Essay on The Chemistry behind our Television Sets

Chemistry has had a colossal impact on the advancement of technology throughout the world. Every electronic item can acknowledge chemistry for its creation. A main example that everyone knows of would be the television. Without chemistry, there would be no technology; and without technology, we would not be where we are today. Before television was invented people tried to find different ways to entertain themselves. One bizarre thing people used the do was to attend surgeries for entertainment. They found surgery to be very interesting and thrilling so they watched for their entertainment, almost like a TV show but in real life. Before television was invented news could not be delivered on a screen broadcasted to everyone, therefore†¦show more content†¦The newer models of televisions contain plasma in their screens. Plasma screens are made up of groups of cells called pixels. These pixels are composed of three sub-pixels that consist of three different colors; green, red, and blue. â€Å"This technology uses a plasma etching system which is a type of plasma processing mainly used in fabricating integrated circuits. The process involves shooting a gas mixture of glow discharge or plasma towards a sample at very high speeds.† (The Canadian News). The plasma, in gas state, reacts with phosphors in the television panel’s sub-pixels to create colored light in green, red, or blue. A phosphor is a synthetic fluorescent or phosphorescent substance. The phosphors used are comparable to the ones used in traditional Cathode Ray Tube televisions and computer monitors. Cathode Ray tubes are a high-vacuum tube in which cathode rays produce a luminous image on a fluorescent screen. With plasma technology, televisions are now able to display richer, more dynamic, and more realistic colors than the CRT televisions (The Canadian News). Technology is affecting society in various ways today. The television has an impact on the behavior of adolescents that many would consider negative. For example, violence in media can cause youth violence. According to Brandon S. Centerwall, â€Å"If, hypothetically, television technology had never been developed, there would be 10,000 fewer homicides each year in theShow MoreRelatedBreaking Bad is the Single Dominating Modern-day Television Series America1082 Words   |  5 PagesWhen it comes to shows on television today, many of the series that air arent anything to go crazy over, yet this definitely isnt the case for creator Vince Gilligans, â€Å"Breaking Bad.† â€Å"Breaking Bad† follows the life of Walter White (played by Bryan Cranston), an ordinary high school chemistry teacher. With a loving wife and teenage son at home, over time, Walter has formed an exceedingly mundane routine for his life. 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Lab Report on TLC analisys of Analgestic Drugs Essay examples

TLC Analysis of Analgesic Drugs Introduction In this experiment, thin-layer chromatography (TLC) was used to determine the composition of various over-the-counter (OTC) analgesics: Anacin, Bufferin, Excedrin, and Tylenol. The TLC plates were first viewed under ultraviolet (UV) light and then treated with iodine vapor in order to visualize the spotting. Experiment Scheme Initially, sixteen capillary micropipets were created in order to spot the TLC plates. Two TLC plates were then obtained and marked with pencil for spotting. A line was drawn 1 cm from the bottom of each plate, and five small, evenly spaced marks were made along those lines (see Figure 1). Each mark indicated where a substance would be spotted. All compounds†¦show more content†¦They were first viewed under UV light, where any spots were circled with a pencil. They were then placed in a jar with iodine where some spots developed a brownish color. Figure 6 shows approximately what each plate looked like after it was viewed. Any circles with X’s were ones that developed the brownish color after exposure to the iodine. Figure 6. Developed TLC Plates The Rf values were calculated based on these observations. They are shown in Table 2. Table 2. Rf Values Name Distance from Base to Center of Spot (cm) à · Distance from Base to Sovlent Front (cm) = Rf Value acetaminophen 4.0 à · 5.5 = .73 aspirin 4.7 à · 5.5 = .85 caffeine 2.4 à · 5.5 = .44 salicylamide 4.6 à · 5.5 = .84 Anacin 2.6 à · 5.8 = .45 Bufferin 5.0 à · 5.8 = .86 Excedrin 2.6 à · 5.8 = .45 4.3 à · 5.8 = .74 Tylenol 4.3 à · 5.8 = .74 Discussion This experiment was designed to determine which analgesic compounds common OTC drugs contained. According to research done after the experiment, the testing successfully determined which compounds the sample drugs contained. The results showed that Tylenol contains acetaminophen, Excedrin contains caffeine and acetaminophen, Anacin contains caffeine, and Bufferin most likely contains

Problem Solving Techniques and Tips †Free Samples to Students

Question: Discuss about the Problem Solving Techniques and Tips. Answer: Introduction: Being a support worker at the youth disability accommodation service, I come across number of behaviors which are different than normal or sometimes silent behavior which is perhaps more dangerous or complicated in results. My response to various behaviors below would be based on understanding the psychology of the individual and then responding with the best possible solution. Elizabeth tripped over the mat on the lounge room floor. Behavior aspects: Elizabeth is walking in the lounge and she slipped may or may not have certain behavioral implications. In normal situations where it is possible for her to walk in the usual manner, she intends to walk with shuddering feet. Such kind of conduct do not hint positive response in the mental health of the person. Elizabeth is suffering from memory lapses and this could go severe because under such medical condition, someone forgets on what they are doing in the current time. Elizabeth is walking and suddenly, she overlooks her thoughts and does not know to take next steps in her walking process. Such behavioral response requires documentation because memory phase treatment would be required to ensure consciousness in her mind and that will make her overcome such kind of behavior. Sudden loss to the memory may prove fatal for her in her regular activities of life and therefore, memory treatment would help her do the best in life. (Elizabeth, 2015) You found medication tucked under Mikes pillow. Behavior aspects: Mike has been at the youth disability accommodation service for three years and improvement in his health was not remarkable that could allow him to stay normal in the outside life. Mike have a problem in dealing with the people where he struggles to understand, say or believe someone. Such behavioral symptoms of hiding the medication may have thoughts of not getting well. (Kane, 2016) In simple terms Mike believes that if he does not take medication, he would not leave disability accommodation because it the area of his comfort. Here he doesnt need to deal with people who have strange comportment as per Mike. Mikes behavior need special attention because giving him medication by force or other method would only deepen his fears. There is need to help him comprehend that medicines on timely basis will make him good and people outside are willing to interact with him. Once medication is normal and Mikes response is on expected path, miracles are bound to happen. Behavior aspects: Such behavioral response from Raelene could be easy going or it may have other regressive impacts depending the sternness. Raelene is suffering from Hyperopia where she can see things clearly which are far away from her whereas nearby things need glasses to see them. Simple facet of the behavior is that she might not be looking good wearing those bulky glassed frames. Severe impact of this rejection by Raelene could be trying to stay natural. She believes that glasses are hindering her vision to see virtuous effects and this makes her irritated over the topic of glasses. Also, it is to be noted that Raelene cannot walk a step without her glasses and whenever she even attempts the same, she fells down after hitting any non-moveable object at the place. So, it clear that the problem of the vision has undesirable bearings which could prove fatal to her life. There is requirement to help her understand the vision of glasses by highlighting the virtues. Leanne was complaining of stomach pain. Behavior aspects: As a support worker, I can never rely on one observation or one method of observation for monitoring the behavior of the person. Leanne has been regularly complaining of stomach pain. Taking it on a serious note, I decided to go for initial health checks to determine the problem of Leanne. Reports were beyond the general perception that Leanne might be lying to avoid any kind of workload. As per health reports, Leannes intestines were malformed due to lack of proper diet. It clearly indicated that Leanne was not eating his food. Since the root cause was identified and I initiated to provide Leanne diet on demand. Though it took time to see responsive change in behavior, yet ensured that Leanne recovered and the complain of stomach pain was thing of the past. With this observation, it is important to appreciate the right action that is surely required before jumping to set conclusions. George was upset and arguing with his roommate Jim. This has been occurring consistently for some time Behavior aspects: It is clear thought of humanity that not necessarily, two persons may not resemble in aspects of personality, thoughts or backgrounds. In case of George, there is lot of friction in the empathy with his roommate Jin. It is not the case that Jin is pinching him for one or the other thing. In fact, situation at Georges end is fiddly and need to be addressed. In terms of mental understanding, George is under the influence of personal friction. Under personal friction, a person is in habit of complaining about others, yelling or argument in nature. Without discriminating on behavior of George or Jim, my job required me to help George in minimizing gaps. I prepared a care plan for George where listening actively was in focus. It helped George to keep calm with his tempers and his bonding links became compatible not only with his roommate but also with other contacts. How will you respond to Antons behavior to demonstrate effective communication and problem-solving/negotiation strategies? Initially when Anton came to Youth Refuge, his nature was filled with anxiety and anger to argue with people around. With spending routine time in the refuge, it was observed that Anton is improving and is taking time to solidify with other residents. Antons behavior during the last week at the refuge was changing drastically and need to be addressed before he moves out. Ignorance and anger was again observed in the nature of Anton and this was not a good sign. (Valdellon, 2017) With communication and timely discussion approach, it would be possible to address the real problem faced by him. Regular interaction may help him to speak his mind on why there is shift in his nature when time is coming close for him to meet and stay with his family. Might be there is some situation at his home which he is not willing to handle or face. Thats why he is behaving rigid to ensure his stay at the refuge for extended time. I believe meaningful conversations may help me in solving the problem face d by Anton and improving his behavior as well. How will you address Antons cultural differences? Antons behavior is also the output of the family background and differences in the culture need redressal at the earlier because different people from different cultures tend to same thing with different aspects. I will help Anton create supportable relationships with people from other cultures. The first concept to be addressed to Anton is to meet others as an individual and not as someone from some culture. He should be made aware about fair attitude by demonstrating uniformity and fairness in actions rather than judging anyone on different grounds. Communication can solve any misunderstandings and therefore I would encourage Anton to interact with other people. In this way, not only he will overcome these cultural differences but also learn values, styles and skills. In simple term, diversity will be his learning to be successful. (Ryan, 2012) As Antons behavior continues to escalate, how can you respond assertively to ensure personal safety for yourself and Anton? Aggression in Antons behavior may prove terminal both for myself and for him because action/reactions in state of anger are never reversible. With Antons behavior getting depraved, it becomes necessary to raise the concern to the management of the Refuge. With good team of psychologists and counselor, Anton will get the best help to control the anger and irritation that pops his mind. Room of Anton will not have any heavy object which he may use to harm himself or others. It will ensure safety as well. What actions would you need to take after this exchange and over the next week to comply with the organization policies and procedures? Prepare a brief incident report with one entry immediately after the incident and a follow up entry during the week to update the report. With my observation of the refuge, there needs some structural changes to comply with organization policies and procedures. There is need of work as per interest policy along with compulsion activities. It will help resident to be active and happy. Rather than focusing on what is wrong with the resident, it is more better to go with the positives present among them. Rules in case of non-disciplinary action should not be very stringent as they may bring needless fear among the residents. Various curricular activities must be included in improving the social network among the residents. In the disability refuge, nature and dependency of residents coming in varies a lot from each other. Therefore, support and assistance provided to them would always differs. A person may be experiencing various kind of difficult emotions or frustration or anger management and this behavior is different from normal. All due care and support help a patient more than medications and recovery from existing illness is recovered. References: Elizabeth, M. (2015), 5 Surprising Causes of Memory Loss, Available at: https://www.everydayhealth.com/news/5-surprising-causes-memory-loss/(Accessed on 04 May 2017) Kane, S. (2016), Mental Health Awareness Month, Available at: https://psychcentral.com/blog/archives/2017/05/03/mental-health-awareness-month/( Accessed on 04 May 2017) Valdellon, L. (2017), Problem Solving Techniques Management and Tips, Available at: https://www.wrike.com/blog/problem-solving-techniques (Accessed on 04 May 2017) Ryan, T. (2012), 5 Strategies for Dealing with Diversity in the Workplace, Available at: https://smallbusiness.chron.com/5-strategies-dealing-diversity-workplace-18106.html (Accessed on 04 May 2017)

