The Republic Of Pakistan Essay Example For Students

The Republic Of Pakistan Essay Dominion Republic(Speech)Thank You, ladies and gentlemen. Now, we, The Republic of Pakistan, as wefeel it is our sole duty to do so, would hereby like to take theopportunity to affirm and acknowledge the statements ejaculated by TheDominion Republic. First, we would like to state the present situation of Brazil: Brazil isin trouble! Economic crisis are just too much. Social distress is alsopondering amongst the citizens. Dreams of a golden future have nowpractically run out. It is in so much trouble, that it holds the worldlargest foreign debt of $130 (Yes, one hundred and thirty),BILLION dollars!Ladies and gentlemen, there are numerous upon numerous examples which wecan share with you to clarify how Brazils economy is, to put it bluntly,IN THE PITS! But, you and I have already heard enough examples we needfrom The Dominion Republic themselves. It is no doubt that the governmentof Brazil is lacking in practically every respect. SOMETHING MUST BE DONE!We can not let this continue yet further, as it will then be even moredifficult to come out of it later. Here is what the Dominion Republicpurpose:To put a price freeze on all goods and services. What this would do, isresult in a decrease of Brazilian inflation hence, saving the econ omy. We will write a custom essay on The Republic Of Pakistan specifically for you for only $16.38 $13.9/page Order now This must be done! Ladies and gentlemen, there is a solution to everyproblem, unfortunately, the Brazilian government does not seem veryinterested in the remedies. HOWEVER, we, The Republic of Pakistan, feelthat the opportunity should be given to The Dominion Republic to helpassist in the damaged society. One may ask, why is Pakistan interested in such a resolution? Well, weknow how governments are. They are interested PURELY IN THEMSELVES! TheBrazilian government is just like the Kashmir government (but thatsanother speech). They do what he want, and do NOT give a 2 cents about thepublic. We know where The Dominion Republic is coming from, and we expressour concern as such. So, please, ladies and gentlemen: Acknowledge thelack of decency the governments posses, and help us rise from thisdisaster; only with the help of the United Nations, can we overcome thisdilemma. I thank you, ladies and gentlemen, for listening to us thus far. And Ialso hope that you understand and acknowledge our concern, as well as theconcern of The Dominion Republic. All our intentions are laid ourclearly, we only hope that you will allow The Dominion Republic theopportunity to prove ourselves. ThankYou.

Bony Fish Facts

Bony Fish Facts Most of the worlds fish species are categorized into two types: bony fish and cartilaginous fish. In simple terms, a bony fish (Osteichthyes)  is one whose skeleton is made of bone, while a cartilaginous fish (Chondrichthyes) has a  skeleton made of soft, flexible cartilage. A third type of fish, including eels and hagfish, is the group known as Agnatha, or jawless fish.   The cartilaginous fish include sharks,  skates,  and  rays.  Virtually all other fish fall into the class of bony fish which includes over 50,000 species. Fast Facts: Bony Fish Scientific Name: Osteichthyes, Actinopterygii, SacropterygiiCommon Names: Bony fish, ray-finned and lobe-finned fishesBasic Animal Group: FishSize: From below a half inch to 26 feet longWeight: Well under an ounce to 5,000 poundsLifespan: A few months to 100 years or longer  Diet:  Carnivore, Omnivore, HerbivoreHabitat: Polar, temperate, and tropical ocean waters as well as freshwater environmentsConservation Status: Some species are Critically Endangered and Extinct. Description All bony fishes have sutures in their neurocranium and segmented fin rays derived from their epidermis. Both bony fish and cartilaginous fish breathe through gills, but bony fish also have a hard, bony plate covering their gills. This feature is called an operculum. Bony fish may also have distinct rays, or spines, in their fins. And unlike cartilaginous fish, bony fish have swim or gas bladders to regulate their buoyancy. Cartilaginous fish, on the other hand, must swim constantly to stay afloat.     Mint Images/Getty Images Species Bony fish are considered to members of the class  Osteichthyes, which is subdivided into two main types of bony fish: Ray-finned fishes, or ActinopterygiiLobe-finned fishes, or Sarcopterygii, which includes the coelacanths and lungfishes. The subclass Sarcopterygii is made up of about 25,000 species, all characterized by the presence of enamel on their teeth. They have a central axis of bone that acts as a unique skeletal support for fins and limbs, and their upper jaws are fused with their skulls. Two major groups of fishes fit under the Sarcopterygii: the Ceratodontiformes (or lungfishes) and the Coelacanthiformes (or coelacanths), once thought to be extinct. Actinopterygii includes 33,000 species in 453 families. They are found in all aquatic habitats and range in body size from under a half inch to over 26 feet long. The Ocean sunfish weighs up to over 5,000 pounds. The members of this subclass have enlarged pectoral fins and fused pelvic fins.  Species include Chondroste, which are primitive ray-finned bony fishes; Holostei or Neopterygii, the intermediate ray-finned fishes like sturgeons, paddlefish, and bichirs; and Teleostei or Neopterygii, the advanced bony fishes such as herring, salmon, and perch.   Habitat and Distribution Bony fish can be found in waters all around the world, freshwater and saltwater both, unlike cartilagenous fish who are found only in salt waters.  Marine bony fish live in all the oceans, from shallow to deep waters, and in both cold and warm temperatures. Their lifespans range from a few months to over 100 years. An extreme example of bony fish adaptation is the Antarctic icefish, which lives in waters so cold that antifreeze proteins circulate through its body to keep it from freezing. Bony fish also comprise virtually all freshwater species living in lakes, rivers, and streams.  Sunfish, bass, catfish, trout, and pike are examples of bony fish, as are the freshwater tropical fish that you see in aquariums.   Other species of bony fish include: TunaAtlantic codRed lionfishGiant frogfishSeahorsesOcean sunfish Rodrigo Friscione/Getty Images Diet and Behavior A bony fishs prey depends on the species but may include plankton, crustaceans (e.g., crabs), invertebrates (e.g., green sea urchins), and even other fish. Some species of bony fish are virtual omnivores, eating all manner of animal and plant life.   Bony fish behavior varies greatly, depending on the  species. Smaller bony fish swim in schools for protection. Some like the tuna swim continually while others (stonefish and flatfish) spend most of their time lying on the seafloor. Some such as morays only hunt at night; some like butterfly fishes do so during the day; and others are most active at dawn and dusk.   Reproduction and Offspring Some bony fish are born sexually mature or become mature shortly after birth; most mature within the first one to five years. The main reproduction mechanism is external fertilization. During the spawning season, females release hundreds to thousands of eggs in the water, and males release sperm and fertilize the eggs. Not all bony fish do lay eggs: Some are live-bearing. Some are hermaphrodites (the same fish has both male and female genitalia), and other bony fish switch genders over time. Some, like the seahorse, are oviparous, meaning the eggs are fertilized in the parent who feeds them from a yolk sac. Among seahorses, the male carries the offspring until they are born.   Evolutionary History The first fish-like creatures appeared over 500 million years ago. Bony fish and cartilaginous fish diverged into separate classes about 420 million years ago. Cartilaginous species are sometimes seen as more primitive, and for good reason. The evolutionary appearance of bony fish eventually led to land-dwelling vertebrates with bony skeletons. And the gill structure of bony fish gill was a feature that would eventually evolve into air-breathing lungs. Bony fishes are therefore a more direct ancestor to humans.   Conservation Status Most bony fish species are classed as Least Concern by the International Union for Conservation of Nature (IUCN), but there numerous species that are Vulnerable, Near Threatened, or Critically Threatened, such as Metriaclima koningsi of Africa. Sources Bony and Ray-Finned Fishes. Endangered Species International, 2011.  Class Osteichthyes. The Biology Classroom of Mr. Pletsch. University of British Columbia, February 2, 2017.Hastings, Philip A., Harold Jack Walker, and Grantly R. Galland. Fishes: A Guide to Their Diversity. Berkeley, University of California Press, 2014.Konings, A. Metriaclima . The IUCN Red List of Threatened Species: e.T124556154A124556170, 2018.  koningsiMartin, R.Adam. Fathoming Geologic Time. ReefQuest Centre for Shark Research.Plessner, Stephanie. Fish Groups. Florida Museum of Natural History: Ichthyology.

