Confidence Interval of Proportions Assignment Example | Topics and Well Written Essays - 500 words

Confidence Interval of Proportions - Assignment Example 1) Have you completed the weekly reading assignment? Yes I have. 2) For the first problem, what is the Margin, and what are the lower and upper confidence limits? The margin of error is 0.0568 and the confidence interval is between .2933 and .4067 or simply (29.33% to 40.67%). 3) For the second problem, what is the Margin, and what are the lower and upper confidence limits? The margin of error is 0.03624 and the confidence interval is between .286 and .3585 or simply (28.6% to 35.85%). 4) For the third problem, what is the required sample size? The required sample size is 545. 5) Does the confidence interval estimate vary from sample to sample? Yes it does. A large sample size improves the precision of the confidence interval (Rumsey, 2005). This is because large sample size results to smaller standard errors meaning that the confidence interval will be narrower and clear-cut .As such, the choice of the sample size influences the confidence interval to use. 6) What percentage of all confidence interval estimates contains the true population parameter? The percentage will depend on the confidence level from the given problem or the significance level (alpha) that the researcher has decided to use.

Reflective Practice And Risk Analysis Social Work Essay

Reflective Practice And Risk Analysis Social Work Essay The objective of this essay is to critically evaluate the following statement with reference to personal practice experience when assessing and managing risk. As my practice experience was based in a Children and Families Area Team, this essay will therefore explore the statement from this perspective. A good risk decision requires both good risk assessment and good risk management. (Carson Bain, 2008, p.156) This essay will, initially, explore and demonstrate a critical understanding of the key concepts of risk assessment and risk management. It will then provide an analysis of the political, cultural and social contexts that shape practice in relation to risk management. Following this, a critical appreciation of the concept of risk decision making will be considered. Finally a reflective discussion of a case study drawn from my practice will be evaluated in relation to risk. This reflective discussion will be set within a theoretical framework of reflection. In order to critically understand the concept of risk assessment, the question of what risk is ought to be defined. According to Alaszewski Manthorpe (1991) risk may be defined as the probability that a course of action will not achieve the desired result but instead some unacceptable circumstance or event would prevail. McCarthy et al (2004) furthers this point as they also suggest that the term risk implies the possibility of undesirable or negative outcomes. Furthermore, McCarthy also indicates that within the concept of risk it is also implied that these outcomes can be avoided. (McCarthy et al, 2004). It is additionally pointed out that risk has both an objective and subjective dimension. For example, when viewing risk objectively it is possible to identify that any surroundings or environment will be hazardous and associated with danger. Defining risk from a subjective perspective means that the possibility of danger or an unacceptable event taking place will vary from individual to individual as well as social groups. (Aleszewski Manthorpe, 1991). Nevertheless, Houston and Griffiths (2000) question the validity of the objectivist paradigm that they identify as the basis of risk assessment and point to its failure to provide valid and reliable measures of risk. (Houston Griffiths, p.1) They argue for a move toward a subjectivist paradigm, and a return to the concept of relationship as the rationale of social work intervention. On the other hand, there can be value in taking risks. Indeed, risk taking can be seen to have beneficial as well as harmful outcomes to the life of an individual. (Titterton, 2005; Carson Bain, 2008). As Titterton points out Risk taking is a course of purposeful action based on informed decisions concerning the possibility of positive and negative outcomesand levels of risk appropriate in certain situations. (Titterton, 2005, p.25) Consequently, the concept of risk assessment is a core activity within social work and further to this minimising risk has become a central element. Indeed, Calder (2002) describes risk assessment as a systematic collection of information in order to identify if risks are involved and identify the likelihood of their future occurrence. It is further suggested that risk assessment should be understood as collecting information and assessing any information gained regarding risk elements. These two elements, which are central to risk assessment, are consequences (or outcomes) and likelihood (also known as chance or exposure). (Carson Bain, 2008). As most of the situations social workers deal with contain considerable uncertainty about the meaning of events, the reasons for referrals, the accuracy of assessment, and the consequences of taking one course of action instead of another, it is reasonable to assume that assessment of risk is not an exact science. Further to this, the possible outcomes or consequences could be infinite and consequently impossible to predict with absolute certainty. Therefore, the element of uncertainty must be acknowledged as a core feature of professional judgement. Certainly, it is suggested that when considering the possible outcomes (including beneficial outcomes), a risk assessment should only require that reasonably predicted outcomes are met and that a lawful, moral and professional objectivity is upheld at all times. (Titterton, 2005; Carson Bain, 2008; Macdonald Macdonald, 2010). As Webb (2006) points out social workers have an ethical disposition to do the best for clients and insofar as they have the resources to do so (Webb, 2006, p. 203) Within risk assessment literature, Titterton (2005) also argues that the emphasis remains on assessing for the risk of harmful or adverse outcomes but how this is completed can depend on which assessment framework is used. For example, within Criminal Justice Teams a more actuarial assessment is utilised. An actuarial assessment is based on statistical calculations of risk and, for example, uses scales to assess recidivism. Within a Children and Families Area Team the assessment framework used could be described as a holistic and inclusive assessment which is child-centred and addresses three domains: developmental needs, parental capacity and environmental factors. The GIRFEC practice model therefore aims for early identification of risk in all three domains as well as analysis of evidence, decision-making and planning. (Scottish Government 2008) Furthermore, it allows the practioner to utilise a developmental-ecological approach which is grounded in theories of child development an d emphasises interaction between child and environment as well as taking a resilience approach which weights strengths as well as vulnerabilities. (Local Authority Risk Assessment Training Handout, 2009). However, what all risk assessment tools have in common is that all information gathered is analysed to allow an understanding to be developed which then allows a professional judgement to be formed. Further to this risk assessment should take into account risk factors and protective factors that can anticipate and justify strategies of risk prevention as well as risk management. (Kemshall, 2003; Parton 2006). This should enable the social worker to utilise all appropriate interventions and/or decisions. Analysis of information, therefore, is an important factor when considering outcomes, likelihood and suitable action and accordingly, social workers require a good grasp of probability and statistical reason to interpret research and assessment information, organise their thinking and be able to draw sound provisional conclusions which are open to change in the light of new information. (Helm, 2009; Macdonald Macdonald, 2010). Risk management, in its simplest sense, describes the development of strategies to reduce the severity and frequency of identified risks and adverse outcomes. This involves discovering and controlling the dimensions of a proposed risk into a plan which involves implementing, monitoring, controlling and reviewing the risk decision. Further to this, at an organisational level, risk management requires a service that is adequately staffed with personnel who are fully trained and sufficiently knowledgeable and skilled in identifying problems or opportunities and to make appropriate interventions. (Vincent, 1995; Kapur, 2000; Carson Bain, 2008). The Scottish Government (2008) further suggests that risk management should be understood as risk reduction and that collectively professionals should have confidence, through defensible decision making, that measures implemented will reduce risk sufficiently. Taking these definitions into account, risk management suggest ways in which a decision may best be put into practice. What also should be included within a risk management strategy is the embracing of opportunities which could arise from any potential risk decisions. Another point which is important is that in order to make and manage a risk decision the quantity and quality of knowledge available to the social worker should meet the requirements needed to make a sound decision. Accordingly, before making a decision, consideration should be given to what is already known and its worth as well as reflection and contemplation of what is not known and any implications arising from this. Included in this should also be the consideration of any opportunities which may arise which may have the prospect of potential benefits. (Carson Bain, 2008). Littlechild Blakeney (1996) further suggest that the management of risk should be adaptable. This refers to the notion that families and their lives do not stay stable and changes can take place in their ability to cope therefore the risks can change too. Monitoring, for these reasons are important as is communication with the family and other agencies who are involved. Littlechild Blakeney go on to state that this is where the professional expertise of the social worker should be focused and not in an ineffective attempt to anticipate every potential risk. Consequently, the principles for risk management should be the need to ensure that the ongoing shared plan manages the risk, records decisions that shows how and why decisions were reached and ensures that decisions made have actions with named persons, clear timescales and review dates and also ensure that any agreed timescales may be reduced if new risks/needs become more apparent. Beck (1992) suggests we are living in a risk society in which he believes that late modernity, as a reflexive social order, manufactures new risks and uncertainties. Furedi (1997) also determines that we live in a populace obsessed with risk and that safety has become the fundamental value of our times. (Furedi, 1997, p.1). Furedi (1997) further suggests that the risk aversion culture we live in today is based on the way that risk and its negative effects are represented in the media and by politicians. Barry (2007) extends this claim by arguing that child protection work has become more reactive since the death of Maria Coldwell in 1973 which has resulted in a preoccupation with culpability, blame and retribution. This, has allowed social work practice to become very defensive, overly proceduralised and narrowly concerned with assessing, managing and insuring against risk. (Parton OByrne, 2000, p.1) Green (2007) upholds this notion by suggesting that governments, and the excessive number of regulatory agencies, are anxious to control the identification and deployment of risks, particularly within the context of high-profile media stories such as reports of child abuse cases and deaths of children previously known to social work departments. In retrospect, this socially acceptable requirement to minimise risk if not avoid taking risks altogether, has led to a social work profession that has become increasingly risk averse. (Scottish Executive, 2006). This approach to risk assessment and risk management has led to the introduction of more and more formal procedures to guide practice which could be argued is denying the freedom of the social worker to work in an empowering capacity. Working in an empowering capacity allows the professional practioner to focus on prevention and more centrally tackle issues of poverty and social inequality. What is also needed is a culture which is open for professional practioners to enable them to voice concerns and being able to discuss errors and therefore learn from mistakes. (Stalker, 2003; Barry, 2006; Ritchie Woodward, 2009). However, the Changing Lives Report (2006) has signified that one of the key areas identified was the need to develop a new organisational culture and approach to risk management and risk assessment which would promote excellence. Within risk decision making Macdonald Macdonald (2010) argue that a focus on high-profile cases of low-probability events distorts decision making and this makes for a larger number of children taken into care after such cases. They advocate that decisions about childrens lives should be based on professional judgement rather than media vilification and political pressure. When social workers make a professional judgement within risk decision making, the starting point must be the collection of information through professional observations and enquiries as well as from past information and information held by other professionals. It is that judgement that is carried forward into the decision making field. (Hollows 2003). However, the expression error of judgment is offered as an explanation for most of the high-profile child cases as well as in other professional activities. It is for this reason that judgement making should be viewed as a serious task. Hammond (1996) advocates that there are different kinds of judgements, made under different conditions. These different conditions are the time available, the kind of knowledge available and the judgement task itself. Hammond went on to develop a cognitive continuum of judgement making. This recognises that there are different approaches to judgement making. Examples of these are: on the spot processing of information and knowledge, known as intuition; peer-aided judgements where two or more people will share their knowledge and discuss outcomes and likelihoods. Finally, there are system-aided judgements that are supervisor or manager aided. Accordingly, application of the Cognitive Continuum allows the practioner to utilise the highest knowledge available and further enables the practioner to ensure that the acknowledged goals of efficacy, accuracy and consistency can be promoted. (Hollows, 2003; Carson Bain 2008). However, risk decision making is also subject to personal values and subjective perceptions of risk and dilemmas which continue to challenge social workers. Low-probability events such as child abuse or extreme violence can make prediction difficult. In these circumstances social workers can be challenged by risks that are high profile but typically infrequent and therefore, have a tendency to either overestimate risks because of anxiety or to underestimate risks which they are unaccustomed to. (Kemshall, 2002). From this perspective it is crucial that reflection, continuous review and the opportunity for regular supervision is supported particularly when research by Janus Mann (1977) found that stress generated a limited capacity to make a judgement as well as, and more crucially, an inability to make a decision. BL was referred to the Children and Families Area Team by his school. This was after a meeting with his primary carers regarding BLs increasingly emotional and angry outbursts and lack of attendance at school. The referral was made with agreement from his primary carers. BL is 12 years old and lives with his maternal grandmother, step-grandfather and his maternal aunt and has done since he was 18 months old. His step-grandfather is paraplegic as a result of an accident when BL was 3 years old. BLs maternal aunt has Prader-Willi Syndrome, she is 40 years old. BL has to share a bedroom with his aunt as the house only has two bedrooms and is privately owned. BL maintains contact with his mother and her long-term partner on a fortnightly basis and also goes on holiday with her but he has no wish to live full-time with his mother as she lives approximately 50 miles away. BL stated both to his grandmother and to me that his home is with Gran and Gramps. Mrs. L independently confirmed that BL had no wish to move to the city as did Ms. L (Bens mother). Ms. L has no other children. In order to understand Bens emotional frustration, I undertook some research on Prader-Willi Syndrome. I discovered that disordered night-time sleep patterns as well as emotional outbursts of rage were part of the symptoms. Coupled with this obsessive and/or compulsive behaviour including argumentative or oppositional behaviour were also predominant. (Clarke et al 1996). I also spoke with Mrs. L at length about her other caring commitments and discovered that she also drives to England on a monthly basis to visit her father, who is 90 years old, to make sure that his financial commitments are paid as well as making sure his carers are supporting him. Contact was also made with the social worker assigned to BLs aunt whereby I was informed that his aunt was in the process of being allocated a home of her own. This would take at least three months as adaptations had to be made to the house and suitable care arrangements had to be put into place. The social worker realised that these cir cumstances were affecting BL and we arranged to contact each other on a weekly basis regarding exchange of information. This was agreed with the L family. I placed my assessment and intervention practice within a developmental/ecological approach which has links with a strengths based approach. This allowed me to consider BLs protective factors as well as risk factors. BL has a secure base and has close bonds with his grandparents. He also had two very close friends from primary school and who continue to good friends. BL admitted that he was frustrated he had to share a bedroom. This meant no privacy in his home and he found it difficult to complete his homework or even relax as carers for his aunt came in at different times to get her ready for bed. This meant that he had to go to bed when his aunts carers were getting her ready for bed. BL also admitted that he felt that he sometimes had to compete for his grandparents attention. His absences from school appeared to coincide with the times his grandmother returned from her visit to England. After analysis of potential risk factors to BL such as possible self-harm, withdrawal from his family and friends, I made a referral to the local young carers group. This would allow him to spend time away from the family home with other young people who lived in similar circumstances as well as broaden his social network. This organisation would also be able to support him on a one-to-one and group work basis. Support was also made available to his primary carers, particularly his grandmother. Through the use of a personal diary I supported BL to talk to his grandparents about the frustration and emotional anger he felt which was relatively successful in the short term. In conclusion, Kolbs Reflective Cycle (1984) and Hammonds Cognitive Continuum (1996) allowed me to take into consideration BLs whole situation and promote protective factors and minimise risk. With reflection and supervisory discussion I believe I used my analytical skills and utilised my professional judgement to the best of my ability. However, as has been pointed out uncertainty is an important element in any risk assessment and/or decision and has to be taken into account when managing risk. Taking all these concepts regarding risk and reflective practice into consideration when I start to practice should enable me to better support service users in the future. 2,995 words