World Civilizations 1500 Essays - Mesoamerica, Fall Of Tenochtitlan

World civilizations 1500 March 17, 1999 1. Essay form (7%) 2. Tenochtitlan case study (10%) 3. Mozambique case study (13%) 4. Comparison of Tenochtitlan and Mozambique cases (15%) 5. Summary of the gun powder arguments in Stearns (35%) 6. Discussion and critique of gun powder arguments in the light of the Tenochtitlan and Mozambique case studies (20%) In the past wars were fought to gain land, wealth, and fame. Two such examples of this are the battle of Tenochtitlan and Mozambique. These are two battles that disprove the gun powder superiority theory. Certain countries look to get an advantage, by incorporating such things as guns, canons, and steel armor. Some countries look to gain an advantage through superior numbers. Several Army leaders simply believed they were superior to their adversaries. Such as the case in Tenochtitlan. The purpose for the invasion of Mexico is not clear however, has stated above it is usually for power, land, or money. In this case Cortes was looking for gold that he hoped he could take from a primitive people. In April 1521Cortes had reached Tenochtitlan. This would mark the beginning of the battle between the Spanish and the Aztec. Before the Spanish arrived in Mexico, a sickness broke out. This epidemic was small pox. Small pox decimated villages. Small pox caused blemishes on people faces, it caused their bodies to become stiff, and made some people unable to move. "And when things were in this state, the Spaniards came..." (Sources, 70 L.). Twelve Spanish boats had come, traveling the coast and looking for places to land. The Spanish managed to get two boats in. It is documented that these boats came in fighting. "There were deaths on both sides, and on both sides captives were taken." (Sources, 70 L.). It is recorded that at the first sight of the Spaniards the natives ran. W ith the village emptied the Spaniards took as they pleased. As the Spaniards continued they came to a place where the fortress was well fortified. This presented no obstacle as they used their canons to blast down the wall. "and the fourth time finally the wall went to the ground once and for all..." (sources, 70 L.) Once inside, the Tzilacatzin and some other warriors went out to face the oncoming Spaniards. These warriors used nothing more than stones repeal the oncoming Spanish. This sent the Spaniards retreating. Some of these warriors hid in the dense brush, and as the Spaniards came through the warriors ambush them. The Spaniards had come with gunpowder and guns and when ambushed these guns did not help. The selection is not specific but I don't believe the Aztec had guns of any kind. "Then he went and threw a Spaniard down, knocking him to the ground..." (Sources 71 L.). The captives were taken to Yacacolca and sacrificed. Spanish first and all other second. The heads were h ung on skull racks facing the East. The Aztec won this battle but it would be short-lived. The second example is the battle in Mozambique. This is similar to the previously described battle in that the natives seemed fearful at first, and retaliated to win the battle. The Portuguese arrived in the rivers of Cuama in the year 1593. Dom Pedro de Sousa led them. This battle was a retaliation of an earlier battle in which the Zimba had killed one of the Portuguese priests. Dom Pedro de Sousa obtained information about his enemy and quickly raised an army. "... 200 Portuguese and 1500 Kaffirs..." (sources, 65 L.) He also took various pieces of artillery, which he wanted to use on the walls. When this failed he was determined to enter by assault. He had part of the trench filled, through which several of his soldiers were wounded by the arrows being shot from above. The natives also used boiling fat and water, which they poured on the attackers and scalded them. They also used iron hooks, which they would stick through the holes of the wall and grab anyone who came too close and wounded them mortally. Following this encounter the captain ordered his men back to camp so they could rest and tend to the wounded. The captain had an idea that would put his men on World Civilizations 1500 Essays - Mesoamerica, Fall Of Tenochtitlan World civilizations 1500 March 17, 1999 1. Essay form (7%) 2. Tenochtitlan case study (10%) 3. Mozambique case study (13%) 4. Comparison of Tenochtitlan and Mozambique cases (15%) 5. Summary of the gun powder arguments in Stearns (35%) 6. Discussion and critique of gun powder arguments in the light of the Tenochtitlan and Mozambique case studies (20%) In the past wars were fought to gain land, wealth, and fame. Two such examples of this are the battle of Tenochtitlan and Mozambique. These are two battles that disprove the gun powder superiority theory. Certain countries look to get an advantage, by incorporating such things as guns, canons, and steel armor. Some countries look to gain an advantage through superior numbers. Several Army leaders simply believed they were superior to their adversaries. Such as the case in Tenochtitlan. The purpose for the invasion of Mexico is not clear however, has stated above it is usually for power, land, or money. In this case Cortes was looking for gold that he hoped he could take from a primitive people. In April 1521Cortes had reached Tenochtitlan. This would mark the beginning of the battle between the Spanish and the Aztec. Before the Spanish arrived in Mexico, a sickness broke out. This epidemic was small pox. Small pox decimated villages. Small pox caused blemishes on people faces, it caused their bodies to become stiff, and made some people unable to move. "And when things were in this state, the Spaniards came..." (Sources, 70 L.). Twelve Spanish boats had come, traveling the coast and looking for places to land. The Spanish managed to get two boats in. It is documented that these boats came in fighting. "There were deaths on both sides, and on both sides captives were taken." (Sources, 70 L.). It is recorded that at the first sight of the Spaniards the natives ran. W ith the village emptied the Spaniards took as they pleased. As the Spaniards continued they came to a place where the fortress was well fortified. This presented no obstacle as they used their canons to blast down the wall. "and the fourth time finally the wall went to the ground once and for all..." (sources, 70 L.) Once inside, the Tzilacatzin and some other warriors went out to face the oncoming Spaniards. These warriors used nothing more than stones repeal the oncoming Spanish. This sent the Spaniards retreating. Some of these warriors hid in the dense brush, and as the Spaniards came through the warriors ambush them. The Spaniards had come with gunpowder and guns and when ambushed these guns did not help. The selection is not specific but I don't believe the Aztec had guns of any kind. "Then he went and threw a Spaniard down, knocking him to the ground..." (Sources 71 L.). The captives were taken to Yacacolca and sacrificed. Spanish first and all other second. The heads were h ung on skull racks facing the East. The Aztec won this battle but it would be short-lived. The second example is the battle in Mozambique. This is similar to the previously described battle in that the natives seemed fearful at first, and retaliated to win the battle. The Portuguese arrived in the rivers of Cuama in the year 1593. Dom Pedro de Sousa led them. This battle was a retaliation of an earlier battle in which the Zimba had killed one of the Portuguese priests. Dom Pedro de Sousa obtained information about his enemy and quickly raised an army. "... 200 Portuguese and 1500 Kaffirs..." (sources, 65 L.) He also took various pieces of artillery, which he wanted to use on the walls. When this failed he was determined to enter by assault. He had part of the trench filled, through which several of his soldiers were wounded by the arrows being shot from above. The natives also used boiling fat and water, which they poured on the attackers and scalded them. They also used iron hooks, which they would stick through the holes of the wall and grab anyone who came too close and wounded them mortally. Following this encounter the captain ordered his men back to camp so they could rest and tend to the wounded. The captain had an idea that would put his men on

Letters of Recommendation at Online Universities

Letters of Recommendation at Online Universities Recently a reader asked: My bachelors degree is from an online university. How do I get a letter of recommendation? As a student in an online undergraduate institution, it is likely that you will never meet any of your professors face-to-face. Does that mean that you cant get a letter of recommendation from them? Think of it this way, does your professor have to know what you look like in order to determine whether you are graduate school material? No. All you need are experiences with the faculty member (in class or through advising) that illustrate your competence. That said, it is unquestionably more difficult to get these experiences without face-to-face contact in a traditional college setting. Who to Ask?How do you determine who to ask? Remember that faculty need to know enough about you to write a helpful letter stating that you will do well in grad school. Which faculty have you had the most contact with? Consider what classes youve taken. Have you had a professor more than once? An advisor who you have discussed your coursework with over several semesters? A thesis committee? Did you obtain a high grade for a lengthy and detailed paper? That professor, even if youve only taken one class with him or her, might be a good reference. Look over all of the work that you have submitted. Consider the papers with which you are particularly proud. What feedback did faculty provide? Considering the feedback, do you think this professor might write on your behalf? What If You Cant Find Three Faculty?Three recommendation letters can be hard to come by. You might find, for example, that one faculty member knows you really well, another knows you somewhat, and a third not as well. Graduate schools are familiar with the challenges of online learning but they still expect letters of recommendation that indicate that faculty know who you are, positively evaluate your work, and believe that you are a good candidate for graduate study. Many students who attend online institutions for their undergraduate work find that they can easily obtain a couple of letters but find it hard to identify a third faculty member. In this case consider non-faculty as letter writers. Have you done any work - paid or unpaid - in an area related to your desired field of study? The most helpful letter s are written by knowledgeable professionals in your field who supervise your work. At minimum, identify a supervisor who can write about your work ethic and motivation. Soliciting letters of recommendation is never easy. Never having met your professors in person makes soliciting letters much harder. Online institutions are more popular than ever and continue to grow in numbers. Graduate admissions committees are gaining experience with applicants from online institutions. They are becoming familiar with the challenges that such students face and increasingly understand the difficulties students experience in obtaining letters of recommendation. Dont fret. Youre not the online one in this predicament. Seek a range of letters that illustrate your competence. Ideally all should be written by faculty, but recognize that it may not be possible. Prepare for the possibility by cultivating relationships with professionals whenever you can. As with all aspects of applying to graduate school, begin early.

