‘Paradise Lost’

Paradise Lost begins and ends with Man, but this is not Man as we know him in daily life, nor indeed as he is usually depicted in literature, but a perfect, pre-lapsarian Man. The primary concern of this epic poem appears to be â€Å"man's first disobedience†2 and the results of that action. However, although Milton uses the word â€Å"man†, it is universally understood that it was not a man, but a woman who disobeyed God and brought about the downfall of the human race. This woman is Eve. Diane Kelsey McColley in her book Milton's Eve asserts that the â€Å"story of our first parents shows woman as flesh, passions, nature, and sexuality seducing man as soul, reason, spiritual virtue and contemplation from his proper relation to God†.3 The portrayal of Eve as primordial temptress is a long-standing one and can be found not only discursively in literary history but also pictorially in art history, and these traditions are perhaps accountable for the reductive opinion of Eve today. Before Paradise Lost, literary accounts of the Fall interpreted the story as male virtue undone by female concupiscence and masculine reason undermined by feminine passion. This blame for Eve as Adam's inferior perhaps originates from the source of the story, the book of Genesis. When God discovered that the apple had been eaten, He inquired of Adam whether he had eaten from the tree of knowledge. Unquestionably accepting his answer that the blame should be heaped on Eve, for it was she who had given it to him, He then proceeded to accuse her for the disobedience: â€Å"And the LORD God said unto the woman, What is this that thou hast done?† (Genesis 3:13) 4 This accusation is directed only at Eve, as God assumes Adam's view that she is the one to blame. When the Lord comes to dealing with punishment for their actions, it would appear that Adam's wrongdoing was primarily in the fact that he listened to and obeyed his wife, as this action is the one God stresses firstly and unnecessarily; with the eating of the apple – and thus the contravening of His law – coming as a secondary citation for punishment: â€Å"And unto Adam he said, Because thou hast hearkened unto the voice of thy wife, and hast eaten from the tree†¦Ã¢â‚¬  (Genesis 3:17) 5 It may be surprising that even after the easing of patristic restrictions on women's liberty resulting from the Reformation, Puritan and moderate Anglican writers still continued to echo the reductive view of Eve and therefore women in general. Such a case is John Donne, who draws on the established authority of the Bible and shares such opinions as: â€Å"†¦ye wives, be in subjection to your husbands;†¦Ã¢â‚¬  (I Peter 3:1) â€Å"†¦ye husbands, dwell with them according to knowledge, giving honour unto the wife, as unto the weaker vessel†¦Ã¢â‚¬  (I Peter 3:7)6 The idea that women are â€Å"weaker†, secondary beings who lack in some way the virtues and the higher intellect of men, is reinforced as an established idea by Aristotle's statement that the female is â€Å"a deformity†¦of nature†¦perhaps rather bad than good†, and Plato's that men are reborn as women if they have been â€Å"cowards or led unrighteous lives†.7 It is perhaps a result of these ingrained ideas, that painters and poets have rarely captured what Milton dwells on in his epic, the innocent pre-lapsarian lives of Adam and Eve, and instead have focused on the temptation and downfall of the first man and woman and its symbols – Adam, Eve, the serpent and the tree. Within these portraits, there can be found many depictions of Eve. She is predominantly wanton in one, and yet frailly dignified in another; but in all can be found an emphasis on her fantastic beauty, which is presented as a glorious attribute and yet a cunning snare – ultimately the source of the loss of the paradisal garden she embodies. McColley discusses some examples of this iconographic tradition in her book, including Raphael's ceiling fresco, Stanza della Segnatura.8 The tree of knowledge stands between Adam and Eve, literally and symbolically the object that divides them. Encircling this instrument of division is the catalyst of the Fall, the serpent, half-hidden in the shade of the tree. Adam, half-sitting, gazes at the tree with his palm outstretched, mirroring Eve's gesture. However, she is standing upright in the dominant position, openly gazing at him with a knowing look full of concupiscence and temptation. It is difficult to observe from the print in the book, but McColley states that not only is the serpent â€Å"half woman; it is a shadowed Eve: the same half-turned face, straight nose, bowed mouth, and rounded breasts, the same hair†¦waved back over the left shoulder and hanging loose on the right, each grasping a limb of the tree, their heads nearly touching, and each bending on Adam the same provocative gaze.†9 This image of Eve as the beautiful and debilitating seductress, akin with the serpent, represents the dark and dangerous side of the Fall and of Eve herself. This representation suggests to the viewer, by linking beauty and sexuality with the Fall, that Eve's qualities were inherently corruptive. If this is the case – and I do not necessarily believe this to be true – then the God who created her and gave her to Adam to be â€Å"fit help†(VIII: 450),10 would be, as the fallen Adam claims, baiting a trap. To see Milton's Fall as the central action of the poem in this way, with pre-conceived ideas of sin and blame falling on Eve's head, would be to see and stress the darkest and most sinister side of each image and allusion that Milton makes. However, if we regard creation and the regeneration of life after the Fall as just, if not more, important, then we shall see patterns of positive and redeeming features in Eve's behaviour and be able to foresee possible redem ption and regeneration. The main areas of contention which surround and shape the ideas both of how Eve is perceived, and her role in the Fall, are her relationship to and separation from Adam, her behaviour during the temptation, and whether she was in a sense ‘fallen' before the event itself. Eve, made from a rib of Adam, is traditionally seen as his inferior, â€Å"not equal, as their sex not equal seemed† (IV: 296)11 and her servitude justified on the basis that Adam is â€Å"for God only, she for God in him† (IV: 299)12. However, although this is echoed in the Bible's â€Å"bone of my bones, and flesh of my flesh†,13 it could be said that the direct distinction in these quotations between Adam's hierarchical position and that of Eve's is only described by the narrator's voice depicting what Satan saw. To analyse the statement in this way then, is to question the validity of Satan's observations and whether his definition of Adam and Eve is to be trusted as correct, and to question whether the narrator is in part responsible for reflecting the expectations of his audience.14 In pre-lapsarian scenes, Milton shows that Eve has a growing sense of responsibility as her understanding of the opportunities of her calling becomes greater. This is evident in her conversational language which combines questioning, reflection, wit and gaiety: â€Å"†¦we in our appointed work employed Have finished happy in our mutual help And mutual love, the crown of all our bliss †¦and this delicious place For us too large†¦ But thou hast promised from us two a race To fill the earth, who shall with us extol Thy goodness infinite†¦Ã¢â‚¬  (IV: 726-734) 15 Even her choice of love for Adam over the narcissistic self-love she revelled in when first in the Garden, and her faithful toil for the God who created her reveals her virtues as a strong, determined, generous and selfless person, so why not, therefore, worthy of being Adam's equal? Although there appears to be an insistence – despite some evidence to the contrary – on the essential masculine authority of Adam, the reader should not be blinded to the fact that Eve is as necessary to Adam's fulfilment as he is to hers. They naturally complement each other and without the other neither would be complete: â€Å"For contemplation he and valour formed, For softness she and sweet attractive grace† (IV: 297-8)16 This complementary nature could even be seen to stretch to a mutual need and dependency: â€Å"†¦I†¦. †¦enjoying thee Pre-eminent by so much odds, while thou Like consort to thyself canst nowhere find.