French Love Language - Vocabulary and Tips

French Love Language - Vocabulary and Tips French is the language of love using it with your beau  can be incredibly romantic. But to  avoid turning your  je  taime into a je suis embarrassà ©,  review these grammar, pronunciation, and vocabulary tips before professing your love.   How To Say I Love You in French? Its rather simple, and a lot of people know that sentence: Je taime - I am in love with you. It sounds like je tem. If you were to say vous to the person you are in love with (weird, but not impossible), it would be: Je vous aime with a strong liaison in Z: je voo zem. The Verb Aimer :To Love and to be in Love This is tricky indeed. Aimer means to love and to be in love. So, what if you want to say you just like someone, not romantically? Then youd have to add an adverb. Je taime bien I like youJe taime beaucoup Im fond of you (still as a friend) Now, be careful! If you were to omit the adverb, and just say: je taime, youd be saying I am in love with you... This could mean a lot of trouble. We also use the verb aimer to say we like food, stuff... Here, no problem to use it without an adverb, the meaning is obvious (to a French person at least). Jaime la France. I like/love France. So its only when you use aimer with a person that you could be in trouble. Note that we use aimer without an adverb with immediate family and pets.   Jaime ma fille. I love my daughter.Il aime son chien. He loves his dog. How To Say To Be In Love in French ? The expression à ªtre en amour is used in Canadian French, but not in France. We say à ªtre amoureux / amoureuse de quelquun Elle est amoureuse de Pierre elle aime Pierre. She is in love with Pierre. When you need to make it very clear that you are talking about love and not just like, then youd need to use the full expression à ªtre amoureux/amoureuse de. Il est amoureux de sa cousine. He is in love with his cousin.

IT infrastructure security Term Paper Example | Topics and Well Written Essays - 2000 words

