrin, with pity. Mother Courage had to go through suffering of the death of each of her children one by one and was unable to do anything about it. The set of the play was a major contribution to the play. The use of a proscenium stage was the best fit for this type of play since it allowed the audiences to focus on the center of the stage where Mother Courage’s wagon was. Mother Courage’s family always moved around. However, their wagon was still placed at nearly the same spot on the stage, which tells the audience that they were not moving anywhere because no matter where they moved to, they still faced the same struggles and hardships. Even though the setting mostly remained the same from scene to  scene, backgrounds changed from one scene to another, which allowed the audience to know that the scene was taking place in a different location. There was almost always the same lighting throughout the whole play. The only thing that changed about the lights was the brightness; the lights were brighter during the day and dimmer at night. There were some spotlights. However, it only appeared upon the actors who came before each scene, in order to tell the audience what will happen in the upcoming scene. The lighting of â€Å"Mother Courage Mother and Her Children,† was different from the other play that I went to. Usually lights would go off when changing from one scene to another, so that characters were able to get on and off stage, in order to prepare the set for the scene. However, in this play, the lights were still on during scene transitions. Bretch made pulling the wagon in and out of the stage as an exit and enter for each scene, which didn’t require the actors to quickly change settings for different scenes. The background sound of gunshots and bombs that were playing throughout the play allowed the audience to feel as if the war was actually taking place during the play. The gunshots sounded very loud, making the audience feel as if it was nearby. Without the sounds, the audience would not have been able to feel the mood of the war. Sounds of gunshots added more effects to the mood of war, giving the audience an the image of how deadly the war was. The play was a musical play, since there were many parts where Mother Courage and some singers in the background sang and played instruments. The entrance to the play was also a song that expressed the mood and feeling of the war. Mother courage sang in almost every scene, to express her feelings. She also sang in the last part of the play when Kattrin died. The costumes of the play reflected the life of the characters in the play. The costumes did not really tell the time period in which the play took place because the characters were just wearing normal types of rural clothes that had many layers, and were attached with many pieces of fabric. The characters in the play had the same outfit throughout the whole play, and this outfit not only showed their poverty, but also the condition of life during the war, due to the fact that they were unable to have clothes to change into. The many layers of clothes worn were everything that the characters owned, and this showed their struggles, due to the fact that they are unable to buy any new clothes. Overall, the play was easy to understand because it was in modern  English and there were no accent in the characters’ pronunciation, which allowed the audience to understand what the characters were saying. Mother Courage struggled throughout her life with her business and children, but ended up with nothing due to the war, in which she was favoring. The war had brought Mother Courage the business she needed, but took away her children one by one.

Organic vs. Conventional Grown Food Flavor Essay Example for Free

Organic vs. Conventional Grown Food Flavor Essay Ever wonder what truly goes in to the food that is produced and sold in our grocery stores. You would be surprised as to what is used to grow the food we eat. Conventionally grown foods can use trace amount of nicotine and arsenic to keep food pest free. Conventionally grown food can be pumped with hormones that allow the crops and animals to grow larger or produce more fruit and vegetables. By using all of the artificial products in conventionally grown food we change the flavor, size and color of fruit, vegetables and animals, including their byproducts. People may not realize what is used to grow these huge vegetables and chicken breasts. Organically grown food is not only tastier but also has more health benefits when compared to conventionally grown food. We will discover the benefits and disadvantages to both organic and conventionally grown food. This will provide the reader with tools to make a decision on to whether to use organic or conventionally grown food. In order for food to be called organic, it must be grown without the use of synthetic fertilizers or pesticides. Although organic foods carry very minute levels of toxin naturally present in them, they are not harmful to us at these levels. By not using synthetic fertilizers and pesticides, organic foods can naturally develop the nutrients and vitamins that a person needs to maintain a healthy, well balanced diet. Keeping these foods the way they naturally grown allows them to develop larger and more full of these valuable items that would be reduced because of the many chemicals and pesticides used to grow the convention foods. As to whether organic food is tastier, is up to the individual. Many professional chefs and home cooks prefer to use organic food when possible because they feel the flavors are stronger and taste more natural. Organic food is richer in color; therefore making the dishes not only taste better but help also to create a more appealing presentation. To them organic food has a fresher taste and a more natural flavor because the food is allowed to grow naturally and develop the way it would occur as nature intended it to. Organic food does cost more because of the time it takes to prepare the soil and let the food grow as nature intended. This cost more in labor and time so that the price for these can be inflated. When you take into consideration the health benefits of not putting in harmful chemicals and better taste of the food, they outweigh the cost of purchasing these products Conventionally grown foods are grown with a large amount of chemicals and pesticides that can be harmful to consumers in the long wrong. Now there are arguments that the levels of these products are so small that they are not harmful to consumers; but there are plenty of signs to the contrary. Look at how rapidly and early boys and girls are maturing compare to those of the past. This can be accounted for or â€Å"blamed† on the amount of hormones fed to animals to grow them larger and enhance them, so that they produce more by products, such as eggs and milk. The chemicals used to grow larger crops and protect them from rotting and pest also has negative effects. It has caused a rise in allergies that was just not prominent twenty or thirty years ago. The shorten times of growth that conventionally grown foods have can stunt the development of vital nutrients that they would produce if they were to be grown in the normal periods they would have. This can really have a negative effect on having a balanced diet because consumers will have to add supplements, like synthetic vitamins, to get their daily nutrient levels. Again, as to whether conventionally grown food taste better or worse, is up to the individual but most professional chefs feel it does not taste as fresh or has natural flavors like those in organic food. The flavor in conventionally grown food is not as developed because it has shortened growth time. Fruit, vegetables and animals need time to naturally develop and grow as nature intended them to so they can develop all of the good stuff we love. Conventionally grown food does cost less because it is grown so fast and in mass quantities without care for the environment or any harmful effects to the consumers. The short-term side effects are not as bad to the long-term side effects that will be passed on to generations upon generation. Saving a dollar at the risk of a person’s health seems to me to be a very large risk that is not necessary. Organically grown food is a much better choice because more naturally nutrients, better developed flavors and appearance even if the cost of purchasing them is higher. Conventionally grown food is the exact opposite. The chemicals and hormones are resulting in early development in our children and an increase in the levels of people with allergies. Professional chefs prefer organic food to conventional food because it develops the flavor profiles of their dishes more and improves the appearance of it as well. Just because the cost of conventionally grown food is lower than that of organically grown food, the disadvantages of them are much higher. Risking the future of our children is simply not worth saving a few dollars. It is up to the individual as to where to choose organic food but choosing it will provide the tools for a brighter tomorrow and a healthier today. We need to teach our children healthier ways to eat and live, if we expect them to grown up and live productive lives.