† (IV: 445-48)17 However, this argument is perhaps most reinforced by the narrator's first description of the pair, when Eve is included in all the valued qualities usually solely attributed to Adam: â€Å"Two of far nobler shape erect and tall, Godlike erect, with native honour clad In naked majesty seemed lords of all, And worthy seemed, for in their looks divine The image of their glorious Maker shone, Truth, wisdom, sanctitude severe and pure†¦Ã¢â‚¬  (IV: 288-293)18 This sharing of attributes and the responsibilities inherent to God's first man and woman are also illustrated by the clear parallel of Adam having the power to name the animals (VIII: 350-354) and Eve possessing an equal power to name the flowers (XI: 277). The first parents, as an equal couple, â€Å"perfectly incarnate the proper relations and actions of the two sexes†19. The idea that pre-lapsarian Adam and Eve had a sexual relationship causes much debate amongst critics. Whether such intimate relations were appropriate for the innocent and perfect pair is debatable, but I believe that pure love such as theirs cannot possibly be inappropriate, and that a lack of sexual love would indicate a flaw in their relationship. God created them to be the mother and father of mankind, to ensure continued renewal of life on earth, and so it is with His ‘permission' that they make love: â€Å"Be fruitful, multiply, and fill the earth†¦Ã¢â‚¬  1 (VII: 531) 20 Fertility in Hell is a curse rather than a blessing; it produces tormenting monsters that feed on their mothers' womb, but conversely, fertility is everywhere in Heaven. The reader can â€Å"apprehend it in the light, the fountains, the rivers, the flowers, the dances, and the songs†.21 Raphael tells Adam that the angels, the intermediaries between Man and God, contain within them â€Å"every lower faculty† (V: 410)22 which enables them to enjoy sexual relations themselves: â€Å"Let it suffice thee that thou know'st Us happy, and without love no happiness. †¦we enjoy †¦and obstacle find none Of membrane, joint, or limb, exclusive bars: Easier than air with air, if Spirits embrace, Total they mix, union of pure with pure Desiring†¦Ã¢â‚¬  (VIII: 620-628) 23 This is an example of a purer and loftier union than that of Man, but represents the transcendence of human love between a man and woman, thus rendering it ‘appropriate', natural and credible. When placed in the context of Milton's beliefs and the politics of the times, his conviction that there could be no paradise for man without sexual love seems personal and original. But in doing so, he attacks not only the â€Å"conventional idea that sexual intercourse was a result, (if not a cause) of the Fall, but also prostitution, the Catholic tradition of clerical celibacy, the fashionable tradition of playing with love, and the entire literary tradition of the lyric poet as abject suitor to his disdainful mistress†24. He may be making a political point, but I believe such an idea is fitting and vitally symbolic. They enjoy fertility as ripe as that of the lush Garden which provides them with sustenance, and were created to continue the cycle of Life on Earth, as they themsel ves help to maintain the cycle of Life in Eden. God's instructions to Adam and Eve to tend the garden are used by Milton to explain Eve's temptation when they are separated. This unquestionably gives her a sense of responsibility for the events which take place, but to what extent is a vital source of debate. Adam can be seen to treat Eve as a free being, dissuading her with lucid arguments, rational warnings, and loving tenderness, but he does not constrain her against her will: â€Å"Well hast thou motioned†¦. Yet not so strictly hath our Lord imposed Labour†¦ †¦but if much converse perhaps Thee satiate, to short absence I could yield†¦. But other doubt possesses me, lest harm Befall thee severed from me;†¦ †¦leave not the faithful side That gave thee being†¦ Who guards her, or with her the worst endures.† ( IX: 229-269) 25 A skilled rhetorician, Adam tries to the best of his ability to dissuade her from her decision to divide their labours, but to no avail. Eve, with a determined, â€Å"the willinger I go†26, withdraws from him and continues alone. Perhaps Adam's failure to restrain her forcibly is the root cause of the Fall? Ultimately no one can say, but nevertheless I believe this question to be a valid one, if only owing to the last line of the above quotation. The words are filled with poignancy and foreshadowings of the tragedy to come for the knowing reader, and such a line from Milton is surely expected to reflect the ironic seriousness of Adam's unknowing promise. Therefore, this clearly should cast doubt into the reader's mind as to whether it was Adam as the too-trusting husband who is to blame for not enforcing Eve's expected subjugation to his will, and allowing the possibility of the temptation to actually occur. Eve's behaviour during the temptation and the question of whether she was already ‘fallen' before the event are often inter-linked and become symptoms of each other. The occurrence of her dream and her reaction to it is also an integral part of this issue. E.M.W. Tillyard in the essay ‘The Crisis of Paradise Lost' asserts that Eve has already ‘fallen' before the Fall, by referring to her dream, saying: â€Å"..into the mind of angel or man evil may enter, and, if it is repudiated, fail to incriminate. In the abstract the doctrine may be tenable, but it cannot work in concrete literary presentation. No human being can conceive or represent evil entering a mind quite alien to it†¦ the mere fact of entrance implies some pre-existing sympathy†¦ Eve†¦ does by her symptoms imply that it has touched her†¦Ã¢â‚¬ 27 One could argue that Tillyard's assertion of human being's behaviour is not applicable to Eve as both she and Adam are, as I have already stated, not humans as we know them – but there is also another line of argument to counter this. It could be said that Milton has built into his poem a sustained distinction between pre- and post-lapsarian nomenclature, and it is this device which aids the reader in distinguishing certain features of Adam and Eve's character to illustrate how they have changed from pre-lapsarian innocence into the post-lapsarian, fallen creatures they will become. This also creates an obvious echo between parallel yet contrasting events before and after the Fall. Adam himself describes Eve as â€Å"crooked by Nature† (X: 885) 28, implying that Eve was in fact ‘fallen' before the eating of the fruit, but this is in the post-lapsarian phase of the poem, and his language has deteriorated from the perfect, pure communication he possessed before the Fall into a dualistic, anti-feminine diatribe. This fact could be seen to reduce the credibility of his words, as he no longer holds the power that is associated with his previous ‘Adamic' language. One could agree with the fallen Adam's assessment of Eve, by citing the many comparisons Milton makes between her and infamous temptresses from classical myth. However, not only do the aforementioned goddesses have innocent aspects as patronesses of natural fertility, (just like Eve in Eden), this reductive portrayal by Milton would commit a terrible blasphemy, contradicting his faith, by blaming God for her sin because he created her innately flawed. What the reader witnesses throughout the temptation is a contest (unconscious on her part) between Eve and Satan for â€Å"the authority to interpret pre-lapsarian language†29. The serpent first stakes a claim upon Eve's language through the seeming miracle of being capable of speech: â€Å"†¦he glad Of her attention gained, with serpent tongue Organic, or impulse of vocal air, His fraudulent temptation thus began.† (IX: 528-5531) 30 The reference to his communication as organic would infer to the reader that it is natural, and the language of pre-lapsarian Eden. However, although Eve is seduced by this into believing it to be true, the reader alone – owing to the description of it as an â€Å"impulse of vocal air† – knows it to be false. The reason this is so is because Satan already has the knowledge of good and evil, and is therefore incapable of the untainted speech of Eve. In this way, therefore, I do not believe that Eve can be seen as already ‘fallen', for without a previous acquisition of ‘knowledge' Eve could not realise that the words of the serpent were that of an evilly corrupted version of her own. Eve's wonder at this apparent ‘miracle' creates a dangerous moment for Satan, one in which he must exercise special vigilance. However, it is an opportunity she misses, and he turns it into his advantage by attributing his power to the forbidden fruit. In the world of Eden, where Adam's birthright of the power to name the animals with a pure and natural speech conveys enormous power, language is knowledge and this is how Satan gains his power. Temptation was not a new idea for Milton. He wrote a Puritan masque, originally entitled A Masque Presented at Ludlow Castle, 1634, but popularly known as Comus. The theme of the masque is â€Å"the death of false pagan values when they are opposed by Christian virtues†31, and, like Paradise Lost, is concerned with the process of temptation and the power of evil to corrupt innocence. The vital difference between the two, however, is that the central female character, The Lady, does not succumb to the machinations of her would-be tempter: â€Å"COMUS: This will restore all soon†¦ LADY: †¦'Twill not restore the truth and honesty That thou hast banished from thy tongue with lies.† (lns 689-692) 32 It could be said that the reason for Eve to Fall when The Lady does not is that she was innately flawed, a bait for Adam designed by God, or merely an inferior and weak female. I believe however, that the reason for Eve's Fall is to signify redemption and regeneration. Paradise Lost was published in 1667, having been written in a period of great social unrest. The government believed to be God's government by Milton and his fellow Puritans had collapsed in 1660 with the Restoration of Charles II. This raised moral questions which I believe in part to be responsible for Milton's questioning about the â€Å"ways of God† (I: 26)33, and which resulted in the exploration in this poem of a God who does not intervene to stifle evil. The brief image of the labourer returning home after a day's work in the fields at the end of Book XII of Paradise Lost is â€Å"especially effective, a moving evocation of the life and toil and poverty and weariness and also of homely satisfactions – all the common experience of humanity which Adam and Eve must now face†.34 Eve, though fallen, is in the process of regeneration, and, just like the political climate of Milton's era, can resume development of her pre-lapsarian virtues, though now through pain and â€Å"woe† (I: 3).35

