Wednesday, August 26, 2020

With reference to the issues of International Essay

Regarding the issues of International Justice,Torture,Landmines battle, Lesbian&Gay Rights look at how the UN Charter - Essay Example 324). IGOs take part in bargain making; urge universal lawmaking to become democratized by remembering more states for making settlements, not simply the socialized states; impel and uphold global law; and engaging NGOs and other non-state entertainers to act in supporting for survivors of human rights manhandles (Alvarez, 2006, pp. 324-335). States depend on IGOs to satisfy their national objectives, and are obliged by these associations. Besides, state investment in IGOs regularly changes the inner structure of the legislatures in question, for example, when they prompt states to set up clinical specialists to react to demands by the World Health Organization, and incite states to offer impact to its alerts on an Earth-wide temperature boost (Alvarez, 2006, p. 335). Non-administrative associations are different entertainers on the worldwide stage. NGOs are associations that draw out the realities about human rights mishandles, just as add to setting gauges with respect to the execu tion, advancement and implementation of human rights standards (Steiner and Alston, 1996, p. 456). Since administrative offices may be reluctant to get out other legislative offices, for a scope of reasons that worry strategy, NGOs are viewed as an essential piece of getting the message out about human rights mishandles, and supporting for reform.... Among these associations are worker's organizations, buyer associations and modern affiliations, which advocate for financial concerns; racial, sexual orientation and strict gatherings; bunches that are issue-situated, for example, ecological or instructive associations; bunches that advocate for the old or the youthful; open intrigue bunches who might be for all inclusive medicinal services or against debasement; and so forth. (Steiner and Alston, 1996, p. 457). NGOs have an assortment of techniques available to them, to the extent the reorganization of human rights misuse. One technique is utilize the country’s household law. This has the benefit of being politically practical, as utilizing a country’s own law is viewed as conveying more politically clout than utilizing a universal norm, as utilizing worldwide measures are frequently observed as nosy to a country’s people. Be that as it may, frequently nations probably won't have extremely dynamic local laws wi th regards to human rights. All things considered, a superior technique is utilize global norms to endeavor to make that nation change (Steiner and Alston, 1996, p. 458). NGOs must be fair-minded to be compelling †at the end of the day, they should not be partnered with a specific ideological group. At the end of the day, the gathering can't be under obligation to one specific gathering, or, more than likely that gathering won't explore manhandles executed by that party. This was a worry in Nicaragua, where there were numerous gatherings who professed to represent human rights, at that point really these gatherings were a peddler of one gathering or the other, and each gathering was utilizing these gatherings as a weapon against the other party (Steiner and Alston, 1996, p. 459). Consider the advancement of the idea of INTERNATIONAL CRIMINAL JUSTICE and the making of the ICC as a contextual investigation to evaluate

Saturday, August 22, 2020

can money buy happiness Essay -- essays research papers

In today’s materialistic world, the expression that ‘money can’t purchase happiness’ is having a tendency to be demonstrated subsequently in any case. Social research and reviews have demonstrated outcomes dependent on a people salary, wellbeing and the political situation which is prevailing in their locale. It is very evident that the hole between the favored and the not all that is developing into an extraordinary separation offering ascend to various class and status, in this way characterizing ones group of friends. It ought to along these lines be seen how a people financial status influences their own satisfaction all through all parts of life. Many will in general allude to this well established statement particularly when they will in general have a place with area of individuals who can’t manage the cost of the advanced extravagances of life. What they don't understand is that cash, may in actuality do only that, purchase joy. Then again, t he individuals who have pockets as substantial as themselves imagine that cash Is only a weight and a difficulty throughout everyday life, which is too arranged to make sense of, not to mention unravel. Satisfaction as characterized in the Oxford Dictionary is an inclination of karma, fortune and happiness. The patterns of music have hip bounce specialists communicating their childhoods as hopeless encounters since they experienced childhood in the ghetto. Anyway once they have gained their riches, things couldn’t have been going all the more easily. Would they be able to have not made the best out of their adolescence, realizing that they were cherished and thought about? Is it true that they weren't really upbeat then without all the material embellishments? In my opin...

Saturday, August 15, 2020

Consumerism Is the Original Virtue Signaling

Consumerism Is the Original Virtue Signaling Theres a lot of talk about so-called virtue signaling these days. However, public expressions to demonstrate good character arent new: weve been virtue signaling with our sparkly new objects for decades. Or perhaps value signaling is more accurate. By showing off our fancy new toys, we think were communicating our values to the world, but were confusing our valuables with our values. Our real values can be signaled only by our actions, not our things. And yet we continue to amass new bits and pieces, adorning an empty facade with regalia, hoping to impress anyone who sees it. Emblem-laden handbags. Nineteen-inch chrome rims. Stainless-steel timepieces. Consumerism encourages us to commodify our own identities. If we really want to dazzle others, though, we wont do so via our possessions. Not in a meaningful way, at least. So instead of trying to impress everyone with our valuables, lets focus on impressing upon the world our values. And the best way to do thatâ€"make something meaningful. Start a business. Create a blog. Write a book. Record a song. Build something tangible. Creating is a better way to convey who we are. Flaunting our personal property signals that we care only about ourselves. But when our identities are shaped by creativity, our creations can be an honest way to signal to the world that we care about others, too. Here, I made this meal for you, will always be more powerful than, Watch me eat this in front of you. This essay was originally published in Minimalism Life.

Sunday, May 24, 2020

Conjugate the French Verb Entendre (to understand)

Entendre  is a  regular -re verb  that follows distinct, predictable conjugation patterns. All -er  verbs share the same conjugation  patterns in all tenses and moods. Generally speaking, there are five major categories of verbs in French: regular -er, -ir, -re; stem-changing; and irregular. The smallest category of regular French verbs is  -re verbs. Entendre  Is a Regular er Verb To use  -re verbs, remove the  -re ending from the infinitive, and youre left with the stem.  Conjugate the verb by adding the -re endings shown in the table below to the verb stem. The same applies to entendre. Note that the conjugation table below includes only simple conjugations. It does not include compound conjugations, which consist  of a form of the auxiliary verb avoir and the past participle entendu. The Most Common -er Verbs These  are the most common regular -re verbs: attendre  Ã‚  to wait (for)dà ©fendre  Ã‚  to defenddescendre  Ã‚  to descendentendre  Ã‚  to hearà ©tendre  Ã‚  to stretchfondre  Ã‚  to meltpendre  Ã‚  to hang, suspendperdre  Ã‚  to loseprà ©tendre  Ã‚  to claimrendre  Ã‚  to give back, returnrà ©pandre  Ã‚  to spread, scatterrà ©pondre  Ã‚  to answervendre  Ã‚  to sell Entendre:  Meanings   The most common meaning of the French verb  entendre  is to hear, but it can also mean:   to listen toto intend (to do something)to meanto understand (formal) In the pronominal form, sentendre  means: reflexive: to hear oneself (speak, think)reciprocal: to agree, to get alongidiomatic: to be heard/audible, to be used Entendre: Expressions   Entendre is used in many idiomatic expressions. Learn how to hear about, intend to, attend mass and more with expressions using  entendre. entendre parler de... to hear (someone talking) about...  entendre dire que...  Ã‚  to hear (it said) that...entendre la messe   to hear / attend massentendre raison   to listen to reasonentendre mal (de loreille gauche/droite)  Ã‚  to not hear well (with ones left/right ear)entendre les tà ©moins  (law)  Ã‚  to hear the witnessesà   lentendre,  Ãƒ   tentendre,  Ãƒ   vous entendre   to hear him/her talk, to hear you talkà   qui veut entendre   to anyone who will listendonner à   entendre (à   quelquun) que...   to give (someone) to understand / the impression that...faire entendre raison à     to make someone see sense / reasonfaire entendre sa voix   to make oneself heardfaire entendre un son   to make a soundse faire entendre (dans un dà ©bat)   to make oneself heard (in a debate)laisser entendre (à   quelquun) que...     to give (someone) to understand / the impression that...Ce quil faut entendre tout de mà ªme  ! (informal)   The things people say!Entendez-vous par là   que... ?   Do you mean / Are you trying to say that... ?Faites comme vous lentendez.   Do what  you think is best.Il / Elle nentend pas la plaisanterie. (old-fashioned)   He / She cant take a joke.Il / Elle nentend rien à  ...   He / She doesnt know the first thing about...Il / Elle ne lentend pas de cette oreille.   He / She wont accept that.Il / Elle ne veut rien entendre.   He / She just wont listen, doesnt want to hear itIl / Elle ny entend pas malice.   He / She means no harm by it.Il / Elle va mentendre !   Im going to give him / her a piece of my mind!Jai dà ©jà   entendu pire !   Ive heard worse!Je nentends pas cà ©der.   I have no intention of giving in.Je vous entends.   I understand, I see what you mean.On entendrait voler une mouche.   You could hear a pin drop.Quentendez-vous par là   ?   What do you mean by that?  Quest-ce que jetends ?   What did you say? Did I hear you correctly?... tu en tends !   ... you hear me?!sentendre à   (faire quelque chose)  (formal)   to be very good at (doing something)sentendre à   merveille   to get along very wellsentendre comme larrons en foire   to be thick as thieves (to be very close, get along extremely well)sy entendre pour (faire quelque chose)   to be very good at (doing something)cela sentend   naturally, of courseEntendons-nous bien.   Lets be very clear about this.Il faudrait sentendre !   Make up your mind!Je my entends ! Il sy entend  ! etc.   I know what Im doing! He knows what hes doing!Tu ne tentends pas !   You dont know what youre saying! Simple Conjugations of the Regular French -re Verb Entendre Present Future Imperfect Present participle j entends entendrai entendais entendant tu entends entendras entendais il entend entendra entendait nous entendons entendrons entendions vous entendez entendrez entendiez ils entendent entendront entendaient Pass compos Auxiliary verb avoir Past participle entendu Subjunctive Conditional Pass simple Imperfect subjunctive j entende entendrais entendis entendisse tu entendes entendrais entendis entendisses il entende entendrait entendit entendt nous entendions entendrions entendmes entendissions vous entendiez entendriez entendtes entendissiez ils entendent entendraient entendirent entendissent Imperative (tu) entends (nous) entendons (vous) entendez

Wednesday, May 13, 2020

Strengths And Weaknesses Of Communication, Teamwork, And...