IT infrastructure security - Term Paper Example The workstation is a desktop PC and is at the study den in the home. It is predominantly used for sending and receiving e-mail, writing and printing papers, surfing the internet, making computer drawings or art, create and publish Website pages, creating graphs charts for coursework and gaming. In terms of the processing power, it has a dual-core processor, 3 GB of R.A.M, Windows XP operating system and hard drive storage of 160 GB. The home computer might be a popular target for intruders who are curious to find out what you have stored in the workstation. They look for bank account information, credit card numbers and anything confidential and worth some amount they can find. For a home computer, the intruders are not just interested in the money-related information; they also want the workstations resources. This refers to the fast processor, hard disk space, and the internet connection. They can then use these resources to attack other computers on the internet. As a matter of fa ct, the more computers a hacker compromises, the harder it is for the authorities to trace the origin of the attack. Following this, if intruders cannot be traced, they cannot be stopped and they cannot be prosecuted.Intruders pay attention to home computers for some obvious reasons. First, the home computers are basically easy to break into and are not secure. When combined high-bandwidth connections are turned on, hackers can quickly find and exploit the security vulnerabilities of the home computers.... In terms of the processing power, it has a dual core processor, 3 GB of R.A.M, windows Xp operating system and hard drive storage of 160 GB. The home computer might be a popular target for intruders who are curious to find out what you have stored in the workstation. They look for bank account information, credit card numbers and anything confidential and worth some amount they can find. After stealing your information, the intruders can use the money to buy goods and services. For a home computer, the intruders are not just interested in the money-related information; they also want the workstations resources. This refers to the fast processor, hard disk space and the internet connection. They can then use these resources to attack other computers on the internet. As a matter of fact, the more computers a hacker compromises, the harder it is for the authorities to trace the origin of the attack. Following this, if intruders cannot be traced, they cannot be stopped and they cannot be prosecuted. Intruders pay attention to home computers for some obvious reasons. First, the home computers are basically easy to break into and are not secure. When combined high-bandwidth connections are turned on, hackers can quickly find and exploit the security vulnerabilities of the home computers. In the attack, intruders will prefer workstations attached to high-speed connections, DSL modems and cable modems to dial-in connections. Regardless of the home computer’s internet connection, the intruders’ attempts are often successful. A lot of home PC owners do not know that they need to consider their home computers security. Network security perspective In the past security threats came

Art analyze Assignment Example | Topics and Well Written Essays - 500 words

Art analyze - Assignment Example The old building has a large door and a fleet of staircase heading to the large door, which suggests a warehouse. In addition, the "Lane with Poplar Trees" by Van Gogh depicts the image of a man standing on a lane with Poplar trees at sunset. The poplar trees are seemingly handy with no leaves, which suggest drought or a dry season. The poplar trees line the lane in a defined pattern heading to a far distance, which manifest the unending tribulations of the dry season. Moreover, the man stands in the middle of the lane in a desperate posture, which depicts the hopelessness at the time. The trees and the grass on the sides are standing still showing the stagnant nature of life in this season. Denotative description refers to the translation of an image to its literal meaning (Bedford, 2014). On the other hand, a connotative description is a symbolic translation of an image to its implied meaning (Bedford, 2014). In this context, we seek to give the denotative and connotative meaning of the Royal Media advertisement image. The denotative description of the Royal Media advertisement image is the word LEGO enclosed in a brown board. The letters are in white and the boundary of word is in black. The brown board propels in the sky. On the other hand, the connotative description of the Royal Media advertisement image, LEGO is a dominant line of construction toys manufactured by The Lego Group. Notably, the LEGO is a private company with its headquarters in Billund, Denmark. An icon may refer to an image that represents an exclusive object, a sacred Christian personage, or a religious piece of art. An icon stands for an object that relates to religious, economic, cultural, or political setting. I think the image below is an icon representing a religious personage, which has a symbolic meaning to many people (Sturken & Cartwright, 2001). The Russian icon of Holy Trinity, which Russian painter Andrei Rublev

Explain the Main Difficulties That are Faced During Overseas Study Essay Example for Free

Explain the Main Difficulties That are Faced During Overseas Study Essay As Australian universities have obtained popularity in the worldwide zone, the number of overseas students has been increased progressively. Accompanying with the overseas study trend, numerous difficulties that are faced during the overseas study appeared. To be specified, the term overseas study in this essay can be defined as students from those non-English speaking countries, especially Asian countries, receive the tertiary education in Australian universities. There are many difficulties can be encountered during the overseas study, some of which are the barrier of language, the new mode of education and the difference of culture. Firstly, the general problem in the overseas study is the language barrier. Although the language abilities of overseas students have been tested and verified by the language tests such as IELTS or TOEFL, there are still some obstacles in the English usage for academic purpose and daily communication. For instance, on campus lectures, tutorials, consultations and discussions are normally conducted in English, so there can be a huge number of technical terms that have never been heard by those international students. It may cause inaccurate understanding of some certain problems. The fast-talking and the use of slang during off campus everyday life such as the purchase of food, clothes and other necessities can also make a confusing. Therefore, academic or special usage of English can lead to some trouble in understanding as the incomprehension of English usage of those overseas students. The second difficulty that can be faced during the overseas study is completely different mode of learning. As differences of education widely exist among countries and also the gap between elementary education and tertiary education is generally concerned, overseas students will face two huge changes while receiving education abroad. To give an example, in many Asian countries, the study style before college is more like being driven or in another word, passive, whereas the tertiary education undertaken in Australian universities is more inclined to an independent process. As a consequence, the lack of motivation and automaticity can be shown on some overseas students that the education of those students may not be continued. Thirdly, the difference of culture is considered as one of the main difficulties that can be faced during overseas study. Culture varies from country to country, and the culture difference between Asian countries and Australia is tremendous. The hard adaption of culture difference should be made. For example, the food culture, the clothing culture and the religious culture can be quite different. A lot of Asian students used to have lunch as the main meal, however, in Australia, supper is regarded as the main meal. Hence, overseas study can be hard when spending time and energy on making adaption of these differences. In conclusion, the three main difficulties that are faced during the overseas study are the barrier of language due to the incomprehension of some specific terms and usage in English; the entirely different way of learning which depends on the independence; the huge difference of disparate culture which can be hard to be adapted. Of the three difficulties, the culture difference is the toughest because it is hard for an international student to adjust himself from a background to a wholly unlike one.