An Enigma; the Sleeper; a Raven: Edgar “Allan” Poe

Dark, depressing, morbid, or simply unusual†¦ a single name can bind all these words together. That name belongs to Edgar Allan Poe. For English students, scholars around the world, and the common dark, poetic romanticist, that name means a lot more. â€Å"Poe† is an icon, a person that the aforementioned people aspire to, or just a mysterious person whom will never be understood past his death. The name â€Å"Poe† to these people refers to a disturbing poet, a previously run-down short story writer, a hated critic, and an unappreciated author of several volumes of novels.If someone mentions â€Å"Poe†, they would immediately think of Edgar Allan Poe. As mentioned before, Poe was a very mysterious person whom many researchers still try to figure out to this day. The reason to his eerie works is thought to be due to the numerous failures and losses he’s faced in his lifetime. Whether it was because of innumerable losses, inopportune death, or if he was just simply ill in the head, Edgar Allan Poe did a great deal for scholars around the world, and English literature today. On January 19, 1809, in Boston, Massachusetts, actress Elizabeth Arnold Hopkins gave birth to a healthy boy; his father, David Poe Jr. ave him his name Edgar Poe after himself. However, the young Edgar was only together with his biological parents for a short time, as they broke up in 1810 due to David Poe leaving the family (Edgar Allan Poe Biography). A year after, his mother died from pulmonary tuberculosis, a bacterial infection within the lungs. A few days after his mother’s death, Edgar was informed of his father’s sudden death from an unknown cause. After going through these inopportune deaths, toddler Edgar was adopted unofficially by Frances and John Allan, a couple of wealthy merchants in Richmond, Virginia.In 1815, the awkward family moved to England, and Edgar was schooled at Chelsea (Edgar Allan Poe Biography). There in England, Edgar was first introduced to gothic fiction. At the time, gothic fiction was slowly declining in popularity as a favorable literature genre, being replaced throughout the years by historical romance with works from authors such as, Sir Walter Scott. However, the casual reader and many literature critics now think that they had severely overlooked many should-be famous works and that gothic fiction had just begun to mature into its most creative period (Gothic fiction).From 1816 to 1820, Poe often moved between schools across England and lived with his adoptive family, even shortly after his registration documents have been collected. In 1826, Poe was given a sizeable sum of money from his foster father and was schooled at the University of Virginia. Though he was academically superior, Poe was removed of his registration after merely three semesters due to unpaid debts from his drinking binges and gambling (Polito). In 1827, Poe enlisted in the U. S. Army under the name â€Å"Edgar A. Perry† and published his first book, Tamerlane and Other Poems, from the pay he received there.However, it received little attention and received no critiques (Quinn 129). While serving in the military, Poe’s foster mother, Frances Allan, died. After only serving two years in his enlisted five in the U. S. Army, Poe was discharged after serving only two of five of his enlisted years and visited Richmond the day after her burial. Soon after, he moved to his aunt’s home in Baltimore and stayed there with her children (Polito). In December 1829, Poe wrote yet another book, Al Araaf, Tamerlane and Minor Poems. This book was also unrecognized (Quinn 165).Poe enlisted into West Point Academy in March 1830, but stood for merely half a year. He dismissed himself through an intentional court martial in February 1831, but released a third collection of poems, simply titled Poems. The volume was dedicated as thank you to many cadets at West Point for helping fund 75 cents e ach for the publication of his book (Quinn 174-176). Soon after leaving the military, Poe started in his publishing career. In 1835, he became an editor and critic for the Richmond newspaper, Southern Literary Messenger.He brought 12-year old cousin Virginia Clemm, whom he married in 1836, and his aunt along with him (Edgar Allan Poe). His popularity as a writer began to grow over the ten years spent as an assistant editor for the Messenger. Poe is known for editing literary journals such as Philadelphia-based Gentleman’s Magazine, Graham’s Magazine, and New York-based Broadway Journal (Polito). Though receiving a tremendous work load, Poe was financially unstable, yet he was able to continue writing and his works garnered praise and built his reputation even further (Edgar Allan Poe).During this time, Poe had published some of his most well-known works such as â€Å"The Raven†, â€Å"The Tale Tell Heart†, and â€Å"The Fall of the House of Usher† (Polito). In 1842, Poe’s wife, Virginia Clemm showed symptoms of tuberculosis. Under stress from his wife’s ailment, Poe was induced with heavy drinking and extreme depression. When Broadway Journal disbanded in 1846, Poe and his wife relocated to The Bronx, New York, where Virginia soon died on January 30, 1847 (Edgar Allan Poe Biography). Poe’s demise is still mysterious and under conjecture even to this day.The only thing known about his death is that he was found on the streets of Baltimore in early October of 1949, delirious, and in a drunken rage. He received treatment at Washington College Hospital on the third, but died merely four days later. Edgar’s last words were, â€Å"God help my poor soul! † (Quinn 639-640) Edgar Allan Poe’s literary prowess and works left a memorable impact on English literature, specifically in the detective fiction and horror genres (Polito). Poe is credited for â€Å"crafting† the modern short story . Art for art’s sake† came from the editor Poe, stemming from his vigilance in critiquing the style and structure of literary works placed in front of him (Polito). His works were recognized internationally, where even Charles Baudclaire had begun to translate Poe’s works into French, which is why the French culture holds a place for Edgar Allan Poe. He was certainly one of the first American authors to have become more honored and known in Europe, than in the United States where he settled (Edgar Allan Poe Biography). The beloved book character, C.Auguste Dupin from Poe’s early detective fiction works such as â€Å"The Murders in the Rue Morgue† became the character model of future fictitious detectives. As quoted by Sir Arthur Conan Doyle, â€Å"Each [of Poe's detective stories] is a root from which a whole literature has developed†¦ Where was the detective story until Poe breathed the breath of life into it? † (Long) To this day, Poeà ¢â‚¬â„¢s works are still introduced in modern classrooms. Not because his writing is famous, but because his writing points something new out to every reader. Though famous for writing foreboding, depressing, or lain confusing, he’s always published numerous works depicting hope, passion, and happiness (Edgar Allan Poe Society of Baltimore) Edgar Allan Poe’s mastery of technique and poetic diction appeals to every one of his readers. Every time someone reads Poe’s works, the reader is able to immerse themselves in his stories, and they leave, learning something new about them, something they had never known before. Works Cited Long, Karen R. â€Å"On Eve of 200th Birthday, Edgar Allan Poe Still Chills Leaders. † The Plain Dealer. 18 Jan. 2009. Web. 21 Mar. 2012. ;http://www. leveland. com/books/index. ssf/2009/01/on_eve_of_200th_birthday_edgar. html; â€Å"Edgar Allan Poe Society of Baltimore – General Topics – Edgar Allan Poe’s Endu ring Fame. † Edgar Allan Poe Society of Baltimore – The Life and Writings of Edgar Allan Poe. N. p. , n. d. Web. 21 Feb. 2012. ;http://www. eapoe. org/geninfo/poesfame. htm; â€Å"Edgar Allan Poe Biography. † Encyclop? dia Britannica, Inc. Bio. com. A;E Networks Television. Web. 21 Mar. 2012. ;http://www. biography. com/people/edgar-allan-poe-9443160; â€Å"Gothic fiction. † New World Encyclopedia, . 9 Aug. 2008. Web. 21 Mar. 2012. ;http://www. newworldencyclopedia. org/p/index. php? title=Gothic_fiction;oldid=794623; â€Å"Edgar Allan Poe. † Mystery Net. com: Online mysteries, mystery games, mystery books. N. p. , n. d. Web. 21 Feb. 2012 ;http://www. mysterynet. com/edgar-allan-poe/; Polito, Robert. â€Å"Edgar Allan Poe- Poets. org – Poetry, Poems, Bios ; More. † Poets. org – Poetry, Poems, Bios ; More. N. p. , n. d. Web. 21 Mar. 2012. Quinn, Arthur Hobson. Edgar Allan Poe, a critical biography, . New York: D. Appleton-Century Co. , 1941. Print

Market Analysis for Skating Service Park Essay Example | Topics and Well Written Essays - 1250 words

Market Analysis for Skating Service Park - Essay Example The first problem is to conduct the research so that we can get as much of information as we could, we should do park intercepts and we can ask people numerous of questions regarding their outing, we can also find young boys and girls and also men aging from 10 to 35 in so many places such as markets, malls, and also the other skate board parks in Houston which are nearly thirty, we can provide them with questionnaires and ask their advice on their level of liking or disliking the idea of a new park. The research should be conducted through a proper questionnaire and the target audience or the respondents should be majority of males looking young and energetic and also people who are quite fit because the service would be used mostly by people who are fit, for the purpose of conducing research the best possible solution is to look for people in the near by parks such as parks in Bellaire and other areas, the other places would be malls and entertainment places such as game zones, and also the people on road skating can be questioned, the service is having few qualities and strengths that should be clearly mentioned in the questionnaire and also the questionnaire should not be prepared in a way that can give the audience a hint for the desired answer, there are also few things that should be noted without questioning them in the question paper such as the gender and area where the research is conducted or park name can also be used to identify the responses from people of that pa rticular park, it has been said by Bassett in 1992, "Service must be found at or near the customer. Decentralization is indispensable. Corner grocery stores, once a feature of every city, are returning in the form of "convenience" stores. Personal Service from hairdressers or barbers has always been dispersed into local neighborhoods"(p. 28). and also the ratio of research from male to female should be 70 to 30 respectively, because we have more to find out in the male users which are far more than female in the service offered. Questionnaire What's your age group a. 8 - 14 b. 15 - 21 c. 22 - 28 d. 29 - 35 Do you like skating a. Yes b. No (proceed if Yes) Where do you like to skate a. Parks b. Roads c. other Which is your current park for skating _____________ Which area can you reach easily for skating ____________ What do you think about the services the park (for skating) is providing you a. Excellent

A Pictogram Is Worth a Thousand Translations Essay

A Pictogram Is Worth a Thousand Translations - Essay Example ticular personalities concerned are implementing ways to make fingerprinting, among other equally not-so-harmless requirements, a more pleasant and comfortable experience for people who are not very familiar with it. For example, pictures and symbols have replaced textual instructions in posters and signages found throughout international airports. In addition, such activities are also being standardized by the agencies concerned so that international travelers will go through the same procedure in every country. As somebody who frequents airports, it is certainly daunting on my part to have to go through certain â€Å"security measures† before granted passage. These requirements, especially if existing only in selected airports, makes me feel more uncomfortable rather than more secure. Add to this the fact that some security personnel do not even take the time to explain the necessity of the procedures being done. It may also be embarrassing to have to perform a particular security check and end up doing it correctly because no clear instructions were provided in the first place. With that, I think the efforts to make international airports more culturally sensitive are commendable. The use of symbols and pictures as part of the instructions is definitely a welcome change because these symbols are more universally understood than, say, the English language. It should also be noted that such a move be done not only in international airports but also in other places with a high traffic of international personalities such as supermarkets, parks, and schools. The move to make prints adhere to a uniform standard that is the same on a global scale is another pleasant piece of news. One should realize the fact that threats to one’s security no longer just come from one’s immediate community but from an international scale as well. With the standardization of fingerprinting, coordination among different countries will be much easier to accomplish. Overall, the

Hoggy's Restaurant Experience Essay Example | Topics and Well Written Essays - 750 words

Hoggy's Restaurant Experience - Essay Example I was disappointed and frustrated by a recent experience at Hoggy’s Restaurant. I had very high expectations.   Numerous visits to the restaurant with family and friends led me to anticipate that the food would be served at the right temperature, that it would be tasty and delicious, the service would be prompt and attentive, and the restaurant would be clean and organized.   I had never had a negative experience with this restaurant chain, or with this particular location.   My most recent visit changed their winning streak, however.   The experience was poor, and I am unlikely to return to this location.A friend and I visited the restaurant over lunch.   We were not in a rush and were looking forward to a pleasant meal in great company.   Upon entering the restaurant, we noted that it took several minutes before someone greeted us and led us to a table.   On past visits, the hostess greeted us within a minute, so this was a surprise.   In fact, it took so lon g that we joked that they had closed the restaurant and had forgotten to lock the door.After the hostess led us to a table and provided us with a menu, we waited another five minutes before the waitress visited our table and took our beverage order.   This was frustrating, because we had picked a time to visit after the standard lunch rush time, and the restaurant was not busy.We received our drinks, gave the waitress our order, and visited with each other until the waitress returned with our food.   She placed the plates in front of us and indicated that she would get drink refills for us.   My friend started eating, but as soon as I picked up my sandwich, I noticed a long, black hair lying across the top of it.  