I have some weaknesses and strengths in regards to communication, teamwork, and social intelligence. I am weak at; †¢ Supporting others with their needs †¢ Active listening †¢ Being sympathetic towards others situations †¢ Not interrupting others Some of my strengths are; †¢ I can analyze and understand other people’s emotions very easily †¢ I have a high social and emotional intelligence †¢ I can control my actions to the point of being great at poker †¢ I can communicate easily through the written language †¢ I can put my thoughts in a logical sequence when writing †¢ I’m very natural at leading people and drawing out peoples opinions †¢ I’m good at public speaking and enjoy drawing peoples into what I’m talking about. My plan of action in order to work on my weaknesses is first and foremost practice my active listening. I am very easily distracted (literally ADD), so for me listening is a very hard task to do especially if I’m not that interested in what the other person has to say. I need to practice active listening more. I believe my biggest weakness for active listening is I always try to put my two cents in. Sometimes people just want to be heard. I’m very opinionated so it’s hard for me to understand that people don’t want my opinion. My next big weakness for active listening is not paying attention or discarding what people have to say. In a group work environment not paying attention to what others say is one of the worst things that you can do. I think that evenShow MoreRelatedThe Impact Of Emotions On Decision Making1313 Words   |  6 Pagesemotional intelligence (EQ) will be provided. Additionally, how I would ascribe to each of these attributes whi le making decisions will be discussed. Furthermore, a plan that would increase motivation, satisfaction, and performance in the workplace will be provided. Finally, the advantages and disadvantages of the developed plan will be proffered. EQ Attributes As discussed by Arunima et al. (2014), there is no specifically accepted universal definition of emotional intelligence. HoweverRead MoreMy Dream Job Of Being A Ceo Of Video Gaming Firm815 Words   |  4 PagesEmotional intelligence 1 2.2 Analysis and results 1 2.3 SMART Goal setting 1 3. Conclusion 1 4. Reference list 1 1. Introduction The purpose of this portfolio is to enhance knowledge regarding the primary concepts of emotional intelligence and to coherently demonstrate reflective practice, intercultural sensitivity and social awareness. Furthermore, I will reflect upon imperative attributes highlighted by Australian business leaders including Continuous Professional Development and Communication SkillsRead MoreMy Strengths And Weaknesses Of A Public Health Profession Essay2090 Words   |  9 Pagesand recognize his or her strengths, weaknesses, and emotional intelligence. If they recognize these aspects, then people will be more likely to follow their leadership. This paper identifies my strengths and weaknesses I have as well as my emotional intelligence scores. In order to find out what strengths and weaknesses I have and how I can apply them as a leader in a public health profession I have taken the StrengthsFinder 2.0 Assessment and the Emotional Intelligence 2.0 test. Section 2. IdentifyingRead MorePersonal Reflection On Emotional Intelligence1640 Words   |  7 Pages[Type text] [Type text] [Type text] Rodha Albaker INM407 Reflective Essay Emotional Intelligence- Personal Reflection Introduction and Definition of EI The topic of our group presentation was Emotional Intelligence (EI), a term that refers to the convergence of emotion and intelligence; that is, the ability to recognise one s own emotions and the emotions of others. According to Mayer and Geher (1996). There are physical cues (such as facial expressions and posture) that are universally-acceptedRead MoreBenefits Of Effective Leadership For The Organizational Performance And Satisfaction Of Employees1076 Words   |  5 Pages 2- Taking self-assessments allow for recognition and understanding concerning one-self and the qualities possessed. Various approaches to leadership, decision-making, and personality traits greatly influence communication, motivation and management abilities within an organization. These skills can be learned and enhanced. Understanding how these styles impact others can empower leaders to increase organizational performance and create an improved work environment. Great leaders have impactedRead MoreThe Leadership Intervention Strategies For Rebuild Team Morale And Effectiveness1681 Words   |  7 Pagesand communication’ and ‘building commitment and unity by recognizing past team successes’, which appears to be clear that the key to rebuild an effective and motivated team is to place a tremendous amount of time and focus on meeting the needs of team members (Northouse 2015, p. 379). In other words, Karina may need to adopt the relationship-oriented style of leadership, which may involve offering incentives such as bonuses, spending individual time with team members to learn their strengths andRead MoreDefinition And Definition Of Leadership1426 Words   |  6 Pagesand natural to most leaders, it is true that others can be taught and develop the skills over time. Traits. Through behavior and communication, a leader will develop a relationship with their followers that is either negative or positive. Much of this is determined by the type of leadership the individual practices, as well as, the social and emotional intelligence attributes the leader processes. Six different types of leadership approaches have been identified; trait approach, behavior approachRead MoreComparing The Eq I And The Strong Interest Inventory Assessments1733 Words   |  7 Pagesresearch paper’s purpose is to compare and contrast The EQ-i and the Strong Interest Inventory assessments. EQ-i stands for emotional quotient inventory. The EQ-i was developed to assess emotion and social intelligence of people. Taking the EQ-i assessment helps many people determine what their strengths when dealing with things pertaining to stress, work ethic, and emotions that will affect the way they act and their success in the working world. The Strong Interest Inventory is us ed in career assessmentRead MoreEssay on Organizational Management1583 Words   |  7 Pagesand toward people outside the organization. Finding the right structure for ones organization is vital to its strength and longevity. Appropriate structures are commonly found by trial and error; most continue to evolve as the organization enters different stages of its existence. Structures are defined and redefined in accordance with the organizations strengths and weaknesses, maximizing one while attempting to decrease the other. Over the course of change of structural ‘eras, so too willRead MorePalmer s Concrete Limited Liability Company1546 Words   |  7 Pagesoverall mission of Palmer’s Concrete is to form a foundation professionally for the moral structure of the individual, the businesses, and secure an affiliate friendship with other local business with similar administrations (Floyd Palmer, personal communication, November 15, 2015). Floyd recalls that his family has always been a philanthropist, and C.E.O’s of their own businesses. Floyd started work when he was seventeen with his father, who was a Pulpwood truck driver that taught Floyd how to drive commercially

Wednesday, May 6, 2020

The Story of my Life Free Essays

As a 15-year-old, in my life, there has been a lot of setbacks, challenge and some failure in my personal and in my academic life, though I am not proud to admit. When I was a little girl I was the happiest person you would ever mean, well for the most part. No matter what people did to me, I would instantly forgive and move on regardless of what they did to me or the pain they cost me. We will write a custom essay sample on The Story of my Life or any similar topic only for you Order Now Now it may seem like I would go from being happy and content to bleak and dull, because of the most important people in my life, who was supposed to be there for me when others are trying to tear me down, but the person tearing me down is my own mom and dad.All I did and do was try and be good enough for them, but no matter what I did, it’s like I will never be good enough for them. Sure they loved me, or that’s what I wanted to think, but when it comes to showing it, it was like they don’t care. Emotional and physical abuse was a daily routine in my everyday life. My father had no patience and always assumed he was right about everything, and my mom always assumed the worst in me and followed my father with his accusation, so as a child my voice was taken. I begin to keep everything to myself and became a shadow of my former self. No one noticed because of the smile on my face I would force every time I leave my home, the place I would fear to return, without noticing.At first, school failed to be my safe haven. People saw me as the new quiet and fragile girl, so they took advantage of me by verbally and emotionally abuse me. If someone wanted something from me, I would willingly give it to them, fearing they would say or do something to me. I was always trying to please everyone and trying to change something about myself that people did not like. I remember on the mouth after school starting all my teachers would ask everyone to describe their partner, my partners would say that I was nice to work with, but behind my teacher back spiteful words were being thrown at me like dodgeball except I was not dodging it. Sure I had friends, but none that was very close because my parents would not let me go to my friend’s house or let them come over to mine and of course they couldn’t stop the hateful words that were being thrown at me all they did was pity me. I never like being pity by someone, so I never told anyone about what happened at my home, I would avoid the subject but couldn’t keep avoiding it the subject, so I would tell my friends, my fantasy of the family I wanted as if it was the reality. I never understand why people and my parents were mean to me. It took me years to realize that it was impossible to please everyone, so I just didn’t even try to please them. When I realize this, it’s like the world was lifted off my shoulder. I did not care about anyone’s opinion of me because I was too distracted by my new founded happiness and was too busy living my life. I stopped have the urge and need to have everyone like me. I start standing up for myself, saying no to people and speaking what’s on my mind, but at sometime’s I would keep quiet when necessary. The naive part of me was out of my mind, things were improving in my life and was more than better.The man who was supposed to protect me and love me would leave early in the morning and come in the afternoon. If he asks for something and I didn’t do it at the same time, he would yell at me and threaten to hit me saying he ‘would slap me’ or ‘knock some of my teeth out’, sometime if he would accuse me of doing things I did not do or acts like he know everything and if I dare to say otherwise he would yell and sometime he would slap me, and my mom would stand there and do nothing, sometimes she would try and stop him. He was the only person I truly fear but will not show it, he would be the only person that can bring me to my lowest point. Despite what happened at my home, at my middle school I would be in one of the highest classes in my school and always passing my classes with the high score. All of the hardship I have been through in my life made me a stronger person. I pray and hope God gives me the strength to keep going forward despite all the obstacles in my life. I am my own person and I will never change myself to please anyone ever again. My future is in my hands and I also believe in myself, to make anything possible for myself. How to cite The Story of my Life, Papers

