History of Michigan

Gold dust and silver nuggets B) human scalps taken from rival tribes and then used to trade for other goods C) furs (especially beaver, otter, fox and sable) D) feathers from birds like eagles, hawks and herons . According to Henry Rowe Schoolmate (a lifetime observer of Michigan Indians), what was MOST responsible for causing the gradual decline of the Native American population in the Great Lakes region? A) their addiction to tobacco B) their growing addiction to alcohol C) armed conflicts with white men D) the devastating effects of diseases like smallpox and measles 6. N the final twenty-five years of the twentieth century, the economic outlook for Michigan Indian tribes began to improve significantly. On July 4, 1984, a number of Michigan tribes began to benefit financially from what? A) free allege scholarships offered by the federal government to all Native American children who had graduated from high school B) unrestricted fishing on the Great Lakes C) casino gambling D) rep arations (cash payments) from the federal government as compensation for broken treaties and other offenses committed by the U.S. In the past 7 France, Rupee's wealthiest and most populous nation, did not enter the race to establish colonies in the New World until 1522. Spurred by accounts of Magellan success in circling the globe, the French sought to become the first European nation to discover what? A) the fabled â€Å"Seven Cities of Gold† B) the Northwest Passage-?a water route across America that would provide a shortcut to the spice-rich Orient C) the source of the Mississippi River D) the Fountain of Youth 8. M 1523, what Italian navigator sailed under the French flag and explored the North American coast from Virginia to Newfoundland? A) America Vesuvius B) Christopher Columbus C) Giovanni De Overgraze D) Marco Polo 9. Capon arriving in Canada in 1541, French explorer Jacques Carrier's men discovered what appeared to be gold and diamonds. Eager to get news of this gr eat discovery back to the King, Carrier filled two ships with the treasure and sent them to France. What had Carrier's men actually found?A) the gold was actually copper and the diamonds were quartz B) the gold was actually iron pyrite (â€Å"fool's gold†) and the diamonds Were mica C) TRICK QUESTION: the gold was real and so were the diamonds D) the gold was actually silver and the diamonds were amethyst 10. Although King Francis of France decided in 1 540 to establish a permanent French colony in Canada, this first attempt failed for three reasons: bad weather, constant harassment from hostile Indians, and a government back home in France that was distracted by what? A) internal religious struggles B) the French RevolutionC) a slave uprising in the Caribbean D) a war with England 1 1 -In 1 609, Samuel De Champlain and two companions assisted the Huron Indians in a fight with the Mohawk Indians that became known as the Battle of Ticonderoga. The actions of the French in this battle caused a powerful ally of the Mohawk to forever after view the French as an enemy. What tribe was the Mohawk' powerful ally? A) Iroquois B) Sioux C) Ottawa D) Delaware 12. An 1661, King Louis CSV's chief minister, Jean Baptists Collect, sought to import furs from France's colony in the New World, as well as use it as a source for â€Å"naval stores. What are â€Å"naval stores? A) mercantile (retail) establishments where colonists could purchase a boat or ship B) mercantile establishments set up especially for naval officers and sailors C) raw materials (trees, tar, turpentine, iron, etc. ) that could be used to build ships D) large warehouses and docks where naval ships could be tied up when not in use 13. Between 1665-1670, Jean Talon was the first and perhaps greatest INTENDING (an administrator, similar to a governor)ever to serve in New France.Talon planned to increase the colony's population and make it economically self-sufficient by providing colonists with free tr ansportation ND free land. In addition, Talon also brought nearly 1,000 what to the colony? A) horses, to be used for farming B) â€Å"King's Daughters†Ã¢â‚¬â€œorphan girls and daughters of poor families in search of husbands and a new life C) Musketeers–professional soldiers trained in the use of muskets D) â€Å"King's boys and sons of poor families in search of wives and a new life 14. Why did Jean Baptists Collect want to restrict the fur trade in New France in 1 661?A) he feared it would draw all the healthy young men away from their farming activities B) he realized that the market in Europe and Asia was becoming glutted with furs and the entire industry would soon collapse C) he realized that most of the fur-bearing animals in Canada had been nearly hunted and trapped to extinction D) he wanted to drive up prices by reducing the number of furs that were available for export 15. Rene Robert Cavalier, Easier De La Sale, built a shipyard above Niagara Falls where he constructed the first European-style ship to sail on the Great Lakes.In 1679 he set sail across Lake Erie and reached the Detroit River. What was the name of La Sale's ship? A) Golden Hind B) Discovery C) L ‘Ocean D) Griffin 16. While England and France had been at war three times be;en 648-1748, the Michigan area had never been seriously affected; but this all changed with the outbreak of what war? A) Hundred Years' War B) Queen Ann.'s War C) French and Indian War (known in Europe as the Seven Years' War) D) War of the Roses 17. Please match each term below with the correct definitions. A.General Edward Bradford – A British commander who was sent from England with 1500 men to fight the French during the French & Indian War. (He disregarded advice from colonial military men and was killed with 977 of his men on July 9, 1755. ) B. Ribbon farms – Land grants given by Antoine Cadillac. Each individual plot was usually 400-600 feet wide x 1 1/2 to 3 miles in lengt h and fronted the Detroit River. C. Major Robert Rogers – British officer who accepted the surrender of Fort Panchromatic from French Captain Franà §ois De Belletrist on November 29, 1 760, thus ending French rule in Michigan. D.Quebec – First permanent French settlement in the New World (founded in 1608). E. Seigneurs – Areas of land operated under the rules of feudalism in New France. (A F-ranch noble divided small parcels of land along the SST. Lawrence river among farmers to settle. ) F. Montreal – Modern city located on he site Of an Indian village called Hoagland. 18. NNE Of the most SUCCessfUl French missionaries ever to come to the region that is now Michigan became famous for paddling a canoe along the western and northern shores of Lake Michigan to Green Bay (Wisconsin) and back–and making the trip, not once, but twice.In 1673, this missionary also became one of the first Europeans to see and explore the Mississippi River. What was his n ame? A) Father Jean De Buffer B) Father Joseph Electron C) Father Jacques Marquette D) Father Rene Meaner 19. Both England and France had different economic strategies for their colonies in North America. France sent mostly trappers and by 1750, New France had a population of about 50,000 people. England sought to tame the wilderness and create settlements that would be secure for women and children. How many people lived in the British colonies by 1750? A) 1 00,000 B) 1. 5 million C) 150,000 D) 500,000 20.To help secure its hold on North America, France built a line of forts from the end of Lake Erie to the Ohio River. What young officer did Governor Identified of Virginia send into the Ohio Country with 1 00 men in what turned out to be an unsuccessful attempt to force the French to withdraw? A) â€Å"Mad† Anthony Wayne B) Alexander Hamilton C) George Washington D) Daniel Boone 21 . During the first year of the French and Indian War, the British found themselves losing grou nd to the French. In 1 756, the tide of the war changed when the new Prime Minister, William Pit, adopted a new strategy towards the French.What did Pit do? A) order British troops to invade Paris in hopes Of toppling the King and ending the war B) attached French interests all over the globe so that France would be forced to concentrate less attention on North America C) convinced Spain to join forces with Britain and drive the French out of North America D) convince France's Indian allies to switch sides ND fight with the British instead 22. An 1759, French rule in North America ended when a British force under General James Wolfe defeated the French army commanded by General Louis Montanan. The battle took place on the Plains of Abraham outside what city?A) Quebec B) Montreal C) Buffalo D) Ottawa 23. By 1980, 49% of Michigan Indian households were near or below the national poverty line. According to our textbook, â€Å"much of this poverty was a direct result Of A) High levels Of unemployment. B) Lack of transportation. C) Lack of interest. D) No access to available child care. 24. What was the most noteworthy aspect of Potawatomie social culture? A) polygamy B) human sacrifice C) ritualistic scarification D) polyandry 25. What term describes the network of waterways linked by portages that French voyageurs established across the wilderness and mountainous areas of Canada?A) Northwest Passage B) El Camino Real (â€Å"Road of the King† C) fur artery D) Land of Lakes 26. An the sass-1 sass, French adventurers went deep in the backwoods of North America to trade with various Indian tribes for furs. These men lived with native peoples, adopted their lifestyles and dress, and often married Indian women. These adventurers were called: A) conquistadors B) Cooers De Bois C) cavaliers D) Cadillac's AAAS illustrated in the Powering on Native Americans, what Indian invention allowed the Iroquois to fight during the winter months when the snow was deep? History of Michigan The Free Press did not believe that blacks were qualified to fight. A. â€Å"First Ethiopians† A male impersonator from Flint, Michigan named Sarah Emma Edmonds who enlisted in the Union Army using a man's name and served for two years. E. Franklin Thompson Nickname for the Michigan 24th Infantry, consisting Of men mainly from Wayne County, who distinguished themselves during the Battle of Gettysburg. D. â€Å"Black Hat† Iron Brigade While serving with the 4th Michigan Cavalry, this officer succeeded in capturing former Confederate President Jefferson Davis as Davis attempted to flee to Georgia after the end of the Civil War.B. Benjamin D. Pritchard 2. Although no battles were fought on Michigan soil during the Civil War, and there were no plantations or slaves that needed to be emancipated, Michigan ‘s citizens nevertheless responded to the cause. How many soldiers from Michigan participated in the war? A) 90,000 B) 45,000 C) 120,000 D) 50,000 3. When President