Intellectual Property Torts Essay Example | Topics and Well Written Essays - 1750 words

Intellectual Property Torts - Essay Example The law identifies the following as the types of intellectual property rights; trademarks, patents, copyrights, rights emanating from industrial design and secrets of trade. In 1967, the United Nations, realizing the importance of protecting the unique ideas of people, formed the World Intellectual Property Organization (Glick et al, 21). The treaty recognized the importance of intellectual ideas in promoting the development of the economy of a state, and therefore it was essential to initiate laws meant to protect the intellectual properties. Another objective of the World Intellectual Properties Treaty was to negotiate for laws that will enable inventors of the idea an economic and moral advantage over the usage of the property Glick et al, 43). These laws will also regulate the use of the property by the public, and their access to it. Another objective of the treaty was to create measures of encouraging creativity, and the applications of the results emanating from the creative m ind. This was aimed at advancing economic and social development. The notion of intellectual property found it ways in the American Court system in 1845, at the Massachusetts circuit courts. Judge Charles Woodbury presided over a case involving Davoll et al vs. Brown. From the court system, the judge denoted that unique intellectual ideas belong to the creator, just as wheat, and animals belong to the farmer. In 1980, the United States Federal government enacted the Bayh-Dole act. Two senators, Birch Bay and Bob Dole sponsored the bill (Glick et al, 31). The main objective of the bill was to protect intellectual properties emanating from government funded research. Laws on intellectual property fall under the laws of Tort. Torts deal with undesirable results that emanate from the actions and behavior of another person. Tort is a civil case, and therefore breaching any laws that regulate the use of intellectual properties fall under the category of civil cases. A person, who sues an offender under Tort, is entitled to receive compensation from the offender. This is only after the courts analyzes the behavior and judges on whether there was a breach of the intellectual property law. This paper identifies the different ways and mechanisms of solving cases that emanate from the use of another person’s intellectual property, without authorization (Glick et al, 21). It emphasizes, and identifies the various laws and the legal procedures of solving cases that emanate from a breach of the intellectual property laws. This paper gives the various examples of intellectual properties, and their creators. It also identifies the various intellectual property case laws, and how the American court system solved the cases. It has a conclusion, which is a summary of the main arguments of the paper. This paper takes a stand that the best way to solve cases emanating from a breach of intellectual properties, is by developing laws that will protect the use and access of the intellectual property. To solve societal problems that emanate from a breach of intellectual properties, it is important to know the different types of intellectual properties in United States of America. The United States of America recognizes the following as examples of intellectual properties (Glick et al, 13), 1. Patents: A patent refers to the acquisition of all rights of an intellectual mind, by the inventor. The inventor has the right of controlling the usage and access of his inventions. The United

Departments Differ from People-Oriented Departments Essay Example for Free

Departments Differ from People-Oriented Departments Essay There are a number of differences between action-oriented and people-oriented HRM departments. One of the most distinctive differences lays in the approach that each of the different methods take to the role of human resources. Its important to note that a good HRM department is both people and action-oriented. An action-oriented HRM is one that seeks to further the organization by solving problems through taking actions. These actions are typically resolved based on a set of rational actions and not on a set of strict policies and procedures. The action-oriented department is all about people and how the HRM department can work to solve the problems of those individuals. An example would be an HRM team that has a recruiting department that is focused simply on bringing in new individuals to the organization. The lack of standard record keeping doesnt mean that adequate records are not kept it simply means that the department is focused primarily on progress and not on procedures. An example of a company that falls under an action-oriented HRM is Exxon Mobile. The difference in the people-oriented HRM department is that the entire focus of the HR team is on the individual and how those individuals can benefit the organization. It takes a slightly different approach as it is more proactive than reactive. The reason is that a people-oriented HRM department focuses on the talents and skills of individuals in the organization and how those skills can best be used in the organization. By matching employees and skills to problems that must be addressed within the organization the HRM team serves to provide a strategic advantage in that HRM is leading rather than simply dealing with reactionary problems or employees who may be unhappy in their current roles. An example of people-oriented HRM is the assessment of individual skills by which assignments will be presented. A good company example of people-oriented HRM is Apple Computer. While both methods are valid they do take a different approach to how HRM is handled. The method that is used will be determined by the senior HRM director which will set the role of HRM and how it will be managed in the individual organization. Finally, it should be noted that action-oriented and people-oriented HRM are not mutually exclusive and some organizations may function better with one method over another depending on the type of business.

Diversity Statement - I am Korean :: College Admissions Essays

Diversity Statement - I am Korean My first interaction with the cruelty of the "real" world was in fourth grade, in a small suburban town in South Carolina. "You Chinese freak! Come on, use your karate against me!" boys would shout mockingly, then start spouting phrases of nonsense as if they meant something. Pshaw. I was, am and will always proudly be a Korean. When I interact with new people, they spend their time guessing my heritage. Chinese and Japanese are always the first nationalities they guess. Others who are familiar with people of my ancestry catch on more quickly. And then there are those who automatically assume. A very small number of people can guess correctly on their first try. We live in a country that drills into our heads ideas about freedom and equality. Wars have been fought, violence has been used and many have suffered so that this country can live up to its ideals. Could such a great country make false promises and hopes? Perhaps, because, after all, the U.S. is run by humans, and that means mistakes will be made. But shouldn't the U.S. have learned its lesson by now and not make the same mistakes repeatedly? In 1997, a Civil Rights lawsuit against the City of Atlanta was brought by Korean-American store owners about riots that took place in their business. Police watched the destruction and did nothing. The city's attorney argued that the Federal Civil Rights statues were written exclusively for the protection of African-Americans, not other minorities, including Korean-Americans. Atlanta's position in this matter was rejected by the United States Eleventh Circuit Court of Appeals, but many are appalled that a city so involved in civil rights could hold such an insulting view against our "certain unalienable rights." Their view was not only discrimination against Korean-Americans, but against descendants of other minority groups residing, visiting or working around Atlanta. Koreans, as well as other minorities in Atlanta, might have to deal with the fear that we will not be protected by the laws of the city because of prejudice. Signs of prejudice are everywhere.

Resistance Of Wire :: Papers

Resistance Of Wire Aim. To find out what happens to the resistance of a wire, when you change the length of the wire. Background Information. A current of electricity is the flow of negatively charged electrons around a circuit. [IMAGE] [IMAGE][IMAGE] [IMAGE] [IMAGE] [IMAGE] [IMAGE] Close up, the wire and the electrons look like this: [IMAGE] The electrons collide with the atoms as they travel through. We say the atoms 'oppose' the flow of electrons. This is called resistance, and the wire gets hotter. In 1826, Georg Ohm discovered that when a current flows through a metal wire the current and the potential differences are proportional, providing that the temperature remains constant. The resistance of wire can be calculated using: [IMAGE] Variables. Temperatureincreases the resistance as the atoms are getting hotter they are vibrating and moving faster. This makes the atoms and the electrons collide more. Thickness of wire decreases the resistance, as there is more room for the electrons to travel past the atoms. They don't collide as much. Length of wire increases the resistance because the electrons have further to move and more collisions occur. So, if you double the length of wire, you double the resistance. Because the number of atoms and the number of collisions doubles. Type of wireaffects resistance because different types have different atom arrangements. Some have different patterns, and some are arranged so that electrons have an easier path to travel through the atoms. Fair Test. To make the experiment fair, I will make sure that the temperature stays the same flowing through the power pack and wire. I will do this by turning it off and recording my results quickly. In addition, I will make sure that the thickness and the type of wire are the same. I will only change the length of the wire. Prediction. I predict that the resistance will increase because the length of wire

My Favorite Deserts

ENGLISH COMP. 2. ASSIGN 2| A Description| | A description about my favorite desserts. | | Mrs. Mirelle Jayawardene| 3/10/2013| | My Favorite Desserts Everybody has their favorite games, cars and meals. Also everyone has their desserts and I have mine. All my favorite desserts have one thing in common they all are made with one ingredient that is â€Å"Chocolate†. Mmm!! Chocolate Desserts! I honestly believe that chocolate is the closest we can get to heaven as mortals, seriously. Is there anything better than chocolate to make you feel all wonderful and gooey inside?Can anything cheer you up as instantly as chocolate desserts can? If you’re like me, you are going to love these Best Chocolate Desserts as well as the mouth-watering pictures of the amazing treats. So, what are we waiting for? Let’s dig in! Chocolate Decadence Cake Inspired by the old-school, ultra-rich, mousse like chocolate cake that usually called for a whole pound of chocolate, half a dozen eggs and lots of butter, here is an enlightened rendition with deep bittersweet chocolate flavor and that dense melt-in-your-mouth texture so characteristic of the genre. No one will guess it’s healthier.The secret is excellent natural cocoa powder and good-quality bittersweet chocolate, preferably with 70% cacao. Although the cake can be eaten once it’s completely cool, it comes out of the pan much easier and even tastes better if it has been chilled at least overnight. Frozen Chocolate-Covered Cappuccino Crunch Cake This cake is unbelievably awesome, delicious and easy to make and versatile; you can actually use other flavors to make it more appealing to those who are not coffee-lovers. Cappuccino Crunch Cake combines coffee ice cream, pound cake and NESTLE ® TOLL HOUSE ® Milk Chocolate Morsels for a rich and creamy frozen dessert!This dessert was created by Beth Royals of Richmond, VA. Simply Rich Chocolate Syrup This is not your average chocolate syrup, with its dee p, rich and smooth chocolate flavor; the perfect treats for sweet fresh fruits, or to use for the topping of your favorite ice cream or dessert. Cinnamon Chocolate Pudding Chocolate and cinnamon has always been the perfect and a winning combination for any dessert. Cinnamon adds more warmth and deep scent to this special treat and this is one of the best flavors that a chocolate-lover can dream of because of its richness and creamy texture which is intensified by the whipped cream or any milk.Chocolate Banana Cream Pie The flavors complemented each other beautifully. The banana and chocolate -– a classic combo -– but brought to another level of interesting with the addition of the salted caramel, which also played nicely with the buttery graham cracker crumbs. Cool, creamy, sweet, and just so delicious. Chocolate Hazelnut Terrine with Raspberry Sauce This elegant dessert is a chocolate-lovers’ dream served in a pool of ruby-red raspberry sauce. Either made with hazelnut liquor, this will surely become a big hit because of its sweet taste.The good thing is you can make some changes. Instead of using heavy cream you can use whipped fat-free evaporated milk blended. For chocolate, you can substitute Dutch cocoa and cocoa white baking chocolate bar. Chocolate â€Å"Buried Treasure† Bars You will find sweet delight in every bite in this chocolate buried treasure bars, with layered almonds, dried berries and morsels; these bars are worth craving for. The combination of this bar will positively wow you’re lucky guests who have the golden opportunity to taste this fantastic chocolate treat.In all these wonderful pictures that have been displayed above lies a wonderful, mouth watering and breath taking taste that I have had the pleasure of indulging in. I have tasted these wonderful treats mainly when I was on vacation in different countries and different cities. There are many more wonderful delicious treats that I have not mentioned and the reason for that is, those delicious desserts had no real description, because I could not describe them. They are indescribable; there taste was so sweet and tender that my taste buds could not control themselves.I have been too many countries, seen many cities and tasted many desserts enough to know that the desserts I have mentioned above are for me the top 7 that I will always want to taste just one more time. Desserts are described as a sweet, delicious conclude to a wonderful meal that brings you to utter the words â€Å"Delicious†. My dreams vary from entertaining people, discovering and studying history and as of my last vacation that solidified my professional like taste buds; my new dream is to travel the world tasting all the delicious desserts.

