Factors That Influence Communication Essay

There are different ways that the environment can affect communication. For example: Noise – A noisy environment can mean road works, loud music, and transportation. Setting – Pictures, signs, decorations and poor lighting can distract people which makes them lose focus. Time – Meeting at the wrong time and phone calls at the wrong time can affect communication. Space – Overcrowded places for example corridors, public transport, offices and stores can affect communication. Distance can also affect communication, if people are trying to communicate and there is a gap between them it can cause a communication barrier. Barriers There are also lots of barriers that can affect communication. For example: Types of communication: difficult, complex or sensitive: Most communication between people is about sharing or transmitting information. For example, someone might want to know what number bus to catch, or they may ask for a drink. At times communication will be complex. For example, a relative might want to know about funding arrangements for care. Communication about funding might involve a lot of complex information. It would be important to check what that relative already knew and whether or not they understood the information that was given. Cultural Influence Culture refers to the customs, language, arts, common dietary habits and attire of a particular region. It also includes the learned values, beliefs and behaviours common to a group of individuals. Culture and communication are inseparable. This means that culture can be a strong barrier to interpersonal communication between people of different cultures. Individuals from different cultural backgrounds often carry an attitude that their own culture is superior to that of others. This attitude hampers interpersonal communication between two individuals or groups from different cultural backgrounds. Individuals who are ethnocentric in nature often are under the impression that anyone who does not belong to their group is either strange or inferior. This perception also prevents healthy social and political communication between two groups. Power Power is the ability to influence others and have strong self-control under  complex circumstances. All interpersonal communication or interactions reflect some form of power, which may be obvious or hidden. Obvious power refers to people who occupy a higher position in business or government and have to communicate with their employees or subjects. People in power positions may exert their power on individuals who are not equally competent, and this inequality could act as a barrier to effective communication.

The World of Culinary Arts

Cooking food is commonly known as culinary art. The word culinary is related to the art of making various kinds of food. A culinarian working in restaurants is commonly known as a cook or a chef. The chef skillfully prepares food that is pleasing to the eye and the palate of the guests. They are required to have knowledge of the science of food and the understanding of diet and nutrition. They work primarily in restaurants, hotels, airlines, cruise liners, hospitals and other institutions. Kitchen conditions depend upon the demand and type of business. The art of making various cuisines can be termed as â€Å"Culinary Arts†.The history of culinary arts goes back to 1800s when the very first cooking school was started in Boston, America. Where teaching the art of cooking & preparing the food were given to students, inurn they passed on their knowledge to others. The actual revolution started later in Culinary Arts through the television where in 1946, James Beard started regula r cooking classes in the art of American Cooking. The French cooking was introduced in American homes by Julia Child, in 1960’s when through the power of the radio she entered all the kitchens nationwide.The culinary institute of America or CIA was founded and was the first of its kind in the country to hold career based cooking courses on the art of cooking. The cuisine and latest innovations worldwide are based on the ingredients available around the region. The dishes also depend upon the cultural and the socio-economic conditions of the city, region and country. Food is one thing that has always been and will continue to be a big part of our daily lives as a result of family recipes that are inherited from the ancestors.Those who are interested in cooking, go to culinary schools to learn the art and obtain their professional degree in the field of culinary arts. The beauty of this art lies in the skill of understanding various types of tastes, presentations and foodâ€⠄¢s main features. The restaurant industry is fast moving with the trend of initiating better-flavored food from local sources. Industry pioneers are progressing towards new initiatives including the composting of food waste and recycling of cooking in lieu for serving economic and innovative dishes.

International Terrorism Essay Example | Topics and Well Written Essays - 750 words

International Terrorism - Essay Example The essay "International Terrorism" talks about the complex aspects of human experiences based on negative features that are imposed on them - terrorism. This is because terrorism captures emotions based on politics, philosophy, psychology, military strategies, and history to bring about negative experiences to the world. The term international terrorism denotes the use of violence by international or foreign parties against civilian populations of another nation in an attempt to cause panic. Those that perpetrate the acts of terrorism are known as terrorists and they operate in covert means, normally, unless their attacks require attention. In order to draw attention or even gain publicity, terror attacks are done overtly and in public with the knowledge of the elite or even security forces. The security forces, in cases of overt attacks, are usually backed into a corner and are unable to take action either due to lack of information or great risks of intervention. International ter rorism requires the use of cell groups to plan and carry out terrorist attacks in foreign nations, where they even recruit members from the home nation. In addition, international terrorism is taking a new form or face that involves the use of loose organization in conducting and executing attacks. This is through self-financed groups, which are part of an international network that works together in isolated cases. The groups thrive on a different basis such as religion to carry out their attacks or even make their voices known. or heard. Such groups include radical Islamists, who use Islam as their religion and claim to be marginalized on a global scale or even have their rights infringed. For this reason, the Islamists carry out attacks in nations that have strong ties with the host nations that oppress them or even those that infringe their rights directly. This can be seen in the case of the September 11 attacks in the year 2001 in the United States, which is an example of an i nternational terrorist attack in the United States, which was executed through suicide attacks aimed at various installations in the nation. A passenger jetliner that was hijacked en route to Los Angeles from Boston was flown into New York’s World Trade Center into one tower while a second plane was flown into the second tower later. The attack was conducted in the presence of the terrorist who were onboard and with his or her own pilots. This one attack is evidence of international terrorist attacks that are believed to originate from radical Islamists from the Middle East and the perpetrator being a Saudi man who was anti-western, Osama bin Laden (United States Institute of Peace, n.d). One of the reasons that international terrorism has escalated is because of the proliferation of weapons that include weapons of mass destruction. These are especially found in the case of Iran and North Korea that are believed to finance and sponsor international terrorism as they have acce ss and run uranium enrichment; for nuclear weapons. The production of these nuclear weapons has also seen new trends in international terrorism, where international terrorists have been noted to attempt at acquiring chemical, biological, radiological and nuclear weapons (Perl, 2007). One such international terror attack that used weapons of mass destruction occurred in Kurdistan; and was executed by Iraqis in an attempt to wipe out all Kurdish people that spoke the Kurdish language. The gas caused the death of roughly 5000 civilians and it was seen as a means of multiplying force, where it killed civilians instead of targeted soldiers

Is Bullying in School a Normal Part of Life Essay

Is Bullying in School a Normal Part of Life - Essay Example Based on the nature, bullying can be classified into three major categories; physical, verbal and social. Even though only the physical bullying results in physical injury to the victim, verbal and social bullying can cause tremendous emotional problems to the victim. Majority of the schools all over the world are places in which all types of bullying are taking place. Some people argue that bullying in schools is a normal activity and it is necessary to make the teenagers physically and mentally stronger. Such people are of the view that bullying can prepare students to undertake stronger challenges in future. On the other hand critics believe that uncontrolled bullying will cause tremendous damages to the physical and mental development of the victims and therefore it should be prohibited in school campuses. â€Å"Education Minister Christ Carter announced that New Zealand schools will be required to have concrete measures to put a stop to bullying, or at least to deal with itâ₠¬  (New Zealand Government Focuses On School Bullying). (New Zealand Government Focuses On School Bullying) Current generation, especially the teenage generation are more aggressive in nature than the generations in the past. Media like internet and television play an important role in injecting aggressive behaviour among teenage community. Teenagers do not have the ability to segregate between the good and evil. They don’t have the maturity to think about the consequences of their actions. Sex and violence related contents in media motivate the teenagers to imitate those things in their real life. They don’t have the wisdom to segregate fiction from facts. Thus physical encounters among teenage community are growing day by day in schools. School shooting incidences are quiet regular in America like western countries because of the easy access of gun like dangerous weapons to the teenage community. In short, physical bullying can result even in loss of lives and there fore it should be avoided at any cost in school compounds. Verbal bullying refers to the act of teasing. It is an act of teasing a mentally weaker student by a group of mentally stronger students as shown in the image below. (International Network) The victim will remain helpless when he/she faces a combined attack by a group of students. In many cases verbal bullying results in physical assaults also. In any case, it is a fact that verbal bullying can cause psychological problems to the victim. Victims of bullying may loss interest in studies and other daily activities. Such people will try to avoid the company of others and their academic performances could be seriously damaged as a result of verbal bullying. According to Dune et al (2010), â€Å"Bullying, aggression and other forms of violence in schools can blight student experiences of formal education and their abilities to make the best of the opportunities they have† (Dune et al, p.1). Social bullying is an act of iso lation. In this case, the offenders form a group and prevent the victim from interacting normally with others. Moreover, offenders may fabricate stories against the victim and spread

Why Cash Flow From Operations is important information Article

Why Cash Flow From Operations is important information - Article Example Operating expenses are subtracted from the operating revenues to extract the net cash flow from operating activities; this is why it is so important for small businesses to keep in check its operating cash flows. The other reasons why cash flow from operating activities is so important for small businesses is its ability to quickly determine the immediate financial health of the company. Cash flow is important as it gives the firm the ability to pay off current expenses. The current expenses usually include; labor costs and debt repayments. For these reasons, cash flow from operations (CFO) is important for both parties; the firm as well as the lenders and creditors. The creditors can assess the investment potential of the company from its CFO. Small businesses usually start with debt financing and the interest is an operating cash flow, since this figure is adjusted for liabilities, depreciation and receivables (Ross, Westerfield, Jordan, 2012), an operating cash flow is generally more accurate measure of how much cash the business has generated as compared to other measures such as Net Income (NI) or Earnings Before Interests and Taxes

Music Analysis of My Heart Will Go On by Celine Deon Assignment

Music Analysis of My Heart Will Go On by Celine Deon - Assignment Example The singer starts from the low tone and moves up hitting the highest tone as she approaches the chorus. The song has both chorus and choruses. The song has duality with two distinct parts with the first sounds soft romantic and second sounds determined. The music strains a slow romantic note in the first part. The charm takes a slow music sounds romantic and soulful, that borders on the melancholic but never gives up hope. The music gushes forth powerfully in the second part projecting a determination only a woman’s heart is capable of. Their song uses such instruments such as flute, guitar, piano, violin to create the melody that makes the song creates the mood and provokes a melancholic feeling. The music stresses on the instrumental arranging. There is much use of flute back by melodic use of strings and rhythm guitars. Both electronic and acoustic instrumentation is evident in the song (Hanninen, 2012). The song lyrics creates a somber mood amongst the listeners. In addition, the choice of the love as the theme is much attractive as a love remains a contemporary issue based on the unexpected separation as it happened to the young lovers, Jack and Rose. The music greatly impacts on one’s subconscious minds based on the lyrics that makes one feel so attached and need to share in the pain with Rose. The song provokes human nature to feel part of a problem that affects another based on the state of disparity. The song communicates the emotion expressed in the film, and the words parallel the dialogues especially from the scene when Jack Dawson says his final goodbye and makes Rose promise that she will never give up. However, there are some parts that are read from Rose’s mind. The music depicts a sad love story and creates melancholy is as we watch and listen to its lyrics. The song is emotional as well as demanding. I have chosen the song ‘My Heart Will Go On’ by Celine Deon.

