Luis Angel Perez v. The New York and Presbyterian Hospital Essay

Luis Angel Perez v. The New York and Presbyterian Hospital - Essay Example On August 15, 2003, when Dr. Nunez observed the plaintiff speaking to a patient in a room in Spanish and had an argument with him, he wrote a letter to Dr. Nunez implying that he was acting out of good faith. The hospital prefers hiring bilingual English/Spanish-speakers for the Mental Health Workers as the patients in the Psychiatric Unit include approximately 30% monolingual Spanish-speaking and 50% who are bilingual. The defendant was frequently asked to translate to Spanish speaking patients who were not having the ability to communicate in English. Defendants allegations that his nursing supervisors had used ethnic slurs and had engaged in conduct denigrating him because of his origin was unprofessional as well as mocking patients with limited English proficiency. On August 15, 2003, Dr. Nunez observed the defendant speaking to a patient in Spanish in the patient’s room. He had an argument with the plaintiff who wrote a letter to Dr. Nunez implying that he was acting out of good faith. The plaintiff occasionally talked in Spanish to his fellow workers, but it is not in the patients presence. He did this in the presence of the patients, for instance, when talking to the clerk in an office, away from the patients and with the security guard. Perez suffered from his choice of speaking Spanish to the patients and workers who he did not cause harm to as he risked his job. The first amendment guarantees individuals freedom of expressing themselves freely and guarantees citizens the right to assemble peaceably. Perez communication to his fellow Spanish counterparts in the Medical facility was his right, as it never happened in the presence of a patient. A Title VII of the Civil Rights Act of 1964 states that an employee cannot be segregated. The employees should not be classified in a manner that deprives any individual of employment opportunities because of an individual’s race, color and or other

The different and similarities the ideological position by the main Essay

The different and similarities the ideological position by the main candidates in the city of Toronto election for Mayor (2014) - Essay Example He proposed that they shall be kept below the rate of inflation to reduce the cost of owning residential property. On the other hand, he proposes a steeper increase of commercial taxes as compared to residential property so as to reduce the ratio between commercial taxes and residential taxes (Peat 2014). Olivia chow another favorite contestant intended to keep the tax rates of residential property pegged on the rate of inflation such that they are either slightly higher, lower or in line as compared to the increases or decreases in the inflation rates. Her policies on property tax favor small businessmen as she intended to decrease the rates of taxes for these businesses by a total of 2.5% by the year 2020 (Peat 2014). This she believed would service as an incentive for more people to join the market. Just like his fellow contestants for the seat John, Doug Ford promised to ensure that the residential property taxes are maintained at a level below the comparative fluctuations of the rate of inflation (Peat 2014). All the three main candidates aimed to reduce the amount of taxes that residential property pay to make them more affordable to home owners and tenants. John Tory and Doug Ford planed to adopt the exact same policy of keeping the rates lower than the comparative rate of inflation at any given time. The Policies of Olivia chow are almost similar in that she also intended to use the inflation rate at the yardstick to determine the rate of tax for residential property (Peat 2014). The only difference is that she did not promise to keep increases in the rates strictly below the relative increases in inflation rates. She said the changes in the rate could be above or below the changes on the rate of inflation but by a very small margin (Peat 2014). Another difference in Olivia`s policies manifested in her plans for boosting small businesses by progressively decreasing the taxes required from them (toronto mayoral election promise tracker

Three Perspectives on Education Functionalist Conflict and Symbolic

Three Perspectives on Education Functionalist Conflict and Symbolic The basis of todays theoretical perspectives provides sociologists with a philosophical position for asking certain kinds of questions about society and the people that occupy it. The three primary perspectives are functionalist, conflict, and interactionist. These three theories are very relative to education and the whole learning process. These different perspectives allow sociologists the ability to explain how society influences people and their actions. Each perspective uniquely conceptualizes society, social forces, and human behavior. The functionalist perspective, also known as functionalism, states that each aspect of society is interdependent and contributes to societys functioning as a whole. The government, or state, provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. The family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. With this being said, the children become law-abiding and taxpaying citizens, who in turn support the state. The parts of society produce order, stability, and productivity. If something goes wrong, the parts of society then must adapt to recapture a new order, stability, and productivity. For example, the financial recession we are in right now, with the high rates of unemployment and inflation, social programs and their budgets are usually cut back because funding isnt available. Families end up having to cut back on their spending an d budget as well just to make ends meet. Functionalists believe that society is held together by social consensus and work together to achieve what is best for society as a whole. The functionalist perspective was popular during the 1940s and 1950s among American sociologist. American functionalists focused on discovering the functions of human behavior and European functionalists focused on explaining the inner workings of social order. Sociologist Robert Merton, who was born in 1910, divided human functions into two different types: manifest functions are those that are intentional and obvious and latent functions are those that are unintentional and not obvious. For example, my manifest function of attending my church is to worship, receive the word, and help children, but my latent function may be to help those children learn to discern religious and personal views. Manifest functions are apparent, while the latent functions have a more sociological approach. A sociological approach in functionalism is the consideration of the relationship between the functions of smaller parts and the functions of the whole. Functionalism has received criticism for neglecting the negative functions of something such as abuse. Critics claim that the perspective justifies the status quo and complacency on the part of societys members. Functionalism does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Instead, functionalism sees active social change as undesirable because the various parts of society will compensate naturally for any problems that may arise. Karl Marxs writings on class struggles sparked the conflict perspective. The conflict perspective presents society in a different light than do the functionalist and symbolic interactionist perspectives. The conflict perspective focuses on the negative, conflicted, and ever-changing nature of society. Unlike functionalists who defend the status quo, avoid social change, and believe people cooperate to effect social order, conflict theorists challenge the status quo, encourage social change, and believe rich and powerful people force social order on the poor and the less fortunate. American sociologists in the 1940s and 1950s generally ignored the conflict perspective in favor of the functionalist, the 1960s saw American sociologists gain interest in conflict theory. They also expanded Marxs idea that the key conflict in society was strictly economic. Today, conflict theorists find social conflict between any groups in which the potential for inequality exists such as race, gender, religion, political views, and economic stance, etc. Conflict theorists note that unequal groups usually have conflicting values and agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever-changing nature of society. Critics of the conflict perspective point out its negative view of society. The theory attributes humanitarian efforts, altruism, democracy, civil rights, and other positive aspects of society to capitalistic designs to control the masses, not to inherent interests in preserving society and social order. The symbolic interactionist perspective, directs sociologists to consider the symbols and details of everyday life, what these symbols mean, and how people interact with each other. Although symbolic interactionist perspective traces its origins to Max Webers assertion that individuals act according to their interpretation of the meaning of their world, the American philosopher George H. Mead (1863-1931) introduced this perspective to American sociology in the 1920s. According to the symbolic interactionist perspective, people attach meanings to symbols, and then they act according to their subjective interpretation of these symbols. Verbal conversations, in which spoken words serve as the predominant symbols, make this subjective interpretation very evident. The words have a certain meaning for the sender, and, during effective communication, they hopefully have the same meaning for the receiver. Words are not static things; they require intention and interpretation. Conversation is an interaction of symbols between individuals who constantly interpret the world around them. Of course, anything can serve as a symbol as long as it refers to something beyond itself. Written music serves as an example. The black dots and lines become more than just marks on the page; they refer to notes organized in such a way to make music. Symbolic interactionists give serious thought to how people act, and then seek to determine what meanings individuals assign to their own actions and symbols. Applying symbolic interactionist perspective to the American institution of marriage, symbols may include wedding bands, vows of life-long commitment, a white bridal dress, a wedding cake, a Church ceremony, and flowers and music. American society attaches general meanings to these symbols, but individuals also maintain their own perceptions of what these and other symbols mean. For example, one of the spouses may see their circular wedding rings as symbolizing everlasting love, while the other may see them as a financial expense. Critics claim that the symbolic interactionist perspective neglects the macro level of social interpretation or the big picture. In other words, symbolic interactionists may miss the larger issues of society by focusing too closely on the trees or the size of the diamond in the wedding ring rather than the forest or the quality of the marriage. The perspective also receives criticism for slighting the influence of social forces and institutions on individual interactions. All of these perspectives have valid points as well as constructive criticism that holds value. The one perspective that sticks out to me is the conflict perspective; to me this perspective is real. I think being able to identify the many things that are wrong with our society today, makes the blows less painful when something goes wrong. The conflict perspective focuses on the negative, conflicted, and ever-changing nature of society. With this being said the conflict perspective can also be viewed in a positive light. Someone learning about this perspective their eyes could be opened up to many different issues that they might not necessarily experience.

Global Warming is a Reality That Must be Taken Seriously Essay examples

Global Warming is a rising epidemic that is one of high controversy. The growing concern that Global Warming is going to thermally destroy the earth is causing concentrated precautions to take place. With worry mounting in the lives of the human race, it is intensifying the idea that things must be done to stop the depletion of the ozone layer. There are several problems around the earth that prove the occurrence of Global Warming. It is very real. The world could end at any given time in the next century, due to foreseen occurrences such as, rising in sea level, extreme climate changes, and the unexplainable spreading of tropical diseases. There has been a distinct rise in sea level over the past century. This is due to the melting of massive glaciers. These glaciers are melting due to ...