What to do when you hate your job but cant quit

What to do when you hate your job but cant quit Here’s a tricky situation that may sound familiar- you have a job that you’re not exactly in love with (okay, you hate it), but for one reason or another you can’t quit. The reasons for feeling as if you’re stuck there can vary wildly- perhaps it’s tied to money, or you feel as if this position is an important step on your career ladder, or maybe you just love the snacks in the break room too much. Whatever your reasoning is for feeling as if you can’t leave a job you despise, the effects of this situation can be significant. According to an article published by Forbes, on top of the increased levels of unhappiness you’ll experience from going to work every day, hating your job can lead to unwanted weight gain; a compromised immunity and greater risk of physical and mental illness; higher levels of stress, fatigue, and irritability; and lost sleep- not a good recipe for professional fulfillment and success!If you’re feeling as i f you’re stuck working at in a job you hate, don’t despair! There are some strategies you can take advantage of to make your situation a little more tolerable. Psychology Today recently published an article on things you can do if you find yourself in this tight spot. Consider the following tips to make your current work life more bearable.See the light at the end of the tunnel.Ever hear the phrase â€Å"nothing lasts forever†? This holds true for jobs too. Although you may feel stuck in a difficult job now, try to imagine a work scenario beyond your current one in which you’re happy, fulfilled, and truly satisfied professionally. You can even start some initial planning to bring you closer to this future, like updating your resume and visiting job sites to see what’s available in your industry. Sometimes, a few mental leaps like these can really help take the edge off of a tough work reality.Learn what you can.Never stop obtaining new info and ski lls. Even in awful jobs there may be the possibility of building your knowledge, experience, and skillset- which will help set you up nicely for future job opportunities. Although you don’t love your current job, make sure you take what you can from it and set yourself up to become better equipped professionally on the other side of this unhappy experience.Grow your network.Even in the worst jobs there are often colleagues that you get along well with and opportunities to meet others in your field. Take full advantage of this possibility when you can and build your professional network- which can help make your current job a little better while also setting you up for a much easier job hunt in the future, when the time comes.Focus on the positives.Sure, if there are things about your job that you really don’t like then chances are it will have a negative effect on you for as long as you’re there. But if you have to be there longer than you’d like, then tr y focusing a bit more on the positives, no matter how small. Maybe you really like some of your coworkers, or your desk is near a window with a nice view, or your commute is easy, or you get to leave right at 5 p.m. every day- whatever the case may be, do your bets to come up with a list of things that you actually do like about your current work situation and try focusing on those.You’re certainly not alone if you don’t love going to work every day. They key is never to wallow and not to let your current situation derail your entire life. Use the tips and strategies presented here to make the best of a bad gig, and focus on a happier job future that’s certainly to come down the line.

Benefits of Differentiated Curriculum in the Gifted Classroom

Benefits of Differentiated Curriculum in the Gifted Classroom Gifted education refers to the special measures, theories, and practices that are used to educate students who are brilliant in special ways. It is a way of educating students who are gifted in special talents.Advertising We will write a custom article sample on Benefits of Differentiated Curriculum in the Gifted Classroom specifically for you for only $16.05 $11/page Learn More To educate these students, differentiation is applied where the curriculum is modified to meet the special needs of a gifted student. The teacher modifies the content and the process of learning in order to get the product. This article shows the benefits of a differentiated curriculum in the classroom of gifted students. Differentiated curriculum has a lot of benefits to the student. It is student centered and it is the role of the instructor to determine the students’ interest, readiness, and learning profile. The instructions are individualized and this enables students to learn according to their abilities. This helps the students to perfect their talents. The instructors create individualized learning programs depending on the needs of students. They set the goals and objectives to be achieved during the class work. The instructors in a differentiated curriculum provide an opportunity for the students to be involved in the learning process. This is important for students to participate fully without being left behind. The differentiated curriculum gives the students a challenge to involve themselves in the new ways of learning. It helps the students to engage in classroom activities and thus they do not compete with each other. It also prevents underachievement for it gives many choices to process the information given where the students are involved in activities (Gardener Whittaker, 2006). The content is organized according to student’s interests and it motivates critical thinking. The content can be enriched depending on the students†™ rate of understanding. Affective curriculum is used to educate gifted students on ethics, emotions and social development. Gifted students can also be put in heterogeneous group to allow them mix with students with different talents. This encourages them to appreciate each other’s talent. They can also be grouped depending on their talent. This means students with the same talent grouped together. This allows them to receive all instructions during class time and they can learn from the students with the same talent in order to furnish their talent.Advertising Looking for article on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The barriers that can be encountered in teaching gifted students include; some students not being interested in other learning activities or they may not respond properly to differential curriculum. In such the individualization program is applied to educate students specifically on th eir talents (Sriraman Dahl, 2007). Enriching and accelerating the deferential curriculum depends on the rate of student to learn. In enriching, the student receives extra activities to challenge him. This includes extra assignments which do not replace the normal class assignments. It may include taking extra courses or extra curriculum activities. In acceleration, students are upgraded to the next level or they might skip some grades and finishing the normal curriculum in a shorter period. This assists in advancing a student in one field as it is a flexible way of education. Acceleration is beneficial academically and socially as a student finish schooling early and specializes in area best in. Grouping is putting students with the same talent in the same class. The teachers apply differentiation and this encourages acceleration and enrichment. The students are also exposed to critical thinking (Rogers Karen, 2002). Differentiated curriculum addresses individualized student needs and it is specialized depending on student experience and skills. Students are free to make choices on how they will engage themselves in classroom. The differentiated curriculum also provides opportunity for students to involve themselves in extra curriculum activities and this makes learning enjoyable. It also connects learning with everyday life and this makes learning meaningful. The students are able to interact with each other and they use their learning styles to access information and demonstrate what they have learnt. Differentiated curriculum provides students with multiple choices of learning and taking information depending on their understanding. It caters for all the students in a diverse classroom. No student is left behind for learning in individualized and based on experience. Differentiated curriculum allows the instructors and teachers to be more flexible thus limiting the barriers that may hinder learning among gifted students. Students are able to access inform ation and learning materials (Sriraman Dahl, 2007).Advertising We will write a custom article sample on Benefits of Differentiated Curriculum in the Gifted Classroom specifically for you for only $16.05 $11/page Learn More Differentiated curriculum is beneficial to the twice exceptional students. These are students who have disabilities and are also gifted. They may undergo some problems like discrimination by other students but differentiated curriculum allows the instructor to individually teach them. These boost their self esteem for they get to perfect their talents and feel they are like the other students. The instructor can apply affective curriculum to cater for their emotions and ethics. This makes sure the students are not left behind and they perfect their talents despite their disability (Rogers Karen, 2002). Reference List Garderen, D., Whittaker, C. (2006). Planning Differentiated, Multicultural Instruction For Secondary Inclusive Classroom s; Teaching Exceptional Children. New York: Great potential press. Rogers, J., Karen, B. (2002). Re-forming Gifted Education: How Parents and Teachers Can Match the Program to the Child. Scottsdale, AZ: Great Potential Press. Sriraman, B., Dahl, (2007). On Bringing Interdisciplinary Ideas To Gifted Education. In Press In L.V. Shavinina (Ed). The International Handbook Of Giftedness. New York: Springer Science

Emily dickinson 5

Emily dickinson 5 Emily Elizabeth Dickinson was born on December 10,1830 in the quiet community of Amherst, Massachusetts (Davidson 247). She was the second born to Edward and Emily Norcross Dickinson (Davidson 247). Her older brother Austin and her younger sister Lavina lived in a reserved family headed by their authoritative father (Davidson 247). Emily's mother was not "emotionally accessible," thought out there lives (Davidson 247). Their parents weren't involved in their children's lives. One thing that their parents did do was raise there children with the Chistian tradition (Chase 28). They were expected to take up their father's religious beliefs and values without any argument. Emily though did not fit in with her father's religion and as she got older challenged these conventional religious viewpoints of her father and his church (Chase 28). Here put more stuff about why she did not except the Puritan God and why because of this you saw it in her writing (on page 12-? In Aiken).Photo of the Dickinson Homestead taken in October ...Her father was also an influential politician in Massachusetts holding powerful positions (Johnson 26). Due to this her family was very prominent in Amherst. Emily did not enjoy the popularity and excitement of her public life in Amherst. So she began to withdraw from the town, her family and friends (Johnson 29). This private life that she lived gave her, her own private society. She refused to see almost everyone that came to visit and rarely left her father's house (Johnson 31).In Emily's writing changed over the years due to events in her life. Most of her writing was about nature, friends, love and almost a third of her poems dealt with the subject of death (Ferlazzo 22). I'm going to focus my paper on the topic of death. A lot of Dickinson's life was in morning the deaths...