Fraud and Cyber Terrorism Research Paper Example | Topics and Well Written Essays - 750 words

Fraud and Cyber Terrorism - Research Paper Example When implemented proactively to identify unknown fraud, it depicts laser-like precision that allows for much more efficient investigation. (Sanjay Goel. 2010). Cyber terrorism is the act of illegally accessing computers and information chiefly via the internet to create physical harm or severe disturbance of infrastructure. Cyberterrorism could scholarly be defined as â€Å"The premeditated use of disruptive activities, or the threat thereof, against computers and/or networks, with the intention to cause harm or further social, ideological, religious, political or similar objectives or to intimidate any person in furtherance of such objectives.† Agencies that deal with fraud such as Interpol and the FBI are doing a great job in fighting against cyber terrorism. Interpol on its part is assisting all the member countries and training their personnel to equip themselves with the current trends and forms of fighting cyber terrorism. The Council of Europe Convention on Cyber Crime, which is the first international treaty for fighting against computer crime, is the product of 4 years work by experts from the 45 member and non-member states that include Japan, USA, and Canada. The treaty has already imposed after its endorsement by Lithuania on 21st of March 2004. (Achkoski, J., & Dojchinovski, M. 2011) With the ever-changing trends in the cyber technology sector, there are no foolproof methods to protect a system. To say that you have a completely secure system, then it means that it can never be accessed by anyone. Even in most military set up, top secret information is kept on servers with no outside connection as a form of deterrence of cyber terrorism. Another common way that cyber terrorism can be avoided apart from such isolation is encryption.  

Is Schizophrenia a Biological Disorder Essay Example | Topics and Well Written Essays - 1250 words

Is Schizophrenia a Biological Disorder - Essay Example Because of the scarcity of evidence that can be relied upon the disease is difficult to be identified with symptoms only. Because of its unpredictable nature also because of lack of knowledge about its causes this disease is rightly called cancer of mental illness. Some scientists believe that researchers were successful in finding out the biological background of the disease in 1990s. The modern diagnostic equipment are somewhat useful in identifying the biological root causes of the disease. But the whole truth is yet to be discovered. This disease was recognized and treated in its primitive forms about 3,000 years ago. Although the present name schizophrenia was not used in those days it was called dementia, and late demence precoce etc. But later on a German psychiatrist, Emil Kraepelin presented a theory to call it a single disease quite similar to dementia praecox. But the theory of Kraeplin was rebuted by Eugene Bleuler. Bleuler thought that it is not a single disease similar to dementia praecox. According to symptoms clinical picture schizophrenia is divided into five subtypes. A person suffering from schizophrenia may not have symptoms of a single category so the usefulness of this division to subtypes is still considered a not very effective and reliable Schizophrenia is quite common disease it accounts for almost 50 percent of most of mental disorders. This syndrome is equally common in men and women. ... A person suffering from schizophrenia may not have symptoms of a single category so the usefulness of this division to subtypes is still considered a not very effective and reliable Prevailing views about Schizophrenia Schizophrenia is quite common disease it accounts for almost 50 percent of most of mental disorders. This syndrome is equally common in men and women. It is observed that disease may attack patient in his or her 30s. But this is not a hard and fast rule. It can appear in the later age of the patient also. It is also said that most of the patients of this disease live in poorer areas of the cities. Some scholars think that the patients suffering from this disease can not survive financially in well off or middle class areas because of the disease so they have to move to the poorer areas. Others have a different view, they think that this disease most commonly cause by stress and anxiety related to financial problems, that is why most of the patients are from poorer areas of the cities. Common Symptoms Traditionally it is not easy for a therapist to assess and diagnose the person with this syndrome. The doctor would have to carefully review the symptoms prevalent in the patient. The doctors have to rely upon the information provided by the people closely affiliated to the patient. The doctors also confirm their assessment by keeping the person under observation and results of mental status are also used for getting correct diagnosis. Therapist mostly focus on thoughts disorders, deception. Patient can get preoccupied by illusions relate religion or beliefs. Many people with schizophrenia have disturbances in expressions and emotions. The patients may no feel no regard or connection with

Role Of Values Based Education In the Global Society..Possible title Essay

Role Of Values Based Education In the Global Society..Possible title - Essay Example Certainly, enabling one to make a living by one’s knowledge and skills is an important aspect of education; yet, education is something more than that (Stafford, 2003). Definitively, building of character stands to be and should be the top priority of any academic institution. Grand Canyon University is just the kind of institution that not only stimulates its students to develop a rock solid character, but, rather approaches the task of character building in a much holistic way, touching varied facets of human personality. Truly speaking, the four pillars of Grand Canyon University stand to constitute the most fool proof and sufficient program for developing a character and personality that is just the right mix of ethics and pragmatism. The first pillar committed to academic advancement not merely implores the students to gain knowledge, but rather nudges them to evaluate the imbibed knowledge in the laboratory of critical thinking and analytical evaluation. Mere knowledge makes a well informed person, but, approaching knowledge with a critical bent of mind makes a creative and original personality. At Grand Canyon University, the learning styles resorted to are such that they push a student to extend one’s intellect and ingenuity to its limits, thereby shattering all preconceived notions and challenging the inherent biases, prejudices and myths. The outcome of such an approach appears in the form of students who possess an open and inquisitive attitude towards life, resting securely on dependable and time tested spiritual and moral foundations. Grand Canyon University encourages its students to develop a personality that is just the right blend of grass root practicality and an essentially Christian vision. The second pillar that is Christian camaraderie not only intends to facilitate an interactive and friendly mindset towards

Foreign Intelligence Organization Essay Example | Topics and Well Written Essays - 750 words

Foreign Intelligence Organization - Essay Example In the past, these countries focused their efforts on getting intelligence concerning the United States Military capabilities, as well as military research and development activities. Today, these nations also collect technical, scientific, proprietary and economic information. The information collected is aimed at promoting the national welfare of these nations and also acquiring and maintaining highly developed military systems. These countries have the ability of collecting U.S. intelligence information using Human Intelligence (HUMINT), Signal Intelligence (SIGINT), and by analyzing open source material.1 Other countries also have the ability to collect imagery products that can be used to collect Image Intelligence (IMINT). It is essential to note that only the Russian Federation gathers space-borne intelligence. 1The People’s Republic of China also has this ability though to a rather limited extent. Therefore, Russia remains to be the nation that poses the most significa nt intelligence collection threat to the U.S. Russia has immense intelligence capability that was inherited from former Soviet Union. A large proportion of Russia’s intelligence collection infrastructure is focused on collecting information relating to the U.S. The Russian Federation uses SIGINT, HUMINT, IMINT, MASINT, and open source analysis. This is used to develop intelligence products for military planners and Russian political leaders. According to the federal Bureau of Investigation, Russian intelligence operations have increased in sophistication, scope, and number.2 They are likely to remain at this high level for the near future. The bodies legally responsible for foreign intelligence functions in Russia include the Russian Foreign Intelligence Service (SVR), the Main Intelligence Directorate of General Staff (GRU) and the Federal Agency for Government Communications and Information (FAPSI). SVR mainly collects scientific, political, technical and economic informati on. Majority of case officers working for SVR operate from Russian Embassies and consulates under diplomatic cover. Though alleged that SVR personnel have been reduced by 30%, active collection operations continue, and suspicion that SVR influences operations, and conduct propaganda is rife.2 The GRU mainly provides strategic and tactical intelligence for the Russian Military.2 They collect warning intelligence, important information on military capabilities of likely adversaries, and data on superior military technologies. Their collection techniques include HUMINT, both overt and clandestine, open sources, satellite imagery reconnaissance, SIGINT from ships, ground stations aircrafts and satellites. Collection activities that significantly threaten U.S interests are those under the Space Intelligence Directorate and First Deputy Chief.3 The Space Intelligence Directorate, in conjunction with the Fleet Intelligence Direction, manages Russia’s space reconnaissance program. Th e SDI operates many research institutes, its own cosmodromes, and a centralized computer processing facility. FAPSI’s main role is communications security for Russia.2 Russia continues to place emphasis on HUMINT.3 This is because of the information they gathered from the past. It is