Paradise Lost by John Milton :: sin, death

The family reunion that takes place with Satan, Sin and Death foreshadows the fall of man. Sin and Death are personifications against broken heavenly laws: narcissism, incest and lust. Satan becomes enamored by his own creation because he sees himself in her image; "...who full oft/Thyself in me thy perfect image†¦" ll. 763-764. However, he goes on to commit two other sins as he lusts and goes off "in secret" with his own daughter. Sin, in turn, gives birth so painfully, she describes it as such, "breaking violent way/Tore through my entrails". The sins within the family are further compounded by Death who rapes his mother. Sin in turn give birth to howling dogs that forever cause her pain. Milton's allegorical representation here works with the rest of the poem because it is the most poignant example of Milton's misogynic attitude. His attitude towards women is sprawled though out the poem as depicts Eve, thus there is a parallel between Sin and Eve. Milton represents both of them as inherently evil. Aside from the fact that Sin was created from Satan's twisted thoughts, she commits no offenses against God's laws. For example, Sin gave in to her father's sexual advances and ran in fear from her son's. One can arguably say that she, as Satan's daughter acted "appropriately" submissive to her father's command. To add, she feared the vileness of her son's advances. Milton gives ample indication of Sin's unwillingness to have sex with her son when he says, " I fled, but he pursued†¦and swifter far,/Me overtook his mother all dismayed,/And in embraces forcible and foul" (ll. 790-793). Yet, the punishments for these vile sexual encounters are su ffered only by Sin. The latter advance being so vile that she suffers it incessantly as she experiences the painful births of the dogs over and over again, "hourly conceived/And hourly born" (ll796-797). This gross imagery foreshadows what Eve will soon experience after the fall of Eden. It is also important to note that Sin carries the entire burden of her family's vice within her womb as would Eve and all of her daughters. According to Milton, the original sin of procreating via sex began in the non-mortal world, and the woman suffers it by painful births.

