The American Voting System Should Be Changed

â€Å"If you don’t vote, you can’t complain. † Americans have heard this statement for decades. Those who feel that it is their duty, hold to this statement as if it were sacred. For the most part it is true. America has been fortunate to have a system that allows its citizens to take part in voting for the lawmakers who will represent them. Over time, more freedoms have come to the American people. African Americans, women, and eighteen year old individuals now have the liberty that was not afforded to them in the beginning of this great nation. They fought for this right, and many gave their lives for this privilege.Why would they believe this right is so important? They knew that the right to vote meant that lawmakers would have to listen to their needs to insure their reelections. The right to vote meant power. Voting in America is definitely a privilege, but there are flaws in the system. The first defect is the Electoral College that elects the president. T he electors meet in each State on the first Monday after the second Wednesday in December (December 13, 2004). A majority of 270 electoral votes is required to elect the President and Vice President.No Constitutional provision or Federal law requires electors to vote in accordance with the popular vote in their State. (NARA) This factor takes away the right of the people to choose the president. The popular vote is the real will of the people. Four times in the history of the election for the president the popular vote and the electoral votes were at odds. The first was in 1824 when Andrew Jackson won the popular vote, but John Quincy Adams was chosen to be president instead. Other times were Samuel J. Tilden vs. Rutherford B. Hayes, Grover Cleveland vs. Benjamin Harrison, and in the recent 2000 election Albert Gore vs. George W.Bush. It is impossible to judge whether the right decision was made or not, but that is not the point. The American voters should have been the ones to make the decision. The other flaw that should be addressed is the right of college students to vote in the area where they are attending school. They should use the absentee ballot of there state, county and town where they have resided. Of registered voters between the ages of 18 and 24 (typically referred to as college students), 32 percent vote. Now, certainly there are reasons for this, shedding a negative light on both the system that we are in and the kids that live with us.(Luckett) The problem is that while students are of age and should have the right to, they should not be making local decisions in the town and county where they are only going to be residing for a few years. In most cases, out of town students will pack up and move away from their college when they graduate or decide no to finish. There is nothing wrong with that, except for the fact that since they knew they would not reside in that area for a long period of time, they had no motivation to properly think abou t the consequences of their votes.When long term residents cast their votes they know that they will live with the results of the election for the rest of their lives, and that it will affect their children and grandchildren as well. America offers its citizens a wonderful opportunity to have a say in their government. Their decisions will lives for generations to come. That does not mean that the voting system is perfect. These problems can be solved and America can remain the greatest country in the world. Works Cited â€Å"A Procedural Guide to the Electoral College,† NARA, 30, May, 2007 < http://www.archives. gov/federal-register/electoral-college/procedural_guide. html> â€Å"Elections. † Info USA, 30, May, 2007 < http://www. archiv es. gov/federal- register/electoralcollege/procedural_guide. html> Grossman, Wendy M. â€Å"Ballot Breakdown† Scientific American. 19, January 2004 Luckett, Wade. â€Å"Voting Lets College Students Have Say in the Future of Am erica. † Flyer News. September 26, 2003

Benefits of video games Essay

Video games today are most commonly viewed as a way for students of high schools and colleges to slack off and procrastinate on homework and studies. What most people are not aware of though, is the social benefits that video gaming has on individuals. Video games can have positive effects on a gamers social life when it comes to teamwork, helping people, multitasking, and communicating efficiently. Educational Benefits for Students A recent study from the Education Development Center and the U.S. Congress-supported Ready To Learn (RTL) Initiative found that a curriculum that involved digital media such as video games could improve early literacy skills when coupled with strong parental and teacher involvement. Interestingly, the study focused on young children, and 4- and 5-year-olds who participated showed increases in letter recognition, sounds association with letters, and understanding basic concepts about stories and print. The key for this study was having high-quality educational titles, along with parents and teachers who were equally invested in the subject matter. That way kids could discuss and examine the concepts that they were exposed to in the games. Also interesting is the value that video games are proven to have even for very young players. A study by the Education Department Center further found that low-income children are â€Å"better prepared for success in kindergarten when their preschool teachers incorporate educational video and games from the Ready to Learn Initiative. † Older children such as teens and tweens can benefit from gameplay as well. Even traditional games teach kids basic everyday skills, according to Ian Bogost, associate professor at the Georgia Institute of Technology and founder of software maker Persuasive Games. â€Å"Look at ‘World of Warcraft’: You’ve got 11-year-olds who are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal. † Games that are designed to help teach are having an impact on college-age pupils as well. Following a recent 3D virtual simulation of a US/Canadian border crossing, wherein students assumed the role of guards, Loyalist College in Ontario reported that the number of successful test scores increased from 56 percent to 95 percent. Improved Multitasking Other carefully-designed studies have also shown that action video games can improve several aspects of brain activity, including multitasking. According to studies by Daphne Bavelier, a professor of brain and cognitive sciences at the University of Rochester, video gamers show real-world improvements on tests of attention, accuracy, vision and multitasking after playing certain titles. â€Å"If you think about it, the attentional and working memory demands of video games can be much greater than other tasks,† says Michael Stroud, a professor of psychology at Merrimack College. â€Å"Consider Pac-Man as an example. In Pac-Man, you must navigate your character through a spatial layout while monitoring the separate paths of four additional objects (the ghosts), while keeping the overall goal of clearing the small pellets in memory, as well as keeping track of the remaining large pellets. † â€Å"Think about how this may apply to skills such as driving,† he continues. â€Å"When you drive your car, you are faced with a constantly changing environment in the road, not to mention several other distractions that compete for attention that reside in the car. At the same time, you are attempting to navigate through the environment to reach a goal. † Social Benefits Games with broad appeal that are easy to grasp can additionally help many families play together, and better bridge the gap between generations. Consider a title like hip-wiggling simulation Just Dance, which can have young kids dancing alongside their grandparents. There are also many games that have positive social messages that encourage families to be a force for good. In a series of experiments published in the Journal of Personality and Social Psychology, researchers found that participants who had just played a â€Å"pro-social† game in which characters must work together to help each other out as compared to those who had just played a â€Å"neutral† game (e. g. Tetris) were more likely to engage in helpful behaviors. Examples included assisting in a situation involving an abusive boyfriend, picking up a box of pencils or even volunteering to participate in more research. So-called â€Å"serious games,† specifically designed to teach and inform, are also having an impact on the world. Titles like the United Nations’ Food Force teach kids about real-life issues, humanitarianism and the practical challenges facing governments and private organizations today. In the game, children must complete six different missions that reflect the real-life obstacles faced by the World Food Programme in its emergency responses. Other games, like Nourish Interactive’s online Chef Solus and the Food Pyramid Adventure, teach kids about the benefits of healthy eating habits, while still more highlight pressing geopolitical and social issues, e. g. the Global Conflicts series. Upsides can even extend into the physical world. Consider Facebook game Ecotopia. In summer 2011, players of the popular social game met a challenge from its creators and planted 25,000 trees in the game world in 25 days, leading the game’s developer to plant 25,000 trees in real life. Career Benefits Future career choices for today’s tots will no doubt be influenced by technology in a way that is difficult for many parents to imagine too. Skills learned and honed playing home console and video games, as well as mobile gaming apps, will undoubtedly be very valuable to students in the workforce of 2025. As mentioned earlier, the Federation of American Scientists (FAS) has proclaimed that kids need more, not less, video game play. They argue that video games hold the potential to help address one of America’s most pressing problems – preparing students for an increasingly competitive global market. â€Å"The success of complex video games demonstrates that games can teach higher-order thinking skills such as strategic thinking, interpretative analysis, problem solving, plan formulation and execution, and adaptation to rapid change,† the Federation announced in a 2010 report. â€Å"These are the skills U. S. employers increasingly seek in workers and new workforce entrants. † Games are increasingly being used to educate and instruct workers around the globe by governments, trade bodies and the world’s largest corporations as well. From Cisco Systems’ The Cisco Mind Share Game, which facilitates network certification, to the US Department of Justice’s Incident Commander, in which emergency responders practice coordinating disaster relief efforts, the number of practical examples continues to grow. In fact, a recent study by the Entertainment Software Association found that 70 percent of major domestic employers have utilized interactive software and games for training purposes, and nearly eight out of 10 plan on doing so by 2013. Going forward, in addition to polishing your resume and interview skills, who knows? You may even want to brush up on your button-mashing abilities. Encouraging Cooperation and Teamwork Many games today also emphasize the cooperative aspects of game play, in which two or more players need to work together in order to reach a common goal. For instance, games like Lego Star Wars or Kirby’s Epic Yarn are enhanced by having players cooperate to solve in-game puzzles. Massively multiplayer games such as LEGO Universe and Lord of the Rings Online further offer added depth, atmosphere and enjoyment by allowing players to band together and work as a team in order to complete certain quests or defeat especially tricky opponents. Game industry analysts such as DFC Intelligence actually predict that video game revenue will reach nearly $70 billion by 2015, thanks in large part to these online, cooperative, subscription-based games that can be played together. Small wonder top titles like Star Wars: The Old Republic and Titan (the next MMO from Blizzard, the company that created World of Warcraft) continue to resonate so strongly with millions worldwide. Even the way that games are made can encourage teamwork. At Washburn University in Kansas, students study the game development process as a way to build teamwork and collaborative skills. â€Å"It taught me to work in a group,† said Washburn student Adam Bideau of the program in a recent interview with the Washburn Review. â€Å"Video games are not created by just one person and they require you to work well with others. You have to pool everyone’s talents together in order to produce the required product. † Promoting Exercise All parents know that kids need a healthy combination of physical and mental exercise. Happily, today’s motion-controlled games for Microsoft’s Xbox 360 Kinect, Nintendo’s Wii and Wii U, and Sony’s PlayStation Move help kids get both kinds of workouts at the same time. Better yet, people of all ages are finding them a more approachable way to stay physically fit. While many shy away from exercise because they see it as an activity that isn’t enjoyable, organizations like the American Heart Association now cite, and even recommend, video games as a fun and entertaining way to enjoy physical activity. Upsides of active play are considerable too. A study reported in the Archives of Pediatrics and Adolescent Medicine of 39 Boston middle-school children who played with six different interactive gaming systems found that the games â€Å"compared favorably with walking on a treadmill at three miles per hour, with four out of the six activities resulting in higher energy expenditure. † Organizations supporting individuals of all ages and interests are additionally using active games to help get people up and moving. Nursing homes, cruise ships and even after-school programs all now employ active video games in some form to help stimulate both the mind and body. The good news: People seem to be enjoying active play more than ever. Healthy diversions such as Wii Fit and Zumba Fitness continue to be some of the most popular and best-selling games year in and out.