IT and HR Department Case Study and Analysis

Based on my observation security at Cenartech is high risk. I base this off of the security practices that are in place. What companies fail to realize is you can protect your network technically but you also have to protect the network physical. There are firewalls in place to protect the network from the outside but no policy to protect the network from the inside. â€Å"A security policy is a document that defines the scope of security needed by the organization and discusses the assets that need protection and the extent to which security solution should go to provide the necessary protection.†(Stewart and Chapple and Gibson, 2012, p221)Although the company IT structure is solid, most of it was created by out consultants and the IT department did not have any leadership that was IT smart. The IT department was ran by the Director of Finance. Cenartech has already been establish for a few years before Brian the IT manager came on board. There was no Standard Operating Proce dures. â€Å"Procedures are the final element of the formalized security policy structure.† (Stewart and Chapple and Gibson, 2012, p221)Within a year of being at the company he wrote a draft outlining duties and responsibilities for each staff member. Since his IT department was small he gave each staff member some security responsibilities. His staff members did not have any experience looking at security logs. Any time he had the chance he would train them. He knew the importance of looking at the logs regularly and maintaining Audit Trails. Audit trails are a set of records or events that record activity on a system. (White, 2003)As Brian was viewing the logs he found that there were repeated failed log-in attempts on a few different accounts, but not enough to cause a lockout. But there were too many to failed log-in attempts to just ignore. He also found out someone was attempting to access the accounts from other location within the engineering department. According to policy he had to report this to leadership in Human Recourses. The leadership was not technical and did not understand the issue and how server the problem was. Given what the case has presented the attacker wanted to gain access to the  network.After the presenting his case to HR leadership he decided to work on an IT project at the top of the list. He setup virtual private networks (VPN) for the sale staff to have remote access. A VPN is a communication tunnel that provides point-to-point transmission of both authentication and data traffic over an untrusted network. (Stewart and Chapple and Gibson, 2012, p221) He setup the VPN on the financial network. Once the software was loaded on employee’s systems he started to monitor the security logs. He found more incoming connection then what he installed.â€Å"When he followed up on a few of the originating IP addresses in the security log, He found that a number of the connections originated from a local cable Internet Servi ce Provider (ISP)† (Whitman and Mattord, 2011, p. 27). The attacker was using shared accounts from employee in the company. When someone would leave they would pass the account down. Accounts were not being deleted or disable. Removing or disabling accounts should be a standard best practice for any system. Accounts need to be deleted as soon someone leaves.  (Stewart and Chapple and Gibson, 2012, p231)Some of the things he could have done differently was to review his IT security policies from day one. The events that took place were events that were easy to miss. HR should have had a policy on how to handle terminated employees. There should be a lock out policy since the engineering employee was able to try many attempts on the account before it was locked out. The good lockout policy is three attempts then the user has to go through their IT department to get the account unlocked. A password policy should be implemented as well.At least 8 characters with a combination of lower case, upper case, one number, and one special character, this is DOD standard. If these were in place the attacker would not have been able to attack the network. The IT department needs to be trained to Monitor Security logs once a week. He would face a big challenge trying to recommend these changes to the Leadership. He try to explain this to the HR Director. â€Å"His explanation required substantial effort as Jim had minimal IT experience. † (Whitman and Mattord, 2011, p. 26). It took another incident for the HR Director to take him serious. IT and HR Department Case Study and Analysis Based on my observation security at Cenartech is high risk. I base this off of the security practices that are in place. What companies fail to realize is you can protect your network technically but you also have to protect the network physical. There are firewalls in place to protect the network from the outside but no policy to protect the network from the inside. â€Å"A security policy is a document that defines the scope of security needed by the organization and discusses the assets that need protection and the extent to which security solution should go to provide the necessary protection.†(Stewart and Chapple and Gibson, 2012, p221)Although the company IT structure is solid, most of it was created by out consultants and the IT department did not have any leadership that was IT smart. The IT department was ran by the Director of Finance. Cenartech has already been establish for a few years before Brian the IT manager came on board. There was no Standard Operating Proce dures. â€Å"Procedures are the final element of the formalized security policy structure.† (Stewart and Chapple and Gibson, 2012, p221) Within a year of being at the company he wrote a draft outlining duties and responsibilities for each staff member. Since his IT department was small he gave each staff member some security responsibilities. His staff members did not have any experience looking at security logs. Any time he had the chance he would train them. He knew the importance of looking at the logs regularly and maintaining Audit Trails. Audit trails are a set of records or events that record activity on a system. (White, 2003)As Brian was viewing the logs he found that there were repeated failed log-in attempts on a few different accounts, but not enough to cause a lockout. But there were too many to failed log-in attempts to just ignore. He also found out someone was attempting to access the accounts from other location within the engineering department. According to policy he had to report this to leadership in Human Recourses. The leadership was not technical and did not understand the issue and how server the problem was. Given what the case has presented the attacker wanted to gain access to thenetwork. After the presenting his case to HR leadership he decided to work on an IT project at the top of the list. He setup virtual private networks (VPN) for the sale staff to have remote access. A VPN is a communication tunnel that provides point-to-point transmission of both authentication and data traffic over an untrusted network. (Stewart and Chapple and Gibson, 2012, p221) He setup the VPN on the financial network. Once the software was loaded on employee’s systems he started to monitor the security logs. He found more incoming connection then what he installed.â€Å"When he followed up on a few of the originating IP addresses in the security log, He found that a number of the connections originated from a local cable Internet Service Provider (ISP)† (Whitman and Mattord, 2011, p. 27). The attacker was using shared accounts from employee in the company. When someone would leave they would pass the account down. Accounts were not being deleted or disable. Removing or disabling accounts should be a standard best practice for any system. Accounts need to be deleted as soon someone leaves.(Stewart and Chapple and Gibson, 2012, p231) Some of the things he could have done differently was to review his IT security policies from day one. The events that took place were events that were easy to miss. HR should have had a policy on how to handle terminated employees. There should be a lock out policy since the engineering employee was able to try many attempts on the account before it was locked out. The good lockout policy is three attempts then the user has to go through their IT department to get the account unlocked. A password policy should be implemented as well.At least 8 characters with a combination of lowe r case, upper case, one number, and one special character, this is DOD standard. If these were in place the attacker would not have been able to attack the network. The IT department needs to be trained to Monitor Security logs once a week. He would face a big challenge trying to recommend these changes to the Leadership. He try to explain this to the HR Director. â€Å"His explanation required substantial effort as Jim had minimal IT experience. † (Whitman and Mattord, 2011, p. 26). It took another incident for the HR Director to take him serious.

Arming Teachers Essay

â€Å"The vast majority of teachers want to be armed with textbooks and computers, not guns,† said Kenneth S. Trump, President of National School Safety and Security Services, in response to the national discussion on arming teachers and school staff, and armed volunteers in schools. Trump advises school districts against allowing teachers and school staff to be armed. Trump says that while gun control and gun rights advocates typically seize on school proposals to arm teachers to further political agendas, his opposition to arming teachers and school staff focuses solely on implementation issues, not political statements and beliefs about rights to bear arms. â€Å"School districts considering arming teachers and school staff with guns would take on significant responsibility and potential liabilities that I firmly believe are beyond the expertise, knowledge-base, experience, and professional capabilities of most school boards and administrators,† Trump said. He added that school board members, superintendents, principals, teachers, school safety experts, and public safety officials he has talked with around the nation consistently do not believe that educators and school support staff should be armed. Trump, a 25-year veteran school safety expert who has trained and consulted with school and public safety officials from all 50 states and Canada, noted that school districts setting policy to allow teachers and school staff to be armed with guns would take on an enormous amount of responsibility and potential liability. Trump says allowing teachers and school staff to be armed begs a number of questions: Does the school board have appropriate and adequate policies and procedures governing the carrying and use of firearms by teachers and school staff? What type of â€Å"use of force continuum† has the school district created for staff to use firearms? How does that stand up in comparison to such standards held for police officers and others who are armed and deployed in a public safety capacity? What types of firearms (types of guns, caliber of weapons, etc.) are staff allowed to carry and not allowed to carry? Will staff carry their own personal firearms or school district-issued firearms? If the school allows staff to carry their personal weapons for the purpose of protecting staff and students, what responsibilities do school boards and administrators thereby assume for making sure the firearms carried are functional? Does the school district have regular â€Å"inspections† of staff firearms to make sure they are functional and appropriate to policy, and if so, who on school staff is responsible for that function and what is their level of expertise and training to make such decisions? What type of firearms training does the school district provide on a regular, ongoing basis to those staff it authorizes to be armed with guns? Will the school district build and operate its own firearms range? Who on school staff is qualified to provide such training, operate a firearms range, etc.? Will firearms certification and recertification be added to the school district’s professional development training program each year? What type of weapons retention training has been provided to staff who are armed and what steps have been taken to reduce risks of a teacher or staff member being intentionally disarmed by a student or other person, or for having a firearm dislodged from a staff member’s control when the teacher breaks up a fight in a cafeteria or hallway? How is the district prepared to prevent and manage situations where teachers and/or staff members lose, misplace, or have stolen their firearms while on campus? How will the school district manage an accidental shooting that could occur? What is the impact of this type of board policy and practice on the school district’s insurance and potential legal liability posture? If self-insured, is the district able to handle potential lawsuit judgments against them for cases resulting from this practice? If insured by a private carrier, what is the insurance provider’s position and concerns, or will they even insure the district for such a practice? Most importantly, what other options have we considered as school leaders? For example, if the school district is concerned about first responder response time from the community to the school, has the school district considered employing a school resource officer (SRO) or its own trained, commissioned and certified school police officer who is a school district employee, such as what is allowed in Texas, Florida and other states, and many other considerations. Trump has long supported school districts having school resource officers (SROs) who are city or county law enforcement officers assigned to work in schools. He also supports properly organized and operated school police departments, which are in-house school district police officers that are trained, commissioned, and certified professional peace officers in school districts where state law allows districts to have such departments. Trump says that the arming of teachers and school staff goes is a significantly different issue that goes beyond simply the issue of an individual’s right in a number of states to be licensed to carry a concealed weapon. Unlike an individual being trained and licensed under a state law to carry a firearm for personal protection at their home or on the streets, school districts that permit teachers and school staff to carry firearms on campus are in essence deploying those school employees in a public safety capacity to protect the masses with the expectation and assumption that they can and will provide a firearms-related level of public safety protection services to students and other staff. By tasking those employees with those responsibilities, Trump notes, the school district is also accepting responsibility and potential liability for implementation of such policies. â€Å"There is a huge difference between having trained, certified and commissioned law enforcement officers who are full-time, career public safety professionals that are armed and assigned the duty of protecting students and staff versus having teachers, custodians, cafeteria workers and other non-public safety professionals packing a gun in school with hundreds of children,† said Trump.

