The Virunga National Park Essay Essay Example

The Virunga National Park Essay The subject I decided for my examination paper in the Virunga National Park. The National park is situated in the Democratic Republic of the Congo ( DRC ) which is situated in Africa. The Virunga National Park day of the long stretch of lettering is 1979 and was added to the imperiled list in 1994. The Congo has genuine efficient and destitution issues. The issues that I am concerned and keen on are the mountain gorillas that possess the Virunga National Park. The main issue I will explore is the poaching of 1000s of the mountain gorillas that have been ensured in the conservation. Since the Rwandan war broke out in 1994 the region of the DRC has endured. Fitting to one estimation distributed in 2003 the war may straight and in a roundabout way have caused the expires of more than 4 million individuals in DR Congo since 1996. As has gotten dynamically basic in Africa the casualties were pretty much all regular folks. On account of the devastation abandoned from the war the Congolese individuals have needed to fall back to any offices to last. some have turned to poaching the mountain gorillas for total compensation. My exploration paper will investigate the protection of the Virunga National Park and the progression the recreation center has achieved in this way far. The Mining Company I work for is by and by get bringing down a significant exhuming undertaking in the Congo. I have numerous associates and closed companions that have been approached to make a trip to the Congo and get down up the new mine. My neighbor has inhabited that place now for roughly 8 months and has revealed to me numerous accounts of her ventures. These accounts has topped my association in larning increasingly about the Congo. We will compose a custom exposition test on The Virunga National Park Essay explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on The Virunga National Park Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on The Virunga National Park Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Notices Protection International. ( 2007 ) . Stranded Baby Mountain Gorillas Rescued After Recent Slaughter in Congo. Official statement recovered October 20. 2007 from hypertext move convention:/web. protection. organization/xp/news/press_releases/2007/072707. xml? KNC-adwords A ; gclid=CLfKh8q_no8CFQltZQodEj5GfA U. S. Branch of State. ( September 18. 2007 ) . U. S. Backing to Virunga National Park and Mountain Gorillas of the Democratic Republic of the Congo. Recovered October 20. 2007 from hypertext move convention:/www. region. gov/r/dad/prs/ps/2007/sep/92236. htm US Today. ( 2007 ) . Congo Rebels hold onto home ground for imperiled gorillas. Recovered October 20. 2007 from hypertext move convention:/www. usatoday. com/news/world/condition/2007-10-07-gorillas_N. htm

The New Victoria Theater Essay Example For Students

The New Victoria Theater Essay The play we went to watch was known as The Woman In Black. The dramatist was by Stephen Mallatratt in The New Victoria Theater and we watched this on the first February 2010 I believed that the play was shrewd in which they coordinated the entire play. The play essentially is this elderly person called Kipps who needs to recount to individuals his anecdote about this lady who lost her youngster and sister in a pony and trap mishap in the bogs. The entertainer and Kipps trade jobs, as Kipps portion not see how to make his three-hour story fascinating. She squandered away from the back to front promotion became sallowed and pale confronted. We will compose a custom article on The New Victoria Theater explicitly for you for just $16.38 $13.9/page Request now As they are acting the lady dressed in dark bafflingly turns up during the story however incidentally at the perfect time. These happenings continue happening. During the end scenes the entertainer is playing 'Kipps in the wake of everything is sifted through all the deeds of the woman who passed on he gets hitched and they take a stroll in the recreation center their child shows enthusiasm for the pony and trap that circumvents the recreation center. His significant other and child go for a ride until out of nowhere the on-screen character sees the lady dressed in dark. Before he knows it the pony and trap gets smashed into a tree the kid quickly bites the dust and the spouse is truly harmed and before long bites the dust from different wounds. What the on-screen character believes this is the shock Kipps has been discussing until Kipps clarifies that his astonishment was that he took in his lines. The crowd increased a comprehension of the play with the assistance of reccouring themes, for example, the sound of hooves getting got up to speed and the sound of the splitting of the wooden wheel breaking and the bloodcurdling shout. The entire of the plays importance overlap out step by step as he discover the papers that clarify how they passed on and they pack such a great amount in to a minuite when acknowledgment just out of nowhere hits you. Kipps objective in the play is to clarify his story and check whether every one of these happenings will stop and she will leave everybody in harmony. The entertainers desire in the play is to make Kipps play out a decent and intriguing play on his story. Kipps inspiration is the diligence and help of the on-screen character whos objective is to enable this elderly person to recount to his story to loved ones. Toward the start of the play Kipps is a muttering elderly person who is in all probability apprehensive and not exceptionally certain, as he murmurs and automatons about everything about that day. He doesnt truly move around or change his monotone voice and his signals are extremely straightforward and there arent a lot of them. At the point when the on-screen character attempts and tells him the best way to attempt to eliminate the exhausting parts and advertisement tones into his voice. In the end Kipps comprehended and was evaluating heaps of various voices so we could tell that he was an alternate character, as they didnt have numerous props. The two of them appeared to have a great deal of center and didnt alarm on the off chance that anything turned out badly. The entertainer appeared to be persuading and was truly adept at acting Kipps, and Kipps playing all the additional parts. The presentation was upgraded by how little the measure of props they needed to work with. The stage was likewise exceptionally fascinating in the manner that it slanted downwards and the pony and truck blended in with the shout was amazing and truly made a shudder run down your spine. All the hues were very dull and dim which helped add to the feeling of riddle and odd notion of the accompanying scenes. I imagine that the play was excellent and utilized loads of dramatization mediums and components to deliver a decent presentation regardless of whether they utilized next to no props and didn't have a major stage alongside just three entertainers.

Fun with Legos

Fun with Legos So all freshmen are assigned to a faculty advisor who helps them make decisions about choosing classes. Each faculty advisor comes with an associate advisor, which is an upperclassman who acts as a something of a mentor to all the innocnet and clueless froshies. This convenient relationship sometimes takes place in the form of an advising seminar, where 7 or 8 innocent and clueless froshies bond together over an interesting but random seminar topic. My advising seminar is called Designing Kids Technologies, and it takes places in E15-001, aka The Lego Learning Laboratory. E15-001 is officially the single coolest room Ive ever seen. Its so cool, that Ive decided to devote an entire entry to it. First things first. This is what you seen as soon as you walk into the Media Lab, building E15: Maybe Im just weird, but I think that wall looks really cool. As you descend to E15-001: (if you havent figured out the number system yet, E15 signifies the building, the first digit indicates the floor (the basement, in this case), and the last two digits give the room number) Ok Im done making you look at walls. Well graduate from walls to doors. Here is the first glimpse you get of the Lego Learning Lab: And now the fun begins If you walk through the door and look to your right, you see a quite impressive Lego collection. (Oh, and that red thing thats cut off to the left of the photo- thats a phone booth. For serious.) If you walk through the door and look to your left, you see. Yes. Yes, that is in fact what you think it is. A monkey made entirely out of Legos. You know, you can get a UROP here? I mean cmon, who wouldnt want to work here? Theres a disco ball made out of CDs and everything! And hey, even the stairs are cool: That concludes our completely superficial tour of the Lego Learning Lab (the people who brought you Lego Mindstorms) in the Media Center (the people who brought you the Jerk-o-Meter). Check back later for some (hopefully cool) information about what actually happens in there. Ive found that its sometimes easy to forget that this place is actually a school.

Huaca del Sol (Peru)

Definition: The Huaca del Sol is an enormous adobe (mud brick) Moche civilization pyramid, built in at least eight different stages between AD 0-600 at the site of Cerro Blanco in the Moche Valley of the northern coast of Peru. The Huaca del Sol (the name means Shrine or Pyramid of the Sun) is the largest mud-brick pyramid in the American continents; although much eroded today, it still measures 345 by 160 meters and is over 40 meters tall. Extensive looting, the purposeful diversion of the river alongside the Huaca del Sol, and repeated El Nià ±o climatic events have impacted the monument over the centuries, but it is still impressive.The area surrounding Huaca del Sol and its sister pyramid Huaca de la Luna was an urban settlement of at least one square kilometer, with midden and rubble deposits up to seven meters thick, from public buildings, residential areas and other architecture buried beneath the floodplains of the Moche River.Huaca del Sol was abandoned after a large flood in AD 560, and it was likely the influence of similar El Nià ±o-triggered climate events that did much of the damage to Huaca del Sol.br/>Archaeologists associated with investigations at Huaca del Sol include Max Uhle, Rafael Larco Hoyle, Christopher Donnan, and Santiago Uceda. Sources Moseley, M. E. 1996. Huaca del Sol. Pps 316-318 in Oxford Companion to Archaeology, Brian Fagan, ed. Oxford University Press, Oxford. Sutter, R. C. and R. J. Cortez 2005 The Nature of Moche Human Sacrifice: A Bio-Archaeological Perspective. Current Anthropology 46(4):521-550. S. Uceda, E. Mujica, and R. Morales. Las Huacas del Sol y de la Luna. This site is a marvelous source of information about the Moche, and has English and Spanish content.This glossary entry is part of the Dictionary of Archaeology.

