Gene Theory - Basic Principle in Biology

Definition: The Gene Theory is one of the basic principles of biology. The main concept of this theory is that traits are passed from parents to offspring through gene transmission. Genes are located on chromosomes and consist of DNA. They are passed from parent to offspring through reproduction.The principles that govern heredity were introduced by a monk named Gregor Mendel in the 1860s. These principles are now called Mendels law of segregation and law of independent assortment.

Values And Ethics Of Social Work - 904 Words

Values and ethics are important in the field of social work because they serve as guidelines for behavior and conduct. What is social work exactly? A very simple and brief response is helping those in need and providing said persons with resources they could not attain on their own. It’s always aspiring to educate one’s self on new resources, information and newly developed theories. This is more than a career; this is a decision that makes one question the direction of their moral compass. Philosopher Mortimer Adler states, â€Å"Moral virtues are like the arts or skills, they are habits formed by repeated acts.† Simply put values are a measure of what is paramount and just. When we practice values that are congruent, we develop and put into practice the skills outlined in the foundations of social work. Ethics are the specific standards of values that social workers must follow. They are the likeness of the values in the way they mirror principles. Charles Levy once said in a lecture that â€Å"social workers in a strategic position to affect others and their interest, what are value based aspirations affecting the conduct of people in general are, for social workers, enforceable imperatives.† To be a social worker, one needs to have clear and concise boundaries when they practice. For example, to understand a client the social worker must level with said person and engage them on a personal level that develops trust but at the same time they must always remain professional andShow MoreRelatedValues Ethics in Social Work 1298 Words   |  6 Pagesprofessional values in the ‘British Association of Social Work’ (BASW). With this the concepts of ethics and how this operates in social work practice and analyse the general role in governing and representatives bodies in social work practice†. Values are described as set of rules and guides in the right and wrong decisions we make. Values facilitates the decisions in recognising what is worthy and valuable, with this, weighs out the important and less important, when there is a conflict of values. EthicsRead MoreSocial Work Values And Ethics1441 Words   |  6 PagesRunning head: Social Work Values and Ethics 1 Social Work Values and Ethics Unique to the Profession Jessica A. Rosario Arizona State University Social Work Values and Ethics 2 Abstract The history and evolution of social work dates to the late 1800’s. Since the profession was recognized many concerns arose regarding the values and ethics of social workers. The key points of theRead MoreProfessional Values And Ethics Of Social Work961 Words   |  4 Pages Social Work is a distinctive practice and an ever-changing field in our world today. A few especially intriguing aspects of this profession are the wide spectrum of its professional values and ethics, appreciation for human diversity, and the emphasis on social and economic justice. With such widespread approaches and focuses, a master degree in Social Work would open endless and exciting possibilities for my future. However, I believe that before a career is even considered, one must examineRead MoreProfessional Values And Ethics Of Social Work1429 Words   |  6 Pages Social Work is a distinctive practice and an ever-changing field in our world today. A few especially intriguing aspects of this profession are the wide spectrum of its professional values and ethics, appreciation for human diversity, and the emphasis on social and economic justice. With such widespread approaches and focuses, a master s degree in Social Work would open endless and exciting possibilities for my future. However, I believe that before a career is even considered, one must examineRead MoreCore Social Work Ethics And Values Essay2536 Words   |  11 PagesIntroduction to Social Work Element1 This essay will explore two examples of core social work ethics and values and discuss the importance of the chosen principles. It will also discuss the implications that would arise if a social work professional did not comply to the standards of conduct , performance and ethics. It can be argued that the values and ethics that underpin social work are at the core of the practice ; this is what separates it in a distinct manner amongst other professionsRead MoreSocial Service Work Values And Ethics1464 Words   |  6 Pageswished I could have left with a different outcome. To allow for a more balanced and in-depth reflection, the two categories will be further broken down to address items such as, what social service work skills were used in the discussed situation, what skills could have been used, what social service work values and ethics were crucial to the discussed scenario, and how they could they be put to better use reflecting on the scenario where I analyze how I could have achieved a better outcome, and so onRead MoreValues and Ethics in Social Work, Cultural Competency Essay1076 Words   |  5 PagesIn the National Association for Social Workers (NASW) Code of Ethics, there are many standards a social worker should uphold in order to promote a healthy and helpful relationship with the client. One such aptitude is Cultural Competence and Social Diversity, which is in section 1.05 of the NASW code of ethics (National Association of Social Workers, 2008). There are three sections associated with this competency â€Å"Social workers should understand culture and its function in human behavior and societyRead More Social Work Values, Principles and Ethics Essay2113 Words   |  9 PagesSheafor, 2008). Even though Canadians views are beginning to change about the GLBT population, â€Å"this population still faces oppression, discrimination, and internalize homophobia, and marginalization which may result in poor physical, emotional and social well being† (Morrow, 2004). While heterosexual are surrounded with positive role models and an abundance of images regarding sexual expression, the GLBT population may have difficulty finding support and positive images, especially when their communitiesRead MoreMy Personal Values: Professional Ethics Are the Foundation of Social Work1798 Words   |  7 PagesA career in Social Work requires conviction to personal values that reflect and uphold the National Association of Social Workers (NASW) Code of Ethics. Professional ethics are the foundation of social work, as the trade has an innate obligation to endorse ethical principles and basic values to advocate for the wellness of others. The core values adopted by all social workers, as distinguished by NASW, are service, social justice, dignity and worth of the person, importance of human relationshipsRead MoreAn in-Depth Study of Ethics and Values Within Social Work; Domestic Violence1804 Words   |  8 PagesAn in-depth study of ethics and values within social work; domestic violence | Social Work Report | Gavin Simpson | Abstract: Introduction: Short term aim: Raise awareness for current and future social workers about the ethical dilemmas they face whilst dealing with domestic abuse cases. I also aim to complete this assignment for the purposes of completing an Access to Social Work Diploma. Long term aim: Bring this subject to the attention of social workers who are likely to face

Teaching in Nursing A Guide for Faculty

Question: Do you believe the proposal would be approved if formally proposed? What are some strengths and weaknesses of the proposal? Answer: Nursing programs allow nursing students to have patient contact while learning about nursing skills in the classroom (Billings Halstead, 2013). Such programs allow the students to gain experience and gather valuable knowledge in different areas of nursing that are beneficial for them in the future in due course of their nursing practice (Keating, 2014). The programs teach students to function as a part of the medical team and give patient care to a diverse population of patients (Kable et al., 2013). There is a need for funding more such programs so that the quality of patient care becomes more advanced and of high quality. Such a nursing program is hereby presented to the board for funding approval. The title of the program is Nursing Quality and Performance Improvement Program. This executive summary of the program includes the purpose of the project, the target population, the benefits of the program, the cost justification and the basis of evaluation of the program. The purpose of the program Nurses involvement is very much crucial in health care improvement initiative (Hamric et al., 2013). The Nursing Quality and Performance Improvement Program establishes a framework for placing nurses on the frontline of transforming healthcare by high quality nursing practice. The program takes into consideration that ensures highly effective and reliable personalized care with the contributions and capabilities of the entire nursing team. The purpose of the program are as follows: Safety- nurses are able to avoid injuries to patients from the care given for helping them. Effective- nurses are able to provide services to the patients based on scientific evidence who can benefit to a great extent Patient-centered- nurses are able to provide to care that is responsive to and respectful of patient preferences, values and needs and ensures that the patient values are considered in the clinical decisions Timely- nurses are able to reduce wait times and potentially harmful delays for those who give and receive care Efficient- nurses are able to avoid waste of supplies, equipment, and human resources Equitable- nurses are able to provide care equitable in quality because of characteristics like gender, age, ethnicity and socioeconomic status (Ouslander et al., 2014). The program would focus on some particular goals. It would focus on transformational leadership of nursing. It would help to redesign care to optimize professional knowledge and expertise of the nurses. It would engage the nurses to work with members of the nursing team in the healthcare sector for ensuring reliable and safe care. Nurses would build system and culture of safety encouraging and supporting teamwork and vitality in all aspects of nursing. Nurses would be more knowledgeable about the processes and structures ensuring patient centered care. A quality learning system would be used up so that nurses get access to feedback and measurement about innovative care delivery (Oshiro et al., 2013). The target population The program would be set for final year nursing students. Such programs are highly beneficial for final year nursing students as they are to become a part of a healthcare setting in a short span of time. Sufficient training makes sure that the nurses are able to deliver proper care to the patients when they join a health care seting. The benefits of the program On completion of the program, the nurse would be able to develop the skills and knowledge required for delivering high quality patient care. They would be able to develop transformational leadership in themselves who would be able to create and implement an environment for meeting patient needs. The program would empower and engage nurses to act as leaders in ensuring high quality patient care. Organizational learning opportunities would be provided for the nurses to work in teams. The program would develop care systems that would support nurse workflow for optimizing patient and nurse interaction. It would provide the opportunity for the achievement of all measure targets and regulatory standards. Reduction of hospital-acquired conditions would be another benefit from the program (Nadeem et al., 2013). The cost justification The program needs funding for providing resources to the nurses taking part in the program. The main cost would involve preparing study materials and notes for the participants. Sufficient funding would make sure that all participants are provided with adequate resources and sufficient time for participation. It would be highly advantageous to the program if it is fully funded and the participants are thereby encouraged to bring positive changes in their nursing practice. The basis upon which the program will be evaluated The program would be evaluated by conducting a written examination for the participants. It would be conducted a month after the completion of the program. The aim would be to assess and evaluate the propagation of the knowledge aimed at imparting to the students. The nurses would be adjudged on the knowledge of the following points: nursing leadership, patient safety, risk management, patient care, team work, team collaboration, communication. Nurses must be able to participate in shared governance and improvement initiatives and adhere to evidence based policies and protocols. They must be able to be responsible for the delivery of effective and safe patient care and have the knowledge for actively participating in safety and quality of the patients. They must be responsible for proper identification and reporting of adverse effects that may rise in healthcare settings and participate in the design of safe processes (Panzer et al., 2013). References Billings, D. M., Halstead, J. A. (2013).Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Hamric, A. B., Hanson, C. M., Tracy, M. F., O'Grady, E. T. (2013).Advanced practice nursing: An integrative approach. Elsevier Health Sciences. Kable, A. K., Arthur, C., Levett Jones, T., Reid Searl, K. (2013). Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators.Nursing health sciences,15(2), 235-243. Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Nadeem, E., Olin, S. S., Hill, L. C., Hoagwood, K. E., Horwitz, S. M. (2013). Understanding the components of quality improvement collaboratives: a systematic literature review.Milbank Quarterly,91(2), 354-394. Oshiro, B., Kowalewski, L., Sappenfield, W., Alter, C., Bettegowda, V., Russell, R. et al. (2013). A Multistate Quality Improvement Program to Decrease Elective Deliveries Before 39 Weeks of Gestation.Obstetrics Gynecology,121(5), 1025-1031. https://dx.doi.org/10.1097/aog.0b013e31828ca096 Ouslander, J. G., Bonner, A., Herndon, L., Shutes, J. (2014). The Interventions to Reduce Acute Care Transfers (INTERACT) quality improvement program: An overview for medical directors and primary care clinicians in long term care.Journal of the American Medical Directors Association,15(3), 162-170. Panzer, R. J., Gitomer, R. S., Greene, W. H., Webster, P. R., Landry, K. R., Riccobono, C. A. (2013). Increasing demands for quality measurement.JAMA,310(18), 1971-1980.