Historical Investigation Into The Bomb Dropping In Japan History Essay

Historical Investigation Into The Bomb Dropping In Japan History Essay This historical investigation will examine the Manhattan Project and the use of the atomic bombs on Hiroshima and Nagasaki during World War II. Why did the United States pursue the Manhattan Project, and why did the United States decide to drop the atomic bombs on Japan? This investigation is conducted using qualitative analysis of articles and books about the development of the atomic bombs and the bombing of Hiroshima and Nagasaki. Articles were chosen from media and scholarly sources, including the New York Times and the Journal of American History. In addition, a recent book published about the bombing of Japan was chosen for its relevance to the investigations central questions. These sources were all chosen because they provide impartial evidence and facts and present numerous sides of the issues. Summary of Evidence Beginning in 1945, and completed during the same year, The Manhattan Project was basically defined by the development of the most dangerous bombs known thus far to the world: nuclear weapons that could destroy more land and more citizens than the world had ever considered possible. The Project was rushed, mainly because of Trumans desire to avoid an invasion of Japan, which would have resulted in a catastrophic number of casualties. As a result, Truman chose to stop the war altogether through the use of the largest bomb ever used in warfare, also referred to as the A-bomb (Gewen, 2008). But prior to the building of the atomic bomb, Japan was on the verge of collapse anyhow. The Germans knew they were defeated, but continued to fight to the bitter end. According to most historians, the only thing America had left to do was drop the bomb on Hiroshima, and then Nagasaki, in order to absolutely ensure the surrender of Japan, and the end of World War II (Gewen, 2008). Opinions about whether or not America should have dropped atomic bombs on Hiroshima vary. Arguments for and against the bombing continue even today. The bombing of Hiroshima has been referred to as Americas Auschwitz, by many, because of the mass genocide in Hiroshima that happened when the bomb was dropped (Gewen, 2008). New York Times writer Gewen points out how American mainstream society was absolutely ecstatic over the development of a bomb that could instantly destroy the enemy. Like Truman, America desperately wanted to see the war come to an end, and the new weapon meant a faster victory for America. It also meant the likely scrapping of a planned invasion of Japan with its incalculable loss of lives (Hiroshima, 1995, para. 7). Prior to the bombing, the number of United States soldiers casualties was already astoundingly high. In Okinawa alone, by the summer of 1945, United States casualties were huge. There were 12,500 soldiers dead, and another 36,600 wounded (Hiroshima, 1995). As a result, Trumans strategy to end the war with newly created nuclear weapons was, in general, embraced by the American public. Government officials wholeheartedly agreed with the decision as well (Hiroshima, 1995). For example, Secretary of War, Henry Stimson, and Trumans new Secretary of State, James Byrnes, agreed that the new nuclear weapon would be very useful in relations with Moscow after the war ended, but they disagreed on whether or not changes needed to be made to Americas unconditional surrender policy in order to allow for the possibility of peace between the two countries (Hiroshima, 1995). Thus, the rush to create the A-bomb began. Evaluation of Sources Hambys article in the Journal of American History is essential for this investigation because it provides a varied account of the numerous sides in historical scholarship about the dropping of the bombs on Nagasaki and Hiroshima. Hambys article notes that there are scholars who believe that the United States could have ended the war with Japan without a land invasion of the homeland and without dropping the bomb on Nagasaki and Hiroshima. In other words, hundreds of thousands of civilians who died from the nuclear blasts could have been spared if the U.S. pursued diplomacy with the Japanese leadership. However, Hamby also documents the evidence in the historical scholarship that contradicts this premise. There is strong evidence, Hamby notes, that the Japanese leadership never would have surrendered, and thus an invasion of the Japanese homeland would have been required, killing hundreds of thousands of soldiers and civilians. Max Hastings book, Retribution: The Battle for Japan, 1944-1945, claims that the myth that the Japanese were ready to surrender anyway has been so comprehensively discredited by modern research that it is astonishing some writers continue to give it credence (Hastings, 2009, p. xix). However, Hastings does not believe this justified the use of the atomic bombs against civilian populations. Rather, he simply states that the Japanese military leadership would never surrender without an extraordinary military defeat, or the demonstration of the atomic bombs. Hastings thus suggests that the United States could have tested the bombs on military targets rather than civilian targets. Yet the most interesting premise of Hastings book is the fact that the American people desired retribution against the Japanese. The U.S. and the Allied powers had already killed nearly 1 million German and Japanese civilians through air bombings, so the use of the atomic bombs was not considered barbaric but rather the equivalent of firebombing major cities with the same results as an atomic blast. This sheds light on the mentalities in the United States about the targeting of civilians during World War II. It was accepted as necessary retribution. Analysis One of the questions that plague many historians are whether or not Japan would have surrendered even if they had not been bombed (Hiroshima, 1995). The question has initiated many heated debates among scholars. For instance, author and historian, Gar Alperovitz has studied the attack on Japan and the affect it had on post-war Japan extensively, and wholly disagrees with the decision. His latest project, The Decision to Use the Atomic Bomb and the Architecture of an American Myth, in which Alperovitz argues against the atomic bomb, has drawn wide attention (Hamby, 1997). Alperovitz argues that the atomic bomb was unnecessary to end World War II for many reasons. First, his thesis espouses that Japan was ready to surrender at the time the atomic bomb was dropped on Hiroshima, and that the motives behind the bombing were therefore dishonest and self-serving (Hamby, 1997). He espouses that Japan would have likely surrendered sooner, if only the United States had enacted a modified surrender policy that ensured the continued Japanese Emperors reign on the throne (Hamby, 1997). In addition, Alperovitz points out that when the USSR entered the picture and allied with the United States in August of 1945, Japan would have more than likely surrendered shortly thereafter (Hamby, 1997). Alperovitz criticizes the failure of the government to implement a new version of Americas surrender policy, and the lack of public support for the modification in general. The decision, he states, was too rushed; this attitude simply kept the war going, when it could have been concluded far earlier than the use of the atomic bomb was deemed necessary (Hamby, 1997). In fact, Alperovitz espouses that the real reason Truman chose to approve the two bombings was largely done in order to show the Soviet Union how powerful America had become (Hamby, 1997). Mostly, America was concerned about possible interests the USSR had in Eastern Europe, and Southeast Asia (Hamby, 1997). The monopoly of other countries by the USSR frightened the United States. More recently, writer Max Hastings has suggested that the bombing on Japan was a necessary action if the war was to stop, and limit the number of US casualties. This was, in part, due to the strong and powerful Japanese defenses that were often intimidating to American soldiers. In return, US soldiers found it necessary to bomb large areas of the city, despite being told to restrain themselves from massive firepower (Hastings, 2009, p. 137). The difference in cultures between the Filipinos and Americans was ignored. Conclusion Hastings claims that America at times considered avoiding civilian bombing out of respect for humanity and their moral standing with the Far East (Hastings, 2009, p. 137). Much to the chagrin of President MacArthurs subordinates, and as proof of Americas desire to show their respect for humanity, MacArthur refused to employ air bombings over Manila (Hastings, 2009, p. 137). It was only when the United States suffered 235 casualties in a single day that McArthur changed his strategy, allowing the troops to really go to town (Hastings, 2009, p. 137). In other words, according to Hastings argument, the United States had tried almost everything to establish some sort of peace with Japan, even if it was within the confines of war. As such, it was the Japanese who propagated the war, not America; therefore, America was forced to go to the extreme by using nuclear weapons. This example shows how retribution was firmly entrenched in the American mentality toward the Japanese, who started Wor ld War II with the bombing of Pearl Harbor. Americans cared more about ending the war without another American soldiers death, not about deaths of Japanese civilians.