L incoln issued the Emancipation Proclamation in 1862, all he did was free the slaves in all of the states that â€Å"were in rebellion† (the Southern states that had left the Union to form the Confederacy).Even though he was the President, Lincoln could not end slavery in the United States on his own because it was actually protected by the Constitution and was the legal law of the land. After the Civil War ended, which amendment to the constitution ended slavery in the U. S. For good? A) Thirteenth B) Fourteenth C) Fifteenth D) Eighteenth 4. An 1874, a women's suffrage amendment to the state constitution was overwhelmingly passed by the Michigan legislature and placed on the November ballot. The Michigan campaign depended heavily on appearance by which long-time leaders of a woman's right to vote?A) Harriet Tuba and Sojourner Truth B) Mary Todd Lincoln and Elizabeth Ackley C) Elizabeth Barrett Browning and Emily Dickinson D) Elizabeth Caddy Stanton and Susan B. Anthony that d id Michigan farm families do during the Civil War to cope with the severe manpower shortage? A) actively recruited runaway slaves and free blacks to work for them B) cut back on the amount of crops they planted, which resulted in food shortages across the state C) invested in more mechanized machinery, like harrows, reapers and mowers D) petitioned Congress for financial assistance 6.The woman's suffrage amendment was crushed, in large part because opponents of the measure had convinced Irish and German voters that omitting bad would would happen if women were given the right to vote. What was it? A) women would start dressing and acting like men B) women would immediately pass a law prohibiting the sale and consumption of alcohol C) women would take jobs away from men D) the institution of marriage would be destroyed 7. What made it possible for women to ride safety bicycles in public during the sass and 1 8905 without fear of â€Å"moral hazard? A) the invention of tandem (2-pers on) bicycles which enabled a woman to be accompanied by a man who could protect her honor while cycling B) the ratification of the 18th Amendment to the U. S. Constitution C) the widespread adoption Of â€Å"bloomers† a cross between a split skirt and trousers D) the widespread installation of concrete sidewalks (women had not been allowed to ride in the streets) 8. An 1870, the Fifteenth Amendment (which gave black men the right to vote) was ratified. Women finally were given the right to vote when the Nineteenth Amendment was ratified in what year?A) 1920 B) 1880 C) 1910 D) 1890 9. What item(s)from the Lincoln White House did Henry Ford purchase and put on display in his museum in Dearborn? A) the Lincoln China (ornate dishes & lace settings used during State dinners) B) the Lincoln Library (Lincoln personal collection of books) C) furniture from the Lincoln Bedroom D) the Lincoln Death Mask (a plaster cast of Lincoln face made shortly after he was assassinated) 10. An Apri l 9, 1865, General Robert E. Lee surrendered to General Ulysses S. Grant at Appoints Courthouse, thus bringing an end to the Civil War.What was George Armstrong Custer given as a souvenir of the event by his commanding officer, General Phil Sheridan? A) General Lee's sword B) General Lee's white horse C) Nothing. Sheridan hated Custer. D) One of TV small tables inside the house on which the surrender documents had been signed by Lee and Grant. 1 1 . Please match each term with the correct definition. The industry in Michigan that suffered the most during the Civil War. B. Lumber The industry in Michigan that enjoyed a huge boom during the Civil War. F. Proper Sworn in as Michigan 13th governor in 1861; he warned that the Union had to be maintained at any price and that secession was revolution and treasonous. A. Governor Austin Blair Wealthy Flint lumber and railroad magnate who was elected governor in 1864. E. Governor Henry H Crap Instituted a system of taxation and licensing to r egulate liquor traffic in Michigan. C. Governor John J. Bagley Attempted to remain Detroit mayor after being elected Governor of Michigan in 1896–he wanted to hold both jobs at once. D.Governor Haze S. Fingerer 12. What famous landmark in downtown Detroit was built by James McMillan–a wealthy Detroit businessman and a powerful Republican senator during the Progressive Era? A) Book-Cadillac Hotel B) Fisher Building C) Guardian Building D) Fox Theater 13. An 1902, Henry Ford and Tom Cooper teamed up to build a race car. They ladled it the â€Å"999† (after the fastest steam locomotive of its day) but neither man had the nerve to drive it. Instead, they recruited a fearless bicycle racer to drive it for them.What Was the name Of the man who drove â€Å"999† to several victories? A) Horace Dodge B) Barney Oldie C) Lie screen D) Alexander Winston E) TRICK QUESTION: Henry Ford drove â€Å"999† since he was the one who designed it. 14 As early as 1845, th e State of Michigan pursued a polity aimed at attracting new settlers from Europe. One group above all others was eagerly recruited. Because its members were staunchly religious, family oriented, industrious and educated, this group was viewed as making ideal residents for Michigan. What was the group?A) Scandinavians B) Dutch C) Cornish D) Irish E) Germans 15. Because of its close proximity to Canada, Michigan has always been a source of refuge for Canadians and CANADIANS. What is a CANADIAN? A) female Canadian B) Canadian resident of Quebec C) French-speaking Canadian D) Canadian originally born in France 16. Please match each term with the correct definition. Immigrants known for their expertise in hard rock mining deep underground. A man from this ethnic group was nicknamed â€Å"Cousin Jack† while a woman as called â€Å"Cousin Jenny. † C.Cornish Immigrants who came to Michigan primarily to find work (mining, digging canals, laying railroad tracks, selling linen o r becoming policemen and firefighters), and were often very religious. D. Irish Part of a later wave of immigrants from Southern and Eastern Europe, many of whom arrived as illiterate, unskilled menial laborers. They often initially chose to live in native-speaking urban ghettos rather than become assimilated into American society. E. Poles Immigrants who in engaged in farming, as well as worked in mining, lumbering and railroad industries.They ere welcomed because they were literate and hard-working. A. Scandinavians Immigrants who settled on the extreme western side of the Lower Peninsula and earned a reputation for making Michigan a leader in the production of celery. B. Dutch 17. As late as 1935, Michigan had more than 18. 5 million acres of land under cultivation and approximately 20% of the state's population listed their occupation as â€Å"farmer. † By 1970, agriculture accounted for a mere 4% of the state's income and only 1. 5% of the state's residents were farmers. At the turn of the 21st century, how many acres of farmland was Michigan losing to urban sprawl EACH DAY? A) 133 acres B) 333 acres C) 33 acres D) 233 acres 18. Professional medical attention was still not available to most rural Michigan women during the mid-19th to early 20th centuries. Midwives, who provided care to childbearing women during pregnancy, labor and birth, as well as during the postpartum period, sometimes filled the void. These caregivers were known affectionately as: A) Wet Nurses B) Angels of Mercy C) Sisters of Mercy D) Sister Wives 19. Dry. History of Michigan Eerie in 1959, Delbert L. Hatchet, then president of the Oakland County NAACP, filed suit in Federal Court complaining that Pontiac schools were elaborately segregated. Schools were either _ percent white or _ percent black. A) 60 percent white or 40 percent black. B) 50 percent white or 50 percent black. C) 75 percent white or 75 percent black. D) 90 percent white or 90 percent black. 6. To help ease a manpower shortage in war industries in 1 942, what specific group of people received postcards from the Michigan Director of War Manpower Commission asking them to take jobs in war-related industries?A) senior citizens B) disabled adults C) women D) persons of color 7. When this bridge was completed in 1957, it was the country's longest suspension span over water. What bridge was it? A) Mackinac Bridge B) International Bridge C) Blue water Bridge D) Ambassador Bridge 8. What progressive Michigan governor from the sass was best known for his trademark green and white polka dot bow tie? A) George W. Rooney B) â€Å"Cowboy Kim† Giggles C) G. Men Williams D) William Milliken 9. To take advantage of the rapid suburban growth that was taking place on the outskirts of Detroit, the J.L. Hudson Company in 1 954 opened what was then the world ;s largest shopping center. What was it called? A) Oakland Mall B) Northland C) Fairyland Town Center D) Twelve Oaks 10. Michigan Severe labor shortage during World War II began to ease when nearly 5,000 members of what group arrived and were assigned to work in the state's fields and food processing centers? A) Japanese-Americans who had previously been detained in internment camps in western states like Arizona, Idaho, Utah and Colorado.B) African-American men and women who were encouraged to relocate from southern states like Mississippi, Alabama and Georgia. C) American soldiers who refused to fight for religious reasons (conscientious objectors). D) German and Italian prisoners of war. 1 During World War II, Henry Ford bo asted that his Willow Run Assembly Plant in Ypsilanti would be able to produce one _ every hour. By 1944, the plant was indeed producing at this level. A) Eagle anti-submarine boat B) MM Sherman Tank C) 8-24 heavy bomber D) Jeep 12. Please match each term below with the correct definition.Nickname for the Rev. Martin Luther King Jar. E. â€Å"Black Apostle of Nonviolence† Event that resulted in profiteers who took advantage of the needy by charging SSL . 00 for a 25-cent quart of milk. F. July 1967 riot Event that crippled the Michigan billion-dollar-a-year tourist industry in the U. P. ND northern lower Michigan B. October 1 973 Arab oil embargo Nickname for William G. Milliken D. â€Å"Ghetto Governor' Organization established to bring together community leaders to discuss Detroit problems and plan for its future in the wake of the 1 967 riots.A. â€Å"New Detroit Committee† Phrase coined by American Motors president, George Rooney, to attack U. S. Auto industry's i nsistence on building bigger and heavier cars. C. â€Å"dinosaurs in our driveways† 13. Injure 20, 1943, one of the worst race riots in the U. S. Broke out in Detroit. Over 75% of the city was affected by the rioting. There were 34 deaths, over 700 reported injuries, over 00 fires and more than $2 million in property damage, and at least 1 million man-hours lost in war production. What started the riot?

