Breaking away essays

Breaking away essays The move breaking away is about four teenage high school graduates name Dave Stohler, Mike, Cyril and Moocher. Dave the main character has decided to spend the year hanging out and having a good time with his friends. Breaking Away is about the hostility between the college fraternity students at Indiana University and the locals called cutters, which are Dave and his friends. Dave is a very talented bicycle rider and wants to be like the Italian racers.   He idolizes the Italian racing team, because he enjoys bicycle racing to the point that he imitates them.   He won many local races without breaking a sweat.   He poses as an Italian exchange student to get Katherine, a sorority girl, to like him. Cyril was beaten up after a sorority girl informed the frat guys the "outsiders" were singing to Katherine.   Mike was enraged when he found out and arranged a fight between the two groups at a local bowling alley. This movie is about the differences between the wealthy frat students and the locals.   Dave and his three friends are not doing anything with their lives after high school.  Mike is jealous of the fact that the frat students are still involved in sports because he used to be a high school quarterback and challenges a swimming race, which he lost.   Throughout the movie the friends start to separate because they realize they want different things in life.   Moocher goes and gets married and wants to move to Chicago to follow in his father's footsteps. Cyril plans to retake the college entrance exams even though he won't get a basketball scholarship.   Dave gets a job at his father's car dealership after being treated unfairly by the Italian team at the exhibition race when they threw a bar in his front wheel.   In the movie they spend a lot of time fighting with the frat boys because they are jealous of their upbringings.   In the movie the school frowns on the feud between the two groups.   The school decides ...

Deregulating Telecommunications

Deregulating Telecommunications Until the 1980s in the United States, the term telephone company was synonymous with American Telephone Telegraph. ATT controlled nearly all aspects of the telephone business. Its regional subsidiaries, known as Baby Bells, were regulated monopolies, holding exclusive rights to operate in specific areas. The Federal Communications Commission regulated rates on long-distance calls between states, while state regulators had to approve rates for local and in-state long-distance calls. Government regulation was justified on the theory that telephone companies, like electric utilities, were natural monopolies. Competition, which was assumed to require stringing multiple wires across the countryside, was seen as wasteful and inefficient. That thinking changed beginning around the 1970s, as sweeping technological developments promised rapid advances in telecommunications. Independent companies asserted that they could, indeed, compete with ATT. But they said the telephone monopoly effectively shut them out by refusing to allow them to interconnect with its massive network. The First Stage of Deregulation Telecommunications deregulation came in two sweeping stages. In 1984, a court effectively ended ATTs telephone monopoly, forcing the giant to spin off its regional subsidiaries. ATT continued to hold a substantial share of the long-distance telephone business, but vigorous competitors such as MCI Communications and Sprint Communications won some of the business, showing in the process that competition could bring lower prices and improved service. A decade later, pressure grew to break up the Baby Bells monopoly over local telephone service. New technologies- including cable television, cellular (or wireless) service, the Internet, and possibly others- offered alternatives to local telephone companies. But economists said the enormous power of the regional monopolies inhibited the development of these alternatives. In particular, they said, competitors would have no chance of surviving unless they could connect, at least temporarily, to the established companies networks- something the Baby Bells resisted in numerous ways. Telecommunications Act of 1996 In 1996, Congress responded by passing the Telecommunications Act of 1996. The law allowed long-distance telephone companies such as ATT, as well as cable television and other start-up companies, to begin entering the local telephone business. It said the regional monopolies had to allow new competitors to link with their networks. To encourage the regional firms to welcome competition, the law said they could enter the long-distance business once the new competition was established in their domains. At the end of the 1990s, it was still too early to assess the impact of the new law. There were some positive signs. Numerous smaller companies had begun offering local telephone service, especially in urban areas where they could reach large numbers of customers at low cost. The number of cellular telephone subscribers soared. Countless Internet service providers sprung up to link households to the Internet. But there also were developments that Congress had not anticipated or intended. A great number of telephone companies merged, and the Baby Bells mounted numerous barriers to thwart competition. The regional firms, accordingly, were slow to expand into long-distance service. Meanwhile, for some consumers- especially residential telephone users and people in rural areas whose service previously had been subsidized by business and urban customers- deregulation was bringing higher, not lower, prices. This article is adapted from the book Outline of the U.S. Economy by Conte and Carr and has been adapted with permission from the U.S. Department of State.

Content Analysis (Conceptual)- How does New Mexico's (Albuquerque and Essay

Content Analysis (Conceptual)- How does New Mexico's (Albuquerque and Santa Fe) media (newspapers) portray issues of drought and water allocation in the state o - Essay Example The Albuquerque MSA population includes the city of Rio Rancho, one of the fastest growing cities in the United States, a hub for many master-planned communities which are expected to draw future businesses and residents to the area. According to the United States Census Bureau, Albuquerque has a total area of 181.3 square miles (469.6  km ²). 180.6 square miles (467.8  km ²) of it is land and 0.6 square miles (1.6  km ²) of it (0.35%) is water. The metro area has over 1,000 square miles developed. Albuquerque lies within the northern, upper edges of the Chihuahuan Desert ecoregion, based on long-term patterns of climate, associations of plants and wildlife, and landforms, including drainage patterns. Located in central New Mexico, the city also has noticeable influences from the adjacent Colorado Plateau Semi-Desert, Arizona-New Mexico Mountains, and Southwest Plateaus and Plains Steppe ecoregions, depending on where one is located. Its main geographic connection lies wi th southern New Mexico, while culturally, Albuquerque is a crossroads of most of New Mexico.†(Albuquerque, 2007) Wikipedia goes on to further detail the geography of the region as follows: â€Å"Albuquerque has one of the highest elevations of any major city in the United States, though the effects of this are greatly tempered by its southwesterly continental position. The elevation of the city ranges from 4,900 feet (1,490  m) above sea level near the Rio Grande (in the Valley) to over 6,400 feet (1,950  m) in the foothill areas of the Northeast Heights. At the airport, the elevation is 5,352 feet (1,631  m) above sea level. The Rio Grande is classified, like the Nile, as an exotic river because it flows through a desert. The New Mexico portion of the Rio Grande lies within the Rio Grande Rift Valley, bordered by a system of faults, including those that lifted up the adjacent Sandia and Manzano Mountains, while lowering the area where