Personal Autonomy and Individual Moral Growth Essay examples -- Ethics

Personal Autonomy and Individual Moral Growth The term 'autonomy', from the Greek roots 'autos' and 'nomos' [self + law] refers to the right or capacity of individuals to govern themselves. Agents may be said to be autonomous if their actions are truly their own, if they may be said to possess moral liberty. The necessity of this moral liberty is made clear in the work of many philosophers, in that of Jean-Jacques Rousseau, for example, in whose Social Contract are discussed what Rousseau sees as the centrally important relationships between what he terms the general will, liberty, equality and fraternity. From this work also comes that most famous of all revolutionary rallying-cries, Rousseau's memorable and epigrammatic, "Man is born free; and everywhere he is in chains". The term is also a cornerstone of Kant's ethical theory, in which the possession of autonomy of the will is a necessary condition of moral agency. For Kant, autonomy functions as the ability to know what morality requires of us, rather than as the freedom to pursue our ends. The possession of autonomy permits an agent to act on objective and universally valid rules of conduct certified by reason alone. In Kantian terminology, this idea is quite separate from 'heteronomy', the term Kant uses to refer to the condition of acting on desires which are not legislated by reason. In Chapter 2 of his Fundamental Principles of the Metaphysic of Ethics [Abbott: p. 46] Kant argues that we should repudiate all maxims that do not accord with the will's own enactment of universal law and "Act only on that maxim whereby thou canst at the same time will that it should become a universal law". For Kant, any account grounded on the view that moral law is commanded from ... ...owledge and with its attendant moral dilemmas, there is a clear need for realism and, since individuals must both act and assume responsibility for their actions, little of value to be gained from, as McNaughton [p.57] puts it, "asserting that where there are many conflicting views there can be no correct answer". For the individual concerned to relate his sense of personal autonomy to a genuine quest for moral truth, the confident belief that, whilst truth may be difficult to discover, it nevertheless exists, remains a vital necessity. Bibliography: Glover, Jonathan Causing Death and Saving Lives Penguin, 1977 Kant, Immanuel Fundamental Principles of the Metaphysic of Ethics trans. T. K. Abbott, Longman, 1962 MacIntyre, Alasdair A Short History of Ethics Routledge, 1993 McNaughton, David Moral Vision: An Introduction to Ethics Blackwell, 1992 Personal Autonomy and Individual Moral Growth Essay examples -- Ethics Personal Autonomy and Individual Moral Growth The term 'autonomy', from the Greek roots 'autos' and 'nomos' [self + law] refers to the right or capacity of individuals to govern themselves. Agents may be said to be autonomous if their actions are truly their own, if they may be said to possess moral liberty. The necessity of this moral liberty is made clear in the work of many philosophers, in that of Jean-Jacques Rousseau, for example, in whose Social Contract are discussed what Rousseau sees as the centrally important relationships between what he terms the general will, liberty, equality and fraternity. From this work also comes that most famous of all revolutionary rallying-cries, Rousseau's memorable and epigrammatic, "Man is born free; and everywhere he is in chains". The term is also a cornerstone of Kant's ethical theory, in which the possession of autonomy of the will is a necessary condition of moral agency. For Kant, autonomy functions as the ability to know what morality requires of us, rather than as the freedom to pursue our ends. The possession of autonomy permits an agent to act on objective and universally valid rules of conduct certified by reason alone. In Kantian terminology, this idea is quite separate from 'heteronomy', the term Kant uses to refer to the condition of acting on desires which are not legislated by reason. In Chapter 2 of his Fundamental Principles of the Metaphysic of Ethics [Abbott: p. 46] Kant argues that we should repudiate all maxims that do not accord with the will's own enactment of universal law and "Act only on that maxim whereby thou canst at the same time will that it should become a universal law". For Kant, any account grounded on the view that moral law is commanded from ... ...owledge and with its attendant moral dilemmas, there is a clear need for realism and, since individuals must both act and assume responsibility for their actions, little of value to be gained from, as McNaughton [p.57] puts it, "asserting that where there are many conflicting views there can be no correct answer". For the individual concerned to relate his sense of personal autonomy to a genuine quest for moral truth, the confident belief that, whilst truth may be difficult to discover, it nevertheless exists, remains a vital necessity. Bibliography: Glover, Jonathan Causing Death and Saving Lives Penguin, 1977 Kant, Immanuel Fundamental Principles of the Metaphysic of Ethics trans. T. K. Abbott, Longman, 1962 MacIntyre, Alasdair A Short History of Ethics Routledge, 1993 McNaughton, David Moral Vision: An Introduction to Ethics Blackwell, 1992

Cooking as a Social Function Essay -- Women Economics Culture Essays

Cooking as a Social Function In Women and Economics, Charlotte Perkins Gilman directly addressed the notion of work divided along sexual lines. Her analysis, however, refutes the modern idea that the sexual divisions of labor are driven by a comparative advantage to working in the household or in the market. In spite of some overtones of biological essentialism in her argument, in the form of the abundant nature metaphors, Gilman ultimately proposed a society where the household work and the market are indistinguishable from one another. Though it is a small part of her argument in the text, Gilman’s discussion of cooking as woman’s work encompasses much of the complexity and the essence of her arguments. Gilman, though she did not term it as such, addressed the idea of comparative advantages in the household rather directly. â€Å"The main justification for the subjection of women, which is commonly advanced, is the alleged advantage to motherhood resultant from her extreme specialization to the uses of maternity under this condition† (Gilman 169). She countered this argument by first rejecting it on the ground that â€Å"the advantage to motherhood cannot be proved† and secondly by arguing that it is not maternal tasks that women are subjected to, but rather â€Å"the uses of sex-indulgence† (169). This idea of â€Å"sex-indulgence† is the core of her argument as she sees household tasks as inherently conflated with men and women’s sexual relationships. In considering the issue of â€Å"our division of labor on sex-lines, Gilman focused on the complexities involved with â€Å"the preparation and serving of food† (225). Once the notion that women are somehow inherently better at making food than men, the idea of women cooking in the ho... ...still has some choice in selecting the particular establishment to live in, it removes much of the onus of responsibility off of the woman and onto the living establishment. While Gilman’s vision of what she saw as coming to pass in the near future has not yet arrived, her arguments are still operating against contemporary notions of women in the household. Modern microeconomic models of household production still rely on the idea that women are somehow biologically fitted to â€Å"the preparation and serving of food and the removal of dirt, [and] the nutritive and execrative processes† (Gilman 225). As a result, her arguments seem striking over a century since they were written. References Gilman, C. (1998). Women and Economics: A Study of the Economic Relation Between Men and Women as a Factor in Social Evolution. Berkeley: University of California Press.

How one learns best Essay

The way I learn best is from observation and a little explanation. I mainly prefer to find things out for myself rather than have it told to me. This allows me to have more of a connection with what I have learned. When I learn something I like to learn it properly and fully. I like to learn it from all perspectives, so I can truly understand things â€Å"from the inside† as Van de Lagemaat nicely puts it. I dislike having a serious conversation with narrow minded people. It disgusts me to see people blindly supporting their own view and reject everything that contradicts their ideas, without even giving it a single thought. It is natural thought because it is part of human nature to have this type of mentality when only â€Å"my view† is the right one. Once humans learn to view things in other people’s shoes, they will start to view the world in a different way. I believe that human nature is basically wild. Society we are living in covers up our wild side but at some points this side is exposed. I enjoy reading during my free time. But to have a book forced on me slightly puts me off reading it. There are certain exceptions where the book fits my likings, but over the year, they have been an odd occurrence. To have an assignment on a novel that is devoid of interesting ideas and information is almost painful. I would very much welcome flexibility with deadlines. With sport practice and extra-curricular activities, some extra time would be truly appreciated. I would also welcome teachers to always point out my mistakes and make a big deal of them. This way it can stick in my mind and I won’t forget it as easily. I always like to see my teacher be very active in class bring up class discussions and stating his/her opinion on things. For me to entirely succeed I would need to change certain things about myself. Most of which I have already started to do, such as my organizational skills. Other aspects I should improve upon are my concentration skills. I sometimes find it hard to focus on any given subject when there are distractions present.