Mkt 421 Week 3 Learning Team Submission

Starbucks has a specific target audience for the company’s soup line. According to â€Å"Who Is Starbucks' Target Audience? † (2012), â€Å"This audience is adult male and adult females from the ages of twenty-five to forty years old. This is approximately half of Starbucks total business† (para. 3). The company has another large target market audience. According to â€Å"Who Is Starbucks' Target Audience? † (2012), â€Å"Starbucks’ second largest target market is forty percent of its business. This audience is between the ages of eight-teen to twenty-four† (para. 4).This helps the company to target a mature audience that will appreciate the wholesome goodness of the company’s soup line. One potently large target market the soup line will open up is catering business lunches. This will open up corporate America to the value that Starbucks presents. This corporate customer will not only purchase soup, but will also be able to purchase c offee with the order. This audience already consumes the company’s’ coffee, but goes elsewhere for their meal plans. This is also an attempt to gain customers from fast food establishments that would like a more upscale dining experience.This experience along with the other things like internet access is what Starbucks offers its customers. Who Is Starbucks' Target Audience?. (2012). Retrieved from http://smallbusiness. chron. com/starbucks-target-audience-10553. html It might be argued that Starbucks is no more than a fast food company paralleling such chains as McDonalds, Wendy’s, and Taco Bell. The company appears to provide the same basic service customers expect from a fast food giant. One sharp marketing contrast however, consistently has Starbucks standing out far above the others.Starbucks Corporation counts on the same customers visiting their local stores daily and sometimes multiple times in a day. Most fast food chains cannot typically tout such a cl aim. Starbucks’ customer base is not necessarily specific to age, gender, or cultural origin. Starbucks customers are those who buy-in to the sophisticated image of the â€Å"Siren,† and all she represents. Many Americans have always loved good coffee and coffee drinking as a social event. Starbucks capitalizes on this tradition and caters to the coffee house crowd.In the minds of many, coffee houses represent a rather bohemian genre of artists, poets, and scholars. Starbucks customers know there is a bit of the coffee house crowd in all of us. The company markets a sense of social freedom that has timeless appeal. Starbucks customers like the feeling of exclusivity that being a Starbucks customer provides. Knowing the quirky Starbucks language is an example that is exclusively Starbucks. Starbucks language is a kind of mix of Italian and English. For example, beverage preparers are referred to as â€Å"baristas. Beverage titles like â€Å"caramel macchiato,† a nd â€Å"Triple, Vente, no foam, three Splenda, skinny, latte,† are fun to say and make the customer feel worldly and sophisticated. Ordering the exclusively Starbucks â€Å"frappacino† satisfies that strange attraction Americans seem to have toward all things European; never mind that the trademarked word frappacino is not a real word in any language. In addition, Starbucks customers value time and are often master jugglers and multitaskers. Schedules that often overlap career, academics, and family needs are common among Starbucks customers.The new, â€Å"Cup of Comfort† line of gourmet soups provides customers a way to grab a healthy bite of lunch or dinner without interrupting an already busy day. Soccer mom can swing through the drive through so little Bobby or Jennifer can eat a healthy meal before practice and mom can get a quick boost to keep her going. â€Å"Cup of Comfort,† adds an appealing element to the Starbucks menu and satisfies a need for something substantial and healthy in customers’ diets during an afternoon or evening visit to this favorite gathering place.

Research on student debt management and budgeting in Canada Paper

On student debt management and budgeting in Canada - Research Paper Example The poll shows that 6 out of 10 students will graduate with a debt to pay. Likewise, 75 % of the Canadian students do not use a budget (Glasby, 2009, p.152). In addition, the Canadian federal government offers financial assistance through the Canada Student Loans Program (Johnstone, 2010, p 180). There are two Canadian bank loan prerogatives for the Saint Mary’s University’s students. Royal Bank offers student loans (www.rbcroyalbank.com). The bank does not collect interest payments while in school. The Royal Bank manages the Federal loans in Quebec and Nova Scotia, Canada. The bank helps the students with their repayment options, responsibilities as well as obligations. Further, the Toronto Dominion Bank offers student line of credit loans (www.tdcanadatrust.com). The student loans cover tuition fees, books, and living expenses. The bank offers different payment terms that fit the students’ payment capacities. The bank does not collect monthly fee s and annual fees during the student’s student life. Furthermore, the National Student Loans Service Centre helps the students with their student loan inquiries (https://nslsc.canlearn.ca). The Centre offers several student loan types. The student can process the student loans from the bank’s National Student Loans Service Centre. The Centre offers different payment terms. The terms fit the students’ capacity to pay the loans on time. The government offers loan forgiveness to academically intelligent students (Mutimer, 2012, p. 209). Canada’s nature and level of student debt. The Royal Bank’s website (www.rbcroyalbank.com) offers readable online student loan materials to Canadian Citizens, through the federal student loan program (Council of International Schools, 2009, p. 37). Likewise, the Toronto Dominion bank (www.tdcanadatrust.com) can easily be understood by the student loan applicant. The can easily find the

Homework Essay Example | Topics and Well Written Essays - 250 words - 8

Homework - Essay Example Mays (2004), makes clear that â€Å"The war affected rich and poor, North and South, black and white† (p.30). From a different angle of view, wartime experiences helped the people to realize the hardships to be faced to gain freedom. Besides, wartime experiences helped the people to provide less consideration to class difference and to unite and fight for a noble aim. Moreover, difference in social status did not hinder the people to fight against injustice in the mainstream society. One can see that the leadership of the American Revolution was fully vested upon the patriots or the farmers. In short, the wartime experiences helped the people in the colonies to realize the importance of social and political freedom. The American Revolution helped the women in the American colonies to play active role in the mainstream society. For instance, Housespun Movement (say, boycotting British goods) was initiated by the women in America. In short, the American Revolution helped the wom en to gain social status and active role in the mainstream society. Most of the slaves in America, especially the African Americans, joined the revolutionaries and fought against the British troops. Besides, some slaves managed to escape from slavery and began to enjoy freedom. In short, American Revolution instilled hope among the slaves. On the other side, most of the natives considered that the British colonizers may help them to regain their land and they joined the British side. This decision proved to be destructive to the native population in America. Summing, the wartime experiences helped the people of America to realize the importance of social and political freedom in the society. Besides, American Revolution helped the women to enter the public domain and helped the slaves to feel positive about their future. On the other side, the American Revolution was not helpful for the natives in America. In short, the