Company: Delta Airline

Company: Delta Airline 1. What are the major business processes, i. e. operations, the organisation carries out? Here I did selected Delta Airlines as a company for my research. This company is providing a wide range of the air traffic facilities in different parts of the world. In other words we can say that there are many operational routs of this airline company and all the routes are very much beneficial. Another uniqueness of this company is a verity of airplanes including airbuses and jumbo etc. At this time the company owns more than seven hundred different aeroplanes of different size and capacity. Delta Airline is providing facilities to the people of the world to more from one place to another by air. The services and facilities of the company are very helpful for the passengers and also this company is providing enough revenue for the development of different airports and also in air traffic control system. They are also providing different types of devices and scanners for checking the bags and other luggage of the passengers on the airport. List the information systems that are used to automate these processes. The information system of the delta airline is governed at different levels and stages. For managing all the information and data the company is using some E-commerce platforms and these platforms are using different techniques to gather the information of the business process. And according to the requirements of the company these systems are providing managed and organized data for different purposes. Company is using different information systems to manage and boost their business accordingly. First of all they are using an online website for complete details and information’s. They are also using the ERP system to interconnect different business process and locations. Explain how ONE of these information systems is used to automate one of the processes. ERP is the main and very important information system and this system is working in different offices of the company and this system is managing the internal activities, procedures and accounts of the company. The whole working of the company is computerised and for this purpose they are using an ERP system to manage the business transactions and many other business procedures. This ERP system is managing all the internal and external working of the company and now the managers and other admin related people can get daily, weekly, monthly and annual reports of the business. How much they are investing and what is their outcome. And also which rout is more beneficial and which rout is facing lose. This system can also mange the internal accounts of the company, like different salary packages, sales and purchase etc. Hence, we can say that this information system is providing a complete access and functionality to manage the working and business of the company Describe one complete situation in which an end user uses this information system. Your description should be a textual narrative (in English), i. e. do not use diagrams. By using website (information system) the customers can get their required information and other inquires easily and accurately. By using this information system (website) the users can navigate their bookings and also they can confirm their seats by selecting source and destination. This website is also providing different guidelines and offers to the customers. This information system is completely managing the business of the company, because a complete backend system is working behind this website and this system will collect all the information’s. By using this backend system the managers can easily get their required reports and information about the business direction and trends. Who heads the development (or heads procurement decisions) of information systems in the organisation? Who is doing the planning, analysis, design, implementation and maintenance? The CEO of the company is working as head for making all the decisions about the development of the company and also there is complete chain of different management posts and everybody is contributing for achieving a single goal. The IT manager of the company is managing all the activities about the information system and for this purpose he is directly connected all the sub offices and departments of the company. In other words, the IT manager is controlling all the procedures and activations from the head office of the company. He is the also responsible for planning and analysis of the information system of the company and the technical and human resource department is designing, implementing and maintaining the information system and other decisions of the company. In other words we can say that the IT manage is governing the information system in the company. Discuss the system development methodology used? If information systems are acquired from off-the-shelf products, what is the process of procurement that is used in the organisation? The information technology always require changes and updation time to time, because new technologies and techniques are coming in the market, that’s why, it is essential for the business organizations and companies to change and upgrade their information technology systems. Similarly, the requirements of the people and customers are also being changed with the passage of time and to fulfil the requirements of the customers companies are looking to change and upgrade their information technology system and environment. The information system is very important for the professional and accurate working of the company and this information system is also increasing the working capacity of the company and on the other hand this information system is reducing their communication cost. Similarly, this information system is also increasing the business revenue of the company. In this type of business, information system can really help out the company to manage their activities more professionally and accurately, because they are operating in different countries and they need to interconnect and integrate their whole business under one platform and information system is providing this platform to interconnect all the locations and departments. Hence, we can say that the information system for the Delta Airline is very important and beneficial. Yes, the companies want to upgrade their information system structure, because the market of the information is changing and also the preferences of the customers are also changing. When we look at the information technology infrastructure of the Delta Airline then we come to know that their structure is changing due to the requirements of the customers. Now the customers wants to book and confirm the seat online and also they want to get many other inquires about the operations and timings of the flights and other rules and regulations. Now this is the very important of the company to provide this facility to the customers to get revenue, that’s why, they provided all these facilities and functionalities to compete with other airlines. Also their business strategies and preferences are also being changed and to fully accomplish the overall conditions they need to change their information system infrastructure. The up gradation in the IS (information system) infrastructure will help out the companies to increase their revenue and also the customer satisfaction will also increase. Another main benefit of this strategy is the value and survival in the market, because the companies can only survive with changes in their business strategies and in technology infrastructure. This strategy will not cost them very much, because they have a complete platform and infrastructure and they only need to upgrade the system with some new technologies and techniques. Discuss, in detail, the data collection techniques you used to answer the above questions. I did use many different data collection techniques to complete this research and to answer these questions. The literature and online searching technique is providing a wide range of different information about the company. The web site of the company contains complete history, business process, business strategies and many other important information and data about the company. Another technique which I did use for the collection of the data was the online search about the operations and information system of the company. And also, I contact with employees of the company to get the information about their managerial layers and also about the managerial activities and responsibilities. I also interview some other people and customers of the compony to get the information about the business activities and also about the information system of the company. In other words we can say that I did collect the information and data by using many different strategies and techniques. Give the details of the people you interviewed to answer the above questions. Include examples of the questions you asked to answer these questions For of all I ask some questions to the customers of the company about the services and operations of the company and how they are getting their required information and services from the company. For example, †¢ How the company is providing the facilities and services online? †¢ Are you satisfied with the Information system of the company? †¢ How they are managing feedbacks and requests? The management and human resource department of the company is very helpful, because I asked many questions to the human resource agents of the company about their activities and information system activation. For example, †¢ How many information systems are working in the company? †¢ What is the management level and who is governing the information system of the company? †¢ What are the main operations and service of the company? Approximately, I interview more than ten people including the customers and employees of the company for answering and completing this research.

Americans Are Wasteful People

Americans are wasteful people How much do Americans waste? What a good question. Americans generate 30% of the world’s garbage. Americans waste many different things over 10 years. However, the government is taking measures to fix the problem, and Americans are contributing to reduce this problem. The wastefulness of the population is a major problem in USA. A wasteful person is one who is inclined to waste. Thus, recycling is not part of their daily routine. A wasteful person is characterized by useless consumption.Americans have become increasingly wasteful since mid-1990s. In the 1990s, the American population was wasting significantly high amounts of several goods, and no one was recycling. In 1990, less than 2% of America total waste was recycled. Americans were annually wasting 130 million dollars of energy and 165 million dollars of food. In addition, each American wasted an average of 2. 3 million liters of water per year. The most dangerous items wasted by America are : water, paper, energy, glass, food and plastic.For example, by not turning off the water while showering, Americans wasted 130 million dollars of energy and over 2 million liters of water. Americans often left their lights on when not needed. Trees were being unnecessarily destroyed to produce paper because only about one third of the paper produced was being recycled, and only to 37% of glass and 7% of plastic were recycled. Thus, resources were wasted unnecessarily. America started facing this big problem. Of course, the government wanted to reverse the problem and implemented measures.These measures were implemented to promote everyone to recycle. Recyclable trash receptacles were put all over the cities. TV and posters advertisements were made to encourage everyone to recycle. Investments in the recycle industry increased. Resources that were not recyclable were used to produce final goods and were replaced with recyclable goods. For instance, pickles used to be sold in jars; h owever, now there are sold in plastic jars. Other measures are going to be implemented; however, the ones already implemented are solving the problem.As Americans started to see these measures being implemented, they were really encouraged. Americans started to be less wasteful. Home-recycling increased, and energy consumption decreased. For instance, those unnecessary lights were turned off. Useless water consumption decreased, so Americans had water running only when needed. Although many actions are needed, 77% of all Americans are now recycling. The government measures were successful, and certainly waste will decrease as time goes by. The environment is clearly better. Americans are wasteful people, however they are wasting less.

Behavior Contract Essays

Behavior Contract Essays Behavior Contract Essay Behavior Contract Essay Goal: Specific: Study for each class on a daily basis Measurable: Study between the hours of 5:30 p. M. To 10:30 p. M. Achievable: Maintain this pattern of studying for at least 4 hours 6 times a week Reward: Social Day: A school free day to do whatever I want to do at that time. Time-defined: every evening between the hours of 5:30 p. M. To 10:30 p. M. Monday Saturday State your final, completed goal statement: I will study Monday Saturday between the hours of 5:30 p. . -10:30 pm. My reward for this will be one free day to do whatever I want ND cannot be school related. Anticipated obstacles, barriers, or high-risk situations: Procrastination, work emergency, family emergency, and lack of discipline Strategies for overcoming obstacles, barriers, or high-risk situations: Stay focus and look at the bigger picture. Keep stating school is my number one priority. II. Behavior Change Contract: Goal: Study 6 days a week for 5 days. Pros/Benefits of changing: Better grades that will help with less stress about school Cons/Barriers of changing: Hard to find time, social distractions, family distractions, jazziness Stage _1_ of the theoretically model of behavior change that you are currently in: Processes and strategies: Identify 3 processes of change that correspond to the current stage you are in and list 2 specific behavior strategies you will use for each process. . Process: Awareness Strategies: 1) Recognize my goal on a daily basis 2) Organize my day accordingly 2. Process: Reward Strategies: 1) Better Grades 2) Finish school, less financial stress 3. Process: Helping Relationship Strategies: 1) Discuss my goal with family and friends 2) Tell my boss about my goal

Crito essays

Crito essays To Conform or not When one is pondering the question, what do the laws mean by stating that Socrates needed to be obedient because of all that the laws have done for him, you can find the meaning in the text of the Crito. The law states, that if they were not there, Socrates would not have been born. Because it was by them, that his mother and father were married. The laws also states that if it were not for them, Socrates would not be as educated as he was. Because it was the law that education derived from, and if it had not been created, Socrates father could not have educated him in Arts and physical culture. The law also believes, that without them, Socrates would not even exist. So therefore, Socrates should not be disobeying them when he in fact owes them for his existence and all he knows. For according to the law, they gave him birth, nurtured him, educated him, and gave him all that they possibly could. But is that a good reason for obeying an unjust law? Is Socrates! really indebted to the laws? I believe the answer to that is in the question. If something is unjust then it is wrong, and arent we supposed to not be submitting ourselves to wrong, and instead doing right. But Socrates says, in the Crito, if you are wronged you should not do wrong in return, because you should never do wrong. He believes that the laws are wrong, but if he disobeys them, he is doing wrong. To receive wrong and perform wrong is never right. I agree but I also disagree. I agree that to do wrong because someone or something has wronged you are wrong. I think that by doing so, you are stooping to a level of ignorance and therefore hurting yourself more than anything is. Because to hurt when someone else has hurt you, only leads to you ultimately hurting more. But I do not agree that by disobeying an unjust law you are doing wrong. It is unjust, unfair, and unnecessary, so by not following it, you are doing more right than wrong....