Circles on SAT Math Formulas, Review, and Practice

Circles on SAT Math Formulas, Review, and Practice SAT / ACT Prep Online Guides and Tips Though triangles are far and away the most common geometric shape on the SAT, make sure not to underestimate the importance of circles. You will generally come across 2-3 questions on circles on any given SAT, so it’s definitely in your best interest to understand the ins and out of how they work. And this guide is here to show you the way. This will be your complete guide to SAT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult SAT circle questions you may see on test day. What Are Circles? A circle is a two dimensional shape that is formed from the infinite number of points equidistant (the same distance) from a single point. This single point becomes the center of the circle. This means that any and all straight lines drawn from the circle’s center will exactly hit the edge of the circle, so long as all the lines are of equal length. Degrees Though you can measure a circle in both degrees and radians, you will only ever have to use degrees on the SAT. Because of this, we will only be talking about degree measures in this guide. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees. This is why a straight line always measures 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So a fifth of a circle is $360(1/5) = 72$ degrees, and an eighth of a circle is $360(1/8) = 45$ degrees, etc. Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. In formulas, the circumference is represented as $c$. Diameter A diameter is any straight line drawn through the center of the circle that connects two opposite points on the circumference. In formulas, the diameter is represented as $d$. Radius The radius of a circle is a straight line drawn from the center of the circle to any point on the circumference. It is always half the diameter. In formulas, the radius is represented as $r$. Tangency Circles are described as â€Å"tangent† with one another when they touch at exactly one point on each circumference. A group of circles, all tangent to one another. Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to SAT ratios.) Let's say we have a circle with a particular diameter (any diameter). Now let's multiply this same circle a few times and line them all up in a row. This gives us our same diameter 4 times in a line. Now, let us assign a starting point somewhere on the circumference of the circle and then "unpeel" the circumference from our circle. Once you remove the circumference and lay it flat, you can see that the circumference is a little more than 3 full lengths of the circle's width/diameter (specifically, 3.14159 times). The circumference of the circle will always the 3.14159 (Ï€) times the diameter.So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. We can measure all the distance ever traveled(with wheels) in increments of pi. Circle Formulas You will always be given a box of formulas on each SAT math section. This means it is not crucial for you to memorize circle formulas, but we still recommend that you do so if possible. Why? To help both your time management and problem solving ability. The box of formulas you'll be given on every SAT math section. In terms of time management, memorizing your formulas will save you time from flipping back and forth between formula box and question. And, on a timed standardized test like the SAT, every second counts. It is also in your best interest to memorize your formulas simply for ease, practice, and familiarity. The more comfortable you get in knowing how circles work, the more quickly and easily you’ll be able to solve your problems. So let’s look at your formulas. Circumference $$c = Ï€d$$ $$c = 2Ï€r$$ There are technically two formulas to find the circumference of a circle, but they mean exactly the same thing. (Why? Because any diameter will always be equal to twice the circle’s radius). Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with these formulas. Here, we have two half circles and the sum of two radii, $RS = 12$. We can either assign different values for the radius of circle R and the radius of circle S such that their sum is 12, or we can just mentally mash the two circles together and imagine that RS is actually the diameter of one circle. Let’s look at both methods. Method 1 Since we know that $RS = 12$, let us say that circle R has a radius of 4 and circle S has a radius of 8. (Why those numbers? Because all that matters is that the radii add up to equal 12. We could have picked 6 and 6, 10 and 2, 3 and 9, etc., so long as their sum was 12.) So the circumference of circle R would be: $c = 2Ï€r$ $c = 2Ï€4$ $c = 8Ï€$ But, since we only have half a circle, we must divide that number in half. ${8Ï€}/2 = 4Ï€$ $c = 4Ï€$ Now, we can do the same for circle S. But we can also see that it is a semi-circle. So instead of taking our circumference of $2Ï€r$ for the whole circumference, let us just take the circumference of half ($Ï€r$) and so save ourselves the trouble of all the steps we used for circle R. ${1/2}c = Ï€r$ ${1/2}c = 8Ï€$ So now let us add our circumferences. $4Ï€ + 8Ï€ = 12Ï€$ So our final answer is C, $12Ï€$ Method 2 On the other hand, we could simply imagine that line RS is the diameter of a complete circle. (Why are we allowed to do this? Because we have the sum of two radii and two half circles, so combined, they would become one circle.) If RS is a diameter of a circle whose complete circumference we must find, let us use our circumference formula. $c = Ï€d$ or $c = 2Ï€r$ $c = 12Ï€$ Again, our answer is C, $12Ï€$. Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? A circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) A circle splitting into a series of triangles. So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ Arcs $$c \arc = Ï€d({\arc \degree}/360 °)$$ $$a \arc \sector = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). This question gives us a lot of information, so let’s go through it piece by piece. First of all, we are trying to find the length of an arc circumference, which means that we need two pieces of informationthe arc degree measure and the radius (or the diameter). Well, we have the degree measure, so we’re halfway there, but now we need the radius (or diameter) of the smaller circle. We are told that it is half the radius of the larger circle, so we must find the radius of the larger circle first. All that we are told about the larger circle is that it has a circumference of 36. Luckily, we can find its radius from its circumference. $c = 2Ï€r$ $36 = 2Ï€r$ $18 = Ï€r$ $18/Ï€ = r$ [Note: though it is unusual, this problem gives us our radius in pi units, rather than giving our circumference(s) in pi units. As we said, this is perfectly acceptable, though uncommon.] If the circumference of the larger circle is 36, then its diameter equals $36/Ï€$, which means that its radius equals $18/Ï€$. Because we know that the smaller circle has a radius that is half the length of the radius of the larger circle, we know that the radius of the smaller circle is: $({18/Ï€})/2 = 9/Ï€$ So the radius of our smaller circle is $9/Ï€$. This means we can finally find the arc measure of the smaller circle’s circumference, by using the radius of the circle and the interior degree measure. $c_\arc = 2Ï€r({\arc \degree}/360)$ $c_\arc = 2Ï€({9/Ï€})(80/360)$ $c_\arc = 4$ So our final answer is D, 4. The relationship between circles and pi is constant and unbreakable. Typical Circle Questions on the SAT Circle problems on the SAT will almost always involve a diagram. With very rare exceptions, you will be given a picture from which to work. But we will discuss both diagram and word problems here on the chance that you will get multiple types of circle problems on your test. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center of the circle to the circumference are radii, and are therefore equal. This will often play a vital part to solving the whole problem. Here is a perfect example of when the radius makes all the difference in a problem. We are told that lines AB and AO are equal. Based on our knowledge of circles, we also know that AO and BO are equal. Why? Because they are both radii, and the radii of a circle are always equal. This means that AB = AO = BO, which means that the triangle is equilateral. Equilateral triangles have all equal sides and all equal angles, so the measure of all its interior angles are 60 °. (For more on equilateral triangles, check out our guide to SAT triangles) So angle measure ABO = 60 degrees. Our final answer is D. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. Generally, the reason why you will not be given a diagram on a circle question is because you are tasked with visualizing different types of circle types or scenarios. On rare occasions, you may get a word problem on circles because the question describes an inequality, which is difficult to show in a diagram. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order and/or see if you can make multiple types of shapes and scenarios, as with this question: Here, we are being asked to visualize several potential different shapes and outcomes of this circle, which is why this problem is presented to us as a word problem. Because there are many different ways to draw out this scenario, let us look to the answer choices and either eliminate them or accept them as we go along. Option I considers the possibility that M could be the center of the circle if lines XM and YM are equal and X and Y both lie somewhere on the circumference of the circle. We know this must be true because M being the center point of the circle would make lines XM and YM radii of the circle, which would mean that they were equal. So option I is true and we can therefore eliminate answer choices B and D. Now let’s look at option II. Option II presents us with the possibility that point M lies somewhere on the arc of XY. Well, if point M rested exactly halfway between X and Y, then straight lines drawn from X to M and Y to M would certainly be equal. So option II is also correct. Finally, let’s look at option III. Option III presents us with the possibility that M lies somewhere on the outside of the circle. So long as M lies at a distance halfway between X and Y, this scenario would still work. So option III is also correct. This means that all of our options (I, II, and III) are possible. Our final answer is E. Now let's talk circle tips and tricks. How to Solve a Circle Problem Now that you know your formulas, let’s walk through the SAT math tips and strategies for solving any circle problem that comes your way. #1: Remember your formulas and/or know where to look for them As we mentioned earlier, it is always best to remember your formulas when you can. But if you don’t feel comfortable memorizing formulas or you fear you will mix them up, don’t hesitate to look to your formula boxthat is exactly why it is there. Just be sure to look over the formula box before test day so that you know exactly what is on it, where to find it, and how you can use that information. (For more on the formulas you are given on the test, check out our guide to SAT math formulas.) #2: Draw, draw, draw If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And when you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! Test Your Knowledge Now let's put your newfound circle knowledge to the test on some real SAT math problems. 1) 2) 3) Answers: C, D, C Answer Explanations: 1) This question involves a dash of creativity and is a perfect example of a time when you can and should draw on your given diagrams (had you been presented this on paper, that is). We know that the inscribed figure is a square, which means that all of its sides are equal (for more on squares, check out our guide to SAT polygons). Therefore, if you draw a line connecting points R and T, you will have a perfect semi-circle, or 180 °. Now, the arc we are looking for spans exactly half of that semi-circle. This means that the arc degree measure of ST is: $180/2 = 90$ degrees. So our final answer C. 2) Now, before we even begin, read the question carefully. The question wants us to find the perimeter of the shaded region. If you were going too quickly through the test, you may have been tempted to find the area of the shaded region instead, which would have gotten you a completely different answer. Because we are trying to find the perimeter of circular figures, we must use our formula for circumferences. Let us start with the two circles in the middle. We know that each circle has a radius of 3 and that our shaded perimeter spans exactly half of each circle. So the circumference for each small circle is: ${1/2}c = Ï€r$ $c = 3Ï€$ And there are two small circles, so we must double this number: $3Ï€ * 2 = 6Ï€$ So the interior perimeter is $6Ï€$. Now, let’s find the outer perimeter, which is the circumference for half the larger circle. If the radius of each of the small circles is 3, then that means the diameter of each small circle is: $3 * 2 = 6$ And the diameter of each small circle is the same as the radius of the larger circle. This means that the full circumference of the larger circle is: $c = 2Ï€r$ $c = 2Ï€6$ $c = 12Ï€$ But we know that our perimeter only spans half the outer circumference, so we must divide this number in half. ${12Ï€}/2 = 6Ï€$ Our outer perimeter equals $6Ï€$ and our inner perimeter equals $6Ï€$. To get the full perimeter, we must add them together. $6Ï€ + 6Ï€ = 12Ï€$ Our final answer is D, $12Ï€$. 3) Here, we are beginning with the understanding that the circle has an area of $25Ï€$. We are tasked with finding the perimeter of one of the wedges, which requires us to know the radius length of the circle. This means we must work backwards from the circle’s area in order to find its radius. Well the formula for the area of a circle is: $a = Ï€r^2$ Our area equals 25, so: $√25 = 5$ Our radius measurement equals 5. Now, we must find the arc measurement of each wedge. To do so, let us find the full circumference measurement and divide by the number of wedges (in this case, 8). $c = 2Ï€r$ $c = 2Ï€5$ $c = 10Ï€$ The full circumference is $10Ï€$ which, divided by 8, is: ${10Ï€}/8 = {5/4}Ï€$ Now, let us add that arc measurement to twice the radius value of the circle in order to get the full perimeter of one of the wedges. $5 + 5 + {5/4}Ï€$ $10 + {5/4}Ï€$ So our final answer is C. Now for the best kind of pi(e)you earned it! The Take-Aways Almost always, the most useful part of any circle will be the radius. Once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of SAT circle problems. If you understand how radii work, and know your way around both a circle’s area and its circumference, then you will be well prepared for most any circle problem the SAT can dream up. Know that the SAT will present you with problems in strange ways, so remember your tricks and strategies for circle problems. Be careful with your work, keep a clear head, and you’ll do just fine. What’s Next? You've triumphed over circles (huzzah!). So now what? Well we've got guides aplenty on any SAT math topic you want to brush up on. Feel iffy on your lines and angles? How about probability? Integers? Check out our SAT math tab on the blog for any SAT math topic questions you might have. Don't know where to start? First, make sure you understand how the test is scored and what makes a "good" score or a "bad" score, so that you can figure out how you currently stack up. Want to get a 600 on the SAT math? How about a perfect 800? Check out our articles on how to bring your scores up to a 600 and even how to get a perfect score on the SAT math, written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Wind Tapped Like a Tired Man by Emily Dickinson