Monday, May 4, 2020

Qualitative and Quantitative Research - Validity and Reliability

Question: Validity and reliability are primarily quantitative research concepts. Morse, Barrett, Mayan, Olson, and Spiers (2002) argue that their exclusion from qualitative research design undermines the credibility and rigor of qualitative research conclusions. Are they correct in this assertion? Why or why not? Answer: Introduction: The use of validity and reliability are common in quantitative research and recently it is also considered in the qualitative research scenario. Validity and reliability is considered to be essential in quantitative research because of its naturalistic approach. This article discusses the use of validity and reliability in the qualitative research paradigm. In this topic, the first discussion is what about Morse, Barrett, Mayan, Olson, and Spiers have to say about validity and reliability as essential quantitative concepts and then a new conclusion will be provided (Silverman, 2004). According to the works of Morse, Barrett, Mayan, Olson, and Spiers a great deal of attention is given to validity and reliability in all research methods. A number of famous qualitative researchers have said that validity and reliability were terms which are not pertinent to qualitative enquiry but are pertaining to the quantitative paradigm. In the 1980s, Lincoln and Guba found a substitution for the terms validity and reliability and i.e. trustworthiness containing four aspects of conformability, transferability, credibility and dependability (Research Rundowns, 2009). Validity and Reliability: In statistics and science, Validity is the extent to which a conclusion and a concept or measurement corresponds accurately to the real world and is well-founded. The word valid is derived from the Latin word validus meaning strong. The validity of a measurement tool is considered to be the degree to which the tool measures what it actually claims to measure. Reliability on the other hand, means the ability of a system to perform its functions under stated conditions within a specific time period. Reliability and validity in qualitative research Sarantakos has asserted that validity is a methodological element not only of qualitative but also of quantitative research. Goets and Lecompte have mentioned two forms of validity in qualitative research i.e. internal validity and external validity. To quote Sarantakos, The types of measurement of the degree of reliability and the definitions of reliability should be considered when the quality of reliability in quantitative and qualitative research contexts is evaluated. Conclusion: In this essay, an attempt has been made to prove that qualitative research can be properly validated. To calculate reliability and validity in qualitative research, the researchers should document their procedures and show accordingly that the categories have been used consistently. References: Research Rundowns,. (2009). Instrument, Validity, Reliability. Retrieved 17 February 2015, from https://researchrundowns.wordpress.com/quantitative-methods/instrument-validity-reliability/ Research, V. (2015). Validity and Reliability in Qualitative Research. Academia.edu. Retrieved 17 February 2015, from https://www.academia.edu/997438/Validity_and_Reliability_in_Qualitative_Research Silverman, D. (2004). Qualitative research. London: Sage Publications.

Saturday, March 28, 2020

Online Examination System free essay sample

The purpose of on-line test simulator is to take online test in an efficient manner for various branches/semesters/courses at the same time and no time wasting for checking the paper. The main objective of on-line test simulator is to efficiently evaluate the candidate thoroughly through a fully automated system that not only saves lot of time but also gives fast results. It is targeted at removing all the paper work in the examination process. The system is designed by keeping future in mind so that it can be used in any educational institutions as well as in corporate World with little changes. It saves a lot of time as it allows number of students/trainees to give the exam at a time and displays the results as the test gets over, so no need to wait for the result. Administrator has a privilege to add new teachers and students to the test papers. We will write a custom essay sample on Online Examination System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page User can register, login and give the test with his specific id, and can see the results as well. This software can be used anywhere any time as it is a web based application (user Location doesn’t matter). No restriction is there that examiner has to be present when the candidate takes the test. The current system is analyzed thoroughly and all the bottlenecks are identified. 2. Users demonstrable needs are captured and freezed. User needs a web-based system, which will remove all the problems in existing system, the user is facing. The user wants a web- based system, which will reduce the bulk of paperwork, provide ease of work, flexibility, fast record finding, modifying, adding, removing and generating the reports. A new system has been proposed on my perception of the system, in accordance with the problems of existing system by making a full layout of the system on paper. 4. The feasibility of the system proposed was analyzed by comparing the following factors with both the existing system and proposed system. The proposed system was found feasible in terms of cost, effort, time and labor. Analysis of the system is complete. 5. Database design is complete. 6. System coding is in progress. Online examination system free essay sample Symmetric key length, public-key key length, comparing symmetric and public-key key length, Key Management: (3 Lectures) Generating keys, transferring keys, verifying keys, using keys, updating keys, storing keys, compromised keys, lifetime of keys, destroying keys, public key management, Algorithm Types and Modes: (10 Lecture) Electronic codebook mode, block replay, cipher block chaining mode, stream ciphers, cipher-feedback mode, output feedback mode, choosing a cipher mode, block ciphers vs. tream ciphers, Choosing an Algorithm, Choosing an algorithm, public-key vs. symmetric cryptography, encrypting communication channels, encrypting data for storage, Security Models, Windows, Linux, Web, Cookies, Biometrics (gummy fingers), Tempest, Viruses, Firewalls, System/Comprehensive Security Analysis Text Book/s – Stallings, W and Brown, L. , Computer Security: principles and practice, 2nd edition, 2011 Reference Material – – William Stallings, Cryptography and Network Security, 4th Edition, 2005, ISBN-13: 978-0131873162 Kaufman, Perlman, Speciner, Network Security: Private Communication in a Public World, 2nd Edition, Prentice Hall, 2002, ISBN-13: 978-0130460196 – Other books will be used in the course if necessary. We will write a custom essay sample on Online examination system or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Department Of Computer Science Information Technology, HIC Jauharabad Campus Instructional Aids/Resources Assessment Criteria Class Assessment 35% Quizzes and Test 15 Assignment and Presentations 10 Attendance and Class Participations 5 Assignments + Quizzes Mid 25% If Required: Final 40% If Required: Total 100%.

Saturday, March 7, 2020

buy custom Emotional Tone of Virtual Team essay

buy custom Emotional Tone of Virtual Team essay Today, it is believed that leaders serve as the coordinators and the handlers of the emotional tone of virtual team. It is important for the members of the virtual teams to adopt an automatic style of handling all types of tasks whether they are important or not. Therefore the leader is required to pay more attention towards the maintenance of team work. The numbers of leaders are not limited to one in virtual teams. Researches have proved that virtual teams can functions even with more than one leader. The reason for this is that the parts of the people are many and each must be adopted by one another. Team members consider perceived amounts of communication, intelligence and encouraging and authoritarian behaviors to identify emergent leaders. Only few researches conduct in field to about the virtual leadership show that effectiveness of virtual teams can only be maintained by adopting an attempt to mentor the characteristics of both transformational and instrumental leadership. (S urinder, Jerry, Suling, Bruce, 2000) However, one but be little warned the outcomes of the field study of virtual leadership is not quite statistically valid because mostly the teams are students are used to collect data rather than organizational teams. Most of the work done on virtual leadership is done by using students virtual teams for data collection. However, these teams are usually regarded as not being completely virtual rather they possess some attitudes of virtual teams. (Surinder, Jerry, Suling, Bruce, 2000) A study was conducted by Alex to find out the confirmation of virtual team structures, trainings of different leadership styles and the complexity of tasks upon the consequences of virtual teams. Most of the researches on the virtual leadership style are done side by side. Most of these claim the success and effectiveness of transformational leadership rather than transactinal leadership. However, adaptation of transformational leadership style is not appreciable and suggestible in case of virtual communication with the help of computers. (Alex J. Barelka, 2007) The structural configurations, leadership styles and task complexity of different teams will be influenced by the quantity, quality and leader centrality. This in turn will serve as a mediating agent and will affect performance of the team and will affect the outcomes of the teams affecting the satisfaction of the leaders. Information Technology has shifted the teams to move from their former traditional existence of face to face to the electronic groups. And have given opportunity of communicating with each other via video teleconferences, e-mails and mobile cellular phone conversations. (Alex J. Barelka, 2007) Virtual teams can occur at remote areas because they do not need to maintain a union. Virtual team provides the organizations with an opportunity to become more flexible and combine the sharp people together to perform the duties of the organization in a cheaper and quicker manner. Most of the studies conducted in the favor of virtual teams are upon similar to the researches conducted under other studies It is important for the organizations operating at the international level to maintain their branch office abroad. They can integrate easily in the form of virtual teams by utilizing the information technology. In this way they will take benefit of the global marketplace more easily and in a more coordinative manner. (Alex J. Barelka, 2007) Virtual leadership can be comprehended via aspects It is significant to understand the impact of change in collectedness upon the team processes. It is crucial to take in to consideration and study the immpact if different types of leadership. To understate what leads to the change in the perceived leadership effectiveness in a virtual team in a situation when the task is complex. (Alex J. Barelka, 2007) Most of the studies conducted in the favor of virtual teams are upon similar to the researches conducted under other studies. The behaviors and traits of leadership that are not the same for the virtual environment. Three areas were examined by Alex these are The implications of different types of virtual structures on effectiveness, the impact of the task complexity in both collocated and virtual team configuration and it will examine the impact of different types of leadership behaviors on effectiveness. (Alex J. Barelka, 2007) Laura conducted a study the cause of different styles of leadership and communication media on team processes and outcomes. The data was collected using face to face and text based chat processes. The purpose of the study was to find out how transformational and transactional leadership affects the interacting styles of virtual leadership an the consequences of this interaction was also analyzed it consisted of team cohesion and task performance. The results of the study showed that the different styles of leaderships do not have any impact upon the interacting styles of team members or the results of such interactions. The results showed that interactions in case of face to face communication is higher as compared to video conferencing and chat teams but in case of video conferencing the interaction was much higher than the chat teams however, such type of communication was not very much important maintaining good task performance. However it was also found that virtual teams work a s effectively and cohesively as do the traditional teams. (Alex J. Barelka, 2007) Buy custom Emotional Tone of Virtual Team essay