British and French Colonies. Claire Denis Chocolat (1988) Essay

British and French Colonies. Claire Denis Chocolat (1988) - Essay Example One of her best memories was about their family’s house help whose name was Protee. He possessed a number of desirable traits which included being noble, handsome and extremely intelligent. This movie has a rich history about the colonial empires and it offers a lot of information about the French racial tensions and conflicts and that is the key focus of the following essay. This form of manipulation was portrayed in form of actions occurring in the fields rather than verbally. The French colonists practiced racism both publicly and privately. This was as a result of different people living in different areas and under different circumstances. The movie portrays a very serene environment where France and her family under the care of their father who was a captain in the French army (Beugnet, 2004). Their servants faced racial discrimination both in the house and in the fields. This was clearly manifested by the way the servants, who were all black Africans, were being treated . For example, the servants were forced to do everything in the public, which included taking a shower and eating among others. This was very immoral and unjust according to the societal norms. On the other hand, the whites did everything in private, including sleeping in their bedrooms, bathing in the bathrooms and eating in the dining rooms among others. The French colonial empire also caused unnecessary sexual attraction between members of the opposite sex. This was clearly manifested by Protee, the young boy servant and Aimee. The two were noted to like each other as a result of Aimee always seeing Protee taking a bath in the open field in front of the house. This sexual desire was as a result of the immoral actions brought about by colonialism. This state had both positive and negative effects on the subjects, for the poor little servant, it was a form of humiliation having to be seen naked all the time he decided to take a bath. On the flip side, it also had some positive effe cts, as from it, Aimee developed feelings towards him. The idea of having the power to rule over others led to a lot of conflicts and tensions both within and outside the house. For example, in the kitchen, the black African cook and Aimee had issues due to language barrier and power prevelance. Shatranj Ke Khilari (The Chess Players) The film is focused on various aspects that are characterized by social, political and economic elements in India in the beginning of the 19th century. The events that are focused on the movie are mainly drawn from the eve of the rebellion of India against the British powers in the year 1857 (Dube, 2005). These events included appropriation of the kingdom of Awadh by the British powers, politics that surrounded the development of the East India Company which was owned by the British colony and also the inevitable splitting up of the Indian royals. The film is composed of two stories that run concurrently. One is the story of the invasion of the Indian kingdoms by the British colonial powers and the second one is the reaction of two inseparable friends who are deep lovers of Chess. The two friends are so much into the game of chess to a point that they neglect their vital responsibilities including their families. The two go into exile to a village that is untroubled by the rising events caused by the invasion of the British colony so that they can play Chess in peace. The movie brings out various perceptions about the British colonial powers which include their superiority, friendliness and wealthy. The

Entry Strategies and Exporting Essay Example | Topics and Well Written Essays - 3500 words

Entry Strategies and Exporting - Essay Example Consequently, the firm stands at the threshold of the next step which is taking its operations to the international level, studies both academic and market based have shown that the demand for quality but affordable clothing in parts of Europe and Asia is increasing and this is opportunity that M and W can profitably exploit. Given its expansive scale of production at home it has considerable economics of scale and therefore it can afford to confront new markets with lower prices. In addition the firm has a great deal of experience which is evinced by the many years of production behind it in addition to the obvious market dominance which has been forged through strategic thinking and experience. Notwithstanding, before making the commitment to venture into internationalization, the firm should take to account several factors, more so the advantages and disadvantages of this move. This is important because by making such considerations, it can be aptly placed to develop an open minded and critical strategic plan. Besides, no matter how practical or natural any business move may appear, the manager should first ensure that they are aware of the underling advantages and disadvantages so they can strategize with both in mind. The entry of a company into international business is takes two forms, it can venture indirectly when forced by circumstances or when the directors order that the firm should purchase or sell from foreign sources. On the other hand it could be direct in which case the company deliberately makes a move which in most cases is preceded by reconnaissance into the new market. Whichever the case, before a firm ventures into the import export business, they needs must carefully asses the disadvantages and advantages. The firm in question is interested in the latter model since the decision to export is one that has been done deliberately and indeed the primary objectives of these paper are geared towards establishing the strategic

Occupational Segregation Essay Example | Topics and Well Written Essays - 2500 words

Occupational Segregation - Essay Example As the paper outlines occupational segregation exists, then, when women and men are distributed across occupations so as to be out of proportion with their overall participation in the labour force. In the United Kingdom, most occupations are comprised of predominantly male or predominantly female workers and many are identified as men’s or women’s work. This essay covers different theories explaining facts and figures of occupational segregation as described by researchers, its measurement and existence, gender, occupations, its consequences and explanations have been covered. This study declares that levels of aggregation affect the index of segregation in two ways. First, occupational segregation increases with the decrease in the level of aggregation of the data. For instance, women hold 74.5 of all teaching positions in 1995 but 89.5 of all elementary school positions. Gender segregation increases still more when one considers job-level segregation within firms. Second, the variability of occupational categories between years or between organizations can cause misleading comparisons. Some English scholars cite more fundamental problems with the index of dissimilarity. Watts claims that it is faulty because it fails to replace those workers who move to other occupations, resulting in a distribution that does not resemble the previous occupational structure. To overcome this problem, Watts proposes the use of the Karmel-MacLachlan index, which factors in the replacement workers. Blackburn, Jarman, and Siltanen conclude that the index of dissimilarity is seriously flawed by the fluctuation in sex and occupational composition.

Questions Chapter 5 & Chapter 6 Assignment Example | Topics and Well Written Essays - 1500 words

Questions Chapter 5 & Chapter 6 - Assignment Example The companies would adopt globalization strategies when seeking to strengthen their position in the global market by increasing their market share and brand awareness. The process of a firm going global begins with export-import activity, then minimal change in operation or management, then direct overseas investment to be followed by the most involved phase of substantially increasing foreign investment. Therefore, companies globalize so as to benefit from technologies and industries from abroad. These reasons have been categorized as proactive or reactive or both by Pearce and Robinson (2012). Proactive reasons for globalization are the reasons that a company initiates and later on followed by other players in the industry. These reasons include search for additional resources, economies of scale, power and prestige, synergy, attraction by incentives, need for new and expanded markets, protection of home market and to exploit firm-specific advantages. On the other hand, companies c ould be driven by reactive reasons to globalize where a trend set by a competitor would be adopted. The reactive reasons for firms going global include trade barriers, international customer demand, international competition, chance and regulation. In spite of both reasons being practiced in the modern business environment, proactive reasons have been noted to yield more beneficial long-term returns. ... As such, plans to be adopted by the overseas markets would be developed at the home office using procedures and polices similar to those employed in the domestic market. Such firms would therefore have an international division or export department. When the culture of the country where strategy would be implemented dominates the decision making process, a polycentric orientation would be said to have applied. The domineering philosophy would be that the local techniques and personnel would be best suited to deal with the local market. Therefore, each subsidiary established in the overseas markets would operate independently with its own strategies. Thirdly, a regiocentric orientation perceives each region as a different market. It applies where the parent company attempts to blend its predispositions together with those of the region where the strategy would be implemented so as to reach a region-sensitive compromise. Objectives would be negotiated between the headquarters and the r egional headquarters and also between this regional headquarters and its subsidiaries. Finally, a geocentric orientation would adopt an approach of global systems in the process of decision making with the aim of achieving global integration. This perception of the entire world as one market enhances the development of standardized strategies that would project a uniform image for the products of the company and the company itself. 7.) Explain the control problems that are faced by global firms. One of the major problems facing global firms would be the fact that the adopted financial policies aim at furthering the goals and objectives of the