Soylent Green Essay Example

Soylent Green Paper While the subject matter and the world of the story present in Soylent Green is thoroughly fantastic, the themes of the film are far from removed from reality. To a great degree, that is the irony of great science fiction: even if a setting is incredibly far more removed from reality, the film can still provide a unique and realistic point of view into the current world that we live. In Soylent Green, the population of the world has exploded so much that in order to feed the population the government is rationing a product called â€Å"soylent green† to feed the masses. At the conclusion of the film, the audience learns, as Charlton Heston famously espoused, â€Å"Soylent Green is people!† If anything, what the film presents is the notion that all actions have reactions and consequences. The problem of an overcrowded and overpopulated world will have dramatic problems inherent with such an environment and may require drastic steps to correct. In the case of the film, the drastic steps required involve a complete removal from humanity and morality in order to solve the greater problem. The message the film leaves us with today is the warning that if we over-consume in an extreme degree and avoid taking the necessary actions of proper conservation, it may lead to great problems down the road that may not have any easy solutions. The concept of ‘cannibalism’ becomes symbolic of how society consumes itself when it centers on greed and self-indulgence to the point of excess. As such, Soylent Green becomes a cautionary tale that parallels our own environmental over-consumption that has slowly grown to epically problematic proportions in recent years. We will write a custom essay sample on Soylent Green specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Soylent Green specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Soylent Green specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Free Essays on Sleep Depriavation

Sleep plays an important role in optimizing a student’s academic performance and is a great factor that determines the proper function of a student during a daily basis. Although sleep is very important in everyone’s lives, students are the ones who are most likely to suffer from sleep deprivation. It has been proven and is very obvious that sleep deprivation can influence and affect anyone’s mood, health or performance, a student’s ability to pay attention in class, productivity level during the day and in the long run, may even affect students’ academic scores and achievements. Strangely enough, most students who stay up late are studying to get good grades. Sleep deprivation is sometimes caused by sleep disorders but sleep disorders are also the result of lack of sleep, which one cannot help if diagnosed with a sleep disorder. Students from ages 15 to 25, more than any other age group, are more likely to experience sleep deprivation because of the certain pressures that school can bring upon them, especially at higher levels of academic learning. Therefore, students feel they must stay up late to study or do something productive. In addition, a teenager’s biological clock is much different from an adult or a child. A teenager’s body, naturally, wants to go to sleep late and wake up late. However, most teenagers do not follow their natural biological clock and they go to sleep late, as their body tells them to, but is forced to get up early to go to school. For teenagers to fully function properly they need at least 9 hours and 15 minutes of sleep each night but because they biologically want to sleep at 11 to 12 oâ⠂¬â„¢clock and have to wake up at 7 or 8 o’clock to get to school on time, most students only get 7 hours and 15 minutes. Although 8 hours of sleep allows anyone to reasonably function during the day most students who get this much of sleep are thinking about sleep and feeling sleepy throughout the ... Free Essays on Sleep Depriavation Free Essays on Sleep Depriavation Sleep plays an important role in optimizing a student’s academic performance and is a great factor that determines the proper function of a student during a daily basis. Although sleep is very important in everyone’s lives, students are the ones who are most likely to suffer from sleep deprivation. It has been proven and is very obvious that sleep deprivation can influence and affect anyone’s mood, health or performance, a student’s ability to pay attention in class, productivity level during the day and in the long run, may even affect students’ academic scores and achievements. Strangely enough, most students who stay up late are studying to get good grades. Sleep deprivation is sometimes caused by sleep disorders but sleep disorders are also the result of lack of sleep, which one cannot help if diagnosed with a sleep disorder. Students from ages 15 to 25, more than any other age group, are more likely to experience sleep deprivation because of the certain pressures that school can bring upon them, especially at higher levels of academic learning. Therefore, students feel they must stay up late to study or do something productive. In addition, a teenager’s biological clock is much different from an adult or a child. A teenager’s body, naturally, wants to go to sleep late and wake up late. However, most teenagers do not follow their natural biological clock and they go to sleep late, as their body tells them to, but is forced to get up early to go to school. For teenagers to fully function properly they need at least 9 hours and 15 minutes of sleep each night but because they biologically want to sleep at 11 to 12 oâ⠂¬â„¢clock and have to wake up at 7 or 8 o’clock to get to school on time, most students only get 7 hours and 15 minutes. Although 8 hours of sleep allows anyone to reasonably function during the day most students who get this much of sleep are thinking about sleep and feeling sleepy throughout the ...

Definition and Examples of Narration

Definition and Examples of Narration In writing or speech, narration is the process of recounting a sequence of events, real or imagined. Its also called  storytelling. Aristotles term for  narration was  prothesis. The person who recounts the events is called a narrator. Stories can have reliable or unreliable narrators. For example, if a story is being told by someone insane, lying, or deluded, such as in Edgar Allen Poes The Tell-Tale Heart, that narrator would be deemed unreliable. The account itself is called a narrative.  The perspective from which a speaker or writer recounts a narrative is called a point of view. Types of point of view include first person, which uses I and follows the thoughts of one person or just one at a time, and third person, which can be limited to one person or can show the thoughts of all the characters, called the omniscient third person. Narration is the base of the story, the text thats not dialogue or quoted material. Uses in Types of Prose Writing Its used in fiction and nonfiction alike. There are two forms:  simple narrative, which recites events  chronologically, as in a newspaper account; note William Harmon and Hugh Holman in A Handbook to Literature, and  narrative with  plot, which is less often chronological and more often arranged according to a principle determined by the nature of the plot and the type of story intended. It is conventionally said that  narration  deals with time,  description  with space. Cicero, however, finds three forms in De Inventione, as explained by Joseph Colavito in Narratio: The first type focuses on the case and...the reason for dispute (1.19.27). A second type contains a  digression...for the purpose of attacking somebody,...making a  comparison,...amusing the  audience,...or for  amplification (1.19.27). The last type of narrative serves a different end- amusement  and training- and it can concern either events or persons (1.19.27). (In Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age, ed. by Theresa Enos. Taylor Francis, 1996) Narration isnt just in literature, literary nonfiction, or academic studies, though. It also comes into play in writing in the workplace, as Barbara Fine Clouse wrote in Patterns for a Purpose: Police officers write crime reports, and insurance investigators write accident reports, both of which narrate sequences of events. Physical therapists and nurses write narrative accounts of their patients progress, and teachers narrate events for disciplinary reports. Supervisors write narrative accounts of employees actions for individual personnel files, and company officials use narration to report on the companys performance during the fiscal year for its stockholders. Even  jokes, fables, fairy tales, short stories, plays, novels, and other forms of literature are narrative if they tell a story, notes  Lynn Z. Bloom in The Essay Connection. Examples of Narration For examples of different styles of narration, check out the following: ​The Battle of the Ants  by Henry David Thoreau  (first person, nonfiction)The Holy Night by Selma Lagerlà ¶f  (first person and third person, fiction)Street Haunting  by Virginia Woolf  (first person plural and third person, omniscient narrator, nonfiction)