Wednesday, February 19, 2020

Reducing and preventing obesity (through proper exercise, nutrition, Research Paper

Reducing and preventing obesity (through proper exercise, nutrition, and lifestyle changes) - Research Paper Example Obesity is a growing epidemic in the United States that affects two-thirds of the adult population (American Obesity, n.d.). Not only is it physically unappealing, but the health risks involved with obesity should be everyone’s concern. Obesity has been linked to cardiovascular diseases, Type 2 diabetes, and increased morbidity (Flegal, Carroll, Ogden and Curtin, 2010). The statistics on obesity over the past few decades have been staggering. Obesity is preventable through proper nutrition, exercise, and lifestyle changes. Obesity is classified as a chronic illness of extreme relevance that appropriate government agencies have included it as one of its priorities under the national agenda of Health People 2020. Categorized under ‘Nutrition and Weight Status’, the program’s goal was to â€Å"promote health and reduce chronic disease risk through the consumption of healthful diets and achievement and maintenance of healthy body weights† (Healthy People 2020, n.d., par. 1). Defining obesity necessitates understanding the important element of using the body mass index as the framework for computation. The body mass index â€Å"determines whether a person’s weight is appropriate for height by dividing the weight in kilograms by the height in meters squared† (Delaune and Ladner, 2006, 345). The Centers for Disease Control and Prevention (CDC) has officially provided separate definitions of obesity for adults and for children and teens, to wit: â€Å"An adult who has a BMI between 25 and 29.9 is considered overweight. An adult who has a BMI of 30 or higher is considered obese† (CDC: Definition for Adults, 2010, par. 2).... ory to obesity, presenting the consequences, prior to delving into the suggested interventions to address the dilemma through proper nutrition, exercise and lifestyle changes. Scope and Nature of the Problem The World Health Organization (WHO) has acknowledged obesity as a global problem. According to its official website, â€Å"once considered a problem only in high income countries, overweight and obesity are now dramatically on the rise in low- and middle-income countries, particularly in urban settings† (WHO, 2011, par. 1). Data and statistics provided by CDC indicate that despite the goals identified under the Healthy People 2010 program to reduce the proportion of adults and children who are obese (CDC: Healthy People 2010, n.d.), the recent report revealed that â€Å"in 2009, no state met the Healthy People 2010 obesity target of 10%, and the self-reported overall prevalence of obesity among U.S. adults had increased 1.1 percentage points from 2007† (CDC: Vital S igns, 2010, 1). The alarming outcome and the continuing increasing trend have proven the need for intensive efforts to focus on interventions that would create a positive impact on preventing and reducing obesity. The WHO (2011) published relevant facts pertinent to global statistics on obesity and overweight, as cited below: â€Å"1.5 billion adults, 20 and older, were overweight. Of these 1.5 billion overweight adults, over 200 million men and nearly 300 million women were obese. Overall, more than one in ten of the world’s adult population was obese† (par. 7) Despite the disturbing figures and statistics, WHO indicated that obesity can be prevented. Aside from identifying changes in factors contributory to obesity, lead agencies, social work and health care practitioners have specifically detailed

Tuesday, February 4, 2020

Strengths and Weaknesses of Internal and External Recruitment Essay

Strengths and Weaknesses of Internal and External Recruitment - Essay Example This essay describes today’s dynamic companies needs to adapt swiftly to the changing environment. Often the human resources department is required to fill vast number of jobs as the company develops new markets and pursues new strategies. New positions tend to require specialized skill sets while new management philosophies look for softer skills such as interpersonal skills. To complicate the matter further, today’s employees are more likely to change jobs, due to the availability of myriad opportunities. The researcher focuses on describing of the process of th human resources department that must define the job requirements, advertise the position, sort though the applicants and choose the best candidates effectively and efficiently. The most successful recruitment depends on the amount of preparation before the actual process. There are many ways to attract a pool of suitable applicants that are described in the essay. The method chosen depends on the time and reso urces the organisation can afford and the nature of the business. This can be accomplished by weighing the knowledge level, skills etc. of the required candidate to fill the job, how much training he will require, and how much value add the candidate would bring to the table. Investing the time and resources in getting a successful recruit represents sound business practice. Above all, the researcher states that being an employer of choice is a reputation that recruiters need to build within their industries and that is a powerful tool in attracting top talent.