European Films & An Analysis Essay Example for Free

European Films An Analysis Essay Films are products of culture. It is a culture woven into a piece of art. Films are like mirrors reflecting certain cultures, and these cultures in turn, are also affected back by these films in which they relate to. In fact, film is considered as one great type of art because of its effectiveness in influencing its audience or film viewers. It is therefore very important to be careful of what should be shown to the viewers though films because of the possible effects that it can do to the public, a social entity that is reemerging from the film with a well-defined historical and contemporary roles and functions. This public is where the film audiences also came from and, audience, is the group where the film is appealing to, influencing them, their thoughts, their ideas and their beliefs as they see their own culture unfolds before them in front of the screen through the motion pictures. It is actually difficult to visualize an instituted and strengthened public/national identity without reinforcement between or among those who are sharing this national identity. The role of films therefore is to relay the information back to those individuals with shared identity, values, culture and many other things in â€Å"their sense of common cultural memory or mutual belonging†1 according to David Forgacs, stated in the book of Ricci. With this high sensibility to the public, more often than not, governments take some, or even much, precautions before allowing some release of films by regulating them or, sometimes, governments take advantage of the films to promote their national goals through the encouragement of some themes in them in exchange to some benefits and privileges given to filmmakers. II. Major European Nations and Their Films It is important to understand that films are generally regulated. Some institutions located in a country or region into where the film is based or created, or the culture of that region or area where the film relates to, must also be considered in the creation of that certain film. Films must also be paralleled or must be aligned with the whims of the regulatory bodies controlling them, or else they cannot be approved for public release and viewing. At present day, these regulations are apparent to some directives given by governing bodies such as the European Union (EU) in European countries. Some of the directive’s provision includes statement such as: †broadcasters reserve for European works the majority proportion of their transmission time†2. This is the general directive. Each country however has their respective ways of regulating and directing their own film industries as well as the films that are to be shown in their respective territories, both in the past and presently. In English film industry in the early eightees, before Thatcher’s intervention, it â€Å"had been generally expected that a Labour government would increase state support for film in recognition of its cultural, and not just commercial, worth† 3 (Hill 1996, 101) Another film industry that can be seen as controlled, making the art as a means to encourage national goals, is seen in the French national film industry where there are quotas as to the percentage of European and American/foreign films that may be shown to the public, and this is claimed to be in accordance with cultural preservation of European values. In Italy however, films are freer and without so much restrictions imposed upon their approval and release to the public. In the early 1920’s Soviet era, foreign films were even utilized for the purpose of its own â€Å"industrys recovery†. 4 The following section focuses on major European nations and their national film forms in depth analyses in their institutional context. This includes the English, French and Italian film industries among others. III. Selected European Films in Their Institutional Context As the Second World War approached, it was believed that the film productions in European areas were random. That was history. Today, aside from the umbrella rules of the recent EU Directive, each nation, especially the greater ones, have their own sets of rules and policies, as well as style and culture in their respective film industries. The following are major European countries/areas and how their respective film industries are with respect to institutional context/

Tsunami Resisting Structure Design

Tsunami Resisting Structure Design Tsunami waves Abstract: In the past Lebanon has experienced some major earthquakes and tsunamis. Kids are taught at school that Lebanons capital Beirut was buried 9 times because of these catastrophic events. However, other than manmade disasters, modern situation has been calm and this small Mediterranean country has been tsunami free for quite some time. Unfortunately studies show that this situation will not remain as calm in the future and that the Lebanese coast is in danger of re-experiencing these waves. In this paper the historic Tsunami activity around the world will be reviewed and evidence shall be given on why this event will strike Lebanon after 1500 years of absence. In addition, the behaviors and characteristics of tsunamis will be presented, how they start and how they destroy and by knowing the effects they have on buildings and the damages they cause to their elements, we are able to design a structure with the purpose of resisting these loads. The aim of this study is to design a Tsunami Resisting Structure in accordance with the current guidelines and complying with the existing Standards and Codes, that is expected to provide safe refugee from Tsunami and earthquakes. An example shall be given and the applied loads shall be calculated in the following pages. Introduction: It is said in the bible that the Lord told Noah that a flood of waters shall be brought upon the Earth to destroy mankind, both man and beast shall drown (Genesis 6:17). Tsunamis have been happening since the beginning of time, in the past as well as in our days when that event occurred, as part of evacuation technique or simply by instincts for survival people try to escape by going inland or trying to reach higher altitudes. But the wave hits the land with great energy and speed that basically trying to race it horizontally is practically impossible and most casualties that happen during a tsunami is when people try to flee the coast and move inland to higher altitudes. In some areas an evacuation is not possible in time and the best chances people have is through a vertical evacuation by moving upwards to higher levels in a tsunami resisting structure. (FEMA P646A, 2009) The idea of a vertical evacuation structure came to be after the tragic Sumatra earthquake and Indian Ocean tsunami in December 26, 2004. 300,000 lives were lost in the boxing day tsunami (Christian Meinig et al.,2005), and that number would have been so much worse if Reinforced Concrete Structure did not act as shelters for survivals. (FEMA P646A, 2009) We learnt from past events, and if a concrete multistory house was able to resist, even it was temporarily, even if it was for a short term, then a structure can be designed to withstand Tsunami as well as earthquakes, because in most cases, these two hazards are connected. Definition: The Federal Emergency Management Agency (FEMA) and the National Oceanic Atmospheric Administration (NOAA) explain tsunami as: A Tsunami is a naturally occurring series of ocean waves resulting from a rapid, large-scale disturbance in a body of water.). They can be caused by either volcano eruption under water, or earthquake or landslides etc. (FEMA P646A, 2009). When they travel in the ocean the waves and fast but short in height, but when they reach the coast, the waves gain in height. It was believed that a number of events led to these oceanic waves however after the study of past events it was concluded that the major cause for tsunami generations was due to tectonic movements. Katsuyuki Abe in his publication Tsunami and Mechanism of great earthquakes explains the relationship between these waves and earthquakes. Katsuyuki Abe said: tsunamis are generated by tectonic deformations rather than by large submarine landslides and slumps. (Katsuyuki Abe, 1972). When tectonic plates are active, plate deformation induces seismic activity that cause earthquakes (Stein and Klosko, 2002) and The source of the tsunami/earthquake can be tracked back to its origin by analyzing the arrival date of the first wave to the shore. The boxing day 2004 Tsunami went down in history as the deadliest tsunami, with more than 230,000 casualties across 14 countries The earthquake triggering the tsunami was of magnitude 9, the most powerful earthquake in 40 years (ABC news, 2014). With its epicenter located at the Sumatra coast, between 2 tectonic plates, the Indian plate and the Burma plate. The two plates were so stressed that the earthquake happen when the Indian plate slipped under the Burma plate. (Sudhir et al., 2005) Tsunami in Lebanon No matter where we read or heard it, whether it was in the findings and studies published by the National Council for Scientific Research, Beirut, Lebanon or National Center for Geophysics, Lebanon or even in the August issue of the journal Geology 2007 or National Geographic News or Discovery News channel or the local newspapers, the context were the same: It is just a matter of time before a destructive tsunami hits this region. An underwater survey placed Lebanon near an active fault that could generate an earthquake in the seafloor causing a devastating tsunami in the region. Elias Ata and colleagues researched that the same fault that was responsible for the strongest earthquakes in the Mediterranean is active and is in danger of producing a tsunami wave just like it did thousands of years ago in the 551 A.D. tsunami in Phenecia now known as Lebanon (Elias et al, 2007). They confirmed the presence of fresh seismic breaks in the sea floor and argued that the Mount Lebanon thrust is identified as repeated earthquakes with 1500 years of return. Since the last earthquake was in 551 A.D. with an active fault line and a 1500 recurrence period, an earthquake in water is bound to happen any day now, and a tsunami will hit the entire Lebanese coast from north to south. Fortunately complying with the Lebanese building code for construction and design is deem to satisfy conditions for earthquake and seismic analysis, but the law does not impose tsunami design to developers and consultants and the idea of a tsunami resisting structure or a vertical evacuation model was somehow absurd in the region. However now that we have solid proof of a predicted tsunami, that idea doesnt look absurd anymore. Structural system A basic concept design of a Tsunami/Earthquake proof structure follows a number of consideration and guidelines. After observing past events, we can conclude that the major element that contributes to the survival of houses was the material used. While most small residences in Australia are timber and lightweight systems or even brick veneer and load bearing wall system, the most robust model that can resist important horizontal or vertical loads is reinforced concrete and or Steel structures. Multistory building are heavier and thus can prevent sliding when horizontal action is applied and because above levels are not submerged they aid to resist lateral loads. Another key component is Orientation, when buildings are constructed in a direction parallel to the ocean, the wave will have a greater surface of contact, and therefore the lateral force will hit the plan faà §ade with the lowest inertia. When they are built perpendicular to the ocean, the contact surface is smaller and the pressure will act upon a direction of highest inertia.   An ideal design is to not resist entirely the wave and have the structure with 800mm thick reinforced concrete wall. It must be a combination between a robust design combined with weak members. In other word, the wave should pass through the building, without causing the collapse of above stories. In order for the wave to flow though the ground level, non-load bearing walls have to breakaway to make passage for the wave. These breakaway walls are masonry block walls, they collapse once struck by the wave.   (FEMA TB9, 99) How vulnerable Structures are? Observation to partially damaged houses indicated that all elements can fail under tsunami load. Foundation can be uplifted and soil can be scoured. Columns can be sheared causing one story collapse or leading to progressive collapses of all upper levels and impact force can completely dislocate columns. Beams can be bent lateraly due to horizontal action and were majorly cracked. Joints connecting two elements, such as vertical support with slab and foundation can fail entirely. Shear and bending failure in walls have been detected, and punching shear where an axial element punches through a plan system was observed as well. However studying only the elements that failed is not enough; engineers must also consider the components that survived. For instance, it was that facades that had openings such as windows and doors did not crumple as opposing to sides there were completely closed and thus have been ruined by the wave. Calculation example This example consists of determining the actions caused by a tsunami on a structure of 2 basements, parking of area 1800 m2 each, Ground Level , Mezzanine and ten stories. The site is located 200 m from the shoreline, at elevation 5 m from the sea level near Beirut, Lebanon Elevation profile indicating the different slopes and location of the structure, taken from Google  Ãƒâ€šÃ‚   Earth 3D The slope of the terrain is essential to determine the wave parameters, specially height. The Federal Emergency Management Agency FEMA, has set guidelines to design structure from tsunami waves, FEMA P646 and FEMA P646A, 2005 shall be demonstrated in the below paragraphs to calculate all the loads generated on our structure. But first we need to determine the waves properties. A tsunami wave is defined by its inundation elevation R*, with is the height of the wave at its maximum penetration. Given the topography of our project, the wave will reach the steep slope and retrieve back, thats 510m from the shore. To determine the height, we will assume that the height is 10m Tsunami Loads As per FEMA P646A, 2005 8 forces are acted upon the structure: Hydrostatic, Buoyant, Hydrodynamic, Impulsive , Debris impact, Debris damming and Uplift forces, not to mention Additional gravity loads from retained water on elevated floors. Hydrostatic force in the basement is when the water from tsunami is retained in the basement, and cannot escape because the basement wall outline prevent seepage, the water is trapped and the basements are compared to water reservoirs since the two basements are completely filled with water. A static analysis on reservoir will therefore be conducted with water height 12m (=6m+8m) Fluid density à Ã‚ s = 1.2 à Ã‚ water = 1200 kg/m3 pc is the hydrostatic pressure, pc = à Ã‚ s.g.h pc (at GL ) = à Ã‚ s. h = 1200 x 8 = 9.6 T/m2 pc (at 1st Bas. ) = à Ã‚ s. h = 1200 x (8+ 3) = 13.2 T/m2 pc (at 2nd Bas.) = à Ã‚ s. h = 1200 x (8+6) = 16.8 T/m2 Buoyant Force The uplift force as per Archimedes principle is as follow: The reinforced concrete has a specific gravity of 2.5 T/m3, in our case the slab isnt a solid slab but made of hollow blocks with self weight equal to 0.63 T/m2 Specific gravity of a 32 cm slab of hollow blocks is = 1.97 T/m3 Water has a specific gravity of 1.2 T/m3 When immersed in the water the slab wont weight the same actuality it would weigh less due to the fact it has a buoyant force acting upward making it lighter. And so in water, the specific gravity of the slab will become 1.97 T/m3-1.2 T/m3 = 0.77 T/m3 If we take into consideration the thickness of the slab 32 cm it becomes   0.77 T/m3 x 0.32m = 0.246 T/m2 The buoyant pressure decreased the specific gravity of the slab from 0.63 T/m2   to 0.246 T/m2 so it must be equal to 0.63 T/m2   0.246 T/m2 = 0.384 T/m2 The buoyant force will be applied upwards as uniform surface load 0.384 T/m2 acting on floors of  Ãƒâ€šÃ‚   1stBasement, Ground level, Mezzanine and first floor.