Capital Punishment Essay Example | Topics and Well Written Essays - 2000 words

Capital Punishment - Essay Example In some occasions, crimes such as rape, incest, sodomy as well as adultery were punished through death penalty. In a country like china, high level corruption, human trafficking as well as drug trafficking are punishable by death (Cullen, Bartkowski and Unnever 317). There is no doubt that use of capital punishment was used by a variety of society as a process of enhancing justice. At present a total of 58 countries still use capital punishment while about 97 states have done away with it for whatever crime, 8 countries have abolished it for specific common crimes while about 10 countries have not used death penalty on the last 10 years. It is worth mentioning that approximately 90.0% of death penalty occurs in Asia. In the United States of America, the history of death penalty has centred on the two views of the same issue. One side holds the view that death penalty is necessary in the society to bring sanity while the other side believes that an advanced and civilized society like the US should not resort to using death penalty as a way of punishment since it is a cruel way of instilling sanity in the society. It is important to note that over the years, advocates for improvement in the way capital punishment is done has resulted a in a number of changes. For instances, through passage of laws which are in line with the constitution, some states have abolished capital punishments. However, others have embarked on strategies aimed at changing the techniques utilized when executing offenders, critically examining the types of crimes that warrant death penalty as well as developing plans to identify factors that lead to crime. Ideally, capital punishment in the US has its root in the primitive British laws. It has been argued by proponents of capital punishment that the approach helps the society tremendously reduce crime. This paper seek to present arguments for and against capital punishment and make a judgment whether the approach is good in deterring people from committing crime or not. Arguments for capital punishment Eliminating future dangerousness It has been argued by proponents of capital punishment that executing individual who have committed serious crimes such as killing, others, stealing, raping, treason among others will eliminate that individual and the society will live with no fear of being raped, killed among others. This school of thought can be traced to moral theory of John Mills. In this theory, the guiding principle is that the best option to be taken is the one that generates greatest happiness to the greatest number of people. To that effect, if majority of the citizen will live comfortably when a few thieves, rapists, corrupt individuals, drug traffickers are eliminated so be it. Berry, in his article published in 2010 stated that the rationale for punishing someone based on their dangerousness is that the state needs to protect its citizens from the threat that the offender poses to society. In other words, the state chooses to incapacitate an offender in order to ensure that the offender does not commit another criminal act (Berry, 894). From the beginning of the post-Furman era, most states have included and relied on an evaluation of an individual‘s dangerousness to contribute to the determination whether a criminal offender should be put to death. Texas and

Strategic Planning Essay Example | Topics and Well Written Essays - 1000 words - 1

Strategic Planning - Essay Example It is therefore needed for the proper programming of work structure and proceeding as it provides a clear formula for the problem solving. Strategic planning gives a new structure and outline for the steps to be undertaken in an organization to prevent any misfortune which might come on the way as they carry out their activities. A good strategic plan is one that can allow for the reengineering of the organization structure to counter react to an emerging issue. The issues that may call for the reengineering of the organization structure include a change in leadership or work policy. Strategic planning is also required for the better coordination of the firm with respect to the expected future losses. For an organization to convince their funders or donors, they need to have a strategic plan for their working. Strategic planning is important in an organization for; fulfillment on the obligations of the policy makers and all other stakeholders, with a strategic plan, ways and means by which the set goals and objectives can be achieved is clearly included. It promotes the decision making process through allowing and accommodating divergent ideas, the most efficient decision made is one that is all inclusive, that is it includes all the stakeholders for its implementation. Different ideas from different personalities create room for a choice of approaches to tackle a problem and therefore a better result is obtained. It also enhances quick response to issues emerging and the spirit to cope with them, resilience and responsiveness in an organization forms a very important aspect as it is healthy for those organizations which can be faced off by the changes occurring in their environment. It promotes mind involvement in the learning and action in respect to the future problems and issues (Langford & Male, 2001). Characteristics Strategic plan results from the active participation of the senior legal officials in assistance with other elected or selected staff member s. It calls for open argument of serious matters; this is to be done by the key stakeholders in order to comply with the needs and expectations. This plan also emphasizes on the benefits of having a clearly developed work plan and it also outlines the action to be taken at each stage in the process. It must focus on the current decisions in order to ensure safety in future for the organization, by this it ensures that the firm is favorably placed. Environmental assessment The roles of environmental assessment are; to identify the existing market opportunities including the advantages over their competitors and collaborators, identifying the potential competitors or partners to collaborate with, identifying the market trends and forces to be put into consideration in the business environment. Some of the internal factors that may affect the operation of an organization include; technological advancement where the organization will have to train its employees the new skill required fo r the running of the firm. A firm using modern technology stands a better chance compared to its competitors who have out dated methods of doing the same duties. The other factor is work force diversity which entails the organization having to deal with issues like ethnic groups in the firm, difference in level of knowledge

Qualities of a nurse with a BSN as a Mentor Essay Example for Free

Qualities of a nurse with a BSN as a Mentor Essay Qualities of a nurse with a BSN as a Mentor The nurse I chose as a mentor has wonderful qualities that I hope to have after I also obtain a BSN. She shows great communication between nurses, doctors, and families. She is able to explain any situation in a professional manor. Her confidence is shown through her professionalism, for example, when she addresses information of medication and disease process to a family, she explains thoroughly, which builds trust with the family, shows her confidence and accountability, and she takes the time shows care. I know that being a nurse is a stressful job but nurses are able to find emotional stability and this nurse does just that by finding the balance of being happy in one room of a patient who was just extubated and doing well, then she will go to her next patient who isn’t doing as well and have empathy for the family, she says the right things, keeps her own emotions stable and nonjudgmental, and changes her whole thought process room to room. She pays attention to detail by noticing the wrong medication dose before giving to a patient. She has great problem-solving skills by helping residents and doctors come up with solutions in critical situations, she has quick responses with traumas. For example, she noticed something not right with her patient after a certain IV medication was given. She shows respect to all medical staff and families by staying professional, culture sensitive, and always shows a positive attitude. I have observed nurses with ADN and nurses with BSN’s, and I have noticed that BSN nurse show more professionalism in the hospital setting. She believes that nursing is a commitment of service and the desire to help those in need. It is more than treating an illness, she is focused on delivering quality patient care to each patient. Her philosophy of nursing combines the knowledge of medicine with compassion and respect. She has leadership skills that were learned through her education, patients are her number one priority, collaborates with the healthcare team, gives support, sensitive to patient’s needs, and shows praises to other colleagues. She works for the best interest for the patient, such as when she does not agree with an order written for a patient she will question the order and take action when needed. She also shows her leadership skills through forming  leadership meetings on ways to improve employee and patient satisfaction for our unit. She strives to improve areas on our unit that lack strength and finds solutions to make it better. Her attributes are what I am striving for my life long goals as I become a nurse with a BSN. The qualities that I have observed and the influence instilled through this nurse added with the education South University will be teaching me, will help me succeed as a professional nurse with a BSN. Not only will this add to my personal philosophy but also my own personal experiences as a current nurse and my willingness to continually learn, listen, accept advice, respect others beliefs, and work with others in any environment given (adaptability). I look forward to advancing my skill and succeeding as a professional nurse and continuing my education. Chitty, Black, K. (2007). Professional Nursing: Concepts Challenges (5th ed). W.B. Saunders Company.