The ecffect of 1080 use in new zealand forest management Literature review

The ecffect of 1080 use in new zealand forest management - Literature review Example These conditions made it possible for possum s to thrive, with estimates placing their numbers to about 60-70 million in the 1980s (Montague et al, 2000). A number of issues have arisen since the introduction of possums in New Zealand, one of them being the resultant competition for food resources with other animals. Due to their large numbers, they consume plenty of native plants and animal species in the New Zealand forests and suburban areas. They prey on birds, lizards and insects, feeding on their young ones and eggs. They can also carry and transmit the Bovine Tuberculosis disease, bringing about health concerns for humans. In 1947, the government of New Zealand officially recognized the Australian brush-tailed possum as a pest. The National Possums Control Agencies (NPC A) was formed to coordinate efforts of bringing the menace under control. Methods that have been devised and applied to control possums in New Zealand include hunting, using traps and poison. These methods are environmental free. They never cause any harm to other species. Despite the controversy surrounding some of the methods, efforts to control possums have been regarded as successful. The number of possums in New Zealand reduced to about 30 million according to figures submitted to the National Possum Control Agencies conference (Landcare Research, 2009). Sodium fluoroacetate, commonly known as 1080, is the most widely used poison against pests in New Zealand according to the Department of Conservation (2014). Not only does it eradicate possums, but also other pests like stoats and rats. Aerial application is, however, indiscriminate and kills other animals such as birds, reptiles, fish, insects, dogs, deer and pigs (PCE, 2011). As a consequence, the use of 1080 has been a contentious issue since its introduction in the 1950s. Concerns raised in opposition include the negative impact on the environment and the county s wildlife. Animal rights groups have protested what they

Bunn-O-Matic Coffee Maker Research Paper Example | Topics and Well Written Essays - 1000 words

Bunn-O-Matic Coffee Maker - Research Paper Example Upon discussing the importance of marketing concept over the profitability of Bunn-O-Matic, this essay will focus on identifying the company’s target market for Bunn-O-Matic Coffee Maker by conducting market segmentation. Eventually, the rationale behind the target marketing strategy used by Bunn-O-Matic will be thoroughly explained. Increasing the company’s sales and profitability is the main goal of Bunn-O-Matic. Given that each individual have their own specific needs and wants, the study of marketing should be focused on allowing the company to address these concerns. Some products could satisfy the specific need of consumers. Included in the study of marketing mix or the 4 P’s known as price, product, promotion (marketing communication), and place (distribution); the product preferences of Bunn-O-Matic’s target consumer can be guided by marketing variables such as the product value, cost, customer(s) satisfaction, and market distribution (Kotler & Armstrong, 1997, p. 52; McCarthy & Perreault, 1993, p. 46). The study of marketing is a very broad subject that aims to improve the company’s financial performance not only through selling and advertisements but also in finding ways to develop and establish a good relationship with the target customers. Therefore, it is wrong to believe that the study of marketing is focused only on selling and advertising. It is easier for Bunn-O-Matic to identify its target market by dividing the consumers into subgroups (Roger, 2005, p. 15). For Bunn-O-Matic coffee makers, dividing the consumers into subgroups is possible by developing specific market segment of consumer characteristics related to demographic, psychographic, and geographic factors (Kotler, 2000, p. 8, 263). Demographic segmentation examines a wide-range of variables including age, size of family, family life cycle, gender, income, occupation, educational attainment, religion, race, generation, nationality, and social class of

Monologue and Attitude Revealed through Browning’s ‘My Last Duchess’ Essay Example for Free

Monologue and Attitude Revealed through Browning’s ‘My Last Duchess’ Essay The 16th century poem My Last Duchess by Robert Browning is a monologue of a Duke showing an audience the painting of his late wife. Browning, in this poem, as in many of his poems, uses monologue to reflect on the concepts and notions of his time.   This particular monologue reflects on the perception of women in the 16th century, and in particular, aristocratic women. In this particular monologue, like many of Browning’s monologues, we get not only a feeling for the Duke’s character, but also a feeling about the expectations of a particular class and a particular gender—basically, a women must be obedient to her husband, and any independence is frowned upon. Browning typically used monologue in many of his poems to use this affect—basically, he creates a character to reflect on his own feelings of society, but by using the character, he is able to somewhat mask, or hide behind, that character’s observations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this monologue, we see the Duke as a particularly jealous man. His suspicion would be easily aroused every time his wife thanked someone, especially if it was another man, for a small favor done to her. The Duke thinks that his â€Å"gift of a nine-hundred-years-old-name (line 33)† was the most valuable gift his wife received from her and thus, she should have not just given away her smile and blush for anyone but him. He saw this attitude as a kind of stooping down on her part and in turn, an insult on him and his position in society.   Ã‚  The monologue thus reveals a lot about the main character that is speaking, and in this poem, it is the Duke: The style and structure of this poem play a significant role in the effect of the poem.   As is typical of Brownings poems, My Last Duchess is written as a dramatic monologue: one speaker relates the entire poem as if to another person present with him.   This format suits this poem particularly well because the speaker, taken to be the Duke of Ferrara, comes across as being very controlling, especially in conversation (My Last Duchess Analysis). When he got tired of these exchanges of smiles between his wife and other people, he â€Å"gave commands;/ Then all smiles stopped together (Browning, lines 45-46).† This ambiguous statement gives the reader a clue as to how the Duchess became an ex-wife. It is not specific, however, so that one can only guess as to what happened—maybe he had her killed or sent her away where she died. From these absurd, oftentimes ridiculous, and obviously arrogant words, the reader can conclude that the Duke was a controlling husband. Lines 50 onwards tell the reader that the Duke is looking for a new wife and the person whom he is showing the painting to, is the assistant or messenger of a Count whose daughter the Duke is eyeing as a prospective wife. The talk he would have later with the Count would be about the arrangement of his next marriage (My Last Duchess Discussion).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Duke represents the traditional male and his attitude towards his late wife mirrors the attitude and expectations of a patriarchal and Victorian society towards women in his monologue. The society of that time expected women to simply obey. She should only reserve her charms for her husband. She must not even try to be beautiful in her own painting. The mere act of being happy, pleasant to anyone regardless of rank and stature in life, and to love the simple pleasures in life as watching the sunset or riding a mule in the case of the Duchess, were all considered acts of unfaithfulness. In short, it was a sin to be naturally beautiful and to have a happy disposition. Men liked to control their wives. Being the only one who could open the curtain to reveal the painting of his beautiful and smiling late wife is symbolic of how this man would do anything to control his wife. If he couldn’t stop his wife from smiling at anyone when she was still alive, at least when she was dead and only lived through her painting the Duke could finally decide as to whom to share his wife’s smiles and charms. Through the painting done by a master, she has also became the expensive commodity that she should have been while living, but a role of which she never assumed because she stooped to being accessible to anyone, much to the disappointment of her husband, the Duke. Noble women should assume the position that their rank in society expected them to and this meant they should be unreachable in the eyes of commoners. They should not be easily pleased with trifle matters like favors from servants. Finally, the talk of arranging his new marriage with the father of his future bride suggests how women were not allowed to express an opinion even to the important topic of whom to spend the rest of their life with. Women were commodities traded upon by men and they have price tags called dowries. By showing the Count’s emissary the painting of his former wife and telling him why he didn’t like her conduct sends the message as to how he expects his next wife to behave. Otherwise, she might become another Last Duchess, another hidden painting in the house. Therefore, this monologue, like many of Browning’s monologues, reflects on his interpretations of his society.   However, by using a character’s reflections on a particular thought, Browning can somewhat mask his inner feelings and thoughts.   The aspects of his reflections come across clearly, and in this monologue, Browning is obviously taking a deeper look at the treatment of women. Work Cited Browning, Robert. My Last Duchess.   2009 April 21. 2011 May 4. http://barney.gonzaga.edu/~jdavis6/poem.html. My Last Duchess Analysis.   2007 January 7. 2011 May 4. http://barney.gonzaga.edu/~joliver/mylastduchess1.htm My Last Duchess Discussion.   2008 May 14.   2011 May 4. http://www.englishforums.com/English/LastDutchessDepthAnalysis

The Patriot Act Infringes on American Freedom Essay -- Argumentative P

The Patriot Act Infringes on American Freedom September 11, 2001 started off as a beautiful, sunny day, like many other countless days in America; however, it will now be a day that will live on in infamy. As the news played the shot of the planes driving into the sides of the twin towers, fear was driven into the hearts of all Americans.   People became panicked and demanded that there be a better way for the United States government to protect its people from any future attacks the terrorist might have planned.   This fear was the main contributing factor to the birth of all kinds of new legislation, giving the government new rights to â€Å"fight the terrorist.† The most powerful, and therefore the most controversial, legislation passed by Congress was the U.S. Patriot Act.   It was passed on October 26, 2001, and it is an acronym for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (Fahrenheit 9/11).   It is composed of over 1,000 sections giving the government many new powers that they’ve utilized before in other wartime situations (Lithwick).   However, with the war on terrorism Americans are not fighting a clear cut â€Å"enemy† and there is no foreseeable end for this war in the near future.   Once the immediate fear of another attack calmed down around the nation, people began to realize the rights they were losing to the government that were once granted to them by our founding fathers in the Constitution (Townshend).   There are many sections of the Patriot Act that infringe on the rights of the American people and there is no way for the public to know how the government is using these new found powers; because the Freedom of Information Act requests have been... ...ive up other people’s records (Lithwick). Whether someone is for the Patriot Act or against it, it is clear that the Patriot Act dips into the freedoms once allowed in our nation.   Are these lost freedoms really going to protect America from another terrorist attack or is it finely the great excuse the government has been waiting for to have public support for spying on its citizens?      Works Cited * Egan, Timothy. "State Of The Union: Opposing the Patriot Act." BBC NEWS 3 June 2003. 8 November 2004 <http://newsvote.bbc.co.uk/mpapps/pagetools/print/new.bbc.co.uk/1/hi/programmes/36515.html> * Fahrenheit 9/11. Dir. Michael Moore. Videocassette. Dog Eat Dog, 2004 * Lithwick, Dahlia, and Julia Turner.   "From a Guide to the Patriot Act."   Slate.   1994.  Ã‚   * Townshend, Mike, and Maddie Trier. "Patriot Debate." State News 10 Nov. 2004, sec. A: 2+8.