Monday, January 27, 2020

The relationship between double dissociations and cognitive processes

The relationship between double dissociations and cognitive processes A relationship implies the way things interconnect and includes ways these groups regard and behave towards one another. Double Dissociations (DDs), modularity and connectionist modeling (CM) will be introduced. Discussions about their strengths and weaknesses, how advances in technology have added value to existing data and possible theoretical models will follow. Research community opinions will be explored as these factors impact the extent to which these processes uphold one another. Prior to 1960 the brain was primarily understood in terms of behaviorism where human behavior was thought of in actions of stimuli and response rather than through structure and organizational process (Cohen, 2000). Computer technology and cognitive psychology seemed to be a natural match as cognitive psychologists frequently used computers for analogies to explain the human brain. Armed with philosophies concerning modularity scientists started to explore ways in which computer technology could model actions of the human brain (Parkin, 1997). Cognitive neuropsychology leans on the theoretical framework provided by cognitive psychologists and detailed observation of brain behaviors and is noted for comparing differences between how an intact system works and what happens when it becomes damaged. Parkin (1997) shares an example of the difference between determining function for individual modules of an intact television set. He points out that observing modular failures in the set may be more informative than separating out the multiple components and how they contribute to media transmission. Even if one is ignorant of the workings of a television, by observing consistent mechanical failures it can be noted that it is possible for a television to lose sound and retain a picture or to retain the picture and lose the sound. By this it could be assumed that the components are independent of one another. The same principles can be applied to mechanical failure in a car or in the human brain where these observations can be foun d in the form of Double Dissociation (DDs) (Parkin, 1997). Dissociation is the process of identifying the neural substrate of a specific area of brain function. DD was a term originally used in statistics where 2 independent variables (IV) have different effects on two dependent variables (DV) where one IV affects DV1 but not DV2 and the second IV affects DV2 but not DV1 (Tauber,1955). In neuropsychology 2 independent brain areas are functionally dissociated by 2 cognitive tests. DDs are seen as the result of traumatic damage, disease or congenital deformities and offer a window into processes that normally operate in symbiotic ways such as the ability to understand and communicate with language (Parkin, 1997). DDs are sometimes criticised as reductionist however they can be vital signposts for estimating functional perimeters. DDs are useful for showing what happens when functional impairment occurs in one area of the brain leaving another area intact, while in other individuals the opposite functional pattern emerges (Shallice, 1988). It is challenging to find DDs where there are no mitigating factors or co-morbid conditions and some researchers recommend a classification system to rate DD extent and quality (Shallice, 1988; Parkin, 1997). DF is an individual with a single dissociation. She sustained Visual Form Agnosia when her ventral stream, the area responsible for the conscious identification of visual objects became impaired. Visual areas in the dorsal stream needed to identify color and texture remained intact so she could identify fruits and vegetables but was unable to identify a card, even though she was able to push it through a slot. She could draw on long term memory to draw objects but later when asked to identify them could not (Milner and Goodale cited in Datta, 2004). D.B. another person was found to have unconscious/covert visual function, allowing her to do better than chance on forced choice experiments which tests knowledge of areas she claimed not to see (Stoerig Cowey, 1992). DDs are noted in the contrast between deep dyslexia and surface dyslexia. The term dyslexia describes disorders of language concerning reading and spelling and can be acquired as the result of trauma or can be present at birth).Deep dyslexics have semantic, visual and reading errors (Plaut Shallice, 1993), they fail to name pseudo words but can name some exception words indicating the non lexical or visual route remains impaired but the phonological/lexical route was intact. Surface dyslexics can accurately name the pseudo words but demonstrate difficulty when pronouncing exception words such as pint which they pronounce as though it rhymed with lint. This indicates the non lexical/ visual route is intact but the lexical/phonological is impaired (Naish, 2000). Connectionist modeling (CM) is the process of using the computer to model various components of brain function so the patterns of how they work together can be observed. CMs, like the brain are layered for sequential tasks. The influence of the neuron is based on the strength of its connection and learning or recognition is achieved by altering the strengths of connections between learning. In models this is accomplished by assigning weights and connections that are determined by predetermined rules (McLeod, Plunkett Rolls, 1998) Modeling relies on gaining understanding of cognition through rule-guided transformation of mental representations. Hinton Shallice (1991) designed a connectionist model and used this to replicate co-occurrences of semantic and visual errors. After training the model to map from orthography to semantics it was lesioned. Three common network properties were identified to reproduce deep dyslexia, distributed orthographic/ semantic representations, gradient descent learning and attractors for word meanings. A fourth factor proved valuable which consisted of increasing the ratio of concrete to abstract semantics. The network replication proved useful for studying deep dyslexic patterns however may not be an accurate representation of how the brain learns (Plaut Shallice, 1993). DD and connectionist modelling have worked together to explore prosopagnosia, (face blindness). Face recognition has been traced to the fusiform area of the brain and because it is domain specific and information encapsulated there are characteristic of modularity present (Carlson, 2007). In Prosopagnasia it is common for face perception to show impairment, while object recognition remains intact (Cohen, 2000). Within prosopagnosia some people retain covert recognition without overt recognition. (De Haan, Young, Newcombe, 1987) explored this, utilizing behavioural techniques with PH, who sustained trauma related prosopagnosia. PH was only able to recognize two out of multiple faces he was tested on, moreover he was unable to discern famous from common faces above the level of chance, yet he retained the ability for covert recognition which was identified by the use of galvanic skin response testing and forced word choice testing where he did better than would be possible by chance. CM to study prosopagnosia was adapted to investigate whether recognition was sequential and temporally driven and how the information was linked to determine comprehension. (Cohen et al, 2000). It was found significance in the first process is unnecessary for successful execution of the adjacent process and this observation was later strengthened by FMRI findings (Cohen et al, 2000). Adjustments to face recognition CM were the result of what was already known through DDs about overt and covert recognition. The model allowed repetition of the patterns and the ability to alter parameters to resolve questions about timing versus modular involvement. Hidden layers in the network work to average error across the network and the covert learning is seen in the model. It learns by minimizing error to produce responses for information not directly inputted to the model (Cohen, Johnston Plunkett, 2000) LaVoi Naish, (2009) urge that the simplicity of available cognitive models cant mirror the complexity of the human brain and that at best the networks are useful for modeling small tasks. Cognitive neuroscience was originally dominated by case studies, cognitive modelling in the form of neural networks and carefully developed neuropsychological testing tools. DDs were critical tools for discovery (Parkin, 1997). Modularity was observed through behaviour and confirmed at post mortem or through animal studies. Technology lacked capacity to ethically observe structural brain changes in living participants. The brain was dissected and stained after dearth so changes could be observed. Differences in function were more readily seen by brains that were damaged (Parkin, 1997). DDs provided and continue to contribute valuable information in living patients and in lesioned laboratory animals. Brain impairments can also be explored and charted through case studies of cognitive dysfunction in humans and animals. There is considerable research done with animal models due to ethical and financial constraints. One added advantage of animal studies is that multiple generations can be studied in fewer years than it takes a human to reach maturity (Carlson, 2007). Recently Transcranial Magnetic Stimulation (TMS) technology has been used to approximate a lesioned condition however TMS is temporary and fails to show results of long-term impairments. Hubel and Wiesel used kittens to demonstrate extended light deprivation during critical periods in development can cause permanent visual impairment. When light was restricted to one eye, the seeing eye took over function; however the kittens failed to develop binocular vision. Research delivered insight for ocular dominance and childhood cataracts (Goldstein, 2001). They contributed to visual neurophysiology by demonstrating how signals from the eye are processed by the brain where they generate detection of motion, edges, color and depth perception (Carlson, 2007). The research supports cortical plasticity studies by revealing plasticity can be developmentally triggered as well as domain specific. Similar activity occurs in hearing and motor domains (Ramachandran, Altschuler, 2009). The brain is dynamic and adapts in impairment which has implications for modularity assumptions and consequent rehabilitation (Purves, 2008). A 1949 manuscript cited by Scoville and Milner (1957) reveals findings of significant memory loss in two patients with medial temporal lobe surgery (MTLS including the hippocampus. In 1957 Scoville and Milner warned other surgeons not to overlook the role of the hippocampus which brings us to the study of HM. HM was one of Scovilles patients in 1953 and a victim of MTLS. HMs difficulty began with a bike accident at age seven, initially recovery seemed normal but three years later HM sustained intractable seizures. At age 27, HM underwent experimental surgery in hope of limiting seizure activity. The bilateral medial temporal lobe MTLS reduced seizure activity but also impaired HMs ability to learn new information, mental processing speed, and episodic explicit memory, resulted in language impairment and erased long term memory (Scoville and Milner, 1957; Corkin, 1984; Sagar et al., 1985). He remained a case study from age seven until after his death at age eighty three. Ironically one of the few individuals he continued to recognize was Dr. Scoville who remained involved with his care until his death. There is no evidence of Scoville blaming others or shirking responsibility for his surgical actions. After HMs death at his request and with the guidance of his guardian, HMs brain was donated to science to help others. HMs brain was dissected and the procedure broadcast online (Science Blogs, 2009) HMs cognitive impairments spanned memory, visual, and language domains providing a long term picture of how network involvement and developmental changes may follow the removal of domain specific anatomy. These impairments were more clearly defined by recent advances in imaging technology such as high definition functional magnetic resonance imaging available in HMs later years however some of the impairments may have been present from the onset of his epilepsy. Deficits on tests of executive functions and hippocampal involvement are common unusual in epilepsy patients, pre and post surgery. They can be prone to perseveration as well as language and motor skill impairments (Hermann et al., 1988; Horner et al., 1996; Martin et al., 2000; Trenerry and Jack, 1994). H.M.s neurological examination in 2005 reveals his medications still included prescribed anti seizure medications, Tegretol, Paxil, and Tegretol-X. Additionally in 2002-4 when HMs brain was re-scanned extensive white matter damage and corpus callosum fiber and cortical thinning beyond that considered normal for his age group was discovered in addition to the original damage from the resection. This may indicate modular damage can impair the networks and other modules that interface with it. Initially there was resistance in the medical community to naming the hippocampus as the seat of memory because animal models did not demonstrate the same degree of disruption as HM (Barr, Goldberg, 2003). This cultural mindset and lack of information may have been a factor in Scovilles failure to recognize the earlier warning signs about memory retention and hippocampal involvement. The hippocampus was gradually accepted by the medical community as a structure having domain specific function that was critical to information encapsulation. More recently it has been noted that memory may have significant network features mediated by paths in the frontal lobes rather than an exclusively domain specific module (Barr, Goldberg, 2003). Case studies such as HM (Henry Molaison) are valuable to cognitive neuroscience as they can show the transition of theory over time and how views on what constitute modularity are subject to change. There are similar findings where severe childhood brain injury led to widespread long term negative effects on white matter architecture and restricted the potential for brain growth. Damage patterns in the hippocampus indicate the white matter injury may come from the lesions restricting long term cerebral blood flow (Tasker, 2006). Neural network architecture could possibly model patterns of learning but would lack the capacity to predict developmental cascades in organic brain matter (Shallice, 1988). Scientists such as Broca who identified the segment of brain mainly responsible for language understanding and Wernicke who found areas relative to speech production are examples of how DDs increase understanding of localist function. Broca and Wernicke both researched aphasia post-mortem at the same time period in history and compared cases (Purves, 2008). Wernicke identified the area of the brain responsible for language comprehension and named it Wernickes area. Carl Wernicke was the scientist who discerned there was a regional difference between patients with aphasia dividing those with expressive aphasia (produce language) and those who sustained receptive aphasia (understand language) Wernicke located impaired language patients whose left frontal lobe was intact. These patients experienced language impairments in the area of comprehension and even though their speech was well formed it made little sense. Wernicke found that the area of the brain damaged in these patients was a small area in the left parietal cortex. Wernickes area is considered responsible for accessing words and decoding them for speech, whereas Brocas patients could understand language but could not transform them into understandable speech (Purves, 2008). Broca found speech accuracy impairment