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 2000 words

Annotated Bibliography - Research Paper Example The article covers the basic theories, training and development in connection with human resource development. The strategies of HRD and technological challenges faced by the managers of HRD in the period of globalization are also included in this article. 2. International Labor Organization, (2001). Introduction. Human resources development, employment and globalization in the hotel, catering and tourism sector. Retrieved April 22, 2011, from http://www.ilo.org/public/english/dialogue/sector/techmeet/tmhct01/tmhct-r.pdf This article deals with the Tripartite Meeting on Human Resources Development, Employment and Globalization in the Hotel, Catering as well as Tourism Sector. This article will be helpful for the person who is related with these sectors. It will be helpful for an individual who is expecting to deal with these sectors in future. This article deals with human resource development related to labor productivity, career development, different forms of work organization exi st in hotel, catering and tourism industry. This article also highlights the training methods, techniques, importance of training and skill required for working in these sectors. The article also focuses on the recent development which has taken place in these three sectors along with the factors that drive development in internationalization of tourism services and travel of tourist. 3. Swanson, A. R., (1995). Human resource development: performance is the key. Forum. Retrieved April 22, 2011, from http://cmapspublic.ihmc.us/rid=1217113903859_1440042561_12670/Overview%20of%20HRD%20-%20Swanson.pdf This article focuses on the three major options for viewing human resource development which include views of human resource development, theoretical basis of HRD and visual image. This article generally focuses on the leader of human resource development and their role in the organization. The three major ingredients of the article have also been emphasized on the business process in the organization. The article will be helpful for the leader and managers in the organization as it discusses about the overall HRD performance of the organization. The carious theories of HRD are also included in this paper. 4. Werner, M. J. & DeSimone, L. R., (2009). Preface. Human resource development. Retrieved April 22, 2011, from http://www.cengagebrain.com/shop/content/werner78741_0324578741_01.01_toc.pdf The article seeks to define about the theory, practical experience and research associated with HRD efforts. This article is advantageous for managers, students and the professionals of HRD to attain knowledge along with experience. This article will also be beneficial for undergraduate as well as graduate courses in business management, educational administration and various other fields. The article discusses about the complete field of HRD along with skill training towards career development in addition to organizational development. This article focuses on the line managemen t and HRM in relation to HRD. This article may provide broad concepts to the managers along with supervisors who possess limited experience of human resource development. This will help them to grow and to become trainer together with developers and also to develop into an informed consumer of HRD of organization. 5. Taylor & Frances, 2011. Human resource d

To what extent is deeper European integration in the national interest Essay

To what extent is deeper European integration in the national interest of Britain today - Essay Example In brief the different conceptions are: How does the term 'Europeanization' differ from 'European integration' This is a complex theoretical debate without a definite answer. My personal opinion is that European integration focuses on the process f institution building and political integration at the European level more so whereas, the phrase Europeanization is more all encompassing and is used to analyse the dynamics f European integration, how it occurs and more importantly how it impacts on the domestic politics f member states. Some academics believe that the two definitions are interchangeable and the term Europeanization should be scrapped so as to avoid further conceptual confusion. (Smith 2003, 14-16) I think all the five definitions have some relevance in helping to conceptualise the term but I particularly think that an analysis f 1) and 2) are the two most important elements to help understand the transformations currently taking place in the EU. Combined they provide a two way analysis; 'top down' and 'bottom up' allowing us to examine the interplay between the EU system and the British polity which is said to be "characterized by complex feedback loops". These loops reflect the complex interaction f global, European, national and sub-national processes. Similarly, I have conceptualised the Europeanization f UK politics as a two-way process with a slight emphasis on the downward causation from EU to domestic structure: "a process whereby domestic politics becomes increasingly subjected to European policy-making". This is a broad yet useful definition which can focus on the EU becoming part f the 'organisational logic' or administrative practices f the UK government (Evetts 1998, 438-440; Knill, 2001) and it can also include the informal rules, beliefs, paradigms, styles, ideologies and culture that infiltrate through to the member states. I will examine the extent to which this process has occurred and look at limiting factors such as globalisation and xenophobia. The domestic impact f European-level institutions The multitude f processes and mechanisms involved in EU development mean that member states are transformed differently across domestic institutions and policy areas. Policy issues There has been increased interest in European policy implementation over the course f the 1990's. Policy implementati

Processing and Packaging of a Specified Prepared Chilled Food Product Essay

Processing and Packaging of a Specified Prepared Chilled Food Product - Essay Example This essay approves that the appropriate storage conditions labeled on packed chilled food further minimizes the risk of microbial contamination after processing and packaging. The declared minimal shelf life may be lost when improper storage conditions are used or when the storage conditions are not mentioned on product. Maintenance of appropriate temperature and sterilized environment during pre-processing and processing steps followed by controlled sterilized and chilled atmosphere during packaging and storage results in the effective storage of packed food. The regulation of temperature and sterilized conditions throughout, retards many of the risks generated due to microbial, physical, chemical and biochemical factors. The distribution of processed and packed chilled foods at low temperatures (i.e. refrigerating temperatures) after controlled packaging ensures safety and quality of food at the time of consumption and therefore, must be monitored throughout distribution chain. This report makes a conclusion that the contribution of chilled temperature environment plays a significant role in dealing with the identified microbiological, physical and chemical hazards that have potential to spoil packaged chilled food items. Furthermore, it’s the proper maintenance of sterilized conditions following strict inspection of quality of raw materials that ensure the production of safe food. The regulation of refrigerating temperatures during distribution and storage is equally important as chilling temperature prevent growth of microbes on pasteurized processed food.

Neural basis of game theory Essay Example | Topics and Well Written Essays - 500 words

Neural basis of game theory - Essay Example Various neurobiologists’ research employs the use of game theory to investigate the neural foundation of decision making; and proposes that the social characteristics of social decision making mirrors the purposes of the brain areas that responds to reward evaluation and reinforcement learning. The game theory appears as having evolutionary and growth stages that end up affecting the reasoning of different groups of people (Glimcher, 288). Game theory situation involves the process of decision making, where the results depend on the choice made by the players in question. The word game comes from any occurrence with negative or positive outcomes influenced by the choice made by the player; while sometimes the decision is based on chance (Glimcher, 290). The game theory evolved from different studies done by different researchers over a period of time. In 1921, a French mathematician named Emile Borel, issued numerous papers tackling the theory of games using poker as exhibition. Later in the year 1928 another paper by John Von Neumann was published. Subsequently, the year 1944, John Von Neumann and Oscar Morgenstern collaborated and discovered the theory of games and economic behavior. There appears a significant level of growth in the theory of games when, Prisoner’s dilemma comes into play in the year 1950, which introduced the dominant strategy theory. The 1953 marks the introduction of the answer to non cooperative games which comes in play as a result of evolution of Nash equilibrium. In the years 1970, the theory gains extensive application and biology with the growth of evolutionary game theory. The year 2007 marks its extensive use in almost field for decision making intentions; the software that tracks down terroris ts uses the theory of games (Glimcher, 305). The theory assumes that the player appears rational;

Are many of lufthansas challenges identified Essay Example for Free

Are many of lufthansas challenges identified Essay Are many of lufthansas challenges identified in the case similar to those being experienced by other businesses in todays global economy? By iJazwahid RWC 2: Lufthansa: Taking Mobile Computing to the Skies While Keeping the Mobile Workforce Connected 1 . Are many of Lufthansas challenges identifies in the case similar to those being experienced by other businesses in todays global economy? Explain and provide some examples? While the specifics of each challenge are particular to Lufthansas situation, many are hared by other global organizations. Examples could include: Provide a mobile workforce with equipment that fits their needs while it does not get in the way of accomplishing their objectives (not only technical specifications, but also upgrades and updates, stability, etc) Distribute training and other non-directly value-adding activities during non-productive periods both to maximize efficiency and reduce downtime Provide adequate support to mobile operations while keeping a tight lid n cost and being able to Justify the investment Redefine processes to accommodate new mobile technologies and needs of a distributed workforce including communication, meeting and decision making practices 2. What other tangible and intangible benefits, beyond those identified by Lufthansa, might a mobile workforce enjoy as a result of deploying mobile technologies. Explain. Examples could include: Increased, all-around, communication, both with the organization and with personal relationships (family, friends, etc). Especially important for a highly mobile workforce such as airline pilots. Remote access to corporate applications, important since increasingly more of the employees interaction is self-managed (payroll systems, expense reports, etc. ) More productive time spent at customer locations and streamlined order taking and processing Ability to timely collect and report data on the competitive environment, both for the own organization and competitors (prices, volume, advertising, etc)