The Wind Tapped Like a Tired Man by Emily Dickinson The enigmatic Emily Dickinson (1830-1886) saw only ten of her poems published while she was alive. Most of her work, more than 1,000 poems with their odd capitalization, liberal use of em dashes and iambic pentameter rhyming structure, was published after her death. But her works have helped to shape modern poetry. Life of Emily Dickinson Born in Amherst, Massachusetts, Dickinson was a reclusive figure, who took to wearing all white clothing and stayed confined to her home later in life. Whether she was eccentric or suffering from some kind of anxiety disorder is a matter hotly debated among Dickinson scholars. She did not live her entire life at her familys Amherst home; she spent a year at Mount Holyoke Female Seminary but left before completing a degree, and visited Washington, D.C. with her father when he served in Congress.   Dickinsons body of work also included correspondence with friends. Many of these letters contained original poems.   After her death, her sister Lavinia collected Emilys vast collection of writing and attempted to organize it. Although early editors tried to normalize Dickinsons writing, taking out the unusual punctuation and random capitalized words, later versions of her work restored it to its unique glory, em dashes and all.   Emily Dickinsons Poetry With titles like Because I Could Not Stop for Death, and A Narrow Fellow in the Grass, its clear that Dickinsons poetry has a foreboding undertone.  Many academics believe that all of Dickinsons poems can be interpreted to be about death, some overtly, some with more subtle turns of phrase. Indeed, Dickinsons correspondence shows she was troubled by several deaths of people she was close to; a school friend died very young of typhoid fever, another of a brain disorder. Its not outside the realm of possibility that young Emily withdrew from social life because she was deeply affected by her losses. Questions for Study of The Wind Tapped Like a Tired Man Is this an example of a Dickinson poem in where she appears to be writing about one thing (the wind) but is actually writing about something else? In this poem, does the wind represent a man, or does it represent an existential fear of death, ever present and able to blow in and out as it pleases? Why is the man tired? Here is the full text of Emily Dickinsons poem The Wind Tapped Like a Tired Man The wind tapped like a tired man,And like a host, Come in,I boldly answered; entered thenMy residence withinA rapid, footless guest,To offer whom a chairWere as impossible as handA sofa to the air.No bone had he to bind him,His speech was like the pushOf numerous humming-birds at onceFrom a superior bush.His countenance a billow,His fingers, if he pass,Let go a music, as of tunesBlown tremulous in glass.He visited, still flitting;Then, like a timid man,Again he tappedt was flurriedlyAnd I became alone.

A Night To Remember

I just read the first two chapters of the Night to remember reply to chapters 1 and 2. As I read these chapters, I put all the pictures I saw in the book in the book. When I was reading, I saw that Lord Walter was not very much in Westmills and metaphor. He has a good way to make readers intriguing rather than bored. When I read books, I usually look for plots at the beginning of books. When I read this novel, I found that it was very interesting that he began a major accident on the iceberg in the first chapter of chapter 10. The memorable night and Titanic tell the story in an entirely different way, but there are very similar themes throughout the process. Night worth remembering is based on what Walter Lord calls night worth remembering. The film traces chronological events, and the central person of Lightholler is the second officer who survived the disaster. From boarding the ship to sinking of the ship, it concentrates on him. He is depicted as a respected and gentle leader, e specially when he shows courage and wisdom by helping to control the event and helping save lives. He played a big part as he summarized the movie, he is the person whom the observer can pay attention. http://www.markedbyteachers.com/gcse/sociology/using-the-factual-accounts-of-the-titicic-compare-and-contrast-how-the-directors-of-titanic- And overnight notes, Drawings - Event - ie incurred.html Use Titanic's facts to silence, compare, and contrast how the director of Titanic and Difficult to remember the night describes the events that happened Last night was an unforgetable night. Tonight is an unforgetable night. But everything to remember is not what happened, but the way you make me feel. Last night when I left the laboratory and went to your house, I did not want to see you riding on me. But I am very pleased that you decided to meet me the way, just like you waited. After a long day, homemade pasta and warm biscuits, a quiet conversation from your island, and the way you smil e in your eyes flashes: peace of mind, peace of mind. Hugs become passion, sex turns into thumb war and more drinks. More drinks became risk chip poker games, and on the evening of the game came through a campus and got a semi-drunk bike. This is another moment. The freshness of the warm cheeks of the night makes us refreshed. Then my dad chatted with us. I remember that night clearly. Even though the moon is out, this is an unusually quiet night. Usually, on such a night, because the next day is school day, you hear mother shouting to the child. I remember that children will smile when they play the last hide and seek game. But that night was different. My father has just returned from work. I'm very excited because I would like to know which college I will go to. I was elected to three universities. I am anxious to leave home for the first time. To be honest, I do not want to be around when you keep looking for you. I found mother and father's eyes injured.

Politeness in english Essay Example | Topics and Well Written Essays - 4000 words

Politeness in english - Essay Example 157). The key assumption of this definition is that social friction is generally undesirable and there are several behavioral modes that have historically been gradually developed and can be adequately categorized as being polite. It is believed that if these behavioral modes are adequately applied in society, they will have the result of either preventing friction or at least minimizing its occurrence. Another definition of politeness defines it as being a strategic avoidance of any possible conflict (Watts, 2003, p. 50). Although this definition can be perceived as being concrete, a closer examination of the definition shows that politeness is something that we tend to use rationally and consciously with the sole intent of avoiding conflict.Another proposed definition of politeness defines it as being one of the various constraints of human interaction that is primarily used to aid in the promotion of rapport, the consideration of other’s feelings and the establishment of mu tual comfort (Locher, 2004, p. 76). This definition of politeness equates politeness with a general constraint on human interaction that mainly involves a social injunction preventing one form doing the opposite (Bax and Ka?da?r 106-107). Defining politeness as being either a constraint or a set of various constraints is seen to conveniently help lead us away from any form of objectivist approach to politeness. This is mainly due to the nature of constraints that requires people to learn them on an individual basis through their social interactions and practice. Although researchers can be able to observe the various instances of emergent social practice, they are however unable to adequately observe the constraint itself (Bax and Ka?da?r 106-107). Politeness is found to be a common word that is frequently in everyday use in the English language and has various translations in different languages such as politesse in French and beleefdheid in Dutch. The tem is found to be particular ly established in most scholarly works on pragmatics and linguistics. As is common with most everyday English expressions, politeness is found to be rather fuzzy and hence its susceptibility to having multiple variations based on personal, historical and social differences. It is common for such common terms to often have wider applications than technical terms in the language and there is a tendency for uncertainty to arise in the event that the two happen to be confused. Technical terms are found to often be not everyday expressions and as such have more a generally more specific denotation. This makes it important to clearly distinguish between the basically technical term â€Å"politeness† and the more everyday notion that the term is put to use(Gotti, Dossena&Dury, 2008, p. 5). An analysis of the term politeness as it is used in these contexts can be perceived to be a very worthwhile research both historically and in the different varieties of PDE. This can have the bene fit of providing an ethnographic view of how the different speakers of the English language talk about politeness and the semantics of the word politeness or polite at several different points in the history of the English language (Gotti, Dossena&Dury, 2008, p. 5). Politeness in the English Language The distinction existing between negative and positive politeness that was

How technology, with particular emphasis on the internet and Essay - 4

How technology, with particular emphasis on the internet and computers, has changed world culture - Essay Example ideoconferencing like communication channels help people to conduct meeting in the virtual world just like real world, no matter where the people are located. Social networking is another latest development in computer technology. It helps people from distant parts of the world to assemble in a common web platform and share their ideas, views, photos and videos. Social networks play a vital role in enhancing the intercultural communication. It should be noted that increase in intercultural communication may definitely contribute heavily to global peace and harmony. The recent revolutions in Libya and Egypt are often labeled as Facebook revolution. This is because of the huge role played by Facebook in empowering the people in these countries. Business is another area in which computers and internet have brought huge changes. Instead of typewriters and fax machines, computers and internet are used in the business world at present for preparing and sending documents. Earlier, documents were stored in paper formats in the business world. However, at present such things are stored in digital format so that the data may not be conserved for longer periods. It is quite possible for the business executives to conduct business meeting and negotiations in the virtual world just like real world. Moreover, computers and internet help business people to take quick decisions. Education is another area in which computer and internet have brought meaningful changes. Instead of traditional classrooms, computer assisted classrooms are used in educational institutions at present. Students can get any information at their fingertips with the help of a single click, from internet. The difficulties in searching particular information in a book are completely eliminated by computers and internet. Distant education made possible by computers and internet. It is easy for a student in America to get tuition classes from a teacher in India with the help of computers and internet at