MCAT Scoring 101

MCAT Scoring 101 MCAT Score Frequently Asked Questions    MCAT scoring information will no doubt have you lying awake at night, worried that you may have missed something. Sometimes, you can get so worried about your score, that it prohibits you from doing your absolute best on the exam itself. Lets not go there, shall we? Heres MCAT Scoring 101. This article contains details about how your MCAT score works, so you dont divert any of those very important brain cells toward needless fretfulness. Trust me, youll have enough to worry about when it comes time to prepare for this bad boy! MCAT Scoring Basics When you get your MCAT score report back, youll see scores for the four multiple choice sections:  Biological and Biochemical Foundations of Living Systems,  Chemical and Physical Foundations of Biological Systems,  Psychological, Social, and Biological Foundations of Behavior, and  Critical Analysis and Reasoning Skills  (CARS).  Ã‚   MCAT Score Report When you get your score report back, youll see your percentile ranks, confidence bands and score profiles. The percentile rank is merely how well youve done in comparison to others whove taken your exam. Youll see percentile ranks for every one of the four sections and your overall score. The confidence bands are visual clues to show the approximate area where your score lies, since the scores from the MCAT will never be perfectly precise (statistics rarely are). The confidence bands help discourage distinctions between test-takers with really similar scores. The score profiles show your weaknesses and strengths across all four sections.   MCAT Scoring Numbers Each one of the four sections can earn you between a 118 and a 132, making your highest possible cumulative score a 528 since the cumulative score is the sum of the four sections instead of an average. At press time, the national MCAT score average was a 500.   MCAT Raw to Scaled Scoring Your scores are based on the number of questions you answer correctly, but since you realize that you will be answering more than 15 questions per section, there is some score scaling involed. You are not penalized for incorrect or incomplete answers; only your accurate answers are counted.  The scaling system is not a constant thing, either, in order to account for different questions on different exams. A new raw to scaled score table is defined for each MCAT administration to provide for variances in testing questions. MCAT Scoring Retrieval So, how do you get your score report? In order to retrieve your MCAT scores, youll need to use the MCAT Testing History (THx) System on the AAMC website and will have to have an AAMC login user name and password. The THx is the online score release site that you use to view your scores and send them to different application services/schools. Your scores will be available about 30 – 35 days after you test, so keep that in mind when you register if youre pushing your application deadline! Current MCAT Score Release Dates Sending Your MCAT Scores Once you access your score report after logging in, click the link that reads â€Å"send all my scores.† On the next screen, you can scroll through different application services and schools to which youd like to submit your scores. Click the recipients youd like and then scroll to the bottom of the screen and hit Submit to send your scores. Since AAMC has a full disclosure policy, you may not send select scores to schools. If you choose to send, youll be sending every one of your MCAT scores from each test administration if youve tested more than once. More MCAT Scoring Information So, now you know the basics! If youd like more answers to all of your MCAT scoring questions, then take a peek at these MCAT Score FAQs to find out about things like what good MCAT scores look like based on the top 15 schools, average national MCAT scores, score percentiles and more!

Production Scheduling and Control Research Paper - 1

Production Scheduling and Control - Research Paper Example Batching was done by having customers waiting in queue sit at the bar until a table is freed. Then, these customers are led inside in batches of eight (8). Thus, there were several occasions when complete strangers would be seated in one table but very few instances when a table seats less than it can fully accommodate. This queer but very revolutionary idea did what it was supposed to do --- maximize throughput. Throughput is another simple yet very underutilized factor in running a business. In simple words, throughput â€Å"is a sales-building concept measured by sales per hour† (Florence, 2008). Maximized throughput leads to maximized sales which consequently leads to maximized profits. The simulation that was used showed how efficient and effective batching is especially during the peak hours because it was able to significantly reduce the presence of variability in the business operations. Variability is the main culprit in not achieving full utilization of a restaurant’s capacity and thus not maximizing throughput (Ernst and Schmidt, 2005). Batching removes variability by making sure that a table is fully maximized because it seats the exact number which it is supposed to, not leaving an empty seat and thus not wasting capacity. The graph that was provided in the website clearly shows that with batching, more people are seated and the number of those waiting in queue or at the bar is reduced. Also, because customers are seated much faster, fewer customers are lost with batching than without. This great idea translates to the ultimate goal of any business --- achieve maximum profitability of the operations. Batching does that exactly. Because more people are seated, more people are served and that translates to profit. Because people do not wait too long in queue, they are more satisfied and that also translates to profit. In fact, figures from the simulation activity show that while batching created a profit of

Brain eating amoeba Essay Example | Topics and Well Written Essays - 1500 words

Brain eating amoeba - Essay Example On rare occasions, individuals contract the brain-eating amoeba because of contaminated water in swimming pools or from taps. It has the ability to cause Primary Amebic Meningoencephalitis, which is a devastating and rare brain infection. The brain-eating amoeba enters the body through the nose. The amoeba then gradually moves to the brain. While in the brain, the amoeba actively destroys tissues. However, drinking water that has Naegleria cannot lead to the infection of a person. Naegleria fowleri exists everywhere in the world, as long as the environmental conditions are suitable for its existence and survival. Aside from existing in fresh warm water bodies, brain-eating amoeba exists in geothermal water, warm water that manufacturing and processing plants discharge, soil, poorly maintained swimming pools and water heaters. Both non-chlorinated and poorly chlorinated swimming pools provide suitable breeding places for Naegleria fowleri (Cajigal, 9). In addition to that, the Naegleria fowleri exist in aquariums and mud puddles. The Naegleria fowleri thrives at higher temperatures rising to 46 degrees Celsius (115 degrees Fahrenheit). This amoeba can survive for a shorter while in temperatures beyond the above mentioned. The brain-eating amoeba is absent in salt water. In the United States, the amoeba mostly affects people living in Southwestern and southern states (Animal Planet, n.p). Naegleria fowleri enters the human body through the nose during activities such as water-skiing, diving or other water sports that increase the probability of water getting into the nose (Pond, 171). Other instances recorded to have caused infections include people dipping their heads in geothermal water, commonly known as hot springs, or people cleaning their nostrils using untreated water flowing from the taps. Once the Naegleria fowleri enters the body through the nostrils, chemicals used in communication by nerve cells pull

Shawshank redemption Essay Example | Topics and Well Written Essays - 1500 words

Shawshank redemption - Essay Example He simply maintains his innocence, albeit rather monotone. It certainly does seem that Andy Dufrain is guilty, as he shows no emotion, no remorse and there is little inflection in his words when he speaks. Once he is sentenced, he is sent to Shawshank State Prison to serve the terms of his sentence. The prisoners of Shawshank ‘greet’ newcomers by betting on which of them will be the first to break down and cry out of the feeling of desperation that their situation has wrought. This is also the introduction of Red. The opening of a door and Red enters into a parole hearing. After a small, memorized speech, he is denied his parole. Red leaves, and there are two men waiting for him. One man says to him, â€Å"yeah, I’m up for rejection next week, â€Å"leaving the impression of nothing new, nothing changes. The men gather round Red, as he is the ‘man’ to whom people go when they are in need of something, which they cannot get inside the prison walls. à ¢â‚¬Å"I’m the guy that can get it for ya†¦ yeah, I’m a regular Sears & Roebuck. â€Å" Upon the new arrival, they gather, and Red speaks up, â€Å"smokes or coin, bettors choice.† the men resoundingly approve of cigarettes, as betting on which man will break down first â€Å"is as good a thing to bet on as any.† The new arrivals meet Warden Norton and Officer Byron Hadley for the first time. Hadley is a vicious man, with no regard or respect for anyone other than the warden. The warden informs the men that they should â€Å"put your trust in the Lord. Your ass belongs to me.† after delousing, the men are marched to their cells naked, embarrassed and burning from the delousing powder. The bets that were previously placed by the men now come into play. The men chant, â€Å"Fresh fish. Fresh fish,† until someone breaks down crying. It is an overweight man that finally breaks down, the man that Haywood â€Å"bet† on. As soon as this is heard, the men start cheering. Hadley comes in, and threatens the man to be quiet, or else. The man chooses not to, likely because he is so distraught that thoughts aside from despair do not enter his mind. Hadley pulls him out of his cell and promptly beats him unmercifully. The next morning, Haywood tells the men to give him the cigarettes that he won from the â€Å"bet†, and after they do, haywood asks a man that worked in the infirmary how his â€Å"horse is doing†. The other man said simply, â€Å"dead†¦ Ol’ Hadley busted his head up pretty good, poor bastard laid there til this morning’’. Hell, by then there wasn’t nothin’ we could do.† Andy asked what his name was. â€Å"What the hell do you care, new fish?† said Haywood. â€Å"I was just wondering if someone knew his name.† the men move forward, with the approach of Andy to Red. Andy approached Red on the purchase of a rock hammer. Red supposed he wanted to â€Å"sink your toy into somebody’s skull. Escape, tunnel under the wall, maybe.† they eventually make a deal, after Andy explains to Red’s satisfaction what the rock hammer is, and how it is used. Andy asked his name, and Red simply said, â€Å"Red. My name is Red.† andy asked, â€Å"why do they call you that?† â€Å"Maybe it’s because I’m Irish.† nod of the head, and Andy walks away. Red begins to see for the first time who he is dealing with in Andy. He thinks to himself, â€Å"I could see why the boys took him as snobby. He had a quiet way about him; a walk and a talk that just wasn’