Operations and Supply Chain Management Essay Example | Topics and Well Written Essays - 1250 words

Operations and Supply Chain Management - Essay Example The report will asses some aspects of operations and supply chain management in terms of strategies to be adopted, supply chain design, supply chain planning, inventory and planning in retail and global operations, procurement management sustainable supply chain, demand forecasting, demand management, and product design supply chain. The paper will also asses some aspects of transport and distribution supply chain management, warehousing and material handling service operations, logistics outsourcing financial considerations, lean manufacturing human aspects of operations and supply chain management, quality management pedagogical issues, and maintenance research methodology in operations and supply chain management. It is worth noting that any of the above analysis will be done with an aim of developing a consultancy report to advice the management of the company about an appropriate â€Å"layout† for the proposed store. It is in this light that I will discuss the elements of a hypermarket layout plan in order to address all relevant considerations that should be put into practice to make easy the operations of such a business once in force. Introduction Studies have noted that the concept of operations and supply chain management has been emerging as a management issue of concern that organisations have sought to address to its conclusive end (Heiman and Nickerson, 2002, p.97; Singh and Power, 2009, p. 189). Horvath (2001, p. 205) observes that having come out as a dominant theme, supply chain integration is being considered to be of vital importance given the role it plays in business management. An organization's operations are strategically vital in the sense that, nearly all of the firms everyday activities are normally within the operations function. The relationship between a firm’s strategy and its operations is actually the big factor that determines the overall success of the firm in relation to its set objectives either in the short ru n or in the long run. Other scholars have been for the opinion that supply chain management (SCM) would be best carried out if traders come together and form and co-operate so as to achieve a common goal with an aim of acquiring benefits that may accrue from such integration. In order to determine the best layout and size of a new hypermarket near Sydney, I considered research studies on the Sydney market, consumer behaviors, the market’s potential in relation to local and international competition, international trade barriers, transport costs, local competition, government requirements, and political stability. In addition, I also researched on buyer behavior, competitive practices, distribution channels, media and demographic patterns through research studies about Australian markets, especially Sydney. However, the major discussion will be based on geographical expanse of Australia, especially Sydney, and demographic profile. This will put into consideration reliable data on potential demand, the cost of facilities, and operating costs such as labour and transportation Literature Review Australian Market Studies have indicated that operations and supply chain management (OSCM) assists companies to respond to market factors appropriately and allay any undesirable effect that may impede an organization (Holweg et al., 2005, p. 170; Chen et al., 2000, p. 436). In the sane way, other studies indicate that highly integrated supply chains help firms in building competitive advantages over rival companies (Myhr and Spekman, 2005, p. 180; Themistocleous et al., 2004, p. 393). From studies conducted on Australian internal market, (Chan, 2006, p. 238) has found

USA Fall Choral Concerts October Essay Example | Topics and Well Written Essays - 250 words

USA Fall Choral Concerts October - Essay Example The Megan Squier and Brent Norwell together with their rehearsal accompanists opened the stage. The audience’s appraisal that welcomed the group to the floor was enough testimony of their popularity. The group understood the yearning of the audience and did not waste time with idle talks. It was music that the audience wanted. Immediately, Brent Norwell’s mastery hands were on the rule moving side to side as he conducted the different voices to their tempos and beats. The soft keys of the Piano gave the accompaniment needed. This group had the unison; it was as if they were blended together. All the voices were clearly distinguishable, the base, the tenor, the alto and soprano, in such a gracious harmony, there could not have been a better choir. After the Megan Squier and Brent Norwell choir team left the stage, University Chorale took over. This group consisted mainly of trainers of music and, therefore, they had something to proof their credentials. The soprano voices of the songbirds in the likes of Monica Ganoe, Katherine Hicks and Erica Washington had the key that penetrated deeply into the hearts of the music fans. The tenor synchronized the keys, graced with the experienced Michael Devery and Isaac Evans. The bass and the alto of the choir completed a complete set of gifted voices. It was a performance to recall, as was legible in the faces of the excited audience later in the evening as we headed home. Bohnet, Keith. "USA Fall Choral Concerts October 10 and 11 at Laidlaw!"Â  USA. University of South Alabama, 30 Sept. 2011. Web. 29 Oct. 2011.

Issues in Womens Health Assignment Example | Topics and Well Written Essays - 2500 words

Issues in Womens Health - Assignment Example The most frequent of all the indications of heart attack in women is some pain or discomfort in the chest. Nevertheless, there are added symptoms that are more conspicuous than the chest pains. These other symptoms are more severe than the pressure or pain in the chest that women often cite. Studies have revealed that these chest pressures might be due to the presence of blockages in arteries and veins that supply blood to the heart in woman’s heart (Libov 1991). The other symptoms are right arm pain, unusual fatigue, shortness of breath as well as neck and upper back discomfort. The most challenging issue with this symptom in women is that they may occur when least expected like while sleeping or resting. These symptoms, on the other hand, might be triggered by mental stress. Since sometimes they occur randomly, women downplay them until there problem gets severe.  The most familiar risk reasons for women include diabetes and smoking, both which increase the chances of hear t disease significantly in women. Low levels of estrogen in the body after the onset of menopause have also been identified to pose a significant risk for the development of micro vascular disease in smaller blood vessels. Pregnancy is also among the risk factors as difficulties such as diabetes or high blood pressure might trigger the development of heart diseases in the mother and her children. Mental stress despite affecting both men and women, it has been found to affect the hearts of women more significantly than men.

IT Governance in the School of Professional and Continuing Education Dissertation

IT Governance in the School of Professional and Continuing Education Of ABC University - Dissertation Example The world of business is becoming more and more digital, computer-based, and interconnected by a network and accessible to the national and global communities. It is imperative for an organization like the ABC University to see the value of Information Technology (IT) as a strategic resource so that all investments related to IT will have maximum returns in terms of increasing the value of the school in the minds of society. Nicholas Carr (2003, p.1), Harvard Business Review Editor, believes that as a result of ready availability of IT resources, the key purpose of IT has ceased to be for purposes of discovering opportunities and gaining competitive advantages. Instead, he says it should â€Å"focus on reducing risk† (p.1). This means having good governance of security for the data and minimizing costs of maintaining and utilizing IT for strategy development. Rajiv Kohli and Sarv Devaraj (2004, p. 53) recommended 4 phases that will give value to IT, and called it the AIAC Fram ework. This stood for the processes of Alignment, Involvement, Analysis, and Communication. Details of the each process are shown in the appended AIAC Framework Model. See Figure 1. In the course of research, analysis, and planning, the ABC University IT Governance will be reviewed in terms of the processes in this framework. Although there are many other frameworks that are available, the AIAC will be utilized primarily because it aims to quantify the value of IT governance. However, there will be modifications to include those recommended by other frameworks and are not found in the ALAC framework. Information technology serves the role of a strategic partner instead of only a technology provider. The IT Governance Institute (ITGI, 2003) believes that effective IT Governance helps to ensure that IT supports business goals and optimizes business

Innovation in nursing IP phase 4 Assignment Example | Topics and Well Written Essays - 750 words

Innovation in nursing IP phase 4 - Assignment Example This paper comprehensively examines the suitability of adopting quality assurance schemes in the contemporary nursing realm, and more particularly, in the eye care department. The adoption of such a system would be a very essential innovation geared towards the enhancement of patient care and service delivery. As stated earlier, the desire to provide better care to patients has become of dire precedence to all medical service providers with the fundamental craving of realizing a higher level of patient contentment (Blanchet, 2005, p. 11). The principal solution is the incorporation of a system that is more focused on patients than any other stakeholder. This justifies the need for quality assurance systems in the nursing realm. This paper particularly examines the role of such systems in the provision of eye care services. Certainly, the improvement of the quality of eye care services has never been an easy task (Manghani, 2011, p. 35). However, it has always been a very great motivation both to health care providers and their patients (Basavanthappa, 2000, p. 36). This has always been because high quality eye care services usually enhance medics’ motivation and attract more potential clients. Introducing quality assurance systems definitely implies the provision of more advantage to the staff and allowing better involvement of clients in the system. In this article, Manghani extensively explains the significance of the adoption and monitoring of quality control and assurance systems by clinical officers and contract research units. According to the author, quality control helps achieve quality requirements while quality assurance helps provide the sureness that quality requirements are actually realized. According to Basavanthappa, quality control and assurance in the eye care field both aim at providing better eye care services. As a result, the author challenges medical professionals to try and adopt high quality patient care

IT Governance in the School of Professional and Continuing Education Dissertation