Beowulf, the Tragic Hero

For example the battles he fought against Grendel, Grendels Mother, and the dragon. Other then his enormous ego along with his cockiness that put him into bad situations, he also embraced the characteristics of a great leader that many looked up to. In many parts of the poem Beowulf performs many courageous tasks that no one else would even try, making him one that should be idolized. To start off, Beowulf plans out his battle with Grendel. In the very beginning Beowulf tells his people and Hrothgar that he wants to battle and kill Grendel with his owns hands. This part shows his over confident ego because he thinks he is so mighty and strong. While Grendel made his way to attack Herot, Beowulf pretended that he was asleep just as Grendel would see. As it says in lines (739-746) Grendel snatched at the first Geat†¦ (Line745) He then stepped to another still body, clutched at Beowulf with his claws. Beowulf suddenly leaned up against Grendel’s arm attempting to get back at him. Grendel was very fearful and at that very moment he didn’t even want to kill, he wanted to get away. Grendel struggled until he was free, but he ran free without his arm. Beowulf ego once again ties into this because he claims that it was â€Å"fate† that he got away and was not his fault. On the other hand, Beowulf went out of his way to protect Hrothgar and his people when no one else would stand up. The second instance where Beowulf finds himself in another situation is when Grendel’s Mother demands to avenge the death of her son. She then decides to kill one of Hrothgars men, who so happens to be Esher, his dearest advisor. After finding out that he had been killed, Hrothgar had summoned Beowulf asking for help once more. Beowulf agrees and battles her at her wretched home. In this confrontation Beowulf decides yet once again to be on his own and defeat the nasty old hag. With one slash of his sword he gets rid of her and is repeatedly praised for his courageous actions. As mentioned reviously, Beowulf always put people before himself, which embraced his characteristics of a tragic hero. Last but not least, Beowulf battles the dragon. It began with a slave that had stolen a golden cup from the dragon’s lair. For the final time, Beowulf’s over confident ego ties into it one final time. We know at this point in time, that Beowulf is at an old age and is becom ing weak. Therefore, he insists to fight the dragon by himself. Beowulf’s decision to fight alone is a reoccurring action, if you can not tell. Ultimately the dragon begins to beat Beowulf; his haughty attitude does not comply with his initial strength. At this moment in time, it leads to Beowulf’s downfall with his final attempt at battle. As he dies he finds the strength to slay the dragon hoping to save his people, one last time. With the death of Beowulf he achieves the fame he has always longed for. Beowulf’s courageous and brave actions along with his tragic death prove that he is a true hero. The events of this epic poem conclude that even heroes too are acceptable to tragedies. Although Beowulf was not perfect, he without a doubt portrayed the definition of a tragic hero. Beowulf, the Tragic Hero For example the battles he fought against Grendel, Grendels Mother, and the dragon. Other then his enormous ego along with his cockiness that put him into bad situations, he also embraced the characteristics of a great leader that many looked up to. In many parts of the poem Beowulf performs many courageous tasks that no one else would even try, making him one that should be idolized. To start off, Beowulf plans out his battle with Grendel. In the very beginning Beowulf tells his people and Hrothgar that he wants to battle and kill Grendel with his owns hands. This part shows his over confident ego because he thinks he is so mighty and strong. While Grendel made his way to attack Herot, Beowulf pretended that he was asleep just as Grendel would see. As it says in lines (739-746) Grendel snatched at the first Geat†¦ (Line745) He then stepped to another still body, clutched at Beowulf with his claws. Beowulf suddenly leaned up against Grendel’s arm attempting to get back at him. Grendel was very fearful and at that very moment he didn’t even want to kill, he wanted to get away. Grendel struggled until he was free, but he ran free without his arm. Beowulf ego once again ties into this because he claims that it was â€Å"fate† that he got away and was not his fault. On the other hand, Beowulf went out of his way to protect Hrothgar and his people when no one else would stand up. The second instance where Beowulf finds himself in another situation is when Grendel’s Mother demands to avenge the death of her son. She then decides to kill one of Hrothgars men, who so happens to be Esher, his dearest advisor. After finding out that he had been killed, Hrothgar had summoned Beowulf asking for help once more. Beowulf agrees and battles her at her wretched home. In this confrontation Beowulf decides yet once again to be on his own and defeat the nasty old hag. With one slash of his sword he gets rid of her and is repeatedly praised for his courageous actions. As mentioned reviously, Beowulf always put people before himself, which embraced his characteristics of a tragic hero. Last but not least, Beowulf battles the dragon. It began with a slave that had stolen a golden cup from the dragon’s lair. For the final time, Beowulf’s over confident ego ties into it one final time. We know at this point in time, that Beowulf is at an old age and is becom ing weak. Therefore, he insists to fight the dragon by himself. Beowulf’s decision to fight alone is a reoccurring action, if you can not tell. Ultimately the dragon begins to beat Beowulf; his haughty attitude does not comply with his initial strength. At this moment in time, it leads to Beowulf’s downfall with his final attempt at battle. As he dies he finds the strength to slay the dragon hoping to save his people, one last time. With the death of Beowulf he achieves the fame he has always longed for. Beowulf’s courageous and brave actions along with his tragic death prove that he is a true hero. The events of this epic poem conclude that even heroes too are acceptable to tragedies. Although Beowulf was not perfect, he without a doubt portrayed the definition of a tragic hero.

Evironmental Problems Facing Costa Rica Essay Example | Topics and Well Written Essays - 2000 words

Evironmental Problems Facing Costa Rica - Essay Example This paper takes a look at the serious environmental problems caused due to water pollution and deforestation in Costa Rica (Donald Smith, Costa Rica Deals with Environmental Pressures, for National Geographic News, news.nationalgeographic.com December 14, 2000). The population of Costa Rica was 862,000 with a per capita water supply of 110,209 cubic meters in 1950. By 1995, population rose to 3,424,000 and water depleted to 27,745 cubic meters (Tom Gardner & Robert Engelman, Sustaining Water, Easing Scarcity: A Second Update, Country Profile: Costa Rica, ncseonline.org). Covering 19,560 square miles, Costa Rica boasts of almost five percent of all known species in the world. Dense rainforest, rare tropical dry forests, the montane cloud forest cloaking the slopes of volcanoes, the dry savanna, the soft white beaches, and the coral reefs make Cost Rica an environmentalist's favored destination. Costa Rica alone has as many plant species as the whole of Europe, and the number of insect species in a hectare of rainforest is so great that no successful count has been made. Biologist L.H. Holdridge said in 1847 that Costa Rica had 12 zones ranging from tidal mangrove swamps to subalpine param based on a system he devised to analyze temperature, rainfall, and seasonality (Christopher Baker, Flora, Ecosystems, www.photo.net). Biologists believe that deforestation and river contamination has imbalanced the eco system leading to premature extinction of species. Forests, grasslands, wetlands, and coral reefs continue to disappear as human ecological footprint continues unsparingly across the globe. Today the world is warmer by about 1F (0.6C) than it was a century ago. It may not sound alarming, but the fact that scientists have shown a lot of concern makes for introspection. The effect of earth warming has seen many species of seabirds failing to breed because of the sharp decline in sand eels, which these birds eat. Sand eels in turn are dwindling because the cold-water plankton on which they feed is replaced by plankton that thrives in warm water. Tens of thousands of seabirds like kittiwakes, terns, and guillemots that feed on sand eels have shown a distinct decline in breeding. Insects play an important role in pollination. Without pollination, fruits and vegetables will disappear. People fail to realize that insects are a part of the food cycle and play an important role in sustaining life on earth. Insects also eat other insects to control the population insects we call pests. The praying mantis is a supreme example of an insect that helps control the population of other insects. Insects have been around for over 400 million years. They have an exceptional ability to evolve into new species when faced with new environmental conditions, and they are quite resistant to extinction. 3.0 The Impact of Pesticides Use of pesticides to terminate harmful insects can endanger the helpful and immunize

Assignment 7 Example | Topics and Well Written Essays - 250 words - 3

7 - Assignment Example There are some recommendations that I would make to rescue the unskilled workers. Before the period set by the President reaches, it is advisable to train the unskilled employees. (Becker, 1980). This will impart skills to them and hence can result in an increased productivity and subsequently competitive advantage over its competitors, and also reducing the cost of production while keeping the prices constant will create more revenues to cater for the extra cost of care act. Thirdly, is to reduce the number of the unskilled employees through outsourcing to other well performing companies and will be brought back when normalcy return in the affected company and this reduce the wage bill. Furthermore, agreement can be made with the government so that such adjustments can be made in phases after 2015. This will give time to the company to recollect and strategize on how to utilize the existing unskilled labor to generate money to meet the expected increase. In addition, collective barg aining can be conducted to agree on the increment so that it does not affect the entire company. A combination of all these factors will ensure that the company continues in the industry and without loss of employment to people (Becker, 1980). It is also advisable for this company to operate globally and diversify on production of goods and