Did the central character experience an epiphany in this story Essay

Did the central character experience an epiphany in this story - Essay Example Through this protagonist, O’Connor poses a deep reflection about the misunderstanding people may have about their values but also warns about the danger of stereotyping others based on their social status or race. O’Connor’s â€Å"Revelation† contains great moral lessons that address the perception people have about their own values. Through Mrs. Turpin, the author exposes the conflict that exists between the assumptions they have about the expression of their Christian values in contrast to the reality. Indeed, Mrs. Turpin’s deep conviction about these moral values she embodies makes her walk confidently into the waiting room and challenge the integrity of the others. The narrator informs: â€Å"The doctor’s waiting room, which was very small, was almost full when the Turpins entered and Mrs. Turpin who was large, made it look even smaller by her presence. She stood looming at the head of the magazine table set in the center† (O’Connor 341). This physical domination reflects the woman’s state of mind as she tries to overpower everybody by displaying her character and her values. Her efforts to make a good impression on people and then c onvey her good manners and social standing make her always draw attention on her. Moreover, Mrs. Turpin’s judgmental attitude towards the others informs about her personality and the disdain she feels for them. The physical, behavioral and even social judgment she operates on those around her expresses her intolerance and lack of compassion. She severely scrutinizes those around her and measures their values and worth according to her own standards of success or behavior. The narrator informs: â€Å"The girl’s face was blue with acne and Mrs. Turpin thought how pitiful it was to have a face like that at that age. She gave the girl friendly smile but the girl only scowled the harder† (O’Connor 343). This cruel thought about a teenager and this hypocritical

The Acceptance of a Multinational Philosophy of Business Research Paper

The Acceptance of a Multinational Philosophy of Business - Research Paper Example Disney should use advertising research and brand equity research, demand estimation and buyer decision research. As a basis of gaining intelligence, marketing research can be wasteful as well as useful. Besides limiting risk, marketing research is itself a genuine business risk, but one that must be undertaken. To have the best chance of success, it must be conducted by people who have a solid understanding of company needs as well as the needs of customers. It requires effective communication between top management and the research staff, and a management willing to overcome biases and predispositions in order to institute programs based on research findings (Hollensen, 2007). The utilization of computer technology, coupled with better research techniques, has greatly increased the facts available. But large masses of data can also prove to be disruptive. Managers can be inundated with facts. Marketing management is thus challenged to develop an integrated marketing information syst em to provide the intelligence and knowledge required for both short-term marketing goals and longer-range company needs, in order to eliminate unnecessary data. In addition to marketing research in any company, related manufacturers, retailers, wholesalers, marketing research agencies, advertising agencies, trade associations, governmental agencies, universities, financial institutions (including banks), and chambers of commerce all provide useful research data and information for solving marketing problems. For instance, research agencies buy the data from supermarket chains and in turn sell data on the movement of food items through chain stores and their warehouses.

(Choose one question) which you are interesting and I get good marks Essay

(Choose one question) which you are interesting and I get good marks. 1.How might the type of good exported affect the growth - Essay Example A country may be in a better position to export a certain product or services for various reasons. A country can export products and services if it is the single supplier of a certain product, particularly when it has access to natural resources that other are not endowed with. Some countries are also in a better position to make a certain product at a fairly lower cost than other countries .The reason is that a country may have the absolute advantage in producing a certain product over others. Absolute advantage in international trade implies that a country can produce a product at a cheaper price than others. The concept of balance of trade results from the import export business. Balance of trade is the difference between the quantity of exports and the quantity of imports. When exports exceed imports, trade surplus results while a trade deficit results when the quantity of imports exceeds that of exports. There exist two types of final products for export. Traditional products, w hich are produced using labour intensive skills, and high-tech products which are made using differentiated intermediate goods (Andersen & Babula, 2008, p. 10). When a country engages in international trade, it registers economic growth especially when its products are in high demand. Factors determining export led growth include demand, competitiveness and the rate of exchange. Growth is initiated by an increase in demand for exports. If the spread effects are potent as the export sector grows so the domestic sectors will too. Spread effects refer to prosperity flowing from exporting products and services in international trade. The competitiveness of a country’s product increases the demand for exports. This implies that the demand for what a country sells increases. Depreciation in the rate of exchange makes exports more competitive, thereby increasing demand. Depreciation of the exchange depends on the elasticity of demand for exports (Felipe, 2010, p. 260). The depreciat ion of a country’s currency in international trade depends with the changes in demand of a country’s exports. Opening up trade can improve the allocation of resources, eventually changing the production function upwards and increasing the per capita income level. Production function relates the output of a country to the amount of inputs. Input in this case refers to capital and labor as factors of production. Production function also refers to the relationship in which output increases as more units of input are employed in production. There is a relationship between international competitiveness if a country’s export and economic growth. Keynesian perspective explains this kind of growth as being demand-driven and that exports make up the exogenous component of collective demand that propels income growth. Exogenous component in this context refers to external/foreign/international components that drive internal growth of a company. Additionally, a fast growth of exports and output tends to set up a virtuous circle of growth through the connection between output growth and production growth. From a neoclassical endogenous growth point of view, a connection between exports and growth may be vindicated since the opening up of trade may be an incentive to a higher rate of endogenous technological change. A study conducted by Maizels in 1963 established a noteworthy relationship between the relative growth of the prime industrial nations and their share of the global export market in manufactures (Meliciani, 2001, p.

Safe Guarding Children Essay Example | Topics and Well Written Essays - 2000 words

Safe Guarding Children - Essay Example Sometimes, issues of safety of the child arise, and thus they cannot be raised by their natural parents. In such cases, the children’s Act also made provision for children to be cared for by the local authorities (Great Britain: Department of Health, 2003). The Act goes as far as spelling out the various responsibilities that the local authorities will then have towards the children in their care. A revision of the Children’s Act, 1994, enhanced the Act by giving a legal basis for the program known as ‘Every Child Matters’, which is a government initiative (Baginsky, 2008). This review of the Children’s Act totally changed how the children’s services were formed and organised in the United Kingdom, and affected the formation of Children's Trusts. The basic policy guidance of the Children’s Act involves the non-statutory and statutory directions enclosed in the ‘Working Together to Safeguard Children’ program. This agenda, w hich was launched in 1999, and reviewed in the years 2006 and 2010, clarifies how individuals as well as children’s organisations should work jointly to protect children’s welfare according to the stipulations of the relevant legislation (Barlow and Scott, 2010). The new draft of the Children’s Act has three different documents which address: Working in concert to protect the rights of children: This is a draft that explains what actions children’s organisations are expected to take whether working alone or mutually with each other, in advancing the rights of children and protecting them Overseeing individual cases: This gives the outline for the evaluation of the cases of children in need as well as their families Statutory leadership in learning and development: This addresses the suggested arrangements for the review of Serious Cases of suspected child abuse (Corby, 2006). It also handles examinations of child deaths and other learning procedures that are directed by the Local Safeguarding Children Organisations. Emerging Theories on Child Abuse Many researchers have carried out numerous studies on the problem of child abuse in the past. These numerous researches have produced theories that seek to address the reason why child abuse takes place. The most recent of these theories are: The Social Learning Theory: This concept stresses the notion of the 'cycle of violence'. According to this premise, behaviour or human conduct is learned in two ways:Â   Either by a person being rewarded for his or her actions, which is also known as instrumental learning Or by a person watching and copying the behaviour of people around him or her A number of researchers presume that mistreated children learn to mistreat others through these two ways, and exhibit the same violent characteristics in adulthood. This sequence of learned aggression is usually identified as the intergenerational spread of violence or the ‘cycle of violence’ . The extensive function of the theory of the cycle of violence, however, has been challenged. This is due to the fact that approximately 20-30% of victims of child abuse become abusers who regularly exhibit criminal behaviour in adulthood (Howe, 2005). Staged interventions that are carried out on the basis of the social learning theory usually have the aim of putting an end to all existing forms of abuse, as well as checking any child abuse in the

(Choose one question) which you are interesting and I get good marks Essay

(Choose one question) which you are interesting and I get good marks. 1.How might the type of good exported affect the growth - Essay Example A country may be in a better position to export a certain product or services for various reasons. A country can export products and services if it is the single supplier of a certain product, particularly when it has access to natural resources that other are not endowed with. Some countries are also in a better position to make a certain product at a fairly lower cost than other countries .The reason is that a country may have the absolute advantage in producing a certain product over others. Absolute advantage in international trade implies that a country can produce a product at a cheaper price than others. The concept of balance of trade results from the import export business. Balance of trade is the difference between the quantity of exports and the quantity of imports. When exports exceed imports, trade surplus results while a trade deficit results when the quantity of imports exceeds that of exports. There exist two types of final products for export. Traditional products, w hich are produced using labour intensive skills, and high-tech products which are made using differentiated intermediate goods (Andersen & Babula, 2008, p. 10). When a country engages in international trade, it registers economic growth especially when its products are in high demand. Factors determining export led growth include demand, competitiveness and the rate of exchange. Growth is initiated by an increase in demand for exports. If the spread effects are potent as the export sector grows so the domestic sectors will too. Spread effects refer to prosperity flowing from exporting products and services in international trade. The competitiveness of a country’s product increases the demand for exports. This implies that the demand for what a country sells increases. Depreciation in the rate of exchange makes exports more competitive, thereby increasing demand. Depreciation of the exchange depends on the elasticity of demand for exports (Felipe, 2010, p. 260). The depreciat ion of a country’s currency in international trade depends with the changes in demand of a country’s exports. Opening up trade can improve the allocation of resources, eventually changing the production function upwards and increasing the per capita income level. Production function relates the output of a country to the amount of inputs. Input in this case refers to capital and labor as factors of production. Production function also refers to the relationship in which output increases as more units of input are employed in production. There is a relationship between international competitiveness if a country’s export and economic growth. Keynesian perspective explains this kind of growth as being demand-driven and that exports make up the exogenous component of collective demand that propels income growth. Exogenous component in this context refers to external/foreign/international components that drive internal growth of a company. Additionally, a fast growth of exports and output tends to set up a virtuous circle of growth through the connection between output growth and production growth. From a neoclassical endogenous growth point of view, a connection between exports and growth may be vindicated since the opening up of trade may be an incentive to a higher rate of endogenous technological change. A study conducted by Maizels in 1963 established a noteworthy relationship between the relative growth of the prime industrial nations and their share of the global export market in manufactures (Meliciani, 2001, p.