IT Governance in the School of Professional and Continuing Education Of ABC University - Dissertation Example The world of business is becoming more and more digital, computer-based, and interconnected by a network and accessible to the national and global communities. It is imperative for an organization like the ABC University to see the value of Information Technology (IT) as a strategic resource so that all investments related to IT will have maximum returns in terms of increasing the value of the school in the minds of society. Nicholas Carr (2003, p.1), Harvard Business Review Editor, believes that as a result of ready availability of IT resources, the key purpose of IT has ceased to be for purposes of discovering opportunities and gaining competitive advantages. Instead, he says it should â€Å"focus on reducing risk† (p.1). This means having good governance of security for the data and minimizing costs of maintaining and utilizing IT for strategy development. Rajiv Kohli and Sarv Devaraj (2004, p. 53) recommended 4 phases that will give value to IT, and called it the AIAC Fram ework. This stood for the processes of Alignment, Involvement, Analysis, and Communication. Details of the each process are shown in the appended AIAC Framework Model. See Figure 1. In the course of research, analysis, and planning, the ABC University IT Governance will be reviewed in terms of the processes in this framework. Although there are many other frameworks that are available, the AIAC will be utilized primarily because it aims to quantify the value of IT governance. However, there will be modifications to include those recommended by other frameworks and are not found in the ALAC framework. Information technology serves the role of a strategic partner instead of only a technology provider. The IT Governance Institute (ITGI, 2003) believes that effective IT Governance helps to ensure that IT supports business goals and optimizes business

The Things They Carried Essay Example | Topics and Well Written Essays - 1000 words - 2

The Things They Carried - Essay Example The Vietnam War sparked off or gave birth to a burst of literary talent that ranged from fiction to non- fiction and which was mostly written by the very people who had served the country with their lives on the wars frontline. The stories that were written were cathartic in nature as it was more personal and contained pain and emotional outrage. One such touching story was penned by Tim O’Brien and was titled – â€Å"The Things They carried. The book mirrors a series of short stories gleaned from the lives of the soldiers, who were at the epicenter of this whirlpool of pain, disillusionment and war. O’Brien deftly moves in and out from the past to the present giving a vivid description of the misery of the people and the destruction that this war had caused. â€Å"The Things They carried† is a graphic representation of an emotionally charged scenario of the senseless and heartless war that took place in Vietnam of O’Brien was a part of and hence had first hand knowledge of the painful happenings. In the author’s own words - â€Å"I want you to feel what I felt. I want you to know why the story truth is truer sometimes than happening truth† (203). The main idea differently presented throughout the book, is that the real truth is sometimes vague to be represented literary. As an author the events are sometimes recreated, but that does not make them less true. In that matter, the truth of war is especially applied in this context. Though various excerpts from the text can be interpreted in a way that can contribute to that truth, a specific event repeatedly mentioned through the book is taken into consideration, which is the death of Kiowa whose story is related many times to emphasize the fact of truth.

Information Processing Theory Essay Example for Free

Information Processing Theory Essay Information processing is a theoretical approach used to analyze human behavior (psychology) and learning processes (education). Information processing, in the pedagogical perspective, may be defined as the process of acquiring knowledge based on memory structures and information in different stages of information or mental processing. (Think Quest Team, 2007) It deals with thinking, storing, remembering and forgetting information. (NSW HSC Online, 2007) Information processing and the cognitive learning theory are closely associated with each another. This is because their propositions are similar in content. Information processing theory emerged at the dawn of the computer age (Hall, 2007). This theory suggests that memory and computers have common features. Moreover, it proposes that perceived information goes through three stages within the memory structure: sensory registers (where information is perceived and processed through the senses), short-term memory (where information is shortly stored and encoded), and long-term memory (where information is stored for easy retrieval). (NSW HSC Online, 2007) There are several principles that support this theory. First, there is an assumption that the capacity of the memory is limited. This means that at times, there may be barriers that affect processing of information. It is advantageous to identify why there is difficulty in information processing. Through this, resolutions may be formulated to address this issue. Second, there is a need for control mechanism. Control mechanism directs the extent of use of memory capacity. For instance, new information may require more processing than the regular day-to-day tasks. Third, information flow is two-way. We acquire information through our senses, process it in our memory in the same way that we create responses in our memory, and carry them out through our senses. Fourth, the genetic make-up of humans is meant for information processing. For instance, infants do not learn to think from other people. Their curiosity allows them to think and develop their senses. (Huitt, 2003) Information processing applied as an approach in the classroom setting, gains broader meaning and undeniable importance. The theory recommends a variety of techniques and methods to make teaching more efficient. Information processing also provides several tools and procedures that teachers may use to enhance thinking skills and extend mental capacity among the students. The learning process through information processing starts with the activation of schema, defined as the state of existing knowledge structures prior to the introduction of new information. Schema is often altered to accommodate new information. Therefore, new information related to the learner’s schema is more meaningful to them. (NSW HSC Online, 2007) Activation of schema is followed by acquisition of new information by the learner. Information processing postulates that in processing and in the retrieval of information, it is necessary to ensure that information is significant to the learner for him to be able to relate previous knowledge or schema to new information. The information is processed to fit schema, or in some instances to complement schema. The information is then stored in the long-term memory for future retrieval. There are also various key concepts to remember in applying information processing theory in the classroom setting. First, it is easier to remember significant information. Learners remember information that is interesting and relevant to their personal lives. Second, words are easily remembered based on their position in the text. For instance, words written in the beginning and in the end are easier to remember than words written in the mid area of the text. Third, repetition is efficient for memory retention. Memory retention is best improved through repetition and practice. Fourth, learning should be systematic. When learners make lists to organize lessons learned, information is easier to remember. Fifth, much effort should be exerted in processing information. Information that is processed in depth is easily stored in the long-term memory. Sixth, information processing is affected by schema. If information does not relate to a person’s schema, then there would difficulty in information processing. Lastly, there is a necessity to provide advance organizers for students. Advance organizers aids and prepares the learner for the next lesson. (Huitt, 2003) In the classroom setting, the teacher must come up with a lesson plan that follows a thorough procedure. Systematic procedures must be followed in information processing because there are limitations to memory capacity and thinking processes. Teachers must make sure that purpose of the previous step is achieved before moving on the next step. For instance, activation of schema comes first before the processing of information. To follow this step, the teacher must first provide stimulus that catches the attention of the students. Consequently, the learner perceives and processes this information in his sensory registers and short-term memory, allowing him to respond to the stimulus. The next step is to ensure that the information you teach is retained in the learner’s long-term memory. This can be achieved by following key concepts previously enumerated. In applying information processing in the classroom setting, keep in mind that its primarily goal is for students to learn by enhancing memory retention and maximizing information processing and capacity. The teacher must be guided with the key concepts and principles governing information processing theory to achieve greater success in meeting educational goals and objectives. References Hall, R. (2007). Information Processing Theory. Retrieved November 22, 2007. http://medialab. umr. edu/rhall/educational_psychology/2001/vl2a/info_new. html Huitt, W. (2003). The Information Processing Approach to Cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved November