Case study Partnership Principles

Early on childhood instruction plays a critical function as it is the first measure to further physical and cognitive competency in bend to act upon a individual ‘s womb-to-tomb acquisition and accomplishment. To work as a successful early childhood pedagogue, empathy and an apprehension of the early childhood course of study – Te Whariki is requested. Along with this ordinance, an effectual partnership between pedagogues and whanau has appeared as an indispensable and valued assistance to accomplish the mark successfully – to achieve a quality accomplishment for kids ‘s acquisition and development. Harmonizing to this, the importance of partnership in the context of early childhood service and its cardinal constituents to implement will be discussed in this essay. Definition of teacher-parents ( whanau ) partnership The term ‘partnership ‘ is used to depict a mutual relationship between two parties who collaborate on a joint activity or undertaking. With different valued beliefs which may happen in the procedure of coaction, instructors and whana, in this partnership, complement each other in assorted learning attacks to advance a valuable and choice early childhood instruction service for kids. Similarly, the impression of Te Tiriti o Waitangi, which states about partnership between people who from different cultural backgrounds, Maori and pakeha, to â€Å" mahi tahi – work together † ( Presbyterian Church of Aotearoa New Zealand, 1992. ) in any fortunes. For this ground, in Aotearoa/ New Zealand, the early childhood course of study – Tellurium Whariki have employed the impression of Te Tiriti o Waitangi and suggested in its bicultural attacks for an equal and respectable attitude in learning attacks. Effective partnership and cardinal constituents Teachers ‘ attitude in a partnership with whanau and the scene of teaching method are influential to win the early childhood service ( Lindon, 1997 ) . As Stonehouse ( 1994 ) insisted, â€Å" unless staff in kids ‘s services give precedence to relationships with parents, they do non assist kids † ( p55 ) . Along with the Guiding Principles of Quality in Action, it has besides mentioned directors and instructors should work together â€Å" by admiting parents as first pedagogues and by working collaboratively to develop shared ends and outlooks † ( Ministry of Education,1998, p. 14 ) . Therefore, coaction with parents/whanau in the context of early childhood Centre is one of major appraisal for all pedagogues while promote the lovingness service. In short, a figure of cardinal constituents to accomplish effectual partnership are listed as mentions: Empowerment & A ; Involvement Harmonizing to ‘Family and Community ‘ , a rule in Te Whariki, instructors should admit that the engagement of whanau in their instruction attacks is indispensable – â€Å" Families should be portion of the appraisal and rating of the course of study † ( Ministry of Education, 1996, p. 30 ) . Likewise, in order to â€Å" authorise parents/whanau to recommend their kids and do determinations or to act upon the patterns † for their kids ‘s ain goods ( Keesing Styles, 2000 ) , an appropriate teaching method demands to be settled. For illustration, plan a programme for parents/whanau to construct a household portfolio with their kids. These attacks are to promote whanau to analyze Centre ‘s policies and teaching method by take parting their ain kids ‘s acquisition and development procedure. A positive respect and trust between whanau and instructors will be formed whithin the procedure. Communication â€Å" Communication must be meaningful and effectual as it is communicating that forms the footing of partnership † ( as cited in Grey & A ; Horgan, 2003, para 18 ) . Inviting whanau to fall in regular meeting â€Å" to discourse their kid ‘s learning advancement, involvements, abilities and countries for development on a regular footing, sharing specific observation-based grounds † ( Ministry of Education,1998, p. 55 ) can be a proper channel for an effectual communicating. Manager and pedagogues should guarantee the communicating with parents/whanau are continued and in two-way. The intent in this attack is for interchanging positions and back uping the single demands. It is besides a scheme to further parents ‘ assurance in the context of early childhood service and increase the chance to better learning attacks by geting their important advices. In add-on, a positive attitude to accept and esteem different ideas or peculiar questions is indispensable. Consultation â€Å" Parental apprehensions and outlooks will change kids ‘s outlooks of themselves † ( Ministry of Education, 1996, p. 30 ) . â€Å" Consultation is the procedure of garnering information to accomplish shared apprehensions, ends, and outlooks that will inform determination devising † ( Ministry of Education,1998, p 51 ) . A statement of doctrine is an illustration to show Centre ‘s cardinal beliefs, vision, values and Centre ‘s instruction. This attack will derive the trust and support from parents/whanau. Decision â€Å" Partnership between parents and professionals is regarded as the â€Å" integrating of different wisdoms † ( as cited in Grey & A ; Horgan, 2003, para 16 ) . Contribution from partnership between parents and instructors is valuable in the context of early childhood instruction service as it may act upon the consequence of kids ‘s acquisition and development. In the decision, the authorization and engagement of parents/whanau and appropriate communication and confer withing channels from instructors can assist to build a echt partnership to win the end for a quality service of kids ‘s acquisition and development. However, an effectual partnership may hold trouble to keep, for case, hard personality or unacceptable belief, which may ensue from how an pedagogue perceives him/herself in function of the instruction and how they encourage parents/whanau to step on this partnership. Effective Partnership In Action Introduction To build an effectual partnership with parents/whanau is more hard than holding a pleasant relationship with kids. The ground what I observed is grownups have complex ideas which acquired from the experiences of societal world for protecting themselves from selfishness and injuries. In a relationship of partnership, when differences of personality, belief or value come out, they mislead the determination and neglect to make the end. Unfortunately, this state of affairs go on easy and it ever necessitate a long clip solve and keep the relationship in stable because we are grownups who might come from unexpected background as we need to cognize each other first so acquire into deeper relationship to join forces with. To be a negotiable individual and acquiring effectual communicating accomplishment with an opened-mind will advance quality partnership relationship in this instance. Furthermore, a positive attitude of trust and regard is a cardinal constituent to build an effectual partn ership. As an early childhood instructor, there is a necessary to hold a self-awareness, to accept single differences, to be courageous plenty for challenges and the ability of job work outing since they all count as factors of accomplishment of partnership. In short, to larn to build effectual partnership with parents/whanau, we need more hand-on experience to grok the rule and detect the grade of understanding while using our cognition into pattern. It is an outlook for my acquisition for become a professional in early childhood instruction service. Personal instance survey My brother has a boy named Alvin. He is 16-month old. We live together and I help to look after small Alvin in my trim clip while the parents are busy. Alvin has a strong fond regard with me as I had proven from his actions. He normally becomes exciting when he seeing me around and so be given to run towards me for a large clinch even his parents are playing with him. From my observing, his parents have their ain attacks to raise their ain kid which some of them are against mine. They have pride and have no willing to portion the experiences of Alvin ‘s lovingness to others. In effect, Alvin have had a cautious lovingness from them, for illustration, no outdoor walk without places, no H2O playing and has no much chance to larn to eat by himself as I think he is large plenty to make those in his age. In fact, he is already a 16kg – 70cm fittingness male child and he understands our words most of clip. My teaching method encouraged him to research and meet his milieus safe ly through our interaction. This could be the ground he has strong fond regard to me and intend to listen what I say when he has emotional upset instead than his male parent. In this state of affairs, I feel abashed and fighting in my brother ‘s green-eyed monster and a tense relationship with my sister-in-law. They had complain my action is about to replace their function as kid ‘s ain parents. It sounds a large job in our relationship. Interpersonal communicating schemes I think our relationship is form as a ‘partnership ‘ relationship as I am insouciant carer of Alvin and they are parents. Through our reading stuff for partnership rule and some advises from instructors who are working in my support Centre. I had thought about my job which leads the tenseness between me and Alvin ‘s parents need to be solved by my attitude with communicating scheme. My apprehension from the rule of partnership and Te Whariki acknowledged that I had break the regulation of 'empowerment ‘ which insists the mandate of parents ‘ right and to authorise parents to do determination for their kid ‘s ain goods ( Keesing Styles, 2000 ) . Therefore, I could non derive the regard and trust from my brother or my sister-in-law in this partnership, alternatively, a negative feedback came. Listed some good illustrations from Quality in Action. They are utile assistance to work out my job in this cautiousness partnership and it works good in my pat tern. Provide chances for parents/whanau to discourse their kid ‘s larning â€Å" procedure, involvements, abilities and countries for development and sharing specific observation † ; â€Å" Acknowledge the rights of all parents/whanau and their aspirations for their kids † ; â€Å" Listen, value and esteem the positions of parents/whanau † ; â€Å" Invite and empower parents/whanau to lend through their engagement † in the synergistic activity ; â€Å" Consult † and discourse â€Å" with parents/whanau about learning attacks that concern their kids † ; Make parents/whanau feel comfy â€Å" to show their concerns † ; Less the fond regard with kids and promote them to interact with parents and concentrate on their relationship ; In order to delight our relationship from this state of affairs I had explained. I applied the above attacks and communicating accomplishments learned from reading and advises from instructors of support Centre into pattern. As the consequence, trust and regard from Alvin ‘s parents have dismissed my concerns from our tense relationship. I move Alvin ‘s attending back to his parents by promote his trust to his parents when we are all in the same room. For illustration, ‘please listen to what mum/dad said and Dendranthema grandifloruom can assist him ‘ ; or ‘yes, mum/dad is right, why do n't you travel with them and look into what will go on? It must be good. ‘ In those interaction, There are some suggestion that I gave as deductions to avoid a misinterpretation for taking off parents ‘ power from Alvin ‘s lovingness. For illustration, I asked for parents ‘ permission and their willing before I gave Alvin something else that they h ave non provided yet. It besides comforted me that we could hold chances to play hide-and-seek with parents ‘ engagement and work together with the same purpose – do Alvin happy. Decision In decision, I am larning to supply a quality lovingness to my nephew through playing and larning from grownups without confounding which side is right or incorrect. The partnership between me and Alvin ‘s parents is building positively in advancement. I had recognized the importance of partnership in child care service as we can back up each other ‘s clip, ability and intelligence as complementation to accomplish our common end for kids ‘s demands. As from my experiences, my communicating accomplishment and attitude with parents, who are besides relation of mine, shall acquire more betterment as I do hold a willing to go a professional and work in the context of early childhood instruction service. I will ne'er halt learn or halt my patterns. It is besides fortunate to hold this experience at place that I could larn from it before I may run into the same state of affairs at workplace.