Does Rousseau's conception of the General Will safeguard against Essay

Does Rousseau's conception of the General Will safeguard against tyranny or promote it - Essay Example 5). Rousseau has tried to make conciliation between the individual freedom and the authority of the state. Every man is born free and himself is his own master. No man can make any other man his subordinate without the free consent of the later (Rousseau, Book IV, 1923). The paper attempts to address the question whether the General Will can safeguard against tyranny or promote it. The social contract Man is born independent and enters into the society â€Å"by an act of free will† (Rousseau, 1917, p.28). The term ‘social contract’ directs towards an arrangement in which the common mass submit the sovereignty to the government or an authority for the maintenance of social order in the country. Through this they become â€Å"an indivisible part of the whole† (Ramgotra, 1994, p. 820). Through the social contract a polity is created, that acts as per its general interest (Trachtenberg, 2002, p.4). Thus, a law is proposed in the popular assembly and all the cit izens give consent to the laws. The right of voting cannot be separated from any individual citizen in any act of sovereignty (Rousseau, Book IV, 1923). Rather, one becomes a citizen through his co-authorship in the law-making (Parra, 2010 p. 15) Each individual has the inherent right to state his own views and make proposals. It is argued that, if he has a particular interest which is different from the common interest, the individual is actually made to become free on being forced to follow the interest of the majority. This is on the basis of a supposition that the vote of the majority binds the rest of the mass and all the qualities of the majority are reflected in the General Will. â€Å"The constant will of all the members of the State is the general will; by virtue of it they are citizens and free† (Rousseau Book IV, 1923). The society so formed has been termed by Rousseau as â€Å"people† (Rousseau, 1997) The General Will and common good In this context the que stion arises, that how, the people who do not agree to the law are considered free as well as subject it at the same time. The existence of opponents does not invalidate the law; rather, they prevent themselves from being integrated into it. From Rousseau’s point of view, the General Will always tends to support the cause of public advantage and by making the citizens to follow the law that looks after the good of the community, they are actually made free. When a new law is needed to be issued, the necessity is seen as universal. The man who proposes it merely says what the others have already felt. Hence the situation of questioning the law is not expected to arise at all. He rests assured that the others will support him in his action (Rousseau, Book IV, 1923). The civil association is mostly a voluntary act. When the law is proposed, it is not asked of the citizens whether they reject or approve of it, but it is checked whether the law conforms to the general will, assumi ng that the general will is the will of the people at large. So when the individual citizen holds a view that is different from the common will or is unwilling to give consent to the new law, it proves that the person is mistaken. Any true man would opine in the similar lines as the general will that leads towards common good. Either his opinion is guided by a selfish interest or what he thinks to be the general will is not so. No individual rights can be defiant of the general good. Had his

A better way for the US to give foreign aid Essay

A better way for the US to give foreign aid - Essay Example The economic yield in investing in education is real. For each additional year of school among children, the gross domestic product of a certain country can grow by 0.37 percent. Also, when secondary education is increased by 10 percent higher than the average rate for the population, the risk of war is reduced by around 3 per cent. If access to education also will include young girls and then it would engage in promoting their rights and welfare, also have positive results. Infant mortality rates fall and surprisingly, even crop yield increases. This could be due to the fact that there will be more people who will till the land to produce more crops. And when there are more crops that will be harvested, families will have more income that would end their poverty. Foreign donation on education is a wise use of foreign aid. Unlike in traditional aid where it will only provide temporary relief, the benefit of getting children educated is more permanent. In a report, it is said that if all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty. And that is only teaching children to read and already 171 million are lifted out of poverty. Imagine what more if those people are educated through college. At present, there are still 57 million children who are yet to complete primary school. This is the best global investment the US government can make because there are still millions of children waiting to be educated and lifted from poverty.

The Government should shouldn't provide free university education for Essay

The Government should shouldn't provide free university education for everyone - Essay Example Education also empowers an individual to become functional in society, to become socially mobile and to be able to contribute to the greater good of society. An ignorant person who knows nothing cannot contribute to society because he or she lacks the knowledge and skills to become productive. Finally, education is a ticket towards success. A degree may not be necessary but a good education is a ticket towards success especially in today’s knowledge base economy. An ignorant person could never succeed today because everything today is based on knowledge and skills. He or she could never find a job or start a business when he or she is ignorant. It also serves the government well when education becomes a right and universal. It will have an educated and highly skilled workforce that could create or work for an industry that could generate revenue for the government. People are also more civilized because they are educated and therefore create a more humane society and ultimately, government contributes to the betterment of human race by making education a right and

A better way for the US to give foreign aid Essay

A better way for the US to give foreign aid - Essay Example The economic yield in investing in education is real. For each additional year of school among children, the gross domestic product of a certain country can grow by 0.37 percent. Also, when secondary education is increased by 10 percent higher than the average rate for the population, the risk of war is reduced by around 3 per cent. If access to education also will include young girls and then it would engage in promoting their rights and welfare, also have positive results. Infant mortality rates fall and surprisingly, even crop yield increases. This could be due to the fact that there will be more people who will till the land to produce more crops. And when there are more crops that will be harvested, families will have more income that would end their poverty. Foreign donation on education is a wise use of foreign aid. Unlike in traditional aid where it will only provide temporary relief, the benefit of getting children educated is more permanent. In a report, it is said that if all students in low-income countries left school with basic reading skills, 171 million people could be lifted out of poverty. And that is only teaching children to read and already 171 million are lifted out of poverty. Imagine what more if those people are educated through college. At present, there are still 57 million children who are yet to complete primary school. This is the best global investment the US government can make because there are still millions of children waiting to be educated and lifted from poverty.

Essay about the the movie ( A Perfect Passion - Gail Currie (2008) )

About the the movie ( A Perfect Passion - Gail Currie (2008) ) - Essay Example It is clear from the documentary that the Hopak dance is a great medium that the Ukrainians use to pass their messages across to other Ukrainians non-verbally. Thus, dance has a great value in giving people information without speaking any word. The Hopak dance was seen as an energetic and flamboyant folk dance of the Ukrainian people as it reflected their rural lifestyle. The message of this documentary is clear as it could be deduced from this dance style that the lifestyle of the Ukrainians is in line with the Cossack lifestyle (Dancers). Thus, the dance was used by the director to trace the origin of the Ukrainians and teach lessons of history. Thus, dance is also a way of teaching people their history non-verbally without having to read history books into their ears. The dance described in A Perfect Passion has no fixed pattern of steps and the dance is done according to the mood of the dancers and it helps brings matters that happen in the community to the fore. Thus, dance is seen as a way of spreading information about the society that the dance was performed and this is a non-verbal means of spreading information to the people (Dancers). Thus, dance is also a great means of spreading information to people about current events non-verbally without having to listen to the news. Dance in A Perfect Passion is also a means of spreading messages of love and folktales as lovers perform this dance in order to spread message of love to the people. The dance of couples is a beautiful dance that is used in the documentary to preach love and the sustenance of relationships. The improvised steps by the male dancers are just ways that have been devised to spread some specific messages without uttering any words (Dancers). Men and women dance differently in the Hopak dance style. The squatting kicks, high leaps and turns that are performed competitively by men and the simple dance steps, sways and claps that are performed by women are just ways