Schema as an Active Recognition Device | Experiment

Schema as an Active Recognition Device | Experiment Written report of a cognitive psychology experiment. Schemas are integrated chunks of knowledge stored in memory allowing us to form expectations and make sense of the world. Rumelhart and Norman (1988) described schemas as having variables or slots where schemas vary in the amount of information they contain and overlap to relate together to form systems. For example, a schema for a picnic may be part of a larger system of schemas including ‘meals’, ‘outings’, and ‘parties’ (Gross, 1996). Therefore, suggesting schemas to be active recognition devices where we try to make sense of ambiguous and unfamiliar information in terms of our existing knowledge and understanding. Bartlett (1932) argued that we rely on schemas as well as content to remember stories. Based on his findings of participants recalling a story â€Å"The War of the Ghosts† from a different culture, Bartlett (1932) found that distortions increased over successive recalls and most of these reflected the participants’ attempts to make the story more like a story from their own culture. Changes from the original story included rationalisations, which made the story more coherent as the story was shortened and phrases changed to be more similar to their own language, participants failed to recall unfamiliar details such as the ghosts, and they elaborated certain content and altered its importance (Bartlett, 1932). Therefore, the changes made the story easier to remember. Bartlett (1932) concluded that the changes to the story on recall showed that the participants were actively reconstructing the story to fit their existing schemas and that schemas affect retrieval rather th an encoding or storage. Other evidence suggested schemas influence comprehension and retrieval. For instance, Bransford and Johnson (1972) argued that schemas often influence comprehension processes rather than retrieval. Presenting participants with a passage in which it was hard to determine which schemas were relevant Bransford and Johnson (1972) found that participants who heard the passage without a title recalled an average of only 2.8 idea units compared to the participants who were given the title who recalled an average of 5.8 idea units. Bransford and Johnsons (1972) study show that the title acted as a useful retrieval cue. Anderson and Pichert’s (1978) research showed that a person’s perspective could guide retrieval of information. For instance, Anderson and Pichert (1978) asked participants to read a story about two boys playing in a house from one of two perspectives, that of a home-buyer or that of a burglar and to write as many of the stories detail they could recall. The participants asked to recall the story again but with half of the participants in the home-buyer condition recalling the story from the perspective of a burglar and half of the participants in the burglar condition to recall the story from the home-buyer perspective. Anderson and Pichert (1978) found that people recalled new information following the change of schema. Anderson and Picherts (1978) findings suggested that schemas play a critical role for readers in selectively attending to elements of a passage that is significant for recall. Therefore, this study aims to replicate the Anderson and Pichert (1978) stud y to see if there would be a significant difference in the recall for participants who changed schema compared to the recall of the participants who did not change schema. Participants: Purposive sampling selected a sample of 40 participants: 20 males and 20 females, age range of 20 to 25 for males and 20 to 26 for females, mean ages 20.5 and 32.7 years respectively. Participants were randomly assigned to one of two groups; home-buyer schema group and the burglar schema group. Design: The study used a repeated measures design, with two conditions: condition A (no change schema) and condition B (changed schema). The IV being the number of story details recalled correctly and the DV measured was recall accuracy for the change in schema perspective. Controlling for order effects, half of the participants of each group were randomly assigning to condition A and half to condition B for the second recall task. Materials: The materials used were the story used in the original study by Anderson and Pichert (1978) about two boys who played truant from school and spent the day at the home of one of the boys because no one was home that day. The story contained many details, of which some were expected to be more salient for a person with a home-buyer schema, such as attractive grounds, leaking roof, and damp basement; and other details more salient for a person with a burglar schema, such as valuable coin collection, nobody home on Thursdays, and an expensive TV. Part B of the Productive Vocabulary Levels Test (PVLT) (Laufer and Nation, 1995) was the ‘filler’ task used before the first recall of the story. Before instructions for the second recall participants were asked to count backwards from 99 until asked to stop as a ‘filler’ task before the second recall, with the stopping cut off point was 30. Procedure: The participants were randomly assigned to one of two groups: one group was told to imagine that they were looking for a house to buy (‘home-buyer’ schema group). The other group was told to imagine that they were burglars looking for a house to break into (‘burglar’ schema group). Working with one group at a time, participants were given a story to read about two boys who played truant from school and spent the day at the home of one of the boys because no-one was home that day, and were given two minutes to read the story. Next, the participants were instructed, to complete the (PVLT) test for twelve minutes. When the twelve minutes were up the participants were told to stop the test and to write down as many of the details of the story they could recall. When the participants had completed the first recall task, they were instructed to count backwards from 99 until told to stop. The participants were asked to stop counting at the count of 30, and then han ded envelopes containing standardised instructions for the next stage of the study. Half the participants received instructions asking them to recall the story a second time from the same perspective, the other half of the participants were given instructions asking them to recall the story a second time from the other perspective. For example, half of the participants who had imagined they were home-buyers were asked to imagine they were burglars (the other half kept imagining being home-buyers), and half of those who had imagined they were burglars were asked to imagine they were home-buyers (the other half kept imagining being burglars). Once participants had read the instructions, they were asked to write down as many details of the story they could recall for a second time. When the second recall task was completed, debriefing took place and the participants were thanked for their participation. This standardised procedure was used for both groups. Ethical considerations: For ethical reasons the following steps were taken Firstly, during gaining consent before the participants’ participated in the study it was explained that the true nature of the study would not be explained until the debriefing after all measures were taken. However, the participants were reassured that their participation will be kept anonymous and that the study was not a test of their intelligence or mental abilities and that they were free to withdraw at any time during the study. Finally debriefing at the end of the study took place informing the participants of the true nature of the study, and that they could withdraw from the study. The debriefing also ensured that the participants suffered no distress during the study. Recall results were collected for the first and second recall tasks and the details recalled which related to the schema perspectives were recorded. Mean scores were calculated for the correct recall of schema related details from the first recall task (table 1). The data was analysed with the anaylsis of variance (ANOVA) showing that there was a significant effect for the number of story details recalled by the participants with different schemas F = 4.49, p The data was analysed with the analysis of variance (ANOVA) (table 3) showing a significant main effect of changing interaction F = 4.3, p Schema theory research has assumed that explicit thought about a schemas topic or an encounter with relevant information can activate a schema. Bransford and Johnson (1972) argued that schemas often influence comprehension processes rather than retrieval where Anderson and Pichert (1978) argued that schemas influence the retrieval of information. The aim of this study was to replicate Anderson and Pichert’s (1978) study, claiming that people store information when reading a passage, which they fail to produce when recalling the passage after changing schemas. This study was a replication of Anderson and Pichert’s (1978) study which predicted that participants who changed schemas would recall more information related to the ‘new’ schema than ‘new’ information for their original schema. An anaylsis of variance (ANOVA) statistical test showed a significant effect if the type of recall presented, showing that the participants who changed schemas re called more additional information which was previously unrecalled than the participants who did not change schemas. These findings supported Anderson and Pichert’s (1978) claims that correct recall resulting from the retrieval of knowledge are strongly influenced by the perspective taken during perception and cognition of the retrieved information. It has been show, that schemas provided after learning can affect recall. For example, when participants are given an additional perspective at test (e.g. home-buyer) may use this perspective as a retrieval cue and remember additional information (e.g. leaky roof) (Anderson and Pichert, 1978). Besides increasing correct recall, use of schemas post encoding may also lead to bias and memory errors. For example new information learned after the fact can activate a schema which participants then use to reconstruct the original events. Lotus and Palmer (1974) demonstrated this phenomenon in their classic study that questioned participants about a slide show they had just seen. One question asked how fast the cars were going when they â€Å"hit† or â€Å"smashed† into each other. One week later, those whose question read smashed were more likely to report seeing broken glass. Post encoding use of schema research has focused on correct recall (e.g. Anderson and Pichert, 1978) or on memory distortions resulting from post event information, which strongly implied the biased memory. This study controlled confounding variables by testing the participants in two separate groups and getting them to carry out a ‘filler’ task between first and second recall. In addition, for each group half the participants were assigned to the no change schema condition and the other half assigned to the changed schema condition for the second recall task to control for order effects. The participants were deceived of the true nature of the study to control for participants expectancies, to ensure that schema change was the only variable manipulated while all other variables are held constant so as not to affect the results. In summary the findings of this study showed, there to be a significant difference in the recall of additional information for the changed schema than for the additional information recalled for the original schema compared to the additional information recalled by the no change schema group. Showing that schemas are active recognition devices and play a critical role in reading where readers selectively attend to details of a passage that is significant to recall and that schemas strongly influence our retrieval of information. As the study used undergraduate students, who have plenty of experience in reading for text from different perspectives future research would benefit from looking at how schema change influences recall when reading from a studying perspective or reading from an entertainment perspective in primary school children. References Anderson, R.C. and Pichert, J.W. (1978) ‘Recalling of Previously Unrecallable Information Following a Shift in Perspective’. Journal of Verbal Learning and Verbal Behavior, 17: 1-12. Bartlett, F.C. (1932) Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press. Bransford, J.D. and Johnson, M.K. (1972) ‘Contextual Prerequisites for Understanding: Some Investigations of Comprehension and Recall’, Journal of Verbal Language and Verbal Behavior, 11: 717-726. Gross, R. (1996) (3rd Ed.). Psychology: The Science of Mind and Behaviour. London: Hodder Stoughton. Laufer, B. and Nation, P. (1995) ‘Vocabulary Size and Use: Lexical Richness in L2 Written Production’, Applied Linguistics, 16: 307-322. Lotus, E.F. and Palmer, J.C. (1974) ‘Reconstruction of Automobile Destruction: An Example of the Interaction between Language and Memory’, Journal of Verbal Language and Verbal Behavior, 13: 585-589. Rumelhart, D.E. and Norman, D.A. (1988) ‘Representation in memory’, In R.C. Atkinson, R.J. Herrstein, G. Lindzey, and R.D. Luce. (2nd Ed.) Steven’s Handbook of Experimental Psychology. New York: John Wiley and Son: 511-587.

Slaughterhouse-Five Essay: Three Themes of Slaughterhouse-Five

The Three Themes of Slaughterhouse-Five Kurt Vonnegut did a great job in writing an irresistible reading novel in which one is not permitted to laugh, and yet still be a sad book without tears. Slaughterhouse-five was copyrighted in 1969 and is a book about the 1945 firebombing in Dresden which had killed 135,000 people. The main character is Billy Pilgrim, a very young infantry scout who is captured in the Battle of the Bulge and quartered to a slaughterhouse where he and other soldiers are held. The rest of the novel is about Billy and his encounters with the war, his wife, his life on earth, and on the planet Tralfamador. There are 3 themes in the novel Slaughterhouse-Five, that stick in the readers mind as they read through this novel. Perhaps the most obvious theme in Slaughterhouse-Five, is the war and its contrast with love, beauty, humanity, innocence, etc. Vonnegut manages to tell the reader in Slaughterhouse-Five, that war is bad for human kind and that it would be better for people to love one another. To find the war's contrast with love is quite difficult, because the book doesn't talk about any couple that was cruelly torn apart by the war. For example, Billy didn't seem to love his wife very much. Vonnegut expresses it very lightly and uses the word "love" very rarely. Yet when he does, he uses it effectively. He tries to look for love and beauty in things that seemingly are neither lovely nor beautiful. For example, when Billy was captured by the group of Germans, he didn't see them as a cruel enemy, but as normal, innocent people: "Billy looked up at the face that went with the clogs. It was the face of a blond angel, of a fifteen-year-old boy. The boy was as beautiful as Eve" (... ...e eyes of Tralfamadorians: "When a Tralfamadorian sees a corpse, all he thinks is that the dead person is in bad condition in the particular moment, but that the same person is just fine in plenty of other moments. Now, when I myself hear that somebody is dead, I simply shrug and say what the Tralfamadorians say about dead people, which is 'So it goes,'" (Vonnegut, p.27). Even with the contrast and the differences between these three themes, Vonnegut makes them all mesh in this novel. If Slaughterhouse- Five was the first novel the reader has ever read, they would appreciate this style of writing and black humor that Vonnegut portrays throughout Slaughterhouse- Five. It would make the reader wish that they would have discovered him earlier and read his books long before now. Vonnegut, Kurt Jr. Slaughterhouse-five. NewYork: Dell Publishing Co. 1969.