Christmas Trends, Demographics, Spending and Waste

Christmas is one of the most widely celebrated holidays by people all over the world, but what are the particularities of it in the United States? Who is celebrating it? How are they doing it? How much are they spending? And how might social differences shape our experience of this holiday? Lets dive in. The Cross-Religion and Secular Popularity of Christmas According to Pew Research Centers December 2013 survey about Christmas, we know that the vast majority of people in the U.S. celebrate the holiday. The survey confirms what most of us know: Christmas is both a religious and a secular holiday. Unsurprisingly, about 96 percent of Christians celebrate  Christmas, as do a whopping 87 percent of people who are not religious. What may surprise you is that people of other faiths do too. According to Pew, 76 percent of Asian-American Buddhists, 73 percent of Hindus, and 32 percent of Jews celebrate Christmas. News reports indicate that some Muslims also celebrate the holiday. Interestingly, the Pew survey found that Christmas is more likely to be a religious holiday for older generations.  While just over a third  of people ages 18-29 celebrate Christmas religiously, 66 percent of those 65 and older do so. For many Millennials, Christmas is a cultural, rather than a religious, holiday. Popular Christmas Traditions and Trends According to the 2014 National Retail Federations (NRF) survey of planned activities for Christmas Day, the most common things we do are visit with family and friends, open gifts, cook a holiday meal, and sit on our bums and watch television. Pews 2013 survey shows that more than half of us will attend church on Christmas Eve or Day, and the organizations 2014 survey shows that eating holiday foods is the activity that we most look forward to, after visiting with family and friends. Leading up to the holiday, the Pew survey found that  the majority of American adults—65 percent—will send holiday cards, though older adults are more likely than younger adults to do so, and 79 percent of us will put up a Christmas tree, which is slightly more common among higher income earners. Though hurtling through airports at top foot-speed is a popular trope of Christmas movies, in fact, just 5-6 percent of us travel long-distance by air for the holiday, according to the U.S. Department of Transportation. While long-distance travel  increases by 23 percent at Christmas time, most of that travel is by car. Similarly, though images of carolers punctuate holiday films, just 16 percent of us join in the activity, according to Pews 2013 survey Studies also show that we are getting engaged, conceiving children, and deciding to get divorced more so on Christmas than during any other time of  the year. How Gender, Age, and Religion Shape Our Christmas Experiences Interestingly, a 2014 survey by Pew found that religious affiliation, gender,  marital status, and age have an impact on the extent to which people look forward to the  common ways of celebrating Christmas. Those who regularly attend religious services are more enthusiastic on average about Christmas activities than are those who attend less often, or not at all. The only activity that escapes this rule? Americans universally look forward to eating holiday foods. In terms of gender, the survey found that, with the exception of visiting with family and friends, women look forward to the holiday traditions and activities more than men. While the Pew survey did not establish a reason for why this is the case, existing social science suggests that it could be because women spend more time than men do shopping and visiting with or taking care of family members in the context of their everyday lives. Its possible that mundane and taxing chores are more appealing to women when they are surrounded by the Christmas glow. Men, however, find themselves in the position of having to do things that they are not normally expected to do, and so they dont look forward to these events as much as women do. Echoing the fact that Christmas is less of a religious holiday for Millennials than it is for older generations, the 2014 Pew survey results indicate an overall generational shift in how we celebrate the holiday. Americans over the age of 65 are more likely than others to look forward to hearing Christmas music and attending religious services, while those in the younger generations are more likely to look forward to eating holiday foods, exchanging gifts, and decorating their homes. And while the majority of all generations do these things, Millennials are the most likely to buy gifts for others, and the least likely to send Christmas cards (though still a majority do it). ChristmasSpending: Big Picture, Averages, and Trends More than  $665  billion is the amount the NRF forecasts  Americans will spend during November and December 2016—an increase of 3.6 percent over the previous year. So, where will all that money go? Most of it, on average $589, will go  to gifts, out of a total $796 that the average person will spend. The rest will be spent on  holiday items including candy and food (about $100), decorations (about $50), greeting cards and postage, and flowers and potted plants. As part of that decorative budget, we can expect Americans to collectively  spend more than $2.2 billion on about 40 million Christmas trees in 2016 (67 percent real, 33 percent fake), according to  data from the National Christmas Tree Association. In terms of gift-giving plans, the NRF survey shows American adults intend to buy and give the following: Clothing or accessories (61%)Gift cards or certificates (56%)Media items (books, music, videos, games, etc.) (44%)Toys (42%)Food or candy (31%)Consumer electronics (30%)Personal care or beauty items (25%)Jewelry (21%)Home decor or furnishings (20%)Cash (20%)Sporting goods or leisure items (17%) The plans adults have for gifts for children reveal the stronghold that gender stereotypes still have in American culture. The top five toys that people plan to buy for boys include Lego sets, cars and trucks, video games, Hot Wheels, and Star Wars items. For girls, they plan to buy Barbie items, dolls, Shopkins, Hatchimals, and Lego sets. Given that the average person intends to spend nearly $600 on gifts, its not surprising that nearly half of all American adults feel that exchanging gifts leaves them stretched thin financially (according to Pews 2014 survey). More than a third of us feel stressed out by our countrys gift-giving culture, and nearly a quarter of us believe that it is wasteful. The Environmental Impact Have you ever thought about the environmental impact of all this Christmas cheer? The Environmental Protection Agency reports that household waste increases by more than 25 percent between Thanksgiving and New Years Day, which results in an additional 1 million tons per week going to landfills. Gift wrapping and shopping bags amount  to a whopping  4 million tons  of Christmas-related trash. Then theres all the cards, ribbons, product packaging, and trees too. Though we think of it as a time of togetherness, Christmas is also a time of massive waste. When one considers this and the financial and emotional stress of consumerist gift-giving, perhaps a change of tradition is in order?