Erickson’s Theory of Psychosocial Development Analysis

Erickson’s Theory of Psychosocial Development Analysis Psychology 1: Development and learning Identity verse confusion An adolescent is a person who is currently in the process of developing from a child into an adult. This process involves many social and physical changes that challenge the adolescent. It is in this stage that a person forms their identity. This time period has been defined by Erik Erikson as Identity verse Confusion. This period can be particularly challenging and in a post-Apartheid South Africa, adolescence are finding this stage more challenging than in the past. (Bray, Gooskens, Khan, Moses Seekings, 2010) Erick Erickson’s theory of psychosocial development is one of the few developmental theories that does not restrict development to a specific age group or time period, but rather he suggests that development is a continuous process that spans the entirety of human life. (Comer, Gould Furnham, 2013) His theory is broken into 8 distinctive stages. In order for one to progress from one stage to the next a person must complete the challenge or crisis associated with that stage. Erickson’s places particular emphasis on the adolescent stage (ages 12 -20) identity verse confusion. (Comer, Gould Furnham, 2013) Erikson believed this stage was particularly important in the sense that it was at this stage that one builds social relationships, finds a sense of belonging and decided the general direction of their life. He also believed once this stage was completed one could move on to the next stage Intimacy vs Isolation. (Ages 20 – 30). This stage is considered young adul thood and associated with finding a life partner, settling down and falling into your job role. (Comer, Gould Furnham, 2013) In the earlier stages of Erikson’s theory, a child’s identity is primarily based on identification with role models. (Thom Coetzee, 2004) However during adolescence there is need create a sense of autonomy and as a result the adolescent moves away from the parents and role models and looks toward peer groups for guidance and support in their search for identity (Allen Land, 1999). The adolescents also begin to question previous ideologies that they had acquired throughout childhood and begin to retain and identify with opinions that assimilate into their new world views. (Thom Coetzee, 2004) However Erikson’s theory does not consider how different cultures, classes and genders differ in this developmental process. In a post-Apartheid South Africa there is a significant difference between say how an African and a Caucasian adolescent develop due to cultural differences and expectations (Thom Coetzee, 2004). There is also a difference between males and females, as well as those who live in lower socio economic circumstances in comparison with those who occupy the wealthier socio economic station in life with in South Africa. (Bray, Gooskens, Khan, Moses Seekings, 2010). Erick Erikson’s theory is focused on a western perspective of development and therefore as result as I as a white, middle class, educated female, fall within the bounds of his theory. Erikson believes that the conflict that adolescents must overcome is the conflict between identity and role confusion (Comer, Gould Furnham, 2013). They have to begin making decisions that will affect their life in the future, for example whether to attend university or go straight into the work force as well as opinions such as political views and religious views must also develop. (Comer, Gould Furnham, 2013). This I can strongly relate to and as an adolescent I grappled and still grapple with these challenges. In my matric year these questions of my future where most prevalent, choosing a degree and a university was the first major conflict that I faced and it is one that took almost the entire year to overcome. The pressure to choose a socially acceptable degree, that still is within my skill set and what I love to do was a challenge, naturally my parents were drawn to the idea of me perusing a degree in commerce that would be practical. However I had formed my own opinion and as Allen and Land (2010) mention I began to question previous ideologies set out by my parents, that they had acquired throughout childhood and begin to retain and identify with opinions that fitted more in line with what I believed. As a result I chose a degree and a university that would fit my views and as a result I’m perusing a Batchelor of Arts degree, successfully overcoming that challenged. Furthermore in 2014 my political views were also challenged as it was an election year. Having just turned eighteen I was permitted to vote for the first time and as a result I had to question and form a knowledge base of who and what I needed to support before I cast my vote. These challenges where overcome eventually overcome by active seeking of information. Erickson expresses a great importance is placed on per groups during this period of adolescence and as a result I found myself turning to my close friend groups for advice on both challenges. However this process cannot apply to all adolescents within South Africa. South African adolescents have all been subjected to socio-political changes in recent years and as a result they are forming identities in a society that is itself undergoing a transformation (Thom Coetzee, 2004). As a result adolescents may experience a dual identity crisis, their individual as well as a cultural crisis (Kilpatrick, 1974 as cited in Thom Coetzee, 2004). An example of this is seen within the black adolescent group. During Apartheid many black adolescents identified with groups with strong social and cultural identities (Kilpatrick, 1974 as cited in Thom Coetzee, 2004). The black adolescents all experienced the same oppressive conditions under the apartheid regime and as a result formed a common group identity. It could be said that this structured group identity model continues to serve as a clear frame of reference in this post-Apartheid era (Thom Coetzee, 2004). However since 1994 South Africa has been governed by a democratic system, eliminating the factor of oppression. Therefore African cultures are now recognised and dignified and as a result young black South Africans can accept their culture with pride. Making it possible for these adolescents to choose the direction of their lives without the overhanging factor of oppression allowing for a more personal choice of identity rather than a group identity (Thom Coetzee, 2004). However it could be said that this newly found social freedom could be contributing to role confusion within black adolescents. Since the end of apartheid new role models and economic structures have been formed and as a result South Africa is becoming increasingly more globalised. this has affected the black adolescence in the fact that they two are becoming globalised and as a result they are merging their cultural roots with western ideals. This however may isolate them from their cultural backgrounds and elders and therefore leaded to confusion on where they belong (Early, 2008) Other factors that can affect adolescent identity development that are not considered by Erikson’s theory is gender and social demographics. Again due to the previous Apartheid regime many young South Africans have been subjected to the effects of a history of legitimised power relationships between racial groups and the culturally inscribed gender roles that accompany it (Bray, Gooskens, Khan, Moses Seekings, 2010). As a result there are different expectations that are placed on males and females, even within the same cultural groups. An examples are boys, especially in poorer socio-economic arears, who are expected to conform to the ridged definition of masculinity. This is a result of the absence of jobs, and recreational activities for the young men and therefore these men must prove themselves in alternative fashion, often resorting to violence (Bray, Gooskens, Khan, Moses Seekings, 2010). As stated previously Erickson believed that during this time of adolescence peer relationships become increasingly important in the adolescence search for autonomy. (Comer, Gould Furnham, 2013). However even these peer relationships are affected by race, gender and social standing and as the adolescent begins to explore the possibility of romantic relationships and sexual relationships these factors again play a role (Bray, Gooskens, Khan, Moses Seekings, 2010). For example adolescences within African neighbourhoods report to have more sexual relations then those in poor coloured neighbourhoods. Those in poor neighbourhoods stated that they had more sexual relations then those in wealthier coloured neighbourhoods and those in wealthier coloured neighbourhood’s sates that they had more sexual relations those in white neighbourhoods (Bray, Gooskens, Khan, Moses Seekings, 2010). This shows how demographics and race affect your relationships and ultimately your identity. The examples above show how within South Africa there is a diverse range of what adolescent development entails. However they have not expressed what the basic skills and values that are necessary for the resolution if an identity crisis James Marcia expanded on Erick Erickson’s theory of psychosocial development theory. He suggested that there where a combination of explorations which involve active questioning aimed at making decisions about goals and values and a commitment to those goals and values (Comer, Gould Furnham, 2013). He determined that there were four identity statuses: foreclosure, identify diffusion, marorium and identity achievement (Waterman, 1982). Identity foreclosure relates to when a commitment is made without exploring any alternatives to that commitment. Often adolescents who fall in to this category base their beliefs solely on their parent’s values (Comer, Gould Furnham, 2013). Often this is seen in adolescents who identify greatly with their parents prior too or during adolescents (Waterman, 1982). These adolescents have not successfully overcome the identity crisis. Identity diffusion is when some adolescents become overwhelmed by the task of identity development and neither make commitments nor explore. They have little interest in identity status and often do not undergo an identity crisis (Comer, Gould Furnham, 2013). These adolescents will have for the most part permissive, neglecting parents and therefore will have difficulty in successfully resolving an identity crisi s (Waterman, 1982). Identity moratorium is a status of indivulaus who are currenty in a crisis who is still exploring identity commitments. These individuals have not yet overcome the crisis and may either fall in the identity diffusions status not making any commitment at all or may fall in to the identity achievement status (Comer, Gould Furnham, 2013). Identity achievement is the status of an individual who has successfully overcome the crisis they have undergone exploration and have made a commitment (Comer, Gould Furnham, 2013). The increased availability of role modles will greatly aid in the formation of stable commitments. A successful adult role model may serve as a example on how to overcome challenges and difficult situations. Furthermore Parents who they themselves have successfully achieved identity achievement will help nurture this value in their child (Waterman, 1982). Therefore in conclusion it can be said that within a South African context psychosocial development, especially identity verse confusion is experienced differently depending on race, culture, gender and demographics. it can also be said that not all adolescents experience the psychosocial crisis within this stage and therefore many do not fall in to the identity achievement status.

College Sports - Women in Sports and Title IX Essay -- Argumentative P

Women in Sports and Title IX Since the 1972 conception of Title IX of the Education Amendments, the number of women participating in intercollegiate athletics has increased five-fold, from fewer than 30,000, to more 150,000 in 2001. However, more than 400 men’s athletics teams have been dismantled since Title IX, the law forbidding sex discrimination at institutions receiving federal funds, became law. Some would say this is due, in part, to Title IX enforcement standards like proportionality. Proportionality requires that an institution’s athletic population must be of an equal ratio to its general student body. Among some of the 400-plus teams dismantled by Title IX are several former Colorado State University teams including wrestling, baseball, gymnastics, men’s swimming and diving, and men’s tennis. CSU student athletes no longer sport the opportunity of participating in these activities at the NCAA Division I level, and the days of the student body rooting for their ram team s are gone, possibly forever. Now the search is on to find a solution to the problems associated with Title IX if, indeed, a solution is ultimately necessary. The debate over Title IX is a complex one, with many sides relentlessly attacking each other’s approaches regarding the law. The Title IX advocates, largely comprised of women’s organizations such as the National Women’s Law Center (NWLC), take the approach that the law is the major reason women have achieved somewhat equal opportunities in athletics. The NWLC contends that abolishing Title IX would undo years of progress so far achieved. In sharp contrast with the Title IX advocates are the Title IX opponents, who are largely comprised of the National Wrestling Coaches Association (... ...as images of the gloried days past. Works Cited Coniff, Ruth. â€Å"Title IX: Political Football.† Nation Mar. 2003: 19. Davis, Michelle R. â€Å"Title IX Panel Contemplates Easing Proportionality Test.† Education Week 11 Dec. 2002: 22. Epstein, Richard A. â€Å"Just scrap Title IX.† National Law Journal 24 (2002): 35 Gable, Dan. â€Å"What to do with Title IX.† Sporting News Feb. 2003: 7. Robinson, J., Peg Bradley-Doppes, Charles M. Neinas, John R. Thelin, Christine A. Plonsky, and Michael Messner. â€Å"Gender Equity in College Sports: 6 Views.† Chronicle of Higher Education 6 Dec 2002: B7+. Salant, Jonathan D. â€Å"NCAA president opposes changes to Title IX anti-discrimination law.† Washington Dateline 4 Mar. 2003: Sports 1. Will, George F. â€Å"A Train Wreck Called Title IX.† Newsweek 27 May 2002: 82. â€Å"Women and sports.† Christian Science Monitor Apr. 1995: 20.