Advice - Is it Better to Give than to Receive? Essay -- Personal Narra

Advice - Is it Better to Give than to Receive? Advice and the language it’s given in can work only if the person in need of it can handle what is being said to them and accept it. Otherwise it just goes in one ear and out the other. Advice to me needs to be spoken in a calm and rational way or I tend not to listen to it. It can be advice from parents, relatives, friends, colleagues, or just about anyone, even myself. Advice given to me when I was younger was a lot different than when I got older. I tended not to listen to my parents. At nine and ten, they gave me an allowance. I saw it as money to run out and spend on candy. They saw it as a learning opportunity and a chance to instill a value system in me. At first I didn’t take the advice, in fact it took years to realize the im...

Storm Born Chapter Sixteen

I slept the rest of the day and most of the following one as well. Only the essentials got me out of bed – food, the bathroom, one phone call, and a meeting with Volusian after Kiyo had to leave for Phoenix. I was dozing around dinnertime that second day when Tim's angry voice in the living room woke me up. â€Å"No! I don't care. She needs to sleep, okay? I'll give her the message, but stop calling.† I'd heard Tim use that tone only on a few people, so I had a good idea whom he spoke to. For whatever reason, despite having never met, he and Lara hated each other. Throwing on my robe, I shuffled out to the living room and saw him talking on my cell phone. The only progress we'd made in cleanup thus far was to sort of clear a walking path through the debris. He pulled the receiver from his face. â€Å"It's that bitch secretary of yours. I wouldn't have answered except that she keeps calling and calling. I told her you can't take – â€Å" I reached for the phone. â€Å"It's fine. I need to talk to her.† Glaring, he handed it over. â€Å"Did your asshole roommate just call me a bitch?† demanded Lara. â€Å"He has no right – â€Å" â€Å"Let it go,† I ordered. â€Å"Tell me what's up.† â€Å"Well, I got your message. Did the shoes show up?† â€Å"Yeah, they're great. What about the witch?† â€Å"I set it up. He's going to come ward the place tonight. He'll need you to let him in.† â€Å"No prob. I won't be here, but Tim will.† â€Å"Okay, and about the other thing†¦Ã¢â‚¬  â€Å"Yeah?† A long pause. â€Å"Well, I don't think I heard that part of the message right. It sounded like you said you needed a dress too.† â€Å"I do need a dress.† Silence. â€Å"What's the matter? Didn't I leave you my size?† â€Å"Yeah, you did, it's just that†¦a dress? I mean, you've asked me to get you some pretty crazy stuff before – and I'm still kind of uneasy about that one time with the nitroglycerin – but this is really out there, even for you.† â€Å"Oh, stop it. Just take care of this.† I wasn't keen on the dress either, but Volusian had insisted during our earlier bedside strategy session. If things fell into place with Dorian, I'd be attending an Otherworldly party on Beltane rather than waiting for an attack back here. Volusian had insisted I start making arrangements. What an age we lived in when spirit minions advised on fashion. â€Å"Any special requirements?† I considered. â€Å"Nothing bridesmaid or prom-ish. Think cocktail party. Simple. But elegant.† â€Å"Sexy?† â€Å"Moderately.† â€Å"Color?† â€Å"As long as it looks good.† â€Å"All right. Got it. I'll have it by next week. Oh, yeah, Wil Delaney called again.† â€Å"You don't have to let me know anymore. I sort of take it as a given by now.† â€Å"So you don't want to return it?† â€Å"No.† We disconnected, and I hit the shower. Beltane eve, the big night, was fast approaching. Tonight was the warm-up. The night I made my deal with the devil. After digging out my dusty blow-dryer, I dried and brushed my hair until it gleamed. I didn't usually go for makeup – not having the patience – but a little foundation went a long way to hide the small bruises on my face from yesterday's blowout. I considered mascara superfluous with already dark eyelashes, but when combined with some smoky eye shadow, it did make my eyes look bigger. More lipstick, and I barely recognized myself. I didn't look slutty or anything, but it had certainly been a long time since I'd looked so polished. I considered a skirt but couldn't go that far. Instead, I opted for tight jeans and the new half-heeled sandals. The tank top I selected was olive green, the same color as my moleskin coat, with thin straps meant to rest slightly off the shoulder. Each strap had a tiny ruffle along its edge, as did the low, cleavage-showing scoop neckline. Examining my reflection, I couldn't help a wistful sigh. I looked better tonight than I had when I met Kiyo. If only he could see me now. I spritzed on some Violetta di Parma, grabbed my coat and weapons, and headed for the door. Tim nearly fell out of his chair when he saw me. â€Å"What are you doing? Are you going out? You can't do that! Not after what happened yesterday.† â€Å"I'm feeling better,† I lied. Actually, it was only partially a lie. Did I feel good? No. Did I feel better than yesterday? Yes. â€Å"You're crazy.† â€Å"Sorry. Got business that can't wait.† â€Å"Dressed like that?† he asked skeptically. Ignoring him, I drove out to the gateway in the desert. The transition to the Otherworld was a little rough in light of my weakened physical state, but I managed. Volusian and Nandi waited for me at the crossroads when I arrived. Finn hadn't felt like showing. It was one of the downsides of not having him bound to me. We set out along the road. Shortly into the walk, I realized wearing heels was the Worst Idea Ever. I took them off and carried them the rest of the way. If I was going to keep seeing Dorian, I would need to leave an anchor at his place to facilitate crossings. â€Å"Don't cross his threshold without asking hospitality first,† warned Volusian. â€Å"They'll disarm you before you can enter. You don't want to do that without protection.† I agreed, though I didn't like the idea of disarming in the first place. No one ambushed us this time, and I practically walked up to the gates without incident. The guards recognized me and locked into a defensive stance, weapons drawn. â€Å"Our mistress comes in peace,† said Nandi mournfully. â€Å"She would speak with the Oak King and ask his hospitality.† â€Å"Do you think we're stupid?† asked one of the guards, eyeing me watchfully. â€Å"Not exactly,† I said. â€Å"But I do think you were here last time and saw that I didn't cause any trouble. Maybe you also noticed I spent a lot of time in your king's bedroom. Trust me, he'll want to see me.† They conferred briefly and finally sent one of their number away. He returned minutes later, granting me admittance and hospitality – once they had indeed disarmed me. They walked me through the same hallway as before but not up to the throne room door. Instead, we wound deeper into the keep until we stood at a set of glass doors leading out to some sort of garden or atrium. â€Å"Our lord is outside,† explained one of the guards, about to open the doors. Volusian blocked his way. â€Å"Get a herald to announce her. She's not a prisoner anymore. And use her titles.† The man hesitated, glanced at me, and then called for a herald. Moments later, a stout man dressed head to foot in teal velvet hurried in. He looked at me and swallowed nervously before opening the doors. A handful of elegantly dressed gentry stood out in the gardens, glancing up at our entrance. â€Å"Your majesty, I present Eugenie Markham, called Odile Dark Swan, daughter of Tirigan the Storm King.† I winced. Yikes. I'd had no idea I'd had that much appended to my name now. The soft conversation dropped. Apparently I should get used to having this effect while attending social events in the Otherworld. From inside, I had expected a small courtyard type of garden, but this looked like it stretched out indefinitely. The grass was still green, but many of the trees had leaves in orange, yellow, and red. None were the dying brown of late autumn. These showed the perfect, beautiful hues one saw at autumn's finest. Heavy apple trees laden with fruit clustered in corners, and in the air, I could just faintly smell a bonfire and mulling spices. It was earlier in the day here than when I'd left Tucson. The end of the afternoon was giving way to twilight, the sky painted in shades of gold and pink that rivaled the leaves' splendor. Torches on long poles were set up to offer light. The group parted, and Dorian strode forward. His red hair streamed behind him, and over a simple shirt and pants, he wore a robe-type garment made of wine-colored satin and gold brocade. I approached him, and we met in the middle. My spirits waited near the doorway. â€Å"My, my. What a lovely surprise. I didn't think I'd see you again so soon.† Dorian reached for my hand, and this time I let him take it. A flicker of mischievous amusement glinted in his eyes at this small concession, and I knew I had already piqued his curiosity. â€Å"I hope you don't mind me dropping in like this.† He kissed my hand, just as Kiyo had yesterday. Only Dorian's kiss was less of a hope you get better kiss and more of an imagine my lips in other places kind of kiss. â€Å"Not at all.† He drew his lips back and laced his fingers with mine. â€Å"Come. Join us.† I recognized a couple of the gentry standing there from dinner. The other two people hanging around looked like servants, waiting anxiously with long mallet-type things in their hands. I peered at them, then at the wickets spread out in the grass. â€Å"Croquet? You're playing croquet?† Dorian's face broke into a grin. â€Å"Yes. Do you play?† â€Å"Not in years.† The gentry played croquet? Who knew? I supposed it was technologically simple as far as games went. It made more sense for them to play that than video games. â€Å"Would you like to now?† I shook my head. â€Å"You're already in the middle of something. I'll just watch.† â€Å"As you like.† He took a proffered stick from one of the servants. Watching him line up a shot, I could see he intended to hit his ball and knock out an opponent's near a wicket. A faint breeze ruffled his hair and the folds of his robe, and he had to take a moment to brush the fabric out of his way. When he finally hit his ball, it went wide, considerably away from his opponent's ball. â€Å"Ah, well. It was close. I nearly had it, don't you think so, Muran?† Muran, a lanky guy dressed in lavender, jumped at being addressed. â€Å"Er, uh, y-y-yes, your majesty. Very close. You were almost there.† Dorian rolled his eyes. â€Å"No, I wasn't. It was an abominable shot, you wretched man. Let Lady Markham have your turn. Give her your mallet.† Now I jumped. Lady Markham? But the aforementioned Muran practically shoved the thing at me. Hesitantly, I approached his ball. I was pretty sure I'd been ten the last time I'd played, off visiting one of my mom's aunts in Virginia. Remembering Dorian's hang-ups on his robe, I paused to slip off my coat. A servant immediately raced over to take it from me, folding it neatly over his arms. I turned back to the ball and mallet, sizing up the shot. I tossed my hair back over one shoulder and hit. The ball half-skittered, half-rolled through the grass and went through one of the wickets. â€Å"Exquisite,† I heard Dorian say. I glanced back at him but saw he wasn't watching the ball at all. His eyes were all over me. I tried to return the mallet to poor Muran, but Dorian wouldn't hear of it. He made me finish the game in Muran's stead. As we played, I immediately picked up on something peculiar. Dorian was a terrible player – too terrible to be real. He was obviously faking it, but his subjects could not bring themselves to do better than their king. So they too faked their own sort of appalling game play. Watching it was comical. I felt like I was in a scene from Alice in Wonderland. Having no such qualms about winning, I played normally, and even with aching muscles and no practice, I won pretty handily. Dorian couldn't have been happier. He clasped his hands together, laughing. â€Å"Oh, outstanding. This is the best game I've played in years. These sheep won't know what to do now.† He glanced at his fellow players and beckoned them toward the building. â€Å"Go, go, your shepherd is tired of you all.† I watched them go. â€Å"You don't really treat them†¦respectfully.† â€Å"Because they deserve none. Did you see the preposterous way they acted in that game? Now imagine that happening every second, every day of your life. That's what it's like to be royalty, to live at court among courtiers. Be happy you have no true throne yet. It's all simpering and groupthink.† I almost heard a touch of bitterness in his light voice. Almost. A servant handed my coat back, and Dorian addressed her and a couple of guards. â€Å"Lady Markham and I are going to take a walk now through the eastern orchard. Seeing as she's dressed for business, I imagine she wants to speak alone. Follow, but keep your distance.† Turning, he offered me his arm again and led me off into one of the garden's winding turns, into a dense apple orchard. Like the other trees I'd seen, these were filled with fruit. Still more apples lay on the ground, round and red and waiting to be eaten. When we were sufficiently alone, I said, â€Å"I'm not dressed for business, not in these shoes. I was dressed for business the last time I was here.