Dui Bu Qi, Saying Sorry in Mandarin Chinese

Dui Bu Qi, Saying Sorry in Mandarin Chinese There are many ways to say â€Å"sorry† in Mandarin Chinese, but one of the most common and versatile phrases is ââ€" ºduà ¬ bu qÇ . It means sorry in the sense that you have wronged someone and want to apologize. The phrase consists of three characters in traditional Chinese: Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ · (Ã¥ ° Ã¤ ¸ Ã¨ µ ·. Dui Bu Qi Ã¥ ¯ ¹ (duà ¬) in this case means to face, but in other situations means many other things, such as correct or to.ä ¸  (bà ¹) is a negative particle that can be translated as no or not.è µ · (qÇ ) literally means to rise,† but is often used in an extended meaning to be able to. If you put these together, you get something like unable to face, which is the feeling you have when you have wronged someone. This phrase in Chinese can function as a standalone way of saying sorry, but it can also be used as a verb, so you can say: 我å ¯ ¹Ã¤ ¸ Ã¨ µ ·Ã¤ ½   wÇ’ duà ¬buqÇ  nÇ . I have wronged you. Lets look at a few more examples. As you will see, offering an apology is often just a way of being polite, just like saying sorry is in English. ââ€" ºDuà ¬ bu qÇ , wÇ’ gÄ i zÇ’u le.Ã¥ ° Ã¤ ¸ Ã¨ µ ·, 我è © ²Ã¨ µ °Ã¤ ºâ€ Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ ·, 我è ¯ ¥Ã¨ µ °Ã¤ ºâ€ Sorry, I have to go now.ââ€" ºRà º guÇ’ wÇ’ shuÃ…  duà ¬ bu qÇ , nÇ  shà ¬ fÇ’u jià ¹ huà ¬ yun ling wÇ’?Ã¥ ¦â€šÃ¦Å¾Å"我è ª ªÃ¥ ° Ã¤ ¸ Ã¨ µ ·, ä ½  Ã¦Ëœ ¯Ã¥  ¦Ã¥ ° ±Ã¦Å"Æ'原è «â€™Ã¦Ë†â€˜?Ã¥ ¦â€šÃ¦Å¾Å"我è ¯ ´Ã¥ ¯ ¹Ã¤ ¸ Ã¨ µ ·, ä ½  Ã¦Ëœ ¯Ã¥  ¦Ã¥ ° ±Ã¤ ¼Å¡Ã¥Å½Å¸Ã¨ °â€¦Ã¦Ë†â€˜?If I say I’m sorry, will you be able to forgive me? It should be mentioned that there are other ways of interpreting or breaking down this phrase. You could also think of it as Ã¥ ¯ ¹ meaning to treat or correct, which would give the sense that you have not treated someone the right way or that you have done them wrong. For practical purposes, it matters little which phrase you use. Pick whichever explanation you find easiest to memorize. -Edited by Olle Linge

IT Essay Example | Topics and Well Written Essays - 500 words - 2

IT - Essay Example Information systems have gained a critical role in business leading to a number of operational advantages. Khurana (2010: 4) argues that one of the reasons why information system is important to businesses is its role in data and organizational management. This involves activities such as â€Å"capture of data, storage of data, processing of data, distribution of information, and presentation of information,† activities that are very important to businesses (Khurana, 2010, p. 4). Competitive nature of the corporate world has for instance led to increased efforts to track and retain customers. Similarly, analysis of data and subsequent communication of the results facilitates managerial ‘decision-making’ processes. Business organizations therefore gains managerial advantage from information system’s scope that collects, analyzes and communicates meaning of data for informed decision making (Khurana, 2010: 4- 6). Information system is also important to business organizations through its induced efficiency in data handling processes. Khurana (2010: 6) explains that developments in information system facilitate efficiency in management and communication of data for better responses. Application of modern computerised drives for example facilitates fast and accurate analysis of even large volumes of data. Similarly, computer networking facilitates instant communication towards more efficient and effective management. Information system is also important to business organizations because it facilitates achievements of communication objectives. Business organizations, being composed of different types of people and operations to be coordinated, rely heavily on effectiveness of communication for success. Managerial processes such as communication of instructions and reliance on observed data for decision making therefore depends on the ability of communication processes to be effective. Positive features of information systems

Write an abstract and make sure the paper and sources are in APA style Research

Write an abstract and make sure the and sources are in APA style - Research Paper Example To account for the differences in learning styles, the paper describes the actions that will be taken throughout the unit. It is also important to evaluate the learning of the students during the classes. For this, the paper describes the methods that will be used to assess learning of the syllabus. Finally, the paper describes the personal experiences and reflections of the author during the past teaching activities and indicates the success factors involved with conducting the course. Don Antonio Lugo High School, located in Chino, California, serves grades 9-12 in the Chino Valley Unified School District. Student body: 2,232. It has received a Great Schools rating of 6 out of 10 based on its performance on state standardized tests. Rational: Contemporary poems and songs are mixed in with old â€Å"classics† to give students a range of poetic experience. Attention is paid to including American, English, and Spanish content, and all the poems are quite accessible. Students will gain practice identifying poetic devices (such as metaphor, personification, imagery, etc.) because even though they may dislike these â€Å"mechanics† of poetry, they may need the information for future standardized exams. The unit involves lots of student participation. In addition to regular group work in class, students are asked to bring in poems or songs they feel are examples of good poetry, and to present these to the rest of the class. They’ll also write poems of their own, which will be shared during an informal â€Å"coffee-house class† during the final class of the poetry unit. Lots of poetry books, refreshments, chairs in a circle; invitation at the door to take a straw â€Å"sip† some juice and find a poem that you like and would share with the class (sitting down, no presentation). Write the name, poet, book, page # on your invitation before the party is over. (Takes full period – 75 poetry books

Time machine Essay Example for Free

Time machine Essay Time travel is the concept of moving between different points in time in a manner analogous to moving between different points in space, generally using a theoretical invention, namely a time machine. It has a commonly recognized place in philosophy and fiction, but has a very limited application in real world physics, such as in quantum mechanics or wormholes. Although the 1895 novel The Time Machine by H. G. Wells was instrumental in moving the concept of time travel to the forefront of the public imagination, The Clock That Went Backward by Edward Page Mitchell was published in 1881 and involves a clock that allows a person to travel backwards in time. [1] Non-technological forms of time travel had appeared in a number of earlier stories such as Charles Dickens A Christmas Carol. Historically, the concept dates back to the early mythologies of Hinduism (such as the Mahabharata), Buddhism, and Islam through ancient folk tales. More recently, with advancing technology and a greater scientific understanding of the universe, the plausibility of time travel has been explored in greater detail by science fiction writers, philosophers, and physicistsThere is no widespread agreement as to which written work should be recognized as the earliest example of a time travel story, since a number of early works feature elements ambiguously suggestive of time travel. Ancient folk tales and myths sometimes involved something akin to travelling forward in time; for example, in Hindu mythology, the Mahabharata mentions the story of the King Raivata Kakudmi, who travels to heaven to meet the creator Brahma and is shocked to learn that many ages have passed when he returns to Earth. [2][3] The Buddhist Pali Canons also mention time moving at different pace, in the Payasi Sutta, one of Buddhas chief disciples Kumara Kassapa explains to the skeptic Payasi that In the Heaven of the Thirty Three Devas, time passes at a different pace, and people live much longer. In the period of our century, one hundred years, only a single day, twenty four hours would have passed for them. [4] In Islam, there is some reference to time travel. The Quran tells about several individuals who go to sleep in a cave only to wake up after 309 years. There is also a reference about time variation where it states one day for God (Allah) is one thousand years of what you (human beings) count. Another one of the earliest known stories to involve traveling forward in time to a distant future was the Japanese tale of Urashima Taro,[5] first described in the Nihongi (720). [6] It was about a young fisherman named Urashima Taro who visits an undersea palace and stays there for three days. After returning home to his village, he finds himself 300 years in the future, when he is long forgotten, his house in ruins, and his family long dead. Another very old example of this type of story can be found in the Talmud with the story of Honi HaMagel who went to sleep for 70 years and woke up to a world where his grandchildren were grandparents and where all his friends and family were dead. [7] Statue of Rip Van Winkle in Irvington, New York More recently, Washington Irvings 1819 story Rip Van Winkle tells of a man named Rip Van Winkle who takes a nap on a mountain and wakes up 20 years in the future, when he has been forgotten, his wife dead, and his daughter grown up. [5] Sleep was also used for time travel in Faddey Bulgarins story Pravdopodobnie Nebylitsi in which the protagonist wakes up in the 29th century. [citation needed] Another more recent story involving travel to the future is Louis-Sebastien Merciers LAn 2440, reve sil en fut jamais (The Year 2440: A Dream If Ever There Were One), a utopian novel in which the main character is transported to the year 2440. An extremely popular work (it went through 25 editions after its first appearance in 1771), it describes the adventures of an unnamed man who, after engaging in a heated discussion with a philosopher friend about the injustices of Paris, falls asleep and finds himself in a Paris of the future. Robert Darnton writes that despite its self-proclaimed character of fantasy LAn 2440 demanded to be read as a serious guidebook to the future. [8].

The Crucible: John Procter is the Ideal Tragic Hero Essay -- Essay on

The character of John Procter in Arthur Miller’s The Crucible was a great example of a truly tragic hero. He measured up to every one of Aristotle’s requirements. He was not a perfect person because he had many faults and was not completely good or bad. Best of all, he knew that he was not perfect and he recognized and regretted the errors that he made throughout his life. Then, after the reader stays with Procter while he confessed all of his horrible sins for the whole town to hear, he had was a massive downfall as the result. Coincidentally enough, that downfall came from his trying to do something about his errors and sticking up for himself and his beliefs. He did something great, which anyone with a heart would pity him for. Being a real and relatable character is another one of Aristotle’s tragic hero requirements and John Procter was most definitely one of those types of characters.   Ã‚  Ã‚  Ã‚  Ã‚  The faults and imperfections of John Procter were clear. He was definitely not a perfect character. He cheated on his wife by having an affair with a teenager. He only went to church when he felt like it. Almost worst of all, he had the chance early in the play to put a stop to the girls' accusations, but his desire to keep his good reputation kept him from testifying against Abigail and the others. What’s great about John Procter’s character is that he realized all of his faults. Knowing that he was a bad person and that he had made mistakes, he tried to do ...