Impact of the Internet in Our Life Free Essays

Available online at www. sciencedirect. com Computers in Human Behavior Computers in Human Behavior 24 (2008) 2005–2013 www. We will write a custom essay sample on Impact of the Internet in Our Life or any similar topic only for you Order Now elsevier. com/locate/comphumbeh Impact of the Internet on our lives: Male and female personal perspectives Ann Colley *, John Maltby School of Psychology, University of Leicester, Henry Wellcome Building, Lancaster Road, Leicester LE1 9HN, UK Available online 30 October 2007 Abstract Gender di? erences in Internet access and usage have been found in a number of previous investigations. The study reported here extends this work by providing an analysis of the impact of the Internet on men’s and women’s lives. A content analysis of 200 postings from men and 200 from women, on the topic of ‘‘Has the Internet changed your life’’ invited by a news website, was undertaken then examined for gender di? erences. Results showed more women’s postings mentioned having made new friends or having met their partner, renewing old friendships, accessing information and advice, studying online, and shopping and booking travel online, while more men’s postings mentioned that the Internet had helped or given them a career, positive socio-political e? ects, and negative aspects of the technology. The results are interpreted as supporting the view that the Internet represents an extension of broader social roles and interests in the ‘‘o? ine’’ world. O 2007 Elsevier Ltd. All rights reserved. Keywords: Internet; Gender; Gender roles; Gender di? erences 1. Introduction ‘‘The Internet is my job, my high street, my supermarket and my international social playground’’ (Female participant 63). Usage of the Internet continues to increase worldwide. In the UK 57% of households now have access, in comparison to 46% four years ago (National Statistics, 2006). The * Corresponding author. Tel. : +44 (0) 116 229 7188; fax: +44 (0) 116 229 7196. E-mail address: aoc@le. ac. uk (A. Colley). 0747-5632/$ – see front matter O 2007 Elsevier Ltd. All rights reserved. doi:10. 1016/j. chb. 2007. 09. 002 2006 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 Digital Future Project in the US has found that 78. 6% of Americans went online in 2005, with an accompanying increase in the amount of time spent per week on the Internet (Centre for the Digital Future, 2005). A number of factors have been found to relate to access and use, including socioeconomic variables, demographic variables, and education (e. g. Bimber, 2000; Wasserman Richmond-Abbott, 2005). One signi? cant area of research over the last decade has investigated the impact of the Internet upon di? erent social groups and inevitably work on gender di? erences has been at the forefront, with concerns about the presence and impact of a ‘‘gender gap’’ in Internet access and usage. A number of investigators (e. g. Sherman et al. , 2000) have investigated this gender gap in Internet use. Bimber (2000) found gaps in both access and use among US adults, and concluded that, while access di? erences can be accounted for by socioeconomic and other factors that a? ect women and men di? erentially, the gap in use was due at least in part to gender-speci? c factors such as the male stereotype of computers, cultural associations between gender and technology and gendered cognitive and communication preferences. However, there is growing evidence that the gender gap in access is closing or has closed with more women coming online, and that the gap in use of the Internet is still present but may also be closing (e. . Cummings Kraut, 2002; Ono Zavodny, 2003; Wasserman Richmond-Abbott, 2005). There continues to be a gender gap in usage in the UK: the latest ? gures from adults in a nationally representative sample of UK households show that 40% of women had never used the Internet in comparison with 30% of men, and 55% of women had used the Internet within the 3 months prior t o the survey in comparison with 65% of men (National Statistics, 2006). In addition, there are further gaps in the frequency and nature of use that appear to remain (Odell, Korgen, Schumacher, Delucchi, 2000; Ono Zavodny, 2003; Wasserman Richmond-Abbott, 2005). One of the issues that was highlighted early on in investigations of the gender gap, concerns the negative e? ect of the link between the Internet and computer technology. This area grew from work on gender di? erences in computer attitudes and use more generally, which showed more negative computer attitudes (Durndell Thomson, 1997; Whitley, 1997), lower female self-con? dence and higher computer anxiety among females (McIlroy, Bunting, Tierney, Gordon, 2001; Todman, 2000). The possibility raised in the literature was that girls and women were being discouraged from using the Internet because of its delivery via a computer interface, and because of the association of the kinds of operations required to interact with it with traditional masculine technology. Indeed, computer attitudes and Internet attitudes have been found to be linked (Liaw, 2002; Schumacher Morahan-Martin, 2001), and experience using the Internet has been found to predict both (Liaw, 2002). Durndell and Haag (2002) found higher computer self-e? acy, more positive Internet attitudes, longer Internet use and lower computer anxiety among male than female students, and gender was independently linked to Internet experience. Similarly, Joiner et al. (2005) found that a signi? cant relationship between gender and use of the Internet remained, after controlling for Internet identi? cation and Internet anxiety. This may be due to a number of other factors, and Joiner et al. suggest that self- e? cacy and expectancy of success may be fruitful areas to pursue. In addition, it seems that there are di? erential e? cts of experience upon anxiety in using the technology among men and women: Broos (2005) found that experience decreased anxiety among men but had little e? ect for women. Alongside investigations of the gender gap in use of the Internet, there is a growing body of research on di? erences in the use of the Internet for di? erent functions by males A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2007 and females. This is a crucial area to pursue in order to understand the gender gap, since amount of use is inextricably linked to the functions erformed and the bene? ts of them for an individual. The number of potential functions of the Internet is very substantial and the activities are diverse. The current top Internet activities in the US are e-mail (top), general sur? ng, access to news, shopping, reading entertainment news, ? nding i nformation about hobbies, online banking, accessing medical information, instant messaging and accessing information about and booking travel (Center for the Digital Future, 2005). The available evidence points to variations in exploiting these functions of the Internet by its male and female users: women are more likely to regard it as a tool or means to an end, while men regard it as technology to play with and master (Singh, 2001; Turkle, 1984). For example, Tsai and Lin (2004) found gender di? erences in perceptions of the Internet among adolescents: males perceived its use as a source of enjoyment or ‘‘toy’’, while females took a more practical approach and perceived it as a ‘‘tool’’, ‘‘technology’’ or ‘‘tour’’ (providing the ability to navigate around di? rent sites and people). One area of Internet use that has attracted attention among investigators is interpersonal communication. This is due to the association of functions facilitated by electronic communication with the expressive and communal aspects of femininity, such as the potential for use in self-expression and the facility to communicate readily with family and friends. Thus, it was expected that women might engage with the Internet for such purposes, despite having lower self-e? cacy in relation to computer use. Jackson, Ervin, Gardner and Schmidt (2001) predicted that women would use e-mail more and men use the Web for information more, based on the greater interpersonal orientation of women and greater task orientation of men. This prediction was supported in a large sample of Anglo-American undergraduates, even after computer self-e? cacy, loneliness and depression were controlled for. Wasserman and Richmond-Abbott (2005) found that women use e-mail slightly but not signi? cantly more than men but that men use chat rooms more. A similar ? nding was obtained by Sherman et al. 2000) who found higher participation in chat groups among men, but higher e-mail use among women, and these di? erences remained among successive cohorts of students in the late 1990s, despite generally higher use of the Internet. Women’s preference for e-mail and men’s for chat rooms re? ects the di? erent purposes of the two types of communication: e-mail facilitates personal contact with friends and f amily, while chat rooms can be anonymous and provide an arena for the display of power di? erentials present in society more generally (Wasserman Richmond-Abbott, 2005). There are some null ? dings with respect to gender di? erences in e-mail use (e. g. Joiner et al. , 2005; Schumacher Morahan-Martin, 2001), but methodological di? erences between studies may account for such disparities. With respect to other uses of the Internet, there is evidence that some of these too are gendered. Men are more likely to use game web sites (Joiner et al. , 2005; Sherman et al. , 2000; Weiser, 2000), download material (Joiner et al. , 2005; Teo Lim, 2000), browsing or seek specialist information (Jackson et al. , 2001; Joiner et al. , 2005; Teo Lim, 2000; Weiser, 2000). These ? dings provide additional support for the notion that men’s use of the Internet is more task-oriented than women’s, and the tendency for women to use e-mail more accords with their greater interpersonal ori entation (Jackson et al. , 2001). They also support the male ‘‘toy’’ versus female ‘‘tool’’ distinction (Tsai Lin, 2004). The research literature on gender and the Internet suggests that gender stereotypes play a powerful role in this as in other areas of human activity. Sherman et al. (2000) concluded 2008 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 hat we need to appreciate that ‘‘online behaviors and attitudes are extensions of o? ine social processes and relationships’’ (p. 893). If that is the case, what impact has the Internet had on the everyday lives of the men and women who use it? With respect to women, Morahan-Martin (2000) concluded that it has brought both promise and peril. The perils are an inevitable consequence of the features that empower – freedom of expression and free access to information, since these also permit the ampli? cation of behaviors and perspectives that support the gendered power di? rential. What has been its impact upon men? Is the Internet just another arena in which gender is performed? The empirical research reviewed here has focused upon usage and patterns of usage, rather than impact from the point of view of the user. The purpose of the data analysis reported here is to provide a picture of the impact of the Internet on the everyday lives of men and women. 2. Method 2. 1. Participants and data collection On 24th July 2006, the BBC News website posted a topic for discussion on its ‘‘Have Your Say’’ discussion section (http://news. bbc. co. k/1/hi/talking_point/default. stm), with the title ‘‘Has the Internet changed your life? ’’. The invitation issued to prospective contributors was to post personal stories about life in the digital age and how the Internet has changed their lives. The majority of contributors to this site used names rather than pseu donyms. There were substantially more postings from men, but the site was monitored until there were 200 postings from female contributors, then these together, with 200 postings randomly selected from among the male contributors were downloaded for analysis. The sample came from approximately 1200 postings during the period 24th July and 4th August. Selection for analysis was only undertaken if the name of the contributor was unambiguously male or female. The majority of the postings (92%) gave the town or country of origin, with 48% of the total postings being from the UK, 25% from the US and Canada, 7% from mainland Europe, and the remainder from the rest of the World. 2. 2. Data coding A content analysis was undertaken to derive category frequencies for analysis. Coding was undertaken based upon content categories derived both from the existing literature and from a sample of the postings. These categories were: 1. Easy and cheap contact with family and friends (through e-mail, instant messaging etc. ) 2. Made new friends (through chat room, discussion forum, etc. ) 3. Renewed contact with old friends/family 4. Met partner/spouse (through chat rooms, dating sites etc. ) 5. International news sites 6. General information acquisition/research 7. Therapeutic/medical advice 8. Support for those with access/mobility problems 9. Entertainment (music, radio, movies, games, hobbies) 10. Travel booking A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2009 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Online education Trading Banking Shopping Job enhancement (increased e? ciency/? exibility) Job hunting Assisted career path Job in industry Studying online Socio-political e? ects (global access to information, democratization of information, bringing humanity together) 21. Negative e? cts (pornography, phishing, spam, viruses, bad use of time, addiction, reduction of face-to-face contact, availability of illegal items, proliferation of uncensored information, etc. ) Reliability of coding was established in a 20% sample from the postings. Across all categories this yielded substantial agreement (Cohen’s Kappa = 0. 78), with no individual categories yielding ? gures below the substantial range (Landis Koch, 1977). Gender di? erences w ere then examined using v2 tests. 3. Results Gender di? erences were found in the frequency with which a number of the categories were present in the postings (see Table 1). Chi square tests revealed that a higher proportion Table 1 Frequency of appearance of coding categories by gender Category Contact with family and friends Made new friends Renewed contact with old friends/family Met partner/spouse International news sites General information acquisition/research Therapeutic/medical advice Support for access/mobility problems Entertainment Travel booking Online education Trading Banking Shopping Job enhancement Job hunting Assisted career path Job in industry Socio-political e? ects Negative e? ects * ** % Men 25. 0 10. 0 4. 0 8. 5 9. 5 25. 5 2. 5 4. 0 12. 5 1. 5 2. 0 3. 0 6. 12. 5 6. 0 1. 5 12. 0 12. 0 12. 5 31. 0 % Women 30. 5 20. 5 20. 