Virtual Norms To Live By Case Study Example | Topics and Well Written Essays - 1250 words

Virtual Norms To Live By - Case Study Example The virtual world makes it possible to interact with each other without being physically present. The availability of email, chat rooms, video conferencing, texting and calling on mobile and landline phones makes virtual collaboration more convenient. As it is with groups working face-to face, virtual teams also need norms to live by. Karten (2003) explains that team norms should be formed in order for team members to be guided accordingly as to how they interact, communicate and conduct themselves as members of the team. It follows that such norms should be agreed upon and clearly understood and interpreted by all the members of the group. Norms are not really set in stone. Should some norms prove to be ineffective or unsuitable already to the group, then they may be amended. I have enumerated ten norms that I believe will work with virtual teams and help them work together better. Communication Norms 1. Be open to each other’s ideas. Give each other the chance to communicate them and listen well without judgment. Objectively listening to other people’s ideas can actually be an enriching experience. Richmond & McCroskey (2005) defines organizational communication as â€Å"the process by which individuals stimulate meaning in the minds of other individuals by means of verbal or nonverbal messages in the context of a formal organization.† (P. 20). ... When one sends a message to another team member, it may be possible that the recipient is not online to receive the message at that particular moment, so the sender needs to give allowance of time before his message is received and acknowledged. It must be considered that members are not online on a round-the-clock basis and is also living a life offline that is has no relation to the project. This should be clearly understood so that disappointments are avoided. If there is an urgent message to be expected, one should be informed by mobile phone right away so he can check his email. 3. Acknowledge receipt of messages. In relation to the previous communication norm, it is but polite to acknowledge the receipt of a message so that the sender is aware. If there is a question in the message, it needs to be answered by the recipient as soon as he can so there is less time wasted on waiting. 4. Ask questions if things are not clear. This is a very basic practice. Members should not be int imidated to ask questions because it is crucial that they are clear on what they should do. If one is unsure of what to do and just goes by what he just feels is right without clarifying with the others, he might end up doing it wrong, hence, repeating the whole process. Asking questions and getting the right answers for it saves the team a lot of time and effort. 5. Always be motivating to others. Members of a team should be constantly motivated and encouraged to go on with the tasks in order to achieve the set goals. Motivation may come in many forms - intrinsic motivation or the inner drive to learn which leads to personal fulfillment; extrinsic motivation, which consists of rewards or a prize for

Comparison and Contrasts of Literary Work Essay Example for Free

Comparison and Contrasts of Literary Work Essay In my paper I will be comparing and contrasting two literary works of a short story and a poem. The short story and poem I chosen to compare and contrast is â€Å"Story of the Lost Son† (Gospel of Luke) and â€Å"The Boxer† (Paul Simon and Brue Woodley. On my paper I will be writing about the similarities and differences between the short story â€Å"Story of the Lost Son† and the poem â€Å"The Boxer†. My paper will be given you the insights on a short story and poem can be similar in one way, but also different in another. In the short story of â€Å"Story of the Lost Son† it was about a poor father with two sons and the youngest son wanted to go out in the world on his to get what was coming to him. In the poem â€Å"The Boxer† you have a poor boy who want to leave home and go out in the world and make something for his self but couldn’t because he didn’t have the money for it. In the first paragraph I will be talking about the short story of the â€Å"Story of the Lost Son† (Gospel of Luke). In the short story â€Å"Story of the Lost Son† it was about a poor family with just a father and two sons. The father had some land and money put up for his two sons when they was ready to be on their own. So that they could have a little something rather than go out on their own nothing. When the youngest son found out that his father had that for them he goes and tells his father that he was ready to be on his own and he was ready to get what he had coming to him. His father’s told him he wasn’t ready because he was still just a boy but he argues that he was ready. When he left from home he got marry and blew all his money in just a month and didn’t had any way to get it back. So what he had to do was run back home and apologies to his father to see if his father would accept him back home even though he ran off knowing that his father was trying to tell him he wasn’t ready. But for him being stubborn and hardheaded he didn’t know what the income would be. In this paragraph I will be talking about the poem â€Å"The Boxer† by Paul Simon and Brue Woodley (1968). In â€Å"The Boxer† they are talking about a poor boy who was from a family who didn’t have nothing and been promise so much, but didn’t receive it. Realizing that all of it was just a lie he set off on his own it search for something better for him and his family. Stranded in a railroad stations surrounded by workmen with wages he found his self with the rest of the ragged people begging for quarters. He had his mind set to find a job, but he didn’t get any offers from any jobs. Being in New York City he found his self lonesome and homesick, because he was all by his self it a city he didn’t know. At those times he would catch his self in the street of the Seventh Avenue with the rest of the people who didn’t have anything to do. That’s when he started boxing and always relied on his two gloves to give him the comfort he need. Young boy never went back home since he left. The similarities that these two literary works have in common are that they both were young boys who were poor and they left home. In the short story of â€Å" Story of the Lost Son† the youngest left home with the little money his father gave him to because he claim that he was ready to be on his own. And then in the poem of â€Å"The Boxer† he was also a young boy leaving his home to go somewhere else because he thought he would do better out there away from their family. But if you read both works, you would realize that they both boys came from a poor family try to find somewhere else to go to better their self. What else these two literary works have in common is the theme because they are both from a poor family with nothing going out there in the to make something out of their selves. The differences between the short story and the poem are a whole lot. In â€Å"Story of the Lost Son† the youngest son left home because he didn’t want to follow the rules his father was giving him and he thought he was ready to be out there on his own but he wasn’t. And then he blew all the money his father gave him because he got marry and less than a month he didn’t have nothing left and he went back home begging and telling his father sorry because he thought his father wouldn’t let him come back. How the poem â€Å"The Boxer† different is that you have a young boy leaving home to find something better for him and his family. He didn’t leave home, because he wanted what was coming for him, he left to better his self. Both literary work the character left home on their own, but only one made something of his self and didn’t went back home begging his family to figure him. In conclusion my two literary works that I compare and contrast show you how two different literature a similar, but also different. They both was young people who left their family and home to go on their own but only one make something of their selves while the other return back home the same way they left. So what I’m trying to say I enjoy these two literature because they both show you the do’s and don’ts. If you go out there on your own and you came from nothing it best to fight so that you want feel like you waste your time.