Roles of Transportation

CHAPTER 3. ROLE OF TRANSPORTATION IN SOCIETY NPTEL May 7, 2007 Chapter 3 Role of transportation in society 3. 1 Overview Transportation is a non separable part of any society. It exhibits a very close relation to the style of life, the range and location of activities and the goods and services which will be available for consumption. Advances in transportation has made possible changes in the way of living and the way in which societies are organized and therefore have a great in uence in the development of civilizations.This chapter conveys an understanding of the importance of transportation in the modern society by presenting selected characteristics of existing transportation systems, their use and relationships to other human activities. Transportation is responsible for the development of civilizations from very old times by meeting travel requirement of people and transport requirement of goods. Such movement has changed the way people live and travel. In developed and develo ping nations, a large fraction of people travel daily for work,shopping and social reasons.But transport also consumes a lot of resources like time,fuel, materials and land. 3. 2 Economic role of transportation Economics involves production, distribution and consumption of goods and services. People depend upon the natural resources to satisfy the needs of life but due to non uniform surface of earth and due to di erence in local resources, there is a lot of di erence in standard of living in di erent societies. So there is an immense requirement of transport of resources from one particular society to other.These resources can range from material things to knowledge and skills like movement of doctors and technicians to the places where there is need of them. 3. 2. 1 The place, time, quality and utility of goods An example is given to evaluate the relationship between place, time and cost of a particular commodity. If a commodity is produced at point A and wanted by people of anoth er community at any point B distant x from A, then the price of the commodity is dependent on the distance between two centers and the system of transportation between two points. With improved system the commodity will be made less costly at B. . 2. 2 Changes in location of activities The reduction of cost of transport does not have same e ect on all locations. Let at any point B the commodity is to be consumed. This product is supplied by two stations A and K which are at two di erent distances Introduction to Transportation Engineering 3. 1 Tom V. Mathew and K V Krishna Rao CHAPTER 3. ROLE OF TRANSPORTATION IN SOCIETY NPTEL May 7, 2007 from B. Let at present the commodity is supplied by A since it is at a lesser distance but after wards due to improvement in road network between B and K,the point K becomes the supply point of product. . 2. 3 Conclusions †¢ Transport extends the range of sources of supply of goods to be consumed in an area, making it possible for user to get resources at cheap price and high quality. †¢ The use of more e cient systems of supply results in an increase in the total amount of goods available for consumption. †¢ Since the supply of goods is no longer dependent on the type of mode, items can be supplied by some alternative resources if usual source cannot supply what is needed. 3. 3 Social role of transportationTransportation has always played an important role in in uencing the formation of urban societies. Although other facilities like availability of food and water, played a major role, the contribution of transportation can be seen clearly from the formation, size and pattern, and the development of societies, especially urban centers. 3. 3. 1 Formation of settlements From the beginning of civilization, the man is living in settlements which existed near banks of major river junctions, a port, or an intersection of trade routes. Cities like New York, Mumbai and Moscow are good examples. . 3. 2 Size and pattern of settlements The initial settlements were relatively small developments but with due course of time, they grew in population and developed into big cities and major trade centers. The size of settlements is not only limited by the size of the area by which the settlement can obtain food and other necessities, but also by considerations of personal travels especially the journey to and from work. The increased speed of transport and reduction in the cost of transport have resulted in variety of spatial patterns. . 3. 3 Growth of urban centers When the cities grow beyond normal walking distance, then transportation technology plays a role in the formation of the city. For example, many cities in the plains developed as a circular city with radial routes, where as the cities beside a river developed linearly. The development of automobiles, and other factors like increase in personal income, and construction of paved road network, the settlements were transformed into urban centers of intense travel activity. 3. 4 Political role of transportationThe world is divided into numerous political units which are formed for mutual protection, economic advantages and development of common culture. Transportation plays an important role in the functioning of such political Introduction to Transportation Engineering 3. 2 Tom V. Mathew and K V Krishna Rao CHAPTER 3. ROLE OF TRANSPORTATION IN SOCIETY NPTEL May 7, 2007 units. 3. 4. 1 Administration of an area The government of an area must be able to send/get information to/about its people. It may include laws to be followed, security and other needful information needed to generate awareness.An e cient administration of a country largely depends on how e ectively government could communicate these information to all the country. However, with the advent of communications, its importance is slightly reduced. 3. 4. 2 Political choices in transport These choices may be classified as communication, military movement, travel o f persons and movement of freight. The primary function of transportation is the transfer of messages and information. It is also needed for rapid movement of troops in case of emergency and finally movement of persons and goods.The political decision of construction and maintenance of roads has resulted in the development of transportation system. 3. 5 Environmental role of transportation The negative e ects of transportation is more dominating than its useful aspects as far as transportation is concerned. There are numerous categories into which the environmental e ects have been categorized. They are explained in the following sections. 3. 5. 1 Safety Growth of transportation has a very unfortunate impact on the society in terms of accidents. Worldwide death and injuries from road accidents have reached epidemic proportions. killed and about 15 million injured on the road accidents annually. Increased variation in the speeds and vehicle density resulted in a high exposure to acci dents. Accidents result in loss of life and permanent disability, injury, and damage to property. Accidents also causes numerous non-quantifiable impacts like loss of time, grief to the near ones of the victim, and inconve- nience to the public. The loss of life and damage from natural disasters, industrial accidents, or epidemic often receive significant attention from both government and public. This is because their occurrence is concentrated but sparse.On the other hand, accidents from transport sector are widespread and occurs with high frequency. For instance, a study has predicted that death and disabilities resulting from road accidents in comparison with other diseases will rise from ninth to third rank between 1990 and 2020. Road accidents as cause to death and disability could rank below heart disease and clinical depression, and ahead of stroke and all infectious diseases. Significant reduction to accident rate is achieved in the developing countries by improved road des igned maintenance, improved vehicle design, driver education, and law enforcements.However in the developing nations, the rapid growth of personalized vehicles and poor infrastructure, road design, and law enforcement has resulted in growing accident rate. 3. 5. 2 Air Pollution All transport modes consume energy and the most common source of energy is from the burning of fossil fuels like coal, petrol, diesel, etc. The relation between air pollution and respiratory disease have been demonstrated by various studies and the detrimental e ects on the planet earth is widely recognized recently. The combustion of Introduction to Transportation Engineering 3. Tom V. Mathew and K V Krishna Rao CHAPTER 3. ROLE OF TRANSPORTATION IN SOCIETY NPTEL May 7, 2007 the fuels releases several contaminants into the atmosphere, including carbon monoxide, hydrocarbons, oxides of nitrogen, and other particulate matter. Hydrocarbons are the result of incomplete combustion of fuels. Particulate matters are minute solid or liquid particles that are suspended in the atmosphere. They include aerosols, smoke, and dust particles. These air pollutants once emitted into the atmosphere , undergo mixing and disperse into the surroundings. 3. 5. Noise pollution Sound is acoustical energy released into atmosphere by vibrating or moving bodies where as noise is unwanted sound produced. Transportation is a major contributor of noise pollution, especially in urban areas. Noise is generated during both construction and operation. During construction, operation of large equipments causes considerable noise to the neighborhood. During the operation, noise is generated by the engine and exhaust systems of vehicle, aerodynamic friction, and the interaction between the vehicle and the support system (road- tire, rail-wheel).Extended exposure to excessive sound has been shown to produce physical and psychological damage. Further, because of its annoyance and disturbance, noise adds to mental stress and f atigue. 3. 5. 4 Energy consumption The spectacular growth in industrial and economic growth during the past century have been closely related to an abundant supply of inexpensive energy from fossil fuels. Transportation sector is unbelieved to consume more than half of the petroleum products. The compact of the shortage of fuel was experienced during major wars when strict rationing was imposed in many countries.The impact of this had cascading e ects on many factors of society, especially in the price escalation of essential commodities. However, this has few positive impacts; a shift to public transport system, a search for energy e cient engines, and alternate fuels. During the time of fuel shortage, people shifted to cheaper public transport system. Policy makers and planners, thereafter gave much emphasis to the public transit which consume less energy per person. The second impact was in the development of fuel-e cient engines and devices and operational and maintenance practi ces.A fast depleting fossil fuel has accelerated the search for energy e cient and environment friendly alternate energy source. The research is active in the development of bio-fuels, hydrogen fuels and solar energy. 3. 5. 5 Other impacts Transportation directly or indirectly a ects many other areas of society and few of then are listed below: Almost all cities uses 20-30 percent of its land in transport facilities. Increased travel requirement also require additional land for transport facilities. A good transportation system takes considerable amount of land from the society.Aesthetics of a region is also a ected by transportation. Road networks in quite country side is visual intrusion. Similarly, the transportation facilities like y-overs are again visual intrusion in urban context. The social life and social pattern of a community is severely a ected after the introduction of some trans- portation facilities. Construction of new transportation facilities often require substant ial relocation of residents and employment opportunities. Introduction to Transportation Engineering 3. 4 Tom V. Mathew and K V Krishna Rao CHAPTER 3. ROLE OF TRANSPORTATION IN SOCIETY NPTEL May 7, 2007 3. Summary The roles of transportation in society can be classified according to economic, social, political and environmental roles. The social role of transport has caused people to live in permanent settlements and has given chances of sustainable developments. Regarding political role, large areas can now be very easily governed with the help of good transportation system. The environmental e ects are usually viewed negatively. 3. 7 Problems 1. Safety criteria of transportation is viewed under (a) Political role of transportation (b) Environmental role of transportation c) Social role of transportation (d) None of these 2. Which of the following is not a negative impact of transportation? (a) Safety (b) Aesthetics (c) Mobility (d) Pollution 3. 8 Solutions 1. Safety criteria of tr ansportation is viewed under (a) Political role of transportation (b) Environmental role of transportationv (c) Social role of transportation (d) None of these 2. Which of the following is not a negative impact of transportation? (a) Safety (b) Aesthetics (c) Mobilityv (d) Pollution Introduction to Transportation Engineering 3. 5 Tom V. Mathew and K V Krishna Rao