Insolvency Law Essay Example | Topics and Well Written Essays - 5000 words

Insolvency Law - Essay Example This concept of COMI has been used to allow the more powerful creditor to choose the regime that best suits their needs to maximize their return on credit. The following discussion is going to examine the theory of Professor Jackson and then consider whether he is indeed correct with insolvency law in the UK in domestic cases and then in consideration of cross-border proceedings where the EU regulations apply. In the US insolvency law seems to more geared towards the creditor regaining their money back, because in good faith they have lent it out. Jackson argues that the assets of the individual should be pooled together and divided amongst the creditors on the strict economic basis to maximize the return of credit to the creditor.1 This would mean that the laws that offer this maximization of credit should be applied, even if there are different jurisdictions because the debt crosses state or international borders.2 Therefore this will be illustrated as the approach taken by the EU in regard to the new trans-border insolvency regulations, rather than individual actions for each creditor in differing jurisdictions. The enforcement of individual creditors needs versus the individual debtors needs is the soft approach that the UK system of law takes and NOT in the best interests of creditors because they should be able to get the maximum return of credit because they are already a loss. Jac kson argues this hard economic approach, rather than an approach that considers the interests of the debtor.3 This is fair because the creditor in good faith has lent this money to the debtor expecting its return; therefore in the case that this is not possible the maximization of this return should be available.4 Therefore the question that has to be asked is what would the creditors' agreed to take prior to the insolvency and divided the assets this way, in order to get some return on the money lent in good faith, which is known as the creditor's bargain: The Creditor's Bargain Model was developed by Professor Jackson. The model in simplest terms was utilized to analyze almost any bankruptcy issue by asking the theoretical question: What would creditors agreed to if they had been asked in advance of insolvency Professor Jackson argued that normative bankruptcy principles should be viewed as resolving a limited common-pool problem caused by the execution and enforcement of individual creditor remedies when the debtor has insufficient assets to satisfy all claims.5 As one can see in the formula that Jackson uses the rights of the debtor are not considered, such as the right to a home and funds to live on. In the UK there is a lot softer system; however in light of the cross border insolvency regulations that the EU has introduced this will soon change for cases that transcend borders. UK Insolvency Law: The following discussion will consider the SSGR and UK insolvency proceedings; however with COMI being in force the protections provided to the consumer may be eroded in another jurisdiction where

The Great Migration, Cause and Effect Essay Example | Topics and Well Written Essays - 1500 words

The Great Migration, Cause and Effect - Essay Example The first great wave of migration began during the period of World War I. The manufacture of war supplies had demanded increased production while the draft, and disruption of immigration, left the factories short of much needed labor. As the pool of labor dwindled, companies began to look elsewhere for workers to fill the positions. The southern African-American population made up a substantial resource for unskilled workers and northern companies made extraordinary efforts to recruit them. Companies sent agents to the South and offered the African-Americans high paying jobs, transportation north, and housing arrangements upon arrival at their new location (Crew). The economic and social climate in the South during this period made the offers too good to resist and set off the first great wave of migration. The opportunity for greater wealth was a powerful motivation for the migration during the war. Blacks were leaving behind the rural life they knew to seek a new destiny. Many were leaving behind their families, wives, and children with the hope of creating a better future, and the opportunity for more money did not disappoint them. While most laborers in the South were earning little more than $2,00 per week, a letter published in 1919 explains to his friends back home, "Never pay less than $3.00 per day [...] Remember this is the very lowest wages. Piece work men can make from $6 to $8 per day " ("Don[']t Have to Mister"). Spurred by these tales of high pay, people left behind their social ties and the only way of life they knew with the promise of one day sending for those they left behind. If money had been the only factor, their decision to leave might have been more difficult, but there were other considerations in the South. The social and political climate in the South made the African-Americans even more eager to leave their rural way of life. The constitutional amendments passed after the Civil War that were to protect the rights of blacks were largely ignored in the South. Local laws, hostile prejudice, and Jim Crow laws left them vulnerable to violence, imprisonment, and death. The economics of sharecropping had also taken its toll on the farm workers. Bad crops, low prices, and unpredictable weather had left most of them in debt to the white landowners (Crew). By 1910, emancipation had a hollow meaning and the living condition of the former slaves were no better than they had been 50 years earlier. Migrating north offered them an escape from the ever-present oppression and the economic means to finally carve out their own identity. It is estimated that by 1919, the number of Blacks that had migrated north numbered near 1 million. Most settled in the industrial cities such as Chicago, Detroit, Washington DC, and Pittsburgh. Many of the new arrivals found the promise of better pay and human dignity a reality and were pleasantly surprised to find that the letters they read from people who had migrated before them had been accurate about the opportunities for work. They also enjoyed a new sense of identity, in a new place with attitudes more sensitive to their condition. In a letter dated 1917, a worker in Philadelphia expresses the simple joy of even the most modest

Children's Pastimes Today and Yesterday Outline Example | Topics and Well Written Essays - 500 words

Children's Pastimes Today and Yesterday - Outline Example The present paper has identified that in the olden times, the outdoor activities of children were far greater than they are today. Schools and educational institutions promoted scouting and recruited young scouts. This kept them busy with activities like camping and learning first aid techniques. Apart from these extracurricular accomplishments, the children also entertained themselves by playing outdoor games. These included football, hopscotch, and basketball. Board games and cards were other hobbies of these children who spent their time playing these games with their siblings and friends. Furthermore, life was not as fast-paced previously as it is today. Quality family time was a compulsion and children went to spend holidays with their family. Weekends at the beach or at the park were another favorite pastime. With the changing times and new innovations, the hobbies of children have altered. The internet and the computers have taken over the minds of the younger generation. Chil dren now prefer to play games on the computer or indulge in online gaming. Their other favorite pastime is watching television. Children nowadays spend up to 6 to 8 hours every day watching their favorite television programs. Indulgence in outdoor games has reduced and an inactive lifestyle has been adopted.

Analysis of Industrial Relations Law Research Paper

Analysis of Industrial Relations Law - Research Paper Example Her self-professed aim was to shift the balance of power in industry and restore management prerogative in the workplace. The extent to which her policies succeeded in transforming the character of production politics and industrial performance has been the subject of intense debate. One line of argument suggests that, in contrast to the Donovan reform strategy which failed to deliver significant performance gains in the 1970s, Thatcher's policies appear to have done the trick (Metcalf 1989). The potent combination of rising unemployment, tougher labor laws, privatization, and deregulation allegedly gave birth to 'new' industrial relations practices in the workplace and a corresponding improvement in productivity and competitiveness. The analysis which follows challenges this perspective. It argues that the system of industrial relations and employment regulation which came to dominate key sectors of the economy after 1945 was not conducive to industrial modernization: not, it should be stressed, for the reasons cited by proponents of the conventional wisdom, but because the trade unions and other regulatory mechanisms were too weak to force firms to abandon progressively outmoded business practices. The presence of a relatively cheap, disposable, and malleable labor force inhibited the emergence of high wage, high productivity growth strategies and helped entrench a relatively low wage, low productivity industrial system from which it is now proving difficult to escape. There is also a second sense, which concerns the academic study of industrial relations and its relationship to economics. Much more so than in other European countries and the United States, there has been a sharp demarcation line in Britain between the study of the institutions of job regulation and the study of their economic consequences. This may seem an academic point, but it is not without consequence, for this unwelcome division of academic labor has served to impede theoretical innovation and entrench established ideas, particularly the conventional wisdom. It is relatively uncontroversial to note that in the three decades after 1945 British industrial performance exhibited significant deficiencies as compared to other leading capitalist economies. Relevant performance measures in this context include output and productivity growth rates, the balance of trade, and investment in technology, plant, and people. The evidence of British underperformance is most striking in the case of manufacturing. Comparisons of output and productivity movements across time, sectors, and countries are fraught with measurement problems (Nolan and O'Donnell 1995). Nevertheless, the evidence--whatever its shortcomings-reveals a substantial and enduring shortfall between Britain's record and that of other leading economies. Fig. 5.1 charts the movements in manufacturing output and exposes a significant and growing gap between Britain and the other countries. For the period shown, domestic output has remained more or less stagnant.  Ã‚  