Theory of Multiple Intelligences

Theory of Multiple Intelligences The theory of multiple intelligences was proposed by psychologist Howard Gardner in the late 1970s. This theory attempted to disprove the intelligence quotient (IQ) by suggesting that individuals actually possess eight different and autonomous intelligences. Individuals combine and utilize these different types of intelligences to solve problems and make products valuable to society. The intelligences are linguistic, musical, logical-mathematical, naturalist, spatial, bodily-kinesthetic, intrapersonal, and interpersonal. Gardner believed that the intelligence quotient only tests for linguistic and logical-mathematical intelligence, and does not include the other equally important intelligence. This represents a departure from acknowledging only academic intelligence, but including other forms of intelligence as well. For example, musicians, quantum theorists, and professional sports players are the best at their field, but have different areas of intelligence that have variances that cannot be detected by taking the IQ test alone. With the accompanying work of Charles Spearman on the general intelligence, g, Alfred Binet designed the IQ test, or intelligence quotient. This was initially used in the early 1900s to test French schoolchildren for their levels of academic achievement in order to properly place them into classes. This theory still remains the primary conception and test of intelligence. But the multiple intelligence theory claims that individuals that excel in one area on intelligence may not necessarily do well in the other areas of intelligence. In another case of opposing beliefs, the general intelligence postulates that intelligence is an innate trait that the individual has no control over. Gardners theory of multiple intelligence asserts that intelligence is a product of both nature and nurture. Heritable traits give individuals high or low potentials in one area of intelligence, depending upon what skills and traits their parents had. In addition, the experiences and practice of the individu al can increase and hone one domain to its peak, or neglect can cause underachievement of potential. In Gardners seven areas of intelligence, linguists is the ability to analyze incoming information and utilizing or creating written and oral language, logical-mathematical intelligence is the ability to solve abstract problems and calculate effectively, and spatial intelligence is the ability to change images with the mind, musical intelligence is the ability to create and appreciate sound patterns, and naturalist intelligence is the ability to identify the natural elements of the world, including plants, animals, and weather. Bodily-kinesthetic intelligence is the ability to correctly place ones body in order to solve problems, interpersonal intelligence is the ability to recognize other individuals moods and intentions, and intrapersonal intelligence is the ability to recognize ones own moods and intentions. Some research that tests Gardners theory of multiple intelligences is informal questionnaires, written assessments, or multiple choice tests. These tests provide a sample of different domains of intelligences and identify each individuals relative and absolute strengths. This is because each domain has a certain score, and domains may be ranked from high to low intelligences for each person, with every individuals score unique and different from any other scores. These results correlate directly to an individuals performances on practical and immediate tasks. These multiple intelligence ideas were brought to the United States, and the first experiments were performed here. But over time, this theory has spread all over the world and has gained its place and importance in the world of psychology. This test of multiple intelligences allows individuals to have direct feedback of their strengths and weaknesses. In schools, teachers can use this to their advantage by nurturing the areas of strength and improving upon the weaker skills as well. The results of this test can provide a general direction for an individuals future success and the potential of a certain domain. In addition, different curriculums can be adjusted and modified in order to assist a student in learning to their fullest capacity. For example, The Gardner School of Arts and Sciences uses Howard Gardners theory of multiple intelligences as the framework for the schools teaching method. The school recognizes the different abilities and intelligences of their students, so teachers incorporate all eight domains to identify strength and weakness of each individual and develop each intelligence to the individuals full potential. When I took the written multiple intelligences test, I received individual scores for each domain of intelligence. My highest three intelligences are logical-mathematical, linguistic, and intrapersonal. These results allows me identify my areas of strengths and weaknesses as it relates directly to my actions and future success. My highest scoring domain is logical-mathematical intelligence. This means that I can understand logical concepts and mathematical problems well; I am able to reason out solutions and function at an abstract level. The jobs that would fit this category would be a physicist or computer programmer. I enjoy working with patterns, relationships, and the abstract. With this intelligence, I can solve difficult problems with reasoning and will tend to be more methodical to discern patterns between events and numbers. The second intelligence domain is linguistic intelligence. This means that I have a developed sense of oral and written communication and the different qualities of words and phrases. The careers consistent with high scores in linguistic intelligence are poets and writers. I am more attuned to the meaning, sound, and shapes of words, and am able to use this to my advantage in writing and in speeches in order to inform, persuade, or excite. I enjoy reading, writing, and puzzle solving. My third highest scoring intelligence domain is intrapersonal intelligence. This means that I have a highly developed sense of self-knowledge and an ability to act on that understanding. I learn best from working alone, having time to myself for reflection, and working on self-paced assignments where I have my own space.

The Theme of Escape in The Glass Menagerie Essay examples -- essays re

The Theme of Escape in The Glass Menagerie In The Glass Menagerie, Tennessee Williams uses the theme of escape to help drive the play forward. None of the characters are capable of living in the real world. Laura, Amanda, Tom and Jim use various methods to escape the brutalities of life. Laura retreats into a world of glass animals and old records. Amanda is obsessed with living in her past. Tom escapes into his world of poetry writing and movies. Jim also reverts to his past and remembers the days when he was a high school hero. Mr. Wingfield is referred to often throughout the play. He is the ultimate symbol of escape. This is because he has managed to remove himself from the desperate situation that the rest of the family is still living in. The fire escape helps develop the theme of the story. This entrance into the apartment provides a different purpose for each of the characters. The fire escape allows Tom the opportunity to escape the apartment and get away from his nagging mother. Amanda sees the fire escape as an opportunity for gentleman callers to enter their lives. Laura's view is different from her mother and her brother. Her escape seems to be hiding inside the apartment, not out. Laura finds herself escaping at every turn. She induces sickness in her typing class and even as a gentleman caller waits in the living room. Another escape for Laura is her glass menagerie. Her collection of glass represents her own private world set apart from reality, a place wh...