The Role of the Writer in Society

Formative assignment: discuss the role of the writer in society, with reference to specific examples. The ‘writer’s’ role is vital to society in many ways. From the newspapers that are written to be informative, to the poets that are taught for education, from the bible that millions follow on a daily basis to fictional novels for entertainment. On one hand, Literature is all around and can be extremely influential, informative and enlightening. On the other hand, literature can be dangerous and also a source of controversy.The aim of this essay is to explore some of the key writers that portray this. Literature in itself takes on two main roles in society. The first is an active role. This could mean that the literature itself is inspirational and effective towards society. The second is a passive role. This meaning that the literature itself is there but not necessarily crucial to create a real impact on today’s civilisation. Either way, this only emphasi ses the fact that the writer’s role, whether passive or not is important. The role of the active writer is extremely significant.A powerful example of this is that of William Shakespeare (1564-1616). The role that Shakespeare took on in society was ultimately very influential. The fact that his works are still studied in schools and colleges to this day, almost four hundred years after his death and that he is still thought of as one of the greatest poets and playwrights in history portrays the importance of his works. Shakespeare’s plays are still performed in theatres worldwide and his house still stands in Stratford-upon-Avon and is now considered a landmark.There are many reasons as to why Shakespeare was so influential, one of which being his influence on the modern language. Many of the phrases that are still used to day were adapted from a number of Shakespeare’s plays. Another of these reasons is Shakespeare’s ability to write a dialogue. The dept h and skill that Shakespeare was able to describe the setting of his plays, the compelling characters that he created and the script the actors were to use made each of the scenes flow fluidly and also made the story easy for the audience to follow.One of Shakespeare’s plays in particular stands out amongst the rest purely because of the main character, this play is Hamlet. Due to the fact that this play was written hundreds of years before the idea of psychology, Shakespeare’s characterisation of Hamlet is extraordinary in itself. â€Å"Tis not alone my inky cloak, good-mother, Nor customary suits of solemn black †¦ Together with all forms, moods, shows of grief that can denote me truly. † The idea of a character that is so completely consumed by his grief and obsession with death is unheard of in any other works of the time.Another example is the renowned novelist Charles Dickens (1812-1870). Although Dickens’ literature was chronologically later t han that of Shakespeare, his work was no less influential. He is identified as the one of the best writers of the Victorian era and one hundred and forty years after his death, Dickens’ novels such as ‘Oliver Twist’ and ‘A Christmas Carol’, like that of Shakespeare, are still also taught in schools and colleges, films are also made and re-made of his novels and are still performed in theatres.Dickens writing is prominent due to, firstly, his ability as a story teller. His works are highly entertaining, yet the subjects that Dickens touches on maintains the ability to capture the empathy of the audience in a way that makes it possible that the audience understands the complex issues, without having experienced them. the parish authorities magnanimously and humanely resolved, that Oliver should be ‘farmed,’ or, in other words, that he should be despatched to a branch-workhouse some three miles off, where twenty or thirty other juvenile off enders against the poor-laws rolled about the floor all day, without the inconvenience of too much food, or too much clothing, under the parental superintendence of an elderly female who received the culprits at and for the consideration of seven pence-halfpenny per small head per week. †His observations of the imperfections of Victorian society are so well written that even though he wrote mainly of the injustices of the era, he is able to resolve the stories by creating comical and ultimately engaging storylines. This shows an expert ability to write an interesting plot without making the story too complicated for the reader to follow. In contrast to the above novelists, an example of controversy in literature is that of the author D. H Lawrence. Lawrence wrote the infamous ‘Lady Chatterley’s lover’ in 1928, which was first published in Florence, Italy.The book itself was a notorious subject as it portrays the story of a noble woman having an explicit aff air with the working class game-keeper. The deeply descriptive language and use of banned obscenities used by Lawrence to describe the sexual part of the relationship meant that it could not be published in the United Kingdom until 1960. â€Å"His lovemaking was earthy and gritty, and no wonder, as he'd misplaced his dibber earlier that day, and had to use the only suitable piece of equipment he'd had to hand in the greenhouse at the time†This piece of literature may have aroused debate amongst many people yet this still stands to be a widely recognised story of forbidden love. Even though it has only been around for the last 60 years in this country, this story in its entirety forcedly changed the perception of many on people that are very different from themselves. In conclusion, the role of the writer has established itself in today’s civilisation in many forms. Whether the novelist writes for entertainment or education, whether to touch on previously taboo subjects , or to question authority and provoke a worldwide debate, the writer’s position is prominent.A writer can follow the norm of society or can go to extremes, and in this freedom can incite a revolution. The extent of the impact of the writer and their work remains to be seen, but as it stands the effect is there whether the writer intends it or not. References for Assignment 1 – Formative assignment: discuss the role of the writer in society, with reference to specific examples. * BBC. (10, Nov 1960). Lady Chatterley's Lover Sold Out. Available: http://news. bbc. co. uk/onthisday/hi/dates/stories/november/10/newsid_2965000/2965194. stm. Last accessed 11/10/11 * Charles Dickens (1966). Oliver Twist. 3rd ed.United States, New York: Oxford University Press. Chapter 2, Page 4. * Shakespeare (1992). Hamlet. New York: WSP. Act 1 scene 2 Page 4. * Jeremy Hilton. (1993). Hamlet. Available: http://shakespeare. mit. edu/. Last accessed 10/10/11. * D. H Lawrence. (2007). In: Lady Chatterley's Lover. United States: Read How You Want. * Jamieson. (2011). Hamlet Character Analysis. Available: http://shakespeare. about. com/od/hamlet/a/hamlet_char. htm. Last accessed 10/10/11. * BBC. (2011). Charles Dickens (1812-1870). Available: http://www. bbc. co. uk/history/historic_figures/dickens_charles. shtml. Last accessed 10/10/11.

Toiiiiiiiiiiiwo social psychological theories of aggression

Bandura’s Social Learning Theory suggests that acts of aggression are learnt through the observation of role models. His original â€Å"Bobo Doll† study showed that when exposed to aggressive behavior small children copied this behavior, not just by being physically aggressive but even copying the verbally aggressive behavior. However this study focuses on children who are supposed to learn in this manner, this doesn’t demonstrate that this would also be true in older children or adults who already have a set moral compass that would interfere with copying aggressive behaviors.However Bandura’s later study showed that if children saw someone get punished for aggressive behavior they were less likely to be aggressive themselves when they were allowed to play with the bobo doll but if they saw someone get rewarded for this aggressive behavior then they were much more likely to act aggressively themselves, this shows that vicarious reinforcement is important to the learning of aggression through the social learning theory, as receiving direct positive reinforcement leads to people having high self efficacy making them very likely to repeat the aggressive behaviour that they were rewarded for.In terms of aggression this reward could come in many forms such as acceptance from a violent gang they want to be a part of or just attention from a parent or teacher. Moreover, Walter and Thomas' study in 1963 further supported this theory as the results of the study demonstrated that aggressive behavior was a result of imitation of role models. However, the social learning theory does not explain what triggers aggression. Additionally, the study emphasizes nurture and learning through observation – ignoring nature and biological explanations.On the other hand, Zimbardo’s theory of Deindividuation suggests that aggressive behavior occurs in groups as a person’s normal constraints become weakened when they are part of a group a s they take of the identity of the crowd as they feel that when part of a group their own actions are no longer bad making aggressive behaviour easier as they do not seem it as themselves carrying out the aggressive behaviour but the group as a whole as they become faceless, just part of the group not an individual.Commonly members of violent or aggressive groups have a reduced private self  awareness as they have some kind of tie to the rest of the group that makes them become a faceless member of the crowd, examples of this are common items of clothing in gangs and at football matches as supporters wear the same clothing and are all sat together. Zimbardo formed this theory around his Stanford Prison experiment where when the guards were giving a common uniform they became much more aggressive in their behaviour towards the prisoners as they became â€Å"guards† so felt that as a guard behaviour they would normally not see as acceptable suddenly became the appropriate res ponse to their own frustrations.However in contrast with this the prisoners were all deindividuated but apart from one small failed act of rebellion they did not become aggressive, in fact they became more obedient and passive, this suggests the Deindividuation of an individual as part of a group only leads to aggressive behaviour if aggression is what is expected of the group such as violence being the expected behaviour from teenage gangs.Like Bandura’s Social Learning Theory, this doesn’t explain what causes aggression but this does suggest that in some causes individuals themselves do not feel any kind of cue for the aggression they demonstrate but act in that way because the rest of the group does explaining how large scale acts of aggression can commonly occur as it could only require a small number of people to actually have a cue such as frustration to trigger the aggressive behaviour.