Social Class in Charles Dickens Great Expectations Essay -- Great Exp

Social Class in Charles Dickens' "Great Expectations" During the 19th century, Britain was entering a new era. The reign of Queen Victoria had brought about many exciting propositions, with industry leading the way at the forefront. Due to the Industrial Revolution and the fact that Britain was being ruled by a woman, the action of 'Great Expectations' was occurring against the backdrop of major social and cultural changes. Although Britain, as a whole, was becoming exceedingly richer, the Industrial Revolution that was taking place also spawned great poverty. The working conditions in the factories were deplorable. Child labour was prevalent and the slums of large cities, such as London, bred transgression, crime and disease. Only men of property had the right to vote, so the proletariats were excluded from the political system, impeding the aristocrats to take any action on the matters of lower classed citizens. Women had few rights and little choice but to marry and upon doing so everything they owned, inherited and earned automatically belonged to their husband. It was in this underside of society and the injustices of life in Victorian Britain that Charles Dickens' found the material for his novels. These injustices are exactly what link Mrs. Joe Gargery, a downtrodden and poor blacksmith's wife, to Miss Havisham, an 'immensely rich and grim lady who lived in a large and dismal house'. Mrs. Joe Gargery and Miss Havisham may be of totally divergent classes, but they both suffer the detriments of life in Victorian Britain. Although Mrs. Joe Gargery and Miss Havisham are quite idiosyncratic and eccentric characters, they are both examples of very inexorable and domineering women. The eccentricitie... ...dumbfounded and destroyed, beyond the point of repair, and her quirky and peculiar idiosyncrasies fade away. Dickens' chose two very different female characters, which both helped and hindered Pips journey to becoming a gentlemen. In my opinion, I think Dickens' created these characters to show that in both ends of the social spectrum, there are still people who are not happy. Dickens' intended message about women that he tried to portray in this book is mixed. In Mrs Joe Gargery, he shows strength and dominance over men, where as in Miss Havisham, he shows total dependence on men, and we see her world fall to pieces without one. I think he decided to use such extreme characters to help readers understand and realise that not all women are the same. They can vary from being confident and domineering, to being dependant on others and very impressionable.