Use of the Female Gothic in Beloved Essay -- Toni Morrison Beloved Ess

Use of the Female Gothic in Beloved      Ã‚  Ã‚  Ã‚  Ã‚   Toni Morrison’s novel Beloved is a slave narrative, but it encompasses much more than slavery.   Unlike many slave narratives that focus on the male perception of slavery, Morrison's novel portrays slavery from a feminine point of view.   The main characters are Sethe, her daughter, Denver, and the mysterious Beloved.   In the beginning of the novel, Sethe and her daughter live alone in 124, a house that is haunted by the ghost of Sethe's first daughter. Sethe's two older boys, "Howard and Buglar, had run away by the time they were thirteen years old. Soon after the sons have fled, Baby Suggs, Denver's grandmother, dies.   The novel centers on Sethe's past, in particular, the death of her first daughter.   This event dominates the book and the action of the novel revolves around this terrible incident.   In Beloved, Toni Morrison utilizes characteristics of the female gothic novel such as mothering, living within enclosed spaces, and the doubli ng of characters, coupled with dilemmas involving memory and repression, to address the issue of slavery.    Beloved illustrates the notion of the gothic mother through the character of Sethe.   Her motherly love is turned into a horrific image of mercy, one that many find difficult to understand. At the time, slaves were valued as property.   They were bred as if they were horses, with their young snatched away from them, often at birth, and no chance of having a family.   Many children were "permanently separated from any other family members, [and] did not know if or when they would ever see their mother[s] again" (King 527).   Sethe describes her own childhood experience with the woman she knew as her mother and it is typical of the experi... ...illions of lives and Morrison gives those lives names and faces.   The narrative form is an effective tool to bring the reality of slavery and all its misery into everyday life.    Works Cited Goddu, Teresa A. Gothic America. New York: Columbia UP, 1997. King, Wilma. "Within the Professional Household: Slave Children in the Antebellum South." The Historian 59.3 (1997): 523-540. Kristeva, Julia. Powers of Horror. New York: Columbia UP, 1982. Morrison, Toni. Beloved. New York: Penguin Group, 1987. Samuels, Wilfred and Clenora Hudson-Weems. Ed. Toni Morrison. Boston: Twayne Publishers, 1990. Sedgwick, Eve Kosofsky. The Coherence of Gothic Conventions. New York: Methuen, 1976. Smith, Valerie. "Circling the Subject: History and Narrative in Beloved." Toni Morrison. Henry Gates, Jr. and K.A. Appiah. Ed. New York: Amistad Press, 1993.