Research Summary and Ethical Considerations Essay Example for Free

Research Summary and Ethical Considerations Essay â€Å"According to statistics presented by the National Interview Survey (2010) there are approximately 7.1 million children in the United States who have asthma.† (U.S. Department of Health and Human Services [USDHHS], Centers for Disease Control and Prevention National Center for Health Statistics [CDCNCHS], 2010). â€Å"Asthma is an inflammatory disease that is characterized by airway obstruction and may cause episodes of wheezing, coughing, and difficulty breathing.† (Walker, 2012). â€Å"Studies have shown that these symptoms are difficult to manage in obese asthmatic children as the medications used to treat asthma are less effective on them due to the added weight. This paper summarizes a quantitative study showing that enhanced physical activity and asthma management education can reduce asthmatic symptoms in children.† (Haines Kim, 2013). It includes introduction, background, methods, results, ethical considerations and conclusion summary of the study. Introduction â€Å"Children with asthma are at risk for obesity and resultant severity of the disease due to their reluctance towards physical activity. In order to prevent this risk an educational and activity program was developed for elementary schoolchildren with moderate persistent asthma utilizing a quantitative study design. The introduction of this program resulted in significant improvement in lung conditions and reduction of the number of emergency room visits while potentially reducing the risk of obesity later in life.† (Haines Kim, 2013). Background of Study â€Å"Reports show that seventy five percent of all children in the United States who need emergent care due to their asthma are overweight. Children with  moderate to severe persistent asthma have a higher incidence of also being obese. Obese asthmatics are less responsive to medications used to treat asthma. The reluctance to physical activity is due to the fear of asthma attack with exercise. This leads to obesity and obesity leads to more severe asthma symptoms. In order to break this cycle effective intervention is necessary. The most effective intervention is increased physical activity. Developing and evaluating understanding the mechanisms of asthma control and promoting physical activity in participating asthmatic elementary school-aged children was a pilot program resulting in reduced severity of asthma symptoms which was also the purpose of the study.† (Haines Kim, 2013). This study is significant for nurses as they take care of children with asthma in clinics an d hospitals effectively intervening to improve their health. Methods of Study â€Å"A quantitative, non-experimental, longitudinal design was used to evaluate a pilot asthma program with emphasis on physical activity in order to improve asthma control among children with moderate persistent asthma. Asthma symptoms, lung condition, and willingness to participate in physical exercise were compared before and one month after the six week asthma program. As a pilot study, this program was an intervention-only program without a control group. The sample was collected from participants of Breathe LA’s Lung Power program with moderate persistent asthma. Ten children between the ages of seven to twelve years old both males and females who volunteered for the study were selected for a six week asthma program. Barriers to proper asthma management were identified and treated by parental interviews. Introductory and concluding spirometry tests were done to assess the actual improvement in lung volume post program. Physical activity was closely monitored and performed only after sufficient management skills were taught to and reinforced by the participants and parents. Six lessons were prepared and delivered over two hours weekly sessions.† (Haines Kim, 2013). Results of Study â€Å"Throughout the six week program the participants’ asthmatic attack rates dropped significantly. Weekly and monthly asthmatic incidences also decreased significantly. Although not statistically significant, emergency  room visits dropped after the six week program and the participants also engaged in significantly more physical activities in a given week and month compared to pre-program activities. The spirometry test post-program results showed a slight, but significant increase in lung volume.† (Haines Kim, 2013). The implications of this study to nursing are very significant. Being the caregiver to children with asthma in clinics and hospitals nurses can make a huge difference in their lives by sharing the significant findings of the study and incorporating it in their daily care regimen. Teaching proper symptom management and physical activity to parents and children will significantly improve their health. Ethical Considerations of Study The authors are affiliated with California State University Fullerton and the study was reviewed by editorial board, blind peer, and expert peer. The study sample was a sub-group of pre-existing participants of the Breathe LA’s Lung Power program. In adherence to the code of ethics for the research study patient privacy was protected through the initial program. Only patients who volunteered were included in the study and the program was held in the Breathe LA facility located in Los Angeles. â€Å"Facilitators present throughout the program included a respiratory therapist and volunteer respiratory therapy students.† (Haines Kim, 2013). Parents were to observe at all times and intervene as appropriate to the study. The article fails to mention approval acquired from an institutional review board. There is a possibility that there may be a blanket consent that covers the research study via the initial Lung Power program which was in accordance to laws in Los Angeles. Conclusion â€Å"Children with asthma represent a population group more prone to becoming obese than their non-asthmatic counterparts. Understanding the mechanism of what causes asthma and being able to control asthma enough to engage in physical activity is significant. Therefore, future asthma management programs should incorporate more supervised physical exercises. Educators, therapists, nurses, parents and coaches need to understand that moderate physical exercise is a remedy for asthma symptoms, not the cause and should take an active role in providing asthma education for children with moderate persistent asthma. Increasing supervised, moderate physical exercise for  these children can reduce asthmatic symptoms and risk for obesity later in life.† (Haines Kim, 2013). References U.S. Department of Health and Human Services, Centers for Disease Control and Prevention National Center for Health Statistics. (2010). Summary health statistics for U.S. children: National Health Interview Survey, 2009. (DHHS Publication No. (PHS)-2011-1575). Retrieved from http://www.cdc.gov/nchs/data/series/sr10/sr10247.pdf Walker, V. (2012). Factors Related to Emotional Responses in School-aged Children Who Have Asthma. Issues In Mental Health Nursing, 33(7), 406-429. doi:10.3109/01612840.2012.682327 Haines, M. S., Kim, D. H. (2013). A Study of the Effects of Physical Activity on Asthmatic Symptoms and Obesity Risk in Elementary School-Aged Children. American Journal Of Health Education, 44(3), 156-161. doi:10.1080/19325037.2013.779905