Hetrogenetiy of Problem Behavior in Male Adoloscents Essay

Often an incorrect interpretation or prognosis of an abnormal or extraordinary behavior pattern can draw the line between what is normal and acceptable, and what can suddenly be classified as a disorder or a disease. This paper aims to study the similarities between certain behaviors, and what factors can acts as differentiators between the two. The paper also emphasized how critical correct assessment is for correct prognosis, and that a treatment may thus, vary greatly from one disorder to another. Key concepts including â€Å"delinquency†, â€Å"antisocial behaviour†, â€Å"conduct disorder†, â€Å"conduct problems† and â€Å"externalising behaviour disorders† are often used interchangeably, however these concepts are far from identical (Connor, 2004). These are different definitions from different perspectives of psychology such as juvenile justice, clinical diagnostic/medical settings, psychometrics, and personality/social psychology in order to have a more complete understanding of antisocial behaviour and other related behaviours (Connor, 2004). Disorders that bear similar symptoms Antisocial behaviors are any acts that violate social rules and the basic rights of others. They include conduct intended to injure people or damage property, illegal behavior, and defiance of generally accepted rules and authority, such as truancy from school. These antisocial behaviors exist along a severity continuum. Disruptive Behaviour Disorder is used to describe a set of externalizing negative behaviour that co-occur during childhood; and which are collectively known as: â€Å"Attention-Deficit and Disruptive Behaviour Disorders† as outlined in the referred to collectively in the Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition (DSM-IV). The following are three subgroups of externalizing behaviors: †¢ Oppositional Defiant disorder (ODD) †¢ Conduct Disorder (CD) †¢ Attention Deficit Hyperactivity Disorder (ADHD) Conduct Disorder is aggression toward people and animals, destruction of property, deceitfulness, theft, and other serious social rule violations. Oppositional Defiant Disorder is characterized by negativistic, hostile, and defiant behaviors, such as losing one’s temper, arguing, defying rules, deliberately annoying others, blaming others for one’s behavior, and displaying anger or vindictiveness (Childhood Antisocial Behavior and Adolescent Alcohol Use Disorders). ADHD A mental disorder of childhood is at least three times as common in boys as in girls, characterized by persistent inattention, hyperactivity, or impulsivity. Brief History of Disorder classification In the medieval times, any deviation from norm was dealt with contempt, and any extraordinary behavior shown by people were said to be possessed by an evil spirit. Later, following Darwin’s theory of human evolution, Morel’s idea of degeneration was used to explain criminal behaviour. According to this concept, criminals were less evolved than normal human beings and that all psychopaths exhibited some degree of criminal behaviour. Physician and phrenologist Carl Otto (1824) was the one who initiated the evolvement of the term psychopathy. Although his method was scientifically invalid, he started the trend of what would be called psychopathy as a set of personality traits. The term â€Å"psychopathic† was first used by J. L. Koch (1891) to describe personality disorders as a result of biological causes. K. Birnbaum (1909) first used the term â€Å"sociopathy†, because it was felt that environmental factors were causes of the personality. Now, psychopathy, as defined by Hare’s revised Psychopathy Checklist, is associated with both personality traits and overt behaviour. (Source: How Does Conduct Disorder correlate with Phsychopathy) What are the factors in the patient’s history that will help determine whether the adolescent has a certain disorder or he is simply â€Å"acting out, and will eventually outgrow such behaviours Most of these disorders are generally and holistically classified as antisocial behavior. Antisocial behaviors tend to be consistent across social settings, such as school and home environments (Dishion et al. 1995). Although the inclination towards serious antisocial behaviors is quite steady across the lifespan, the manifestations of this propensity vary according to developmental stages. This concept has been termed â€Å"heterotypic continuity† (Moffitt 1993, extracted from Childhood Antisocial Behavior and Adolescent Alcohol Use Disorders ). For example, antisocial behavior that is interpreted as irritability and impulsivity in younger children may become criminal behavior once these children reach adolescents or adulthood. Antisocial behaviour is a heterogeneous phenomenon and encompasses a wide variety of behaviours and definitions as mentioned above. One way to distinguish subtypes of antisocial behavior is from the developmental perspective where current classification system (APA, 1994; Lahey et al. , 1998) and developmental pathways (Hinshaw, Lahey, & Hart, 1993; Loeber, 1990; Moffitt, 1993; Nagin, Farrington, & Moffitt, 1995; Patterson, Capaldi, & Bank, 1991; Shaw, Bell, & Gilliom, 2000) feature two different subtypes of antisocial behaviour: child-onset (also early-starter, aggressive-versatile) and adolescent-onset (late-onset, non-aggressive). This paper focus on adolescent on-set behavior, from the perspective of developmental pathways. Despite the extent of information gathered on Psychopathy, little is known about its developmental nature. Presumable, there are certain risk factors or distinct developmental pathways which correlate them to other groups of delinquents. Knowledge of such developmental risk factors will greatly enable psychologists and researchers related to this field to deal with the serious problem of Psychopathy. Some risk factors of psychopathy include a history of abuse, parental antisocial characteristics and related factors. It is also widely believed that phsychpathy is manifested at a young age (Hare 1991, Hart and Hare 1997, extracted from Individual and Familial risk factors for Adolescent physchopathy). However this does not mean that psychopathy manifested in adulthood has been developing in an early age. Certain risk factors are identified in the assessment and prognosis of a disorder. Risk factors are generally associated with earlier events or conditions that are associated with a negative outcome which has been caused or influenced (McBride, Individual and Familial risk factors for Adolescent physchopathy 1998). This includes factors which act within the environment of the individual, and may be casually or indirectly linked to a negative outcome are also referred to as risk factors. Thus, serious assessment of anti-social behavior in an early and timely intervention may be able to mediate these risk factors. Loeber and Stothamer Lober (1996) indicate that these conditions are cumulative and may lead to ‘stacking’, and may become resistant to change if not interrupted or mediated (Moffit 1990). It is important to understand that dynamic or changeable risk factors (such as knowledge about a childhood aggressive condition) are important in early identification of an adolescent disorder. Factors such as poor parenting or poor parental monitoring are important to be identified at an early age and thus can be monitored and treated, preventing it from becoming a an aggressive and adolescent delinquency in the future (Loeber and Stothamer Lober 1986). These factors are mutable through treatment, and prevents the accumulation of antisocial behavior in aggressive adolescents (Kazdin 1987). Twentieth century theorists report that parental care is a key characteristic in the development of child behavior. Theorists have suggested that poor family attitudes and interactions fail to provide the attachments that could leverage children into socialized life-styles (e. g. , Hirschi, 1969). Poor home environments manifest antisocial characteristics in their children and associate them with disengaging themselves from their environment (e.  g. , Sutherland and Cressey, 1974). Reports based on two adolescents studies have addressed this issue. Both studies have used data collected by the Youth in Transition project from adolescents at ages 15 and 17 years (Bachman and O’Malley, 1984). Delinquency related to parent-adolescent interaction was studied by Liska and Reed (1985); their analyses suggest that attachment or interaction with parents inhibits delinquency, which in turn, promotes school attachment and stronger family ties. Wells and Rankin (1988) considered the effectiveness of various dimensions of direct control on delinquency; their analyses suggest that restrictiveness, but not harshness, inhibits delinquency, however these studies do have their limitations as they were made using the same database, but none of the same parameters to conclude the relationship between the variables (adolescent studies from Youth in Transition project extracted from Mc Cord Family Relationships, Juvenile Delinquency, And Adult Criminality). Many suggest that psychopathy disorders, such as antisocial behavior, are also genetically inherited (Hare 1993.  