“On Being Sane in Insane Places” Essay

It was very interesting to read about Rosenhan’s study and how psychiatrists, who go through big coursework and training, could wrongly classify a patient. It surprised me how some psychiatrists couldn’t say they don’t know what’s wrong with patients instead they could possibly diagnose someone as insane. Though reading this chapter I found the strange things from Rosenhan’s study that was hard to believe. Slater states, â€Å"The strange thing was, the other patients seemed to know Rosenhan was normal, even while the doctors did not.† (69). I believe patients can know that better than doctors because they are in that situation already and some doctors don’t analyze their patients carefully to know what’s actually happening with them. For example, if someone studies about one culture doesn’t mean that person knows way better that person who actually lives with that culture. Both chapters I found interesting because it relates to my life very well. I found out Elliot Aronson, Darley and Latane all kind of try to show that people needs to find reason for their actions. I believe each person as a human have to help everyone no matter what. Darley and Latane’s mention is about how to help someone in an emergency that relates with Catherine Genovse murder. Slater says, â€Å"You must interpret the event as one in which help is needed† (95). We read about Catherine’s murder and saw that after she had asked for help, someone yelled, leave that girl alone, instead of helping, and the only thing that happened was that the killer ran away (95). I agree with Darley and Latane’s that we need to know which help is needed and what help is not. The person may have helped with getting the killer away, but Catherine needed the help the most, so she wouldn’t die. I been in so many situations that someone needed my help and I helped as much as I could, but knowing what helped was needed help me a lot. Leon Festinger talked about how people really pay attention to what is going on in their life and around them. I think some people just pay attention to what they want. Its true most of the people like to listen to people who agree with them and ignore who doesn’t. The chapter also discussed how people can believe in something they can’t prove such as God working through  a person. I think even for believing a god it has many prove to make a person to believe it. I believe for believing on something need to have something as prove. This section is a really great one however I didn’t prefer how the experiments were described. I additionally didn’t’ prefer the experiments and there result. Harlow was a fascinating man and I preferred how the author discusses the experimenter and how they grew up on the grounds that it permits me to understand their conclusions about their examinations and why they are imperative to them. I thought it was interesting that the monkeys adored the cover yet when they were displayed a face they might be scared and yell or cry about it. What I establish fascinating was that when they were babies they existed like a typical life however when they got older they went insane. A percentage of the monkeys were introducing a mental imbalance, gnawing them, and one of the monkeys bit off his hands. This discovering was entertaining since Harlow was supporting the surrogate moms and this wound up going terrible for him. I wish the author might stick more to the investigations and less to her editorializing. I can’t agree with what Zola-Morgan does say â€Å"our human lives are intrinsically more valuable; monkey studies yield information that helps those lives† (153). Of course humans are more valuable than the monkeys, but still monkeys are animals and I think it’s so cruel to hurts them only because to do the experiment. If that kind of research saved the life of loved then I will be okay with that. I still feel awful with doing that type of experiment on poor animals that didn’t do nothing wrong.   This is another important finding because it just shows that psychiatrists may not have any idea about what they are doing, but no one questions them because of their authority. Of course after whom goes through big coursework and training, don’t expect someone to tell them they are wrong but from Rosenhan’s study they may be wrong too.