0 22. 5 19. 5 36. 0 7. 0 5. 0 10. 0 6. 0 6. 5 7. 0 7. 0 20. 5 7. 5 3. 5 4. 0 6. 0 5. 0 21. 0 v2 (1) n. s. 8. 53** 5. 50* 14. 97** 8. 07** 5. 18* 4. 48* n. s. n. s. 5. 60* 4. 98* n. s. n. s. 4. 63* n. s. n. s. 8. 70** 4. 40* 7. 05** 5. 20* p . 05. p . 01. 2010 A. Colley, J. Maltby / Computers in Human Behavior 24 (2 008) 2005–2013 of women’s postings mentioned having made new friends, having renewed contact with old friends or family members, having met their partner or spouse online, access to international news sites, being able to ? d information easily, accessing medical or therapeutic advice, studying online, booking travel online and shopping online. A higher proportion of men’s posting mentioned that the Internet had played a role in their career path, that they had found employment in the industry, positive socio-political e? ects and negative aspects of the Internet. 4. Discussion The ? ndings from this study extend those of existing research on Internet usage by providing information on what men and women perceive as important to them. In some cases the ? ndings accord with the usage data, while in others they do not. With respect to interpersonal communication, our ? ndings show no di? erence in the frequency with which Internet-assisted contact with friends and family was cited as being an aspect of the Internet which had changed the lives of men and women. It is worth noting however, this was the second most frequent category occurring in postings from both sexes. Studies of usage have produced a range of results on gender di? erences in the use of e-mail, although on balance the ? ndings have suggested slightly more or signi? cantly more use by women (e. g. Sherman et al. , 2000; Wasserman Richmond-Abbott, 2005). Our ? dings suggest that the impact upon men’s and women’s lives may be similar, although of course there may be di? erences in the way in which men and women enact relationships electronically (Boneva, Kraut, Frohlich, 2001). Di? erential impact is evident in women’s higher frequency of mention of using Internet sites to make new friends, meet partners and rene w old acquaintances, supporting the notion that women’s interpersonal orientation will in? uence their Internet behavior (Jackson et al. , 2001). This ? nding is of interest in the context of men’s greater usage of chat room sites found by Sherman et al. 2000) and Wasserman and Richmond-Abbott (2005), although our content category was not speci? c to chat rooms alone. It is nevertheless possible that men and women use such sites for different purposes and gain di? erent kinds or rewards from them: our data suggest that women place greater value on the facility to expand their social networks, whereas it is possible that men’s motives may be more mixed. Wasserman and Richmond-Abbott’s suggestion that men may be more likely to use them to play interpersonal games and display power may be relevant here, and accords with ? dings that men are more likely to be dishonest in chat room interactions (Whitty Gavin, 2001) and lie about their sex, education, income and occupation (Whitty, 2002). There is a growing literature on the nature of online relationships and the characteristics of those who participate in them (e. g. Cheng, Chan, Tong, 2006; McCown, Fischer, Page, Homant, 2001) and it would be pro? table to examine gender di? erences in motivation to engage in interpersonal behaviors on the Internet in more detail. The most frequently cited positive e? ct overall was the ability to access general information on the Internet, although it was present in a higher proportion of women’s than men’ postings. This result contrasts with the usage ? ndings (Jackson et al. , 2001; Joiner et al. , 2005; Teo Lim, 2000; Weiser, 2000), but supports the notion of women’s more practical approach and stronger perception of the Internet as a ‘‘tour’’ (Tsai Lin, 2004), which may also explain their more frequent mention of news sites. The women’s more practical approach is also evident in their high er frequency of mention of accessing A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 011 online education, therapeutic advice, booking travel and shopping. However, gender differences were not present in other practical uses such as trading, banking and accessing sources of entertainment. In order to explain the pattern of ? ndings, it is necessary to take into account the broader context of gender di? erences in social role demands and accompanying gender-related traits (e. g. Eagly, 1987; Eagly, Wood, Diekman, 2000), in which the domestic vs. external distinction di? erentiates the focus and interests of women and men. Our data suggest that this distinction may underpin the impact of the Internet on men and women. The Internet in? uences women’s lives more than men’s in facilitating new interpersonal interactions, providing access to information from the domestic sphere, and facilitating the purchase of goods, and in? uences men’s lives more than women’s by providing employment or assisting career development. In addition there was greater evidence in the postings from men of awareness of the global impact of the technology, for example, ‘‘Never have so many people been empowered to make a real di? erence and get their message heard’’, (male participant 159). This external awareness is also evident in men’s more frequent mention of the negative impacts, ‘‘A disadvantage is the anonymity. . .. idiots can spread their madness, insult others etc. all without fear of being uncovered. A 60-year-old suddenly becomes an 18-year-old and vice-versa’’, (male participant 108). The gender di? erence in relation to negative impacts, however, raises several further possibilities. One may be that women’s greater interpersonal orientation simply results in a tendency to emphasize the good rather than the bad in responding to the discussion issue on the site. Alternatively, women’s more domestic focus may make them less concerned about the broader context and in particular the ‘perils’ of the Internet in relation to power and exploitation (Morahan-Martin, 2000), so ironically, one outcome of the tendency of the Internet to re? ect traditional gender divisions may be to reduce women’s awareness that this is the case. There are some limitations associated with using this kind of methodology which are shared with studies of computer-mediated communication in discussion lists (e. g. Herring, 1993), and which relate to the lack of information on the sample. For example, no data on age is available and this may be a relevant variable in relation to impact, since younger users will have grown up with the Internet, while older users will have adapted to its use. However, there is no reason to assume that their distributions among the males and females in the sample should vary and introduce a systematic bias. There is no information available on experience, which may show a gender di? erence since women’s widespread use of the Internet has been more recent than that of men. Whether or how length of experience might in? uence perceptions of the impact of the Internet cannot therefore be answered here but would be a suitable topic for further investigation. Finally, the sample is drawn from those who visit a news website rather than users of the Internet in general so could be regarded as representing a part of the population with a particular pro? le of interests. However, news websites are visited by a signi? cant proportion of the population: this was the third largest use of the Internet in a US survey for 2005 (Centre for the Digital Future, 2005) and 35% of a recent sample of UK citizens had accessed on-line news in the last three months (National Statistics, 2006). One signi? cant advantage of using this kind of data is that the areas appearing in the sample of postings are those that spontaneously occur to those submitting them, without prompting from an investigator. Consideration of the advantages and limitations of using the postings as data raises a further gender di? erence, which relates to the acquisition of the quota sample used. There were very substantially more postings on the site from men than women, even when ambiguous 012 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 names were discounted. While this may partly re? ect a residual gender gap in access, it also provides a clear illustration of the di? erent uses of the Internet by men and women, which are attributable to socio-cultural factors and therefore likely to remain (Wasserman Richmond-Abbott, 2005). Intere stingly, Fuller (2004) found that use of the Internet by men and women in the US for political activities, such as accessing information was broadly equal but that women were less likely to post to a political discussion group. It seems, therefore, that it is the opportunity to engage in an anonymous form of interpersonal interaction in which knowledge and power may be displayed (Wasserman Richmond-Abbott, 2005) that attracts more male postings to sites like the one studied here. The analysis of this sample of postings has produced a picture of what men and women who use the Internet regard as the areas with major impact on their lives. Our content analysis produced a number of gender di? erences which show that the perceived impact of the Internet broadly re? cts the concerns and motivations associated with men’s and women’s gendered social roles. McGert (2000) argued that viewing online behavior as separate from o? ine behavior produces an unhelpful dichotomy, and in order to understand the impact of Internet technology it is necessary to situate it within the gendered practices that impact on people’s everyday lives. Our data support that view and the conclusion of Sherman et al. (2 000) that gender di? erences in online behavior will continue for as long as they exist more generally. References Bimber, B. (2000). Measuring the gender gap on the Internet. Social Science Quarterly, 81, 868–876. Boneva, B. , Kraut, R. , Frohlich, D. (2001). Using e-mail for personal relationships. The di? erence gender makes. American Behavioral Scientist, 45, 530–549. Broos, A. (2005). Gender and information and communication technologies (ICT) anxiety: Male self-assurance and female hesitation. Cyberpsychology Behavior, 8, 21–31. Center for the Digital Future (2005). 2005 Digital Future Report. Los Angeles: USC Annenberg School. Cheng, G. H. L. , Chan, D. K. S. , Tong, P. Y. (2006). Qualities of online friendships with di? erent gender compositions and durations. Cyberpsychology Behavior, 9, 14–21. Cummings, J. N. , Kraut, R. (2002). Domesticating computers and the Internet. Information Society, 18, 221–231. Durndell, A. , Haag, Z. (2002). Computer self-e? cacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18, 521–535. Durndell, A. , Thomson, K. (1997). Gender and computing: a decade of change? Computers and Education, 28, 1–9. Eagly, A. H. (1987). Sex di? erences in social behavior: A social role interpretation. Hillsdale, NJ: Erlbaum. Eagly, A. H. , Wood, W. , Diekman, A. B. (2000). Social role theory of sex di? erences and similarities: A current appraisal. In T. Eckes H. M. Taunter (Eds. ), The developmental social psychology of gender (pp. 123–174). Mahwah, NJ: Erlbaum. Fuller, J. E. (2004). Equality in cyberdemocracy? Guaging gender gaps in on-line civic participation. Social Science Quarterly, 85, 938–957. Herring, S. C. (1993). Gender and democracy in computer-mediated communication. Electronic Journal of Communication 3, http://ella. slis. indiana. edu/herring/ejc. txt/. Jackson, L. A. , Ervin, K. S. , Gardner, P. D. , Schmitt, N. (2001). Gender and the Internet: Women communicating and men searching. Sex Roles, 44, 363–379. Joiner, R. , Gavin, J. , Du? eld, J. , Brosnan, M. , Crook, C. , Durndell, A. , et al. (2005). Gender, Internet identi? cation, and Internet anxiety: Correlates of Internet use. Cyberpsychology Behavior, 8, 371–378. Landis, J. , Koch, G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2013 Liaw, S. -S. (2002). An Internet survey for perceptions of computers and the World Wide Web: Relationship, prediction and di? erence. Computers in Human Behavior, 18, 17–35. McCown, J. A. , Fischer, D. , Page, R. , Homant, M. (2001). Internet relationships: People who meet people. Cyberpsychology Behavior, 4, 593–596. McIlroy, D. , Bunting, B. , Tierney, K. , Gordon, M. (2001). The relation of gender and background experience to self-reported computing anxiety and cognitions. Computers in Human Behavior, 17, 21–33. McGert, L. -J. (2000). ‘Nobody lives only in cyberspace’’: Gendered subjectivities and domestic use of the Internet. Cyberpsychology Behavior, 3, 895–899. Morahan-Martin, J. (2000). Women and the Internet: Promise and perils. Cyberpsychology Behavior, 3, 683–691. National Statistics (2006). Internet access. Households and Individuals. London: Nat ional Statistics. Odell, P. M. , Korgen, K. O. , Schumacher, P. , Delucchi, M. (2000). Internet use among female and male college students. Cyberpsychology Behavior, 3, 855–862. Ono, H. , Zavodny, M. (2003). Gender and the Internet. Social Science Quarterly, 84, 111–121. Schumacher, P. , Morahan-Martin, J. (2001). Gender, Internet and computer attitudes and experiences. Computers in Human Behavior, 17, 95–110. Sherman, R. C. , End, C. , Kraan, E. , Cole, A. , Campbell, J. , Birchmeier, Z. , et al. (2000). The Internet gender gap among college students: Forgotten but not gone? Cyberpsychology Behavior, 3, 885–894. Singh, S. (2001). Gender and the use of the Internet at home. New Media and Society, 3, 395–415. Teo, T. S. H. , Lim, V. K. G. (2000). Gender di? erences in internet usage and task preferences. Behavior and Information Technology, 19, 283–295. Todman, J. (2000). Gender di? erences in computer anxiety among university entrants since 1992. Computers and Education, 34, 27–35. Tsai, C. -C. , Lin, C. -C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: Exploring gender di? erences. Adolescence, 39, 725–734. Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon Shuster. Wasserman, I. M. , Richmond-Abbott, M. (2005). Gender and the Internet: Causes of variation in access, level, and scope of use. Social Science Quarterly, 86, 252–270. Weiser, E. B. (2000). Gender di? rences in Internet use patterns and Internet application preferences: A twosample comparison. Cyberpsychology Behavior, 3, 167–177. Whitley, B. E. Jr. , (1997). Gender di? erences in computer-related attitudes and behaviour: A meta-analysis. Computers in Human Behavior, 13, 1–22. Whitty, M. T. (2002). Liar, Liar! An examination of how open, supportive and hones t people are in chat rooms. Computers in Human Behavior, 18, 343–352. Whitty, M. , Gavin, J. (2001). Age/sex/location: Uncovering the social cues in the development of online relationships. Cyberpsychology Behavior, 4, 623–630. How to cite Impact of the Internet in Our Life, Essay examples