Major General Charles Lee in the American Revolution

Major General Charles Lee in the American Revolution Major General Charles Lee (February 6, 1732–October 2, 1782) was a controversial commander who served during the  American Revolution (1775–1783). A British Army veteran, he offered his services to the Continental Congress and was given a commission. Lees prickly demeanor and substantial ego brought him into frequent conflict with  General George Washington. He was relieved of his command during the  Battle of Monmouth Court House and was later dismissed from the Continental Army by Congress. Fast Fact: Major General Charles Lee Rank: Major GeneralService: British Army, Continental ArmyBorn: February 6, 1732 in Cheshire, EnglandDied: October 2, 1782 in Philadelphia, PennsylvaniaNicknames: Ounewaterika  or Boiling Water in MohawkParents: Major General John Lee and Isabella BunburyConflicts: French Indian War (1754-1763), American Revolution (1775-1783)Known For: Battle of the Monongahela, Battle of Carillon, Siege of Boston, Battle of Monmouth Early Life Born February 6, 1732, in Cheshire, England, Lee was the son of Major General John Lee and his wife Isabella Bunbury. Sent to school in Switzerland at an early age, he was taught a variety of languages and received a basic military education. Returning to Britain at age 14, Lee attended the King Edward VI School in Bury St. Edmonds before his father purchased him an ensigns commission in the British Army. Serving in his fathers regiment, the 55th Foot (later 44th Foot), Lee spent time in Ireland before purchasing a lieutenants commission in 1751. With the beginning of the French and Indian War, the regiment was ordered to North America. Arriving in 1755, Lee took part Major General Edward Braddocks disastrous campaign which ended at the Battle of the Monongahela on July 9. French and Indian War Ordered to the Mohawk Valley in New York, Lee became friendly with the local Mohawks and was adopted by the tribe. Given the name Ounewaterika or Boiling Water, he was permitted to marry the daughter of one of the chiefs. In 1756, Lee purchased a promotion to captain and a year later took part in the failed expedition against the French fortress of Louisbourg. Returning to New York, Lees regiment became part of Major General James Abercrombies advance against Fort Carillon in 1758. That July, he was badly wounded during the bloody repulse at the Battle of Carillon. Recovering, Lee took part in Brigadier General John Prideauxs successful 1759 campaign to capture Fort Niagara before joining the British advance on Montreal the following year. Interwar Years With the conquest of Canada complete, Lee was transferred to the 103rd Foot and promoted to major. In this role, he served in Portugal and played a key part in Colonel John Burgoynes triumph at the Battle of Vila Velha on October 5, 1762. The fighting saw Lees men recapture the town and win a lopsided victory that inflicted around 250 killed and captured on the Spanish while only sustaining only 11 casualties. With the end of the war in 1763, Lees regiment was disbanded and he was placed on half-pay. Seeking employment, he traveled to Poland two years later and became an aide-de-camp to King Stanislaus (II) Poniatowski. Made a major general in the Polish service, he later returned to Britain in 1767. Still unable to obtain a position in the British Army, Lee resumed his post in Poland in 1769 and took part in the Russo-Turkish War (1778–1764). While abroad, he lost two fingers in a duel. To America Invalided back to Britain in 1770, Lee continued to petition for a post in the British service. Though promoted to lieutenant colonel, no permanent position was available. Frustrated, Lee decided to return to North America and settled in western Virginia in 1773. There he purchased a large estate near lands owned by his friend Horatio Gates. Quickly impressing key individuals in the colony, such as Richard Henry Lee, he became sympathetic to the Patriot cause. As hostilities with Britain looked increasingly likely, Lee advised that an army should be formed. With the Battles of Lexington and Concord and subsequent beginning of the American Revolution in April 1775, Lee immediately offered his services to the Continental Congress in Philadelphia. Joining the American Revolution Based on his prior military exploits, Lee fully expected to be made the commander-in-chief of the new Continental Army. Though Congress was pleased to have an officer with Lees experience join the cause, it was put off by his slovenly appearance, desire to be paid, and frequent use of obscene language. The post instead was given to another Virginian, General George Washington. Lee was commissioned as the Armys second-most senior major general behind Artemis Ward. Despite being listed third in the Armys hierarchy, Lee was effectively second, as the aging Ward had little ambition beyond overseeing the ongoing Siege of Boston. Charleston Immediately resentful of Washington, Lee traveled north to Boston with his commander in July 1775. Taking part in the siege, his gruff personal behavior was tolerated by other officers due to his prior military accomplishments. With the arrival of the new year, Lee was ordered to Connecticut to raise forces for the defense of New York City. Shortly thereafter, Congress appointed him to command the Northern, and later Canadian, Department. Though selected for these posts, Lee never served in them because on March 1, Congress directed him to take over the Southern Department at Charleston, South Carolina. Reaching the city on June 2, Lee was quickly faced with the arrival of a British invasion force led by Major General Henry Clinton and Commodore Peter Parker. As the British prepared to land, Lee worked to fortify the city and support Colonel William Moultries garrison at Fort Sullivan. Doubtful that Moultrie could hold, Lee recommended that he fall back to the city. This was refused and the forts garrison turned back the British at the Battle of Sullivans Island on June 28. In September, Lee received orders to rejoin Washingtons army at New York. As a nod to Lees return, Washington changed the name of Fort Constitution, on the bluffs overlooking the Hudson River, to Fort Lee. Reaching New York, Lee arrived in time for the Battle of White Plains. Issues with Washington In the wake of the American defeat, Washington entrusted Lee with a large portion of the Army and tasked him with first holding Castle Hill and then Peekskill. With the collapse of the American position around New York after the losses of Fort Washington and Fort Lee, Washington began retreating across New Jersey. As the retreat began, he ordered Lee to join him with his troops. As the autumn had progressed, Lees relationship with his superior had continued to degrade and he began sending intensely critical letters regarding Washingtons performance to Congress. Though one of these was accidentally read by Washington, the American commander, more disappointed than angered, did not take action. Capture Moving at a slow pace, Lee brought his men south into New Jersey. On December 12, his column encamped south of Morristown. Rather than remain with his men, Lee and his staff took quarters at Whites Tavern several miles from the American camp. The next morning, Lees guard was surprised by a British patrol led by Lieutenant Colonel William Harcourt and including Banastre Tarleton. After a brief exchange, Lee and his men were captured. Though Washington attempted to exchange several Hessian officers taken at Trenton for Lee, the British refused. Held as a deserter due to his previous British service, Lee wrote and submitted a plan for defeating the Americans to General Sir William Howe. An act of treason, the plan was not made public until 1857. With the American victory at Saratoga, Lees treatment improved and he was finally exchanged for Major General Richard Prescott on May 8, 1778. Battle of Monmouth Still popular with Congress and parts of the Army, Lee rejoined Washington at Valley Forge on May 20, 1778. The following month, British forces under Clinton began evacuating Philadelphia and moving north to New York. Assessing the situation, Washington desired to pursue and attack the British. Lee strenuously objected to this plan as he felt the new alliance with France precluded the need to fight unless victory was certain. Overruling Lee, Washington and the army crossed to New Jersey and closed with the British. On June 28, Washington ordered Lee to take a force of 5,000 men forward to attack the enemys rearguard. At around 8 a.m., Lees column met the British rearguard under Lieutenant General Lord Charles Cornwallis just north of Monmouth Court House. Rather than commence a coordinated attack, Lee committed his troops piecemeal and rapidly lost control of the situation. After a few hours of fighting, the British moved to flank Lees line. Seeing this, Lee ordered a general retreat after offering little resistance. Falling back, he and his men encountered Washington, who was advancing with the rest of the Army. Appalled by the situation, Washington sought out Lee and demanded to know what had happened. After receiving no satisfactory answer, he rebuked Lee in one of the few instances where he swore publicly. Replying with inappropriate language, Lee was immediately relieved of his command. Riding forward, Washington was able to rescue American fortunes during the remainder of the Battle of Monmouth Court House. Later Career and Life Moving to the rear, Lee promptly wrote two highly insubordinate letters to Washington and demanded a court-martial to clear his name. Obliging, Washington had a court-martial convened at New Brunswick, New Jersey on July 1. Proceeding under the guidance of Major General Lord Stirling, the hearings concluded on August 9. Three days later, the board returned and found Lee guilty of disobeying orders in the face of the enemy, misbehavior, and disrespecting the commander-in-chief. In the wake of the verdict, Washington forwarded it to Congress for action. On December 5, Congress voted to sanction Lee by relieving him from command for one year. Forced from the field, Lee began working to overturn the verdict and openly attacked Washington. These actions cost him what little popularity he had remaining. In response to his assault on Washington, Lee was challenged to several duels. In December 1778, Colonel John Laurens, one of Washingtons aides, wounded him in the side during a duel. This injury prevented Lee from following through on a challenge from Major General Anthony Wayne. Returning to Virginia in 1779, he learned that Congress intended to dismiss him from the service. In response, he wrote a scathing letter that resulted in his formal dismissal from the Continental Army on January 10, 1780. Death Lee moved to Philadelphia in the same month as his dismissal, January 1780. He resided in the city until taking ill and dying on October 2, 1782. Though unpopular, his funeral was attended by much of Congress and several foreign dignitaries. Lee was buried at Christ Episcopal Church and Churchyard in Philadelphia.

Stroke Warning Signs Seen Hours or Days Before Attack

Stroke Warning Signs Seen Hours or Days Before Attack Warning signs of a stroke may appear as early as seven days before an attack and require urgent treatment to prevent serious damage to the brain, according to a study of stroke patients published in the March 8, 2005 issue of Neurology, the scientific journal of the American Academy of Neurology. A total of 80 percent of strokes are ischemic, caused by the narrowing of the large or small arteries of the brain, or by clots that block blood flow to the brain. They are often preceded by a transient ischemic attack (TIA), a â€Å"warning stroke† or â€Å"mini-stroke† that shows symptoms similar to a stroke, typically lasts less than five minutes and does not injure the brain. The study examined 2,416 people who had experienced an ischemic stroke. In 549 patients, TIAs were experienced prior to the ischemic stroke and in most cases occurred within the preceding seven days: 17 percent occurring on the day of the stroke, 9 percent on the previous day, and 43 percent at some point during the seven days prior to the stroke. â€Å"We have known for some time that TIAs are often a precursor to a major stroke,† said study author Peter M. Rothwell, MD, Ph.D., FRCP, of the Department of Clinical Neurology at Radcliffe Infirmary in Oxford, England. â€Å"What we haven’t been able to determine is how urgently patients must be assessed following a TIA in order to receive the most effective preventive treatment. This study indicates that the timing of a TIA is critical, and the most effective treatments should be initiated within hours of a TIA in order to prevent a major attack.† The American Academy of Neurology, an association of more than 18,000 neurologists and neuroscience professionals, is dedicated to improving patient care through education and research. A neurologist is a doctor with specialized training in diagnosing, treating and managing disorders of the brain and nervous systems such as stroke, Alzheimers disease, epilepsy, Parkinsons disease, autism, and multiple sclerosis. Common Symptoms of a TIA While similar to those of a stroke, the symptoms of a TIA are temporary, and include: Sudden numbness or weakness of the face, arm, or leg, especially on one side of the body.Sudden confusion or problems understanding.Sudden difficulty speaking.Sudden vision difficulty in one or both eyes.Sudden dizziness, loss of balance or coordination, or difficulty walking.Sudden, severe headache with no apparent cause.