Forth and Burke 1998, Lykken 1995, (source: Individual and Familial risk factors for Adolescent physchopathy 1998). Parents who are psychopathic also behave violently towards their children, thus instilling seeds of similar behavior into them. Children who have displayed signs of aggressiveness also may not culminate into aggressive adolescents with disorders or psychopathy as suggested by studies done by White, Moffits, Earls, Robins and Silva, 1990 (Individual and Familial risk factors for Adolescent physchopathy 1998). Aggression in a proportion of boys emerges early in life and is usually accompanied by ODD symptoms (Loeber et al.  , 2000, extracted from Oppositional Defiant and Conduct Disorder: A Review of the Past 10 Years, Part I). DSM-IV prescribes that the diagnosis of CD should not be made when behaviors are in reaction to their immediate external environment or influences, an example would be of an aggressive adolescent living in a high-crime area (Oppositional Defiant and Conduct Disorder: A Review of the Past 10 Years, Part I). There is a consensus among delinquency studies of both official and self-report data, showing an increase from childhood through adolescence in the prevalence of nonaggressive CD behaviors (Achenbach et al.  , 1991; Stanger et al. , 1997); these include behaviors such as theft, breaking-and-entering, and fraud (e. g. , Loeber and Farrington, 1998; Loeber et al. , 1998a). More studies show that the prevalence of clandestine conduct problems increases from childhood through adolescence (Loeber and Stouthamer-Loeber, 1998). However, studies also give evidence that certain forms of aggression (such as physical aggression) has shown to decrease during the same period (Lahey et al. , 1998; Loeber and Hay, 1997; Loeber et al., 1991). However, more violent forms of aggression, such as robbery, rape, and attempted or completed homicide, tends to develop more during adolescence (Oppositional Defiant and Conduct Disorder: A Review of the Past 10 Years, Part I) What are the important factors that the clinician should assess? Often during clinical assessment, when investigation is conducted, external factors and information from parents and key influencers are extracted to determine the behavior of children and adolescents. It is, however, important to understand that children and youth in subject are essential informants regarding CD because their covert acts are not always noticed by adults. It is essential to combine the important informants diagnosis and results to establish the correct diagnosis and assessment, however much of this is missing. Even minor changes or difference in diagnostic criteria can produce large variations in prognosis leading to incorrect assessment and treatment of disorders. A comparison of DSM-1II and DS2v1-III-R diagnoses on the same sample showed that between DSM-III and DSM-III-R ODD became 25% less prevalent and CD became 44% less prevalent (Boyle et al. , 1996; Lahey et al. , 1990 extracted from: Oppositional Defiant and Conduct Disorder: A Review of the Past 10 Years, Part I). Diagnostic Assessment The assessment of Conduct Disorder, for example, requires collecting data from multiple informants, such as parents, teachers, colleagues, in different settings using varying methods over time, in order to develop more realistic assessment and information about the subject in question. Contact with medical, school, social service, and juvenille justice personnel should be established to obtain more realistic informationd . A history of the patient should be gathered including the patient’s prenatal and birth history, substance abuse by the mother, maternal infections, and medications taken during as well as post-pregnancy. The adolescents’ history should cover problems of attachment, temperament, aggression, oppositional behavior, attention, and impulse control . Complete investigation of any physical and sexual abuse, both as a victim and perpetrator, should be dealt with in detail. DSM-IV target symptoms, and the course of their development, should be reviewed. The quality and quantity of peer relationships should be assessed . Obtaining information about the patients’ performance at school is imperative. Data from intelligence testing, achievement test, academic performance, extra-curricular behavior, and interaction as well as other behavioral reports should be gathered and analyzed. Referral for intelligence testing, speech and language assessment, testing for learning disability, and neuro-psychiatric testing may further help in establishing relevancy of the diagnosis and further prognosis and assessment. Family assessment is an essential part of the evaluation and should include details of the family’s stlye of coping and dealing with situations; socioeconomic status of the family as well as history of social and economic stressors, social support, rehabilitation etc should be obtained. How the parent has been dealing with adolescent, managing his behavior, and addressing the disorder’s relevance to the adoloscents’ life should be investigated. Any sign of parent’s harshness towards the adoloscent, abuse/neglect, and any abnormal inconsistency should be noted. A history of family antisocial behaviors, including incarceration, violence and physical or sexual abuse of the patient or other family members should be investigated as all of these have effects on the adolescents’ ultimate behavior and development. The family should be screened for any history of ADHD, CD, substance use disorders, specific developmental disorders (i. e. , learning disabilities), or any other personality disorders. Also included are any information on adoptions and placements in foster care and institutions and any behavior experienced there by the patient. An evidence of a physical evaluation specifically within the last twelve months is necessary for prognosis. Physical condition including pulse rate is useful or any medical history is important so that treatment can be planned accordingly. Other medical and neurological conditions, with especial focus on central nervous system (CNS) pathology (head injury, seizure disorder, or other CNS illness), chronic illnesses, etc should be evaluated. Any other relevant medical examinations should be conducted during the assessment. As mentioned above an interview with the patient, which can precede the parental interview, should cover the same aspects that are covered in the interview with the family; these include family history, the patient’s personal substance use and sexual history (including sexual abuse of others). DSM-IV target symptoms may be detected by interviewing parents and other informants, and perhaps not directly from the patients’ interview. A close observation of the patient’s capacity for attachment, trust, and empathy; tolerance, anger and expression should be conducted during the interview; the patient might convey his/her capacity to show restraint, accept responsibility for actions, and experience of guilt. A close assessment of factors such as cognitive functioning; mood, affect, self-esteem, and suicidal potential; presence and quality of peer relationships (loner, popular, drug-, crime-, or gang-oriented friends); and disturbances of ideation (inappropriate reactions to the environment, paranoia, dissociative episodes) may be the factors which can differentiate the CD from other disorders .