Software and Media Piracy free essay sample

They back their claim up by providing from the ARIA (Recording Industry Association of America) estimates that six percent of the GAP in the U. S. Is generated from the music industry and from that six percent, a one percent increase in music piracy can cause an additional . 6 decrease in the GAP Is Its sector. They also include examples of programs that have caused the height In piracy such as Aziza, and Morpheme (157). They emphasize the Importance of piracy and need to focus arts to prevent It from furthermore hurting our economy.The authors continue to support their claims by providing even more examples of says pirates are hurting our economy. The article follows an PAP format as seen because of the Social Science review that it is in. Also the end-notes section towards the latter of the article is a key giveaway to the style the authors are trying to use. We will write a custom essay sample on Software and Media Piracy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They want to inform the reader and provide empirical data of the ongoing problem of piracy. Their credibility to the subject can be seen in the amount of data provided. The authors show they have taken the time to properly research the topic.The paper primary uses ethos because throughout the paper the author provides many examples of how piracy is affecting the music industry. These examples coupled with the closing sentence, where they emphasis that it will be necessary for businesses to reevaluate their models as associated with the recording Industry, show the authors perspective on the topic. In this sense It also appeals to logos providing the audience with visual examples like charts from page 164. These two styles allow for the writers to convey a forceful and informative message to their intended reader.Bishop, Jack. Who are the Pirates? The Politics of Piracy, Poverty, and Greed in a Globalizes Music Market. Popular Music Society 27. 1 (2004): 101-106. Academic reach premier. OBESE. Web. 24 June 2010. Bishops article discusses in detail the politics of piracy, poverty, and greed In global music market. He compares the cost differences caused by the price between pirated music versus Orlando. The article points out efforts to push anta-place laws, enticed successfully by the sound recording Industry.He continues to use many sources as pointed out in the works cited section, making it more towards his ere article has a very good organization. Throughout the paper you can see use of headings, footings, and support of evidence for research as pointed out by citing a ease study from the IF (105). In the study, the percentage of price of Cads is compared to the amount paid for by copied Cads. The of over 65% is an estimate that at the time could be more accurate, but in todays world the number seems like it should be way higher. Bishop pushes his article to an audience of, entrepreneurs in the music market industry including the BIG FIVE (BUM, Warner, Universal, Sony, MME) (101), investment agencys, and the general public who fall witness one of the most powerful industries lust decades ago, to now becoming on the verge of take over by PEP sites. The author an be credible in his evidence because his is pursuing a PHD at LOCAL (106), and also because his source information came from an industry standard analysis (IF), and not third party corporations.He used citations throughout the article as well to prove that extensive research had been done on the topic. I feel that thru the authors use of sources and background research, ethos can be seen throughout the paper. A good example of this can be seen on page 102, where he describes intellectual property rights as a battle or Flag that can all be affiliated to stamp out music piracy across the globe. 102). The most overwhelming use of ethos can be seen in the f inal thoughts section, where he concludes many of the finding of research to be outrageous as pointed out by use of many exclamation points. After this he uses a bit of pathos to play on the readers views and beliefs as seen in examples on page 103. Ding, Cheering G. , and N-Ting Lie. Productivity changes of Asian economies by taking Into account software piracy. Economic Inquiry 47. 1 (2009): 135-145. Academic search premier. OBESE. Web. 10 June 2010. For the past two decades, the fast growing Asian economy has emerged as on of he most important economic regions in the world today however its growth has been accompanied with severe piracy.The paper analyzes the productivity changes of some Asian economies by taking into account software piracy. Ding claims ,that En included, the results indicate that productivity growth in Asian developing economies regresses, the productivity in non-Asian industrialized economies improves. (34). Her claim mainly describes how the ever growing topic of piracy is causing an inverse affect to economies around the world. More productivity in evolving means less industry progression in established countries.The paper supports her claims by providing various economic studies from accredited sources that show, piracy has an effective on the progressions countries economies. It places emphasis on various topics and charts making the style sway more towards PAP. The use of these charts in the text can point assist in pointing out this style, along with the use of a reference page. The use of sources throughout the paper can be another tale of the style of writing. The author uses a logos appeal by pointing out references and correlations teen piracy and economic downturn as can be seen in the quote, Past research growth. (144). Corruption and growth are used as an inverted example providing the reader with the necessary background information used to adequately understand the topic of economic software piracy. The PAP form is another key indicator of logos, concluding that scientific research is more fact than persuasion or personal appeal. Leanness, Jell, Stun Bendable, and Tom Vender Bike. The Music Industry on (the) Line? Surviving Music Piracy in a Digital Era. European Journal of Crime, Criminal Law cantonal justice 17. (2009): 77-96. Academic search premier. OBESE. Be. 10 June 2010. The article from the European Journal of Crime, Criminal Law Criminal Justice begins with an analysis of the prevalence of piracy in music trade. The analysis extends to cover the affects on global sales of CDC and the expansion of businesses in the future. It points out how such technological developments such as MPH players, pods, and CDR have increased music piracy. The most common forms of music piracy as summarized by the article are internet and CD piracy. It discusses the association between music piracy and organized crime.The profits driven from piracy are used fund such activities like drug smuggling, or human trafficking. The article touches and explores the vulnerabilities of the music industry to include the nature of the product, price, and degree of law enforcement. It suggests that it is necessary for music companies to look for new alternatives to their business models. With the music industry at risk, the article supports its claim to explore new business possibilities, stating, the music industry CD sales have been falling continuously from 2. Billion in 2000 to 1. 8 billion in 2006 (6). The reasons can be numerous and unrealistic, but true. In the second part, the future of the music industry and organized music pirates in the digital era is examined. The ideas and findings presented in this article apply only to those countries and regions where Internet pervasiveness is high. If there is no internet access there is no piracy. One appeal that the article uses in its writing that is a unsurprising is pathos. Piracy is illegal. Things that are illegal place tolls on our moral beliefs.Thru the article many facts about piracy are discussed and presented to the reader in a way hat pulls on their moral beliefs. It tries to convince the wrong doings of piracy by showing the effects and destruction it is having on a once booming industry. The example, legal risks will shift and customers are thus pushed towards organized crime groups. (95) shows how the connection and emotional pervasiveness to combat piracy. Ingram, Jason R. , and Sesame Hindu. Neutralizing Music Piracy: An Empirical Examination. Deviant Behavior 29. 4 (2008): 334-366. Academic Search Premier.OBESE. Web. 24 June 2010. This article by Jason Ingram, describes in detail thru research the viability of employing techniques to neutralize online music piracy. Using data collected from undergraduates from a large Midwestern university, Ingram tries to support his claim conclusions can be made that the article is going to be full of equations and calculations proving Anagrams naturalization theory. This might not be as helpful to rutting a research paper but provides excellent background information as seen in the subtitle Background and Prior Research (336).The article was published by the Taylor and French Group, showing that it has professional ties. Increasing the credibility of article. Ingram uses organization to help his scientific language wrote paper flow more easily. It is scrambled with many technical words that have no real meaning to the topic. These heading and subheadings in each paragraphs make it easier to use the article to your advantage. The articles purpose is to inform readers of the ongoing problem of music piracy and to offer possible solutions to the problem.Ingram projects his paper to an audience of scientists and researchers due to the excessive use of charts and scientific research to support his claim. His style of PAP, allows for his large preferences page to be utilized thoroughly throughout the article. Examples of this can be seen by the use of citations where the authors last name and publication date are used. The article can be used as a reliable source because it shows extensive research and effort put in with collaboration of research references to make a compelling paper to support Anagrams claims.Use of the article should be to point out unusual facts on the topic, found thru the charts of the article. This article has various argumentative appeals throughout, but the majority of the paper is logos and ethos. Logos appeal can be seen with the use of logic researchers to draw conclusions as seen by Ingram concluding, Peer/family or work/ school norms participated in higher levels of piracy (358). In this statement, Ingram is comparing his research to the outcome from prior research done by others.His point is to show that piracy is consistent thru age groups, regardless of the research done. He uses ethos to furthermore support this point and his credibility as an author by placing various subtopics of his research on naturalization. He uses past research to support his claims from scientists such as Marina and Copes, both scholarly acclaimed researchers (341). Morton, Neil A. , and Xenophobe Softer. Intention to Commit Online Music Piracy and Its Antecedents: An Empirical Investigation. Structural Equation Modeling 15. 3 12008): 491-512. Academic search premier. OBESE. Be. 24 June 2010. Authors Morton and Softener wrote the article to show a research model that Ninth show consumers attitude, norms, and perception towards media piracy 992). Their claim is that online piracy of copyrighted digital music has become rampant as internet technologies and businesses have advanced. They are suffering ND will keep suffering from piracy unless steps and actions are taken to combat it. Rhea support their claim with research done with a random question-air of 216 respondents hoping to find out what makes us as consumers to commit online music crime (493).The paper is very organized and flows very well. The authors make use of PAP style due to extensive references and research citations in the paper which adds ease of use versus an MEAL style document. Their article is full off lot of facts The work claims to cover many different view points as can be seen in the long list of references. It shows they put the time and effort to make a good and credible paper. Using that scope, they project the article to other scholarly professionals in the industry hoping their research with provoke the possible change to copyrighting laws (496).It can also be pushed to the general public with the intention to better understand the problems caused by electronic piracy. It draws its subject material and properly cites them throughout the paper making reliability of the text increase. Father credibility can be drawn from Acknowledgment section, where the articles credentials are stated. I feel that the authors used both ethos along with pathos mostly in the article. An example ethos can be drawn from a literary review done by Teeter and Douglas. In the review the authors describe undergraduates as willing or motivated to pay for music to avoid prosecution (492).His point shows that credible research had been done to show a very volatile topic such as music piracy, coming face to face in todays society with evermore progression of of the internet to possibly becoming an online epidemic. In turn, they use pathos to play on the audiences belief that stealing is wrong, whether online or not. Use of this can seen by the consistent labeling of piracy as a illicit, selfish, and unfair practice (495). He wants the audience to know that piracy is wrong and persuade their primitive beliefs of stealing to help combat the problem. PC Software piracy poses challenges to cyber security. Computer Security Update 10. 6 (2009): 3-7. Academic search premier. OBESE. Web. 10 June 2010. The article focuses on the issues concerning increasing software piracy. Piracy poses very high challenges to security in the U. S. , making efforts of the government to battle the massive enterprise very pricey and difficult. It further states that despite the effort of the U. S. Government in battling piracy, its negative impact has gone beyond the software industry as well as in the information technology sector.Piracy now affects everything from CD to Software sales around the world. The article shows how economies are effected behind the scenes by stating, for every $1 of software sold in a country, there is another $3 to $4 of revenues for local IT service and distribution firms. (4). The authors connection is from the loss of revenues to piracy, countless number of Jobs and positions are lost. As the article continues, the claim to global and economic downturn becomes more real with an estimate that if piracy dropped 10 points, 600,000 information technology Jobs could be created.The article fails to follow a specific outline but favors MEAL. The writing style can be similar in ways due to citations but lacks all proper punctuation. With backgrounds from many sources the paper presents its self an accredited piece of text. The paper uses a more logos appeal along with a bit of pathos. Logos can be drawn by the author continuously referring to many facts and assumptions associated with piracy, but aids its self to appeal to that of pathos by playing on the emotional appeal of the reader. It portrays to the reader the seriousness of piracy future prevent piracy.An example pathos, he describes piracy as a Drug or infection that is hindering good nature d consumers from the accessibility they have of their software material (5). It tries to persuade the reader on their belief that stealing is bad. Spring, Tom. E-Book Piracy: Is Your Download Legitimate?. PC World 28. 3 (2010): 23-25. Academic search premier. OBESE. Web. 10 June 2010. The article discusses the increasing problems caused and associated with e-book piracy. Springs claim is that with the ever changing technologies, the challenges faced with protecting our publishers work, many consumers with fall victim to counterfeit e-books.He backs his claims by providing quotes from experts such as Deed McCoy of the Association of American Publishers, a trade organization representing major U. S. Book publishers. McCoy states that, year-to-year increase n illicitly available e-book titles is unknown, showing that since a such new technological advancement as the Kindle even books are now being copied online. He continues his support in showing knowledge in the field with examples of industry advancements such as the, Amazon Kindle, Sony Reader, and Barnes Nobles Nook (23).These products are very new to the market increasing the demand for piracy of their material due to high product cost. E-Book piracy is not in the same realm as music piracy, but an increasingly prevalent topic to keep an eye on. The article tends to follow up with no noticeable style because of being an editorial but tends to lend more towards MEAL due to the more informative approach. Overall the paper leans towards the pathos and ethos appeal. Throughout pathos s used to inform and persuade the reader into believing that E-book piracy is an issue.A good example can be drawn from the quote, muff might, for example, earn some quick Farm-vile cash by answering a brief survey (24). In this quote the author draws a conclusion from the impulsiveness for users to follow online surveys for an illicit e-book. He is trying to persuade the user away from this temptation. Ethos is also found throughout the paper with the writer putting emphasis on the subject as if he once fell victim to illicit e-books. Conclusions can be made from the background research and knowledge on the topic.