Politics in Australian Media

Politics in Australian Media Essay Prompt: Politics is badly reported to the public because the Australian print media is highly concentrated and lacks adequate accountability. Critically assess this statement with examples to support your argument. In the Australian print media, a significant issue is continuing to hold a common place in relevant debate. This is in regards to company ownership becoming excessively concentrated with minimal accountability; that is, colossal media corporations such as Fairfax Media are continuing to grow and take over the smaller companies within the industry. Consequences of this (amongst other things) will be discussed in this essay biased political information with minimal diversity being provided to the public, and damage to the Australian democracy due to the deteriorating ‘watchdog’ function of the media. Additionally, the poor accountability of the Australian print media will be explored including its ramifications and possible solution. In this essay these key areas will be discussed through referencing relevant theories and examples. The current state of the Australian print media being extremely concentrated is leading to published political information being full of biases. This can be depicted through examining the Chomsky and Herman propaganda model (Chomsky Herman 2002). One of this theory’s primary focuses is on the size, ownership, and profit orientation of large media corporations and the role they play in manipulating information portrayed to the public. Such corporations in Australia (e.g. News Corporation) have grown over time to such sizes that they have taken over most smaller companies. With such domination, it is only expected that information presented by these giants will be fundamentally biased (e.g. certain information that may damage the company’s financial interests would be likely to receive high censorship) (Tiffen 2006). For instance, during the 2013 Australian election, a significant majority of Australia’s newspapers supported the liberal party. As would be expected , their publications were heavily biased and were likely to have had a significant impact upon the election results. The Chomsky and Herman model has received a large amount of criticism; Eli Lehrer (2004 p. 67-87) argued against the supposed corporate bias of the media, asserting that media organisations report on corporate and political corruption all the time. However, Lehrer overlooked Chomsky and Herman’s (2002 p. lx) point which stated that the media in fact represents corporate and political deliberations, however it is the views that challenge the ‘fundamental premises’ of these deliberations that are intentionally ignored (Chomsky Herman 2002). The role of the media in keeping the government in check by not only informing but also involving the public in the Australian political sphere is also being compromised. Democratic societies (like that which exists in Australia) depend upon the public being reasonably informed about the current political sphere. As the concentration of media ownership in Australia continues to become more intense, this role of the media is fading and the threads of our democracy are tearing. It is important to understand that politics cannot exist without the media in the modern era; it creates a reality for us in which we are told what to think. This can be best explored through the liberal idea known as the ‘Fourth Estate’ (Schultz 1998). This traditional role of the media as the ‘Fourth Estate’ was to provide society with a diverse and un-biased array of information on the current political sphere. Worryingly, Habermas found in his studies that by the 20th century newspapers had become so controlled by commercial interest that they no longer served the public sphere (Habermas 1989). For example, the media will often inform us with popular news (e.g. celebrity-related) that will attract more views, however this information is likely to not be in the public interest (Tiffen 2006). Democracy depends upon the State accepting criticism of its power; if the public are not provided with information regarding current political issues, political participation will be limited (or tainted) and thus the whole notion of a democratic society becomes almost redundant (Schultz 1998). The ‘power, commercial ambitions and ethical weakness’ (Schultz 1998 p. 1) of these large media corporations gives an accurate depiction of the media’s failure in the modern age to perform its role as the Fourth Estate. As a result, the negative effects of the highly concentrated Australian print media are evident. In addition, the corporate giants that dominate the media industry lack adequate accountability. Media giants such as Fairfax Media and News Corporation are not being held liable for many of their actions that would have (in the past) attracted prosecution. As their size has grown, so has their influence and power to avoid such accountability. Journalists wield the power to portray people/ideas/events etc; the way these are portrayed creates the reality within which we all live (Schultz 1998). In other words, we rely primarily on the media for the info and imagery out of which we construct our reality of current political circumstances. Large powers such as this are often unacknowledged by the practitioners of the media due to its implication of the necessity for accountability; they want maximum power and minimal regulation (Noam 2009). However, protections (e.g. the implied right to the freedom of political communication) conferred on the media in Australia create a dilemma when it comes to holding it to account. It is inconsistent with the general principle of freedom of the press to have laws that, for example, allow Parliament to censor media content prior to publication (prior censorship) (Noam 2009). Nonetheless, it is equally as inconsistent with this general principle to have laws that would allow parliament to punish the media after publication for general infringements of a government-invented standard. The Finkelstein enquiry (Steward 2012) proposed a solution that could have great potential in alleviating this regulatory issue. Currently, Australian print media (i.e. newspapers) is regulated by the Australian Press Council. However, this body is self-regulated and has no actual legal power. The Finkelstein review recommended an independent statutory authority funded by the Commonwealth – this would cover all media and would have the power to enforce its decisions through the courts (Steward 2012). Such a proposition may very well be the answer to ensuring the media is held accountable for its actions. This essay discussed a variety of areas stemming from the issue of the high concentration of the Australian print media and its minimal accountability. As a result of this, political matters of importance are being very badly reported (if at all) to the public. The large corporations that now dominate the industry are heavily biased in their political views and tend to pursue profit-related endeavours over ensuring legitimate, high quality political news is provided to the public. Furthermore, the media is failing in its role as the Fourth Estate (that is, keeping the government in check through being a ‘watchdog’ for the public). And lastly, reform (such as a new independent statutory authority) is needed in order to address the growing issue of the Australian print media’s minimal accountability. Bibliography: Habermas, J 1989, ‘The Structural Transformation of the Public Sphere: An Inquiry into a category of Bourgeois Society’, Polity, Cambridge. Herman, E; Chomsky, N 2002,‘Manufacturing Consent: The Political Economy of the Mass Media’, Pantheon Books. p.Ix. Lehrer, E 2004, ‘Chomsky and the Media: A Kept Press and a Manipulated People’, The Anti-Chomsky Reader, Encounter Books, pp. 67-87. Noam, E. M 2009,‘Media Ownership and Concentration in America’, New York: Oxford University Press. Schultz, J 1998, ‘Reviving the Fourth Estate: Democracy, Accountability and the Media’, Melbourne: Cambridge University Press. Steward, C 2012 Finkelstein report: Medias great divide,The Australian. Tiffen, R 2006, ‘Political economy and news’, The Media and Communications in Australia, Crow’s Nest, N.S.W: Allen Unwin, pp. 28-42.