Gifted And Talented Children Education Essay

What methods of proviso for immature gifted and talented kids can be implemented in Early Old ages scenes, and how good are these methods to the kids ‘s development? The term ‘gifted and talented ‘ ( GAT ) is seldom used in relation to Early Old ages ( EY ) scenes. This is chiefly because proviso for GAT kids has, historically talking, focused preponderantly on higher degrees of instruction ( Gross, 1999 ) . However, the necessity of catering for the societal, emotional and cognitive demands of GAT kids in EY scenes is besides extremely of import, for two chief grounds. First, on a professional degree, all EY practicians must follow with authorities statute law sing the proviso for GAT kids. Second, and every bit significantly, on a personal degree, it is at this early phase of a kid ‘s life that their development progresses the most quickly ( George, 2003 ) . Therefore, if the kid ‘s ability can be foremost identified, and so nurtured through appropriate proviso, so, because the kid ‘s head is more waxy at this clip, the likeliness of successfully developing their precocious gift or endowment will increase as a effe ct. This raises a cardinal issue: the inquiry of what constitutes being ‘gifted and talented ‘ . Harmonizing to the Department for Children, Schools and Families ( DCSF ) , kids classified as being gifted and talented ‘have one or more abilities developed to a degree significantly in front of their twelvemonth group ‘ ( DCSF, 2009 ) . This construct is extended by Renzulli ( 1998 ) , who formulated a ‘three pealing construct of giftedness ‘ based on his research into the discernible features of kids who displayed illustrations of ‘gifted behavior ‘ . He surmised that, in add-on to the above facet of above mean ability, there must besides be elements of creativeness and undertaking committedness displayed by the kid in order for their behavior to be described as ‘gifted ‘ . The above brief definitions of what it means for a kid to be regarded as ‘gifted and talented ‘ , while valid in wide educational footings, do however present cardinal jobs when used to turn to this issue in relation to early old ages scenes. With respect to Renzulli ‘s definition affecting creativeness and undertaking committedness, these elements may non be immediately evident in the kid ‘s actions due to the societal and emotional immatureness of the kid at such a immature age. Harmonizing to Fowler ( 1999 ) , this is because the kid ‘s rational ability has progressed at a much faster rate than other cardinal developmental factors. Consequently, this could take to behavioral, emotional and societal troubles until this instability has been corrected. Furthermore, with respect to the DCSF definition refering above mean ability, because the kid has had small or no experience of formal instruction at this phase, it is hard, on an official degree, to set u p how far in front of the ‘developmental curve ‘ ( Raty et al, 2002 ) the kid is. When a kid first enters an EY scene, their ability will non hold been officially assessed prior to entry, so an EY practician would ab initio be incognizant of the kid ‘s gift or endowment. This leads to an underpinning issue sing the successful holistic development of immature GAT kids: the designation of their peculiar strength ( or combination of strengths ) at this early phase. Some of the indexs that could mean that a kid is gifted and talented include being able to read books intend for much older kids, holding a well wider vocabulary than might be expected at this early phase, or making exceeding graphics for their age, amongst many others. Many of these indexs are comparatively simple to place, even at this early phase of the kid ‘s development. However, troubles could originate for practicians in the early designation of these abilities. It can be argued that some abilities are harder to place than others. For illustration, a kid with extremely advanced verbal accomplishments has an ability that would be more immediately evident to a practician than one with an exceeding memory for their age. However, to take this thought a phase farther, if a kid has, for case, hapless motor accomplishments or a limited vocabulary, the possibility, however, still exists that their gift or endowment prevarications in another developmental country. Sutherland ( 20 06 ) argues that ‘it is this diverseness that makes designation so hard ‘ . In these instances, it is imperative to look beyond the obvious, as these hitherto latent abilities may merely necessitate the right state of affairs or undertaking to trip their outgrowth and subsequent designation. On the other manus, these abilities can frequently attest themselves long before a kid even enters early old ages instruction ( Sankar-DeLeeuw, 2002 ) . During this really early phase of babyhood, the kid may already exhibit marks of advanced reading and speech production accomplishments. These can be ‘a powerful forecaster of remarkably high rational ability ‘ ( Gross, 1999 ) . The of import point to bear in head is that these abilities will already hold been observed by the kid ‘s parents before the kid enters any EY scene. Parents can take an active function in fostering their kid ‘s development, by, for illustration, playing simple word or figure games with them. Furthermore, harmonizing to research by Koshy and Robinson ( 2006 ) , immature GAT kids frequently have sufficient motive degrees to prosecute their involvements with a grade of independency, after the initial parental engagement. These observations and subsequent engagements can go a focal point of treatment between parents and EY practicians refering the continuance of the kid ‘s development in the scene. This besides marks the start of the key relationship between the parents and the practician, who can join forces to seek to guarantee that the kid ‘s demands are met every bit to the full as possible. These parental and professional positions, with the possibility of uniting the two in partnership, are important in the early designation of immature kids ‘s precocious abilities. Although the importance of this procedure with respect to the kid is undeniable, the issue remains that this is merely the first measure towards the kid carry throughing their potency in their country or countries of strength. George ( 2003 ) argues that merely the ‘potential for giftedness ‘ exists in immature kids. In order for this aptitude to be developed every bit to the full as possible, an ‘optimal environment ‘ must be provided by any early old ages puting. This straight illustrates the following measure: the necessity to provide for such kids with child-centred, age-appropriate and individualized proviso. By and large talking, EY scenes do non specifically refer to gifted and talented proviso in their functionary policy certification. This can be attributed to the fact that, harmonizing to the DCSF ( 2009 ) : ‘there is no specific counsel ( sing the gifted and talented ) for the Early Years ‘ . However, all scenes are lawfully obliged to follow with the rules contained within the Early Years Foundation Stage ( EYFS ) Framework. Some of these rules are per se relevant to providing for immature GAT kids: in peculiar, ‘Observation, Assessment and Planning ‘ , ‘Supporting Every Child ‘ and ‘The Learning Environment ‘ . These all autumn under the subject of ‘Enabling Environments ‘ . ( DCSF, 2009 ) These specific criterions entitle all kids, irrespective of ability, to hold their single educational demands met by EY practicians through a procedure of careful planning and individualized proviso in an inclusive scene. In the instanc e of immature GAT kids, this system promotes ‘developmentally appropriate ‘ and child-centred pattern ( Harrison, 2000 ) . This underpins all methods of GAT proviso: by providing for the kids ‘s identified countries of advanced ability, EY practicians can supply acquisition experiences where immature kids can heighten their bing accomplishments, prosecute their single involvements, and besides, to a certain extent, start to take duty for their ain acquisition, even at this early phase of their instruction. There are several different methods of proviso for GAT kids across all educational phases. However, some of these are inappropriate for much younger kids to be put through, and impractical for EY practicians to implement. A noteworthy illustration of this is ability grouping, the use of which is preponderantly restricted to secondary school instruction and the latter phases of primary instruction. This method is clearly impracticable as a probationary scheme for younger kids, for a assortment of grounds. Learning is less curriculum-based and more play-based ; the kids will non hold been officially assessed ; and it is unjust on ethical evidences. Conversely, some methods of proviso are more appropriate for the educational demands of immature GAT kids. Three in peculiar base out: acceleration ( cited in Cuikerhorn et Al, 2007 ) , extension ( cited in Meador, 1996 ; Sankar-DeLeeuw, 2002 ; Distin, 2006 ) , and enrichment ( cited in Gross, 1999 ; George, 2003 ; Koshy and Robinson, 2006 ) . In overall footings, acceleration increases the gait of the kids ‘s acquisition ; extension increases the deepness of larning in a specific country or subject ; and enrichment increases the comprehensiveness of larning across a scope of countries or subjects. Moltzen ( 2006 ) states that these methods of proviso have distinction at their nucleus: acceleration and extension are types of quantitative distinction, while enrichment is a type of qualitative distinction. Each of these methods has advantages and disadvantages non merely for the cognitive development of immature GAT kids, but besides, every bit significantly, for their societal a nd emotional development. It is critical for EY practicians to make a socially and emotionally supportive environment within the puting if any of these methods are to hold any step of success in providing for the kids ‘s educational demands. Acceleration, in wide footings, involves traveling through the course of study at a faster gait than would usually be expected for a kid of that age. It typically involves take parting in activities and undertakings relevant to a higher twelvemonth group, accompanied by traveling to higher twelvemonth groups to work with older kids. These processs are comparatively common in the United States of America, but are rarely used in the United Kingdom at this early phase ( Koshy and Casey, 1997 ) . These procedures of ‘fast-tracking ‘ and ‘accelerated larning ‘ are advocated in the 1997 ‘Excellence in Schools ‘ White Paper* ( cited in DCSF, 2009 ) as a manner to ‘stretch the most able ‘ . However, from an early old ages position, this scheme would merely be used in instances where the kid ‘s ability in a peculiar country is so far in front of their age group that this becomes the lone practical solution, although this step would merely be necessary for a really little per centum of immature GAT kids. For these choice few, the premier benefit of this method of proviso is that they can work at a degree that is tailored to their single demands, which, in bend, will increase their motive and overall educational satisfaction degrees. Harmonizing to research by Gross ( 1999 ) , they accordingly tend to ‘perform every bit good as or better than their older schoolmates ‘ . Another educational benefit is that many immature GAT kids find it easier to associate to older kids because they are more closely matched, both intellectually and in footings of their scope of involvements ( Distin, 2006 ) . However, a contrasting position is held by Cuikerhorn et Al ( 2007 ) , who emphasises that working with a higher age group can take to societal isolation from kids of their ain age. As mentioned before, immature GAT kids, though by and large better developed cognitively and academically than other kids of the same age, are still at the same societal and emotional