Preschool Observation Essay

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller than the room on the right but they both had similar types of equipment and activities that children could join in on together. Both rooms were decorated with the colorful artwork of the preschool children, several tables and chairs were surrounding the indoor area, and there was an activity awaiting for kids in every corner; not one child was le ft with nothing to do. The outdoor environment is secured with a tall fence surrounding the outside area, along with a locked gate. The outdoors have many activities that encourage the kids to interact with one another. There are bicycles, a painting station, a mini-garden, a playground equipped with slides, a playhouse, large plastic blocks, and even a small stage for children to perform in dramatic play. The indoor and outdoor environment is secure for the children and encourages the children to interact with each other and play as well as learn. Tantrums were thrown, children disobeyed orders, but, the adults handled every situation presented with a calm voice and they let the children know why their action was wrong and what they can do to fix it. For example, Konnor threw a fit because there was no bicycle available for him to use, a teacher came by his side and leaned down to his level, allowing eye-to-eye contact, and talked to him about it. Konnor explained the situation through sobs, but the teacher showed no look of frustration and stood with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids in  ethnicity and culture which is a eye-appealing way to teach kids about the diversity amongst each other. The Child Observed: Konnor is a 3 year and 8 month old male preschooler born on March 11, 2011. Konnor is lean with a fair complexion, blue eyes, a button nose and short blonde hair. He was wearing army pants, a gray t-shirt with a red and blue jacket, and gray sneakers. Konnor is of average height for a 3.9 year old at around 38 inches and weighs roughly around 30 pounds. Towards the beginning, Konnor interacted with many of his peers, he threw a tantrum, and even began to suck his thumb. Observing Konnor from the beginning, he reminded me of almost every topic discussed in class for his age group which made me choose him for the preschool observation. Biosocial Domain: Konnor jumps on the wooden stage in front of his peers and teacher and throws his hands above his head and into the air. With his legs in a straight position and slightly parted, Konnor leans down and places his hands onto the platform beside his feet. Keeping a firm, balanced position, he bends his elbows, places his head down, and tumbles his body over, creating a somersault. Konnor shows a growth pattern and according to Kathleen Berger, growth patterns are obvious with a comparison between a toddler and a preschooler, â€Å"The center of gravity moves from the breast to the belly, enabling cartwheels, somersaults, and many other motor skills† (225). Konnor shows a growth pattern because he was balanced when he leaned his body over in preparation for the somersault, and his hands and feet were placed firmly on the ground; he did not tumble over or stumble once. At 3 years and 8 months old, Konnor is within the norm for this growth pattern since it appears at 2 years old (Ch . 8 PowerPoint). Konnor begins to unstack the colorfully large, plastic Lego blocks. He grabs one blue block and places it to one side, and begins to do that with every other color presented to him. Konnor begins to stack up the Lego blocks separately according to the color; all the blue blocks were stacked neatly in a separate stack, as well as the red blocks and so on. Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games such as Simon  Says, and â€Å"the color game,† which was found that children were able to sort the cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate them, unlike a few children surrounding him who profusely stacked the blocks, regardless of the color order. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 234). Konnor picks up a tree branch that has fallen beside a tree, he stares at it and looks up at the tree and back at the branch. With the branch still gripped firmly in his hand, Konnor begins to lift his body to wrap his arms and legs around the tree. Hugging the tree with his body, Konnor begins to ease his way up the tree by pushing his legs up first to scoot the lower half of his body up, and then lifting his arms up further to scoot up his upper body as well. Konnor shows gross motor skills and according to Berger, gross motor skills are defined as, â€Å"physical abilities involving large body movements, such as walking and jumping† (145). Konnor shows gross motor skills as he lifts his body to meet the tree as well as scooting his legs and arms up the tree to move up further which requires the use of his large muscles in both his lower and upper body. At 3 years and 8 months old, Konnor is within the norm for gross motor skills as it appears 8 to 10 months after birth (Berger, 145), but, Konnor is not within the norm for an activity, such as climbing a tree, since it appears at 5 years old (Berger, 238). Cognitive Development: Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† as he begins to shake the plant for a response, Konnor responds to the tree branch that he, too, is having a good day. He sets the branch down back where he found it and says his goodbyes to the branch as he walks away. Konnor shows animism, which Kathleen Berger defines as, â€Å"the belief that natural objects and phenomena are alive† (259). Konnor showed animism because he began to have a minimal conversation with the tree branch and asking it how its day was as if it were animate. At 3 years and 8 months old, Konnor is within the norm for this development as it appears at 2 years old (Berger, 257). The teacher gives Konnor a cup and spoon like hers and asks Konnor to wait for further instructions. Konnor begins to stir the brown sugar that the teacher placed in his cup until it is well mixed like her mixture. The teacher pours some vanilla extract into her cup and then hands over the vanilla to Konnor and asks him to pour it into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teacher’s instructions; the teacher tells Konnor to stir the mixture once again just as she does hers until the caramel is formed. Konnor shows guided participation, which Berger defines as, â€Å"the process by which people learn from others who guide their experiences and explorations† (262). Konnor was able to make the caramel by watching his teacher do every step in making the dip along with her explaining to him verbally as to what to do in each step. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 262). Konnor holds the tree branch in front of his face while two of his peers surround him. He keeps a grasp onto the stem until the leaves on the branch begin to rustle against each other and Konnor opens his mouth in a form of an ‘O’ and raises his eyebrows up. Konnor turns to his friends and says, â€Å"Did you see the leaves move?! That means the plant is dancing and is happy to see me.† Konnor shows theory-theory, which Berger defines as, â€Å"the idea that children attempt to explain everything they see and hear by constructing theories† (266). Konnor must have seen leaves rustle in the trees previously and waited with his peers for something to occur with his branch. Konnor believes that when the leaves on a tree or a plant begin to move along with the wind, it means that the tree/plant is dancing because it is happy. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 267). Language: Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal. His peer proceeds to do the same, but Konnor stops and says to his peer, â€Å"you have to be louder; throw your hands up and roar!† His peer does what Konnor suggests and Konnor nods his head at him. â€Å"Now get on the floor and roar!† Konnor says as he shifts his body down on the wooden  platform so his knees and hands are placed on the floor. Konnor continues to roar along with his peer on the play stage and tells his peer to follow him just as he begins to circle his body around the stage. Konnor shows social mediation, which Berger defines as, â€Å"human interaction that expands and advances understanding, often though words that one person uses to explain something to another† (264). Konnor had to stop to explain and show his peer how to roar loudly like him by telling him how through a minimal conversation as well as demonstration. Konnor then instru cts him what to do next such as to get on the floor and to follow him and continue to roar. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 264). Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† Konnor waits for a response while the branch is held in front of his face, then continues to talk to the branch by saying â€Å"I’m having a good day too, plant!† Konnor shows fast-mapping, which Berger defines as, â€Å"the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning† (270). When talking to the tree branch, Konnor kept referring the branch to a â€Å"plant† because he believes that anything with wood and leaves is considered a plant. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at around 12 to 18 months (Berger, 270). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer. A teacher comes over to the two boys to see what the problem was and Konnor says, â€Å"teacher, he throwed the block and ruined this.† while referring to the now tumbled over stack. Konnor shows overregulation which Berger defines as, â€Å"the application of rules of grammar even when expectations occur, making the language seem more â€Å"regular† than it actually is† (272). Konnor shows overregulation by saying â€Å"throwed† instead of the proper past tense term â€Å"threw†. He believes it is the proper  term because he shows that he knows that the letters â€Å"-ed† create a past tense word. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 272). Psychosocial Domain: Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer, asking him why he did that. A teacher comes over to the two boys to see what the problem and Konnor explains. Konnor shows emotional regulation which Berger defines as, â€Å"the ability to control when and how emotions are expressed† (289). Konnor shows this behavior because even when he expressed his feelings toward his peer by raising his voice, he knew not to overreact verbally or physically and asked his peer why he did what he did instead. At 3 years and 8 months old, Konnor is within the norm for this development since it appears between the ages 2 and 6 (Berger, 289). As Konnor finishes stirring his brown sugar and vanilla extract in the cup, he looks around the round table where a few of his peers surround them; he sees that they are still stirring their ingredients in their cups. Konnor curves his lips upwards, and raises his cup to his teacher and says, â€Å"look, teacher! I’m done!† the teacher responds with, â€Å"well done, Konnor! Wait for everyone else to finish their dip.† Konnor continues to curve his lips upwards and sits back in his chair while his peers finish mixing. Konnor shows pride which a very positive high concept and self esteem (Ch. 10 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients together and shows his teacher that he was already finished. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 290). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes the stack to tumble over and the blocks scattering around the floor. Konnor gasps and furrows his brow at his peer and says, â€Å"You are mean! I don’t like you!† Konnor shows  antipathy which Berger defines as, â€Å"feelings of dislike or even hatred for another person† (305). Konnor shows antipathy toward his peer right after his peer knocked over their stack of Lego blocks, which required much of their time, by furrowing his brow and raising his voice at his peer. At 3 years and 8 months old, Konnor is not within the norm for this behavior since it appears at age 4 (Berger, 306). Konnor stands beside the tree and watches his peers ride on the tricycles. Konnor furrows his brow and raises his voice saying, â€Å"I want to ride on one!† A teacher walks to Konnor, asking what’s wrong, and Konnor says, â€Å"I want to ride on a tricycle!† Konnor’s teacher explains to Konnor that they are all taken by his peers and that he would have to wait until one is available. Konnor stomps his foot on the ground, continuing to furrow his brow and says, â€Å"No, now!† Konnor walks over to one of his peers who is sitting on his parked tricycle and demands him to get off so he could ride it. His peer tells Konnor that he is riding it, which makes Konnor grasp onto one of the handles and pull it towards his body, causing his peer to raise his voice and call for a teacher’s help. Konnor shows instrumental aggression which Berger defines, â€Å"behavior that hurts someone else because the aggressor wants to get or keep a possession or a privilege† (306). Konnor shows this behavior because he kept raising his voice at his teacher and his peer in order to get what he wanted, which was to ride one of the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at age 2 (Berger, 306). Play!: Konnor and his peer get on their hands and knees in the sand and begin to shift their bodies to move around the play area. Konnor raises one hand in the air and sways it back and forth as he says, â€Å"roar!† His peer waits until Konnor finishes his ‘roar’ then proceeds to do the same and then continue to crawl around in the sand and raise their voices to, â€Å"roar† together. Konnor shows cooperative play which Berger defines as, â€Å"children play together, creating dramas or taking turns† (296). Konnor shows this behavior since he played with another individual in the act of being an animal and taking turns in roaring and swaying their arms around. At 3 years and 8 months old,  Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 296). Konnor stands across from his peer and throws his hands in the air over his head, furrows his brow and says â€Å"roar! I’m a tiger and I’m going to eat you!† his peer jumps, turns around, and proceeds to run around the play area while his mouth is open and his lips are curved upwards, he says â€Å"you can’t get me!† Konnor runs right behind him, his arms still rose above his head and continues to say, â€Å"Roar!† Konnor shows rough-and-tumble play which Berger defines as, â€Å"play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm† (296). Konnor shows this behavior by acting like a preying tiger and telling his peer that he will eat him while roaring and then chasing him around the play area. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 297). Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal with his peer. Konnor throws his hands up above his head and lifts his knees up then stomps his feet across the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow at him, which makes his peer do the same; Konnor then shakes his head from side to side, his arms still above his head and he roars once again. Konnor shows sociodramatic play which Berger defines as, â€Å"pretend play in which children act out various roles and themes in stories that they create† (297). Konnor shows this behavior since he and his peer began to pretend that they were animals on the wooden stage. He and his peer were roaring just as they have probably heard an animal do and also stomp their feet which mimics an animal pouncing. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 2 years old (Berger, 297). Though there was a painting station that gave children the opportunity to sit down and paint whatever they wanted to, Konnor did not take part in the activity during the time I observed him; thus, not showing the behavior of artistic expression. Artistic expression is defined as young children being  imaginative and creative and loving to show it in drawing, dancing and building without being self-critics (Berger, 242). Berger states that the norm for this behavior is 2 years old (242). Reflection: Significance and Application While observing Konnor, I had noticed that there were times that he was much like his peers in many behaviors, and also different than his peers in other behaviors. I believe the preschool has been a major influence on Konnor’s development because when there are acts of good behavior, he is praised and when there are acts of wrongdoing, he is informed of why that is and given time to reflect on his behavior. From the observation and from this assignment, what I’ve learned about child development is that no matter how any child is raised in their own home and environment, they all share many similar attributes behavior wise. Towards the beginning, I was overwhelmed when I saw all of the children running around freely; I didn’t think I could choose just one child, and if I did, I didn’t think that their behaviors and acts of play would suffice. Surprisingly, when observing Konnor and his peers that he would play with, I noticed that they are all much alike even if they show it just a little bit differently than another child. Kids will be kids, as they say.