Compare Two Research Articles: Philosophical, Ethical, And Methodological

Introduction This paper will compare the major characteristics of two research articles – which are different in philosophical and methodological approaches but are both related to the service of school social workers – and attempt to show the differences and similarities in ontology, epistemology, ethics, methodology and the methods of both pieces of research. The first research piece is a paper called â€Å"Managing school social work records† published in 2012 in which Garrett examines the results of a survey on the record keeping practices of 73 school social workers. This sample of school social workers belonged to the School Social Workers’ Association of America (SSWAA). Based on the quantitative research and survey method, the researcher explored three relevant issues for school social workers, these were: practical issues, ethical issues and legal mandates. The purpose of Garrett’s research was to increase the school social workers practice of record keeping, improve their decision making skills, and to help them choose suitable information to include in workers’ records. Garrett’s article found that about 50% of all social workers were unfamiliar with record keeping policy and most of the respondents had a poor understanding about what they should record. It also found that they struggled to find appropriate ways to achieve goals or to overcome bad situations. The results of this research were then used to give the recommendation that school social workers needed more aid in their daily record keeping. It was explained that professional organizations have to train the social workers by offering workshops or classes that will teach them what information should be included or excluded, and the ethical and the legal policies that or importance to this recording. The second research article that will be used for this essay is called â€Å"Empowering school social work practices for positive youth development,† which is qualitative research carried out by To in 2006 in Hong Kong, China. To’s study investigates the way in which school social workers engage with 3 major dimensions of empowerment: the personal dimension; the school and community dimensions; and lastly, the institutional dimension. The sample used in To’s research consisted of 15 social workers, 10 of which were female and 5 being male. All of these had wide service experience in the schools and most of them had Master’s degrees. The purpose of this study was to explore the way in which school social workers dealt with different situations and how they influenced youth development by using diverse strategies with the students, and within the school, community and the relevant sectors of education. This was largely with the view of encouraging students t o participate in volunteer works. The findings of To’s research indicated that, in the school setting, the research participants played an active role in achieving empowerment. The relevant results provided insightful information for all other social workers who contribute services in the schools. Philosophical During undertaking social research, it is important to consider matters of both philosophical approaches, such as ontology and epistemology, and different research paradigms. These can affect the research technique and direction as it is launched from design through to its conclusion (Flowers, 2009). Hatch and Cunliffe (2006) draw attention to the fact that different paradigms â€Å"encourage researchers to study phenomena in different ways.† The two chosen pieces of research are related with different research paradigms – one of which is related with positivist and the other with interpretivist. Positivist is based on â€Å"values of reason, truth and validity and there is a focus purely on facts, gathered through direct observation and experiences and measured empirically using quantitative methods, surveys and experiments and statistical analysis† (Flowers, 2009). In addition to this, this paradigm is aligned with deductive or theory testing. However, in the case of interpretive it is argued that individuals and groups have an important role within situations that are based on their individual experience and expectations (Flowers, 2009). Interpretive consider that there is no single reality but that there are multiple realities. This paradigm is more aligned with inductive or theory building.OntologyBlaikie (1993) defined ontology as â€Å"the science or study of being† and adopts this definition f or social science, explaining that what exist is either an objective single reality (objectivism) or it is not single reality, only a subjective reality (subjectivism). The ontological approaches behind the two researches seem entirely different. With regard to Garrett’s focus on statistical data, it can be considered that Garrett believes that there is an objective reality that allows for measurement. Ontological objective result means that it does not depend on the researcher. This is because the research only described numerical results which were received from the sample of respondents who completed the survey. This language is defined as representative of the reality. On the other hand, To’s study, which used qualitative research, can be seen to focus on a subjective reality where the researcher interpreted narrative data that was derived from a semi-structured interview.EpistemologyEpistemology is â€Å"the theory or science of the method or ground of knowledge† and explains that what exists â€Å"may be known†, what â€Å"can be known† and what criteria must be satisfied in order to be described as â€Å"knowledge† (Flowers, 2009). In addition to this, Chia (2002) describes epi stemology as â€Å"how and what it is possible to know†, while Hatch & Cunliffe (2006) characterise epistemology as â€Å"knowing how you can know†. Flowers (2009) discusses that, as with ontology, both objective epistemology and subjective epistemology views can exist. Eriksson and Kovalainen (2008) describe the way in which a world can exist in view of an objective epistemology, as long as this is apparent and theory neutral; while, with a view of a subjective epistemology, no existence is possible to the apparent world beyond our subjective observations and interpretations. The two articles display a difference in their epistemological approaches. In the quantitative study, the researcher only described the results in relation to a paradigm of positivism; however, the role of the researcher is not important in influencing the data of the research. On the other hand, regarding to interpretivist epistemology, the researcher gives a weight role which influences the research and the understanding of the situations from the researcher’s point of view. Ethical Issue Ethics is one of the essential aspects in many sciences, especially in social sciences. May (2011) defines ethics as â€Å"concerned with the attempt to formulate codes and principles of moral behaviour.† All social researchers should pay attention to the social research ethics. Punch (2005) believes that all social researches should include ethical issues because social researchers deal with societies and people’s daily lives; fundamentally, all data derives from people. Therefore, it is not easy to avoid ethical issues in both qualitative and quantitative approaches, especially qualitative approaches. Punch (2005) also highlights the way in which the qualitative method approach is more likely to study ethical issues as qualitative research focuses on the more sensitive issues in peoples’ lives. To’s study (2006) asked questions about the personal lives of the respondents; for this reason he used a numerical code instead of actual names to give them independence and to make them feel more comfortable. However, To did mention the name of students who played roles in the social workers’ stories. Therefore, it can be argued that, on the one hand, that To mentioned a student’s name to try and show the school social worker’s achievements, in order to have positive effect on other social workers and encourage them to do the same. On the other hand, however, this could produce ethical issues for the researcher and the school social workers because they mentioned other people’s real names, when they could have used codes or false names. In the case of Garrett’s study, which used Survey Monkey as method for collecting data, he does not mention anything ethically relevant to the respondent. However, this website has some ethical issues; for ex ample, regarding to questions design, the respondents should answer all questions before the survey can be submitted which means there is no right to avoid answering some questions (Buchanan and Hvizdak, 2009). During the period of research, it is important for the researchers to make ethical decisions and consider what is to benefit the respondents or their research process. Furthermore, they have to assess themselves by asking a number of ethical questions (May, 2011). The articles of this essay are about school social work, so all behaviours and relevant ethics are necessary for the researchers and social workers to consider. Methodological Both articles have contrasting methodological approaches which are representative of their philosophical positions (ontology, epistemology). This part will attempt to compare both research methods – one of which is a quantitative method approach and the other is a qualitative method approach – and highlights the differences of the samples, data collections, data analysis and research findings. The two chosen pieces of research use different methods for data collection: one used Survey Monkey and the other used a semi-structured interview. The Quantitative research survey method is defined by Burton (2012) as â€Å"a techniques that uses a wide range quantitative research provides valuable figures based on a large number of population that can be incredibly useful and reliable because statistic and numeric data give certain validity to the research.† A Semi-structured interview is one of the types of interviews whereby the participants have more freedom and allows them to answer questions on their own terms, although it is still arranged and questions are specified (May, 1997). However, the strategy of choosing the samples for both methods is different. Regarding the question of the samples, there are great differences that can be seen. In Garrett’s study the sample composed a small list of members of the School Social Workers’ Association of America (SSWAA). They derived this list from 24 respondents from the United States of America and Canada, who were acceptable to represent the SSWAA. The researcher divided the list into even and odd members and randomly chose one of them to survey. Then the selected group participated in the survey after receiving an email that invited them to participate and explained the purpose of the survey. In total, 245 workers were invited to participate in the survey. Some of the emails were undeliverable and some other members were not completed which meant only 73 respondents completed the survey. This number is about 30% of the potential sample (Garrett, 2012). On the other hand, the samples of To’s research participants were derived from 13 various organizations of welfare in H ong Kong. There were different genders involved, 10 female and 5 male, with an average age between 30-39 years old; only 3 of the participants were in their twenties and 1 was in their forties. On average they had about 7 years’ experience as school social workers, while most of sample had a Master’s degrees (To, 2006). With respect to data collection, during the period of March to June 2005, To’s research (2006) was carried out and the method for data collection was one-to-one semi-structured interviews. Each interview was divided into parts and each part was 1.5 hour. In To’s research the first part of the interview targeted the micro- and meso-sphere services of school social work, meanwhile the second part of the interview targeted the macro-sphere. Furthermore there were some questions about participant’s own stories and their services which were offered in their daily practices. However, in Garrett’s study the quantitative research was undertaken in February of 2009 using Survey Monkey, which is one of the most common websites used for creating surveys. The questionnaire consisted 25 short-answer questions that focused on â€Å"the types of records kept, what was included, decision-making practices, use of the records, challenges, storage, disposal of closed recor ds, access to records, and district policies† (Garrett, 2012). However, the research had one qualitative question which was an open question that focused on the most challenging aspect of keeping records (Garrett, 2012). In the case of data analysis of Garrett’s research (2012), all 25 quantitative questions were analysed after downloaded into MINITAB 15. On the other hand, in the case of the qualitative question, this was analysed after being transcribed into word processing documents where it was defined and themes were â€Å"coded, counted and summarized† (Garrett, 2012). In spite of To’s Hong Kong’s research, the researcher processed the data analysis, step-by-step after transcribing the narratives. At the beginning of this process, To read the transcripts twice to find â€Å"meaningful units†, and then converted these units to codes and began an improvement level of data analysis. Next, To found that various stages of meaning were produced and arranged these as sub-themes. Finally, the researched sorted out similar sub-themes to the main themes of his study. Relevant with the findings of To’s research, it was mentioned that together, the narratives showed a comprehensive understanding of the multidimensional empowering practices of social workers in schools. To believed that these results would help other practitioners to deal with issues of empowerment. However, in Garrett’s study the more significant findings are that more than half of the participants could not successfully record assessment information and more than 75% of participants could not make decisions about closing a case. Therefore, the results of Garrett’s study should be organized with caution because there was a small size of respondents in relation to all the members of the SSWAA. In conclusion, this essay has tried to compare two social research articles which had similar topics but completely different philosophical, ethical and methodological perspectives. One of these studies used a quantitative research approach and the other a qualitative. Each study was they carried out in different places, America and China respectively, and in different period times. Garrett’s 2012 article focuses on the positivism paradigm, which tried to find out about the knowledge gap about practices of record keeping by school social workers. The data in Garrett’s study was collected using Survey Monkey, and the numerical data was analysed. To’s 2006 research was based on a different reality and tried to investigate the role of school social workers in influence youth development and encouraging students to volunteer. The study used a semi-structured interview to collect data. The results showed that they had a live role in achieving empowerment. It can be s een, therefore, that it is significant for all social researchers to concern their philosophical, ethical and methodological positions when undertaking research. References Blaikie, N. (1993) Approaches to social enquiry polity press, Cambridge uk. Buchanan, A. & Hvizdak, E. (2009) â€Å"Online survey tools: ethical and methodological concerns of human research ethics committees†, in Journal of empirical research on human research ethics: an international journal, 4: 37-48. Chia, R. (2002) â€Å"The production of management knowledge: philosophical underpinnings of research design†, in Essential skills for management research, sage, London: 1-18. Eriksson, P. & Kovalainen, A. (2008) Qualitative methods in business research, Sage. Flowers, P. (2009) â€Å"Research philosophies–importance and relevance† in Economic record, 3. Garrett, K. (2012) â€Å"Managing school social work records†, in Children & schools, 34: 239-248. Hatch, M. J. & Cunliffe, A. (2006) Organization theory, Oxford university press: Buckingham. May, T. (1997) Social research: issues, methods and process, Open university press: Buckingham. May, T. (2011) Social research: issues, methods and research, Mcgraw-Hill International. Punch, K. F. (2005) Introduction to social research: quantitative and qualitative approaches, Sage. To, S. M. (2006), â€Å"Empowering school social work practices for positive youth development: hong kong experience†, in Adolescence, 42: 555-567.