Chicanos Essay -- Mexican American History Culture Race Essays

Chicanos With the advancements in technology today, the process of learning has become easier. Instead of just reading, one can look at video documentaries or web sites to acquire information they need or want. In my Latinos in the U.S. class, we have access to all types of information in our quest to learn about Mexican-American history. By reading Zaragosa Vargas= Problems in Mexican-American History, looking at the Chicano Park web site and viewing part one of the Chicano! video documentary, I have encountered a variety of representations of Mexican-American history. However they are not all of the same quality for the video and web site do not give as much information as the readings in Vargas= book or the class lectures and discussions do. Both the video and web site touch on a very small portion Mexican-American history, however, they only refer to the Treaty of Guadeloupe Hidalgo established in 1848 and that Mexicans are of Aztlan heritage. Chicano Park, is an area seventeen miles north of the United States-Mexico border in San Diego County. It was established in 1905 as Logan Heights and became known as Barrio Logan by the large Mexican population that exists in it. This population has a distinguished history that is told in the web site. One may think that this is the history of all Mexican-Americans, but it is not. The effect of certain events that occurred in Mexican-American history on this community and California, such as the Chicano Civil Rights Movement and the Chicano Moratorium march against the Vietnam war, is addressed. The major outcome of these events emphasized by the web site is the influence it had on art in the Mexican-American culture. However, the history and other effects on al... ...liable, which just coincides with the fact that so many people have access to the web and can post anything they want to, so who knows if it is really worth believing. The video, on the other hand, is a good educational tool because it shows actual footage. The only fault is that it does not tell the whole history which might make it a little difficult to understand. Lastly, the textbook is the best source because it contains actual documents from time periods throughout the whole Mexican-American history, from the beginning to the present which is what gives us a full understanding of the events that occur. Bibliography Chicano! (Part1) -- http://www.pbs.org/chicano/index.html Chicano Park-- http://chicanopark.org/ Figueroa, Luis. (Lecture Notes) Zaragosa Vargas. Major Problems in Mexican American History. (Boston: Houghton Mifflin, 1999)

Caring for Children

For unit 8 you must put together a portfolio of research into a number of different topics as indicated by the headings below. The portfolio should include current and relevant research, information and materials from a variety of sources, refer to child development and identify, where appropriate, the relevance of current legislation.The portfolio may include documents generated through different aspects of your work such as: action plans, curriculum and routine plans, notes of activities, images, audio files, narrative accounts, media other than text, reports and presentations, leaflets, booklets, diaries and other suitable ways of showing research information and materials.Throughout the portfolio you should ensure that you address diversity and inclusive practice where appropriate for the task.You may use appropriate materials from this portfolio to contribute towards your external Research assessment task.Portfolio ContentE1 Collate evidence which describes the role of the prac titioner in caring for children (Gather and present information about the role of the practitioner when caring for children. This could include: meeting the needs and supporting the rights of children, working with their families, working in a team and with other professionals, compliance with legal requirements, care of themselves (the practitioner), training and development, attitudes/values of practitioners, inclusive practice)†¦Ã¢â‚¬ ¦.A1 Include a reflective account of the role of the practitioner in caring for children (Develop the information gathered for E1 and use your experiences to consider and show understanding of your practice in caring for children.  Use this reflection to suggest appropriate ways you could develop your role as a practitioner when working with children).E2 Collate information about how care for children may be provided within families and society (Gather and present information about the many different ways children are cared for by families an d by society. This may include: types of family care plus the range of statutory, voluntary, private and independent settings)E3 Include evidence which compares the differing roles of statutory, private, voluntary and independent settings (Provide evidence that looks at the roles of statutory, private, voluntary and independent settings that care for children – their main differences and similarities. > Statutory – provided by the state, e.g. schoolsPrivate – businesses that make a profit, e.g. private day nurseries > Voluntary – national and local organisations e.g. parent and toddler groups > Independent – e.g. pre-preparatory settings; kindergartens).E4 Include a summary of the main regulations that govern the care of children in different types of settings (State in a concise way the main regulations that regulate and control the care of children in a range of settings, eg Children Act 2004. The main points of this act that regulates care of ch ildren are†¦Ã¢â‚¬ ¦.)C1 Analyse how the main regulations can influence the provision of care. (A development of E4. Consider how the main regulations and controls you identified in E4 can influence the provision of care available for children)E5 Include TWO (2) activities which will each support and maintain a different aspect of the daily care of children (Include a description of TWO (2) suitable activities. Each activity should support and maintain a different aspect of the daily care of children)E6 Include an explanation of the key issues which enable multi-professional teams to work together (Give details of the main factors that enable teams of professionals with different expertise to work successfully together, eg It is essential to respect and value the knowledge and skills of other professionals because†¦Ã¢â‚¬ ¦.)B1 Evaluate ways to work effectively in multi-professional teams to support the care of children ( A development of E6. A detailed consideration and rea soned judgements of the issues (described in E6), to ensure support for children through successful multi- professional teams. Discussion of the effectiveness of ways could include: advantages and disadvantages of multi- professional teams, overcoming barriers to communication, consultation, and holistic approach to care of children, reflective practice†¦Ã¢â‚¬ ¦.E7 Provide evidence of current and relevant research throughout the portfolio (This criterion will be met if work is supported by appropriate references to current and relevant research).D1 Provide evidence to show how knowledge of child development can contribute to the recognition of children's care needs Supply evidence of how knowledge of child development helps the practitioner recognise individual children's care needs. This may include: reliable and valid assessments of individual children, use of developmental norms, knowledge of age/stage appropriate care, prediction of next stages, understanding differences an d valuing diversity, influences on development, the particular needs of individual children†¦Ã¢â‚¬ ¦.D2 Discuss TWO (2) strategies for improving your own learning and performance (Think about and provide detailed information about two different ways you can improve and develop your own learning and performance) .E8 Show an understanding of diversity and inclusive practice (This criterion will be met if work in the portfolio demonstrates that all children and their families should have their individual rights and needs identified and met).E9 Include references and bibliography (At least TWO (2) references must be made in the text to relevant books, articles, magazines or web sites. These are sources of information and the sources used should be listed at the end of the assignment in a bibliography. Sources of background reading can also be included in the bibliography. For more information, see CACHE – Finding the Level.

Problems that sikhs face practicing their religion in Britain today Essay

Sikhism was born in the Punjab area of Asia which falls into present day states as India and Pakistan the main religions of that time were Hinduism and Islam. The Sikh faith began around 500 years ago (1500 CE) when Guru Nanak started preaching a faith that was quite distinct from Hinduism and Islam. Nine gurus followed Guru Nanak and developed faith over the next centuries. Sikhism is the youngest of the six world faiths and is the second smallest of all. Sikhism was formed from Hinduism and Islam. Sikhs follow the teachings of the 10 Gurus, The Gurus (meaning religious leader) are not worshipped. Their teachings are recorded in the Guru Granth Sahib, the Sikh holy book. The 2001 census recorded 336,000 Sikhs living in Britain. Britain is becoming more and more multicultural and there are more Sikhs now than ever before. As Britain is predominantly Christian, many Sikhs face difficulties in practising their faith. Like some other religions, Sikhs are often discriminated against in Britain today. The war on Iraq brings with it an increase in hostility towards those who wear turbans making it hard for some Sikhs to show pride in their religious clothing. The turban has become an important symbol of the Sikh faith. Most Sikh men wear a turban as well as some Sikh women. Sikhs may experience slurs, isolation, hostility and sometimes even assaults just because of their appearance. Many British people are racists and are unable to accept anybody who are of a different race, this must make it very hard for Sikhs to feel normal and at ease in the place that they live. Some Sikh traditions include not cutting your hair and using tobacco. Sikhs don’t cut their hair because they believe God created you with hair so that is the way he must want you to look. In Britain some people may associate very long with being dirty and/or untidy, and this could also lead to more discrimination against the Sikhs. Male Sikhs wear turbans to cover their hair which can cause problems with certain types of jobs. Due to health and safety you have to wear a helmet/hard hat on a construction/building site. If you’re a Sikh, you are not allowed to take off your turban and the helmet won’t fit over the top of it therefore any strict Sikhs will not become builders or anything associated with construction/building sites. In older times bus conductors were made to wear caps whilst working. Men with turbans were not able to wear this hat so they were not allowed to become bus conductors. Officers in the police force are also required to wear a cap/hat whilst working. Sikhs have been turned down due to refusing to take off their turbans so that they can work as a police officer. The UK Police have spent one hundred thousand pounds trying to adapt a hat that will fit over the Sikh turban. Until then Sikhs are not allowed to join the force unless they are willing to take off their turbans. Schools in Britain teach very little on Sikhism today. The ‘network of Sikh orginisations’ expressed the views of the Sikh community that teaching of Sikhism is being pushed out even in schools where the majority of the population are Sikhs. Apart from a handful of schools there is little provision for pupils to undertake any qualifications in Sikh religious studies. There are many sport professions that Sikhs are unable to take part in such as swimming and football. As a lot of Britain are sport fanatics this must be hard for Sikhs as they cannot take part in any of it. The law has been lifted against helmets for Sikh motorcyclists, so that they can now ride bikes with just a turban on. Many Sikhs are vegetarians. This could be quite difficult in certain situations such as children in school or certain restaurants. Those who are not vegetarians will only eat meat where the animal has been killed in a certain way, unless the Sikhs know that the animal was killed correctly then they will not eat the meat. Eating in restaurants would be tricky because they’re unlikely to have killed their meat in the way Sikhs require. Sikh men and women who are full members of their religion (Khalsa) wear the five K’s. These represent the five articles of faith which distinguish individuals as Sikhs. The five K’s described under Khalsa are KESH, KANGHA, KARA, KIRPAN and KACHERA. The Khalsa was a brotherhood of fighters who would dedicate themselves to the Sikh cause and were given certain distinctive features to identify them as Sikhs. There are five of these features, which Khalsa Sikhs wear today. They are: KESH OR KESHAS: long hair usually worn under the turban to symbolise holiness. KANGA: small wooden comb to keep the hair tidy and symbolise purity. KARA: steel bracelet/bangle worn on the right wrist to protect the sword arm and symbolises eternity. KIRPAN: a small sword symbolising readiness to fight oppression. KACHA or KACHERA: shorts worn as an under garment, to symbolise modesty and sexual restraint. In Britain it is illegal to carry the kirpan identical to the original in public as it is seen as dangerous. However the ‘criminal justice act’ (1996) allows anyone to carry a blade exceeding the length of 3 inches for religious, cultural or work related reasons. The 2003 discrimination act safeguards the Sikhs to carry a kirpan. Some Sikhs wear a necklace that contains charms of the kanga and kirpan so that they do not look threatening. There is a case of a girl from South Wales who was suspended from school for refusing to remove her Kara. The school claimed that her bracelet was against school rules which were set a long time ago. The girl refused to take off her kara as she was proud to wear it because it reflected which religion she was part of. The school was taken to court over the suspension and was declared guilty of indirect discrimination. Sikh temples are known as Gurdwaras. There are not many Gurdwaras in Britain where Sikhs can go to worship. This is a difficulty for the Sikhs to practice their faith as in India part of a Sikhs ritual would include attending the Gurdwara. Religious festivals such as maghi and diwali may not be attented by certain Sikhs due to work. Some jobs may not offer them the time off as Britain is more Christianity orientated with time off for Christmas and easter etc. In Conclusion I think that being a Sikh in Britain must be difficult and hard to practice and will take some getting used to. Those who were born in Britain will not know any different anyway so they will be well adapted to the way in which they live. I think it is probably very hard for those who have emigrated from Asia to adapt to a new way of living.