in expressive aphasia was due to the brains inability to produce language rather than the mouth failing to produce words. (Purves, 2008) Brocas patients included Leborgne who could only repeat the word tan and Lelong whose vocabulary consisted of only five words. Both patients were found to have lesions in the left frontal lobe an area later named as Brocas area. These patients led Broca to assume speech was region specific in the brain. Brocas area is presumed to be the syntax module and Wernickes area the semantics module (Purves, 2008). Wernicke and Brocas areas until recently appeared to fill some of Fodors (2000) conditions for modularity including domain specificity, autonomy and information encapsulation. The extent of this modularity is being examined in the light of more recent findings incorporating high tesla magnetic resonance imaging (MRI). Additional damaged areas are now identified as contributing to speech disruption. It was found that although Brocas area specific lesions can cause speech disruption, they are unlikely the source of complete and permanent speech impairment (Dronkers, Plaisant, Iba-Zizen, Cabanis E (2007). Additional evidence that Brocas area can be largely destroyed and language can remain intact was presented in a case study involving a computer engineer who had a tumor in Brocas region. The tumor and Brocas area were destroyed but he was able to function with minimal language problems and return to his work 3 months post surgery (Grodzinsky Santi 2002). Ongoing problems included an inability to create complex sentences, or relay reported speech. The problems were reported as working memory deficits and his recovery was explained by neural plasticity of the surrounding cortical area and a shift of some function to the right hemisphere (Grodzinsky Santi 2002). It seems unlikely that working memory could be the causation factor as the occupation he returned to is one highly dependent on working memory access. There is no report of auditory working memory in this individual differing from his visual working memory so it may be that Brocas area is not so easily dismissed (Grodzinsky Santi 2002). Figure 1 Broca and Wernicke areas NIH publication 97-4257, http://www.nidcd.nih.gov/health/voice/aphasia.asp (accessed 17/04/2010) Evidence from children who learn to read after a TBI indicate those who relearn reading or recover language may not be as fluent as they were previously (Ewing-cobb, Barnes, 2002). The adverse effects of diffuse axonal injury extend to linguistic development in the areas of discourse processing, lexical development and reading. An analogy could be the functional capacity deficit experienced when one injures the writing hand and has to adjust to using the alternate one. It appears the older and more expert a child reader is at the time of injury the better chance they have of functional recovery in the area of language (Ewing-cobb, Barnes, 2002). The areas of working memory and speed of processing for mediating recovery were acknowledged by Ewing-cobb and Barnes as an area for further research. Functional MRI (FMRI) reveals more explicit localization in the way language is used than that proposed by Broca and Wernicke as evidenced by (Lyons, Mattarella-micke, Cieslak, et al, 2009) who maintain language activates domains and networks beyond the areas commonly ascribed to language processing and that the expanded process influences the language experience. Gonzà ¡lez, Barros-Loscertales, Pulvermà ¼ller, Meseguer, Sanjuà ¡n, Belloch, et al. (2006) found that neural areas which access word meaning can include related sensory systems. For instance accessing the meaning of the word vanilla may activate the olfaction and gustatory systems. Action language can activate motor regions used to complete these actions (Lyons et al, 2009). One example (figure 5) shows left dorsal premotor cortex activity. This area is considered central to selection of higher level action plans and contributes to increased comprehension of sport specific and signals increase in strength in accordance with levels of expert learning (Beilock et al., 2008). This is much like the trend cited by Posner, (2004) in regards to the fusiform area being more than face specific with expert learners. Hickok Poeppel, 2007; Vigneau, Beaucousin, Herve, Duffau, Crivello, 2006) found left dorsal premotor cortex activity is modulated by personal experience when category specific action related language is used (figure 5) Figure 2 Shows brain activation differences between expert and novice hockey players when category specific language is introduced indicating language is also accessed via motor pathways (Lyons, Mattarella-micke, Cieslak, et al, 2009) This may have profound implications for cognitive rehabilitation when Brocas or Wernickes area are damaged however it is important to note that in spite of the coordination of other networks these areas are still largely domain specific for functional capacity. Cognitive models can be supportive in logging where, and to what extent cognitive functioning is systematically impaired or spared. They can offer some insight as to whether the function in question is mainly modular or if it is distributed like a network (Cohen et al, 2000, McLeod, Plunkett, and Rolls, 1998: Parkin, 1993). Present cognitive models lack the processing power to model complex modules and the inclusion of multi sensory network architecture (|Naish, 2000) The modularity assumption is ascribed to philosopher Fodor who conceptualizes the brain as having modular characteristics and goes on to define modularity as domain specific, autonomous, innately specified, hardwired (neuronal path specific), informationally encapsulated, and not assembled (Coltheart,1999). Multiple areas of the brain are considered to have modular characteristics but do not meet all the criteria for Fodors model by (Cohen, Johnson Plunkett, 2000). Fodor insists he has never maintained the brain is modular but only that it contains modular characteristics which he goes on to describe. Fodor (1983) does not believe the mind is massively modular explainable by computational or excessively modular models, instead his emphasis is on the function of a mental state rather than its biology and he maintains modularity can be by degrees rather than on an all or nothing basis (Fodor,2000). Fodor (1983) gave his model (figure 2) three components. The transducers act like perception whose task is to convert precepts or stimuli into signals for neurons. The input systems he envisions interpret the information within mainly modular platforms. The central system operates as an executive system Fodor suggests basic aspects of vision, and language have modular characteristics and Fodor describes the central system as responsible for reasoning, problem solving analysis and making choices as network mediated (Fodor, 2000). The diagram below shows a limitation of this model in that it is feed forward only without feedback networks. Figure 3 Fodor, J.A. (1983) the Modularity of Mind, MIT Press/Bradford Books Scientists such as Posner, 2003; Gordon, Arns Paul, 2008 and Williams, Brown,, Palmer, Liddell, Kemp, Olivieri, et al. 2006) have credited neural network models as learning tools from which they have derived theoretical models of how the brain learns (Posner Carr, 1992) Two of these models will be briefly described to demonstrate that neural networks contribute to the understanding of the functional patterns of the brain. Rennie, (2001) a physicist, models the large-scale electrical activity of the brain and mapped the neuronal activity from temporal and localist assumptions. His model has contributed to the development of the integrate theory model where conceptual knowledge of cognition, biology, modelling, physics and even psychiatry are combined to propose how the brain integrates cognitive and emotional feedback(Gordon, Arns , Paul,2008 ). The integrate model could allow for cognitive function based on fight/flight mechanisms and internal/external motivators while still retaining the modular aspects. Although the integrate model was conceptualized by information accessed by observing Rennies cognitive modelling of the brain, contributions of genomics, neuropsychology, psychiatry, case studies, neuro-imaging and meta analysis are in use to further develop the model (Gordon, Arns , Paul,2008 ). This model explores age and temperament stimulus processing changes, and possibilities for personalized psycho-active drug formulation. Fight /flight response is represented in how emotion is processed and its affect on language response. In this model there is feedback and feed forward mechanisms at all levels (Williams, Brown, Palmer, Liddell, Kemp, Olivieri, et al. (2006). Figure 4 Integrate Model http://brainNET.net (accessed 11/04/2010 Posner employed cognitive modelling networks investigating patterns for attention which informed his theory on executive attention networks and assisted the design of attentional network training for children (Posner Rothbart, 2007). This computer training module used in his research demonstrates functional neural plasticity in that long-term gains in attention, language skills, working memory, visual perception and executive functioning are observed (Thorell, Lindqvist, Nutley, Bohlin, Klingberg, T. 2009). The advantages extend to near and far transfer tasks such as language acquisition, working memory and cognitive load capacity. Posner describes the brain as a network but does not deny domain specificity plays a role in identifying localization. His emphasis is on mental states, a position similar to Fodor, (Posner Rothbart, 2005). Posner refers findings which favour localized mental operations as an opportunity to explore neural plasticity and uses elements of face processing to support his position. Posner references the common activation that occurs in the fusiform area when experts think about a domain of expertise rather than an exclusive face recognition task. He maintains that if we see localizations in the form of mental operations it would be natural for to share operations in common (Posner, 2004). In fact (Corbetta Shulman, 2002) show localization of separate mental operations within the parietal lobe which merge with a larger network to align attention to specific targets (McCandliss, Cohen, Dehaene, 2003) Posner and Tang (2009) have recently explored attention state models and how they influe nce learning and communication. See a diagram of Posners conceptual model below: Posner model of localization of aspects of executive attention states www.dana.org/NEWS/cerebrum/detail.aspx?id=23206 accessed (14/04/2010) The relationship between DDs and the modularity of cognitive processes in conjunction with the role CMs play is informed by ongoing research. Ellis and Young (1988) indicate unearthing a double dissociation, is only a starting point as processes and the aspects they mediate in common need careful identification. Crowder (1972) comments investigating the necessity of a two process theory may be more informative than the properties of individual processes (Plaut, 2003). DDs and CMs may oversimplify functional processes leading to distorted perceptions of neuroanatomical systems. Dividing executive function and episodic memory may undermine mutual network connections to temporal lobe systems, (Barr, Goldberg, 2003) DDs are useful for showing what happens when functional impairment occurs in one area of the brain leaving another area intact, while in other individuals the opposite functional pattern emerges (Parkin, 1997). The correlations can act as a reference in a similar way to a labelled fuse box which points the way to the specific appliance that caused an overload malfunction in the system. Fuses can be individually tested for function and the electrical impairment can be isolated for further review. CM simulates to some extent how patterns can develop in response to stimuli and injury. CMs work on an input in/out basis and as a result are unable to account for the complexities of phenotype variations influencing cognition (Naish, 2000). The patterns themselves are more concrete than abstract concepts and this may lead to insights about how specific cognitive processes work. FMRI, TMS, Galvanic skin response, single cell electrical recording, Magneto-encephalography, Quantitative encephalography, Positive electron tomography, Single photon emission computed tomography methods all allow neuro-anatomical functional observations with living individuals/animals. This informs understanding about modularity and the interaction of adjacent structures. It is important to note that each technology has limitations, MRI with temporal resolution, MEG and QEEG with spatial resolutions. With TMS artificial lesions can be created without harm to living participants by means of magnetic stimulation however, this process is time limited and can produce artefacts. These methods add to the foundation laid by early cognitive neuroscience and in some cases lead to confirmation or disputes about the original findings (Carlson, 2007). Bowers (2009, 2010) for instance notes single cell recordings may be consistent with localist coding rather than a distributed model based on the fact that neurons in the hippocampus and certain areas of the cortex may selectively respond to one stimulus out of many. His assumption is that because the IA word identification model uses single units to code for specific units it is not distributed. Parallel Distributed Processing networks (PDP)s rely on graded constraints and interactivity to determine actions that are consistent with the systems knowledge as determined by connection weights between units. However, (Plaut and McClelland, 2010) claim PDP neural network could learn localist grandmother cells in training specific learning conditions. The CMs are built from mathematical formulas using incomplete knowledge, they can be useful for showing patterns however it is illogical to expect them to uphold something they were only created to simulate and this thinking leads to unintentional error in interpretation. Statistically constructed mathematical computer models are built by the National Institute of Highway Safety to assess levels of diffuse axonal brain injury using squid axons (IIHS, 2007). These axons are electrical synaptic models rather than the chemical synaptic structure commonly found in human brains. Chemical synapses are less robust and more vulnerable to secondary cell death than the electrical synaptic structure (Roberts, 2005). Myelination damage cannot be measured by squid axon models. The resulting inaccuracies prejudice compensation claims for diffuse axonal injury survivors who often sustain language and vision impairments as the squid axon model can survive higher impact without brain damage. (Price, 2007) Cohen reports being disturbed by the ad hoc tinkering of connectionists trying to make the model work. Naish retorts that if connectionists tinker it is only to appear to model what neuro-physiologists claim to have found. He notes the complexity of the brain and notes this leave cases open for contamination by extraneous variables (Naish, 2009). Parkin (1997) states DDs may contain co-morbidities and research will reflect this. Literature tends to report simple conditions because they are easier to understand (Naish, 2009). Rebuttals can include neuro-psychologists calling connectionists tinkerers and connectionists accusing neuro-psychologists of cherry picking cases. This may reflect frustrations of research demands in a rapidly evolving field. Hinton reports CMs require labelled training data and most data learning relevant data is not constrained by labels. The signals CMs attempt to replicate require different equations than biological neural signals creating comparative discrepancies (Hinton, 2010). The brain processes data for 10^14 labels @ 10^9 per second, well beyond what computers presen