Johnson Johnson as a Rational Organization free essay sample

An examination of the factors that give Johnson Johnson, Co. a rational organizational structure. The paper defines rational organizations as those which seek to develop structure and coordinate their activities in response to technical requirements and in relation to the complexity of the task environment they face. The paper shows how Johnson Johnson has established its mission and vision by putting in place a rational organizational structure, defining reporting relationships, establishing a project management methodology and infrastructure, developing a communications plan in support of the groups global leadership role, creating position descriptions, and recruiting. A history of the company is also discussed. Johnson Johnson attributes the success of its organization structure to its management of each separate part as part of a functioning, single entity. By grouping its global affiliates into three business segments and then overlaying each segment and its affiliates with a transparent structure of alignment, Johnson Johnson has created a unique organization structure. We will write a custom essay sample on Johnson Johnson as a Rational Organization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Is the New 2016 SAT a Reaction to the Common Core

Is the New 2016 SAT a Reaction to the Common Core SAT / ACT Prep Online Guides and Tips You know the SAT is changing. But were those changes driven by the Common Core? And why would that matter? Read on to find out - and to be prepared for the new SAT in 2016. The New 2016 SAT and Common Core As you probably know, the SAT is undergoing a pretty dramatic change in 2016. You may be wondering: is this change caused by the new Common Core standards? Although the College Board denies this connection, the signs point to yes. For one thing, David Coleman, the current head of the College Board, was previously part of the English Language Arts committee of the Common Core. The media often refers to him as an â€Å"architect of the Common Core.† So it's not too surprising that he would bring the Common Core philosophy to the College Board, leading to an SAT overhaul. In you're interested, you can read more about how David Coleman specifically drove the SAT changes, and how his work designing the Common Core was a big motivator. However, College Board doesn’t explicitly tie the new SAT to Common Core since the Common Core is very controversial in some places. After all, the College Board still wants the SAT to be a universal college admissions test. This is why the College Board barely mentions the Common Core in their giant, 200-page document about the new SAT. However, an Education Week analysis convincingly shows Common Core standards seem to have driven the new SAT changes. Check out a summary of that analysis below: Concept Common Core-inspired Change Citing Evidence Not tested on the old SAT. The new SAT has evidence-based reading and writing multiple choice questions, which lines up with Common Core goals of teaching students to cite specific textual evidence. Reading Passage Sources The old SAT's Reading and Writing passages didn't represent a range of academic disciplines. Now the Reading and Writing passages come from a wide range of topics, including science, history, and social studies. This matches the Common Core's push for English classes to include more non-literary texts. Vocabulary The old SAT tested obscure vocabulary that required students to be familiar with relatively rare words. The new SAT is focusing on more practical words, matching the Common Core's goal for students to be ready to use general academic and domain-specific words. The Essay The old SAT allowed students to draw on their background and experiences as evidence. The new SAT essay measures your ability to analyze evidence and explain how an author builds an argument, reflecting the Common Core's goal to teach students to gather, evaluate, and properly cite evidence. Range of Math Topics The old SAT drew from a wide range of high school math concepts. The new SAT draws from a smaller range of topics that College Board believes will best show student's readiness for college-level math, including a greater emphasis on Algebra and real-life applications. This speaks to the Common Core's goal to cover fewer math topics in greater depth. Calculators The old SAT allowed calculators on all math sections, leaving it up to students to decide when to use them. The new SAT has a "No Calculator" section. This may be to push students to only use tools when necessary, which is a Common Core goal. Analyzing text and data There was no data analysis on old SAT, which mean there were no graphs or tables in In the Reading and Writing passages. The new SAT will include both text and data for analysis, which matches the Common Core goal for students to be able to understand scientific and technical texts. Founding documents The old SAT usually used texts students hadn’t encountered before, including obscure short stories and poems. The new SAT will include a passage drawn from a US founding document or historical text, like the Declaration of Independence or King’s â€Å"I I Have a Dream" speech, which directly matches up with the grade 9-10 Common Core standard that calls for students to â€Å"analyze seminal U.S. documents of historical and literary significance.† Puzzle-like Math Questions The old SAT included math questions that relied on students to use logic to solve them, rather than applying Algebra or Geometry. The new SAT will remove these logic-based, puzzle-like questions in favor of questions that specifically test Algebra, Geometry, and other math concepts. This speaks to the Common Core's call for math to have direct real-world applications. Even if College Board doesn't say so explicitly, it seems pretty clear that many of the new SAT changes bring the test in line with Common Core. Let's take a look at what that means in action. Examples of Common Core-Style SAT Questions What do the Common Core-inspired SAT changes actually look like? We will walk through an SAT Reading and an SAT Math example to show you. To begin with, the new SAT Reading has added questions that ask you to use evidence. The old SAT never asked you for evidence directly. See the example below: You would definitely need to read and understand the passage to get this question right, but the old SAT wouldn't ask you how you know that, say, B is the right answer as opposed to E. But on the new SAT, there will be follow-up questions that ask for evidence, reflecting the Common Core goal to have students use direct evidence from their reading. Check out an example: Not only do you have to figure out "the reason Jordan draws a distinction between two types of "parties,"" but you need to know exactly which part of the passage explains why the answer you pick is correct. This is a Common Core-inspired change! We can see evidence of the Common Core affecting SAT Reading. But what about SAT Math? The old SAT included math questions that relied on students to use logic to solve them, rather than applying Algebra or Geometry, like this question below: This question doesn't explicitly test algebra or geometry. Rather, it tests a student's logic skills. You could solve it by sketching a calendar and assigning certain families certain dates, working until you figure out the date that only one family stayed at the hotel. It probably looksquite different than the problems you normally see in math class. (Incidentally, the LSAT, the test you have to take to apply to law school, has a whole section with questions like these. Future lawyers take note!) The new SAT will remove these logic-based, puzzle-like questions in favor of questions that specifically test Algebra, Geometry, and other math concepts. The new SAT will also include more problems that model real-world situations using Algebra, Geometry, and the like. This speaks to the Common Core's call for math to have direct real-world applications. Check out the example below: This problem models a real world situation: counts of Florida manatees. But it also tests a statistics concept: a scatterplot graph with a line of best fit. To get this question right, you have to be familiar with statistics (and be able to read a graph) andunderstand the context of the problem and how it affects the graph. This example reflects how the SAT is changing to reflect the Common Core goals for math: not only including more real-world applications but also refocusing on core math concepts. The PSAT is Changing Too It’s also worth noting that the practice SAT (a.k.a. the PSAT) is changing as well, so it will be fairly similar to the new SAT. In other words, the PSAT changes also seem to be affected by the Common Core. In addition to changing the PSAT, College Board has created more tests – the PSAT 10 and the PSAT 8/9 – to bring SAT-style testing to younger students. PSAT 10 and PSAT 8/9 also have similar question types and goals to the new SAT, though they're less difficult. The creation of more tests for more age levels reflects a Common Core goal to measure progress more often. And the fact that College Board has made these tests shows they hope that schools choosing among the different tests for Common Core will choose College Board and the PSAT (as opposed to ACT Aspire, PARCC, or Smarter Balanced). If you will be taking the PSAT this year, and want an idea of what's like, you can get a PSAT practice test here. But you shouldn't stress over the PSAT. Even if your school is implementing the PSAT 8/9 or PSAT 10, these tests are just for practice ("practice" is right there in the test name!). Unless you have your heart set on a National Merit Scholarship, save your energy for the real SAT. So How Should I Prepare for the New SAT? You may be wondering how to prepare for the new SAT, since given the analysis above, it seems to be changing a lot to reflect the Common Core! First of all, if your school has implemented Common Core, what you’re learning in school will be more relevant to the SAT than it was in the past. The SAT used to test things including obscure vocabulary and logic-based math puzzles that were pretty far away from what you learned in school. With the new SAT, it’s more likely that what you learn in school will actually help you prepare. If you live in one of the green states, that means your state has adopted Common Core, which should help you study for the new SAT. But rather than worrying about how the Common Core is changing the SAT, we suggest you just focus on studying for the new SAT itself. Even though the SAT is changing the way it asks certain questions and trying to be more modern, at the end of the day, it’s still a multiple-choice test. You can improve your score if you put in some serious study hours and make sure you're prepared. Furthermore, the new SAT isn't a radically different test like ACT’s Aspire testing or the PARCC/Smarter Balanced Common Core Tests. Those tests include short answer questions, performance tasks, and sorting questions, to name just a few changes). We have written a complete guide about how to study for the new SAT, and have more specific advice on studying for new SAT vocabulary. Butmost important isour complete guide to the New SAT in 2016 – if you can understand the test, regardless of what caused it to change, you can do well. What’s Next? While the ACT is undergoing some changes to reflect Common Core, they’re not as dramatic. Find out if you should consider taking the ACT instead of the new 2016 SAT. If you decide to take the ACT, learn about the best prep books and get access to free online practice tests. If you decide to take the new SAT, get a preliminary guide to studying for it. Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Campaign Evaluation Essay Example | Topics and Well Written Essays - 3000 words