Why We Selfie -- the Sociological Perspective

Why We Selfie the Sociological Perspective In March  2014,  Pew Research Center  announced that  over a quarter of Americans have shared a selfie online. Unsurprisingly, the practice of photographing oneself and sharing that image via social media  is most common among Millennials, aged 18 to 33 at the time of the survey: more than one in two has shared  a selfie. So have nearly a quarter of those classified as Generation X (loosely defined as those born between 1960 and the early 1980s). The selfie has gone mainstream. Evidence of its mainstream nature is seen in other aspects of our culture too. In 2013 selfie was not only added to the Oxford English Dictionary  but  also  named Word of the Year. Since late January  2014, the music video for #Selfie by The Chainsmokers has been viewed on YouTube over 250 million times. Though recently canceled, a network television show focused on a fame-seeking and image conscious woman  titled Selfie debuted in the fall of 2014. And, the reigning queen of the selfie, Kim Kardashian West, debuted in 2015  a collection of selfies in book form,  Selfish. Yet, despite the ubiquity of the practice and how many of us are doing it (1 in 4 Americans!), a pretense of taboo and disdain surrounds it. An  assumption that sharing selfies is or should be embarrassing runs throughout  the  journalistic and scholarly coverage on the topic. Many  report on the practice  by noting the percentage of those who admit to sharing them. Descriptors like vain and narcissistic inevitably become a part of any conversation about selfies. Qualifiers like special occasion,  beautiful location, and ironic are used to justify them. But, over a quarter of all Americans are doing it, and more than half of those between the ages of 18 and 33 do it. Why? Commonly cited  reasons vanity, narcissism, fame-seeking are as shallow as those who critique the practice suggest it is. From  the sociological perspective,  there is always more to a mainstream cultural practice than meets the eye.  Lets use it  to dig deeper into the question of why we selfie. Technology Compels Us Simply put, physical and digital technology makes it possible, so we do it. The idea that technology structures the social world and our lives is a sociological argument as old as Marx, and one oft repeated by theorists and researchers who have tracked the evolution of communication technologies over time. The selfie is not a new form of expression. Artists have created self-portraits for millennia,  from cave to classical paintings, to early photography and modern art. Whats new about todays selfie  is its commonplace nature  and  its ubiquity. Technological advancement  liberated the self-portrait  from  the art world and gave  it to the masses. Some would say that those  physical and digital technologies  that allow  for the selfie act  upon us  as a form of technological rationality, a term coined by critical theorist Herbert Marcuse in his book  One-Dimensional Man. They exert a rationality of their own which shapes how we live our lives.  Digital photography, front-facing cameras, social media platforms, and wireless communications begat a host of expectations and norms which now infuse our culture. We can, and so we do. But also, we do because both the technology and our culture expect  us to. Identity Work Has Gone Digital We are not isolated beings living strictly individual lives.  We are social beings who  live in societies, and as such, our lives are fundamentally shaped by social relations with other people, institutions, and social structures. As photos meant to be shared, selfies are not individual acts; they are social acts. Selfies, and our presence on social media generally, is a part of what sociologists David Snow and Leon Anderson describe as identity work the work that we do on a daily basis to ensure that we are seen by others as we wish to be seen. Far from a strictly innate or internal process, the crafting and expressing of identity has long been understood by sociologists as a social process. The selfies we take and share are designed to present a particular image of us, and thus, to shape the impression of us held by others. Famed sociologist Erving Goffman  described the process of impression management in his book  The Presentation of Self in Everyday Life. This term refers to the idea that we have a notion of  what others expect of us, or what others would consider a good impression of us, and that this shapes how we present ourselves. Early American sociologist Charles Horton Cooley described the process of crafting a self based on what we imagine others will think of us as the looking-glass self, whereby society acts as a sort of mirror to which we hold ourselves up. In the  digital age, our lives are increasingly projected onto, framed by, and  filtered  and lived through social media. It makes sense, then, that identity work takes place in this sphere. We engage in identity work as we walk through our neighborhoods, schools, and places of employment. We do it in how we dress and style ourselves; in how we walk, talk, and carry our bodies.  We do it on the phone and  in written form. And now, we do it in email, via text message, on Facebook, Twitter, Instagram, Tumblr, and LinkedIn. A self-portrait is the most obvious visual form of identity work, and its socially mediated form, the selfie, is now a common, perhaps even necessary form of that work. The Meme Compels Us In his book, The Selfish Gene,  evolutionary biologist Richard Dawkins offered a definition of the meme that became deeply important to cultural studies, media studies, and sociology. Dawkins described the meme as a cultural object or entity that encourages its own replication. It can take musical form, be seen in styles of dance,  and manifest as fashion trends and art, among many other things. Memes abound on the internet today, often humorous in tone, but with increasing presence, and thus  importance, as a form of communication. In the pictorial forms that fill our Facebook and Twitter feeds, memes pack a powerful communicative punch with a combination of repetitious  imagery and phrases. They are densely laden with symbolic meaning. As such, they compel their replication;  for, if they were meaningless, if they had no cultural currency, they would never become a meme. In this sense, the selfie is very much a meme. It has become a normative thing that we do that results in a patterned and repetitious way  of representing ourselves. The exact style of representation may vary (sexy, sulky, serious, silly, ironic, drunk, epic,  etc.), but the form and general content an image of a person or group of people who fill the frame,  taken at arms length remain  the same. The cultural constructs that we have collectively created shape how we live our lives, how we express ourselves, and who we are to others. The selfie, as a meme, is a cultural construct and a form of communication now  deeply infused into our daily lives  and loaded with meaning and social significance.

How Will A Social Media Management App Save You Tons of Time

How Will A Social Media Management App Save You Tons of Time Have you ever tried manually scheduling social media content? We’d be willing to bet you have. If not by choice, then by necessity. Sure, using  Word docs and spreadsheet-based calendars to create and schedule posts works. Manual calendars and templates make it easier to know what and when you’ll post. They’re certainly better than not using any sort of tool at all. They’re not necessarily ideal, though. They require a lot of copying and pasting. It’s also difficult to prevent human error when you’re moving content from one document directly into your social networks. So, if you’re like most marketers or content creators, you’ve probably tried using various social media tools to save time and get your content under control. There’s a big market out there, and a lot of them even work pretty well. However, few bring all the features you need into one app. And that’s what we think sets apart. How Will A Social Media Management App Save You Tons of Time?Create and Schedule Social Posts With One Tool Write your posts in a Word doc or a spreadsheet. Hand them off to someone else to review or edit. Copy and paste them into a spreadsheet-based calendar. That’s the old-school way of doing things. It’s a simple and time-tested workflow, but like we explained before, it isn’t perfect. That’s what makes ’s social post creation and scheduling features such a lifesaver. With the content calendar app, it’s easy to write posts, add images, and get them scheduled across most popular social networks, including: Facebook Twitter LinkedIn Pinterest Instagram Google+ Tumblr Instead of logging into multiple different services, you can sign into one and have everything you need to get started right at your fingertips. See All Your Social Posts on One Calendar Social media posts don’t exist in a vacuum. You probably have multiple campaigns and promotions scheduled at the same time. There are probably some one-off posts here and there, too. Once you have your posts created and scheduled, makes it easy to see them all in one place. Not only that, but you can also see all your social posts in relation to the rest of the content you have planned. It gives you easy access to a high-level overview of everything you’ve got going on. Bring Your Blog + Social Promotion Together If you’re investing time into writing awesome blog posts, you’re probably giving them some attention on social media. However, if you’re only sharing each post once (or maybe twice), you’re probably not getting all the shares and traffic you could be. Fortunately, makes it easy to schedule multiple posts to promote your content. Once you’ve written your blog post and scheduled it to publish, you can also create and schedule your corresponding social media posts. Collaborate on Cohesive Social Media Campaigns Having one place to collaborate, create, and schedule social campaigns makes life a lot easier. With the Social Campaigns feature in , you can create and schedule a standalone social media campaign. Your campaigns can focus on one platform, or multiple networks, too. Create and add a Task Template, and you can also create a reusable checklist so you don’t miss any important steps when creating campaigns. Built-in comments make it easy to communicate with your team and keep all your notes related to the project together in one place. No more digging through messaging systems to track down past communication. Quickly Access Your Post Performance Data We’re going to guess you’re not just sharing posts and then forgetting about them. Rather, you’re likely looking at your social media data and making sure your posts are connecting with your audience. That’s why we built Social Engagement Reports directly into . They make it quick and simple to measure your post’s performance within the app. Automate Social Scheduling and Effortlessly Reshare Evergreen Content If you’ve created social posts your audience super loves, you’ll probably want to share them again. ReQueue in makes it simple to reshare posts automatically at intervals you specify. You can also put messages into groups so you can organize posts to reshare into categories. Stop Feeling Stressed About Social Media Management So far, we’ve walked through a lot of cool features. But, what does this all mean for your workflow? First and foremost, one of the biggest benefits customers report is how much time they save. By bringing your entire social media marketing operation into one place, you can work more efficiently and effectively. By automating tedious manual scheduling, you can cut hours out of your work week, and spend your time creating better content instead of just copying and pasting. Cut hours out of your work week. Automate social media marketing with @:Unless you really love copying and pasting, that sounds like a way better option to us. And we’d know. We use our own product for every social message and piece of content we publish. The results speak for themselves. And That’s Just Scratching the Surface We’ve covered a lot of things you can do with . There’s a lot more to know, though, and the best way to get a feel for it is to use it yourself. Fortunately, we offer a free 14-day trial that gives you full access to everything our software can do. It’s powerful, but also flexible enough to customize and adapt to how you work. And if you run into questions, we’ve got a dedicated team ready to help you succeed. Give it a spin for free and see how much you can get done.

The Impact Of Economic Globalization In The World Dissertation

The Impact Of Economic Globalization In The World - Dissertation Example According to Plato’s The Republic the primary purpose for the inception of society is the recognition of human insufficiency. This is based on the acknowledgment that a single person can perform better if the person focuses on performing functions of which the individual is highly efficient. From this perspective, Plato stipulated that specialization and the sharing of necessary skills are fundamental for the inception of society and its growth and development. Fast-tracking in the present, countries around the globe recognize the significance and necessity of being integrated into the global market for economic, social, and political development of particular countries. The participation in the global market of countries is made possible by the reality of globalization. Globalisation is not a contemporary development. In fact, it has been the long part of human history. However, contemporary connotation and implication of globalization are unique in the contemporary period ba sed on the supposition that it has the widest reach and implication (Haase, 2012Soomro et al., 2011). This means that the impact of globalization permeates all facets of global society transforming the dynamics of both local and international transactions (Gruber, 2011). As such, economic globalization serves as the fundamental framework paving for all the other changes to transpire. 1.1.Background of the Study Globalisation has been approached and defined in various ways (Suarez-Orozco and Qin-Hilliard, 2004).

Differences between Major and Independent Labels Essay

Differences between Major and Independent Labels - Essay Example There is a big difference between major and independent labels and this has been largely centralized around their financial might and their level of professionalism in a music career. In this light, it is apparent that musicians who have already accumulated wealth can afford to seek the services of major labels that in turn help in marketing their music to a bigger audience hence expanding their fan base across the globe. Additionally, it requires artists who have gained experience in the music industry and are well conversant with the art of stage performance among other dynamics encompassing the music industry. This enables them to perform exceptionally well in all the diverse platforms at regional and international level. On the other hand, the independent labels largely characterize musicians in their inceptive stages of their career. Most of them though not all, are not financially stable and would prefer marketing their music without seeking help from an agency or a management firm; as that will be costly and unprofitable. Furthermore, the artists need more exposure to gain experience in stage performance as well as grow fan support as an independent label before thinking of advancing their music to another new level that can be attained with the help of a major label among other agencies.Another outstanding difference between major and independent labels is the actual contracts they sign. Based on the contract, an artist subscribed to independent label has more benefit than an artist subscribing to the major label.