† He gave me a sidelong look. â€Å"Women who show up looking as lovely as you do after barely stomaching my presence last time do not come on pleasure. They come for business.† â€Å"You're a cynic.† â€Å"A pragmatist. But, business or pleasure, it becomes you.† He sighed happily. â€Å"I do so wish more of our women would wear pants like those. The warriors often do but not nearly so tight.† â€Å"Thanks†¦I think.† We walked on at a leisurely pace while the sky turned orange and scarlet. â€Å"So I imagine you've changed in other ways since our last encounter. The very fact that you've come here so congenially indicates as much.† â€Å"Yes.† I narrowed my eyes. â€Å"You know, I don't appreciate you telling me that Storm King bedtime story when all the time you knew I didn't know what was going on.† â€Å"Mean, perhaps. But also amusing – were you in my place. Besides, I did you a service of sorts. I provided necessary background information, Lady Markham.† â€Å"Don't say ‘Lady Markham.' It sounds weird.† â€Å"I've got to call you something. Our normal rules of etiquette don't exactly outline anything for your situation. You are the daughter of a king without a kingdom. You are royalty but not quite royal. So you are addressed like a noble.† â€Å"Well, then, only use it in public. Or stick to ‘Odile.'† â€Å"What about ‘Eugenie'?† â€Å"Fine.† Silence fell between us. The orchard seemed to go on forever. â€Å"Do you want to tell me why you're here yet? Or should I think up some other pleasantries to discuss?† I repressed a laugh. Dorian played flamboyant and scattered, but he wasn't a fool. â€Å"I need a favor.† â€Å"Ah, so it is business after all.† I stopped walking, and he stopped with me. Looking down at me, he waited patiently, his face pleasantly neutral. I shivered as another breeze stole through, and he took my coat from me, helping me slip it on. I wrapped my arms around myself, grateful for the coat's warmth. Sexy was cold. â€Å"I conjured a storm yesterday.† â€Å"Did you now?† His voice held less levity and more calculation. â€Å"What happened?† I told him the story, just as I had for Maiwenn and Kiyo. â€Å"What were you thinking when it happened?† At first, I thought he was chastising me. Sort of like when you do something stupid and your mom asks, Are you insane? What were you thinking? â€Å"Like how I felt? What was going through my head?† He nodded. â€Å"I don't know. I guess I went through a lot of moods. When it all started†¦I mean, I felt the same as for any other attack. Planned out what I would do, focused for a banishing. But once my mom got involved†¦I started to lose it.† â€Å"And when Corwyn had you trapped?† â€Å"Who?† â€Å"The elemental. He was one of Aeson's men. The spirits you banished came back telling tales, though admittedly, no one's heard this part, seeing as you didn't leave any witnesses.† â€Å"I felt†¦scared. Weak. Defenseless.† â€Å"You don't strike me as someone who's scared a lot.† â€Å"No, actually. I'm scared all the time. Stupid not to be. What's that saying? Only the dead are without fear? Or is that hope? Dunno. At that point, I sure as hell didn't have any hope either. I felt like I was out of options.† â€Å"And so you chose the only option left to you.† â€Å"I didn't choose it exactly. Not consciously.† â€Å"No. But sometimes our souls and the secret parts of our minds know what we need.† He walked over to a large, sheltering maple tree. Presumably it too had those wonderful colors, but the near-darkness made such things impossible to see. Taking off his robe, he spread it on the ground and sat down, leaving space beside him. A moment later, I sat down as well. â€Å"So what have you come to ask me, Eugenie Markham?† â€Å"You already know. I can hear it in your voice.† â€Å"Hmm. So much for crafty subterfuge.† â€Å"I need you to teach me how to use the magic. So it doesn't take over again. I don't want to kill someone the next time I freak out.† â€Å"Or,† he added, â€Å"you just might want to kill someone with it. On purpose, that is.† â€Å"Maybe.† I shivered. â€Å"I don't know.† He didn't speak right away. The darkness around us grew deeper. â€Å"What you did to Corwyn was akin to using a brick to swat a fly when much finer, much simpler methods would suffice. The storms you can conjure are great and powerful things, absolutely. The gods know your father made effective use of them. But I think you'll find your real power is in controlling the storm's finer elements. A child can throw paint on a canvas; a master works with fine brushstrokes. You learn the small things, and then the storms will be second nature.† I took a deep breath. â€Å"So can you teach me? Will you teach me?† Even in the dark, I knew he had that laconic smile on his face. â€Å"If someone had told me during our last meeting that we'd have this conversation, I would have flogged him for insolence.† â€Å"I don't have anyone else to go to. Maiwenn offered, but she doesn't have – â€Å" â€Å"Maiwenn?† he interrupted. His tone startled me. â€Å"When did you talk to her?† â€Å"After the attack.† I explained the circumstances of our meeting. When he didn't respond, I grew defensive. â€Å"There's nothing wrong with that. If anything, it's kind of nice to have someone on my side who doesn't want to see me get pregnant and take over the world.† â€Å"And for that very reason, you shouldn't trust her. I want to see Storm King's heir born. Therefore, I have good reason to make sure you stay alive. She does not.† I remembered thinking how Maiwenn would have had a lot less to worry about had I died in the attack. â€Å"She didn't seem so sinister,† I replied haltingly, suddenly struck by a thought. If Maiwenn's noble philosophy involved killing me, then would Kiyo follow her in that? â€Å"The sinister ones never do.† â€Å"You're just trying to sway me to your side.† â€Å"Well, of course. I'd be trying to do that regardless of her involvement.† I sighed. It was all plots and posturing after all. Above all else, Dorian was still one of the gentry. â€Å"Maybe coming here was a mistake.† â€Å"Coming here was the smartest thing you've done so far. So tell me, what will you give me for teaching you to control your power?† â€Å"You can't get something for nothing, huh?† â€Å"Oh, please. Don't sound so superior. I helped you last time without asking anything in return, and now here you are again asking more of me. You demand a lot of the gentry you consider so greedy.† â€Å"Fair enough.† I leaned against the tree a little. â€Å"If you'll help me†¦I'll let†¦I'll let people think we're, you know†¦Ã¢â‚¬  There was a pause, and then his warm laughter filled the orchard. â€Å"Sleeping together? Oh, you really have made my night. That's not fair. Not fair at all.† I blushed furiously in the dark. â€Å"You'll one-up Aeson. He'll think I'm willingly giving you what he tried to take by force.† â€Å"And all the while, I'll actually be getting nothing except tantalizing glimpses of you in outfits like this.† â€Å"I'll cover up more if it makes a difference.† â€Å"What would make a difference is if you were sleeping with me for real.† â€Å"That's not fair either. Not for a few magic lessons.† â€Å"‘A few'?† He laughed again, his voice carrying the kind of incredulity that seemed to amuse rather than upset him. Jesus. Did nothing bother this guy? â€Å"My dear, it's going to take more than ‘a few' lessons to quell that storm in you, pun intended. Especially with your temper. It's going to make focus hard.† I felt indignant. â€Å"Hey, I've been focusing since I was a kid. I can clear my mind in the middle of a fight to banish spirits. I go to trance in seconds.† â€Å"Perhaps,† he conceded grudgingly. â€Å"But I'm still not sure this is fair. You'll be getting more than lessons. Assuming you are my ‘lover,' people will be hesitant to assault you. You'll find your status soaring.† â€Å"Christ. Nothing gets past you, does it? Apparently Volusian and I have a lot more to learn about subterfuge too.† â€Å"Who?† â€Å"My servant.† â€Å"Ah. The sullen one with red eyes?† â€Å"Yes.† He made a disapproving click with his tongue. â€Å"He's both dangerous and powerful. You're brave to keep him.† â€Å"I know. I couldn't send him to the Underworld, so I bound him to me.† â€Å"If I helped you, we could probably send him on.† The thought astonished me. With Volusian securely in the world of death, I'd probably be a lot safer. As though reading my mind, Dorian added, â€Å"Things will get nasty if he ever breaks loose on you.† â€Å"I know. He tells me on a regular basis – in graphic detail. Still†¦he's been useful. I think I'll keep him around for a while.† We sat quietly in the darkness again. I realized it must be getting past the castle's dinner hour. Part of the reason for showing up at this time had been to get invited to dinner. With gentry pride in hospitality, Volusian had thought it would please Dorian to show off his resources, especially since being half-gentry meant I could safely eat in this world now. Finally, a legitimate perk to all this insanity. I half-smiled imagining a hall full of hungry gentry, pounding their silverware on the table. With the way everyone danced around Dorian's moods, however, I had no doubt they'd wait hours if need be. â€Å"If you're going to pretend to be my lover, it will involve more than just say-so. You've seen how free we are with our affections in public. If you keep ten feet away from me, no one's going to believe it.† I froze, suddenly remembering that other dinner. I hadn't entirely considered the implications. He chuckled softly, a low and dangerous sound beside me. â€Å"Oh, yes, you didn't think about that, did you?† He was right. I'd figured Dorian and me disappearing into his bedroom for lessons would be convincing enough. But now I had to picture sitting on his lap, letting him touch me and kiss me. I had trouble with the image. He was one of the gentry, the beings I'd hitherto kept a wary eye on and tracked down my whole life. Discovering Kiyo's true nature had been a shock to my system, one I was slowly starting to reconcile. How could I handle someone who was completely of the Otherworld? Yet†¦the more I hung around Dorian, the easier it became to think of him as just a person. Weird or not, there was something comfortable about being with him. So, yeah. I could handle this. Maybe. It was just a little making out, right? It wasn't sex. And wasn't it a small thing to ensure I didn't tear anyone else apart inadvertently? â€Å"I'm not going down on you or anything,† I warned, using flippancy to cover my discomfort. He laughed again. â€Å"As saddening as that is, it might actually be too much. You're human enough that they'll expect some modesty.† Small blessings. â€Å"All right. I'll hold up my half if you hold up your half.† â€Å"Well, in distribution, I think I'm actually doing three-quarters of the work here. But yes, I'll do the same. Shall we shake on it? Isn't that how you humans seal a deal?† I extended my hand in the darkness, and he took it. Suddenly, he pulled me to him and kissed me. I immediately pulled back, aghast. â€Å"Hey!† â€Å"What? You don't expect to have our first kiss in public, do you? We want to be convincing, remember?† â€Å"You're a sleazy bastard, you know that?† â€Å"If you truly believe that, then maybe you'll feel better finding another teacher.† I thought about that. Then I leaned forward and tried to find his lips in the darkness. I didn't realize I was shaking until his hands gripped my arms. â€Å"Relax, Eugenie. This won't hurt.† I took a deep breath and calmed myself. Our lips found each other. His reminded me of flower petals, soft and velvety. Whereas Kiyo was all about animal passion and aggression, Dorian seemed more about†¦precision. I suddenly remembered his metaphor about the difference between slapping paint on a canvas and fine brushstrokes. Don't get me wrong, Dorian wasn't exactly sweet and chaste. There was heat in those soft lips. He seemed to want to draw out the experience, almost in a taunting way, so much so that I found myself impatient and eager when his tongue finally darted in between my lips. He pushed it farther into my mouth, the rest of the kiss intensifying. He smelled like cinnamon and cider, like all the good things in an autumn night. Finally, he pulled away. â€Å"You're still afraid of me,† he noted, amused by that fact just like everything else. â€Å"Your body still won't relax.† â€Å"Yes.† I swallowed. It had felt good, the kind of good that sends heat down your body and makes your toes – and other parts – curl. But my fear had underscored it all, that fear of gentry and otherness that I still couldn't quite shake. It was a weird combination, physical pleasure mingling with fear. Very different from the way it was with Kiyo – physical pleasure mixed with a larger, all-encompassing sense of chemistry and mutual affection, despite my unease over his half-kitsune heritage. â€Å"I can't help it. This is all still strange for me. Part of me says it's wrong. It's hard to change what I've always believed overnight, you know.† â€Å"Do you want to go back on the deal?† I shook my head. â€Å"I don't go back on my deals.† I could feel him smiling in the darkness. He leaned over and kissed me again.