SCUBA DIVING INDUSTRY Essay Example | Topics and Well Written Essays - 1000 words

SCUBA DIVING INDUSTRY - Essay Example Sport diving is commonly used to refer to both skin and scuba diving activities. Political environmental of a nation can heavily affect the diving industry. The diving industry is interrelated with tourism. It is mainly concerned with dive operators, tour organizers, restaurateurs, hoteliers and professionals. If the political environment of the nation is not stable or there is some kind of disturbance, then the people willing to dive will be few. 1 There is also the issue of territorial waters whereby divers are restricted to diving only in some parts of the water. Otherwise, they are required to get licensed or follow some procedures in order to get registered for the sport if they intend to venture in some parts of the waters. If proper authorization is not given, divers can face legal penalties for trespass. There are also various recognized national diving agencies e.g. NASDS, NAUI, SSI, PADI and YMCA. These agencies are the ones are the ones which certify dicers and they are engaged in competition just like in any other business. They also politicize the diving industry to some extent and influence the direction the diving industry takes. Economical factors aff... Diving is mostly considered as a leisure sport although recently there are many professional taking up the sport. When the nation is on an economic rise, more people tend to find time to utilize their surplus income in sports like diving. Diving also requires training. Potential divers should look for an instructor who has been certified. It also requires equipment such as masks, snorkel, fins, wet suits, weight belts or scriber equipment. All these equipments require some economic input and although most of them can be hired, it still weighs on the pocket and not all people may be able to afford it. Diving may also result in some disorders e.g. oxygen poisoning or nitrogen narcosis which may require medical attention hence adding to the expense. 2 Socio-cultural factors affecting diving industry are very dynamic. Originally, diving was considered a very risky sport and it was initially attempted by men only. However, with time, women warmed up to the idea and have taken up the sport and a number of instructors in the diving industry today are women. In most places where water sports re developed, diving is becoming a culture. Many people are venturing into diving for fun, to explore then uncountable varieties of animal and plant life in the underwater world. Diving competitions can be a lot of fun and they also bring people together. It is out of such competitions and more training that diving professionals re born. Technological factors influencing the diving industry have continued to improve the sport and make it easier. Over the years, equipment for diving has been improved to increase safety and reduce health risks. Initially, only equipment for skin diving i.e. snorkel, fins and masks were available and although these too have developed and

Personal Statement Example | Topics and Well Written Essays - 750 words - 19

Personal Statement Example in Taxation. Another factor that builds on my capacity for an opportunity to pursue this program is the experience I have gathered working as a consultant for Tailite Chemical & Plastic Limited Company. I have gained knowledge pertaining to legal issues of investing in the Midwest states and in the United States and have encountered issues of taxation. This would help me identify with some of the content that I will be taught in my LL.M. in Taxation classes. This would be an added advantage for me because I will be familiar with elements of taxation (Mooih et al 2003, 513). Research assignments that I will be required to tackle while pursuing the program will benefit from the experience I got while on an internship in Direct2supplier Corporation. While on this internship, I learned how to conduct research and interact, meaningfully, with research results. My service with Akzo Nobel (Asia) Co., Ltd also equipped me with a chance to conduct research inclined to legal issues. Roles and duties that I have assumed in different companies that I have worked for in the past have also taught me the prudence that I will use when going about my studies (Mooih et al 2003, 514). This program is the right one for me because it will enhance my practice as a consultant for Chinese companies that want to start businesses in the United States. Currently, I am working with a company that provides companies with the information they need to launch into overseas markets and the trend is that the companies interested in expanding their businesses abroad are increasing by the day. This has motivated me into studying LL.M. Taxation program from the United States. This way, a faculty that has experience in the country’s taxation practices (Mooih et al 2003, 515) will teach me. While working, I have interacted with people from diverse cultural backgrounds and I will ease adapting to the diverse cultural

A research analysis on American Impressionists painter Mary Cassatt's Paper

A analysis on American Impressionists painter Mary Cassatt's life, work, technique and media style - Research Paper Example The purpose of this paper is to explore four pieces of Cassatt’s work in detail to fully understand the techniques and media styles used within these paintings. To explore further meaning from Cassatt’s work, a brief overview of her life and the culture in which she was producing art will be given. This exploration will add contextual depth to the analysis of Cassatt’s work, as an artist cannot be separated from their environment when exploring their work. Life of Mary Cassatt Mary Cassatt was born in what is now Pittsburg in 1844 into a wealthy family (McKown 89). Her father was a stockbroker and her mother also came from a banking family, meaning that the family did not have economic problems and allowed Cassatt to explore artistic options that may not have been open to many at the time. As a result of her mother’s wealth, Cassatt had a strong and well-educated female role model in her life, again allowing her to develop free from many of the constraints on women during the 19th century (Streissguth 5). Although living in the United States officially, Cassatt’s family believed that travel was extremely important and thus Cassatt had exposure to many of the European capital cities (such as Rome, Paris and Berlin) during her early life (Streissguth 8), which may have shaped a lot of her work. It was in Paris that Cassatt became exposed to many of the Old Masters, and became familiar with the works of Degas and Pissarro, both of whom would later play important roles in her artistic development (Streissguth 9). Later in life, Cassatt attended the Pennsylvania Academy of the Fine Arts, determined to make art into a career (Frank 86). Although her family was slightly disapproving and most of the women at the time did not pursue careers, Cassatt studied here from 1861 to 1865 (Frank 86). After this period of study, Cassatt moved to Paris (with female chaperones). Although not allowed to study art officially (as a woman), Cassatt di d have access to some of the masters who lived and taught in the city and was allowed to be privately educated in this sense (McKown 91). In 1868 the piece â€Å"A Mandolin Player† was accepted for display by the Paris Salon, an extremely important honor for artists at the time (McKown 5). However, the French art scene was radically changing and much of Cassatt’s work was still painted in a traditional style, leaving this early honor not much replicated (McKown 5). She moved back to America, again not having much success with her artwork until attracting the attention of the Archbishop of Pittsburgh, who commissioned paintings from Italy and thus sending Cassatt back to Europe (Frank 86). It was after this return to Europe that Cassatt really began to enjoy some financial success from her paintings. In the first seven years of this return, Cassatt always had a piece of artwork for display at the Paris Salon, a great mark of success (Frank 86). She also began to travel to Spain, finding that many of the female artists who were on display in the art world were often so only because of their connections and flirtations (Streissguth 32). After her successful seven years, she had entries rejected from the Salon but was invited to learn about Impressionism by Degas, who