Campaign Evaluation - Essay Example It incorporates specialized skills and expertise in the practice to incorporate and navigate through media relations and public relations without infringing on the practices of each continuum. Public relations relies on the critical and practical tools of media release, media conference and media kits. Further, these tools also combine with the management skills in advising bout the most preferable course of practice or action to follow. Thus, there is need to understand the role of media relations and public relations accordingly in facilitating the establishment of a successful campaign (Delahaye, 2011, p 18). A successful campaign meets the evaluation criteria that encompass the residual practices from media and public relations as facilitating continuums to the topic of campaign evaluation. Media has the potential to evolve the practice of public relations accordingly to reflect a global strategy that features interactive and symmetrical dialogue that is socially responsible. In modeling the two fields, various theoretical approaches are key to facilitate the processes of campaign strategy development and execution (Delahaye, 2011, p 23). Notably, the initial models that define public relations in this context entail the following. First, is the press agency, which constitutes the publicity of the campaign in the process. The fundamental element of publicity develops in the context of evaluating campaign since; publicity uses persuasion and manipulation in the pursuit to influence the audience towards behaving according to the organization objectives and desires (De Beer & Merrill, 2004, p 43). Thus, the audience in this sense relies on the ability of the media agency to develop strategic message that persuades and manipulates the audience accordingly to incline toward s the message of the press agency. Thus, public relations possessing this fundamental element, media relations

Warfare among tribal societies other topics surrounding warfare, Research Paper

Warfare among tribal societies other topics surrounding warfare, conflict, or aggression - Research Paper Example Discussion Tribal Societies A tribe may be defined as a group of individuals in a barbarous or primitive developmental stage, claiming to have a common ancestor, and pledging their allegiance to a chief. A tribe may also be defined as a social group of individuals united in dialect, having affiliation to a territory, endogamous without specializing in functions, appreciating distance with other tribes and ruled by tribal chiefs (Harrow, 2005). A tribal society on the other hand may be defined as a way of life in such a way that individuals pursue their own activities as independent local communities. These communities are composed of clan and families without states or central governments. Members of tribal societies are related by their districts, to their neighbors according to Harrow, (2005). Smaller groups of tribal societies have their specific customs, local communities and languages and sometimes engage in conflicts with each other. It is for this very reason that anthropologi sts claim that such societies are not capable of defending themselves from outside forces. Majority of the tribal societies know how to deal with their environments and they have ensured their survival through organizing themselves along the lines of kinship and clans. The way the tribal society views and utilizes the environment is entirely based on the strong cultural ethos held by this tribal society (Rose, 2000). These tribal societies are prone to the pressure of nature. However, the pressure is minimized through the formation of clan systems. A clan is described as a group of family responsible for some of the aspects of the tribal life. Allegiance is offered to each of the tribe by the clan and the clan is responsible for some of the functions in the economy, society and religion. This type of diffused responsibility offers a broad-based insurance policy that ensures the survival of the tribe (Champagne, 1999). Cultures that are organized as large states have numerous cultura l concerns such as the emphasis on personal mobility, personal safety, personal freedom, individual effort and the material well-being (Rose, 2000). Chronic disputes are very common in most of the tribal societies but these disputes are usually directed externally. The normal survival of a tribal society was not very much threatened by internal conflict although within these small societies there was no clear definition between internal and external conflicts. These tribal societies lacked government and their form of rule was anarchic. They were also characterized by economic self sufficiency and self rule or freedom (Bodley, 2007). Internal order was well maintained although they lacked formal legal codes, formal political offices, and specialized law enforcement institutions. The maintenance of order by the tribal society is attributed to the cultural and social conditions. In the tribal societies, the individual self interests do not conflict with the interests of the entire soc iety. Theft, excessive conflict, hoarding of resources and the use of force in the tribal society was detrimental and lacked logic because everyone depended on each others’ cooperation and mutual trust. Other than stability and ecological success, the interests of the tribal societies have as maintained the population equilibrium. Conflicts in a low-density tribal society were minimized by extreme flexibility of the group

Management By Objectives Business Essay

Management By Objectives Business Essay The management by objectives is the best way to get more out of an employee in any organization. It is the way of dealing the problems by defining prior objectives for each employee and then to compare and to direct their performance against the objectives which have been set for each of them individually. It helps in increasing the performance of the organization by matching organizational goals with the objectives of subordinates from top level to the bottom level in any company. In normal cases the employees are asked to find out their own objectives and then they are evaluated by their superiors and will be added any extra if they do not meet the requirements or deadlines which are already preset for project completion. MBO includes tracking of the continuous changes of the processes and providing feedback to reach the objectives. Term coined by Peter Drucker: Management by Objectives was first introduced by Peter Drucker in 1954 in the book written by him, The practice of Management. According to DruckerManagers follow two rules without their knowledge Rule 1: With active involvement in the current activities,Managers come under a trap namely activity trap to successfully complete those jobs. Rule 2: As they are continuously involving in current activity it is quite common that they will lose their vision on long term goal. One of the concepts of Management ByObjectives was that instead of just a few top-managers, all managers of a firm should participate in the strategic planning process, in order to improve the implementability of the plan. According to Peter Drucker all managers (which implies both top as well as middle level) should: participate in the strategic planning process, in order to improve the implementability and practicality of the plan, and implement a range of performance systems, designed inorderto help the organization stay on the right track. Another concept of Management by Objectives was, that managers should implement a range of performance systems, which are designed to help the organization to function well without any problems. Clearly, Management by Objectives can thus be seen as a predecessor of Value Based Management. MbO Main Principles Cascading of organizational goals and objectives, Specific objectives for each and every member, Participative decision making, Explicit time period, and Performance evaluation after an activity and provide feedback. The SMART Objectives: The SMART goal era of the 1980s and 1990s provided some helpful criteria about what makes goals more or less effective in shaping behavior. By definition, a goal that doesnt shape behavior is ineffective. The theory went on to suggest that SMART parameters were good predictors of influential or effective goals. As an example, goals that were not specific or measurable were less likely to shape behavior than those that were high in these characteristics. Using a play on words, you were smart to include these characteristics in your goal and objective definition. Management by Objectives has also introduced the SMART method for checking the validity of the objectives, which should be SMART: Specific Measurable Achievable Realistic, and Time-related One of the almost important impressions of SMART goals is that they are pointed; they have an edge, often a sense of energy created by the specificity, the time limits and the measurement. Non-SMART goals seem flat in comparison (ie. Improve productivity); bureaucratic, like one more strategic plan thats going nowhere. While the enhancement to goal definition was a helpful direction, it did not address fundamental weaknesses in this model. In the 90s, Peter Drucker put the significance of this organization management method into perspective, when he said: Its just another tool. It is not the great cure for management inefficiency Management by Objectives works if you know the objectives, but 90% of the time you dont. The MBO style is appropriate for knowledge-based enterprises when your staff is competent. It is appropriate in situations where you wish to build employees management and self-leadership skills and tap their entrepreneurial creativity, tacit knowledge and initiative.Management by Objectives (MBO) is also used by chief executives of multinational corporations (MNCs) for their country managers abroad. Famous innovation management policies: MBO followed at Intel A Managers Guide at Intel provides the following directions. Start with a few well-chosen overriding objectives. Set your subordinates objectives that fit in with your overriding objectives. Allow your subordinates to set their own key results to enable them to meet their objectives MBO followed at Microsoft By: Bill Gates, Founder of Microsoft Prevent the missions or objectives that are competing against each other. Review Mechanism The review mechanism enables leaders to measure the performance of their managers, in the key result areas: marketing; innovation; human organization; financial resources; productivity; social responsibility; and profit requirements All individuals within an organization are assigned a special set of objectives that they try to reach during a normal operating period. These objectives are mutually set and agreed upon by individuals and their managers. Performance reviews are conducted periodically to determine how close individuals are to attaining their objectives. Rewards are given to individuals on the basis of how close they come to reaching their goals. . Setbacks of Management by Objectives: 1. May lead to suboptimalization: which means people are not ready to look beyond their own objectives and help each other. 2. Innovation cannot be seen anywhere. 3. Involvement of the time and paperwork. 4. Potential misuse by superiors who simply assign the objectives rather than asking their opinion. 5. Subordinates may try to negotiate easy goals. 6. Watch out for unrealistic expectations about what can be reasonably accomplished. 7. Inflexible and rigid. Solution: The Scheduled Project Management Drawing upon the influence of MBO theory that is to set clear objectives, build an action plan, andmeasure progress and Demings work (optimize processes and products by identifying andpracticing listed best practices behaviors), emerged the project management movement. Ineffect saying, 1. Yes set clear objectives, and get key stakeholder buy-in and definition for the participantthrough explicit requirement setting 2. Yes, put together a series of best practices action steps in the form of a work breakdownstructure. 3. But, what primarily helps people achieve their objective, is the planning, securing,scheduled deployment of resources and the completion of tasks. Project management is an evolution of MBO theory. Management by Objectives (MBO) (All about the goal) In the 60s, 70s and 80s it seemed like a good thing to manage work efforts by goals, hence theterm management by objectives. The idea was to improve management and workproductivity in general by being more clear visioned about the intended outcomesMBO principals contained many precursors to the basic building blocks used by current projectmanagement tenants. The basic MBO principles include the following activities: 1. Establishing a set of top level strategic goals. 2. Creating a cascade of organizational goals that are supported by the lower level definitiveobjectives and action plans. 3. There should be participative decision making in developing an organizational role and mission statement, as well as specific objectives andaction plans for each member. 4. Establish key results and/or determined performance standards for each objective. 5. Periodical measurement and assessment of the status or outcome of the goals. The assumptive strength behind the MBO model, as commonly practiced, is the notion that if adesired outcome is defined as a goal and progress is measured towards reaching that goal, thenthe chances of reaching that outcome are enhanced. Mission Statements and MBO All organizations have their own mission statement or vision statement that tries to encapsulate the overall strategic management of their company. Such statements are designed to implicitly state the organizations objectives in the broader sense. Yet this often fails to capture the true meaning behind the meaning of mission. A mission is an objective that needs to be managed, i.e they are the short term goals to be achieved. Therefore it should be specific to elements that make up the whole; thus flexible, dynamic and responsive to both the internal and external environment. Each mission needs a main effort an overriding factor that underpins the purpose of the mission. This should be communicated to all those involved it is the desired outcome that must be achieved. Expressed in this manner the objectives are clear, unambiguous and the employees are told what needs to be achieved not how to achieve them; thus encouraging new methods of innovation, flair and problems solving. SUMMARY: Successful management consists of settingup the good objectives and making the rightchoices towards the fulfillment of those objectives. Thosewho fail these two basic tasks, fail asmanagers. Management by objective is ageneralized procedure which lends itselfwell to that portion of management capableof being systematic. The remainingportion of management which is not systematic cannot be followed easily either in theory or in practice.