A Study Of Computer Ethics Violation

A Study Of Computer Ethics Violation There has been a widespread use of ICT in teaching and learning process. Computer is one of the most technologies used in learning activities by students in universities throughout the world. It is a mean to facilitate learning, improve academic success, provide access to many resources and give opportunity for communication (Kay Lauricella, 2011). Even though the computers provide students with advantages, they might also lead to several ethical problems. There is extensive unethical usage of computer among students. Kuzu (2009) stated some of these unethical computer using behaviors such as using unlicensed software, copying files or programs without authorization, contempt of peoples work, accessing personal information of people and publishing this on the Internet without authorization, communicating on the Internet in disrespected way, downloading of others files and e-mails, opening adult web sites and sending viruses. These are some of the unethical practices of computer which lead to the build a big construct that is computer ethics. Martin and Yale-Weltz (1999) stated that there are characteristics caused by computer use namely: new concerns emerge rapidly, computer ethics, and computerized information. The term of computer ethics refers to a part of social and humanistic studies of computing (SHC) which is theoretical of the way in which different forms of information technology shape these computer ethics which have been developed to address individuals or social systems (Breij, 2001). On the other hand, Shelly (2010) is more specific and described the term computer ethics as ethical guidelines that lead people to the right way of using computers and information systems. Moreover, Barnard, de Ridder and Pretorius (2003) state that computer ethics is the study of behavioral activities of IT professionals that is useful for all of society. Baase (2003) definition is quite closely to Barnards definition and describes computer ethics as a list of professional ethics same as medical, legal, teaching and accounting ethics. Computer ethics aim is to make decisions that depend on criteria of ethics, and then to provide more generalized ideas in terms of theoritical evaluation, ethical insights, normative standards, educational programs, legal advice and so forth (Floridi Sanders, 2002). Ethical issues are very essential in every society. The increased growth of computer usage has been generated a lot of questions of what is good and is not good ethics regarding the activities of computer use. Therefore, there are some organizations that pay attention in social and ethical results of extensive computer usage such as Association for Computing Machinery (ACM), Institute of Electrical and Electronics Engineers (IEEE) Computer Society, the Data Processing Management Association (DPMA). ACM is one of these organizations which is special interest group that address the side effects of using computer and its aim is to raise awareness about the impact that technology has on society (ACM, 2012). In this case, AC M has established a code of ethics and professional conduct in 1992. It is clearly that computer has become a part of the educational environment which students use it as research and communication tool. At the same time, using computer has created ethical problems and violation of computer ethics is on the rise (Maslin, Zuraini Ramlah, 2009). In other word, there are different practices that students do and relate to the use of computer unethically. As Frestone and Mitchell (2004) stated that downloading music, movies and software is unmoral due to the copyright issues. Moreover, students are generally more tend to pirate software and other intellectual property (Kini, Ramakrishn Vijayaraman, 2004). Intellectual property is mind creation, names, designs, etc. It is divided into two types: industrial property and copyright which includes poem, films, designs, music and games. Maslin, Zurainy, Rashidah, Ramlah and Norshidah (2010) found that a round more than half of students are aware of abuse of computer ethics in terms of intellectual property and privacy. Therefore, there are a lot of discussed sites of computer and networks. Information privacy, intellectual property rights, code of conduct and green computing are some examples of those sites (Shelly, 2010). In addition, Namlu and Odabasi (2007) build an unmoral computer using behavior scale (UECUB) to define unethical computer behaviors. A factor analysis of the related items discovered that the factors can be categorized into five groups; intellectual property, social impact, safety and quality, net integrity and information integrity. Based on the experts in the field of computer security, universities are one of the lowest secure places (Maslin Zuraini, 2008). Furthermore, academic dishonesty in these days technology is classified as an issue for higher education (Underwood Szabo, 2003). Scheyvens, Wild and Overton (2003) found that the level of plagiarism is in high level in graduate students more than in undergraduate students because of the high degree of demand for critical and analytical writing. Therefore, different groups of people whether they are organizations or individuals have become more concerned about ethical issues caused by interconnected world (Martin Woodword, 2011). IIUM is a unique university all over the world. It integrates traditional and moral values in the all modern areas of disciplines. The essential aim of establishing IIUM is to generate international center which can combines beneficial knowledge and Islamic values in all types of disciplines which can lead to the right way of Ummahs leading role in variety fields of knowledge (IIUM philosophy, 2012) According to Tun Sri Mohd Sidek Hj Hassan (The president, IIUM Community), IIUM must be highly ethical even as it strives excellence (IIUM Code of Ethics, 2008). Concerning this, As an Islamic- oriented institution, IIUM students are expected to be ethical concessionaires at all time. IIUM has established the IIUM Student Code of Ethics which is a code of practices depending on the strong basic of Islamic values with a view to gaining a high level of morality in commitment with IIUMs core values namely, Integrity (trustworthiness), Justice and Fairness, Adab and Professionalism. IIUM Code of Ethics defines integrity (Istiqamah) as trust (Amanah) and stresses the need for sincerity, accountability, justice and transparency in all academic conduct (IIUM code of Ethics, 2008). Besides that, IIUM is committed to supplying a wide range of internet services to all its population and facilities by providing access to broadband and wifi to all its members whether they are students or staff as well as providing them with a number of computer laboratories in each Kullyah. Based on these services, students use computers whether they are university computers or their personal computers in their university or personal lives. In IIUM, There are several Kulliyyahs the Kulliyyah of Information and Communication Technology (KICT) is one of its kullyyahs which was opened in November 2001. Since that time, KICT has produced knowledge workers who have a variety of ICT skills and knowledge and Taqwa of Allah. KICT offers Cyber Law and Islamic Ethics (INFO 4502) as Kullyyah required course for all students to equipped them with more information of ethical computer use (KICT, 2005). At the same time, the Institute of Education (INSTED) is one of Malaysias top education schools in IIUM. It offers a wide range of undergraduate and postgraduate courses in different specialization. INSTED provides the strategies that reduce the gap between theory and practice (INSTED, 2012). Unlike the KICT, INSTED does not offer Cyber Law and Islamic Ethics as an Kulyyah required course. In this case, students are not familiar with the ethical practice of computer use. Recently, some studies have conducted in IIUM related to assess the ethical behaviors in terms of academic integrity practice and computer ethics among IIUM students. To clarify, Moshood (2010) conducted his study to examine the IIUM students perceptions toward academic integrity practice. Integrity practice in the IIUM campus was determined by two important sub- constructs (awareness of academic integrity policy and commitment to academic integritys implementation). On the other side, Maslin, et al. (2007) investigated the awareness of computer use among undergraduate computer science students from UTM and IIUM. Generally, many researches have been done in computer ethics field. The large number of these studies conducted to investigate students awareness and perceptions of computer ethics and ethical beliefs (Adebayo, 2005; Akbulut, Usal, Odabasi Kuzu, 2008; Acilar, 2010; Jabour, 2011; Maslin Zuraini, 2008; Maslin, Zuraini Ramlah, 2009; Molnar, Kletke Chongwatpo, 2008; North, George North, 2007; Perryer Jordan, 2002; Peterson, Rhoad Vangght, 2001; Virginiam, Kelly Kathleen, 2011; Teston, 2008). Furthermore, these studies investigated the impact of gender, computer experience, age and program of the study on ethical judgments and ethical awareness. STATEMENT OF THE PROBLEM It is obviously that universities and educational organizations pay a huge attention in providing computers to their students or members. Despite the increased using of computer and its applications such as Internet and shared resources in human lives activities all over the world, however some users of computers such as students do not practice the code of computer ethics due to their ignorance of these ethics or due to their lack knowledge regarding these ethics. In addition they are not familiar with the idea that ethical issues related to computer use might be of importance to them in their future career as computer professional (Namlu odabasi, 2007) Therefore, they do not aware of the side effects of violation of computer ethics. It is noteworthy that in Malaysia, computer ethics is not offered as an individual subject, but rather the topic integrated in some related courses such as Management Information Systems or Cyber Law and Ethics course (Maslin, et al, 2009). In IIUM, KICT offers the course of Cyber Law and Ethics as a required course for all students to equip them with more information of ethical computer use (KICT, 2005). On the other hand, INSTED does not require this course for the students who are under this institution. Therefore, on the absence of computer ethics guidelines as a subject or chapter in the INSTED courses, there is a need to assess students violation of computer ethics and make comparison between KICT as-they have at least background about computer ethics- and INSTED students. In addition, According to IIUM website, the philosophy of the university is to create international center of educational excellence which integrate Islamic Knowledge and values in all disciplines. Furthermore, In IIUM, integrity (Istiqamah) is recognized as the essence of the university code of ethics. IIUM Code of Ethics (2008) requires students to the code of ethics strictly in their academic works and general lives. This code of ethics contains many core values such as piety, honesty, trustworthiness, responsibility, sincerity, accountability, justice and transparency. With this code of ethics, IIUM students practices are expected to be ethically (IIUM Codes of Ethics, 2008). In addition, IIUM requires integrity practice to be able to produce ethically outstanding scholars in various fields of studies (Moshood, 2010). As a result, it requires firm commitment to the implementation of academic integrity policies. Consequently, IIUM administrators and faculty are expected to be comm itted to implement the integrity policies in campus. Therefore, this study firstly will examine the level of students violation of computer ethics in two different Kullyyahs with the existence of Islamic values in the university. Moreover, the researcher will investigate if there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective. Finally, there are some researches were conducted in the field of computer ethics. The large number of these studies conducted to investigate students awareness and perceptions of computer ethics and ethical beliefs (Adebayo, 2005; Akbulut, Usal, Odabasi Kuzu, 2008; Acilar, 2010; Jabour, 2011; Maslin Zuraini, 2008; Maslin, Zuraini Ramlah, 2009; Molnar, Kletke Chongwatpo, 2008; North, George North, 2007; Perryer Jordan, 2002; Peterson, Rhoad Vangght, 2001; Virginiam, Kelly Kathleen, 2011; Teston, 2008). Furthermore, these studies investigated the impact of gender, computer experience, age and program of the study on ethical judgments and ethical awareness. In IIUM context, there are only one study was conducted in terms of academic integrity practice and one study in term of computer ethics. To clarify, Moshood (2010) conducted his study to examine the IIUM students perceptions toward academic integrity practice. On the other hand, Maslin, et al. (2007) investigated the awareness of computer use among undergraduate computer science students from UTM and IIUM. After examine the literature, It is clear that there is a lack of studies which conducted to evaluate the real violation of computer ethics among students. To add, there is no study investigate whether there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective or not. Therefore, this research aims to assess the level of students violation of computer ethics, examine any significant difference between KICT and INSTED student violation of computer ethics and to investigate if there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective. Conceptual framework The study of Peterson , Rhoads Vaught (2001) revealed that age as a factor has an effect on ethical behavior. They found that older people have high level of ethical behavior than younger. In term of investigating different program on students ethical computer use, Akbulut, Uysal, Odabasi Kuzu.(2008) investigate the effect of program on unethical computer using behavior. They found that there is no significant difference among different programs of study. By contrast, Maslin, Zuraini Ramlah (2009) found that there were some significant differences in ethical awareness of computer use among undergraduate computer science students from different universities (UTM and IIUM) In addition, Maslin, et al. (2009) have developed this model of ethical awareness of computer use: In IIUM, Integrity (Istiqamah) is recognized as the essence of the university code of ethics (IIUM Code of Ethics, 2008). Academic integrity, according to the Center for Academic Integrity (International Center for Academic Integrity, 2011), is defined as a commitment, even in the face of great difficulties, to five basic core values: honesty, trust, fairness, respect, and responsibility. Based on these values, principles of behaviors come into being that help academic communities convert these ideals into practice. Based on previous studies and model, in present study, the researcher will investigate the effect of age and program of study (Kullyyah) on students violation of computer ethics. The model will be as following: The extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives. Age Program of the study (Kullyyah) Violation of computer ethics PURPOSE OF THE STUDY The purpose of this study is to assess the level of computer ethics violation among IIUM students whether they are undergraduate or postgraduate students in two different Kulyyahs and to find if there is any significant difference between KICT and INSTED students in their violation of computer ethics. Moreover, this study aims to examine if there is any relationship between students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives. RESEARCH QUESTIONS This study designed to address the following questions: What is the level of violation of computer ethics among IIUM students? Is there any statistically significant difference between KICT and INSTED students in their violation of computer ethics? Is there any relationship between IIUM students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives? Is there any statistically significant difference between different groups of students ages in their violation of computer ethics? DELIMITATION Conducting this study will not generalize to all universities in Malaysia. It will be limited to IIUM only. Specifically, this study will focus on only two Kullyyahs (KICT and INSTED). Although there are several aspects of students misconduct behavior, however this study will be restricted to find out the level of computer ethics violation. Furthermore, this study will find out only the effect of faculty and managements commitment to the implementation of academic integrity policies from students perspectives on students violation of computer ethics. However, there are others factors affect students violation of computer ethics. SIGNIFICANCE OF THE STUDY The results from this study will make a meaningful contribution to our knowledge concerning computer ethics violation in our University. Moreover, this study will provide data about the level of IIUM students unethical practice of using computer that could help the lecturers to be informed about their students violation of computer ethics and help them to find what they think that help their students if the level is low. Furthermore, the leaders of the KICT and INSTEAD will be awarded about the level of students violation and make their decisions of how the level of ethical practice in using computer be improved if the level is low. Finally, this study will give a clear picture about the nature of the relationship between students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives which helps the policy makers of IIUM to take more notice on academic integrity practice in IIUM campus. DEFINITION OF TERMS Computer ethics: Moral guidelines that govern the use of computers and information system. In this study computer ethics will only cover intellectual property, privacy and shared resources (adapted from Shelly, 2010). Intellectual Property: A broad category of materials, inventions and original works that are legally recognized as proprietary assets of an individual or organization which cannot be used without permission or legal licensure (Adapted from Techopedia.com, 2010) Privacy: The degree to which personal information, digital communication and digital devices can be accessed and shared by individuals (Adapted from your Dictionary.com, 2012) Shared Resources: Known as network resources, refer to computer data, information, or hardware devices that can be easily accessed from a remote computer through a local area network (LAN) or enterprise Internet (Techopedia.com, 2012). IIUM: International Islamic University Malaysia. IIUM is a unique university either in Malaysia or on a broader plane of the world. Since its inception English is used both as its medium of instruction and the language of its administration. It blends harmoniously modern and professional disciplines with traditional values and moral virtues. Its students originate from more than 100 countries representing nearly all regions of the world. IIUM has spared no effort to ensure that it provides the best tertiary education possible in all branches of knowledge. 6. KICT: Kullyyah of Information and Communication Technology in IIUM. 7. INSTED: Institute of Education in IIUM. 8. Violation: an act that disregards an agreement or a right (AudioEnglish.net, 2006). 9. Academic integrity: refers to the extent that core ethical values ( honestly, sincerity, piety, quality and originality) are transparently observed and strictly implemented in all academic pursuits. This is expected to facilitate the attainment of comprehensive excellence in the academic process as highlighted in the IIUM fundamental mission for learning. 10. Commitment to Academic Integritys Implementation It contains four indicators that measure the extent of the university administrators and facultys commitment to the implementation of academic integrity policies. The four observed variables include (Code of ethics is well implemented in IIUM; Academic integrity practice is adequated emphasized by lecturers at the beginning of each course; Consequences of dishonest practices are well discussed in most of my classes; and Defaulters of academic integrity rules are given appropriate sanctions in IIUM.