developmental phase as their equals. Therefore, it is important that they portion experiences, peculiarly play-related 1s, with them excessively: this is an of import facet of childhood. Furthermore, acceleration can increase the force per unit area on kids to move more maturely faster than they are able to get by with, both socially and emotionally. It could be argued that it is unjust to enforce such an outlook on really immature kids. Extension is the 2nd method of proviso to see. Broadly speech production, this involves immature GAT kids take parting in activities and undertakings suited for most kids of that age, but with some distinguishable versions to provide for their more advanced academic demands. One noteworthy type of version is kids ‘s engagement in open-ended activities, devised by the EY practician, that stem from an initial stimulation. A good illustration of such a undertaking was observed by Meador ( 1996 ) in an EY scene. The original activity for all kids was to make their ain ‘ant hill bite ‘ by distributing peanut butter over a vanilla wafer with a fictile knife, so puting three raisin emmets on it, and eventually eating it. The drawn-out activity for the GAT kids was to be after to do ant hills for five kids, so to work out how many vanilla wafers and raisins they would necessitate to make this, and eventually to explicate their reply to the practician. In this case, the draw n-out undertaking is open-ended because there are multiple agencies of happening the replies ( Meador, 1996 ) ; kids could, for illustration, draw images of the wafers and the ‘ants ‘ and number them on the piece of paper, or by utilizing items or their fingers. This highlights a cardinal facet of extension: the manner in which undertakings can be designed to develop and dispute the kids ‘s mind. This issue of challenge is of import for two chief grounds. First, when they are working at a degree that better suits their demands, this can hold a positive consequence on their motive and undertaking committedness. Second, if they are able to finish a more ambitious activity, they can derive a sense of accomplishment from it, which will in bend aid to hike their assurance and self-belief. Extension undertakings besides have the capacity to let GAT kids, even at an early age, to utilize more advanced degrees of thought accomplishments ( Bloom, 1985, cited in George, 2003 ) . Taking the activity above as an illustration, they progress from the relatively simple cognitive procedure of following instructions in the first portion, to the more complex cognitive procedures of job resolution and explicating a pick of attack in the 2nd portion. If these more advanced acquisition accomplishments can be developed through extension at this early phase, the kid will be far better prepared for later degrees of schooling where these accomplishments become a necessity in more formal schoolroom state of affairss ( Goodhew, 2009 ) . However, the method of extension as a method of proviso has some possible drawbacks. If the immature GAT kids are being invariably extended, so the danger exists that this focal point on more ambitious activities may take to the disregard of cardinal accomplishments and rights. In the early old ages, every kid, irrespective of ability, ‘deserves a happy childhood, full of energy, joy, optimism and growing ‘ ( Koshy and Robinson, 2006 ) . Like all other kids, they must be given chances to, for illustration, draw images, drama and communicate with their equals, explore the universe around them, and so on. Consequently, if these extension schemes are non regulated and moderated right, it can do the kid to go socially stray and emotionally detached from their equals. The 3rd method of proviso to see is enrichment. In general footings, it is similar to the extension method as it besides involves immature GAT kids take parting in activities and undertakings suited for most kids of that age. However, it differs in one chief regard. Alternatively of accommodating activities and undertakings and advancing the usage of a assortment of more advanced cognitive procedures and accomplishments, enrichment focuses more on the development of a peculiar kid ‘s single countries of strength or particular involvement. An illustration of such an involvement at an early age is described by Cuikerhorn et Al ( 2007 ) , where one peculiar GAT kid was able to declaim dinosaur names from memory and discourse intricate informations, such as their dimensions and their nutrition, with the EY practicians. They did this merely ‘because the subject excited them ‘ ( Cuikerhorn et al, 2007 ) . In this case, suited enrichment activities could include pulling images of their favorite dinosaurs utilizing felt-tip pens or little pieces of sugar paper, conceive ofing what a typical twenty-four hours in the life of a dinosaur would be like, or making role-plays with dinosaur figures. Such undertakings could be devised by the practician or the kid. Other kids can be involved in these undertakings, the 3rd one in peculiar, and by working together they can portion experiences with each other. The cardinal component here is that these undertakings are matched to the single kid ‘s demands. This has two ch ief benefits to the kid ‘s development. First, because they are already deeply interested in the subject, they will be motivated to go on their assimilation of cognition, and deepness of apprehension of it. Young GAT kids, in peculiar, have a ‘strong appetency for information ‘ ( Sankar-DeLeeuw, 2002 ) ; the enrichment attack can impart this ‘appetite ‘ into activities with meaningful results. Second, the three possible activities mentioned above ( by no agencies an thorough list ) offer originative possibilities for the immature GAT kid in different early developmental countries such as drawing, imaginativeness and coaction, the tierce of which in specific will profit the kid ‘s interpersonal accomplishments and aid to further positive equal relationships. This is a signifier of individualized acquisition, where an single kid ‘s accomplishments and abilities in all countries of development are enhanced by their ain strengths and involvements. This technique is promoted by the 2005 ‘Higher Standards for All ‘ White Paper* ( cited in DCSF, 2009 ) ; it can assist all kids, irrespective of ability, to ‘reach the bounds of their capacity ‘ . However, in order for this rule to be more to the full met in an EY scene, it is of import that enrichment is merely one built-in portion of the whole acquisition procedure for the immature GAT kid. They must besides work and play outside their peculiar country of strength or involvement to develop other cardinal accomplishments that will be required in the hereafter. This will assist to guarantee that their instruction is good balanced during the early old ages. In short, the proviso of enrichment for immature GAT kids should be implemented aboard, non alternatively of, th e regular early old ages course of study. In drumhead, it can be argued that all of these methods of proviso can further the cognitive development of immature GAT kids in EY scenes in different ways. However, the success of each method chiefly depends on each single kid ‘s demands. Some may develop academically through one method ; others may make so through a combination of methods: harmonizing to the 1999 ‘Excellence in Cities ‘ White Paper* ( cited in DCSF, 2009 ) , there is frequently no individual ‘best manner ‘ to run into all of a kid ‘s demands. EY practicians should take the method or methods of proviso based on an designation of the single kid ‘s gifts or endowments, although this is frequently a hard portion of the procedure if the ability is non immediately evident. They should so implement it with a sound consciousness of the kid ‘s societal and emotional development in head. This is peculiarly of import in the early old ages, as these features are, in most instanc es, merely merely get downing to develop at this phase. It is the well-planned, thoughtful and supportive execution of these methods that significantly lessens the opportunity of immature GAT kids sing societal and emotional jobs, while at the same clip assisting them to larn, accomplish, and most significantly enjoy themselves in an inclusive scene at this important early phase of their childhood.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –* Although these education-related legislative paperss are recommendations made for the proviso of talented and talented students in primary and secondary schools, I felt that the same rules, albeit in different contexts, are besides relevant to early old ages scenes. Therefore, they are included in the text. Reference List / Bibliography Bearne, E. ( erectile dysfunction ) ( 1996 ) Differentiation and diverseness in the primary school. London: Routledge Cuikerhorn, J. R. et Al ( 2007 ) Serving the preschool gifted kid: scheduling and resources. Roeper Review, 21 ( 3 ) , pp. 222-234 DCSF ( 2009 ) National quality criterions in talented and gifted instruction. ( Online ) Department for Education and Skills. Available at: hypertext transfer protocol: //www.standards.dfes.gov.uk/giftedandtalented Accessed: 19th November 2009 DCSF ( 2009 ) The national schemes: early old ages foundation phase. ( Online ) Department for Children, Schools and Families. Available at: hypertext transfer protocol: //nationalstrategies.dcsf.gov.uk/earlyyears Accessed: 18th November 2009 Distin, E. ( erectile dysfunction ) ( 2006 ) Differentiation and diverseness in the primary school. London: Jessica Kingsley Fowler, S. A. ( 1999 ) Perspectives: measuring an early childhood gifted instruction plan. Roeper Review, 21 ( 3 ) , pp. 222-234 George, D. ( 2003 ) Gifted instruction: designation and proviso ( 2nd edition ) . London: David Fulton Goodhew, G. ( 2009 ) Meeting the demands of gifted and gifted pupils. London: Continuum Gross, M. U. M. ( 1999 ) Small poppies: extremely talented kids in the early old ages. Roeper Review, 21 ( 3 ) , pp. 207-221 Harrison, C. ( 2000 ) ‘But three-year-olds can'taˆÂ ¦ ‘ Glass ceilings in early childhood – deductions for talented kids. Australian Journal of Early Childhood, 25 ( 2 ) , pp. 22-30 Hodge, K. & A ; Kemp, C. ( 2002 ) The function of invitational course of study in the designation of giftedness in immature kids. Australian Journal of Early Childhood, 27 ( 1 ) , pp. 33-41 Koshy, V. & A ; Casey, R. ( 1997 ) Effective proviso for able and exceptionally able kids. London: Hodder & A ; Stoughton Koshy, V. & A ; Robinson, N. M. ( 2006 ) Too long neglected: gifted immature kids. European Early Childhood Education Research Journal, 14 ( 2 ) , pp. 113-126 Meador, K. ( 1996 ) Meeting the demands of immature talented pupils. Childhood Education, 73 ( 1 ) , pp. 6-12 Moltzen, R. ( 2006 ) Can ‘inclusion ‘ work for the talented and talented? In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Morgan, A. ( 2007 ) Experiences of a talented and gifted enrichment bunch for students aged five to seven. British Journal of Particular Education, 34 ( 3 ) , pp. 144-153 Raty, H. et Al ( 2002 ) What makes one able? The formation of students ‘ constructs of academic ability. International Journal of Early Years Education, 10 ( 2 ) , pp. 121-135 Renzulli, J. S. ( 1998 ) The three-ringed construct of giftedness. ( Online ) University of Connecticut. Available from: hypertext transfer protocol: //www.gifted.uconn.edu/sem/semart13.html Accessed: 17th November 2009 Sankar-DeLeeuw, N. ( 2002 ) Gifted kindergartners: parent and teacher positions of designation, early admittance, and programming. Roeper Review, 24 ( 3 ) , pp. 172-192 Sternberg, R. J. & A ; Davidson, J. E. ( erectile dysfunction ) ( 2005 ) Conceptions of giftedness ( 2nd edition ) . Cambridge: Cambridge University Press Sutherland, M. J. ( 2006 ) The early old ages puting – an inclusive model. In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Tomlinson, C. A. ( erectile dysfunction ) Differentiation for gifted and gifted pupils. London: Sage