Choking - airway blockage Essay Example | Topics and Well Written Essays - 250 words

Choking - airway blockage - Essay Example One evening, while he was eating his evening snack of milk and cookies, he started coughing with difficulties. His strenuous cough raised the alarm to the caregiver who immediately tried to perform Heimlich maneuver in order to restore the condition, but the aged man did not respond. The man later died after some minutes. Despite the effort of the caregiver, it is evident that man died due to lack of supervision from the caregiver while he was eating (Cuomo, 2012). Dysphagia and aspiration problems increase with age and therefore old people are the most at risk of choking (Bronwyn, 2002). Some of the risk factors associated with aspiration include muscles weakness while chewing and swallowing, seizure disorder, eating too fast, lack of proper eating position, and absent or decreased gag reflex. However, there are precautions that can be followed to reduce the risk of choking or aspiration. Some of them include avoiding excessive sedation, feeding on small amounts of food, allowing rest period before meals, and use of thickened liquids such as nectars. Choking can also be prevented through feeding while upright and putting food on unaffected strong side for stroke

Minority language rights

Minority language rights Introduction The linguistic rights of persons belonging to national minorities are protected by international human rights law. The human rights standards which relate to language rights are varied. Some belong to what is often referred to as hard law. These standards are of a legally binding nature and are mainly contained in treaties. An example of such a standard at the universal level is Article 27 of the 1966 International Covenant on Civil and Political Rights.9 It is categorical in the sense that it prohibits States from denying persons belonging to minorities the right, in community with the other members of their group to use their own language. (Phillips Rosas, 1995, 13–76) Other examples are Article 19(2) of the Covenant, which guarantees freedom of expression (including choice of language as a vehicle of communication), and Articles 2 and 26, which prohibit discrimination on a number of grounds including language. Article 2(1) of the 1966 International Covenant on Economic, Social and Cultural Rights10 similarly prohibits discrimination on the basis, inter alia, of language in relation to the enjoyment of the rights accorded under that instrument. The same prohibition of discrimination on the basis of language is guaranteed by Article 2(1) of the 1989 Convention on the Rights of the Child11 with regard to the rights accorded therein. Even more exacting is the 1990 International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families which, in Article 1(1), stipulates that the Convention is to be applied to the intended beneficiaries preference based on race, colour, descent, or national or ethnic origin to the e xtent that the notion of _national or ethnic origin may include or be identifiable on the basis of language, so, too, this Convention provides relevant standards. At the regional level, the Member States of the Council of Europe have adopted two treaties which address the issue of minority language rights: â€Å"the 1992 European Charter for Regional or Minority Languages14 and the 1995 Framework Convention for the Protection of National Minorities.15 In addition, Article 14 of the 1950 European Convention for the Protection of Human Rights and Fundamental Freedoms prohibits discrimination, in the enjoyment of the enumerated rights and freedoms, on the basis of language.† (European Court of Human Rights, 2006, 33) Article 1 of the Convention specifies that the notion of national minorities cover matters of language use. The other categories of standards which also seek to protect the linguistic rights of persons belonging to national minorities are sometimes referred to as soft law. These include instruments such as the 1992 UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (Lewis, 1998, 479-504). Article 2(1) of the Declaration refers to the right of persons belonging to linguistic minorities to enjoy their own culture, to profess and practice their own religion and to use their own language in private and in public, freely and without interference or any form of discrimination. Although the declaration is relatively specific, it is not of itself legally binding on States (Underdal, 1998, 5-36). The same applies to the Copenhagen Document of the OSCE which, while containing specific provisions constituting political commitments bindin g on all OSCE participating States, these are not binding obligations under international law. At the sub-regional level, the 1994 CEI [Central European Initiative] Instrument for the Protection of Minority Rights (which requires States to sign the document, notwithstanding that it is not a legally binding instrument) provides protections for the use of minority languages. These instruments articulate standards of behaviour which reflect what the respective communities of States intend to be the norm. These soft law instruments are important points of reference for the international community as they express shared values and certain standards to be promoted and respected in relations between the State and persons within its jurisdiction. (Council of Europe, 1994, 94-101) Notwithstanding the significant list of relevant standards, their formulation remains sometimes general and lacking specificity with regard to their precise application in concrete situations. In view of this, and in view of the fact that minority language related problems are confronted on a recurring basis within his work, the High Commissioner on National Minorities (HCNM) concluded that it would be useful to consult a number of experts of international repute and to ask them to look at the linguistic rights of national minorities in greater depth with a view to developing a set of practical guidelines. The HCNM envisaged that such guidelines, to be based directly and solely on existing international standards, would be extremely useful as States could refer to them when developing and implementing minority language related policies and laws. They could also serve as a reference for the HCNM in his own work. (Van de Kragt Dawes, 2003, 112-22) In the summer of 1996, the HCNM requested the Foundation on Inter-Ethnic Relations (FIER) to take up the initiative of developing such guidelines. The development of these guidelines was not to be an attempt to set new standards; of course, neither the HCNM nor the FIER had a mandate to undertake standard-setting (Underdal, 1998, 5-36). Rather, the guidelines were to constitute an expert interpretation of existing standards which could serve to facilitate the development and implementation of appropriate policies and laws pertaining to the linguistic rights of national minorities. The experts sought to provide interpretation of these standards relating directly or indirectly to the linguistic rights of national minorities while maintaining coherence within the entire system of the international protection of human rights. (Council of Europe, 1994, 94-101) The result of this process is a set of language-related recommendations which focus on a number of spheres of regulation and activity of particular importance to the maintenance and development of the linguistic identity of persons belonging to national minorities (Lewis, 1998, 479-504). The recommendations are divided into the following subject categories: Names, Religion, Community Life and NGOs, Media, Economic Life, Administrative Authorities and Public Services, Independent National Institutions, Judicial Authorities and Deprivation of Liberty. The Explanatory Note which accompanies the recommendations (and is an integral part of the document) specifies the links between each recommendation and relevant international human rights standards. (Hawkins, 1997, 403-434) Separation Of The Public And Private Spheres The Human Rights Committee (HRC) through its General Comments has presented the concept of minority very broadly, embracing non-citizens in the category of a minority. This is a significant development in terms of the new construction of the definition of a minority, particularly given that the HRC is in a position to represent UN practice in some parts (Chen, 1998, 214). The HRCs General Comment on Article 27 states unequivocally as follows: â€Å"The terms used in article 27 indicate that the persons designed to be protected are those who belong to a group and who share in common a culture, a religion and/or a language. Those terms also indicate that the individuals designed to be protected need not be citizens of the State party . . . A State party may not, therefore, restrict the rights under article 27 to citizens alone.† (Human Rights Committee, 1992, 159–181) The HRCs view basically seems to have followed the subjective and objective criteria of the traditional minority definition, but it is a new version of the definition in that it does not require nationality or citizenship of the State of residence. Furthermore, the HRC held: â€Å"In those cases where aliens constitute a minority within the meaning of article 27, they shall not be denied the right, in community with other members of their group, to enjoy their own culture, to profess and practise their own religion and to use their own language. Aliens are entitled to equal protection by the law. There shall be no discrimination between aliens and citizens in the application of these rights. These rights of aliens may be qualified only by such limitations as may be lawfully imposed under the Covenant.† (Human Rights Committee, 1992, 159–181) In this context, an attempt to define minority in international law made by Special Rapporteur Eide of the Sub-Commission on the Prevention of Discrimination and Protection of Minorities84 shows the United Nations approach to the concept of a minority, which is not limited to citizens of the State concerned. He defines a minority as follows: â€Å"For the purpose of this study, a minority is any group of persons ‘resident within a sovereign State which constitutes less than half the population of the national society and whose members share common characteristics of an ethnic, religious or linguistic nature that distinguish them from the rest of the population.† (European Court of Human Rights, 2006, 33) It is critical to note that he effectively replaces the nationality or citizenship criterion with the standard of place of residence. The populations whose members share common characteristics of an ethnic, religious or linguistic nature and have resided in the territory of the States concerned, are the decisive indicators for identifying a minority status (Kusà ½, 2006, 299–306). If this being the case, it would be more cogent to focus on the fact that the members of a minority group should have ‘durable ties with the State in which they live. This requirement is expressed in the word ‘exist in that Article. Universal Declaration of Human Rights states: Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (Human Rights Committee, 1992, 159–181) And the Vienna Declaration reminds states that Persons belonging to minorities have the right to enjoy their own culture, to profess and practice their own religion and to use their own language in private and in public, freely and without interference or any form of discrimination. (Council of Europe, 1994, 94-101) The Convention on the Rights of the Child states that a child belonging to an ethnic, religious, linguistic, or indigenous minority: Shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practice his or her own religion, or to use his or her own language. (European Convention on Human Rights, 1998, 765–773) And the preamble to the European Charter for Regional or Minority Languages motivates and situates the cultural protections included in that document by noting that The protection of the historical regional or minority languages of Europe, some of which are in danger of eventual extinction, contributes to the maintenance and development of Europes cultural wealth and traditions. (European Convention on Human Rights, 1998, 765–773) The Committee on Economic, Social, and Cultural Rights (CESCR) recommended remedy for concerns about inequalities in the enjoyment of social and cultural rights by minorities is for the state party to: Increase its efforts to preserve regional and minority cultures and languages,, and that it undertake measures to improve education on, and education in, these languages. (Prà ©mont, 1996, 513–514) It is the fundamental presumption of international human rights law that the State must respect the autonomy of the human being by refraining from interfering in specified domains. These are understood to be the private spheres of the individual. At the same time, assuring freedom for everyone according to their own autonomous desires requires that the State order society in such a way as to protect individuals and also to facilitate their initiatives (Lewis, 1998, 479-504). These are understood to be public spheres of legitimate action by the State. The original intention was that the title of the recommendations should make reference to the use of minority languages in the public and private spheres. The recommendations were to be grouped in two categories, one corresponding to the private sphere and the other relating to the public sphere (Buchheit, 1978, 73-79). The experts came to the conclusion relatively quickly that, notwithstanding the conceptual value of this division, it w as not practical for purposes of precise policy formulation to divide the recommendations according to these two categories because it was not possible to categorise each human activity as exclusively belonging to one or other sphere. What might be seen as belonging to the private sphere may in certain situations have serious repercussions on legitimate public interests and hence affect the public sphere. For example, as a rule, correspondence belongs to the strictly private sphere (Underdal, 1998, 5-36). However, if there is any reasonable suspicion on the part of the authorities that the content of the correspondence in question is of such a nature as to threaten the security of the population, the State is entitled to interfere at the risk of violating the right to privacy (Hawkins, 1997, 403-434). The content of such correspondence could be the planning of a terrorist attack or the violent overthrow of the government. In such a case the matter acquires the dimension of legitimat e public interest. Of course, the content of correspondence is to be distinguished from the use of language as a vehicle of communication; in the latter case, there would seem to be no legitimate public interest in either requiring or prohibiting a choice of language. Nonetheless, the example of correspondence illustrates the experts view that it was not possible to approach the process of developing recommendations in a water-tight fashion. (Van de Kragt Dawes, 2003, 112-22) The initial version of the recommendations included one recommendation of a general nature which served to point out that the right of persons belonging to national minorities to use their language should not be made subject to any limitations save those prescribed by law and necessary in a democratic society to protect public safety, order, health, national security and morals. The authors of the original text were of the opinion that it would be useful to stress the very narrow scope the State has for limiting the enjoyment of linguistic rights (Kusà ½, 2006, 299–306). Nevertheless, upon reflection, the experts concluded that in a set of recommendations such as these it would be unhelpful merely to repeat in a recommendation the well-known phraseology regarding permissible limitations. In addition, the experts assumed that it is generally understood that few human rights are absolute; most human rights are subject to limitations. Consequently, the effect of including a reco mmendation regarding limitations could inadvertently send a negative signal and would not be in keeping with the spirit of the document as the experts viewed it, i.e. to stimulate a positive and practice oriented approach in the protection and promotion of minority rights (rather than creating impediments or excuses to implementation). (Hurd, 1999, 379-405) Accordingly, it was decided that this particular recommendation would