The Role of Geology in Influencing Water Chemistry Essay Example for Free

The Role of Geology in Influencing Water Chemistry Essay Water is and remains one of the important wants of the people, animals and the nature at large. Without water, they would be no life. Water is an unusual compound which has unique physical properties, and this makes it the compound of life, yet it’s the most abundant compound in the earth’s biosphere. The chemistry of  water  deals with the fundamental chemical property and information about water. Water chemistry can elaborate in terms of the following subtitles: composition of water, Structure, and bonding, Molecular Vibration, as well as geological composition and properties of water among many other aspects of water chemistry (Krauskopf and Bird, 1994). Geology  is often responsible for how much water  filters below the zone of saturation, making the water table easy to measure. Light,  porous  rocks can hold more water than heavy,  dense  rocks. An area underlain with  pumice, a very light and porous rock, is more likely to hold a fuller aquifer and provide a clearer measurement for a water table. The water table of an area underlain with hard  granite  or  marble may be much more difficult to  assess (Krauskopf and Bird, 1994). Hypothesis: surficial geology controls the chemistry of surface waters Introduction Water quality has become one of the essential aspects in life, and it’s defined in terms of the chemical, biological and physical composition of the geological factor. The water quality of rivers, lakes and many other water source changes from one geographical location to another. This is due to difference in the geological composition of the places, i.e., the rocks beneath the earths surface are different and in turn different quality in water quality. However, various factors influence water chemistry in the world (Drever, 1982). One of such vital elements is ‘geology’. This is the science deals with the dynamics and physical history of the earths’, the rock that makes the earths crust, and the physical, chemical, and biological changes that the earth undergoes or has undergone. In other words, geology is the science entails the study of rock-solid Earth, the  rocks  of which it is composed, and the processes by which they change. This branch of scien ce is one of vital and major contributing factor in the water chemistry. In order to understand the impact of geology on the water chemistry, this paper will look into the ground water (Drever, 1982). Clear understanding of the nature of the bedrock layers of the region is essential as geology is in determining the quality and quantity of ground water that can be obtained from the underground at any given location. For example, in some parts of the earth, the bedrock consists of sedimentary layers of rocks that have profuse pore spaces between mineral grains. The rock layers can form creatively wide aquifers, or conduits for groundwater movement, that are of predictable depths, and from which apparently indefinite quantities of high-quality groundwater can be obtained. In such areas, groundwater is the clear way out for public water needs (Frape et al, 1984). Bedrock geology helps in determining the distribution and density of underground water-bearing fissures, as well as the nature  of the soils that are obtained from the rock weathering. Different types of rocks contain more or less fractures that may or may not be interconnected with each other. The degree of interconnection among fractures, and their overall ability to move water, has a great deal to do with how productive a water well will be that intersects the fractures. Different rocks also make different soils when they weather, and the type of soil influences its ability to absorb rainwater that falls on the surface, and transmit the water to bedrock fractures beneath (Cooke et al, 2012). The composition of the underground water as well as the surface water is dependent on natural factors, (geological, topographical, meteorological, hydrological, and biological) in the drainage basin and varies with seasonal differences in runoff volumes, weather conditions, and water levels. The quality is, however, affected by both natural and human influences. The most vital or importance of the natural influences is geological, hydrological and climatic, since this affects both quality and quantity of the water available. Underground water is held in the pore space of sediments such as sands or gravels or in the fissures of fractured rock such as crystalline rock and limestone. The rocky body containing the water is termed an aquifer and the upper water level in the saturated body is termed the water table. Typically, groundwater’s have a steady flow pattern. Velocity is governed mainly by the porosity and permeability of the material through which the water flows, and is often up to several orders of magnitude less than that of surface water, as a result mixing is poor (Cooke et al, 2012). The rock or sediment in an aquifer is denoted by the permeability and porosity, whereby permeability is the measure of the ease with which fluids passes through the rocks. On the other hand, porosity is the ratio of pores and fissure volume to the total volume of the rock. The chemical composition of the rocks greatly influences the chemical composition of water. The different types of aquifers explain this difference in water chemistry all over the places (John, 1990). Underground formations are three types, hard crystalline rocks, and consolidated sedimentary and unconsolidated sediments. The example of hard crystalline rocks includes granites, gneisses, quartzite’s, schist’s, and a few rocks from volcanic rocks. These rocks have little or no porosity but it is further enhanced by weathering. For example, ground water in volcanic formations in regions of recent volcanic activity is mostly inhibited with fluoride, and boron elements, which makes it unsuitable uses. Chemical properties of the bedrock greatly influence the chemical properties and water chemistry. For example, water acidity is highly determined by the drift of the bedrock geology. The following example examines the influence of bedrock and soils on water acidity. When the bedrock constitutes of carbonates, the solution of the minerals assimilates H+ ions and hence acidifying water as water percolates through the rocks. CaCO3 + H+ = Ca2+ +HCO3 this results to acidified wa ter (John, 1990). Effect of Total Dissolved Solids in Groundwater A body of saturated rocks through where water can easily move is known as an aquifer. Aquifers contain rocks such as sandstone, conglomerate, fractured limestone and unconsolidated sand and gravel which are both permeable and porous. In addition, fractured volcanic rocks, i.e. columnar basalts also make good aquifers (John, 1990). Underground water tastes dissimilar from one place to the other or else at different times of the year for several reasons. In exploring those reasons, the paper looks first consider why water from one well might be different from another well, even one that is close by. What dictates groundwater taste is the quantity and type of dissolved minerals in it. In other words, this isn’t pure water as pure water has no dissolved minerals and hence does not occur naturally. The amount and type of minerals that are dissolved in water is what gives waters their initial taste. There are different factors that control the dissolved minerals in the ground water. (I) The type of minerals, making up the aquifer, (II) the chemical state of the ground water, (III), the duration or length of time which water makes contact with the minerals and the rocks (Frape et al, 1984). As the rain water passes through different types aquifers, it results in a different chemical composition of water. Almost all groundwater comes from precipitation that soaks into the soil and passes down to the aquifers. Within the aquifer, the groundwater moves not as an underground stream, but rather seeping between and around individual soil and rock particles. Rainwater has a slightly acidic pH; therefore it tends to dissolve solid minerals in the soil and in the aquifers. Sandstone, limestone and basalt all have different minerals. Therefore it is rational to expect groundwater in contact with these different geologic materials to have different chemical compositions {factor (1) above} and therefore different tastes. In addition, the length the groundwater is in contact with the minerals, the greater the extent of its reaction with those minerals and the higher will be the content of dissolved minerals (John, 1990). The table below can be used to illustrate the effect of mineral in water hence determining water chemistry. The table illustrates typical natural water compositions, from rainwater to seawater, groundwater in different aquifers, to groundwater that has been in contact with the aquifer for different periods of time. Table 1.0 A B C D E F G H Ca 0.7 0.65 240 399 145 6.6 3.10 4530 Mg 1.1 0.14 7200 1340 54 1.1 0.7 162 Na 9.5 0.56 83500 10400 ~27 ~37 3.02 2730 K 0.11 4060 370 ~2 ~3 1.08 32.0 Bicarbonate 4 250 27 620 75 20 56 Sulfate 7.5 2.2 16400 186 60 15 1.0 1.0 Chloride 17 0.57 140000 19020 52 17 0.5 12600 Silica 0.3 48 3 21 103 16.4 8.5 TDS 38 4.7 254000 35000 665 221 35 20330 PH 5.4 7.5 6.6 6.2 6.5 Table 1; key Examples of the composition of natural water from a variety of locations and environments (all concentrations given in milligrams/liter). TDS = total dissolved solids. A dash (-) indicates that the component was not detected or the water was not analyzed for this constituent. A tilde (~) indicates that the analysis is approximate only (John, 1990). Key to the Analyses: (A) Rainwater from Menlo Park, California; (B) Average rainwater from sites in North Carolina and Virginia; (C) Great Salt Lake, Utah; (D) Average seawater; (E) Groundwater from limestone of the Supai Formation, Grand Canyon; (F) Groundwater from volcanic rocks, New Mexico; (G) Groundwater from a spring, Sierra Nevada Mountains: short residence time; (H) Groundwater from metamorphic rocks in Canada: long-residence time. Chemical State of Ground Water A large amount of the seasonal and natural water quality disparities we observe are the result of small but considerable alterations in the chemical state of groundwater. The chemical state of groundwater is generally defined in terms of parameters such as, the temperature, oxidation-reduction potential, and PH. These three factors are greatly influenced by chemical reactions between the aquifer materials and the ground water, hence changing the water chemistry in the common water bodies such as lakes, rivers, oceans, etc. the chemical composition of the aquifer greatly controls the physical properties of water such as color, hardness, taste, odor and appearance (John, 1990). Table 1.1 Water Characteristics and Its Causes (John, 1990) Characteristics or Symptoms Cause(s) Hardness: Low suds production with soap, mineral scale developed in water heater and plumbing High concentrations of calcium and magnesium Color: Water has a color other than clear Red/Brown: iron Black: manganese or organic matter Yellow: dissolved organic matter such as tannins Taste: Metallic or mineral taste Metallic: dissolved metals such as iron and manganese Mineral taste: high concentration of common minerals such as sodium, Chloride, sulfate, calcium, etc. Odor: Musty or rotten egg smell Musty: algae or bacterial growth pipes or well Rotten egg: hydrogen sulfide Appearance: cloudy with or without color Suspended mineral matter or microorganisms Control the chemical composition of groundwater. For example, the total dissolved solids (TDS) in groundwater, largely derived from aquifer minerals that dissolve in groundwater, will change significantly as a function of temperature and PH. Temperature. At any given temperature, there is a specific concentration of a dissolved mineral constituent in the groundwater that is in contact with that mineral. The actual concentration is temperature dependent, e.g., at higher temperatures, groundwater can dissolve more of the mineral. Even changes in groundwater temperature of only 5 to 10 C can cause detectable changes in TDS (John, 1990). The Natural pH of Groundwater, The pH is a determination of the acidity of groundwater: the lower the pH value, the more acidic the water is and vice versa (a measure of the hydrogen ion (H+) availability). At a pH of 7, water is said to be neutral. Natural rainwater is slightly acidic because it combines with carbon dioxide (CO2) in the atmosphere, forming carbonic acid (H2CO3) according to the reaction (1) H2O + CO2 = H2CO3. Some of the carbonic acid in the rainwater disassociates or breaks down according to the reaction (2), H2CO3 = HCO- + H+ producing bicarbonate (HCO-) and H+. This in turn reduces the PH of the rain water. In addition, the acidic water that is formed is able to dissolve more of the minerals in the aquifers hence greatly contributing to the change of water chemistry. The more amount of CO2 in the atmosphere the more acidic the water becomes (Verdonschot, 2013). Composition of the Earth’s Crust, The relative abundance of elements in the crustal material of the Earth has been a subject of much interest to chemists for many years. Although the subject of natural-water chemistry is only indirectly concerned with these averages, a knowledge of rock composition is essential to understanding the chemical composition of natural water, and it is therefore desirable to discuss the subject briefly. The Earth is generally considered to be made up of an iron-rich core surrounded by a thick mantle made up of magnesium- and iron-rich silicates and a thin outer crust made up of rather extensively reworked silicates and other minerals. Reversible and Irreversible Reactions in Water Chemistry, Many kinds of chemical reactions can be important in establishing and maintaining the composition of natural water. Concepts that are appropriate for evaluating these processes differ somewhat depending on the nature of the reactions involved. Therefore, some at tention needs to be given to reaction types here, although this cannot be a rigorous classification scheme (Verdonschot, 2013). Different types of rocks and the impact to the water chemistry There are three major types or classes of rocks, namely, sedimentary, igneous and metamorphic. The three are different from each other as they also have varying differences in terms of impact to the water chemistry. To start with, sedimentary rocks are rocks formed from particles of pebbles, shells, sand and other fragments. The different particles are brought together and hence called sediment, whereby they accumulate for a long time and in layers over a long time forming a rock (Verdonschot, 2013). Generally, sedimentary rocks are fairly soft and may in turn break or crumble easily. You can often see sand, pebbles, or stones in the rock and it are usually the only type that contains fossils. Examples of this rock type include conglomerate and limestone among many other rocks. These rocks contain a lot of minerals much of which are soluble in water. As the rain water passes through the rocks, the minerals are absorbed and in turn contributing to the changing or different water chemi stry from one region to the other. For example, carbonate-cemented sandstone that is composed largely of silica in the form of quartz might yield water containing mostly calcium and bicarbonate ions (Geology.com, 2014). One type of rocks under the class sedimentary is the chemical sedimentary rocks. This is formed when minerals dissolved in the water starts to precipitate forming a rock of minerals. However, not all minerals do precipitate and in turn become part of the water in the lakes and rivers. Many resistant sedimentary rocks are permeable and may, therefore, easily receive and transmit solutes acquired by water from some other type of rock. In the course of moving through the sedimentary formations, several kinds of alteration processes may occur that may influence the composition of the transmitted water (Verdonschot, 2013). Fig 1.0 sedimentary rock image (Geology.com, 2014) The 2nd type of rocks is the Metamorphic, these are rocks formed under the surface of the earth from the changes which are caused by intense heat and pressure. Rocks formed through this process are mostly denoted by ribbon like layers and may also have shiny crystals that grow slowly over time. A good example of this rock type includes gneiss and marble. Fig 1.1 an image of a metamorphic rock (Geology.com, 2014) Lastly, there is the ‘Igneous’. These are rocks formed when molten rock deep within the earth (magma) cools and hardens. This cooling and hardening may occur either inside the earth’s crust or else it blows up onto the earth’s surface from volcanoes (in this case, it is called lava). When the lava cools very quickly, there are no crystals form and the rock looks shiny and glasslike. Occasionally gas bubbles are ensnared in the rock all through the cooling process, leaving tiny holes and spaces in the rock (Buynevich, 2011). Examples of these rocks include basalt and obsidian. Igneous rocks consist predominantly of silicate minerals. As the solutions move through the soil and the underlying rock, the composition of the water should be expected to change. Rocks of igneous origin may be classified as extrusive or intrusive. Both the extrusive and intrusive rocks are further classified by geologists on the basis of chemical and mineral composition, texture, and other characteristics. Rocks of the same chemical and mineral composition have different names, but tend to yield similar weathering products to the water. Fig 1.2 images of an igneous rock (granite) (Geology.com, 2014) Many of the rocks in the three classes contain numerous chemicals which contribute to the defining of water chemistry in one way or another. In ground water composition, seven solutes are the most commonly found salts in metals. These seven solutes make up nearly 95 percent of all water solutes (Buynevich, 2011). These salts include calcium (Ca), magnesium (Mg), sodium (Na), potassium (K), chloride (Cl), sulfate (SO4), and bicarbonate (HCO3). Sodium is derived from the dissolution of silicate minerals, such as plagioclase feldspars, which make up some of the sand and gravel that fill the water basin. Potassium is derived from the dissolution of some silicate minerals in granitic rocks and from reactions with some clay minerals. Few reactions remove these seven solutes from ground water. However, some minerals, such as calcite CaCO3, can precipitate from solution to form a solid phase (Buynevich, 2011). Conclusion The interpretation of the water chemistry data has become vital and most reliably made within the conceptual framework on the ground water system that has been derived from several additional types of hydrologic and geologic data, such as water levels, that indicate general directions of ground-water flow. One of the major aspects of the geology of the human is the fact that it helps in maintaining the quality of water supplies. This helps understand the sources of water and in turn protect them from pollution. In addition, it helps in determining the suitability for various uses such as drinking, farming among many other uses (Dissanayake Chandrajith, 2009). The chemistry of lakes, rivers, oceans, and stream water in many regions is strongly associated with the character and circulation of geologic materials in the watershed. For example, the dominance of glacial till and granitic gneiss rock in the North and East of Big Moose Lake region results in a geologically sensitive terrain distinguished by low alkalinity and chemical compositions of the surface water with only slightly modified from ambient precipitation. On the contrary, widespread deposits of substantial glacial till in the lower part of the system (e.g. Moss-Cascade Valley) allow for much infiltration of precipitation into the groundwater system where weathering reactions increase alkalinity and extensively alters water chemistry. In references to the hypothesis, ‘surficial geology controls the chemistry of surface waters’ holds true as seen in the water composition of different regions as the water chemistry and watershed being determined by the geological facto rs (Dissanayake Chandrajith, 2009). References Drever, J.I., 2000. The Geochemistry of Natural Waters. Prentice-Hall, Inc., Englewood Cliffs, NJ, 388p. Frape, S.K., Fritz, P., and McNutt, R.H., 1984. Water-rock interaction and chemistry of Groundwater from the Canadian Shield. Geochimica et Cosmochimica Acta, v. 48, pp. 1617-1627. Heath, R.C., 1990. Basic Ground-Water Hydrology. U.S. Geological Survey Water-Supply Paper 2220, 84p. Hem, J.D., 1992. Study and Interpretation of the Chemical Characteristics of Natural Water. U.S. Geological Survey Water-Supply Paper 2254. Krauskopf, K.B., with Bird, D.K., 1994. Introduction to Geochemistry, 3 ed. McGraw-Hill, rd New York, 640p. Dissanayake, C. B., Chandrajith, R. (2009).  Introduction to medical geology: Focus on tropical environment. Berlin: Springer. Buynevich, I. V. (2011).  Geology and geoarchaeology of the Black Sea Region: Beyond the flood hypothesis. Boulder, Colo: Geological Society of America. Allanson, B. R. (1990).  Inland waters of southern Africa: An ecological perspective. Dordrecht, The Netherlands: Kluwer Academic Publishers. Gunn, A. M., Babbitt, B. (2001).  The impact of geology on the United States: A reference guide to benefits and hazards. Westport, Conn. [u.a.: Greenwood Press. Rost, A. L., Fritsen, C. H., Davis, C. J. (2011). Distribution of freshwater diatom Didymosphenia geminata in streams in the Sierra Nevada, USA, in relation to water chemistry and bedrock geology.  Hydrobiologia,  665(1), 157-167. Verdonschot, P. P., Spears, B. B., Feld, C. C., Brucet, S. S., Keizer-Vlek, H. H., Borja, A. A., Johnson, R. R. (2013). A comparative review of recovery processes in rivers, lakes, estuarine and coastal waters.  Hydrobiology,  704(1), 453-474. Cooke, G. M., Chao, N. L., Beheregaray, L. B. (2012). Natural selection in the water: freshwater invasion and adaptation by water colour in the Amazonian pufferfish.  Journal Of Evolutionary Biology,  25(7), 1305-1320. Dittman, J., Driscoll, C. (2009). Factors influencing changes in mercury concentrations in lake water and yellow perch ( Perca flavescens) in Adirondack lakes.  Biogeochemistry,  93(3), 179-196. Geology.com. News and Information about Geology and Earth Science. Retrieved from: http://geology.com/ John D. Hem. (1990) Study and Interpretation of the Chemical Characteristics of Natural Water. Third Edition. Department Of The Interior William P. Clark, Secretary U.S. Geological Survey Dallas L. Peck, Director Source document