Media, Appearance and Eating Disorders Essay -- Argumentative Persuasi

Media, Appearance and Eating Disorders    Many women are concerned with their appearance. Too many of them are caught up with the image of being skinny and pretty. By seeing all the beautiful, thin women in the media and in society, they may feel insecure about the way they look. Therefore, they try and do anything they can to acquire that appearance. Methods they use to try and achieve this are by self-starvation, known as Anorexia, or induced vomiting, known as Bulimia. Anorexia nervosa and bulimia nervosa are only two of the eating disorders that often result from their incessant desire to be thin and "beautiful." Eating disorders, such as these, also occur amongst men. However, it is less common. "Standards for males simply are not as extreme or as inimical to normal body builds as are women's standards" (Fallon, Katzman, and Wooley 8). It is not just the biological aspect, though, that makes this occur more often in women. Fallon, Katzman, and Wooley claim On even a practical level, women's self-image, their social and economic success and even their survival can still be determined largely by their beauty and by the men it allows them to attract, while for men these are based largely on how they act and what they accomplish. Looks simply are of secondary importance for male success. (9) Beauty and fashion are also in part with their desire for social acceptance and success. Women try to meet an unreasonable weight standard because fashion requires them to. Men are encouraged to be strong and powerful. As they work to develop their power in the gym and at work, they associate "thin" with "skinny" and "weak." Even though female models often look frail, (which men hate in themselves), fema... ...school, a majority of the guys would pine after the thin, pretty girls. The girls, "with meat on them," would often be jealous of, therefore, feeling they are not thin enough to be beautiful. Low self-esteem and eating disorders would then result from these feelings. I, personally, do not think that "thin is beautiful." Not only by your exterior, but what kind of a person you are and what you have inside, makes you beautiful.       Works Cited Anorexia Nervosa and Related Eating Disorders, Inc. Updated September 2001. http://www.anred.com. November 27, 2001. Fallon, Patricia, Melanie A. Katzman, and Susan C. Wooley, eds. Feminist Perspectives on Eating Disorders. New York: Guilford Press, 1994. Wolf, Naomi. "The Beauty Myth." Signs of Life. 3rd edition. Comp. and ed. Sonia Maasik and Jack Solomon. New York: St. Martin's Press. 2000. 481-89.

Hamlet Essay -- essays research papers

Contrast Between Hamlet, Laertes And Fortinbras Hamlet (prince of Denmark) can be greatly compared to Laertes (son of a noble), and Fortinbras (prince of Norway) in the play. They all are very similar but yet different at the same time. They all had love and respect for their fathers and felt the need to avenge their deaths, which all were brutally killed. All three believed that the murderers had dishonoured their fathers as well as themselves. They all reacted and took different approaches in attempt to restore honour in their families. Hamlet seems to be the one who lets things dwell in his mind before taking any action or making an attempt at trying to get on with his life. After the death of his father he becomes depressed and gradually becomes enraged with his mother’s immediate marriage to his uncle Claudius. He was lead to believe his father died of natural cause but he became aware of the murderer when his father’s ghost appeared to him. When Hamlet learns the truth of his father’s murder, he cries, but promises action, though he delivers none. He says â€Å"Haste me to know’t, that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge.† (Act 1, Sc. 5, 29-31). At the end of the scene he says â€Å"The time is out of joint: O cursed spite, that ever I was born to set it right!† (Act 1, Sc. 5, 188-189). This shows that he is no longer in such a rush to avenge his father’s death by killing his uncle Claudius. The appearance of...

Behavioral Management

Today most of the organizations are struggling to provide the employees a vivid and transparent way to achieve individual success, just because they avoid prospects to evaluate their behaviors. This situation raise different questions of what procedures to follow and what necessary measures have to be taken to be prominent and what parameters must be set to carry on with routine jobs in a smooth and efficient manner.For example, mutual discussions with the employees to find out their prospective and to know how they conceive given directions play key role to move ahead in any task professionally.In numerous organizations, employees face difficulty to make friendly relation with their superiors or managers. They could not explain their intentions, although most of them want to be an outstanding performer but either their job task does not match their capability or some times their performances can not be recognized by their bosses. Even though in some cases, if they would succeed to s how their performances and efficiency before their superiors, the management then, behaves like an ordinary manner, which causes depression among the workers eventually make them de-motivated.â€Å"It's easier to sell something to a group which has already invested in the product. Codes of conduct are an important first step to managing ethics in your workplace. † (Priest, 1999) Many employees even don’t have any knowledge about what management expects from them unless there are being told by their bosses to make them active and self-accountable. Most employees come to know about their performance appraisal with negative/worse seniors, when they are given a walking paper. Managers would move into fewer dilemmas, how to manage behaviors of their staff. Employee PerformanceConventional performance management approaches are followed by several organizations based on their nature of businesses and sizes. If employee X and employee Y do their jobs and both have different na ture and different ways in which they conceive their assignments. But management as a whole carries out similar rules and regulations for every employees and expects that every employee will behave monotonously. A little consideration of the issue enables us to get the conclusion that the execution is not preservative, and a amount of the factors that impress an individual’s behavior are not handled directly by case-by-case approach.We are commencing to comprehend that performance is appeared due to the result of work system, and all its components, not just every individual employee. Employees impress each other's capabilities to do their single job projects. One bad fish can spoil the environment of the whole pond; similarly a bad employee can actually affect on many others, whereas a nice employee may not only act his/her own work, but also make a helpful hand to the others. The success of work depends upon the attitude towards argument, disagreement or disliking regarding at one’s job premises or at home.When the rules of communication would be learnt that how should argue and fight fairly, the positive difference can be seen in the relationships and others recognize the same in a friendly manner. It is even more significant if there is an appropriate association between supervisor or manager and staff member to increase behavioral skills and develop teamwork. One way of imagining this is that as the staff member works for the boss, the boss also works for them.In realistic terms, that possibly mean creating and getting resources so the employee can be successful, driving out barriers, treating troubles directly handled by the boss but not influence-able by employee, etc. It is called bi-directional influence. Barriers In Behavioral Management There are some unintelligent things that Managers do and they often destroy individual-behavior-evaluation-system. Mostly they take help from Admin. or H. R. Department in preparing the appraisal of the employee, that situation destroys the worth of performance evaluation procedure. Some negative approach between management and employee as under: –Untrained Managers In The Course When a case for misbehavior or unethical attitude of employees is sent to the manager of concerned department, the concerned manager does not take such cases on a professional ground. Upon shouting of the evidences, the managers often take wrong decisions based on no deep research and just listening to other employees. â€Å"Although no â€Å"hard† data support allegations of malicious behavior by laid-off workers, we can speculate that having management personnel accompany laid-off workers to their workstations and then escort them off the premises may provide a certain degree of protection against reprisals.† (Lewis, 2004) This situation often creates an unhealthy behavioral environment and employees to not take assignments willingly. Managers require a thorough training about the a ppraisal and its importance within the organization. In absence of this awareness, one gets an empty paper pursue. â€Å"It seeks to guide managers as they try to behave ethically and socially responsibly, without jeopardizing their careers or companies. † (Schminke, 1998) Untrained Employees It is essential to train employees in their part of the assessment course because it only works when both employee and manager work jointly, in affiliation.Both employee and manager require grasping the same realizing bout the purpose of making appraisal, about its preparation and anticipations from them. â€Å"We have chosen to use face-to-face training because we can model behaviors and have our participants practice, review and practice again. † (Tyler, 2008) One cause managers delay in respect of preparation appraisals is that believe it as dissipate of time even don’t care to see the points, mentioned in the said forms. Unluckily, most organizations consider it’ s only an inquiry of dictating, screaming or supplicating managers to get them completed.If the managers sense the forms are beneficial, they must do them. There is only way to get them done is to make them beneficial. One-Sided approach Consider the problem for management if each and every manager employed a different form, or different procedure, how would it be kept on one track and organized the same. Problem is that the management anticipates managers to employ a single instrument for every one, frequently a rating form. This sort of rigidity deals with lodging problems. Unluckily, management gets trapped with the obligations of acquiring appraisals prepared by managers.Possibly it is not their liability but it is a firm sign that the prevailing system is unsuccessful. â€Å"Without a people-based information management system to acknowledge and support the interrelatedness of all areas of behavioral risk, the movement from internal to external models will continue. † (J ohnson, 2004) Every manager is evaluated on a number of things in an appropriately operating organism, one of that would be accomplishment of the functioning management and appraisal process. The obligation stands with the management.If the responsibility is not driven out by the manager, the concerned boss ought to be assessing the manager. Conclusion Whilst grading may appear to afford an accusative way of assessing, the grading themselves is only as better as the standards employed to enhance behaviors of employees. They could be misleading, seeming to appear that there is a purpose valid assessment process in progress, in real, it does not happen. The worth of an employee regarding equal standing with another in the group is immaterial to the progress of any organism.It doesn’t make any difference that whether a folk is the most excellent or the most horrible towards the job, the only matter is his/her complete involvement to the objectives of the organization. The gradin g system can ruin the morale and faith of an organization, with the reason it is too hard to grade objectively, and employees almost disagree with such kind of grading. The cause is that many of employees think that they are well above average in work efficiency. References Lewis, Gerald. (2004). A subtle form of workplace hostility. The Journal of Employee Assistance. April edition.Kalinoski, Glenn J. (2005). HR firm finds niche in leadership. Westchester County Business Journal. October edition. Johnson, Robert B. (2004). Behavioral risk: a systemic approach: The Journal of Employee Assistance. September edition. Priest, Jim T. (1999). Managing business ethics. The Journal Record. Oklahoma City. January 15th. Schminke, Marshall. (1998). Managerial Ethics: Moral Management of People and Processes. Mahwah, NJ: Lawrence Erlbaum Associates. Tyler, Kathryn. (2008). Generation gaps: millennials may be out of touch with the basics of workplace behavior. HR Magazine. January edition.