Chordates and Vertebrates Lab Essay

Procedures/Methods: For each organism, find and draw a representative image. Each organism may include prepared slides as well as specimens, or students may need to find them on the internet. Provide descriptive notes for each organism and address any questions asked in detail using complete sentences. List all references. Results: 1. Urochordata –Tunicates a. Molgula – preserved i. What is the function of the two knobs/protrusions? The function of the two knobs/ protrusions are the incurrent and excurrent siphons. These creatures are suspension feeders so the siphons are where water and nutrients are exchanged, and wastes and gametes leave. 2. Cephalochordata a. (Amphiox) Lancelets – note the pharynx with gill slits, the nerve cord and the notochord 3. Vertebrata a. Lampreys – most primitive i. How do adult lampreys feed? Lampreys lack the typical jaws of other fishes, in both their larval and adult forms. After metamorphosis though, the oral hood present in larval lampreys is replaced by the adult’s concave, circular, sucker-disk mouth, with horny teeth. The feeding behavior is characterized by rhythmic rasping, negative pressure pulses in the sucker, and swallowing of fluid into the gut. Once the lamprey is attached to a host fish, the parasite extracts blood and/or muscle tissue. They prey on fishes in the ocean or lake system with their toothed oral suction like disc and breaking the skin and using a tongue that is covered with keratinized teeth to suction off blood and bits of tissue. They stay attached to their host usually until the resources are no longer available and are known to kill their hosts, but they can detach whenever they so choose. b. Chondricthyes i. Rays ii. Dogfish shark c. Ray-finned fishes – note bony support structures on fins i. Perch – 1. Note the swim bladder. What is its purpose? The swim bladder, also called the air bladder, is a buoyancy organ possessed by the perch as well as most bony fish. The swim bladder is located in the body cavity and is derived from an out-pocketing of the digestive tube. It contains gas (usually oxygen) and functions as a hydrostatic, or ballast, organ, enabling the fish to maintain its depth without floating upward or  sinking. It also serves as a resonating chamber to produce or receive sound. In some species the swim bladder contains oil instead of gas. In certain primitive fish it functions as a lung or respiratory aid instead of a hydrostatic organ. ii. Catfish iii. Eels Tetrapods (Within Vertebrata) 1. Amphibia a. Toads b. Frogs 2. Reptilia a. Lizards b. Snakes c. What is a distinguishing characteristic between reptiles and amphibians? Although both species are cold blooded, they are very different in appearance and physical makeup. Reptiles are covered in distinctive scales, and some may even have a rough texture. Amphibians, on the other hand, typically have smooth moist skin. Reptiles also have more diverse body types than amphibians. They may or may not have limbs, and can range in size from very small to substantially larger and heavier than humans. Most adult amphibians have four limbs, and while their size varies, very few grow larger than a man’s arm. The role of water is also an important distinguishing characteristic. Though many reptiles live in the vicinity of water, this is not essential for them to stay alive and some lizards and snakes are ideally suited to dry areas. By contrast, many amphibians must remain moist in order to breathe, although they do have lungs, they also take in oxygen through their skin. This thin skin means that they lost moisture easily as well, and  some will even die if their skin dries completely. Life cycles are different in that when reptile eggs hatch, the young look like miniature adults. An amphibian initially emerges from an egg in the form of an aquatic larva, like a tadpole that breathes through gills until they mature and develop lungs so they may survive without being completely submerged. 3. Aves a. Roadrunner b. Barn Owl 4. Mammalia a. Cottontail rabbit b. Opossum c. Which of these organisms is a marsupial? The opossum also just spelled possum is the marsupial of these two organisms. d. What is a marsupial? A marsupial is a mammal of an order whose members are born incompletely developed. At birth, they take a long, arduous journey from the birth canal, driven purely by instinct, grabbing hold of the mother marsupial’s fur which she has cleaned and made easier to traverse with saliva, to reach the pouch. Upon reaching the pouch, they latch onto a teat which swells in their mouth to prevent them from being accidentally dislodged during the mother’s movements. They remain attached for months to continue and complete their development. Discussion: Students learned all of the following in the chordates and vertebrates lab. Chordates have four key characteristics. They have notochords, a dorsal, hollow nerve cord, pharyngeal slits or clefts, and a muscular, post anal tail. Two major groupings are Urochordata and Cephalochordata. The  urochordata to be observed are the tunicates. Tunicates retain pharyngeal slits, have incurrent and excurrent siphon, and they are suspension feeders. Lancelets are the cephalochordate that will be observed in the lab. The next grouping are the craniates. The craniates have chordate characteristics plus a distinct head. Myxini are craniates, an example of which being the hagfish, but there are no specimen to be observed in the lab. The next major grouping are the vertebrates. These are craniates plus a backbone. The backbone includes vertebrae, they have a more extensive skull, and more elaborate skeletal support. The Lampreys are basal vertebrates that are jawless with a cartilaginous skeleton, and they retain their notochord. The Gnathostomes are vertebrate characteristics plus a true hinged jaw. Chondrichthyes, sharks and rays have cartilaginous skeletons, are gnathostomes. Another gnathostome is actinopterygii, which are ray-finned fishes. They have bony fin support, and ossified skeleton. The perch is an example of the actinopterygii, which has a swim bladder for buoyancy control which is for air instead of urine. They have a lateral line for vibration sensation, which will be viewed in lab. Catfish and eels will also be observed. The next group are Tetrapods, which have all the characteristics of gnathostome plus limbs. They have five key characteristics. Four limbs and feet with digits, neck for head movement, pelvic girdle that is fused to back bone, no gills, and ears for sound detection. Amphibia are early life aquatic adult life. Examples of these are toads, frogs, salamanders, and caecilians (a legless lizard which even though he doesn’t have legs, he has all the other characteristics). The next group is the amniote, which has tetrapod characteristics plus terrestrially adapted egg. The amniotic egg membranes incled the amnion, chorion, yolk sac, and allantois. Examples are reptilian and aves (birds). The reptilian include tuataras, turtles, crocodilians, birds, snakes, lizards. The scales are waterproof and the lab has specimens of snakes and lizards. The aves have three characteristics, adaptation for flight (most), keratin-containing feathers, and they lack urinary bladder, and no teeth. There are roadrunner (just the foot) and barn owl (just the wing) specimens to observe in the lab. The last big group are the mammals. They have the same characteristics as the amniotes plus hair and milk production. There are five key characteristics. Mammals have mammary glands, hair, high metabolic rate (endothermic), larger brains, and  differentiated teeth (specialized for specific purposes). Under phylum mammalia, there are monotremes (platypus and echnida (only mammals that lay eggs), marsupials (pouched mammals-kangaroo, koala, possum), and eutherians (placental mammals). Conclusion: Students successfully completed this lab and learned the differences and characteristics for each organism. When viewing the Urochordata (Tunicates), the lab showed molgula. Students learned that the function of the two knobs/protrusions are the incurrent and excurrent siphons. Organisms with these incurrent and excurrent siphons are suspension feeders, so the siphons are where water and nutrients are exchanged and wastes and gametes leave. Then the Cephalochordata were viewed in the form of Lancelets, where students saw the pharynx with gill slits, the nerve chord and the notochord. Next, students observed the vertebrata. The lampreys were the most primitive, and from them it was learned that they lack the typical jaws of other fishes both in their larval and adult forms. The Lamprey’s feeding behavior is characterized by rhythmic rasping, negative pressure pulses in the sucker, and swallowing of fluid into the gut. Then the students viewed the chondricthyes in the forms of rays and dogfish. Next the ray-finned fishes were observed, including the perch, catfish, and the eels. The students saw the bony support structures on the fins and also learned about the purpose of the swim bladder. The swim bladder, also called the air bladder, is a buoyancy organ possessed by the perch as well as most bony fish. The swim bladder is located in the body cavity and is derived from an out-pocketing of the digestive tube. It contains gas (usually oxygen) and functions as a hydrostatic, or ballast, organ, enabling the fish to maintain its depth without floating upward or sinking. It also serves as a resonating chamber to produce or receive sound. After the ray-finned fishes, the tetrapods were observed. The amphibians, reptilians, aves, and mammals were all observed. Students viewed toads, frogs, lizards and snakes for amphibians and reptialians respectively. Students also learned the differences between the amphibians and reptiles. Reptiles are covered in distinctive scales, and some may even have a rough texture. Amphibians, on  the other hand, typically have smooth moist skin. Reptiles also have more diverse body types than amphibians. They may or may not have limbs, and can range in size from very small to substantially larger and heavier than humans. Most adult amphibians have four limbs, and while their size varies, very few grow larger than a man’s arm. The role of water is also an important distinguishing characteristic. Though many reptiles live in the vicinity of water, this is not essential for them to stay alive and some lizards and snakes are ideally suited to dry areas. By contrast, many amphibians must remain moist in order to breathe, although they do have lungs, they also take in oxygen through their skin. This thin skin means that they lost moisture easily as well, and some will even die if their skin dries completely. Life cycles are different in that when reptile eggs hatch, the young look like miniature adults. An amphibian initially emerges from an egg in the form of an aquatic larva, like a tadpole that breathes through gills until they mature and develop lungs so they may survive without being completely submerged. Roadrunners and barn owls were observed for aves. For mammals, cottontail rabbits and opossums were observed. Students also learned what marsupials are. A marsupial is a mammal of an order whose members are born incompletely developed. At birth, they take a long, arduous journey from the birth canal, driven purely by instinct, grabbing hold of the mother marsupial’s fur which she has cleaned and made easier to traverse with saliva, to reach the pouch. Upon reaching the pouch, they latch onto a teat which swells in their mouth to prevent them from being accidentally dislodged during the mother’s movements. They remain attached for months to continue and complete their development. The lab successful familiarized students with all the different types of vertebrates/chordates. References: List all references used in APA format. Carol, R. L. â€Å"The Origin of Reptiles.† In Origins of the Higher Groups of Tetrapods† Controversy and Consensus, edited by H. P. Schultze and L. Trueb. Ithaca, NY: Comstock, 1991. â€Å"Morphology of the Vertebrates†. University of California Museum of Paleontology. Retrieved 2008-09-23 Nelson, J. S. (2006). Fishes of the World (4th ed.). New York: John Wiley and Sons, Inc. pp. 601 pp. ISBN 0-471-25031-7. Personal Communication. Dr. Bledsoe. November 5, 2014. Rychel, A.L., Smith, S.E., Shimamoto, H.T., and Swalla, B.J. (2006). â€Å"Evolution and Development of the Chordates: Collagen and Pharyngeal Cartilage†. Molecular Biology and Evolution 23 (3): 541–549. Shu, D-G., Conway Morris, S., and Han, J (January 2003). â€Å"Head and backbone of the Early Cambrian vertebrate Haikouichthys†. Nature 421 (6922): 526–529. swim bladder. (2014). In Encyclopà ¦dia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/577044/swim-bladder tunicate. (2014). In Encyclopà ¦dia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/609172/tunicate/49484/External-features