Executive Summary Victoria Chemicals Essay

Problem Definition: The organization, Victoria Chemicals, must determine whether or not to improve engineering efficiency through facility improvements at its production plant Merseyside Works. Relevant Facts: The Merseyside Project was evaluated with respect to the following criteria: (1) Impact on earnings per share (2) Payback (3) Discounted cash flow (â€Å"DCF†) and (4) Internal Rate of Return (â€Å"IRR†). The initial assessment of this project was based on assumptions challenged by the experts at Victoria Chemicals. This analysis reflects a more conservative approach that includes potential risks of cannibalization, loss of sales following reconstruction of Merseyside and the purchase of rolling stock in 2010. Analysis Summary: The Merseyside Project met Victoria Chemicals’ internal criteria for consideration of projects despite the introduction of potential risks into the analysis of the projection (Exhibit 1). The NPV was GBP 9.24 million with an IRR of 20.2%. The payback period is 5.5 years and the average annual addition to EPS was minimal but positive. The cannibalization of sales from Rotterdam was included by reducing sales volumes by 5% for the first five years (Exhibit 2). Further, the affect of closing the factory for construction was modeled by reducing sales volumes to 99% for the first five years to reflect the fact that certain purchasers (approximately 1%) may be lost during this time but eventually recovered. Lastly, the purchase of rolling stock in 2010 was included because it reflected the anticipated growth of the firm in other areas that were included in the projection and as such neglecting to include this cost would be false representation of the anticipated growth. Factors that were ignored in the initial projection that increase the attractiveness of the project were added to this analysis including the inflation rate of 3% and the removal of preliminary engineering costs. Conclusion/Recommendations: It is recommended that Victoria Chemicals go forward with the Merseyside Project. This project meets the specified performance hurdles despite the inclusion of potential threats. One major concern of the project is that the payback period is delayed to over 5 years under this assessment and the average annual addition to EPS is minimal. The declining EPS during the initial stages of the project make the organization more vulnerable to a corporate raid. However, polypropylene is priced as a commodity and as such, the only way to improve financial performance is to improve manufacturing cost efficiency. Further, the educated shareholder will recognize that the declining EPS is due to investment in capital assets and is not necessarily a reason to sell shares. Thus, while the capital investment in this project and shutdown for construction may be damaging in the short-term to EPS, in the long-term it will improve profit margins significantly has potential to earn an NPV of GBP 9.24 mill ion.

Unemployment and Crime in the Society Research Proposal

Unemployment and Crime in the Society - Research Proposal Example Unemployed persons who engage in criminal activities represent an individual matter that should not be associated with unemployment per se. Unemployed people are ready and willing to take work anytime if it is offered to them. They are ready to work and earn a decent living, but the challenge is the scarcity of job opportunities to absorb all the employment. The aim of this study is to examine the relationship between crime and unemployment in the society. The investigation will involve the convicts of various crimes in society in a selected region in U.K. between the 1990 and 2013. The investigation will be conducted using questionnaires, observations, and interviews, and will target about two hundred respondents and gather details regarding the cause of conviction, respondents’ occupation prior to prior to conviction and the duration of imprisonment. The outcome of the investigation will be used to establish the extent to which unemployment has contributed to the crimes in t he society and the effect of law in deterring crimes in the society. Even though many people associate unemployment with criminal activities, the current increase in crime rate in the society is as a result of a failure of the security structures to deal with offenders and redress justice for the victims of crimes. Crimes are unlawful conducts stipulated by the state in the constitution of the country. The law specifies what is unlawful and the consequences of engaging in the unlawful conducts. There are many arguments that associated increase in the rate of unemployment with increasing rate of crimes in the society. Some researchers have linked poverty and unemployment of the youth to increasing criminal activities, and they argue that if the government does come up with strategies to curb the increasing poverty due to unemployment the society will be chaotic and uncontrollable.

The Reliability of Structures Essay Example | Topics and Well Written Essays - 4250 words

The Reliability of Structures - Essay Example Natural structures are those that are not built by people. Their occurrence takes place naturally. On the other hand ‘manufactured structures’ are usually built by people. Many of the manufactured structures are modelled in accordance to some natural structures. Structures when are classified on the basis of their design, categories like ‘mass structures’, ‘layered’, ‘frame structures’, ‘shell structures’ etc. are found. Mass structures are built by piling up similar materials to reach a specific design or shape. Coral reefs and mountains are some of the examples of natural mass structures. On the other side dams, brick walls and sand castles are mass structures that are built by people. A major advantage of mass structures is that their strengths are little affected if some small parts are lost. Mass structures are often found to be having a ‘layered’ look. For instance, pyramids of Egypt are having a layered structure. There are four major factors that are important in order to avoid failure. First of all the structure has to be heavy enough so that it stays in place. Secondly structure must not be so heavy that it affects the earth unevenly. Thirdly the structure has to be thick enough so that one cannot make out of place and finally it must be anchored tightly. Another important type of structure is ‘frame structure’. In case of this structure there is a skeleton which is built of strong materials. This skeleton is then filled with other materials that support the overall structure. Some of the examples are partition walls, load-bearing walls. Shell structures, on the other hand are the structures in which the shape of the structure is kept without any frame or even solid materials inside the structure. The strength and rigidity of this type of structure is dependent on a thin outer layer of materials. Thanks to its