Modern Communication

In the postindustrial modern world, or the â€Å"Information† age, we as a worldwide society use communication methods as our primary medium. We as a society have evolved to a point where individuals can transfer information freely, and to have instant access to knowledge that would have been difficult or impossible to find previously. This transfer however needs a medium. PED’s (Personal Electronic Devices) have evolved over the last 10 years to fill this roll. Like smoke signals, word of mouth, courier, and the telephone, PED’s have met with resistance from society’s previous generation. This resistance is due to a fear of change that has gripped mankind since the Middle Pleistocene, around 250,000 years ago.This review will discuss the cost of this fear and how communications have developed with the following questions: 1. How has communication methods developed through history?2. What is the cost of being left behind in a postindustrial era? How has co mmunication methods developed throughout history?Communication, and communications systems have been the key factor for development as a society. Starting with cuneiform, the first form of writing, our ancestors started recording our history. Since that event, the forms of recording and accessing that information has changed greatly. In the Columbia Electronic Encyclopedia, Communication evolution is described as such: The reduction of communication to writing was a fundamental step in the evolution of society for, in addition to being useful in situations where speech is not possible, writing permits the preservation of communications, or records, from the past. It marks the beginning of recorded history.Whereas the rise of book publishing and journalism facilitated the widespread dissemination of information, the invention of  the telegraph, the radio, the telephone, and television made possible instantaneous communication over long distances. With the installation of the submar ine cable and improvements in short-wave radio technology, international communication was greatly improved and expanded. In 1962 the first active communications satellite was launched; it provided the first live television broadcast between the United States, Europe, Japan, and South America.Today, satellite communications is used extensively for relaying television signals, telephone calls, and special teleconferencing calls that might include two-way video and graphics along with audio. The 20th-century development of mass media has played a major role in changing social, economic, political, and educational institutions. In the United States, radio and television communication is controlled by the Federal Communications Commission. The international phases of transport and communications are under the direction of the Office of Transport and Communications of the Dept. of State.The United Nations maintains an International Telecommunication Union (ITU), which has three functions —to maintain and extend international cooperation for the improvement and rational use of telecommunication, to promote the development and efficient use of technical facilities, and to harmonize the actions of nations. Telecommunication has been defined by international agreement as any emission, transmission, or reception of signs, signals, sounds, and writing. Recent advances in electronics have made mobile personal communications widely available and inexpensive, primarily through cellular telephony. Worldwide computer networks allow computer users to use modems to communicate rapidly and inexpensively through electronic mail.The proliferation of facsimile machines allows users to send printed communications over telephone lines. Because we are now able instantly speak, and share data around the world in and instant, our knowledge is only limited by our own laziness. What is the cost of being left behind in a postindustrial era?As society moves forward, there are always t hose that oppose the change. This isn’t always a voluntary reaction though. For a lot of people, it’s simply that they have spent their entire life using an Inferior form of communication and it’s hard to make the adjustment or they just shun it due  to a lack of knowledge. Some people don’t have access to the technologies need to educate themselves and are left behind involuntarily. Then there are those who simply just don’t want to accept change don’t educate themselves as a matter of misguided principles. In Bridging the Generational Tech Gap by David Perlmutter, he describes a situation in his business where older employees would fail to adapt new technologies over reluctance to feeling stupid.He also mentioned how younger and new employees would not associate with one another due to a lack of understanding one another. This is not a new thing either. History is littered with examples of new innovations being shunned by a previous gene ration. From the early days of the Catholic Church restricting published writing because it cast them in unfavorable light, communication methods had to evolved. And it still does today.Today our ability to communicate sets us apart from any age before us. We can retrieve any information from any source instantly, and the only thing that stands in our way of doing this is ourselves. One day I hope we can move beyond these trappings that we set ourselves in and let the come to us in any form it can. Communications is the key to our future and will one day guide us into the next era, whatever that may be.