Gender Bias in the Classroom

Leobardo Alfaro Mr. Lewis English 1301-005 16 July 2012 Gender Bias in the Classrooms In the essay â€Å"Hidden Lessons,† this appears in the textbook From Inquiry to Academic Writing, Mayra and David Sadker stands content that gender bias in classrooms damages female students. They lose their self-esteem, attitude towards teachers can change and their education is compromised. When teachers were being observed in their classroom settings it showed that they tend to gravitate more toward male students than the female students.The male students seem to be getting the better hand in the classroom they would get more of the teacher’s attention, energy, and time. Female students are the majority of our nation’s school children, but are given less teacher interaction. Until this is changed more than half of the children’s education will be shorted and society will be lost on their gifts. â€Å"Dateline chose to show a segregated math group: boys sitting on the teacher’s right side and girls on her left. After giving the math book to a girl to hold open at page of examples, the teacher turned her back to the girls and focused on the boys, teaching them active and directly.Occasionally she turned to girl’s side, but only to read examples in the book†¦ had unwittingly transformed the girls into passive spectators, an audience for the boys. † (Sadker 54) Girls in this classroom are of the examples of how their teacher favors the boys and the girls get the short end of the stick. When these girls get denied their time in the classroom what is their left to do? Maybe in this certain classroom there aren’t as many girls as boys so; the teacher focuses more on the boys. Maybe the teacher feels that the boys in the class need more attention because they are more behind in their education.Either way girls shouldn’t have to have their teacher’s favoritism towards the boys. When the girl’s educati on is compromised that means their future is in jeopardy, when they don’t get the attention and support from their full potential. When they are not pushed and recognized they fall back and lose their self-esteem. When self-esteem is lost in young impressionable girls it is really hard to build it back up. Especially if the let down is coming from someone who is such a big influence in the girl’s life, and where she is suppose to be learning from not to be ignored or let down.As this becomes more and more of a problem to girls they become more and more invisible to their teachers in the classroom. As their self-esteem is lowered they do less and less to become known and noticed in the classroom environment. â€Å"Two second graders are kneeling beside a large box†¦ so absorbed are these two small children examining and sorting the materials, they are visibly startled by the teacher’s impatient voice as she hovers over them. ‘Ann! Julia! Get your cott onpickin’ hands out of the math box. Move over so the boys can get in there and do their work. † (Sedker 53) The girls in this excerpt of the essay seem to have not been doing anything wrong or out of the ordinary yet, the teacher seemed to have overreacted for no apparent reason. To the most obvious it seemed that she pointed out the girls because they were girls and they boys needed things more than them. When girls are over looked like that they tend to have different attitudes toward their teachers. Girls have a very strong mind-set at any age so, when they have their mind set on a certain attitude it’s extremely hard to change it back. Award winning author Susan Faludi discovered that backlash ‘is most powerful when it goes private, when it lodges a woman’s mind and turns her vision inward†¦ Psychological backlash internalized by adult women is a frightening concept, but what is even more terrifying is a curriculum of sexist school lessons becoming secret mind games played against female children, our daughters, and tomorrow’s women. † (Sedker 53) In these circumstances it is easy to see why the girls have grown to have harsh attitudes toward their teachers. Sedker and Sedker make a claim of value when they suggest that a ‘majority of our nations schoolchildren’ have become ‘second-class educational citizens’ and point that the consequences of treating girls differently from boys in school has resulted in a ‘loss of self-esteem, decline in achievement, and elimination of career options’ for girls†¦Ã¢â‚¬  (Sedker 56) Their research and statements seem to have reached the conclusion that girls are for some reason treated differently than boys in the classroom.They are lowered than the boys but by the instinct from the teacher. Maybe because of favoritism or because the teacher has less sympathy for girls. Work Citied Sadker, Myra and David. â€Å"Hidden Lessons. † From Inquiry to Academic Writing. Ed. Stuart Greene and April Lidinsky. 2nd edition. Bedford: Boston, 2012. 52-55. Print.

System Forensics

System forensics is the process of systematically examining computer media as well as network components, software, and memory for evidence. System forensics involves collecting, preserving, analyzing, and documenting evidence to reconstruct user actively. Appropriately collected evidence Is often presented In court to solve criminal cases and prosecute criminals. 2. How has technology improved the way criminal investigators perform their job?Technology improved the way criminal investigators perform their jobs by making it easier to track things, there is different types of software out there today to help them with these issues, and make the Jobs easier, when you have different technology to help. 3. Why would a company report or not report a compromise case? The reason a company may or may not report a compromise because If It's not in their favor and they may report It If It's In their favor and vice versa. They wouldn't want to look Incompetent. 4. Who Is In charge of labeling a nd securing sensitive Information?The one In charge of labeling and securing sensitive information is the forensic specialist. 5. What is the Daubers standard? The Daubers Standard provides a rule of evidence regarding the admissibility of expert witnesses' testimony during united States federal legal proceedings. 6. Why would someone use a hex editor in a forensic investigation? The reason someone would use a hex editor in a forensic Investigation is if the suspect has deleted files and has overwritten them on his or her hard disk, you can always use a hex editor to view any data stored In (or deleted from) both files and disk sectors.A hex editor allows you to peek at the physical contents stored on a disk, regardless of he boundaries of files, directories, or partitions. 7. What is the largest known data loss incident to date? The largest known data loss incident to date Adobe systems, Inc – 10-3-2013, 8. What group runs tallboys? Open Security Foundation runs tallboys. 9. On the website Tallboys. Org, of the largest 20 incidents, how many of them were computer hacks as opposed to other Issues like stolen laptops and lost drives? 1% of the Incidents were computer hacks as opposed to the other Issues. 10. What built-Len Windows tool Is used to manage the Encrypted File System (FEES)? The certificates is was is used to manage the FEES.. . What is the presumption of innocence? All people accused off crime are legally presumed to be innocent until they are convicted, either in a trial or as a result of pleading guilty. This presumption means not only that the prosecutor must convince the Jury of the defendant's guilt, but also that the defendant need not say or do anything in his own defense.If the prosecutor can't convince the Jury that the defendant is guilty, the defendant goes free. 2. The presumption of innocence, coupled with the fact that the prosecutor must prove the defendant's guilt beyond a reasonable doubt, makes it difficult for the overspen t to put innocent people behind bars. 3. What is hearsay and provide an example when Computer evidence can be considered hearsay? â€Å"Hearsay' refers to statements made outside of court of law an example of Computer evidence that is considered hearsay is 4.What is system integrity? System integrity is the state of a system where it is performing its intended functions without being degraded or impaired by changes or disruptions in its internal or external environments 5. What skills are required by an expert witness? The skills required by an expert witness are: A background in law, law enforcement, or investigation. A membership in professional associations of computer forensic examiners, formal training, and certification. A thorough knowledge of the subject matter and tools.Investigators must understand the kind of potential evidence they sought and analyzed and understand the tools they used to gather and preserve evidence. They should be accurate, truthful and impartial. 6. Locate and read the opinion Daubers v. Merrill DOD Pharmaceuticals. What was the case about? The Daubers v. Merrill DOD Pharmaceuticals was about two children ho had been born with birth defects and their parents sue Merrill DOD Pharmaceuticals Inc, claiming that the drug Benedictine caused the birth defects. 7. What was the outcome of the case?The district court granted summary Judgment for Merrill DOD, and Daubers and Schuler appealed to the Ninth Circuit. 8. What previous Supreme Court ruling was superseded by the Federal Rules of Evidence as the standard for admitting expert scientific testimony? The previous Supreme Court ruling was superseded by the Federal Rules of Evidence as the standard for admitting expert scientific testimony was the Fryer's â€Å"general acceptance† Daubers puts the responsibility of the admissibility of evidence by placing the Judge in the role of â€Å"gatekeeper†.