Intro to medical technology Essay

This course will introduce students to the role, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to Clinical Laboratory Science. There will also be discussions on the more common laboratory tests associated with diseases of organ systems and how the results are utilized in diagnosis. Selected laboratory exercises from major disciplines in Clinical Laboratory Science will be performed. Course Learning Outcomes Upon completion of the course the student will be able to: 1. Appreciate the important role of the Medical Technologist in the saving of lives and relate that to the role of Jesus in the saving of souls. 2. Describe the different designations of laboratory professionals, the major job functions, and the education requirements for entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and interpretation of procedures presented. 4. Perform laboratory procedures taught utilizing correct techniques. 5. Discuss proper specimen collection techniques. Possess an introductory knowledge of the scope of testing performed in each of the following sections of the Clinical Laboratory: a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. Contribute to the overall improvement of the healthcare system. Instructional Procedures There will be one 80 minute lecture and a three-hour laboratory session weekly for approximately fifteen weeks. A short devotion will be conducted at the beginning of each class period. There will be written tests, assignments, reading reports and one final comprehensive exam. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. The laboratory component of this course will carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade will not be included in the calculation of the overall grade for this course. In this course, mastery is the goal, and the student is responsible for the information from assignments, text, manual, class discussion, other reading and laboratory procedures. No assignment should be placed beneath the office door unless otherwise specified by the instructor. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes cannot be made up. Integration of Faith and Learning Outcomes: 1. Demonstrate the fulfilment of God’s manifestation in our lives as the study the of Clinical Laboratory Science highlights the amazing design of the human machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that reflect an appreciation of health and wellness as tokens from God to be cherished and a commitment to assist others experiencing ill health through by our skills. â€Å"Knowledge is power, but it is a power for good only when united with true piety. It must be vitalized by the Spirit of God, in order to serve the noblest purposes. CPT p. 38. NCU Values and Attitudes: Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness: I, Fabian Pitkin and all the students of MTCH: 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following: 1 Handling student issues in a fair and equitable manner 2 Displaying honesty with submitted work 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me. (Philippians 4:13) Integrity: The facilitator and students will undertake learning experiences that exercise the highest levels of integrity such as: Honouring deadlines in submission of assignments Practising academic honesty with respect to the use of published works and other intellectual property Participating equally in group work and activities Good stewardship of tools, equipment and other resources in the teaching learning environment Give fair evaluation to student work Display proper deportment and conduct. Justice: The facilitator and all students will exercise the highest level of justice and fairness in all actions related to this course in the areas of: Fair grading for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students regardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the University’s Main Campus and Extension Sites are available for student use. Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about gender, ethnicity, religion, et cetera will be tolerated. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either activity may result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for any other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this course, please ask the facilitator for clarification. Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should communicate with the instructor in a timely manner, to seek such special considerations. Students should present appropriate verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course Content Lecture 1. Introduction to the Profession and Fundamentals of the Clinical Laboratory No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the evolution of Clinical Laboratory Science 2. Draw and describe the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the importance of regulations concerning the quality and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and describe non-analytical and analytical factors in quality assessment. 8. Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the future directions for laboratory medicine. Content: 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Introduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. Quality Assessment Activities: 1. Group work (Think/pair/share) – What is Medical Technology? What does it entail? 2. Discussion – How important/ integral is this profession to the health care delivery system? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 4 -20 Lecture 2. Safety in the clinical laboratory, Specimen Collection, Transportation & Handling Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the basic aspects of infection control policies, including how and when to use PPEs and the reasons for using Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3. Describe the basic steps if first aid. 4. Identify seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills needed to interact with patients in the collection of specimens 6. Describe the principles and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. Explain the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content: 1. Occupational Safety and Health Administration Acts and Standards 2. Handwashing Immunization 4. Prophylaxis 5. Exposure control 6. Laboratory Hazards 7. General Infection control Activities: 1. Group work (Think/pair/share) – Why is it so important to be immunized prior to entering into the clinical laboratory? 2. Discussion – What is the value of proper sample collection and handling to the generation of quality patient results? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 21-72 Assessment # 1: This assesses knowledge, comprehension, and synthesis of facts and principles outline in the lecture. Assessment tools- Matching, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 100 Lecture 3. Systems of measurement, Laboratory Equipment, and Reagents; The Microscope; Measurement Techniques in the Clinical Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Convert metric units of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin. Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to manufacture them. 4. Describe types and uses of laboratory centrifuges. 5. Compare various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. Explain the difference between magnification and resolution. 9. Define alignment, and describe the process of aligning a microscope. 10. Describe the procedure for correct light adjustment to obtain maximum resolution with sufficient contrast. 11. Identify the four basic measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its concentration. 14. Define Beer’s Law. 15. Name the components of the spectrophotometer. Identify three quality control tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content: 1. International Systems 2. Laboratory plasticware and glassware 3. Laboratory balances 4. Laboratory centrifuges 5. Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities: 1. Group work (Think/pair/share) – Problem solving; converting Fahrenheit to Celsius to Kelvin and finding unknown concentrations using the Beer’s law. Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 78 – 147 Lecture 4. Quality Assessment & Quality Control in the Clinical Laboratory, Central Laboratory Automation & Point-of-Care Testing, and Laboratory Information Systems No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratory’s quality assessment program, including its quality control program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5. Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard deviation in determination of the reference range. 7. Explain the major benefits of laboratory automation 8. Describe the five steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory Improvement Amendments of 1988 (CLIA ’88) test procedures 11. Provide examples of instrument-based point-of-care testing 12. Identify at least six characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory information systems 14. List and describe components of a computer system 15. Define the abbreviations LAN and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe five Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content: 1. Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities: 1. Group work (Think/pair/share) – Problem solving: Laboratory statistics and generation of Levy Jennings chart. 2. Discussion – Practical ways of ensuring quality in the clinical laboratory Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a single dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. Differentiate the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8. Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in blood and body fluids. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac markers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic drug assays and identify drugs of abuse. Content: 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. Electrolytes Acid-base balance 9. Renal function and other organ markers 10. Lipids 11. Hormone assays 12. Tumour markers Activities: 1. Group work (Think/pair/share) – Problem solving in serial dilution, creatinine clearance determination. 2. Discussion – Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 151 -159; 200 – 232 Sectional # 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture. Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 100 Lecture 6. Introduction to Haematology & Haemostasis; Introduction to Blood Banking No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the composition of blood 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a differential blood count 5. Discuss the common laboratory tests used for coagulation and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and serum typing procedures 9. List and explain the components of compatibility testing, including identification, ABO and Rh typing, screening for unexpected antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each. Content: 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. Blood cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities: 1. Case study – Case review on anaemia Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 238 – 342; 543 – 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of urinalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a semen analysis. Content: 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities: 1. Group work (Think/pair/share) – Microscopic mapping the production of urine Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 351 – 414 Assessment # 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the terms: microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content: 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. Basic equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testing Activities: 1. Group work (Think/pair/share) – Media classification and identification Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology& Serology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the grading of agglutination reactions. 6. Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and DNA chip technology. Content: 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities: 1. Group work (Think/pair/share) – Confidentially and HIV reports 2. Group revision – Brief review of the lecture Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 505 – 530 Assessment # 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 LECTURE SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be assigned on the basis of the student’s performance on tests, assignments, reading reports, labs and the final comprehensive examination. B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows: GRADE Quality Points Definition A 4. 00 Superior A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above Average B- 2. 67 Above Average C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations: 1. Attend all lectures, labs and tests. 2. Read assigned material before each lecture or lab session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise. Present all labs and assignments on time and in a neat format. No late work will be accepted. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from journal articles pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are: September – Accreditation for Clinical Laboratories October – Quality Assessment in the Clinical Laboratory November– choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clinical Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of information. 6. Use the lab objectives as a study review guide for examinations. All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. Disturbance of the class session will result in suspension from the class. 8. Take responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients’ lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology. This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students’ own initiative which may be reported to and reviewed by the teacher prior to initiation and or completion. REFERENCE MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES: All papers and assignments submitted should include a certificate of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and breach of copyright. Participation – students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking feature embedded in the eLearning system – ? orion DL, will be utilized to monitor student activity. Conduct within the Online Learning Environment – the same guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ONLINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? Orion Learning Management System (? orion LMS): http://aeorionde. ncu. edu. jm/. For assistance or further details regarding access to online courses please visit: https://aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http://aeorionde. ncu. edu. jm/ and click on the orientation link. University Information Systems Services (UNISS) provides technical support between the hours of 8:00AM and 10:00PM Mondays through Thursdays and 8:00AM to 1:30PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance. Email service requests can be directed to: helpdesk@ncu. edu. jm POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk: http://uniss. Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest possible time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please review the important technical requirements and the web browser configuration information at http://aeorionde. ncu. edu. jm/ to ensure that your personal computer meets the outlined requirements. This course has integrated communication tools that may be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http://aeorionde. ncu. edu. jm/features . Interaction with Instructor: The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may send personal concerns or questions to the instructor via email or using the course messaging module. The instructor will as much as possible reply to student’s queries within a week. LIBRARY SERVICES Distance Learners will need an ? orion user account to access all of the library’s electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http://www. ncu. edu. jm/library/ ASSIGNMENT SUBMISSION Please use the Assignments link on the course menu or see the icon on the designated page to upload assignments. You may click on the link for each assignment and follow the on-screen instructions to upload and submit your file(s). Bear in mind that you may only submit each assignment once, after which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note: each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 11:59 PM on the specified date. After your submission is graded, you may click each assignment’s â€Å"Graded† tab to check the results and feedback. If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group members will be able to view the results and feedback once it’s been graded. Assignment Submission Instructions using Turnitin: Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon located on the assignment submission web page. Next, click the submit icon. After which you will need to upload your assignment file – please note that only one file may be submitted. To submit your assignment, click on â€Å"Browse† and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to: http://www. Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU EMAIL Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and faculty/staff through electronic mail. At the same time, e-mail raises some issues concerning security and the identity of each individual in an e-mail exchange. The university encourages all official student email correspondence to be sent only to a student’s NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m