Incorporating Theory And Practice To Achieve Competency Nursing Essay

Incorporating Theory And Practice To Achieve Competency Nursing Essay Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction John Dewey, one of the paramount philosophers and educational theorists of this century, wrote the book Experience and Education, more than 70 years ago, toward the end of his career. The book is based on the principle that all genuine education comes about through experience. Are his ideas relevant to nursing education in this day and age? Can we develop a theory for learning in our workplace? Are all experiences educative? Should clinical experience be the basic of learning? The following assignment shall use these questions as the basis of critical discussion about the complexity of learning and supervising and the formation of competent practitioners. The Maltese Code of Ethics for Nurses and Midwives (1997) seeks to promote the highest level of care delivered by nurses and midwives to their patients. This goal can only be achieved in the nursing profession, by the confluence of the two segments of health care; science and art. It was Florence Nightingale who created the art and science model of professional nursing practice and entrusted it to future generations. Nursing as a science and a profession is characterized by a close relationship between theory and practice (Papastavrou, Lambrinau, Tsangari, Saarikoski, Lieno-Kilpi, 2010), which involves the technological and research aspect of patient care. Conversely, the art of nursing is a more holistic view and takes into account all the patients mental, physical and spiritual needs. Hence, competent professional practice requires educational theoretical knowledge, as well as knowledge gained through hands on experience. Clinical experience and learning in practice Dewey (1998) argued that all genuine education comes about through experience. If Deweys statement is accurate, then why is the number of students attending universities increasing year after year? Why youths do not find employment instead of going to universities if the essential education can be gained directly through work experience? Is it feasible to allocate students in a ward, without any background knowledge about nursing? It is a fact that the knowledge base of nursing can be found in books, journals, and media and in handbooks of practice. On the other hand, Handal and Lauvas (1983) argued that a different component of practical theories is the transmitted knowledge and understanding communicated by others. This is because we pick up others knowledge and understanding together with our own experiences. Bonwell James (1991) stated that research consistently has shown that traditional lecture methods, in which lecturers talk and students listen, dominate university classroom s. Rolfe (1998) added that although this kind of knowledge forms the foundation of the science in nursing, nurses also need to have knowledge about themselves, their own clinical practice and their individual patients, if ever nursing has to become holistic and patient centered rather than disease focused. YourDictionory.com (2010) defines experience as an activity that includes training, observation of practice, and personal participation. Therefore, experience offers opportunities to the student to live through alternative ways of approaching the practice setting. However, nursing procedures, which may initially be taught in university clinical skills laboratories, require more varied and complex skills than can be taught in classrooms. It is not sufficient for a student to learn, for example, aseptic techniques, by reading a book, attending a lecture, or performing a skill in the lab where the environment and role model are perfectly controlled. Although knowledge learnt in the lecture rooms is essential as basic information, performing the skill in real life is something different altogether. For instance, when considering aseptic technique, a student on the wards can actually observe the wound, any odour or exudates, and assess pain whilst answering patient questions. Moreover, Po lanyi (1967) argued that much of the knowledge which inheres in human skill is tacit, and can only be learnt by observation. Thus clinical practice is a combination of practice of skills, the use of tacit knowledge, the use of knowledge about the skill and the use of knowledge of the field of practice (Jarvis, 1992). Besides, Nightingale (1893) as cited by Alliggod and Marrier-Tommey (2006) believed that nursing education should be a combination of both clinical and classroom experience. She states that Neither can it (nursing) be taught in lectures or by books (alone) although these are valuable accessories, if used as such: otherwise what is in the book stays in the book (p.24). In addition, Dewey (1998) further argued that experience alone, even educative is not enough. To a certain extent, it is the meaning that one perceives in and then constructs from an experience that gives the experience value. Consequently, this leads to the role of reflection, where its function is to make meaning out of our experiences. Loughran (2002) acknowledged that reflection is continually emerging as a suggested way of helping practitioners better understand what they know and do, as they develop their knowledge of practice through reassessing what they learn in practice. Moreover, Schon (1983) emphasis that reflection is a way in which professionals can bridge the theory practice gap, based on the potential of reflection to encourage knowledge in and on action. Since reflection facilitates discussion, it promotes the concept of shared learning. Furthermore, Schon (1987) acknowledged that when clinicians are trained to make their knowing in action clear, they can inevitably use this awareness to enliven and change their practice. However, one can argue that reflection is not a natural state or known without someone introducing it, but as Schon stated these systematic processes need to be guided experiences so that practitioners can derive the best possible outcomes from them. On the other hand, Crathern (2001) asserts that once reflective skill is mastered it will not leave the person. Thus clinical supervisors should help and guide students to develop and engage in the process of reflection as a means of deriving knowledge from their clinical experience. The complexity of learning in practice Antonacopoulou (2006) declared that learning is a process as well as a product, a cause, a consequence and context in which life and work patterns are achieved, and in turn organise learning. People have been trying to understand learning for over 2000 years. However, everyone has a different suggestion how to approach learning. Some might argue that learning is an increase in knowledge, that it is memorizing, or that it is acquiring facts or procedures that are to be used. Others may say that learning is making sense or understanding the reality. On the other hand, learning theorists have provided us with a set of ideas about how people learn, to facilitate practical implications for teaching (Darling-Hammond, Rosso, Austin, Orcutt, Martin, 2001). Yet, one must keep in mind that students practice experience is one of the most important aspects of their preparation for registration. Bransford (2000) affirmed that research has found that the brain plays a role in learning. Thus we cannot assume that all students learn in the same way. One must keep in mind that different students have different needs, and the concept that one size fits all is inaccurate. Additionally, if teaching methods do not match a students strength or learning style this may affect learning and behaviour. Mentors should primarily assist students to integrate into the practice setting while continuously providing ongoing support. Through observation, interaction and discovering a students interests, mentors can determine which learning styles would best facilitate the learning process. Novice students require an approach that is supportive, facilitative and structured, where careful monitoring, observation, demonstration and teaching are essential (Benner 1987). Alternatively, more advanced students need to be empowered to provide reflective holistic care. However, communication and an effect ive working relationship is the key to success (Chan, 2002; Papp, Markkanen, von Bonsdroff, 2003; Saarikoski Leino-Kilpi, 2002; Berggren, Barbosa da Silva, Severinsson, 2005). Learning is also based on the associations or connections we make. According to the learning theorist Jean Piaget accessing prior knowledge is how we make sense of the world. We attempt to take new information and fit it into existing knowledge in order to create a schema, or mental map that fits into a specific category. This makes the information more accessible because it is more memorable. On the other hand, workplace learning is of central importance and a crucially important site for learning. Nevertheless, students need to have theoretical background knowledge before working in a ward in order to be more motivated. Additionally, Burns and Peterson (2005) acknowledged that having a good role model is beneficial for the students. However, researchers found that sometimes mentors act as poor role models, where students alleged that they have observed malpractice practice in the clinical area (Rungapadichy, Mandill, Gough, 2004). Consequently, the key to successful practice learn ing lies in the level of support and guidance that students receive from mentors (Block, Claffey, Korow, McCaffrey, 2005 Jones, Walters, Akehurst, 2001) and other healthcare professionals. Gone are the days where students only require friendly or emotional support in practice settings. Besides, they also demand and deserve good quality, appropriately delivered practice learning that challenges the professionals delivering it and develops practice based on theoretical principles (Andrews, 2007). One of Jarvis points is that professionals also learn in situations with routine actions, because they are able to ask questions both about their actions and the attitudes behind them. Along these lines, they are able to regenerate disjuncture (Jarvis, 1999). Yet, can ritualism deteriorate into alienation, where skills will be performed without meaning? Thus it is important to discuss with the students what they want to learn and express their decisions in the form of learning objectives. The sequence of learning tasks should be moved from simple to complex and adequate guidelines and feedback (Darling 1985, Elliott Higgs, 2005) should be incorporated, so that the key points of learning are reinforced. Hammnond, Austin, Orcutt, Rosso, (2001) observed that the different ways people think and feel about their own learning affects their development as learners. Glasersfeld, (1989) argued that responsibility of learning should reside increasingly with the learner. Thus social constructivism is important so that students will be actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the lecturer to teach and where students played only a passive role. Therefore, students should be encouraged to develop critical thinking skills and not just emulate the practices they observe. Motivation is another crucial assumption where some might give all the responsibility to learn to the students confidence in their potential for learning. However, one must keep in mind that other underlying problems might be the cause, such as personal problems or stress during clinical placement. Building a good relationship with the mentee can solve such problems, because when students confide their problems, mentors can address them appropriately. This would be supported by Darlings (1984) work, where in her study, after she interviewed 50 nurses, 20 physicians and a number of healthcare executives about their experiences with mentors, she identified that there were three vital ingredients for a mentoring relationship: attraction (admiration for the other person), action (invests time and energy to the relationship) and affect (positive feelings toward the other person). In addition, Prawat and Floden (1994) believed that feelings of competence and beliefs to solve new problems are derived from firsthand experience of mastery problems in the past and are much more powerful than any external acknowledgment and motivation. Consequently, the importance of being good role models is once more being stressed where with appropriate behaviour and attitudes, and with interaction together, the mentee will be helped to achieve the state of a competent practitioner. Strengths, problems, and challenges of learning in practice The clinical environment is a strong provider of learning (Cope, Cuthbertson, Stoddart, 2000). In fact, it is the only setting in which the skills of history taking, skills practicing, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt as an integrated whole. However, common problems with clinical teaching exist such as lack of clear objectives and expectations, focusing on factual recall rather than on development of problem solving skills and attitudes, passive observation instead of active participation from the student, lack of reflection, discussion, and feedback and at times teaching by humiliation. These problems may arise due to time pressure, competing demands (especially when needs of patients and students conflict) and last but not least due to the increasing number of students and lack of mentors. Complexity of supervisory process Ever since research reports appeared to suggest that a theory-practice gap existed in nursing (Alexander 1983), a search has been in progress for new roles for nurses in clinical practice and in nurse education. These roles might ensure that what is taught in the theoretical component of nurse education corresponds, at least to some degree, with what happens in clinical practice. Evidently, the key to progressing from novice to an expert is the key to excellent mentor support (Watson, 2000), otherwise the nursing student may make defective assumptions based on inadequate personal reflections. It is useless having a state of the art hospital learning environment, without having enough supportive mentors who are really interested in mentoring. Such learning environment gives students the opportunity to get the most out of their learning processes and to achieve the objectives of clinical placements. On the other hand, failure to meet students expectations can cause disappointment to students during their clinical placement, where they can proclaim that their experience was unfruitful since for learning to take place, there is the need to create meaning from the experience (1998). Thus, one can question if all mentors are enthusiastic and committed to mentoring. Alternatively, mentorship may be supported, by developing workshops (Howatson-Jones, 2003) and other tools to teach, in order to remind mentors how to optimize their skills and to promote mentors and mentorship. Some authors argue, that the choice of the mentor is crucial to a meaningful supervisory relationship, and that this relationship is integral to the whole supervision process in relation to uptake and effectiveness (Jones A., 2001a; Spence, Cantrell, Christie, Sammet, 2002). However, mentorship in Malta is still in its infancy, and there are not enough mentors to accommodate all the students in the faculty, let alone choosing their mentors. Consequently, the need for more responsible mentors arises. Llyod-Jones, Walters, Akehurst, (2001) in their study of 81 pre-registered students found that those students who did not work with a mentor, were usually not supported by any other trained staff, leading to auxiliary nurse work being delegated to the student. Nevertheless, the system in Malta overcame this problem by giving the opportunity to every student to be mentored by different mentors according to the clinical placement, in most of their clinical placements. The environment itself is a valued characteristic for students to learn, mostly characterised by co-operation among staff, and an atmosphere in which they are treated as colleagues not as an extra pair of hands. The impact of a good ward cannot be overstated, where the philosophy of nursing team affects the ward atmosphere. Pearsy and Elliot (2004) declared that if students observe mentors acting as poor role models it affects the students learning negatively. Thus the supervisor role is to assist the supervisee to apply theoretical knowledge, appropriate attitudes and therapeutic communication into practice. This can only be done through the medium of supervisory relationship, since it is through others that we develop into ourselves (Vygotsky 1981). Mentoring is founded upon relationships between people and, like all relationships, is affected by what each participant brings to the relationship. Openness, self-awareness, and a belief in the value of mentoring are important qualitie s for both mentors and mentees to possess. Competency to mentor is built on a balance of individual cognitive, emotional and relationship abilities; personal virtues or characteristics, such as integrity and empathy, and competencies both within ones field of practice and related to mentorship itself (Epstin Hundert, 2002). The success of clinical supervision depends mainly on the supervisee (Dewar Walker, 1999), and it can be useful if they look at their responsibilities in the role. It is important that students are treated with respect as an equal partner. The primary responsibility of the mentors is for their own development and willingness to learn and change, irrelevant to the extent of experience. Yet mentors serve a variety of roles, including being a professional parent, teacher, guide, counsellor, motivator, sponsor, coach, advisor, role model, referral agent, and door opener. Hence a successful mentor must be capable of blending these roles with other important characteristics such as being patient, available, approachable, respected, people oriented, knowledgeable, and secure in their position, in order to help students in the process of competency. Creating competent practitioners Ensuring competence to effectively and safely practice should be the aim of mentoring, and a critical task for the educators. Kane (1992) defines competence as the degree to which the individual can use the knowledge, skills and judgment associated with the profession, to perform effectively, in the domain of possible encounters, defining the scope of professional practice. On the other hand, domains of competence can be assessed to some degree via direct observation because it provides the opportunity to make multiple assessments over time and across different clinical circumstances. Yet, this is not always possible due to time constrains with the student. Thus the faculty must find another approach how to combine lectures and clinical practice in order to give ample time for the student to work with the mentor. Moreover, another question might arise regarding the system sufficiency in providing competent and safe practitioners. The introduction of mentorship was the first step aiming to provide better competent practitioners. However, there are strategies that both mentors and mentees can employ to ensure that they get the most out of a mentoring relationship. Yet, are there policies in place that support the selection of competent, appropriate mentors? Equally important, is the method of students assessment acceptable? Burns Peterson (2005) declared that the assessment must be on going, where the mentor provides formative assessment in line with outcomes and competencies they are expected to achieve. Thus, locally, the final four hour role play, (where students can be motivated purely by the process of assessment to adapt to what they perceive as the requirements of the assessor rather than moving towards achievement of goals such as independent thinking, problem solving and originality) should not contain too much weight in determining students competence. Hence supervision methods will be more effective if used within the context of a healthy supervisory relationship. Asadoorian Batt ( 2005) acknowledged that self assessment should be the first step in self directed learning. However, self-assessment should only complement and not replace another means of assessment. Portfolios, on the other hand, can address a wide range of competencies because it provides a reflective insight into mentees abilities to self assess and learn from experiences. Conclusion Although experience is extremely important as a means of education, theoretical knowledge must be the basic to prepare students for the clinical practice. On the other hand, the need for nurses to be able to integrate theory and practice effectively has long been recognised. Thus, competent mentors are required to help students in minimizing the theory practice gap. The gap can be bridged through reflection and critical thinking so that experience can be transformed into learning. A good relationship between mentor and mentee is important for learning. Mentees appreciate a learning environment where they have the opportunity to learn, to act professionally and to learn about the values and norms on the ward. Moreover, since nursing is a practical profession, there is a need to ensure that practical assessment systems are able to discern the true knowledge base of students. Alternatively, the key to success is to monitor both student and mentor feedback on the learning practice enviro nment.