Relationship Between Information Rich in Information Poor

Relationship Between Information Rich in Information Poor 1. Introduction In order to discuss Feathers chapter 5 â€Å"information rich and information poor† conclusion of his book â€Å"The information Society, a study of continuity and change†, we need to understand what actually is information rich and information poor in relation to information society. We need to analyze what the political dilemma is; is it only a political dimension related issue within the information society? Is it a choice? And if there is, which way should be chosen and consider as politically correct? And finally we need to find what other real opportunities or options are given to us. This certainly is a discussion full of perplexity on which I will argue that despite the geo-political discrepancies between developing countries and developed countries the â€Å"digital divide† is not sine qua non to socio-economic political decisions anymore but has evolved in the past years into an Auto-Democratisation and Liberalisation and should be bridged by a more eff icient and targeted educational plan, internationally applied beyond any economical barriers. 2. Defining what information society is The Internet is the only mass medium that is newly created in the second half of last century and as Mehra (2004) says, the internet has tremendous potential to achieve greater social equity and empowerment and improve everyday life for those on the margins of society. The acceleration of development in information and communication technology over the last decade has a major impact on social, political, cultural or economical issues. What is the role being played by the Internet in the information society? The Internet is nowadays seen as the pivotal point of view of the â€Å"information society† and can be regarded as a reflection of our daily reality with its multiple opportunities and danger. The â€Å"information society† produces a â€Å"class division†, a clash between people who havent access to the majority of knowledge and those who are â€Å"information rich†, contributing to the economic wealth. This gap between â€Å"haves† and â€Å"have-nots†, between â€Å"information rich† and â€Å"information poor† keeps increasing and has radical effects of changing or at least substantially affecting our society. A more critical definition of â€Å"information society† given at BusinessDictionary.com combines both: Post-industrial society in which information technology (IT) is transforming every aspect of cultural, political, and social life and which is based on the production and distribution of information. It is characterized by the pervasive influence of IT on home, work, and recreational aspects of the individuals daily routine, stratification into new classes those who are information-rich and those who are information-poor It is generally referred to as the â€Å"digital divide† terminology: â€Å"the gap between those people who have Internet access and those who do not† Collins English Dictionary (2003). With a slightly differentiation Mehra (2004) uses adjectives and add the technical aspect of computers to this definition. Looking at the multiple and almost identical definitions of â€Å"information society† and its inextricable â€Å"digital divide† we can conclude that by â€Å"digital divide† it is meant the splitting of those who use or not use Internet resources. the â€Å"have-nots† cannot access computers and Internet resources and therefore are disadvantaged, falling into a an unequal position compared to the †haves†, the one who gains access to information throughout new technologies and therefore participate actively to the social, political, cultural and economical life. This concept comes from â€Å"information society† theorists, which predicts an exceptional social impact on the product society, Webster (2006). Herbert Schillers corporate capitalism (p. 128), Jà ¼rgen Habermass public sphere (p. 163), Anthony Giddenss surveillance and reflexive modernisation (p.206), post-modernist Jean Baudrillards signs signification (p. 244) or Zygmunt Baumans liquid life (p. 260), not to forget Daniel Bells post-industrial society, techniques and technologies of production, change from Primary Industries such as agriculture and industrialism to post-industrialism, are the basis for evidence that technology is central for the productivity increase and resulting economic wealth, referred as Technological determinism. (p. 120). Manuel Castells on the other hand with his network society is focusing on social plurality; leaving the old working class concepts and stratification structures behind, bringing to it new Parameters like flexibility and adaptabilit y and herewith become informational Labour, referred as informational Capitalism. (p. 100) 3. Are â€Å"Haves† and â€Å"Have-nots† always â€Å"information-rich† and â€Å"information poor†? Looking at the given definitions it would almost imply that people having a computer and Internet access would automatically be seen as haves, but sometimes in developing countries and certainly in developed countries were consumers widely have access to these technologies we meet situations where they are not considered as information rich. We should look at a different approach and formalise the differentiation within our daily reality. The â€Å"Information poor† are consumers who use traditional mass media information such as television, DVDs, radios and magazines. They possess a wide range of electronic devices, MP3 players, PDAs, game consoles and other computing machines. They are considered as passive consumers of information and nowadays as passive users of new technologies, downloading digital e-books, listening to their favourite music, playing computer games, reading the last international news. But they do not interact nor create any of this provided Information and are certainly not involved in decision taking. On the opposite â€Å"information rich† stands for a new elite within the information society. They are involved into acquiring and processing information, using web 2.0 online applications, producing personalised journals on community platforms, elaborating group discussions in forums with a certain level of knowledgeable competence. They are acting at manager levels thanks to their acquired knowledge and overall literacy. They are the protagonists of this ever-growing information and technology society who possesses the knowhow of Selective processing, generating and distributing information. This selective process of evaluating provided information is determined by the consumers rather than the producers. Consumers pull out the information that fits their needs to increase the value of the already acquired information. They allocates their own criteria of values to the chosen information, they can absorb in its totality, the Values could also reach a certain level of accumulation where the effective processing of it becomes then ineffective, considered as â€Å"information overload†, but the average â€Å"information rich† does know how to handle this, as I will deepen later. Do it now â€Å"The limit is the sky† would be a perfect slogan on planet Utopia where every active user would have become â€Å"information rich†, information access would have been made unlimited, where the knowledge boundaries would be bridged on an information rainbow but on planet Earth our economical reality becomes a barrier where the consumers are blocked by the depth of that availability made in the acquisition of the needed information. Some are available for free supplied by institutions and governmental authorities, some are partially available for publicity purposes (book retailers, information providers) and others specifically recognised to be accessible only with subscriptions or tuition fees. This brings us to the undeniable fact that information consumers are forced to accept the concept of economical value attributed to information by its producer or provider and herewith underline the political dilemma the â€Å"information society† is confronted with. Information itself contributes to extend the already existing gap between developing countries and developed ones. We could not agree more on Feathers statementthat the comparative success of the information-rich economies, and the relative weakness of those that are comparatively information poor, is in itself an argument for the importance of information. The attributed values to information are considered by information society theorists to be one aspect of the evolution of social economic societies; social, political and cultural wealth have always been mirrors of strong economic powers where it could flourish and participate to its economical success. Following Feathers analysis on developing countries, development and exploitation of information technology has become indispensable and value of information fundamental, as shown with Japan, Singapore and Korea, were scientific and economic information are largely accessible and beneficially contribute to primordial economic changes. But unlike these three economically successful Asian countries, major differentiation could also be seen within industrialized countries; between the northern highly agriculturized countries and the Southern ones, accessibility ofinformation resources on comparative basis, the consumer gains from information evaluation but also could suffer in detriment of its productivity. To what extent information becomes one of the tools and enhances already existing knowledge to improve long used agricultural and industrial processes. Information does not become the centre of its economical wealth while contributes to it. The awareness based on analysis of acquired information and its resulting decisions to an enhancement or changes in primer sectors economy corroborates the views information helps â€Å"economic societies† but does not evolve to an â€Å"information society† as such. 4. The digital divide as political dimension The question if Internet opens emancipatory possibilities or whether further enlarges the gap that already exists between the â€Å"haves† and â€Å"have-nots† remains controversial. You will not achieve equality by providing each Third World villagers, ethnic minorities or other â€Å"have-nots† with a computer and Internet access. Access to information communication technology cannot be seen as a standalone solution. The origins of this disparity are far deepening within their educational, socio-cultural and socio-economical problems as Berude (2005) explains. Early Finding by the Orbicom initiative, Sciadas (2003) in collaboration with the Canadian International Development Agency, the InfoDev Programme of the World Bank and UNESCO, shows definitively the enormity of digital divide, separating the â€Å"haves† and â€Å"have-nots† countries by many decades of development, mainly concentrated in Africa but some of them also in the Asian area. Desp ite the fact that the digital divide is generally speaking closing, this report shows that the progress made between the poorest and the â€Å"in-between† countries was not sufficient to close this disparity, while â€Å"upper-middle† countries made distinctive progress to the top and herewith widen the overall gap between the very rich and very poor, and this regardless of the acquisition of ICT and installing new fibreglass high debit telephone lines. There is an undeniable necessity to acquire research skills, literacy skills or generally related computer skills before a user can be called an internaut, a protagonist: The use of Internet requires a much higher literacy skill than traditional media like television, radio or magazines in order to find analyse and process the requested information. There is no title page with table of contents (publications) and no fixed schedule (television, radio) on the Internet. The Internet is basically a â€Å"pull medium† where targeting specific information, articles, research strategies and selective thinking are necessary. Media literacy can therefore be considered as a barrier to Internet access, and this in any type of consumer groups, not only in developing countries but also in our Western countries. Unless there are strong political wills were ICT is recognized by governments as a development tool, were significant efforts are made in education, introduction to ICT in schools, were teaching programs are developed, these countries will not have any significant economical growth. In developed countries the Internet was mainly of layers with higher incomes and educational levels. ENLARGE VIEW while the population in many developing countries are totally excluded from access to the Internet. ENLARGE VIEW 5. Other opportunities and options The danger of such a gap within the society cannot be minimized that easily and solutions offered by public institutions like â€Å"Internet access for all† in public libraries, set up of information communication technologies within public schools or private funded projects like Microsoft founder Bill Gates â€Å"one computer for each children†, were the first stones set to cross the gap between information rich and information poor. But it unfortunately is not taking all citizens and generation groups into account. ENUMERE It is necessary to illuminate the different social perspectives which would integrate this socio-economical as well at it socio-cultural aspects in order to create an awareness of the complicity of this dilemma. Bourdieu already suggested and identified this perspective as overall capital. DESCRIBE According to Bourdieu (1993), the overall capital of different fractions of the social classes is composed of differing proportions of the various kinds of capital. It is mainly in relation to the middle and upper classes that Bourdieu elaborates this variation in volume and composition of the four types of capital These differences are a consequence of complex relationships between individual and class trajectories. Moreover, the values attached to the different forms of capital are stakes in the struggle between different class fractions Meritocratic teaching Particular attention should be thrown on the field of media education. The Internet, as an above medium influenced the perception of the users, the Media literacy is seen against the background of Info-Poor-/Info-Rich-effects. Thus, an Internet literacy can lead because of lack of cultural assimilation, for example when many senior citizens to information-poor effects. But even in children and adolescents in turn, the media education challenged when it comes to issues such as the ability, credibility with the media, particularly via the Internet to assess common information. 6. Conclusion By redefining socio-economic gaps between â€Å"haves† and â€Å"have-nots† and whether it is part of the political dilemma, the information society is on its way to become a powerful tool that could eradicate worlds poverty. Yet it the remaining problems are not only to be seen as a sociological struggle, but rather are perceived as a pedagogical challenge. 7. References Beasley-Murray, J. (2000, June 15). Value and Capital in Bourdieu and Marx. InI one-stop shopping for the real news. Retrieved December 30, 2009, from http://www.williambowles.info/sa/cultural_capital.html Berude, L. (2006). The Digital Divide, or Who Gets to Be Part of the Information Society? Multimedia Information and Technology Digital, 32(3), 26-33. Families, cultural resources and the digital divide: ICTs and educational advantage. (2003, April 1). Australian Journal of Education, 47, 18-39. Retrieved December 30, 2009, from http://findarticles.com/p/articles/mi_hb6475/is_1_47/ai_n29004669 Feather, J. (2008). The Information Society: A Study of Continuity and Change (5 ed.). London: Facet Publishing. Sciadas, G. (2003). Monitoring the Digital Divideand Beyond. Montreal, Canada: Orbicom. Webster, F. (2006). Theories of the Information Society: Third Edition (International Library of Sociology). New York: Routledge. information society definition. (n.d.). BusinessDictionary.com Online Business Dictionary. Retrieved January 2, 2010, from http://www.businessdictionary.com/definition/information-society.html