Sunday, January 19, 2020

Crime Are Positivist Criminology Essay

Positive Criminology, an approach which attempts to explain criminal actions not as an exercise of free will or of one’s choosing, but rather as a consequence of multiple different internal and external.   Cesare Lombroso (1835 – 1909), an Italian criminologist views that criminals are born not made, and criminal an example of nature, not nurture. Focused on biological and psychological factors to explain criminal behavior, and studied cadavers of executed criminals in an effort to determine scientifically whether criminals were physically any different from non-criminals, he believed that people were born criminals and facial features of criminals included things like enormous jaws and strong canine teeth. â€Å"Atavism† In the 1960s, positivist criminologists argued that criminal behaviour lies in abnormal chromosomes, the XYY theory argued that violent male (genes)criminals have an abnormal XYY (super male) chromosome (XY is the normal pattern in males) The Positivist theory of criminals being born rather than made died out, and there were moral implications with this. Classical criminology is an approach to the legal system that arose during the Enlightenment in the 1700s. Philosophers like Cesare Beccaria, John Locke, and Jeremy Bentham expanded upon social contract theory to explain why people commit crime and how societies could effectively combat crime. The concepts continue to play a large role in the legal systems of many nations today, although the approach in the modern world tends to be a bit more flexible. It is important to understand the context in which classical criminology was developed. During the Enlightenment, Europe was changing radically, with many nations emerging from feudal monarchies and radically reforming their laws. Across Europe, the law was wildly inconsistent and applied even more inconsistently. Judges and other legal officials often lacked extensive training, and prescribed punishments totally out of proportion to some crimes while ignoring others. Many people recognized the  need for a more uniform and effective justice system, and this approach was the result. According to the theorists, human beings are self-interested animals, but they are also extremely rational. While people will tend to do things that are in their own self interest, they also understand that some actions actually conflict with this, and many societies develop a social contract that dictates human behavior, with humans mutually agreeing to refrain from activities that hurt each other or society. People also have free will, which means that they can opt to violate the social contract. For example, someone might steal or murder to accomplish a self-interested goal. By having consistent punishments in place that are proportional to the crime and applied rapidly, classical criminologists argue, the legal system will create deterrents to crime. Rather than committing a crime with a degree of uncertainty about the punishment, people in a nation with a clear and concise legal system will be well aware of the consequences of violating the law and the social contract, and they may think twice before committing crime. One of the big problems with classical criminology is that it does not allow for extenuating circumstances. Someone who robs a business for profit is treated exactly the same as someone who robs a business in order to eat, and some people feel that this is inhumane. Others feel that the assumption of free will is also somewhat questionable, as people may be forced into making decisions as a result of their circumstances or socioeconomic class. Sociological criminology is the largest number of criminological theories have been developed through sociological inquiry. These theories have generally asserted that criminal behavior is a normal response of biologically and psychologically normal individuals to particular kinds of social circumstances. Examples of these approaches include the theory of differential association, which claims that all criminal behavior is learned and that the learning process is influenced by the extent of the individual’s contact with persons who commit crimes. The more an individual associates with such persons, the more likely it becomes that he will learn and adopt criminal values and behaviors.  Ã‚  Sociological criminology include the following theories; Social Disorganization(Chicago School) is identified with neighborhood studies of crime and delinquency that focus particularly on the spatial patterns of such behavior, especially as reflected in maps of their spatial distributions. It assumes crime as a product of geopolitical environmental, or call as urban ecology(by Park and Burgess). The rapid social changes (e.g. population growth, rapid immigration or migration) causes the breakdown of normative structure or community, the left-alone youngsters becomes the delinquent subcultures, the crime is the transitional neighborhoods that manifest social disorganization and value conflict. And the urban ecology urban cities can be compartmentalize in five zones, from centre to outside are 1.Central Business District; 2.Transitional Zone; 3.Working Class Zone; 4.Residental Zone and 5.Commuter Zone, and the crime and social problems are usually happened in Zone 2, which is contained many recent immigrant groups, deteriorated housing, fact ories and abandoned buildings. (OUHK, 2013, tutorial 2, unit 2) Strain Theory is a sociological theory that tries to explain why people may be drawn to delinquency or crime. According to the theory, some crime may be linked to the presence of anger and frustration that is created by societal or personal strain. When a person cannot legitimately achieve the accepted goals of a society, he or she may turn to illicit means to create success. Three of the fundamental goals that contribute to strain-related crime are the pursuit of wealth, achievement of status and respect, and the need for autonomy. Sometimes is known as â€Å"American Dream†. Peoples see crime as a function of relative deprivation, and the theory assumes that the social structure as the source of crime. (OUHK, 2013, tutorial 2, unit 2) Subculture Theory is that human behavior is learned via social interaction, most of the delinquency/ crime is learnt by exposing to anti-social definitions or becoming part of a group were delinquency is already established. (OUHK, 2013, tutori al 2, unit 2) Drift Theory is telling that human beings will look crime in conformist, give excuse to make the crime become reasonable and not as an illegal action, individual drift in/ out of delinquency by ‘neutralization'(e.g. denial). (OUHK, 2013, tutorial 2, unit 2) Social Control Theories tells that there is a non-pathological relationship between a criminal and a  non-criminal, delinquent act due to a weak or the broken of ‘social bond’ (attachment, commitment, involvement, belief) to conventional significant reference groups (e.g. family, school) causes the less reluctant to commit crime. (OUHK, 2013, tutorial 2, unit 2) Labeling Theory assumes that individuals would be influenced by stigmatization, crime/ deviance as a result of labeling / stereotyping, a Primary deviance (yet to be labeled) will be reinforced by limited opportunities and ‘self-fulfilling’ prophecy, and then to become a Secondary deviance (subsequent behavior according to the lable given) . (OUHK, 2013, tutorial 2, unit 2) Critical Criminology is telling that the source of conflicts inside the society is the political interest and inequality (capitalist vs working class), base on this assumption, the criminal law seems only a protection of the dominance, and the crime defined by the powerful. (OUHK, 2013, tutorial 2, unit 2) Environmental Criminology is including four main theories which are Jane Jacobs’s compartmentalization; Oscar Newman’s defensible space; Rational Choice Theory(RCT) and Routine Activity Theory(RAT). Jane Jacobs’s Compartmentalization is a modern design change lead to breakdown of social control hence lead to crime, compartmentalization of urban space into different zones lead to breakdown of social control (e.g. insufficient social interaction, unattended areas )hence lead to crime, the application of compartmentalization theory is to change the land use,(e.g. mixing land use) , or increase security for unattended areas. (OUHK, 2013, tutorial 2, unit 2) Oscar Newman’s defensible space is similarly to Jane Jacobs’s theory, but focus more on building design or location, for example on these main points: 1.Territoriality, 2.Surveillance, 3.Image, 4.Envirnment, the theory thinks that the factors of the high crime rate is because anonymous open public space, many corridors and exits, insufficient lighting, location next to ‘bad areas’, etc, which is a bad design in the building or locations. To solve these problems , Oscar Newman suggest a thinking is call Crime prevention through environmental design(CPTED). (OUHK, 2013, tutorial 2, unit 2) Rational Choice Theory(RCT) emphasize the crime ‘opportunity’, offenders which is rationally weigh information on their personal needs and situational factors involved in the difficult and risk of committing a crime which is gain greater than lose. It will become easier to reduce crime by  increase the risk of the offenders and reduce the opportunity of the offenders to commit crime. (OUHK, 2013, tutorial 2, unit 2) Routine Activity Theory(RAT) emphasize social context, it thinks that crime is a function of 1.motivated o ffender, 2.availability of suitable target and 3.absence of capable guardians. In this theory, assumed that motivated offender can not be change, we have to reduce availability of suitable target and increase security measures to reduce crime. (OUHK, 2013, tutorial 2, unit 2) As a result, Environmental Criminology is the most practical approach to the security manager, consider the Positive Criminology is the theory that criminals are born, and which their biological problems makes them to commit crime, a security manager can not control the customers biological problems and how they are born, so this Positive Criminology is not a suitable approach a security manager to use; the Classical Perspective suggested that the greater punishment issue, the less crime will be, but as a security manager, when they detected crime happen, they can only refer the crime to the legal system and the security manager do not have to right to issue any punishment to the criminals; the Sociological Criminology is telling that criminals are infect by the social structure, economic, social interactions, which are the factors that a security manager can not control any of them, the Environmental Criminology suggested that Crime prevention through environmental design(CPTED), wh ich a security manager can change the design of a shop furnishings, or a plaza settings that can reduce availability of suitable target in the shop or plaza and increase security measures inside to reduce crime happen in a security manager control area. References List The Open University of Hong Kong (2013). LESM A204 tutorial 2 Criminology for the security manager (unit 2). Hong Kong :OUHK http://global.britannica.com/EBchecked/topic/143163/criminology/272204/Sociological-theories http://psychologydictionary.org/positivist-criminology/ http://sociologycriminology.wordpress.com/positive-theory-positivism/ http://www.wisegeek.org/what-is-classical-criminology.htm