Japanese Foreign Policy and Economic Aggressions

A major part of Japan†s history from the late Nineteenth Century up to 1914 was military aggression. During this period there were many economic, social and political pressures that facilitated military expansion. Japanese militarism manifested on the Asian mainland in wars, aggression and military presence on foreign soil. Japan†s foreign policy was influenced by it†s government, education, religion and social structure. Economic pressures facilitating military expansion up to 1914. Japan was a new consumer economy that had changed from feudal economy in a very short time period of forty years. This caused many problems and in the 1890†³s Japan was in a severe economic depression and Japan was importing far more than they were exporting. Japan found it difficult to break into established overseas markets where countries had been trading for much longer than Japan. And so Japan was under pressure to expand it†s borders for raw materials and new overseas markets to sell to. Japan also wanted recognition from the western powers as a valuable market. During this time period there was also social pressures for Japan to expand. The traditional Bushido, the fighting spirit of Japan enabled the military to expand, as opposed to if Japan were a more peaceful, pacifist country. A change in social structure meant that anyone could become part of the army from the old class of the Samurai warriors. In 1873 conscription was introduced mainly from peasants to serve three years, with the motto, â€Å"Enrich the country, strengthen the army†. Another social pressure to expand was increased urbanisation. By 1907, Tokyo and Osaka had waterworks and other public facilities, but before this and in many other cities they had no amenities like modern sewerage systems. There was also pollution, a problem encountered by every country during industrialisation especially prominent due to the cramped conditions of Japanese cities. Political pressures also helped Japan to expand up to 1914. There were many changes to the political system that moved it towards a more centralised and democratic system. This meant that there was national power, which led to nationalism within the people of Japan. Despite this nationalism there was widespread discontent within Japan with new land tax on the peasants and low wages for workers in the cities. The government saw expansion as a way to distract them from their problems and focus on wars abroad. Again Japan wanted international recognition as a power, the government saw examples of other strong countries expanding like Britain in India and France in Indo-China. Japan needed this recognition for bargaining power with the Western Powers. Japanese Militarism manifested on the Asian mainland in the Sino-Japanese War(1894-95). This war was over China†s and Japan†s interest in Korea, where both countries wanted to influence the government and prevent Western influence. China had claimed control over Korea for many years, but as it was in such close proximity and was rich in the raw materials of coal and iron, Japan was interested. Japan forced Korea to trade and declare itself independent of China, while China continued to financially assist conservative officials in connection with the royal family. After troubles in Korea both countries sent in troops, but war was avoided by the signing of the Li-Ito Convention(1885). But in 1894 both China and Japan sent forces into Korea on the request of the King due to a rebellion. After this Japan refused to remove troops from Korea and so war was declared on 1st of August 1894. Western countries were amazed at how easily Japan defeated China. China had a large and fairly modern navy, but it†s army lacked trained men and so they lost badly. China did not have the modern warfare methods of Japan which soon had total control over Korea. China agreed to pay a large indemnity to Japan and to give all the trading privileges to Japan. Japanese victory marked the emergence of Japan as a major world power and demonstrated the weakness of the Chinese Empire. Later though the victory was dampened by the Triple Intervention of France, Russia and Germany, which forced Japan to return the Liaotung Peninsula to China. In the Russo-Japanese War(1904-05) Japanese forces also manifested on the Asian mainland. War began on the 8th of February 1904 when Japanese Navy launched a surprise attack on a Russian naval base in Port Aurthur. Russia had huge numbers of manpower but the war 8000km from Moscow, linked by only one railway and lacked support of the Russian people. Meanwhile Japan was within easy distance of the battle and although they had few soldiers in comparison they were well led and supported. After a long battle at sea where both parties had suffered high casualties the war was ended by the American President, Roosevelt. Russia was forced to recognise Japan†s intense interests in Korea, transfer the lease of the Liaotung Peninsula to Japan and give Japan power over the railway between Port Arthur to Mukden. Japan was refused their request of indemnity from Russia but was not willing to fight another war for it. The Russo-Japanese War forced Russia to abandon its expansionist policy in the Far East and it was the first time that an Asian power had defeated a European power. In 1910, Japan formally established a protectorate over Korea. The Japanese government assisted foreign policy and was influenced by it. The government was backed by the army, which was important as no government could continue without it. In return the government introduced conscription and provided monetary support. With a successful foreign policy, the government grew more confident in dealings with other countries. The Anglo-Japanese Alliance(1902) was a definite confidence booster for the government. By it, Japan and Britain agreed that if two powers attacked either then the other must help. Education also assisted in and influenced by the success of Japan†s foreign policy. In Japan education became compulsory in 1872, and was centrally run. The Japanese education system glorified the Emperor, and the idea that the interests of the nation is more important than one†s own. Uniformity and nationalism were incorporated into the education system along with obedience to authority, all attributes associated with the armed forces. In turn the education system grew more militaristic and praised Japan†s successes in foreign policy. Religion also helped foster a successful foreign policy. Shinto co-existed peacefully with other religions in Japan until the late 1870†³s when the modernizing government suppressed other religions and adapted Shinto teachings for government propaganda in support of the military. The government stressed that Shinto was the best religion as it wasn†t a foreign religion, like Buddhism and Christianity and so was better for the Japanese. Shinto taught loyalty, respect and obedience to the Emperor. And so the Emperor†s decisions in relation to foreign policy was not questioned. Religion was successfully influenced by Japan†s foreign policy as it became even more obedient to the Emperor and in the land that Japan acquired through their foreign policy, Shinto was spread. Japan†s social structure also assisted foreign policy. Japan†s social structure was organised in such a way that they were not to question authority, and so the armed forces did not have to look for approval of their foreign policy. In Japan it was considered a privilege, not a duty, to fight for one†s country. The social structure was influenced in the way it looked up to the military and as Japan became a world power with annexes in Korea and Taiwan, it boosted confidence and nationalism within all classes of society. Japan was pressured in economic, social and political areas to expand it†s borders. Japan†s military manifested on the Asian mainland during the Sino-Japanese War(1894-95) and the Russo-Japanese War (1904-05). Nationalism and Militarism filtrated into every aspect of Japanese life, including government, education, religion and social structure.