Harry Potter- Moral and Social Lessons

Essay Draft- Discuss how the novel Harry Potter and the Philosophers Stone by J. K. Rowling teaches us important moral and social lessons. Novels aren’t just a source of entertainment, they also contain important social and moral lessons. This can be seen in the novel Harry Potter and the Philosophers Stone by J. K Rowling through the journey of Harry Potter and his friends in their first year at Hogwarts School of Witchcraft and Wizardry.During this time they have to work together to defeat Voldemort, a gifted ex-student who tried to kill Harry when he was a baby, and Professor Quirrell, an easily manipulated current teacher, who are working with the dark side to obtain the Philosophers Stone and protect the school from evil. In their quest to protect themselves and their school they face many challenges, which test their ethics. The text transports readers to the magical world of Hogwarts while teaching them many moral and social lessons that help equip them with tools that help them live well and respectfully.Some of the lessons in Harry Potter and the Philosophers Stone are you need a little power and responsibility, the significance of love and the importance of friendship. Everyone needs a bit of power and responsibility, however sometimes people’s power and responsibility get to their head and it turns into a bad thing. In Harry Potter and the Philosophers Stone Harry has a lot of power because of his fame but he is very humble about it and doesn’t think of it as a big deal, â€Å"’Blimey,’ said the other twin. â€Å"Are you-? ’ ‘He is,’ said the first twin. ‘Aren’t you? ’ he added to Harry. What? ’ said Harry. ‘Harry Potter’ chorused the twins. ‘Oh, him,’ said Harry. ‘I mean, yes, I am’† Harry also has a lot of responsibility because he is the only one that can save the Philosophers Stone however even the burden and responsibi lity of his task he manages to keep a level head and stays calm. The power does not change/define who he is, â€Å"’If anything happens to me, don’t follow. Go straight to the owlery and send Hedwig to Dumbledore, right? ’† This teaches readers an important moral lesson about how good power and responsibility can be if in the right hands.Everyone has a need and a desire to be loved. In the text Harry has a want to be loved because he comes from a miserable life where his aunty and uncle didn’t really care about him and his cousin was horrible. His biggest desire in the world is to have a real family, â€Å"’It shows us nothing more or less than the deepest, most desperate desire of our hearts. You, who have never known your family, see them standing around you. ’† Harry also has a ‘force field’ around him because of how his mother died for him, the love she had for him will always protect him from harm, â€Å"â₠¬â„¢Your mother died to save you.If there is one thing Voldemort cannot understand, it is love. He didn’t realize that love as powerful as your mother’s for you leaves its own mark. Not a scar, no visible sign†¦ to have been loved so deeply, even though the person who loved us is gone, will give us some protection forever. It is in your very skin. Quirrell, full of hatred and, greed and ambition, sharing his soul with Voldemort, could not touch you for this reason. It was agony to touch a person marked by something so good. ’† Knowing the importance of love is a useful social lesson that the text teaches readers.Lastly, the book Harry Potter and the Philosophers Stone teaches readers about the importance of friendship. Before Harry went to Hogwarts School of Witchcraft and Wizardry, he had no friends and was nervous about attending the school. Once he arrives he bonds with Ron and Hermione over their shared fear because of the high expectations laid u pon them. But without Hermione and Ron Harry would never have been able to retrieve the Philosophers Stone, Hermione’s brain saves them when they are stuck in the Devil’s Snare, â€Å"’Devil’s Snare, Devil’s Snare†¦ What did Professor Sprout say?It likes the dark and the damp-‘† Also without Ron’s knowledge of chess they wouldn’t have been able to pass the giant chess set and because of their friendship Ron sacrificed himself to protect his friends so they could continue on their journey to obtain the Philosophers Stone. â€Å"’That’s chess! ’ snapped Ron. ‘Ron you’ve got to make sacrifices! I’ll make my move and she’ll take me – that leaves you free to checkmate the king, Harry! ’† Friendship is a crucial part of our society with social contact we would not be truly happy, the book teaches us this important social lesson.The novel Harry Potter and the Philosophers Stone by J. K. Rowling is an adventure packed fantasy novel, but it still teaches its teachers social and moral lessons. In this text it portrays the importance of friendship, the need for love and a little rebellion is sometimes ok. †¦Ã¢â‚¬ ¦.. I need to add another sentence in here†¦ Nutshell Statement maybe†¦ The fantasy novel Harry Potter and the Philosophers Stone by J. K. Rowling is the story of young Harry Potter who one morning in his pretty miserable life discovers he is a wizard†¦Ã¢â‚¬ ¦ * Power and responsibility * A little rebellion is sometimes necessary The importance of friendship Page of quotes Paragraph 1 Power and Responsibility â€Å"’Blimey,’ said the other twin. â€Å"Are you-? ’ ‘He is,’ said the first twin. ‘Aren’t you? ’ he added to Harry. ‘What? ’ said Harry. ‘Harry Potter’ chorused the twins. ‘Oh, him,’ said Harry. ‘I mea n, yes, I am’† â€Å"’If anything happens to me, don’t follow. Go straight to the owlery and send Hedwig to Dumbledore, right? ’† Paragraph 2 The significance of love â€Å"’It shows us nothing more or less than the deepest, most desperate desire of our hearts. You, who have never known your family, see them standing around you. † â€Å"’Your mother died to save you. If there is one thing Voldemort cannot understand, it is love. He didn’t realize that love as powerful as your mother’s for you leaves its own mark. Not a scar, no visible sign†¦ to have been loved so deeply, even though the person who loved us is gone, will give us some protection forever. It is in your very skin. Quirrell, full of hatred and, greed and ambition, sharing his soul with Voldemort, could not touch you for this reason. It was agony to touch a person marked by something so good. ’† Paragraph 3 The importance of Lo ve