Saturday, January 11, 2020

American Education Vs. The World Essay

United States public schools were regarded as some of the best public schools in the world up to the 1970’s. Compared to the educational development of Asian and European students, American students and the education system are ranked embarrassingly low. â€Å"In a 2003 study conducted by UNICEF that took the averages from five different international education studies, the researchers ranked the United States number 18 out of 24 nations in terms of the relative effectiveness of its educational system† (Wu 2). Some students are graduating from high school with little or no knowledge about the core classes, while other students are dropping out and not graduating at all due to lack of discipline. Recently, colleges and universities have stopped using diplomas and grade point averages as a basis of admission because American high school curriculums have consistently simplified over the years and do not come close to compare to other schools around the world. The structure of American public schools compared to European and Asian schools are greatly disorganized, and many American teachers hold no credential and are extremely unqualified. Another major issue facing students today is the number of students per classroom, which differs greatly between competing countries. The American students are floundering in comparison with their counterparts around the world educationally due to lack of educational preparation, simpler curriculums, and unqualified teachers. When it comes to international education rankings, recent studies show that other nations in the developed world have a higher caliber of student success than that of the United States. In 2003, the United Nations Children’s Fund conducted an educational study that took the averages of five different tests and ranked the 24 participating nations; the United States was ranked 18. In that same year a similar study, the Tends in International Mathematics and Science Study, showed that the United States students tended to decline in performance from grades 4 to 12 more than any other nation. In both studies, South Korea, Japan, and Singapore ranked the highest respectively, followed by the United Kingdom, Finland, Australia, and Netherlands. The United States preceded all of these. â€Å"In fourth grade, American kids do above average internationally. By eighth grade, they slip a bit, and by 12th-grade, they’ve slipped a lot, we’re the only country that slides down that much from fourth to 12th grade† (Marsh). Because of this  recent slip in rank, the educators of the United States have somewhat resorted to teaching the material that will only be on the test rather than material that actually needs to be learned by the students. The United States teachers focus more on procedure, and try to teach multiple topics quickly while other countries tend to break up the topics and go more in-depth. Other countries’ teachers work on the concept and the background of the material instead of just teaching the procedure. For example, teachers in the United States tend to teach mathematics in whole numbers, while other countries use rulers to teach mathematics to show that there are numbers between whole numbers, implying infinite many numbers. Students are then taught the concept behind mathematics at an early age, making progression more productive. When students are taught the procedure and not the concept behind the procedure, there is a higher chance of forgetting the subject all together. It’s not just the international education rankings that American students are lagging in, but also the high school’s curriculum for their students, which differs greatly from other developed nations. American students are graduating from high school with little or no knowledge about the core classes. In other nations, the curriculum and requirements for progression are extremely strict, and if the requirements aren’t fulfilled by the student within a certain time period, the student will not continue on the educational ladder. In America, this idea is altered greatly by letting unqualified students consistently progress towards the next level in their education without any repercussions. â€Å"Between 1995 and 2004, the percentage of youth ages 16-19 who had ever been retained decreased; high school dropouts were more likely than high school completers to have been retained in a grade at some point in their school career† (Indicator 1). This decrease in the grade retention rate is physical evidence that school systems are letting students that do not fulfill the curriculum for a certain grade continue onto the next grade without any repercussions. The decrease is also evidence that the school systems concentrate more on other issues than education. In America, it has basically become custom to put education behind everything; school administrators believe that self-esteem and even religion are more important than the education of the children. In other countries, this isn’t so, and almost nothing comes prior to education.  When comparing the mission statements from that of an American public school to one of a European public school, one can see how the educational goals differ. For example, the mission statement for City High School in Tucson, Arizona is as follows:City High School strives to be a community of learners in which all members use their minds well and care about one another. We engage with challenging academics and the unique resources of our city and region in order to become active citizens and responsible stewards of our world. City High School’s mission statement doesn’t differ greatly from those of other American public schools. The schools want their students to â€Å"care about one another† and â€Å"become active citizens and responsible stewards†. Only a few words have anything to do with education, which proves the point that American public schools believe that good citizenship should come before good scholarship, also providing evidence that the curriculum is not as competitive as other nations’. Another major setback for the students in America compared to students around the world is the increasing amount of unqualified instructors. â€Å"One out of every seven teachers holds no credential and has little or no training in how to teach or manage a classroom† (SF Gate 1). The Center for the Future of Teaching and Learning conducted a report on unqualified instructors and found that the number of teachers holding no credential rose 11% between 2005 and 2006 and rose 13% between 2006 and 2007. Each year, more than 40,000 teachers work under an â€Å"emergency permit†, allowing them to instruct classrooms for the school year. This is a major flaw in the United State’s educational system because these â€Å"teachers† know just about as much of a subject as their students do, thus creating a stagnation in educational progression. In 2001, the â€Å"No Child Left Behind† act was passed and forced teachers to demonstrate that they are qualified in the subject(s) that they are instructing by passing certification exams and completing graduate coursework. This act obviously did no good to the education system, for it allowed even more teachers to teach without credentials. American student’s poorer educational rankings cannot entirely be blamed upon American students, but upon American instructors.

Thursday, January 2, 2020

UofA Green Fund Free Essay Example, 1000 words

The other department to involve in the project is the Agricultural department to help in giving advice on the appropriate planting methods and the nutrients requirements for the trees. The other stakeholders will be the campus students’ body through participating at various levels of the project. First, there will be the administrative co-leader whose work will be to allocate various functions to different participants. The leader will decide the students to work with the administration, faculty, and the staff to enable completion of the planting project. The other one will be the project coordinator to oversee the progress of the project and ensure that all the parties play their part for the project to succeed. The coordinator will help in the decision-making that are very vital to the success of the tree planting project. Another stakeholder will be student workers who will engage in all the project activities such as tree planting without contributing the decision-making. The activities are collecting the seedling, identifying the place for planting, digging holes and the actual planting of the seedlings. Next there will be the student’s volunteer t assist in the project activities at various level during their appropriate time. We will write a custom essay sample on UofA Green Fund or any topic specifically for you Only $17.96 $11.86/pageorder now The volunteers will be very helpful especially when the other stakeholders are busy with their academic work. The student learners will also form part of the project stakeholders to help in the project development. The role of the student learner will be to observe and learn from the project’s activities, which will be very encouraging to the project implementers. Having students interested in the project will be a great achievement for the implementers, which will encourage them to work harder to achieve the project goals. Benefit to UA Students The project will be very beneficial to the UA students especially the ones that will participate fully in the implementation of the project. For instance, students who will engage in planting trees will have knowledge of the importance of environmental conservation. Students from the Department of Natural resources and agriculture will carry out their practical and field lesions on the campus as the environment will provide enough flora. The other students that will benefit from the project are the ones studying botanical classes especially the topic of classification. The students will carry out their field work inside the campus and make reliable conclusions. Students always go to other places and forts to carry out research on plants behaviour but with the implementation of this project, they will just carry most of their experiments inside the UA University.