Technology and the Invasion of Privacy Essay -- Exploratory Essays Res

Technology and the Invasion of Privacy As citizens of America we are all entitled to our rights of privacy. When something threatens this guaranteed privacy we tend to take extra precautions to prohibit prolonged violation. As the advancing world of technology continues to grow and expand, so do the amount of cases involving privacy invasion. Technology drives these privacy-invading crimes; however, crime also drives technology, creating a vicious cycle. Without technology an invader could not enter that of a stranger’s life. Conversely, without technology that same criminal would evade the law enforcers. So does technology protect citizens’ privacy, or does it expose one’s entire life? In regards to this question, one must consider: before the rise of the world of technology, privacy invasion was not a common issue. With this fact in mind it is not difficult to determine where the problem lies: technology threatens privacy. Computers are main technological features that allow criminals to step into unsuspecting victims lives. With a simple piggy-backing program hackers are able to track every keystroke made by the victim. One such program is called spyware, not to be confused with adware, which is often referred to interchangeably with spyware, but is potentially harmless (Louis 15). Spyware, hidden within downloaded software, implants itself deep within a computer’s hard drive, allowing it to track every move made by the user (Louis 16). Once inside a system, spyware can gather e-mail addresses, passwords, and credit card numbers. This gathered information is then transmitted across the internet to the author of the spyware, who then uses the newly gained information to determine which ads should target... ...and more anti-spywares that protect your computers from viruses, and better care taken by individuals (McGuire), Americans can begin to protect themselves from the privacy predators, and hopefully start a trend that will eventually put an end to the vicious cycle of technology vs. privacy.    Works Cited    McGuire, David.   "FTC Sues Spyware Suspects."   Washingtonpost.com Apr 2004. 9 Nov. 2004 <http://www.washingtonpost.com O'Reilly, John.   An Employer's Guide to Surveillance, Searches & Medical Examination.   Toronto: Thomson Canada Limited, 2003. "Protect Yourself Online."   Consumer Reports Sep. 2004:   12-19 Raphael, Louis.   "Spyware: Technology's Version of Big Brother." Computer Technology Review Feb. 2004: 12-16 Stead, Bette Ann.   Privacy and Rights In The Work Place.   Houston: University of Houston, College of Business Administration, 1998.

Western Perceptions of the American Indian Essay -- Indians Native Ame

Western Perceptions of the American Indian In this reflective essay, I discuss how the Europeans perceived the American Indians and the factors that shaped these perceptions. I have paid particular attention to the first-hand accounts of the encounters with the natives, written by Western explorers, missionaries, and visitors to the New World. It is particularly interesting to note how these accounts were distorted and exploited by different groups, each trying to mold the situation in their own way. We shall start with a reflection on cannibalism, and the myriad myths it engendered, since it can be argued that nothing about the Indians alienated the Europeans as much as this bizarre practice. Cannibalism, formally known as anthropophagy, was an anathema to Europeans armed with Christian precepts about morality and kindness to one’s fellow man. It was evidence of these acts that served to perpetuate many of the negative portrayals of the Indians that spread throughout the old continent. While the Europeans were certainly disgusted by cannibalism, nevertheless, it still served to intrigue them. Indeed, many explorers, upon arriving at the Americas, sought to witness it for themselves. We can deduce from these tales that there is something inherently exotic about the concept of eating human flesh that has captivated the human imagination for millennia. The noted anthropologist William Arens is known to have said that â€Å"Cannibalism is so good to think about that the human appetite is not easily satisfied.† Some theorists have suggested that myths of cannibalism were exploited to demonize those whom the Westerners sought to colonize. (Some radical historians even propose that tales of cannibalism may have been mere fabri... ...--------------------------------- [1] Kimberle S. Lopez, Latin American Novels of the Conquest (London: University of Missouri Press, 2002) 30. [2] Geoffrey Symcox, ed. Italian Reports on America 1493-1522: Letters, Dispatches, and Papal Bulls. (Belgium: Brepols Publishers, 2001) 43. [3] Bartholome de las Casas, Brief Account of the Devastation of the Indies. (1542) [4] Michel de Montaigne, â€Å"Of Cannibals†, In Selected Essays of Montaigne, trans. Donald M. Frame. (New York: Walter J. Black, 1943) 85-6. [5] Lynn Glaser, America on Paper: The First Hundred Years (Philadelphia: Associated Antiquaries, 1989) 161. [6] Bart L. Lewis, The Miraculous Lie: Lope de Aguirre and the Search for El Dorado in the Latin American Historical Novel (New York: Lexington Books, 2003) 8. [7] Lewis 12.

Comparision and Contrast between the Rocking Horse Winner and the Road

Comparision and Contrast between the Rocking Horse Winner and the Road not Taken Life's stories shared through the view of two writers. Both stories have many similarities, however, contrast with just as many differences. "The Destructors", written by Graham Green, and "The Rocking Horse Winner" written by D.H. Lawrence. When contrasting these two stories, consider the plot, characters, story line, and each authors approach. Also consider the intent and mood each author sets forth. In the story " The Destructors" the setting is in a London car park called Northwood Terrace, nine years concluding World War II. The plot deals with gang of young boys from the street, whose soul purpose, is to destroy the inside of Mr. Thomas' house without him even knowing it. Mr. Thomas, once a builder and decorator, was better referred to as Old Misery by the Wormsley Gang. He was viewed as a mean old man, and the only time he was usually seen is when he is traveling to and from the market once or twice a week. In the "The Rocking Horse Winner", the plot starts off around Paul, a ...

Effects of Cyberbullying Essay

Examples of Cyberbullying Cyberbullying examples  is referred to as a form of bullying  that is known to take place through the use of electronics such as mobile phones and over the internet. Furthermore, social media sites such as Facebook and Twitter among many others, chat, text messages as well as websites are avenues through which cyber bullying can take place. It is to be noted that cyber bullying often is between kids, teens or even pre-teens and it will involve emails, text messages as well as rumors that are spread or posted on a social site over the internet or through the phone. Picture messages that are embarrassing, websites and even videos in addition to fake profiles are some of the means through which cyber bullying can take place. It has become quite a common social menace among young people and often those that have been victims of cyber bullying have been at one time bullied in person. Cyber bullying has great negative impacts on the life of the victims and therefore, should be dealt wi th accordingly by the relevant stakeholders who include parents, teachers as well as the government. Causes of Cyberbullying Characteristics Cyber bullying can take place at any time of the day, that is, 24/7. The kids that are targeted can be reached at any time when they are with the parents or guardians as well as when they are alone (Hoff, & Mitchell, 2009). This means that cyber bullying can take place either during the day or during the night. This trait of cyber bullying makes it quite difficult for parents or even guardians to monitor their children and even become aware of them being bullied. The second characteristic that is associated with cyber bullying is that the messages and the pictures being sent to the targeted kid can be done anonymously and can easily be distributed within a short time to a large number of people using the same sites(Hoff, & Mitchell, 2009). This is a big problem when it comes to dealing with the issue of cyber bullying because it becomes difficult to trace where the message or even picture have originated from so that the culprit can be brought to book. Finally, it is important to note that cyber bullying has quite a long lasting impact on the targeted victims. This is based on the reason that after the harassing messages, pictures or even the texts have been posted on the sites; it becomes quite difficult to erase or even delete those messages(Mishna, Khoury-Kassabri, Gadalla, & Daciuk2012). This means that every time the kid being bullied will view them and this will keep tormenting them and therefore, there is need to address such kind of issue by the relevant stakeholders. Negative effects of cyber bullying Any form of vice in the society often has its negative effects on those people that it is directed towards. In this case, cyber bullying has some of the greatest harmful effects on the lives of the kids who are victims(Mishna, Khoury-Kassabri, Gadalla, & Daciuk2012). Some of the negative impacts of cyber bullying on kids include the indulgence in drugs or even alcohol. When a kid is a victim of cyber bullying, they become frustrated. This results in the use of drugs as well as alcohol. The other negative effects of cyber bullying include the kids skipping school hence their education life becomes ruined since they tend to avoid their bullies (Campbell, 2005). The performance of the bullied kid will tend to drop as they will lack interest in their studies. Furthermore, the bullied kid will be affected in terms of their personality. The bullied kid will experience lower self-esteem since they will become afraid of facing their tormentor or even interact with other kids as they used to since they will be ridiculed (Mishna, Khoury-Kassabri, Gadalla, & Daciuk2012). Finally, it is to be noted that children or kids that experience cyber bullying will tend to experiences health complications and problems such as stress which may lead to other serious health problems. Causes of Cyber bullying There are several causes which have been identified that result in cyber bullying among kids. One of the causes is the motivation for revenge. Some of the cases of cyber bullying are as a result of kids who have been bullied in the past and therefore want to do the same to others. The second cause of cyber bullying is the belief by other kids that the victims often deserve to be bullied(Mishna, Khoury-Kassabri, Gadalla, & Daciuk2012). For example, if a certain kid is thought to be mean to others, they may decide to bully the kid to make them change or in retaliation to their meanness. Thirdly, some kids bully others because of boredom. They are looking for fun and therefore, they think that bullying others will help cheer them up. The other causes which have been identified include peer pressure from others that have been involved in cyber bullying, the perception that everyone else is involved in cyber bullying, and the beliefs that they will not be caught due to the anonymity invol ved(Mishna, Khoury-Kassabri, Gadalla, & Daciuk2012). Finally, hunger for power especially for kids from well-off families towards poor kids is also a cause in addition to lack of empathy for other kids. According to National Center for Education Statistics and Bureau of Justice Statisticsin the year 2010-2011 about 9% among the students that are in the 6–12 grades have at one time had an experience of cyberbullying. In the year 2013, according to Youth Risk Behavior Surveillance Surveyabout 15% of the 9-12 grade students in high school to have experienced cyber bullying over the past year 2012. In conclusion, cyber bullying has become one of the most committed criminal acts among the young people and kids. However, due to the continued technological developments, it has become quite a challenge to handle the issue of cyber bullying. It is also quite difficult to determine the exact number of cases of cyber bullying considering that some of them are not reported to parents or even authorities in the schools. References Campbell, M. A. (2005). Cyber Bullying: An Old Problem in a New Guise?.Australian journal of Guidance and Counselling, 15(01), 68-76. Hoff, D. L., & Mitchell, S. N. (2009). Cyberbullying: Causes, effects, and remedies. Journal of Educational Administration, 47(5), 652-665. Mishna, F., Khoury-Kassabri, M., Gadalla, T., &Daciuk, J. (2012). Risk factors for involvement in cyber bullying: Victims, bullies and bully–victims. Children and Youth Services Review, 34(1), 63-70. Source document