The Nuremberg and Lt. Calley Trial essays

The Nuremberg and Lt. Calley Trial essays Closing Arguments offer the last chance for the lawyer to speak to the court, and represents an effort to impress upon what is important to the jury members before it deliberates. Closing arguments review the evidence presented and sum up for the court what the case has been about and why the case should be decided in one's favor. One should keep in mind the six components articulated by Plato. Introduction; opening statement; refutation, (which is going against the component); digression, (which is a story); peroration (which sums it all up and finally the conclusion, which offers the "therefore" and the "I believe.") In his closing argument, Robert Jackson, the prosecutor at Nuremberg , uses rhetoric argumentation in a manner similar to Plato in The Gorgias and also Aristotles in the Rhetoric. Plato viewed rhetoric as its focus the search of knowledge, truth and justice rather than its purpose "the manufacture of persuasion," or tricking the listener to believe a certain way. Aristotle viewed rhetoric as the skill that is used to discover the means of persuasion. He believed that rhetoric should be guided towards the listener of truth, justice and moral excellence through different ways of persuasion through word usage, pathos and ethos proof. In Jackson's closing arguments his precise usage of words in a sentence and how he delivers the arguments makes the listener be pulled into what he is arguing. Jackson attacks the defendants argument that its war aims were not aggressive and were only intended to protect Germany against danger, eventually, of the "menace of communism" (48). On the "outset of this argument of self-defense fails because it completely ignores this damning combination of facts established in the record." He continues to explain the evidence that shows, first, "the enormous and rapid German preparations for war; second, the repeatedly avowed intentions of the German leaders to attack and third the fa...