State-funded faith schools

State-funded faith schools This paper will look at the way in which state-funded faith schools came into being in the United Kingdom. It will argue that government educational policy and its immigration and integration policies play a key role in determining the need for the provision of state faith schools. The state funding of faith schools has a long history in the United Kingdom. The National Society of the Church of England founded 17,000 schools to offer education to the poor between 1811 and1860. (DfES, p.2) The state funding of these schools began in 1870 when Church and other voluntary institutions began to receive funds to supplement and assist them in their educational provision. (Cush, p.435) As at January 2008, of the 20,587 maintained primary and secondary schools in the UK, 6,827 have a religious character and of these nine are Muslim. (Bolton, 2009,Table 1) There are three types of schools with religious character in the UK maintained, academies and independent schools with the state providing funding for the first two. Maintained schools are either: voluntary controlled which means the Local Education Authority provides all the funding in return for control mostly over religious education and governance (most Church of England schools are voluntary controlled); and voluntary aided where the state provides 90% of the funding for more control over religious education and governance (most other denominations fall into this category, especially Roman Catholic schools). (Cush p. 435-436). Christian and Jewish faith schools were the only faith schools receiving state funding until 1998 when the Islamia Schools Trust, after a battle of 12 years, was awarded voluntary aide d status for its schools. Whilst there are only nine state funded Muslim schools, there are over 100 Muslim schools in Britain. These independent schools tend to co-ordinate their efforts through the Association of Muslim Schools. On November 11th, 2007 during Prime Ministers Questions, the government stated that regarding education it is committed to a diverse system of schools driven by parental needs and aspirations; that the Government does not have targets for faith schools but remains committed to supporting the establishment of new schools by a range of providers. (Bolton, 2009, p.14) Reaffirming the Governments position on faith schools, Ed Balls, the then Secretary of State for Children, Schools and Families said on January 9th, 2008: It is not the policy of the Government or my Department to promote more faith schools. We have no policy to expand their numbers. That should be a matter for local communities. (Bolton, 2009, p.16) The drive for some members of the Muslim community towards their own faith schools needs to be understood in light of the backdrop of Muslim migration into the UK, their subsequent integration and recent world events. The first Muslims arriving from South Asia in the 1950s were semi-skilled or unskilled labourers. They had a tendency to stay insulated from the wider community this being as much a function of their own choice as a response to the racism and social exclusion they were experiencing. (Hefner, p.227) Subsequent open immigration policies of the 1970s allowed their families to follow and now 75% of all Muslims in the UK are from South Asia. According to the 2001 census, the approximately 1.6 million British Muslims make up roughly 3% of the population. (Hefner, p. 227) In the UK, Muslim has become synonymous with Pakistani. Third generation British-born Muslim families no longer think of themselves as immigrants, although what it means to be a British Muslim is still a concept being negotiated. Our identities are defined as much by our own understanding of our histories as by how we think others perceive us. In recent years, the identity of Muslims has been tied up with world events and striking representations in the media. Since September 11th, 2001, Muslims have been bombarded by an overwhelmingly hostile media and a government apparently intent on impinging on the liberties and human rights of its Muslim citizens. Salma Hafejee described an event that evoked not uncommon feelings in her 21 year old son. Speaking on a film for Our Lives, a project which explored the insights and experiences of Muslim women in Bradford, she told the story of a weekend visit her son took to Barcelona. Coincidently, on the weekend of his trip there had been a series of arrests made in Barcelona in connection with what h ad been described as terrorist activities. On his return home, her son was met by police and questioned for several hours. She said he had always felt British and believed that his British passport would protect him, but for the first time he felt an alien in his own home. (Speak-it, 2009) One can well imagine that this experience and the constant barrage of negative images relating to his faith in the media must have been bewildering. Naturally surrounded by such hostility and otherised in this way, a community would have a tendency to close ranks and look inward for comfort, protection and security. This situation can be seen as some justification for why the Muslim community turned to Muslim schools to preserve their communal identity and Muslim practices. The Education Reform Act 1988 states that schools should promote the spiritual, moral, cultural, mental and physical development of pupils at the school and in society Some Muslims were beginning to question whether a non-Muslim schooling environment would be able to adequately fulfil that need for their children. The Education Act of 1944 made religion the only subject it was compulsory to teach in school, but the teaching of religion is relatively superficial, meaning that from the perspective of those for whom a religious ethos is important, mainstream schools are unable to provide the spiritual and religious dimension adequately. How governments deal with the provision of religion does seem to have some bearing on the educational choices of parents. An examination of Belgium and The Netherlands shows that when the government provision of religious education is high, the demand for religious schools is muted. In Belgium, 4% of the population is Muslim primarily of Turkish or Moroccan descent. Since 1975, it has been the law to provide Islamic instruction in state schools on the same basis as other religions are taught. The first, and only, state funded Islamic primary school opened in 1989 and seems to be linked to the inability of two municipalities to appoint officially recognised teachers and thereby their refusal to provide Islamic instruction. In The Netherlands, 6% of the population is Muslim and also primarily of Turkish or Moroccan descent. The state does not have a policy for the specific provision of Islamic instruction and there are 45 Islamic schools in The Netherlands. (Merry, 2005) In the UK, the lack of adequate provision of religious education in mainstream state schools, the hostility of the media, the government and the public to their faith and community, and the recorded underachievement of Pakistanis in mainstream schools combine to form a powerful motivator for Muslim parents to take over control of the education of their child. Given the UK governments expansive rhetoric about promoting and supporting Britain to be a multi-cultural society, and its stated commitment to a diverse system of schools driven by parental needs and aspirations, the support of Muslim state funded schools is an easy stretch. But an agreed definition of a multicultural society seems woefully lacking. The government has a policy of promoting multiculturalism but if it is unable to define what a multicultural society could look like, how does it know that the policies it is promoting are effective to meeting this end? Todays multicultural Britain has many faces dependent largely on ethnicity, geography and social class, which in turn is one of the determinants of educational achievement. Is multicultural simply the acknowledgment of diversity in our society or is it an engagement with that diversity to create a society that is pluralistic? Does it mean that we are all free to live in our own sub-worlds without interface with the wider community or does it mean that we are encouraged to engage with each other? Where is the thread that binds us as citizens if we live entirely culturally independent lives? This was a question that was raised by Ray Honeyford more than twenty years ago and it is still a question that warrants addressing thoughtfully today. In 1982 Bradford Council issued guidelines for its aim in education. These included: preparing children for a life in a multicultural society; countering racism and the inequalities of discrimination; developing the strengths of cultural and linguistic diversity; and responding to the needs of minority groups. Ray Honeyford was a headteacher in a Bradford middle school and he was concerned that the educational policies he was expected to implement were unworkable. He argued that the 20% of Bradfords Islamic immigrant population had intentions to remain in Britain. For their sake and for the sake of others, they should participate fully in British life, and that in order to do so effectively their education needed to stress the primacy of the English language, and British culture, history and traditions. (Dalrymple, 2002) In 1984, Honeyford wrote an article that was rejected by The Times Educational Supplement before being published by the far right Salisbury Review. The fact that it was this publication that was the first method of transmission connoted a lot to its readers and no doubt would have influenced the subsequent interpretation of the article itself. In Education and Race an Alternative view Honeyford (2006) suggested that the perversion of language (he had a Masters in linguist ics) around race and cultural issues had made it impossible to speak honestly about the concerns and realities that our increasingly diverse society was throwing up. He highlighted that lumping together all non-whites into one category that was black created a dichotomy of anti-white solidarity. What we, today, call other-ing. His primary concern was the impact of an imposed multicultural mindset on the education of his students. British law obliges a parent to ensure that his or her child is registered and attends school regularly. He argued that the tendency for Asian families to take their children out of school and send them to the sub-continent for months at a time was not only illegal but had obvious negative educational effects. The Department of Education and Science turned a blind eye leaving headteachers, like Honeyford, to comply with an attendance policy based on the parents country of origin. He found this indefensible and cast it as an officially sanctioned policy of r acial discrimination. (Honeyford, 2006) Honeyford further highlighted that the absence of English as a primary language of instruction at the school left the ethnic white minority students in his schools educationally disadvantaged. His broader concern was how the functioning of inner cities with its production of ethnic ghettos, and multi-racial educational policies could produce an integrated and harmonious society. He concluded: I suspect that these elements, far from helping to produce harmony, are, in reality, operating to produce a sense of fragmentation and discord. And I am no longer convinced that the British genius for compromise, for muddling though, and for good natured tolerance will be sufficient to resolve the inevitable tensions. (Honeyford, 2006) Post-publication, Honeyford endured a protracted and bitter campaign against him leading to his eventual early retirement. The vitriolic response to his assertions for better and more integrative education did not raise the government action. Issues raised by the Honeyford Affair continue to be debated more than two decades later. Honeyfords tough and courageous questioning of issues that the government was too uncomfortable to raise and try and work through have left a lasting vacuum on integration and the harmonious and multicultural world we reasonably aspire to. In light of these affairs, the debate on faith schools which predominantly relates to maintained schools leads us first to ask what the aim and purpose of education is. Is education intended to provide us with skills for employment, in which case it is driven by a practical measurable output? Or is in intended for, as Aristotle called it, human flourishing? And are these two necessarily mutually exclusive? If education is deemed a human right, then what role does the child play in determining the education that he receives? These questions dont seem to have been directly touched upon by those debating the desirability of faith schools. Given the faith school debate touches on areas of education, politics and religion it is unlikely to be a dispassionate one. Most of the debate is opinion- rather than evidence-based (Cush p.440) and writers on the issue repeatedly bemoan the lack of empirical evidence to substantiate claims from either side. As Muslims are becoming acutely aware of their minority status, the drive towards Islamic schools is as much a response to the attack on their identity as it is about the ethos of education. According to Heffner and Zaman (2007, p. 228) In recent years, the issue of Islamic education has been a vital part of the debate about what it means to be a British Muslim today and an important terrain in the negotiation of identity, citizenship and co-existence. Mainstream education tends to view the world though an Anglo-Saxon lens and achievements are Europeanised. The study of the contributions made by Muslim scholars over the centuries in many subject areas is a boost to self-esteem and those calling for Muslim schools are looking for a change in the way the world is viewed. The mission statement of the Islamia Trust Schools states that it strive[s] to provide the best education in a secure Islamic environment through the knowledge and application of the Quran and Sunnah. (Islamia) What this requires is a reconception of the way in which any subject can be taught, negotiating as it must through the Quran and the Sunnah. The argument being made is that Muslim children are becoming de-Islamised (Khan-Cheema, p.83) and that mainstream schools are failing to provide an ethos in which all, not just secular, aspects of a childs life are catered for. Concern for the lack of single sex provision in the mainstream for girls is also voiced as a co ncern and a reason for requiring the provision of Muslim schools. The academic underachievement of Pakistanis in mainstream schools is well recognised, but their achievement in faith schools is well above average (Bolton, 2009). The direct connection linking improved academic results and faith schools should be made cautiously as academic achievement is also liked to the economic and social class of the family. The case against Muslim faith schools is a compelling one. Those fighting this position say that these schools are a breeding ground for fundamentalist and intolerant religious views that are not inclusive of the majority. They propagate segregation and voluntary apartheid and create ghettos which exclude other races and faiths, thus creating social division. With Islam almost universally cast as a threat to world order this raises questions relating to citizenship and loyalty. Those in this camp may draw some of their inspiration from the position Honeyford took on the need to integrate rather than segregate more than 2 decades ago. Why would, and how could, an immigrant who lands in the UK who is able to create for himself an environment that reflects culturally, socially, and educationally the one which he left, have any opportunity to build loyalty to his host country. Clearly the governments position on what a multicultural Britain would look like needs to be debated much more openly if only so we can try and understand how we will get there. A laissez-faire each-to-his own policy cannot surely provide the way forward. The questions Honeyford asked more than 20 years ago, distasteful as they were, are questions we might need to ask again today. References Bolton, Paul Gillie, Christine (2009). Faith schools: admissions and performance. House of Commons Library Standard Note SN/SG/4405 Cush, Denise (2005). Review: The Faith Schools Debate. British Journal of Sociology and Education, Vol.26, No.3 (Jul.,2005), pp. 435-442 Department for Children, Schools and Families (DfES). Faith in the System: The role of schools with a religious character in English education and society. Hefner, Robert W. Zaman, Muhammad Q. (2007) Schooling Islam: The culture and politics of Modern Muslim Education. Princeton University Press. Hewer, Chris (2001). Schools for Muslims. Oxford Review of Education, Vol. 27, No. 4, The State, Schools and Religion (Dec.,) 2001), pp.515-527 Hewitt, Ibrahim (1996). The Case for Muslim Schools in Issues in Islamic Education. The Muslim Educational Trust, London. Hussain, Imitiaz, A. (2003), Migration and Settlement: A Historical Perspective of Loyalty and Belonging in British Muslims: Loyalty and Belonging, ed Mohammad Siddique Seddon, Dilwar Hussain, Nadeem Malik. The Islamic Foundation, Leicestershire. Khan-Cheema, Muhammad, A. (1996). British Muslims in State Schools: a positive way forward in Issues in Islamic Education. The Muslim Educational Trust, London. Lawson, Ibrahim (2005). Leading Islamic Schools in the UK: A challenge for us all. National College for School Leadership. Merry, Michael S. Driessen, Geert (2005). Islamic Schooling in Three Western Countries: Policy and Procedure. Comparative Education, Vol. 41, No. 4 (Nov., 2005), pp. 411-432 Parker, Stephen (2005/2006). Review: In Good Faith: Schools, Religion and Public Funding. Journal of Law and Religion, Vol. 21, No. 1 (2005/2006), pp. 217-219 Speak-it Productions (2009). Film Our Lives Project http://www.youtube.com/ourlivesproject#p/u/4/lFnuhPijzXM