be deleted and that the issue would be dealt with in the general remarks at the beginning of the Explanatory Note. The definition of national minority it was inevitable that at some point early on in the deliberations the issue of what constitutes a national minority (as opposed to any other category of minority) would come up. The issue had been debated at some length in the process of elaborating The Hague Recommendations Regarding the Education Rights of National Minorities (Buchheit, 1978, 73-79). As was the case then, so in this situation: the experts concluded that, although a universally accepted clearcut definition of national minorities does not exist in international law, the fact remains that the mandate of the HCNM makes reference to the national minorities of the OSCE. In this connection, there are sufficient references in the expressed standards and in the evolving jurisprudence of the relevant bodies largely (if not entirely) to settle the question. In particular, paragraph 32 of the Copenhagen Document states the following in its first sentence: To belong to a national minority is a matter of a persons individual choice and no disadvantage may arise from the exercise of such choice. (Human Rights Committee, 1992, 159–181) The overriding concern of the experts was to ensure that by focusing specifically on national minorities the process would not be doing a disservice to other minorities be they (only) linguistic, ethnic, religious or other (Cortell Peterson, 2000, 132-145). They sought to avoid a situation whereby they might inadvertently provide a point of reference to governments which would be looking for ways to limit the linguistic rights of other minorities such as migrant communities (Levy, 1994, 279-312). This concern is given its full expression in the general remarks of the Explanatory Note in which it is stated clearly that The Oslo Recommendations are intended to strengthen and add to the existing body of human rights related to the use of language and that they were not developed with a view to restricting the real or potential impact of these rights in any way. (Chen, 1998, 214) Stronger links to fundamental rights in both the original background paper and the preliminary drafts of the recommendations and Explanatory Note, those standards of human rights law which make direct reference to language or are very evidently related to language were quoted. In particular, reference was made to such language-specific standards as Article 27 of the International Covenant on Civil and Political Rights (which refers to persons belonging to minorities as having the right to use their language), Article 30 of the Convention on the Rights of the Child (which guarantees the childs right to use his/her own language), Article 2(1) of the UN Declaration on the Rights of Persons Belonging to National, Ethnic, Religious and Linguistic Minorities (which proclaims the right of persons belonging to the noted minorities to use their own language in public and private) and other language-specific standards contained in regional instruments such as the European Charter for Regional or Minority Languages, the Framework Convention for the Protection of National Minorities and the Copenhagen Document (Van de Kragt Dawes, 2003, 112-22). The experts proceeded on the basis that such fundamental rights as freedom of expression and non-discrimination are in any case to be respected and provide the foundation for the other rights. The experts, however, concluded that there was a need for The Oslo Recommendations to make a strong and demonstrable link between language rights and such underlying concepts as the dignity of the human person and the notion of essential equality (Crocker, 1999, 56-66). From these precepts, language-specific rights also connect with other freedoms such as association and assembly. Hence, The Oslo Recommendations stress that the right of persons belonging to national minorities to use their language(s) in private and in public flows from the most fundamental rights and freedoms contained in the international instruments. (Buchheit, 1978, 73-7 9) The Language Of Business The consultation process leading up to the final set of recommendations can be said to have progressed at a generally even pace. The issue of minority languages in business, however, was both complex and controversial enough to slow down the process. As discussion on this issue progressed, consensus began to emerge. The running of a private business was indeed seen by the experts as an activity belonging essentially to the private sphere. Most experts immediately argued that the State is not entitled to impose any undue linguistic restrictions or requirements in this domain (Levy, 1994, 279-312). This point of view, however, was contested by some experts who stressed that such a blanket approach could have unforeseen and unintended consequences in certain circumstances. The example of the Baltic States was put forward as a case in point (Kusà ½, 2006, 299–306). In situations where the language of the majority had suffered under a long period of repression and where that langu age may be said to be in the process of re-establishing itself (as is the case in Estonia and Latvia), such a liberal approach could undermine the overall social interest in having a language of commerce and public administration for the State which is broadly used and, therefore, accessible to all (Phillips Rosas, 1995, 13–76). In the absence of such a broadly known language, it was further argued that the process of State-building and social integration would be negatively affected — with the language of the majority also potentially under threat. The experts agreed that the issue should be looked at in greater detail and entrusted the FIER with the task of researching the matter further. (Van de Kragt Dawes, 2003, 112-22) The practical effect of these legitimate requirements could be that it would be easier, in the long run, for the given enterprise to function in both languages. The other alternative could be for the enterprise to make extensive use of translators which would allow it to meet the requirements of the State without having to change its internal language practices (Cortell Peterson, 2000, 132-145). In any event, the experts felt it was important to underline in the Explanatory Note that the legitimate linguistic requirements advanced by the State in this essentially private sphere must be proportional to the public interest to be served. The State must be reasonable and cannot make unrealistic or discriminatory demands on the owners of private businesses (Hawkins, 1997, 403-434). The problem of arriving at a consensus around the difficult issue of minority languages in the business sector was interesting for what it highlighted in this particular consultation process. On the one hand, the intervention of the advocates who are involved in specific in-country situations served as a kind of reality check with respect to an issue that is obviously a very thorny one in a number of countries. This was a good thing. In the process of elaborating The Oslo Recommendations, the in-put of advocates contributed to making the process more thorough. On the other hand, this experience illustrated clearly a general point. The development of policy guidelines based on international human/minority rights law and intended for general application in a large heterogeneous region such as that covered by the OSCE should not make reference to or be guided by considerations that are particular to a specific context or situation. Of course, in the process of implementation, full account will have to be taken of the specific elements of each situation. Nevertheless, careful consideration of complex domains such as business enterprise reveals that it is both possible and useful to elaborate practical guidelines. (Crocker, 1999, 56-66) When referring to administrative authorities, international instruments refer to the right of persons belonging to national minorities to communicate with the authorities in their own (i.e. minority) language(s). But this right is applicable only in such cases where the minority in question has inhabited the area traditionally or in substantial numbers implying rights exercisable at the local and/or regional level (Hurd, 1999, 379-405). While the notion of traditional clearly indicates a lengthy period of time with established practices (verging on the idea of an acquired right), the notion of substantial numbers implies both quantity and compactness each of which affects feasibility calculations (Lewis, 1998, 479-504). Certainly, corresponding with local authorities in the mother tongue or being able to express one orally at the offices of public administrative authorities and services are important for the advancement of ones interests (Crocker, 1999, 56-66). But while this is not in doubt, the extent to which these may be invoked as rights (with corresponding duties on the State) turns on an evaluation of the facts in the specific situation (i.e. whether the demanding group or person belonging to such a group has inhabited the area traditionally or whether they constitute substantial numbers) (Buchheit, 1978, 73-79). The experts were of the opinion, for example, that if one considers the standards contained in such instruments as the Copenhagen Document (paragraph 34) or the Framework Convention for the Protection of National Minorities (Article 10(2)) as they relate to administrative authorities, in conjunction with the fundamental principles of equality and non-discrimination, one could conclude that in certain situations (i.e. where minority populations are significant in number and compact in their geographic distribution), local and regional authorities should take steps to ensure that health and social services be provided to persons belonging to the n ational minority in question in the minorities language. The use of the minority mother tongue is particularly important in the sphere of health and social services (Chen, 1998, 214). People must be able to express themselves fully and unequivocally when they are faced with health problems or are in need of counselling or basic services. After much discussion, the experts agreed that the relationship between the persons belonging to minorities and the public authorities goes beyond the right to address authorities in ones own language and to receive a reply in this language (Underdal, 1998, 5-36). In certain cases, it may include the right to receive services provided or administered by the authorities in ones own language. The objective should be to organise and facilitate the delivery of services to the maximum benefit of as many persons as possible not only speakers of the official or State language(s). It was also noted by the experts that persons belonging to minorities are to be assumed to be taxpayers and that public authorities are to be assumed to be acting as public servants responsive to the needs of the whole population (including persons belonging to national minorities). (Kusà ½, 2006, 299–306) The provision of services in the language of a national minority may involve substantial budgetary implications and consequently may provoke a negative reaction on the part of the majority. While having achieved consensus around the potential implications of equality and nondiscrimination in the provision of linguistically sensitive services, the experts pondered how best to approach this matter in terms of recommendations. The experts agreed that, in terms of services, Recommendation 14 should be drafted in general terms. In the Explanatory Note, however, they agreed that the most important services (i.e. health and social services) should be highlighted, but this should not be read as excluding other services or facilities for participation. It is to be noted in this connection that, as a general matter, the exact wording of a recommendation and its correlation with the relevant text in the Explanatory Note is necessary for a full understanding of the views of the experts, especial ly when dealing with issues involving resources. (Levy, 1994, 279-312) Issues such as gerrymandering or the arbitrary modification of a regions demographic composition through the eviction or expulsion of populations were not dealt with in the preliminary stages of the drafting process. It was initially felt that, although these issues are of vital importance to the advancement of the interests of national minorities, they do not necessarily relate to linguistic rights. Nonetheless, during the consultation process the point was made by a few experts that these issues should be addressed. The experts felt that these issues were closely related to the ability of national minorities to achieve and maintain strength in numbers and density in a particular region with consequences for minority language rights. Without attention to these matters, entitlements could be undermined by practices of gerrymandering or forced movements of populations. As a result of these concerns, the section of the recommendations relating to administrative authorities and public s ervices was expanded to include a recommendation regarding the issue of gerrymandering and the arbitrary modification of the demographic composition of regions (Levy, 1994, 279-312). As the recommendations evolved over time such a recommendation seemed out of place and some experts proposed that it be deleted. At the third and final consultation the issue was raised again. The point was reiterated that reference should be made to this question in view of its importance to the survival of minorities. In the end it was proposed and agreed that, although this question should be addressed, it would not be formulated as a recommendation but would be dealt with in the particular section of the Explanatory Note which relates to administrative authorities and public services. (Phillips Rosas, 1995, 13–76) The international instruments relating to the protection of the rights of persons belonging to minorities contain little in terms of these persons access to justice in their own language. Nonetheless, the experts felt strongly that the issue of justice and access to it in minority languages had to be addressed. Hence, The Oslo Recommendations contain four recommendations relating to this issue (Crocker, 1999, 56-66). Recommendation 16 concerns the establishment of independent national institutions such as human rights tribunals or ombudsmen which are meant to provide non-judicial recourses for persons belonging to national minorities whose language rights have been violated. While recognising the importance for minorities of access to such recourses, the experts did not have numerous minority rights standards to which to refer. (Hawkins, 1997, 403-434) Their main point of reference was the International Convention on the Elimination of All Forms of Racial Discrimination which stipulates in Article 1(1) that the concept of racial discrimination is not limited solely to race but includes discrimination based also on ethnic origin. Article 6 of the Convention then requires States parties to assure to everyone within their jurisdiction effective protection and remedies through competent tribunals and other State institutions against any acts of racial discrimination which violate his human rights and fundamental freedoms contrary to this Convention. (Hurd, 1999, 379-405) In terms of Recommendations 17 through 19 which deal with minority languages in the judicial process, the experts made reference to the International Covenant on Civil and Political Rights and the European Convention for the Protection of Human Rights and Fundamental Freedoms which both deal with the administration of justice in a general context rather than one particular to minorities. More specifically, Article 9 of the European Charter for Regional or Minority Languages provides a range of alternatives to secure the use of minority languages before judicial authorities (Buchheit, 1978, 73-79). Certain bilateral treaties also expressly entrench such rights. While referring to these standards, the experts sought to link them with other fundamental rights affecting persons belonging to minorities, in particular non-discrimination provisions and the right to an effective remedy. In elaborating especially these recommendations, the experts kept in mind the HCNM specific encouragement to be bold and creative while remaining within the parameters of international human rights law (Cortell Peterson, 2000, 132-145). The experts were