Five Forces Model: U.S. Automobile Industry

Michael Porter’s Five Forces Model is a model used to analyze a particular environment of an industry. An industry is a group of firms that market products which are close substitutes for each other, such as the automobile industry. According to Porter, there are five forces that determine an industry’s long-run profitability and attractiveness. These five competitive forces are the threat of entry of new competitors, or new entrants; the threat of substitutes; the bargaining power of buyers; the bargaining power of suppliers, and the degree of rivalry between existing competitors. In the auto manufacturing industry, the threat of new entrants is generally very low. For this threat, factors to examine include all barriers to entry such as upfront capital requirements since it costs a lot to set up a car manufacturing facility. They also need to look at brand equity since a new firm may have none. Also, legislation and government policy are considered and this includes safety, EPA, and emissions. Finally, they’ll look at the ability to distribute the product. The emergence of foreign competitors with the capital, management skills, and required technologies began to undermine the market share of North American companies. The bargaining power of suppliers must be examined. Historically, the bargaining power of automakers went unchallenged. The American consumer, however, became undeceived with many of the products being offered by some auto companies and began looking for alternatives, particularly foreign cars. On the other hand, while consumers can be very price sensitive, they do not hold much buying power since they never purchase a large volume of cars. If buyers can look at the competition or other comparable products, and switch easily, there may be a high threat competitive rivalry. The switching cost is high with new cars because you can't sell a brand new car for the same price you paid for it. You also need to look at public transportation and the likelihood of people taking the bus, train or airplane to get around. The higher the cost of operating a vehicle, the more likely people will look for alternative transportation options. The price of gasoline has a big impact on consumers' decisions to buy vehicles as well. SUV’s and trucks have higher profit margins, but they also consume more gas compared to smaller sedans and light trucks. Product differentiation is important too since there are usually many cars that are similar. The automobile supply business tends to have many firms. Many suppliers rely on one or two automakers to buy a majority of their products. If an automaker decided to switch suppliers, it could be devastating to the previous supplier's business. So, suppliers are extremely susceptible to the demands and requirements of the automobile manufacturer and hold very little power. But some suppliers are small firms who rely on the carmakers, and may only have one carmaker as a client. So this can be a tricky force to evaluate. In most countries, all auto makers are engaged in fierce competition. Price slashes, product developments, and ad campaigns keep them on the edge of innovation and profitability. Margins are low and pressure between rivals is high. Highly competitive industries generally earn low returns because the cost of competition is high. The automobile industry is considered to be an oligopoly, which helps to minimize the effects of price-based competition. The automakers understand that price-based competition does not necessarily lead to increases in the size of the marketplace. In the past, they have tried to avoid price-based competition, but more recently the competition has intensified – rebates, preferred financing and long-term warranties have helped attract customers, but they also put pressure on the profit margins for vehicle sales. Works Cited CarFreaks. Porter's Five Forces Analysis of the Automobile Industry. 24 January 2010. 13 October 2011 . Hitt, Michael A. , Duane Ireland and Robert E. Hoskisson. Strategic Management: Competitiveness and Globalization: Concepts, Ninth Edition. Mason: South-Western Cengage Learning, 2011. Investopedia. The Industry Handbook: Automobiles. 2011. 13 October 2011

India Student

With his better economic situation, the Indian Families are using to pay for this international opportunity of education. The propose of this survey it is to check where's now the most popular destiny for the Indians Students. A few years ago used to be Australia, But now The Indians are choosing other Destinies. India Aspects Republic of India is a country in South Asia. It is the seventh-lorgnette's by area, the second-most populous country with over 1. Billion people, and the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the south-west, and the Bay of Bengal on the out-east, it shares land borders with Pakistan to the west; China, Nepal, and Bhutan to the north-east; and Burma and Bangladesh to the east. In the Indian Ocean, India is in the vicinity of Sir Lankan and the Maldives; in addition, Indian's Madman and Nicolai Islands share a maritime border with Thailand and Indonesia.Home to the ancient Indus Valley Civilization mos tly in present day Pakistan and a region of historic trade routes and vast empires, the Indian subcontinent was identified with its commercial and cultural wealth for much of its long history. Four religions-?Hinduism, Buddhism, Jansenism, and Schism-?originated here, whereas Judaism, Zoroastrian, Christianity, and Islam arrived in the 1st millennium CE and also helped shape the region's diverse culture.Gradually annexed by and brought under the administration of the British East India Company from the early 1 8th century and administered directly by the United Kingdom from the mid-1 9th century, India became an independent nation in 1947 after a struggle for independence that was marked by non-violent resistance led by Mahatma Gandhi. The Indian economy is the world's tenth- largest by nominal GAP and third-largest by purchasing power parity . Following market-based economic reforms in 1 991 India became one of the fastest-growing major economies; it is considered a newly industria lized country.However, it continues to face the challenges of poverty, corruption, malnutrition, inadequate public healthcare, and terrorism. A nuclear weapons state and a regional power, it has the third- largest standing army in the world and ranks ninth in military expenditure among nations. India is a federal constitutional republic governed under a parliamentary systematizing of 29 states and 7 union territories. India is a pluralistic, multilingual, and a multi-ethnic society. It is also home to a diversity of wildlife in a variety of protected habitats.Economic facts related with the grow number of Students Be it the US, 1-K, Australia or New Zealand, the number of Indian students going to study overseas has risen tremendously. According to Ministry of Overseas Affairs, demand for overseas higher education is increasing with over 2. 64 lack Indian students, who have gone abroad for studies, spending approximately about RSI 27,000 core (55. 5 billion) every year. With the Indi an economy growing at 7 percent annually, jobs are being created in India and he middle class is growing.Inevitably, this is leading to an increased level of prosperity, thereby increasing the affordability of an expensive overseas education, and dramatically increasing the career aspirations of a growing number of Indians. This coupled with a weakened US dollar, Australian dollar and UK sterling pound is driving a growth in the overseas education market. According to Ministry of Overseas Affairs, out of 264,324 students gone abroad, maximum of 104,522 are in the US followed by over 97,035 in Australia, 25,905 in the UK and over 6,040 in New Zealand. International Student EnrolmentsUnited Kingdom, Canada, United States, Australia and New Zealand; This countries have the half of the world international education's consumption. With the follow analysis we are going to see the current trends into three of those countries revising important data from the last reported five years, defini ng which nation is the main overseas education's consumer and finally show the particular case of Australia and its trends. The graphic is about the quantity of rolled students that came to Australia, Canada And New Zealand from 2008 to 2012 per year.Table 1 Graphic 1 The data shows that Australia still has the major number of students impairing with the Key competitors. The Mean number of overseas students enrolled in this 3 countries shows that Australia Still have the major quantity of students. Table 2 MEAN: Australia 573,6 Canada 21 New Zealand 95,9 2. – Main Nationalities Enrolled and the insane Students destiny Being into the details we can see where the students came from. And its is going to be more easy to understand the grow or the degree of the number of Indian students.Table 3 2008 2009 2010 201 1 2012 Country % OF Total China 23. 4 24. 5 27. 1 28. 6 29 did 62 3. 1 India 10. 5 Korea 6. 5 5. 7 5. 4 Thailand 4. 1 4. 2 Vietnam 4. 4. 4 Malaysia 3. 9 Nepal 4 India 5. 5 hind 6. 1 :hind China 30. 4 15. 4 13. 2 113 India 9. 9 10. 9 USA 6. 6 5. 6 8 9. 1 7. 2 France 4. 8 4. 9 Arabia 4. 5 5. 3 5 4. 6 23. 1 22 23. 7 26. 3 19 16. 6 12. 6 12. 2 Japan 11. 8 10. 1 11. 7 12. 5 10. 7 Europe 9. 7 9. 5 9. 8 SEAN 10. 3 8. 5 9 9. 6 9. 4 Graphic 2 Graphic 3 Graphic 4 As we can see, Australia has been lost the umber of Indian Students.Canada Shows that the country has the biggest growing the percentage of Indian Students, and New Zealand has been growing in a slow ways as also. â€Å"According to Fuller, the percentage of Indian students enrolling in New Zealand institutes has increased nearly 300 % in the last six years. In 1 998, only 150 Indian students enrolled. This figure rose to 2159 in 2002, and 7,263 new enrolments in 2008 and 9521 in 2009 . Nearest Galatia, CEO of oceanic Consultants, opines that Kiwi land offers the best and affordable education under the safest environment and an easy permanent residency.This is driving the growth of higher education in New Zealand from overseas students. The soaring numbers suggest that the economic downturn has not affected everyone. Says Nearest Galatia, â€Å"Both Australia and New Zealand offer safe learning environment with excellent study opportunities and support services for international students. Academic institutions in both the countries are world class and recognized globally. New Zealand enjoys a 20 per cent cost advantage over Australia which can make a huge difference in these tough times. Why the Indian Students are deciding for other countries? Despite the last facts that occurred in Australia, some Indian Students are choosing for other destinies. In the article from BBC News we can see that in Australia has been occurring a lot of racism acts against South Asian people. And the principal complain its because the students affirm that the Australia government do not punish racism acts how it suppose to do. â€Å"Indian students are going through a rough time at the moment.I witnessed the Harris Park episode [the scene of one attack]. The student was ready to give a statement, but the police didn't record it as he had failed to get the registration number of the attackers' car. Police are patrolling Harris Park and helicopters are also being used. Many people comment that it is waste of taxpayers' money. But they do not understand that these students pay hefty fees and taxes, more so than the whinnying locals. Victorian police says that the Indians attract attackers by flaunting their pods and laptops.But every second person has pods and laptops, so why do these attacks happen only to Indian people? Education is the third largest export of Australia. If the government cannot ensure the safety of the students who pay the fees, then they should give up the education trade† Paul Parkas, a manager in the telecoms industry, decided to return to India after feeling he was bullied by his Australian colleagues. † Before going to Australia lived and worked in Saudi Arabia, Holland and all major cities of India, but got the worst work place experience from Australia.My employer and management were very supportive but my colleagues hated me and bullied me. They created an unbearable environment just because got the highest I don't think it's a race problem. If it was, people from Africa and the Middle East would be affected too. The root cause of all this is the sudden rise Of the number Of Indian people in all levels Of society. Middle-aged Australians are worried about losing their jobs to young and educated immigrants from India. The government should be tough on people who spread hatred and violence in the society.Australians have to understand that their country is a home to many nationalities and their economy is doing well with the support of immigrants. Conclusion Australia is the best choose for a lot of students because of many facts: The whether, the language, the possibility to work legally the beautiful views and the life style. Casually is a important fact that brings a lot of money to the country and also brig people that work in some kinds of jobs that they do not have people interested and people enough to work on it. But Despite for Of this recently facts, Indians now are choosing other destinies.No one person will spend money in a place that maybe they can be offended just because of the color of the skin or the religion choose. The government should start to punish severally, that people that do not know how to lead in society . Shout to start to control who is working and what kind of conditions. Then Australia could be again the better destiny for people that want to study in other country, want to improve the language or want to leave new presences.