Current Issue Article :: essays research papers

I found this article to be very interesting it ties very well into what we have been learning about with the universe. The article talks about how astronomers have used old stars to determine the age of the universe. The article tells how Timothy Beers and his associates have discovered a radioactive isotope, uranium-238, in a metal-poor star located on the outskirts of the milkyway. I suppose I should give a little back that the article talked about first. Astronomers have found the age of many stars by using radioactive dating. See astronomers are able to calculate the age of a star by using this radioactive dating. This method does work for older stars that were formed from just hydrogen, helium and lithium these are nonradioactive elements that are called metal poor-stars. Well it is believe that some of these stars were massive and exploded and set off nuclear reactions that made a second generation of metal-poor stars and some of these stars contained radioactive isotopes. So now that leads us to were I started until the discovery of uranuim-238 astronomers were only able to detect isotope-thoruim-232. Well with the discovery of this star that contained uranuim-238 researchers were able to calculate the age of the star and make an estimated minimum age of the universe. Astronomers hope that with the discovery of more of these stars they will be able to find the minimum age of the universe.   Ã‚  Ã‚  Ã‚  Ã‚  I know that was a long explanation I just don’t think I could have made it shorter. Any ways I picked this article because I found it so interesting. I mean to think that for thousands of years astronomers have been studying the stars and here in the year 2001 they are still making discoveries.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand is knowing the age of the universe going to make some big impact on our lives. I guess what I am wondering is I am sure that they are spending millions of dollars for this research.

Call centre Essay

Call centre technology is subject to improvements and innovations. Some of these technologies include speech recognition software to allow computers to handle first level of customer support,text mining and natural language processing to allow better customer handling, agent training by automatic mining of best practices from past interactions, support automation and many other technologies to improve agent productivity and customer satisfaction.[1] Automatic lead selection or lead steering is also intended to improve efficiencies,[2] both for inbound and outbound campaigns, whereby inbound calls are intended to quickly land with the appropriate agent to handle the task, whilst minimizing wait times and long lists of irrelevant options for people calling in, as well as for outbound calls, where lead selection allows management to designate what type of leads go to which agent based on factors including skill, socioeconomic factors and past performance and percentage likelihood of clo sing a sale per lead. Premise-based Call Centre Technology Historically, call centres have beenbuilt on PBX equipment that is owned and hosted by the call centre operator. The PBX might provide functions such as Automatic Call Distribution, Interactive Voice Response, and skills-based routing. The call centre operator would be responsible for the maintenance of the equipment and necessary software upgrades as released by the vendor. Virtual Call Centre Technology[3] With the advent of the Software as a service technology delivery model, the virtual call centre has emerged. In a virtual call centre model, the call centres operator does not own, operate or host the equipment that the call centre runs on. Instead, they subscribe to a service for a monthly or annual fee with a service provider that hosts the call centre telephony equipment in their own data centre. Such a vendor may host many call centres on their equipment. Agents connect to the vendor’s equipment through traditional PSTNtelephone lines, or over Voice over IP. Calls to and from prospects or contacts originate from or terminate at the vendor’s data centre, rather than at the call centre operator’s premise. The vendor’s telephony equipment then connects the calls to the call centre operator’s agents. Virtual Call Centre Technology allows people to work from home, instead of in a traditional, centralised, call centre location, which increasingly allows people with physical or other disabilities that prevent them from leaving the house, to work.[4] A predictive dialing system running out of phone numbers. Cloud Computing for Call Centres Cloud computing for call centres extends cloud computing to Software as a service, or hosted, on-demand call centres by providing application programming interfaces (APIs) on the call centre cloud computing platform that allow call centre functionality to be integrated with cloud-based Customer relationship management, such asSalesforce.com or Oracle CRM and leads management and other applications. The APIs typically provide programmatic access to two key groups of features in the call centre platform: Computer Telephony Integration (CTI) APIs provide developers with access to basic telephony controls and sophisticated call handling on the call centre platform from a separate application. Configuration APIs provide programmatic control of administrative functions of the call centre platform which are typically accessed by a human administrator through a Graphical User Interface (GUI). * Call Center (18SB Allahabad/IMA 134th course) * International Terrorism (18SB Allahabad/IMA 134th course) * Indian Economy (18SB Allahabad/IMA 134th course) * Status of Women in India(18 SSB Allahabad/38 Tech SSC ) * E governance(22 SSB, Bhopal/ssc(w) tech ) * Health tourism(22 ssb, bhopal/ssc(w) tech ) * Favorite Actress(22 ssb, bhopal/ssc(w) tech ) * India and USA changing world(20 SSB Bhopal) * Criminalization in Politics(20 SSB Bhopal) * Smart card(20 SSB Bhopal) * G 8 Nations (24 SSB Bangalore) * E-Commerce(11 SSB Allahabad; IMA-134th Course) * Higher Education in India(33 SSB Bhopal) * Social Effects in Pornography(33 SSB Bhopal) * Gay Rights(34 SSB Allahabad) * Instant Cricket(34 SSB Allahabad) * Global Warming:Fact or Fiction(24 SSB Bangalore) * Favorite Pass time(24 SSB 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India’s foreign trade (22 SSB) * Indo Pak relations- the future (22 SSB) * Disaster management in india (22 SSB) * Water resources (22 SSB) * Girl Child (22 SSB) * Health (22 SSB) * Aviation industry in India (22 SSB) * If there were no super powers in this world(4 AFSB Varanasi) * Use of technology in agriculture(4 AFSB Varanasi) * United we stand,divided we fall(4 AFSB Varanasi) * Can India become self sufficient in energy resources(4 AFSB Varanasi) * Cyber crime(4 AFSB Varanasi) * Sports in India(4 AFSB Varanasi) * Role of opposition in Indian politics(4 AFSB Varanasi) * BPO vs KPO (NSB,Coimbatore) * Why youth hesitate to Join defence forces (NSB,Coimbatore) * Indian reservation Policy (18 SSB Allahabad) * Sanjay Dutt (18SSB Allahabad) * IT Industry (18SSB Allahabad) * Your favorite Day (18SSB Allahabad) * Role of Discipline in Life (19 SSB Allahabad, IMA 134) * Peaceful use of Nuclear Energy (19 SSB Allahabad, IMA 134) * Globalization (19 SSB Allahabad, IMA 134) * India’s 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* Nuclear reactor in India * UID cards ( ATM, Credit cards) * Freedom movement of India * If you become the prime minister. * Achievement in Life * World Peace * Development of Science * Pros and Cons of science * Tel about your native * Knowledge is power * Power of Press * Defense system of India * Co-Education * The Newspaper * The T.V * N.C.C. * Dictatorship * UNO * War in srilanka, libya * SAARC, G8 * Cricket in India * Hockey the national game * Foot ball in India * Compulsory Military Training. * Corruption and Bribe * India the super power * Indo-pak war or Indo-pak conflict * IIT and IIM standard with International standards * Transportation in India * Migration of Students to Foreign * Missiles in India * India in Space Research * ISRO * Unemployment in India * Unforgettable moments in Life * Favourite book * Your Hero(napolean etc) * Women at the society * Security for the women in India. * Quota for Indian Constitution * 33% reservation for women * Youth in Politics * Exercise makes us fit * Global warming * Life of poor people in India * Saving of Rain water or Ground water management. * Sea water to drinking water project. * Solar energy to electrical energy project. * Petrol price hike in India * Gold mines in India * Natural resources of India * BPO jobs in India * City expansion and destruction of yielding lands in India * Computer * Recycling of Waste * Security of India * NSG and security forces * Does china a threat for India * Why to keep the enviroment clean * Why people hesitate to join Armed forces. * Upstairs and Downstairs * Interlinking of Rivers * BPO vs KPO * Democracy * Effect of Pornography * Education in Rural India. * Nanotechnology * Child marriage, * Sensex boom, * Where there is a will there is a way, * My favourite sportsman. * Honesty is the best policy * Superstition in India * Dieting