Santas Lap Christmas Improv Drama Game

'Santas Lap' Christmas Improv Drama Game Santas Lap is a variation on a theater game called Surprise Guests. As with that character guessing game, one person will leave the stage area and be out of earshot. The remaining cast members will then gather suggestions from the audience by asking them: Who should I be? The audience may suggest generic character types: cowboy, opera singer, cheerleader, or other suggestions. They may also suggest specific individuals: Walt Disney, Vladimir Putin, Queen Elizabeth, or characters from books or movies. Or, the audience can be encouraged to offer bizarre suggestions, such as: A man without any bonesA woman who is madly in love with pastaA child who fears candy How to Play After each cast member has received a character, all then form a single-file line. The person playing Santa enters in character, and the scene begins. Santa may be played in a very genuine sort of way (think Miracle on 34th Street), or he may be portrayed as a disgruntled mall Santa (as in A Christmas Story). After Santa interacts with the audience or perhaps with an elf employee, the first character in line sits on Santas lap. (Or they can just approach Santa if sitting is not appropriate to the character.) As Santa asks what the person wants for Christmas, he will also engage in a conversation that will deliver funny little clues about the identity of the character. As with Surprise Guests, the goal isnt so much to correctly guess the character. Instead, the performers should focus on humor and character development. Make the most of the interaction between Santa Claus and his mystery lap-sitter. After the lap-sitter has been identified, then Santa moves on to the next person in line. Note: In order to make the improv game more dynamic, Santa should feel free to move from his chair, taking the characters to see his workshop, sled, or reindeer barn. Tips To help plan a successful improv event, check out these tips: You wont need a ton of space for this question-and-answer guessing game, but you will want at least five people to play. If you have that few, you can rotate people in and out of the audience and can rotate the people being Santa in different rounds, as each round will move quickly. If you have a lot of people, you can still rotate Santa after a particular number of characters guessed, such as every 10, or after a certain length of time, say 15 or 20 minutes, depending on how Santa is doing.If children are involved in the game, take their knowledge of famous people or characters into account when choosing the subjects.When coming up with your subjects, the more creative you can be, the more lively the game will be. Having someone pretend to be a data entry clerk, for example, will not be as spirited for the actor as, say, a skydiver with a fear of heights. Get an emotional element into the character suggestion when possible. This can also help the actor to think up what he or she wan ts from Santa for Christmas, as the character will have a need of something built into his or her role from the start.