The Return of the Jedi :: essays research papers

The Return of the Jedi So far this semester, we have studied several different sociological theories of religion. These theories are built on both the known history of religions in the world and the cultures in which they originated, as well as, appropriately enough, theoretical suggestions of how those religions, and indeed any religion at all, will survive in the future. The theory I find the most true is Stark and Bainbridge's in The Future of Religion, although I like some elements from others, like Berger's concepts of reification and secularization. George Lucas's Star Wars trilogy, apart from being incredibly entertaining and extremely well-made, gives us a complete portrait of a society (The Empire) and a religion (Jediism, for lack of a better term). Although the movies are mostly devoted to the growth of the characters, throughout the trilogy we see the society change in a drastic manner. This paper will examine the history of Jediism, the current (as of the end of the last movie) status of the religion, and offer some suggestions as to what we can expect from Jediism in the future. I. The Religion To examine the future of religion as it relates to society, one must first have an idea of the tenets and beliefs on which the religion is based. Jediism is based solely on belief in the "force", a "Universal energy field that surrounds us and permeates us". (O. Kenobi, SW) Stark and Bainbridge make the point that any religion based on magic or magic-like rituals is fated to die out unless the magic can work constantly and consistently. This, they argue, is why many religions change from promising magic, which is quite verifiable (Did he, in fact, levitate?) to promising compensators, a sort of unverifiable magic. A good example of this is the Christian Heaven. Stark and Bainbridge take it as a given, however, that magic, or abilities that parallel magic, do not, in fact, exist. This makes an attempt to theorize about the future of Jediism more difficult, since the religion is based, in part, on the belief that oneness with the "force" has the ability to confer extraordinary powers to individuals-- a belief than is vindicated numerous times throughout the series. The internal organization of the religion is, apparently, entirely nonexistant. There is no leader, nor is there any defined structure. Much like classical Taoism, various masters exist, and students and supplicants must seek out a master on their own in order to learn. There is no hierarchy to advance in, other than the ability to eventually hone one's faith to a degree that one can