Mobile Technology in Learning Essay

Researchers are in a dilemma about whether mobile learning should be introduced in higher learning institutions as a form of educating students. Criticism of M-learning includes lack of proper knowledge in using mobile devices, lack of evidence that M-learning works and skepticism about M-learning. However various new articles about M-learning address these criticism and strongly support the use of M-learning in higher learning institutions they include, Mobile learning as an evolution of E-learning, Clarification of mobile learning, Clarification of mobile learning and Mobile learning in higher education as a new educational tool. A new form of learning should be adopted by teachers for use with their students. Defining Mobile Education Educational technology has generated new tools and approaches to learning in the classroom. One new concept that is relatively new in education is mobile learning. Mobile learning can be described as any learning that occurs when facilitated through a mobile device (Harrington et al., 2009). Examples of portable devices include mobile phones, i-Touch or i-Pads, mp3 players, tablets, or portable computers. There are different characteristics of mobile devices that should be stated in order to learn more about mobile learning. Mobile devices have become universal and pervasive in our society that it has made an impact on obtaining knowledge. For instance, mobile devices have begun the trend of learning by finding information at a specific time instead of obtaining information for long-term memory (Traxler, 2007). An example would be a fifth-grade student wanting to know who the second President of the United States was. The fifth-grade student can use an i-Touch to find the answer by searching the internet. While the fifth-grade student may forget that John Adams was the second President of the United States, he can use the tool as a way to obtain the answer at any given time. Another characteristic of the mobile device is that it can alter the nature of work (Traxler, 2007). Instead of showing to an orientation for jury duty, people can now watch the orientation on any mobile device as long as it has internet. This saves the time of having to participate in an earlier orientation and makes the work easier for the person. Lastly, mobile devices can create new forms of knowledge as well as new ways of accessing it (Traxler, 2007). For example, instead of having to purchase a textbook for a college class, the student can download the eBook and use his eReader to read his book and study at any location. Clarification of mobile learning The research paper by El-Hussein, M. O. M. And Cronje, J. C. Seeks to clarify the meaning of mobile learning. The authors approach was to critically examine a selection of documents that relate to mobile learning. The authors argue that to comprehensively understand and define mobile learning their outset should be formed and its key components separated and arranged under three different concepts: A conceptualization of mobile learning, the first step of research involved exploring the wider context of mobile learning. Mobile learning in higher education, the second step involved identifying the technology, learner (who are nomadic and able to interpret learning materials) and learning material as well as mobile technology such as portable devices. The third concept involves examining the mobility and dynamism of the learning process and the flow of information. The authors’ definition of mobile learning is any type of learning that takes place in learning environments and spaces that take into account the mobility of learners, learning and technology. Research should be done to examine the implications of these devices for the design of teaching and learning. Mobile learning as an evolution of E-learning. The research paper by Grane et al claims that mobile learning can be termed as an evolution of E-learning. Research has been done on both M-learning and E-learning looking at how they have evolved and a comparison and contrast on the two has been drawn. Learning has always had a mobile character in it, and hence the authors seek to establish a difference between what is termed as mobile learning today and what was regarded as mobile learning traditionally. The aim of the research is to identify context and interaction as being essential to understand how mobile learning can be integrated to conventional education. The research involved introducing E-learning through mobile devices; this was achieved by giving an iPad to 97 students. The students were to use these mobile devices as part of a traditional E-learning environment. To learn how the devices were used three approaches were used: Pre/Post-test questionnaire, before the course and after the course an online survey was used to collect data. A discussion forum, an interactive and dynamic forum was used as part of the study. The interview, an in-depth interview was carried out to obtain precise information of the student’s experiences using the mobile devices. The results indicate that most students rely heavily on E-learning. Mobile devices were characterized as a useful tool for searching for information, their main advantage being location is of no importance. Evaluating Mobile Education Following the widespread reception of mobile technologies in learning, it is paramount to evaluate mobile education to see if it does benefit teachers as well as students when it comes to learning. However, it is difficult to create a perfect evaluation because it depends on how we define a good evaluation. Some guidelines that Traxler (2007), recommend are an efficient, ethical, and authentic. He believes the evaluation should access what learners really experience from using mobile devices. In addition, the evaluation should be economical in terms of cost and time. These guidelines can help execute more evaluations and studies on mobile devices in the future. While there are limited studies on this topic, we will discuss what is known about mobile education in elementary school and higher education. If teachers are now surrounded with mobile devices and technology, why do some teachers not utilize these materials or opportunities? While some teachers refuse to acknowledge technolog y or refuse to change their teaching styles, other teachers have begun to discuss the use of technology. The problem is that teachers usually concentrate on teaching about the technologies to students instead of having the students use the technologies to learn with (Salomon, 1991). Therefore, the student never really learns how to utilize the technology first-hand. It can be related to teaching a child how to ride a bicycle. You can lecture a child about everything there is to know about a bicycle and how to ride it. However, the child will never learn how to ride a bicycle unless the child is given the opportunity to actually test the skills by riding a real bicycle. If not, the child certainly does not know how to ride a bicycle. One good way of understanding if a student can use mobile device is by analyzing a study of how the student is taught. The project was to implement mp3 players as cognitive tools to create a digital book of pictures and sounds for children (Herrington, et al., 2009). Students were asked to write a story intended for young children and use the technology on iPods to recreate a digital version of that story. Students were placed into groups where they learned about the iPod and used learned practical usages that would help when creating a digital story. Then each group was given an iPod along with other resources like a computer to begin the process of creating the digital story. The researchers interviewed the teacher to gain insight on certain questions. The teacher believed the students responded positively to using iPods for the project. Overall, they enjoyed and had positive experiences using the iPod for creating the digital story. Even though teachers know iPods are too sophisticated for younger children, they gave several examples of how they would utilize an iPod to teach young children. Some examples included singing songs, listening to a narrative of a story, and recording children while they read. Overall, students learned a lot from this experience. Not only did they learn how to use an iPod but also utilized other software such as PowerPoint, Photoshop, and iMovie. Mobile learning in higher education as a new educational tool The authors Mcconatha D, Praul M, and Lynch M illustrate that mobile learning or M-learning as it has come to be known is a new tool in the academic store to assist students and teachers in the learning world. The authors assess the challenges, possible methods and potential of using M-learning in a college classroom. The article further discusses an empirical evaluation on the effectiveness of M-learning in a college classroom. From the research carried out those students who used M-learning tool demonstrated higher levels of knowledge on the subject covered as compared to students who did not use the tool. This results support the notion that use of mobile learning makes a positive and significant difference in the outcome performance of students. The main obstacle of M-learning is that it heavily relies on students owning the necessary hardware. Studies show evidence of different ways in which teachers utilize mobile devices for learning. At Osaka Jogakuin College, a college in Japan, first year students were given iPod for English class so students can download podcasts of English news broadcasts (McCarty, 2005). These English language news broadcasts were portable for students and were used to complete homework assignments. It seemed beneficial for Japanese students since they can learn the English language and how English is spoken on a news broadcast. The use of mobile technologies to support learning in large campus university classes The research paper by Oliver, R. seeks to show the advantages of using mobile and wireless technologies in large classes. The authors approach is; technology facilitated learning: technology is an affordable way of providing meaningful learning for learners and it provides appropriate learning support. The focus is on mobile learning and how it distinguishes itself from the conventional forms of E-learning. There being a growing number of devices that can be used for mobile learning, the authors aim is to show how these devices can provide opportunities to enhance learning. This research paper provides descriptions of applications of mobile technology that can be used to provide opportunities and reduce the limitations within large classes. Research should be done to examine how cultural changes can affect the integration of mobile technology in learning and the cultural issues that need to be addressed. Examples of Types of Learning that Involve Devices Mobile devices can be employed into E-learning through numerous ways. While different teachers have different styles and conceptions of teaching, they can also have diverse ways of utilizing mobile devices. Mobile devices can be used in education to support the transmission and delivery of strong multimedia material (Traxler, 2007). A teacher can post a video for the students to watch on their own time for homework on their mobile device. Other teachers may use mobile devices as a way of discussion via text or possibly real-time dialogue. Web 2.0 has also been used to improve learning. For example, students may text their reaction and opinion to an online article that the teacher chose for discussion. The type of learning a teacher uses can also have an impact on how the teacher uses the mobile device in the classroom. Personalized learning is defined as learning that acknowledges diversity, difference and individuality (Traxler, 2007). These different learning styles and approaches implement social, cultural, and diverse aspects into learning. A teacher may implement a language program like Roseta Stone for teaching Spanish in the classroom. By installing the program to the mobile device, each student has access to the activities and lessons related to learning Spanish. Situated learning is another type of learning that can utilize mobile devices. Another learning style, authentic learning, involves learning real-life problems and everyday scenarios that occur today (Traxler, 2007). A good example would be using authentic learning in a nursing class. Students would be participating in an activity that would simulate a role-playing scenario. With technology, some mobile devices may already have role-playing applications where nursing students can practice giving a shot or taking blood out of a patient. Something as sophisticated as this would be a great learning tool for nursing students. In conclusion, technology affects our lives in more than one way. Technological advancement is known to bring in changes that maybe positive or negative, but many are the times that technology has resulted in positive change. As illustrated in this paper the adoption of M-learning is set to bring in positive change in the delivery of education. Either from the various researches that have been carried out, those who adopt M learning have performed better or had an easy time teaching or learning. The negativity surrounding mobile learning has been brought about by the lack of appropriate knowledge concerning the benefits of mobile learning. Education on the benefits of mobile learning is highly recommended as majority of those opposed to mobile learning lack proper information and are still tied down to their traditional knowledge of mobile learning. Mobile learning in institutions of higher learning is highly recommended as it is a cheaper way of providing education for large classes and the students tend to understand more easily where M-learning is employed. References El-Hussein, M. O. M. & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational technology and society, 13(3), 12-21. Grane, M., Olmedo, K., Crescenzi, L., & Suarez, R. (2010). Using mobile devices in E- learning programs. Herrington, J., Herrington, A., Mantei, A., Olney, I.W., & Ferry, B. (2009). New technologies, new pedagogies: Mobile learning in higher education. Faculty of Education, University of Wollongong. McCarty, S. (2005) Spoken Internet to Go: Popularization through Podcasting. Jalt Call Journal, 1(2): 67-74. Mcconatha, D., Praul, M., & Lynch, M. (2008). Mobile learning in higher education: an empirical assessment of a new educational tool. The Turkish online journal of educational technology, 7(3). Salomon, G. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9. Traxler, J. (2007). Current state of mobile learning. International Review on Research in Open and Distance Learning, 8(2). Oliver, R. (2007).Using mobile technologies to support learning in large campus university classes. In ICT: providing choices for learners and learning: Proceedings of ASCILITE Singapore. 788-798. Retrieved December 1, 2012 from Research Online

Mass Society Theories, Social Responsibilty Theory and the Media Essay

The first half of the twentieth century played a vital role in the state of the present media. The century commenced with the influx of new forms of media as modernization uncontrollably invaded all social forms. The dominant medium of the nineteenth century, the newspaper, sustained its power at the beginning of the century. Moving pictures, or film, was born and started to form its own cult of followers. The entrance of radio and television also received a warm welcome from the masses in the succeeding decades. These innovations in media technology received harsh criticisms from different sources (Baran & Davis, 1995). The impact of the new media technology in the recent course of history was evident. Thus, it incited chaos among the social elites that started relentless criticism of the power of media and the formulation of what is now known as the mass society theory. Leaders of established social and political institutions feared the kind of society that would grow out of this aspect of modernization. Long-term effects of the ‘uncontrolled’ use of media were the focus of the mass society theory. Mass society theorists highly regarded the power of media, especially the new, more technologically-advanced ones, and how it could influence the average people in the society, which are potentially more powerful than the social elites. They also feared that the power of media could be a tool for the rise of a totalitarian social order in America, as what some parts of Europe had experienced (Baran & Davis, 1995). The reputation of the media also led the theorists to push their assumptions forward. The powerful people manipulated what was supposedly a ‘free’ media. Yellow journalism was rampant to protect their reputation. Sensationalized and over-dramatized news stories were as widespread to attract audiences for profit. The elites also started to question the quality of culture the media projected. It was accused of being cheap and tasteless, and that the media practitioners were not qualified to formulate that type of entertainment which instantly became popular to the masses. With all these issues raised against the dominant and emerging forms of media, scholars and some media practitioners volunteered and attempted to lead media reform and ‘prescribe’ how media system should function, giving birth to the normative theories. Earlier thoughts of authoritarianism and libertarianism were strongly criticized. Many were not convinced what authoritarianism proposed – to subject the media to governing authorities that would control these media and sustain social order (Baran & Davis, 1995). Libertarian thought, on the other hand, seeks total freedom of the media from control. After the World War II, the Hutchins’ Commission formulated the social responsibility theory that compromised the authoritarian and libertarian thoughts. The principles of the social responsibility theory could be considered innovative as it was able to make the two opposing thoughts meet at a certain point. It, somehow, answered the key points of mass society theory, but not totally scrapping them as these assumptions can still be observed today. Social responsibility theory regarded the media the same as the mass society in terms of media’s power. The theory considered how much these media could influence the society, and that the media has the power to corrupt people’s minds. Social responsibility theory advised that media should consider their obligations to the society through professional ethics and by promoting what was lacking or needed in the society. At that point, most media companies had accepted this thought and strived to achieve its ideals. The social responsibility theory encouraged media owners to recognize their role to the society and that they were an effective catalyst to social change, or to a ‘Great Community’, as the Chicago School envisioned. In that way, the fear of a totalitarian social order was reduced since social responsibility theory appealed for idealism of individual media practitioners through being able to identify their active role in preserving democracy (Baran & Davis, 1995). As the twentieth century moved towards its second half, media systems had exerted efforts to absorb the ideals of the social responsibility theory. It diluted the bad image of media that the mass society theorists projected while the social responsibility theory aimed for informativeness, truth, accuracy, objectivity, and balance (Baran & Davis, 1995). Up until now when traditional media boundaries are slowly melting caused by the rapid innovations in technology, the threats posed by the mass society theory are still present and the social responsibility theory’s ideals are still being tried and tested. Reference: Baran, Stanley J., & Davis, Dennis K. (1995). Mass Communication Theory: Foundations, Ferment, and Future. Belmont, CA: Wadsworth Publishing Company.