The Battle of Quiberon Bay During the Seven Years War

The Battle of Quiberon Bay During the Seven Years' War The Battle of Quiberon Bay was fought November 20, 1759, during the Seven Years War (1756-1763). Fleets and Commanders Britain Admiral Sir Edward Hawke23 ships of the line5 frigates France Marshal Comte de Conflans21 ships of the line6 frigates Background In 1759, French military fortunes were waning as the British and their allies were gaining the upper hand in many theaters. Seeking a dramatic reversal of fortunes, the Duc de Choiseul began planning for an invasion of Britain. Preparations soon commenced and invasion craft was gathered for a thrust across the Channel. The French plans were badly damaged during the summer when a British attack on Le Havre wrecked many of these barges in July and Admiral Edward Boscawen defeated the French Mediterranean fleet at Lagos in August. Reassessing the situation, Choiseul decided to push forward with an expedition to Scotland. As such, transports were assembled in the protected waters of the Gulf of Morbihan while an invasion army formed near Vannes and Auray. To escort the invasion force to Britain, the Comte de Conflans was to bring his fleet south from Brest to Quiberon Bay. This done, the combined force would move north against the enemy. Complicating this plan was the fact that Admiral Sir Edward Hawkes Western Squadron was holding Brest under close blockade. In early November, a large westerly gale struck the area and Hawke was forced to run north to Torbay. While the bulk of the squadron rode out the weather, he left Captain Robert Duff with five small ships of the line (50 guns each) and nine frigates to watch the invasion fleet at Morbihan. Taking advantage of the gale and shift in the wind, Conflans was able to slip out of Brest with twenty-one ships of the line on November 14. Sighting the Enemy That same day, Hawke departed Torbay to return to his blockade station off Brest. Sailing south, he learned two days later that Conflans had put to sea and was heading south. Moving to pursue, Hawkes squadron of twenty-three ships of the line used superior seamanship to close the gap despite contrary winds and worsening weather. Early on November 20, as he neared Quiberon Bay, Conflans spotted Duffs squadron. Badly outnumbered, Duff split his ships with one group moving north and the other moving south. Seeking an easy victory, Conflans ordered his van and center to pursue the enemy while his rearguard held back to observe strange sails approaching from the west. Sailing hard, the first of Hawkes ships to spot the enemy was Captain Richard Howes HMS Magnanime (70). Around 9:45 AM, Hawke signaled for a general chase and fired three guns. Devised by Admiral George Anson, this modification called for the seven leading ships to form line ahead as they chased. Pressing hard despite increasing gale winds, Hawkes squadron quickly closed with the French. This was aided by Conflans pausing to deploy his entire fleet in line ahead. A Bold Attack With the British approaching, Conflans steered for the safety of Quiberon Bay. Littered with a myriad of rocks and shoals, he did not believe Hawke would pursue him into its waters especially in heavy weather. Rounding Le Cardinaux, rocks at the entrance to the bay, at 2:30 PM, Conflans believed he had reached safety. Shortly after his flagship, Soleil Royal (80), passed the rocks, he heard the leading British ships opening fire on his rearguard. Charging in, Hawke, aboard HMS Royal George (100), had no intention of breaking off the pursuit and decided to let the French ships serve as his pilots in the bays dangerous waters. With the British captains seeking to engage his ships, Conflans tacked his fleet up the bay hoping to reach the Morbihan. With the British ships seeking individual actions, a dramatic shift the wind occurred around 3:00 PM. This saw the gale begin blowing from the northwest and made the Morbihan unreachable for the French. Forced to change his plan, Conflans sought to exit the bay with his unengaged ships and make for open water before nightfall. Passing Le Cardinaux at 3:55 PM, Hawke was pleased to see the French reverse course and moving in his direction. He immediately directed Royal Georges sailing master to put the ship alongside Conflans flagship. As he did so, other British ships were fighting their own battles. This saw the flagship of the French rearguard, Formidable (80), captured and HMS Torbay (74) cause Thà ©sà ©e (74) to founder. The Victory Wearing towards Dumet Island, Conflans group came under direct attack from Hawke. Engaging Superbe (70), Royal George sank the French ship with two broadsides. Shortly after this, Hawke saw an opportunity to rake Soleil Royal but was thwarted by Intrà ©pide (74). As the fighting raged, the French flagship collided with two of its comrades. With daylight fading, Conflans found that he had been forced south towards Le Croisic and was leeward of the large Four Shoal. Unable to escape before nightfall, he directed his remaining ships to anchor. Around 5:00 PM Hawke issued similar orders however part of the fleet failed to receive the message and continued pursuing French ships northeast towards the River Vilaine. Though six French ships safely entered the river, a seventh, Inflexible (64), grounded at its mouth. During the night, HMS Resolution (74) was lost on the Four Shoal, while nine French ships successfully escaped the bay and made for Rochefort. One of these, the battle-damaged Juste (70), was lost on the rocks near St. Nazaire. When the sun rose on November 21, Conflans found that Soleil Royal and Hà ©ros (74) were anchored near the British fleet. Quickly cutting their lines, they attempted to make for the harbor of Le Croisic and were pursued by the British. Proceeding in heavy weather, both French ships grounded on the Four Shoal as did HMS Essex (64). The next day, when the weather had improved, Conflans ordered Soleil Royal burned while British sailors crossed to and set Hà ©ros afire. Aftermath A stunning and daring victory, the Battle of Quiberon Bay saw the French lose seven ships of the line and Conflans fleet shattered as an effective fighting force. The defeat ended French hopes of mounting any type of invasion in 1759. In exchange, Hawke lost two ships of the line on the shoals of Quiberon Bay. Lauded for his aggressive tactics, Hawke shifted his blockading efforts south to the bay and the Biscay ports. Having broken the back of French naval strength, the Royal Navy was increasingly free to operate against French colonies worldwide. The Battle of Quiberon Bay marked the final victory of Britains Annus Mirabilis of 1759. This year of victories saw British and allied forces have success at Fort Duquesne, Guadeloupe, Minden, Lagos, as well as Major General James Wolfes victory at the Battle of Quebec. Sources History of War: Battle of Quiberon BayRoyal Navy: Battle of Quiberon Bay

An uncomfortable event Essay Example | Topics and Well Written Essays - 1250 words

An uncomfortable event - Essay Example 12). People ignore them and sadly, I was amongst the persons that would rather have ignored these issues instead of that acknowledging that they were a part of the society I called home and in truth, I was in no way a contributor to the solution. They say that experience goes a long way in educating fools and my dawn came much earlier than I anticipated. I pride myself on being a traveler. My family is well off and I have been lucky to come across various opportunities to visit foreign places. In my ventures, I have seen a lot of the beauty that life has to offer. It is only in recent years that I have indeed acknowledged that in as much as I have seen life’s beauty I have kept away from delving deep into its ugliness. I used to be the kind of person who would rather not use a street that is the shortest way to my destination if I would come across scenes of poverty. This would force me to acknowledge that there are those living on the other side of life where even the most basic of needs are hard to come by. Much as I like to travel, I have not been particularly inclined towards the smell of airports. I have asked a number of my friends if they notice that there is always a heavy smell of paper and machinery in airports. I call it the â€Å"smell of technology; thick, musky and nauseating.† Airports always heighten my anxiety. I find that when I am in one I tend to lose my calm demeanor and my heart starts to beat extremely first even if I am not in a rush. I have often thought that this could be because of the realization of incoming change through transition. Maybe it’s because everyone in the vicinity, always seems in a rush or maybe because of the lengthy protocols and official staff demeanor, whatever the case however, airports are my least favorite place. I remember standing in line at the airport for check in. A little girl behind me squeaked with excitement. I could tell from her anxiety and the way she kept looking around, it was her first time