Effects of Alzheimers and Risk Factors

Effects of Alzheimers and Risk Factors Alzheimers disease (AD) is a chronic degenerative disease process that is currently affecting upwards of 5.3 million people in the United States (Alzheimers Association, 2010). This disease can cause physical and mental hardships on not only the client but on caregivers alike. In the following paper we will discuss the disease process including causes and risk factors, the effects on the clients activities of daily living, the challenges with social, family, spiritual and cultural life, disease prevention and treatment along with long term management, and lastly, nursing care and interventions that can facilitate the life of a client with Alzheimers. Because the disease results in cognitive impairment, psychological effects will be referred to throughout the paper. In order to grasp the needs of a client with Alzheimers disease, we must first understand the disease process itself. According to Mosbys Medical Dictionary Alzheimers disease is defined as, a condition characterized by progressive mental deterioration (2009). As individuals age numerous variations in the brain occur. Some of these changes include a decrease in brain size, deterioration of the cerebral cortex, and a loss of neurons that is dramatically hastened in the patient with AD. A decline in production of acetylcholine, norepinephrine, dopamine and serotonin is common in patients with this disease (Ignatavicius Workman, 2010, p. 970). These things can subsequently cause brain cell death which leads to rapid memory loss (Mayo Clinic, 2011). There is inconclusive evidence on where the impairment occurs when processing information in the brain. A recent journal article, published in Brain Imaging and Behavior, comments on this ongoing mystery and writes, [It is unknown] whether t he memory impairment results from failure of encoding, consolidation or the retrieval mechanism (Blacker, OKeefe, OBrien, Pihlajamaki, Sperling, 2011. p. 37). The etiology of AD is unfortunately still unidentified. It is known, however, that people with this disease actually do have a smaller amount of living brain cells than a person without the disease. Connections in the brain are also diminished and cannot transmit as easily (Mayo Clinic, 2011). Professionals have speculated many risk factors that they think contribute to a diagnosis of Alzheimers disease. The two most important factors include an age over 65, and being of the female gender. However, genetic factors, chemical imbalances, being of an African American descent, lower educational level, environmental agents (such as viruses like herpes zoster, herpes simplex, exposure to zinc and copper), and immunological changes are all also potential causes (Ignatavicius Workman, 2010, p. 970). AD is easily identifiable by its signs and symptoms which manifest in different stages. There are three stages that occur. The first stage is the early onset of Alzheimers in which patients will have simple forgetfulness and often will deny that there is a problem, resulting in seclusion. Stage two is progressively worse; the patient will soon become disoriented to time, place and events. In this stage incontinence as well as speech and language become problematic for the patient. The patient begins to become progressively more embarrassed and agitated. In the final stage, or stage three, the patient is no longer able to care for him or herself and is often unable to verbalize needs or able get out of bed without assistance (Ignatavicius Workman, 2009, p. 971-972). This stage of Alzheimers significantly affects patients activities of daily living. Simple tasks such as brushing teeth, combing hair and changing clothes are impossible for the patient to do. Because of their self-care d eficit, the patients family may have to provide personal cares along with ADLs and psychological reassurance. This can cause both emotional and financial stress for the family. Forgetting peoples names or faces can have a debilitating effect on a patients social life. Patients will often have little to no social etiquette demonstrated by screaming obscenities, playing with their own fecal matter and other aggressive behaviors as an example. Sleep patterns are often disturbed and patients usually take frequent naps during the day and are active at night (sundowners syndrome). This disrupts the patient and his or her familys daily routine (Ignatavicius Workman, 2009, p. 973). This type of diagnosis could likely affect their cultural beliefs as well. For example, cultures, such as Hispanic, strongly believe in elder respect and taking care of the elderly. Extended family will often live under one roof. For these cultures a patient with AD may become more of a burden to the whole family rather than a culture that might accept assistance from a nursing home or assisted living center. Spiritual life can also be affected. The client may no longer be able to go to religious services due to their potential social inappropriateness or because the family may have to closely accompany them. The client may forget, or find it unnecessary, to partake in practices that they previously carried out. This may make the client and family feel very frustrated. Whereas there is no known way to prevent AD, there are many interventions to prevent the complications associated with the disease. Since memory impairment is the main symptom of Alzheimers the client is expected to be very confused and disoriented. The nurse should be prepared to answer all the patients questions truthfully and keep him or her oriented by possibly providing single date calendars and keeping them on a non-changing routine. These things will help them to become more comfortable in their environment and be familiar with what is going to happen (Ignatavicius Workman, 2010, p. 975). Validation therapy is one way that health care providers can achieve both of these goals. This therapy entails the staff member recognizing the patients feelings and concerns without lying to them or dismissing the fear. For example if the client has already eaten breakfast, and returns to the dining hall expecting a second breakfast, an appropriate response from the nurse would be something along the lines of, I notice you are still hungry, I will get you another piece of toast. It would be inappropriate for the nurse to tell the client that he or she has already eaten because this may cause the client to become very agitated. The response does not dispute the client, but it also does not support the idea that he or she has not eaten breakfast (Ignatavicius Workman, 2010, p. 975). Caregivers should also promote self care management. Sustaining independence in the clients ADLs is very important for the client with AD and can sometimes help to prolong self physical management. The nurse will also need to instigate bowel and bladder programs. It is important that these clients are toileted every two hours and as needed. Incontinence can be very embarrassing for the client and anything the staff can do to prevent this is encouraged. Staff should keep the client well hydrated and may need to remind the client to drink often. If on a 2 hour and PRN schedule the client is l ess likely to acquire an injury by trying to get up and go to the bathroom on their own. Next, it may be helpful to regularly take the client on walks and to provide them with something to do. Be sure to minimize stimulation and ensure safety. As for long term management of the disease it is likely that the client will eventually need to be placed in a long term care setting such as assisted living. Interestingly enough, in a journal article from The International Journal of Geriatric Psychiatry it states that recent evidence suggests that behavioral interventions and techniques are more effective than any other means of care including pharmacological approaches. They affirm that staff should be well trained to deal with these clients and that they play a huge role in the clients overall disposition and how he or she will cope with managing their disease (Ayalon, Arean, Bornfeld, Beard, 2009, p. 118-123). For some psychological management, caregivers should promote memory training and assist with facial recognition. It is important that they use redirection techniques and promote effective communication that has been tailored to that client specifically (Ignatavicius Workman, 2010, p. 974-978). Alzheimers disease is very complex and has many components to successful nursing interventions, but when followed can lead to great results. Two creative nursing interventions that we were able to come up with are (Pts. with AD should be involved in social interaction to decrease feelings of boredom, anxiety and decreased self-esteem. A possible intervention the nurse can use to help a pt. with AD is to encouraging the pt. to sing with others and help pick out music; this can possibly improve the pts. mood and behavior. It is believed that listening to enjoyable music during routine activities can decrease agitated behavior. Fun activities such as playing musical instruments ( triangle, maraca or even a toy hand drum) can be easy for the pt. to do and also entertaining. ) I am not sure what to do about the other one but with my grandpa we used to put a picture on his door to help him remember what room was his, but that kind of similar to what we talked about above. By 2050 it is expected that the prevalence of Alzheimers disease will increase to 14 million people (Ignatavicius Workman, 2010, p. 970). As healthcare providers it is important that we educate ourselves on this disease because it is nearly inevitable for anyone of us to avoid caring for a client diagnosed with it. In this paper we discussed the disease process including causes and risk factors, the effects on the clients activities of daily living, the challenges with social, family, spiritual and cultural life, disease prevention and treatment along with long term management, and lastly, nursing care and interventions that can facilitate the life of a client with Alzheimers disease.

Perceptions of Persistence of Memory Essay examples -- Artist Salvador

Perceptions of "Persistence of Memory" Although visual art is looked upon differently by all, everyone has a either a favorite piece or at least something that catches their eye. Personally, I don’t have a piece of art that I would label my absolute favorite, but during a Spanish research project found that Salvador Dali’s work really stood out. â€Å"The Persistence of Memory† painted in 1931 by Dali, a highly renowned surrealist painter, is among the most interesting works I have ever seen. Even though the painting itself is rather simple in quality at first glance, what Dali’s must have been thinking about while creating this work is strikingly complex. The painting is attractive to me because it deals with the concept of time, something that everyone in the universe is continually worried about. Time is evident in the painting because four gold, old fashioned, pocket watches are shown melting away, which is a rather depressing concept to think about. Although it may be hard to think about f or most people, Dali gives and accurately describes how he perceived time as able to decay or melt. The ants crawling on the overturned watch symbolizes that time decay is analogous to insects eating cheese. The painting reminds viewers of the fleeting aspect of time, and that we may not be here tomorrow or the next day. In order to maintain a somber attitude, Dali composed the painting of darker colors with the exception of the largest watch having a bluish hue, and the picturesque mountain landscape being reflected into the sea. The mountain scene strikes me as being a representation of something else that flees away with time; the ability to benefit from what nature has created for its onlookers. Though the conscious and subconscious are... ...ing such cheese throughout his life. It would also make sense because if the clocks represented melting cheese, this is probably why Dali chooses ants to be eating one of the clocks. Similarly, Dali may have seen ants eating cheese on a picnic which created the idea for them to also eat away time or the clocks. Dali’s subconscious appears again with the elongated face in the middle of the painting that also appeared in Dali’s earlier painting, â€Å"The Great Masturbator.† The face is his own, and it originates from the sexual thoughts of his previous painting and the fact that his father made him look at pictures of people with venereal diseases that left him mentally scarred for the rest of his adult life. These impressions made him believe that sex led to putrefaction and/or decay which may also be significant with the decay of the clocks in â€Å"The Persistence of Memory.† Perceptions of Persistence of Memory Essay examples -- Artist Salvador Perceptions of "Persistence of Memory" Although visual art is looked upon differently by all, everyone has a either a favorite piece or at least something that catches their eye. Personally, I don’t have a piece of art that I would label my absolute favorite, but during a Spanish research project found that Salvador Dali’s work really stood out. â€Å"The Persistence of Memory† painted in 1931 by Dali, a highly renowned surrealist painter, is among the most interesting works I have ever seen. Even though the painting itself is rather simple in quality at first glance, what Dali’s must have been thinking about while creating this work is strikingly complex. The painting is attractive to me because it deals with the concept of time, something that everyone in the universe is continually worried about. Time is evident in the painting because four gold, old fashioned, pocket watches are shown melting away, which is a rather depressing concept to think about. Although it may be hard to think about f or most people, Dali gives and accurately describes how he perceived time as able to decay or melt. The ants crawling on the overturned watch symbolizes that time decay is analogous to insects eating cheese. The painting reminds viewers of the fleeting aspect of time, and that we may not be here tomorrow or the next day. In order to maintain a somber attitude, Dali composed the painting of darker colors with the exception of the largest watch having a bluish hue, and the picturesque mountain landscape being reflected into the sea. The mountain scene strikes me as being a representation of something else that flees away with time; the ability to benefit from what nature has created for its onlookers. Though the conscious and subconscious are... ...ing such cheese throughout his life. It would also make sense because if the clocks represented melting cheese, this is probably why Dali chooses ants to be eating one of the clocks. Similarly, Dali may have seen ants eating cheese on a picnic which created the idea for them to also eat away time or the clocks. Dali’s subconscious appears again with the elongated face in the middle of the painting that also appeared in Dali’s earlier painting, â€Å"The Great Masturbator.† The face is his own, and it originates from the sexual thoughts of his previous painting and the fact that his father made him look at pictures of people with venereal diseases that left him mentally scarred for the rest of his adult life. These impressions made him believe that sex led to putrefaction and/or decay which may also be significant with the decay of the clocks in â€Å"The Persistence of Memory.†