Dunkirk-Not a Triumph? Essay

Many people also believed that Dunkirk was a disaster; it was a disaster in a number of ways. Firstly, there were many casualties in the battle. 68,000 of the British Expeditionary Force perished during the barrage, along with about a quarter of the remaining French military. Along with the loss of vital live came the massive losses of equipment. Overall, nearly 40,000 pieces of equipment were surrendered to the enemy, including 17,000 machine guns, 12,000 field guns, 2,800 anti-aircraft guns and 475 tanks. This was one of the worst losses of equipment ever sustained by the British military. In this part of my essay I am going to prove how the next four sources challenge the interpretation of Dunkirk being a triumph. Firstly, to help the statement that Dunkirk was not a triumph is source B10 as it argues the fact that it was not organised there was a lot of waiting around and the horrific state of the soldiers, â€Å"while among the crowds on the beaches were shell-shocked, dazed so ldiers wandering about trying to find some shelter from the bombing.† The source was created by John Harris, a historian. This source is taken from a book about the great military battles. The purpose of this source is to sell and he wants other people to understand his point of view. This source is very reliable because it is written by a historian, therefore he will be very knowledgeable about the research and he will know what he is talking about, but the source was written in a poetic and dramatic way, so John Harris may be emphasizing the content of this source. The usefulness of this source is very good as it gives us a slight understanding of what state the soldiers were in, and what type of things they would experience whilst on the beaches of Dunkirk, â€Å"some of the men were even bomb-happy and on the edge of hysteria.† Meaning that soldiers were so tired that they were laughing; mentally falling apart and that there was no getting away from the bombs, they were constant. This source is also useful as it gives a soldiers point of view. However, the book is John’s own interpretation, meaning that it could be inaccurate. The next source that does support this statement is source B12 which disagrees that Dunkirk was a triumph as argues at it being â€Å"a military defeat†. However this source does portray across that it was â€Å"a propaganda victory†, this would be because newspapers started this myth of the battle being a victory and the government just let them carry on with it, did not question their decisions. The source was created by a BBC news reporter. The purpose of this was to give out information. This source is reliable as it is by the BBC, which a British news company that is repetitively well respected and trustworthy, the BBC are also criticising reports from starting the Dunkirk myth. However, this source is hindsight. This source would be useful as it helps prove the statement, ‘Dunkirk was not a triumph?’, because it shows that propaganda was used to manufacture of Dunkirk being a victory and almost rule out the negative side of Dunkirk. The third source that I will use that will support Dunkirk not being a triumph is B14. It tells us about a senior army officers experience during Dunkirk, already this source is reliable as Brian Horrocks was there, but he is remembering events that happened, but on the other hand you tend to always remember significant events. The purpose of this officer writing his autobiography is to make money,( to increase sales he has written it in an emotional way that will make it more interesting) celebrate his life story and use it as historical evidence. The author had first-hand experience of these events which makes it so reliable. The source tells us what a soldier would remember about the retreat to Dunkirk, â€Å"shame and exhaustion†- this would be because when the troops had returned to Britain Churchill would not allow them to go back and bring back more evacuees. Brian Horrocks gives us some idea of what the tactics were like for both sides, Nazis used Blitzkrieg and where well prepared, whereas Britain and France where making tactical errors and major flaws. The final source that I am going to use that will back up Dunkirk being a disaster is B16; Lord Haw-Haw is questioning Churchill’s tactics, Churchill being a liar and how many more lives he is willing to sacrifice. Lord Haw-Haw (British citizen, heavily influenced by the Nazis) broadcasted this on a radio hearing on the 17th June 1940. This source shows that not everyone believed in Winston Churchill’s views and therefore where willing to question him. The purpose was to undermine British confidence, so that eventually Churchill will start questioning himself, also undermined British propaganda.

Happiness can be achieved by anyone through improvement of character, Essay

Happiness can be achieved by anyone through improvement of character, meditation, and increasing generosity and kindness - Essay Example True happiness is beyond meaning and description. In his article â€Å"Happy Like God,† Critchley emphasizes the idea of happiness as something that even the French philosopher Rousseau could hardly define. This is because the beauty of the moment of happiness is something that is only likened to â€Å"a state where the soul can find a resting-place secure enough to establish itself and concentrate its entire being there† (Critchley 449). This is actually a time where â€Å"the present runs on indefinitely† and where the past and the future do not matter yet it is something that no one can define as just the present (449). It is therefore true that â€Å"happiness is not quantitative or measurable and it is not the object of any science, old or new† (450). This means that, for Critchley, happiness is something that can never be gauged for not only does happiness depend on the person who is feeling it but also it depends on the value of the present moment a nd how each person defines that moment for him. The experience and the feeling one has naturally cannot be quantified and cannot even be expressed in words. Nevertheless, it is closest to the term â€Å"feeling of existence,† or the time when someone feels the moment that he exists and he experiences such happiness (450). Moreover, although unquantifiable, this moment of happiness is very much sufficient. In fact, Rousseau defines such a state of happiness as a God-like state: â€Å"as long as this state lasts we are self sufficient like God† (450). This is therefore the highest state of things, or the state where one does not want anything else but to be in such a feeling or such a state. Nevertheless, happiness in any form defies measurement. Happiness is also an experience of appreciation and reflection of things and people in one’s life. While Critchley and Rousseau would equate this appreciation and reflection with being alone in the experience of stillness , there were once people like the Greek philosopher Epictetus, who thought that happiness is also one’s experience of stillness but this stillness is wisdom, and such wisdom is not about being alone but being aware of how to deal with others. For Epictetus, the lack of wisdom and reason makes one either a sheep or a wild beast, which is what most people are. A sheep will naturally simply â€Å"act gluttonously†¦lewdly†¦rashly, filthily [and] inconsiderately,† while a wild beast would normally act â€Å"harmfully, passionately [and] violently† (Epictetus). The wisdom that Epictetus means must be similar to the wisdom that Rousseau realized when he thought of a God-like state of existence, only that Epictetus’ wisdom is directed towards one’s fellowman. Moreover, according to Epictetus, if people lack wisdom, they tend to worry about and change things that are beyond their control, such as â€Å"What would others think?† or â€Å"Wh at would others say if I did this?† and they then cease being happy. They do not anymore experience that blissful God-like state that Rousseau described earlier. The point of Epictetus is that no matter how intelligent or good someone is, if he does not possess wisdom, he will always be swayed by other people’s influence as well as by his opinions of the things over which he has no control. Therefore, if one lacks wisdom, one lacks contentment and happiness, and