What a Society Prepares Itself For :: Personal Narrative Racing Death Papers

What a Society Prepares Itself For I'm from Texas. And when I lived in Texas, which was before I lived in New York, my friends were Texans. I don't mean to say they were the all-got-up-in cowboy hats, tight jeans, bit belt buckles, and snakeskin boots kind of Texans a lot of people tend to think about. But I do mean to say they were the beer drinking, football playing, pick-up driving, bar brawling kind of good 'ol Texas boys that don't really exist anywhere else but where I spent the first eighteen years of my life. And, although you might never be able to tell from my long hair, baggy pants, lack of shoes, and the random book I'm usually reading, I was one of them. We'd go to Mexico on school breaks and hop keg parties on the weekend. And on one Saturday night, I went and watched some drag races with my friends at this little speedway in a town called Ennis, which is outside of Dallas. We drove out in two trucks, the seven of us, drinking beer on the way. When we got there it wasn't quite as nice a place as the Texa s Motor Speedway (I've been to the Texas Motor Speedway also, you see), or the Indianapolis Speedway, but it is a similar atmosphere. It was dusty, loud, and smelled like tire rubber and motor oil. A majority of the crowd seemed to be either drinking beer, betting on the races, or both. But it wasn't just an "overweight, sweaty, wasted, smelling-of-beer-and-marijuana, American, middle-aged man" gala weekend attraction either. There were plenty of hard working middle class men (mostly men) that had nice houses in the suburbs of Dallas who worked hard all week long, maybe even owned their own business, with their kids going to college at Texas A&M, or Texas Tech, or the University of Texas, or maybe even Rice. And as the night went on, I began to notice something. The first thing was that my friends knew a hell of a lot about racecars. That was odd because nine out of ten of my friends barely went to school half the time, much less studied, and yet they knew the intricate details of the speed, weight, torque, and horsepower of the cars. My second observation, more subtle yet more striking than my first, was that ever yone was getting along impeccably. What a Society Prepares Itself For :: Personal Narrative Racing Death Papers What a Society Prepares Itself For I'm from Texas. And when I lived in Texas, which was before I lived in New York, my friends were Texans. I don't mean to say they were the all-got-up-in cowboy hats, tight jeans, bit belt buckles, and snakeskin boots kind of Texans a lot of people tend to think about. But I do mean to say they were the beer drinking, football playing, pick-up driving, bar brawling kind of good 'ol Texas boys that don't really exist anywhere else but where I spent the first eighteen years of my life. And, although you might never be able to tell from my long hair, baggy pants, lack of shoes, and the random book I'm usually reading, I was one of them. We'd go to Mexico on school breaks and hop keg parties on the weekend. And on one Saturday night, I went and watched some drag races with my friends at this little speedway in a town called Ennis, which is outside of Dallas. We drove out in two trucks, the seven of us, drinking beer on the way. When we got there it wasn't quite as nice a place as the Texa s Motor Speedway (I've been to the Texas Motor Speedway also, you see), or the Indianapolis Speedway, but it is a similar atmosphere. It was dusty, loud, and smelled like tire rubber and motor oil. A majority of the crowd seemed to be either drinking beer, betting on the races, or both. But it wasn't just an "overweight, sweaty, wasted, smelling-of-beer-and-marijuana, American, middle-aged man" gala weekend attraction either. There were plenty of hard working middle class men (mostly men) that had nice houses in the suburbs of Dallas who worked hard all week long, maybe even owned their own business, with their kids going to college at Texas A&M, or Texas Tech, or the University of Texas, or maybe even Rice. And as the night went on, I began to notice something. The first thing was that my friends knew a hell of a lot about racecars. That was odd because nine out of ten of my friends barely went to school half the time, much less studied, and yet they knew the intricate details of the speed, weight, torque, and horsepower of the cars. My second observation, more subtle yet more striking than my first, was that ever yone was getting along impeccably.

Behavior Management of Exceptional Children

BEHAVIOR MANAGEMENT OF EXCEPTIONAL CHILDREN: TRANSITION SERVICES Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment. The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required. â€Å"The importance of the transition specialist, or career education specia list, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services†(Bullis and Cheney, 1999). Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning Transition planning begins at a very early age. It continues through each educational phase of the student's life, culminating with adult living. A continuum of services focuses upon a student's preparation for transition through participation in career awareness activities, career exploration, vocational training and employment. A continuum of Transition Services has been developed to serve as a guideline for transition planning. The continuum begins at preschool and ends at age 22. Transition planning is documented in the Individualized Education Program (IEP) beginning at age 14. â€Å"There is a lack of student and parent output, little documentation of transition plan specifics for each student, and IEP that were almost exclusively academically focused with no obvious links between goal/objectives and transition outcomes. Indeed, these weaknesses in the use of the IEP process and document planning for transition directly affect the implementation of transition services†(Collet-Klingenberg, L. L. , 1998). It is the responsibility of the IEP chairperson – usually the special education teacher – to arrange IEP / transition planning meetings for students at age 14 and older. The IEP notice to parents must include the following information: * The purpose of the IEP meeting is to develop / review the IEP and to consider Transition Services for inclusion into the IEP. * The student is invited to attend the IEP meeting. * Appropriate agency representatives have been identified and invited to the IEP / transition planning meeting. The IEP transition meeting must include all required IEP participants, plus two other representatives, as follows: * Parents or Legal Guardians * Special Education Teacher * Regular Education Teacher * Public Agency Representative (if appropriate) * Student * Other Individuals at the discretion of the parent or agency * Interpreter, when the parent or legal guardian is deaf or not proficient in the English language. * Career Education Teacher / Coordinator If the student does not attend the meeting, steps should be taken to ensure that his/her preferences and interests are considered. If an invited agency representative is unable to attend the meeting, other steps shall be taken to obtain participation. The IEP /Transition Planning meeting participants will provide input for expected outcomes. The following questions may be discussed. * What are the interest, preferences, and goals of the student after graduating or exiting school? * What support would be required to reach post-secondary goals? * Will the student be referred to an adult agency? * What type of adult agency service(s) is needed after graduation, if any? Who will be responsible for the referral(s) (i. e. special education teacher, the school based staff, parent, student, others? * Who will follow-up to ensure that the linkage between the school and adult agency(ies) was established? The IEP Team will develop transition goals and objectives that focus on the desired adult outcomes (long range transition goals). Students' preferences, strengths and limitations, career / vocational skills development, n eeded support services, job availability, medical and transportation requirements are also considered. Parents' expectations of desired student outcomes should be obtained and considered. What exactly is the Transition Plan? The Transition Plan is a part of the IEP. It includes long-range transition goals, indicating the students' preferences and interests after exiting school, are identified. â€Å"The skills needed to be successful in post secondary educational and vocational; settings, such as self-awareness, awareness of appropriate career options, and the ability to engage in self-advocacy when necessary, takes many years to develop† (Janiga,s. , J. ; Costenbader, V. 2002). Transition Services needed to achieve the long-range goals are determined. Agencies involved in transition planning while the student is still in school should be identified. That involvement is considered â€Å"agency linkages†. Transition goals and objectives are written. Agency responsibilities should be recorded in the IEP on the Transition Plan. Transition activities (objectives), persons re sponsible for the activities, and timelines are recorded. If an agency fails to fulfill its responsibilities, the IEP Team must reconvene to identify alternative strategies. Transition plans are reviewed, discussed and developed annually. The special education teacher, who completes the Transition Checklist, maintains a summary of transition planning. The Transition Checklist is reviewed and updated annually at the IEP meeting. A copy of the Transition Checklist is provided to the parent / guardian for further reference and planning. To assist in the development of transition plans at the IEP meeting Guidelines for transition services agenda is used. The guidelines outline what should be done before, during and after the IEP meeting. Records Keeping The special education teacher maintains a portfolio for each student, beginning at age 14, or grade 9. The portfolio documents a collection of evidence of the student's skills, abilities, and employment competencies (see your school's Special Education Coordinator or your school-based Transition Coordinator to obtain the portfolio). The student is responsible for participation in the development and maintenance of his / her transition portfolio. Portfolios are maintained as documentation of transition services activities. Adult Agencies An adult agency representative can attend IEP / Transition meetings for students who are 16 years of age, or in the 11th grade, and thereafter, if considered necessary by the IEP Team. An agency representative may attend IEP / Transition meetings for student's age 14 or younger, if considered necessary by the IEP Team. Some students will move from school to adult life requiring little or no more involvement with adult agencies than their non-disabled peers. Examples of such agencies or services are community colleges, vocational technological schools, other post-secondary educational institutions and the military. Other students may require time-limited adult services, such as the Rehabilitation Services Administration (RSA). There are also students who will need ongoing support from adult agencies such as the Mental Retardation and Developmental Disabilities Administration (MRDDA). The IEP Team will determine which services may be appropriate for such students. Adult agencies may include, but are not limited to, the following: * Rehabilitation Service Administration Mental Retardation and Developmental Disabilities Administration * Commission on Mental Health Services * Others Private agencies representation may be invited by parent / guardian or student of appropriate: * College / Community College * Vocational Technical Schools * Adult Education Services/ Training * Armed Forces * Others Transportation for Special Education Transport ation is a related service for special education students when it is necessary in order for a student with a disability to participate in an appropriate educational program. The Multi-Disciplinary Team (MDT) makes individual decisions about transportation during the development of the Individualized Education Program (IEP) and placement. The MDT must consider the following: * Determine a need for specialized transportation and reflect the need in the student's IEP * Review the student's need for transportation at any IEP review * Qualifications for transportation include the following: * Limited sensory or physical endurance Significantly reduced intellectual development; and/or reduced problem solving skills Parents must do the following in order for transportation to be provided for their children: * Provide accurate address information to the Division of Special Education and ensure that it is updated if necessary during the school year * Call your child's principal of any address changes during the school year. It can take 3 to 10 school days to make transportation changes during the school year * Have your child ready when the bus arrives in the mor ning * Meet the school bus in the afternoon. BIBLIOGRAPHY Bullis, M. , ; Cheney, D. (1999). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children, 7, 1-24. Collet-Klingenberg, L. L. , (1998). The Reality of Best Practices in Transition: A Case Study. Exceptional Children, 1, 67-78. Janiga, S. , J. ; Costenbader, V. , (2002). The transition from High School to Postsecondary Education for students with Learning disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, 5, 462-8, 479.