Heres How to Calculate pH Values

Here's How to Calculate pH Values Heres a quick review of how to calculate pH and what pH means with respect to hydrogen ion concentration, acids, and bases. Key Takeaways pH is a measure of how acidic or basic a chemical solution is.Normally, pH runs from 0 to 14.A neutral pH value is 7. A value less than 7 is acidic, while a value greater than 7 is basic.The formula for pH is  pH -log[H]. This means pH is the negative base 10 logarithm (log on a calculator) of the hydrogen ion concentration of a solution. To calculate it, take the log of the hydrogen ion concentration and reverse the sign to get the answer. Review of Acids, Bases, and pH Formula There are several ways to define acids and bases, but pH only refers to hydrogen ion concentration and is only meaningful when applied to aqueous (water-based) solutions. When water dissociates it yields a hydrogen ion and a hydroxide. H2O ↔ H OH- When calculating pH, remember that [] refers to molarity, M. Molarity is expressed in units of moles of solute per liter of solution (not solvent). If you are given concentration in any other unit (mass percent, molality, etc.), convert it to molarity in order to use the pH formula. Using the concentration of hydrogen and hydroxide ions, the following relationship results: Kw [H][OH-] 1x10-14 at 25 °Cfor pure water [H] [OH-] 1x10-7Acidic Solution: [H] 1x10-7Basic Solution: [H] 1x10-7 How to Calculate pH and [H] The equilibrium equation yields the following formula for pH: pH -log10[H][H] 10-pH In other words, pH is the negative log of the molar hydrogen ion concentration. Or, the molar hydrogen ion concentration equals 10 to the power of the negative pH value. Its easy to do this calculation on any scientific calculator because it will have a log button. This is not the same as the ln button, which refers to the natural logarithm. Example: Calculate the pH for a specific [H]. Calculate pH given [H] 1.4 x 10-5 M pH -log10[H]pH -log10(1.4 x 10-5)pH 4.85 Example: Calculate [H] from a known pH. Find [H] if pH 8.5 [H] 10-pH[H] 10-8.5[H] 3.2 x 10-9 M Example: Find the pH if the H concentration is 0.0001 moles per liter. pH -log[H]Here it helps to rewrite the concentration as 1.0 x 10-4 M because if you understand how logarithms work, this makes the formula: pH -(-4) 4 Or, you could simply use a calculator and take: pH - log (0.0001) 4 Usually, you arent given the hydrogen ion concentration in a problem but have to find it from a chemical reaction or acid concentration. Whether this is easy or not depends on whether youre dealing with a strong acid or a weak acid. Most problems asking for pH are for strong acids because they completely dissociate into their ions in water. Weak acids, on the other hand, only partially dissociate, so at equilibrium, a solution contains both the weak acid and the ions into which it dissociates. Example: Find the pH of a 0.03 M solution of hydrochloric acid, HCl. Hydrochloric acid is a strong acid that dissociates according to a 1:1 molar ratio into hydrogen cations and chloride anions. So, the concentration of hydrogen ions is exactly the same as the concentration of the acid solution. [H 0.03 M pH - log (0.03)pH 1.5 pH and pOH You can easily use the pH value to calculate pOH if you recall: pH pOH 14 This is particularly useful if youre asked to find the pH of a base since youll usually solve for pOH rather than pH. Check Your Work When youre performing a pH calculation, its a good idea to make sure your answer makes sense. An acid should have a pH much less than 7 (usually 1 to 3), while a base has a high pH value (usually around 11 to 13). While its theoretically possible to calculate a negative pH, in practice pH values should be between 0 and 14. This, a pH higher than 14 indicates an error either in setting up the calculation or else using the calculator.

IT Managers, Data Access and Privacy Research Paper

IT Managers, Data Access and Privacy - Research Paper Example Formally speaking, â€Å"protection of  data  from unauthorized (accidental or intentional) modification, destruction, or disclosure† is the definition.† (Its, 2012) as quoted at the Institute of Telecommunication Science Colorado. Data is everywhere around man. Present in different forms, it becomes of utmost importance when it holds value as information. The data pertinent to an organization needs to be kept from any alterations or maltreatment so as to prevent it from being damaged or being misused by unauthorized personnel. Thus the security that needs to be associated with all forms of data is referred to as data security. Privacy â€Å"Freedom from unauthorized intrusion† (Merriam-webmaster, 2012) is the formal way privacy may be explained. It may well be used interchangeably with data security as data also needs to be kept private in order to be secured. It is this Privacy that keeps the level of data and knowledge management at distinct levels within a n organization. The discussion further proceeds with how data security and privacy issues are catered with the IT managers and Project Managers respectively. Bottom of Form IT MANAGERS VERSUS PROJECT MANAGERS: Project managers as compared to IT managers bear limited responsibility. The main role of project managers is to manage and handover a working project to a company, Afterwards the IT managers take over the running and overall execution of that project. Both the managers can be compared in terms of employee volume as project managers maintain and manage a very limited crew throughout their task whereas IT managers manage and fulfill the IT needs of whole organization. The main activities performed through the information system of an organization are always monitored and tested under IT managers. The requirements of business process re-engineering are initiated by the IT management and it always seeks a better IT system for an organization. Project managers on the other hand te nd to reduce the workload by keeping the new requirements from springing up. IT managers are responsible for chipping in and processing the data of whole organization. This role demands imposition of certain ethical obligations regarding data sharing and security. The issue of data security is related to both i.e. organizational data (internal data, like personal data of employee etc.) and business data (external data like trade volumes and bidding details etc.). IT managers are responsible for safeguarding internal and external data. Regarding personal data of employee various hazards can easily be anticipated in case of any mishandling of data. For example all or few of the employee information like, employee history, increments, promotion evaluations, compensation offered by the company, previous employment record, salary amount, social security number and account information if leaked out, can not only be misused against that employee, but would also create a significantly negat ive impact on the whole organization. The usage and sharing of such information must be done under tightest scrutiny. The system designed for the purpose may be highly secure but the usage and sharing of data highly depends on the authorized IT personnel. There may be Standard Operating Procedures for data management and security but what if those rules are not properly enforced or followed.