Business Essays – Puma Company Brand

Business Essays Puma Company Brand Puma Company Brand 1. Executive Summary Puma AG is a multinational company that is based in German and manufactures high athletic and sportswear shoes both for women and men, It was founded by Rudolf Dassler after a dispute with his brother Adi Dassler with whom they had founded the Dassler Schuhfabrik in 1924. Puma had a very poor brand image that show a decline in its market share and prompted puma to change it strategic decisions to improve on its image, this process of change was led by Jochen Zeitz Puma CEO based on phases one to four of strategic plan to change puma’s image so that it can compete favorable in the marketplace and within a couple of years Jochen Zeitz had change puma’s brand image into one of the most desirable and sought after brand of sportswear and footwear worn both buy celebrities and fashion followers all over the word. 1.1 Introduction Puma was founded in Dassler Schuhfabrik, Herzogenaurach, Germany by Rudolf Dassler after a dispute with hi s brother Adi Dassler with whom they had founded the Dassler Schuhfabrik in 1924. Until early 2003 puma had a very poor brand image that show a decline in its market share and prompted puma to change it strategic decisions to improve on its image, this process of change was led by Jochen Zeitz Puma CEO based on phases one to four of strategic plan to change puma’s image so that it can compete favorable in the marketplace and within a couple of years Jochen Zeitz had change puma’s brand image into one of the most desirable and sought after brand of sportswear and footwear worn both buy celebrities and fashion followers all over the word. This report is divided in three parts, Part one presents the factors that influenced puma to change it brand image and it further goes to describe these factors under Macro-environmental analysis basing on market trends, rivalry between customers and strategic group mapping. The second part presents the puma’s resources and capab ilities in terms of strengths and weakness as well as virtuallity as seen as strengthens and the third part of the report presents puma’s winning strategies basing on pumas situation that fits the company, sustainable completive advantages and as a better performing company. According to case study of Puma AG (in Thompson, A.A., Strickland, A.J. and Gamble, J. (2005) Crafting and Executing Strategy (Fourteenth Edition), McGraw-Hill, New York, pages C411- C432), The environmental and competitive factors that influenced Puma’s strategic decision to improve its Brand image is identified under Macro- environmental factors, rivalry between competitors and strategic group mapping as below. 1.1.2 Macro –environmental factors Lack of social acceptance of Puma brand from the upper class customers who were not willing to wear the brand because they considered to of poor quality and were sold â€Å" dirt-cheap † Puma’s brand was compromised and this a affecte d it’s value for example Rudi’s son wanted puma products to reach all the customers of all social back ground and this move was seen by the upper class people as some thing below them and they can not be seen wearing the same brand as people on welfare recipients. In order for pumas brand to be accepted as a high quality brand of value, force puma to change and improve its brand so that it can be socially accepted by customers.

Martin Luther King's Representation of Law Essay

Martin Luther King's Representation of Law - Essay Example Natural law for Dr. Martin Luther King, as well as for St. Thomas Aquinas, is the part of God’s eternal plan for everything that He has created (â€Å"Legal positivism vs. natural law theory† 2). An important statement in Reverend King’s â€Å"Letter† is that his protest against an unjust law of Birmingham was nonviolent (4). He did not break a moral law by appealing to violence against another human being. Dr. King emphasizes that he has always followed the rules of the Christian morality, which is, according to him, a code of natural and just laws (4). Martin Luther King does not follow the Machiavellian doctrine of permissiveness. His viewpoint is based on the Christian morality, faith in equality of all people, and respect to every person regardless of his or her skin color, race or ethnicity. Positive law is always legal, as it is issued by some authority that has the right to decide how to regulate human interactions in a society. However, the morali ty of the law, even if it was made by a powerful and respectful person or institution, can always remain questionable. As Dr. Martin Luther King observes, Hitler’s laws in Germany were certainly legal, but they were appallingly immoral, unnatural and unjust (3). â€Å"Oppressed people cannot remain oppressed forever†, says Martin Luther King, and it means that an unjust law cannot last forever (4). Hitler’s laws in Germany, Saddam Hussein’s laws in Iraq or Gaddafi’s laws in Libya were legal.

HSA 535 WK7 DB1 Utilizing Cohort Study Designs to Track CVD Coursework

HSA 535 WK7 DB1 Utilizing Cohort Study Designs to Track CVD - Coursework Example Therefore, based on what I know regarding steps intended to shun CVD, those applied or embraced in my residential region are not that effective and entail improvement. This is through a knowledgeable social worker who will equip people with adequate information concerning this malady. Hence, know how to manage their conditions coupled with the health to prevent this malady, which at advanced stage in numerous occasions end up characterized by other varied chronic illnesses. Some of the steps that I may advocate include, The critical information required encompasses ascertaining the extent of malady or conditions of the respective subjects before any observation commences. This is to ensure subjects meant for observation all despite exposed to same predetermined conditions before any recording. Then exposure commences for the cohorts as per their array of a given experiment to ascertain outcomes in each experience, which might take certain and varied durations based on what the experimenters intend to observe and ascertain. In certain situations, in obtaining the desirable outcomes may entail specific considerations or modifications. Hence, act as a way to induce certain suppressants or aspects that will trigger clear observations. I am impressed by your research and how you have relayed information based on concrete facts. This is in such a manner the information is easy to comprehend besides having relayed statistics regarding different Virginia mortality rates due to circulatory system since 2001. The text though its information relayed in an extremely crystallized manner, it is a comprehensive study showing essential facts especially to the social workers. In addition, I concur with you what this data will be essential for health practitioners in curbing the respective maladies and equipping people with the right