Writing Assignment Article Example | Topics and Well Written Essays - 250 words

Writing Assignment - Article Example Disaster experts have developed better ways of detecting disasters and disseminating information about impending disasters promptly. Weather forecast has made it possible for experts to speculate risk of tornadoes and hurricanes. People should heed this information and act appropriately. Even so, disasters like fires and terrorist attacks strike unexpectedly. Rescorla had indicated his fears about a possible terrorist attack on the Trade Center, and they materialized when Ramzi blasted explosives right at the center’s parking garage. Circumspection may cost us resources, but it is worthwhile (Wiseman 25). Building a strong disaster personality would need exercising the brain. Fear paralyses individuals during disasters and makes people not to be able to act appropriately. Extreme fear will make an individual to stop and wait for help from outside. Had Kent HÃ ¤rstedt let fear take the better of him, he would probably not have lived to tell the story. People should not frown at fire drills. Instead, fire drills should help condition our minds for appropriate reaction in the time of disaster (Lee 18). Many got annoyed at Rescorla’s efforts at training his employees using fire drills. It is not a wonder that many of his employees made it out of the Trade Center safely when 9/11 struck. Amanda has underscored the importance of leadership in situations of disasters. Leadership should help instill discipline so that some are not run over and others do not act selfishly. The Beverly fire is a classic case of the benefit of leadership in a disaster scene. People need to know what section of a disaster scene to go to and which to avoid (Wiseman 25). People should learn to respect the leadership during disaster. Also, people should domesticate leadership at an individual level so as to make it easy for disaster response efforts to work

SUMMARIZED ARTICLE Example | Topics and Well Written Essays - 500 words

SUMMARIZED - Article Example The president told the media that he refused to rule out US action in Iraqi against the Sunni Islamic militia group who have spread out towards Baghdad and are threatening to divide the country and establish their own jihadist nation (Moon1). The stock market’s losses accelerated rapidly following president Obama’s comments, with industries and consumer discretionary sectors fronting the decline. The VIX, Wall Street fear meter, expanded to eight point three percent to end at 12.56% (Moon1). The Dow Jones Industrial mean dropped 109.69 points or 0.65%, to end at 16,734.19. The S&P 500 tumbled 13.78 points or 0.71% to 1,930.11 (Moon1). The Nasdaq composite slid 34.30 points or 0.79 percent to 4,297.63. The Dow reached an intraday low at 16,703.73 while the S&P and the Nasdaq fell to a session low at 1,925.78 and 4,284.528 respectively. Retail sales, in macroeconomic news, rose 0.3 percent in May, and almost half the growth rate that economists had projected. American’s new claims for unemployment grants rose unexpectedly in the previous week (Moon1). Despite both economic indicators being below expectations, neither was considered weak enough to change the opinion of bettering economic states and the market’s recent uptrend is still considered intact. Energy shares ranked among one of the recent few gainers. The S&P energy section index rose 0.3%. Oil costs hit nine-month highs on concerns that intensified violence in Iraq could interfere with oil supplies from the key OPEC exporter (Moon1). Major US Airlines’ shares dropped for the second day consecutively as oil prices increased. American Airline Group Inc, the world’s largest transporter, slid 4.9 percent to $40.2 while United Continental Holdings Inc slid 5.9 percent to $42.60 (Moon1). One of Nasdaq’s most active stocks, Geron Corporation, surged 21.2

Environmental Health and Epidemiology Assignment

Environmental Health and Epidemiology - Assignment Example Again, 7.82 females under the age group of 20 – 24 years per 100,000 is ascertained to acquire skin cancer while for the same age group 0.41 males per 100,000 females are identified to suffer from skin cancer. For the age group under 25 – 29 years, 11.85 per 100,000 females are identified with skin cancer; on the other hand, the male population of 0.45 per 100,000 females are reckoned to have skin cancer. Female population has further been estimated at 11.85 of under the age group of the 30 – 34 years per 100,000 while 0.45 males per 100, females are diagnosed with skin cancer. At the same time, for the female age group ranging 85 years and above, per 100,000 females with skin cancer is ascertained to be 40.27 while for the same age group of males, the incidence rate is 3.14 for skin cancer. Correspondingly, the highest ratio of males over 100,000 females with skin cancer is reckoned to the population falling in the age group of 85 years and above, while the lowe st age group is estimated to be the male population ranging between 20-24 years. The weighted mean of stratum-specific rate (age-adjusted rate) is recognized as the crude rate or overall rate. The variations between the crude rates of the two populations entail distinctions in the distribution of characteristics. Thus, the crude rate is compared to the age-adjusted rate based on these differences (Diener-West & Kanchanaraksa, 2008). Table 2 determined the number of expected counts in the male population by adjusting to the female rates. According to the above table, it is estimated that where 0.37 females per 100,000 have the risk of skin cancer, 1889077.43 males are estimated to be diagnosed with skin cancer. Accordingly, it has been identified that the highest expected male population is 117980732 per 100,000 female population with skin cancer. On the other hand, the

S Essay Example | Topics and Well Written Essays - 3000 words

S - Essay Example However, others deem otherwise. The super accumulation of profits by MNEs made them so powerful, to push shifts in the development strategies of governments and international institutions, specifically, international financial institutions (IFIs). Whichever way shows direct inter-relationship between these international organisations and the international business. It is this relationship that concerns this paper. Believing that the main reasons for the two succeeding world wars were due to national economic disparities and trade conflict, and that unrestricted fair trade would bring about equal opportunity for the economic development of nation-states thereby eliminating the reasons for war (Hull, 1948, p. 81), developed nations concurred to John Maynard Keynes’ neo-liberal model of development: a liberal international economic system coupled with government intervention (Stewart, 1987, p. 465). The necessity of an international body to regulate international trade and international business was acknowledged – without a high degree of economic cooperation among powerful nations economic conflict will certainly recur that most likely will heighten into a fiercer military war. (Polard, 1985, p. 8) Within these premises, the United Nations Monetary and Financial Conference, more known as the Bretton Woods Conference, held on July1-22, 1944 and attended by 730 delegates from 44 allied nations (Halm, 1945, p. 5; ‘Bretton Woods Conference’ 2007, p. 7057), agreed to establish the IMF and the International Bank for Reconstruction and Development (IBRD) known today as the World Bank (WB) to preclude similar depression experienced in 1930: â€Å"massive unemployment, escalating tariffs, and collapsing commodity prices† (Stewart, 1987, p. 465). Specifically, the IMF was a mutual agreement of the member countries to ensure the stability of currencies by circumventing protective exchange practices and to provide pre-conditioned

Choose from the list below Essay Example | Topics and Well Written Essays - 750 words

Choose from the list below - Essay Example Consequently, the dominance and prevalence of such cultural orthodoxy can lead towards an objection of censorship occurrence, even in instances when acts of censorship are justifiable for a common good. The assumption regarding the intrinsic and ‘untouchable’ value within the freedom of speech connotes a level of danger which promotes harm to a person and the society in general (Post, 65). The subsequent sections within this essay will present a well defined justification of censorship through elaborating on common good cases. Furthermore, the reasons presented will seek to offer compelling explanations that censorship is perfectly in tandem with the human precinct of freedom of expression. To this end, historical evidence will be adduced as support towards acts of censorship. Consequently, the reasons will allude into showing that, had extension of censorship been granted, then heinous wrongdoings and injustices would have been avoided. Reflections on Justifiable act of Censorship. The extensive control interventions employed by the British state during World War 2 offers a perfect example of a just act of censorship. Evidently, the Emergency Powers Act in 1939 was established so as to justify detentions of persons in the event that such detention would promote security defences of the British state. The statement within the act extended beyond Nazi sympathisers and consequently appeared culpable to abuse by the state. However, the motivation behind the act was to prevent sympathizers or activism of Nazism from demonstrating such acts and threatening the British sovereignty(Post, 32). The opponents of such acts of censorship may argue that a functioning democracy requires all dissenting voices to be heard. Moreover, the validity of such statements may be justified during war time that is aggressive, or in instances where defeat does not led to denial of sovereignty or freedom(Post, 33). However, these circumstances were not reflective of World War 2. Evidently, the British were engaged in a defensive war whereby an expansive territory of Europe was under the Nazis (Post, 43). Consequently, the function of democracies had been halted. Wartime censorship places its strength in its capacity of information blackout to the enemy, element of surprise in war tactics, as well as maintenance of morale in the home front. Consequently, the censorship act assisted the British country in avoiding the advances and infiltration of Nazi imperialism and essentially contributed towards the preservation of British democracy. In addition, the censorship was justifiable since it protected the vulnerable British citizens from persecution by the Nazi government. Another example of justifiable censorship is in relation to the censorship in revolutionary Cuba. Evidently, in trying to justify the censorship existing in Cuba, many critics will vehemently rush to use the intrinsic democratic right of freedom of speech in levelling scathing attacks agai nst the Cuban system. However, in defending the Cuban system of censorship it is equally valid to assess it legitimacy in protection the ideological doctrines of the Cuban society. To this end, an analysis of the practical achievements of such censorship is necessary. Through the drawing of parallels between the British situation during World War 2, it is evident that the Cuban censorship have been precipitated by threats from an external enemy. Following the Cuban revolution in 1961,