Bad Euthyphro :: essays research papers

Bad Euthyphro   Ã‚  Ã‚  Ã‚  Ã‚  Euthyphro did not act pious toward his father at all. If he had been trying to be a pious human he would to think deeper in to what he did. Euthyphro turned in his father for killing one man, but he only satisfied one part of being a pious person. According to the American Heritage Dictionary being a pious person has â€Å" devotion and severance towards his god and family.† Euthypro only pleased his god; by bring justice towards his father. He maimed his family and betrayed them. Being thoughtful towards his own family name; Euthyphro only considered him and his money. He only wanted vengeance over the mans death.   Ã‚  Ã‚  Ã‚  Ã‚  Looking for revenge never brings any thing good back only bad memories and shame. When Euthyphro found out about his workers death he was mad. Nobody can blame him for it but he acted so abruptly and we out thought he jumped to accuse his father for the murder. He was so quick to blame his father he refused to stop and think. If he had thought about the repercussions that where going to happen, he would of realized that his family name would be put to more shame.   Ã‚  Ã‚  Ã‚  Ã‚  One must also remember what era this story is been told. During the time murder was just another thing that happened daily in the streets. The time that this all takes place is at a time in the world’s history that savageness was still part of the society. The only difference between the ear of Socrates, and today’s society’ is the acceptance of some crimes. When Euthyphros father killed his hired hand, he still had a just reason for doing so. The two main ways to have a pious soul is by having devotion to god and family. Euthyphro showed obviously that he denied honoring his family. It is hard to prove that he did not show devotion to his god. He showed that he felt there was a need for justice. Even thought he went and told on his father, he for goad his own mistakes by sending someone who might be able to kill another.

Essay --

The Continuum Hypothesis: Shyness, Social Anxiety and Avoidant Personality Disorder In today’s extroverted world, the shy temperament has become synonymous with insecurity, social anxiety, functional deficits, inhibited social skills, avoidant social behavior and impaired behavioral, somatic and cognitive symptoms in social settings. However, shyness has been suggested to lie on a spectrum ranging from normative shyness to a pathological state of extreme social phobia and avoidant personality disorder. The distinction among the varying levels of shyness on the continuum has been a topic of interest to current researchers, specifically qualifying normative shyness from highly shy, and highly shy individuals with and without social phobia. The difference between an individual with shyness and one with social phobia can be explained by comparing how the two approach social situations, and how they respond cognitively, behaviorally and physiologically. A shy person might go to a social event but feel uncomfortable and not enjoy themselves very much. However , an individual with social phobia may not even be able to make themselves go to the event at all. Differing levels on the shyness continuum differ markedly in measures of symptom intensity, daily functioning, quality of life, and anxiety and performance in social settings or conversation tasks (Chavira, Stein & Malcarne, 2002). Individuals with social phobia differ most significantly from those with high shyness and no social phobia in dimensions such as number of social fears, avoidance of social environments, negative thinking and physiological symptoms. Even people with shyness experience much higher quality of life and less functional impairment than those with soci... ...hibiting than the generalized type. However, in the highly shy group, most diagnoses were for generalized social phobia, indicating that highly shy individuals experience more interactional fears than performance based fears, which are common of non generalized social phobia and a limited type of social fears (Chavira, Stein & Malcarne, 2002). The central finding of the study was that 49% of highly shy individuals and 18% of normative shyness were diagnosed with social phobia (Chavira, Stein & Malcarne, 2002). This distinction supports the assertion that shyness and social phobia are significantly related. Additionally, the results of the study support the continuum hypothesis which dictates that higher shyness levels towards the end of the spectrum create greater susceptibility to psychiatric diagnoses such as social phobia and avoidant personality disorder.

Deception Point Page 21

Tolland groaned. â€Å"Now he's showing off. What Corky means is that we can prove a rock is a meteorite simply by measuring its chemical content.† â€Å"Hey, ocean boy!† Corky chided. â€Å"Let's leave the science to the scientists, shall we?† He immediately turned back to Rachel. â€Å"In earth rocks, the mineral nickel occurs in either extremely high percentages or extremely low; nothing in the middle. In meteorites, though, the nickel content falls within a midrange set of values. Therefore, if we analyze a sample and find the nickel content reflects a midrange value, we can guarantee beyond the shadow of a doubt that the sample is a meteorite.† Rachel felt exasperated. â€Å"Okay, gentlemen, fusion crusts, chondrules, midrange nickel contents, all of which prove it's from space. I get the picture.† She laid the sample back on Corky's table. â€Å"But why am I here?† Corky heaved a portentous sigh. â€Å"You want to see a sample of the meteorite NASA found in the ice underneath us?† Before I die here, please. This time Corky reached in his breast pocket and produced a small, disk-shaped piece of stone. The slice of rock was shaped like an audio CD, about half an inch thick, and appeared to be similar in composition to the stony meteorite she had just seen. â€Å"This is a slice of a core sample that we drilled yesterday.† Corky handed the disk to Rachel. The appearance certainly was not earth-shattering. It was an orangish-white, heavy rock. Part of the rim was charred and black, apparently a segment of the meteorite's outer skin. â€Å"I see the fusion crust,† she said. Corky nodded. â€Å"Yeah, this sample was taken from near the outside of the meteorite, so it still has some crust on it.† Rachel tilted the disk in the light and spotted the tiny metallic globules. â€Å"And I see the chondrules.† â€Å"Good,† Corky said, his voice tense with excitement. â€Å"And I can tell you from having run this thing through a petrographic polarizing microscope that its nickel content is midrange-nothing like a terrestrial rock. Congratulations, you've now successfully confirmed the rock in your hand came from space.† Rachel looked up, confused. â€Å"Dr. Marlinson, it's a meteorite. It's supposed to come from space. Am I missing something here?† Corky and Tolland exchanged knowing looks. Tolland put a hand on Rachel's shoulder and whispered, â€Å"Flip it over.† Rachel turned the disk over so she could see the other side. It took only an instant for her brain to process what she was looking at. Then the truth hit her like a truck. Impossible! she gasped, and yet as she stared at the rock she realized her definition of â€Å"impossible† had just changed forever. Embedded in the stone was a form that in an earth specimen might be considered commonplace, and yet in a meteorite was utterly inconceivable. â€Å"It's†¦ † Rachel stammered, almost unable to speak the word. â€Å"It's†¦ a bug! This meteorite contains the fossil of a bug!† Both Tolland and Corky were beaming. â€Å"Welcome aboard,† Corky said. The torrent of emotions that gripped Rachel left her momentarily mute, and yet even in her bewilderment, she could clearly see that this fossil, beyond question, had once been a living biological organism. The petrified impression was about three inches long and looked to be the underside of some kind of huge beetle or crawling insect. Seven pairs of hinged legs were clustered beneath a protective outer shell, which seemed to be segmented in plates like that of an armadillo. Rachel felt dizzy. â€Å"An insect from space†¦ â€Å" â€Å"It's an isopod,† Corky said. â€Å"Insects have three pairs of legs, not seven.† Rachel did not even hear him. Her head was spinning as she studied the fossil before her. â€Å"You can clearly see,† Corky said, â€Å"that the dorsal shell is segmented in plates like a terrestrial pill bug, and yet the two prominent tail-like appendages differentiate it as something closer to a louse.† Rachel's mind had already tuned Corky out. The classification of the species was totally irrelevant. The puzzle pieces now came crashing into place-the President's secrecy, the NASA excitement†¦ There is a fossil in this meteorite! Not just a speck of bacteria or microbes, but an advanced life-form! Proof of life elsewhere in the universe! 23 Ten minutes into the CNN debate, Senator Sexton wondered how he could have been worried at all. Marjorie Tench was grossly overestimated as an opponent. Despite the senior adviser's reputation for ruthless sagacity, she was turning out to be more of a sacrificial lamb than a worthy opponent. Granted, early in the conversation Tench had grabbed the upper hand by hammering the senator's prolife platform as biased against women, but then, just as it seemed Tench was tightening her grip, she'd made a careless mistake. While questioning how the senator expected to fund educational improvements without raising taxes, Tench made a snide allusion to Sexton's constant scapegoating of NASA. Although NASA was a topic Sexton definitely intended to address toward the end of the discussion, Marjorie Tench had opened the door early. Idiot! â€Å"Speaking of NASA,† Sexton segued casually. â€Å"Can you comment on the rumors I keep hearing that NASA has suffered another recent failure?† Marjorie Tench did not flinch. â€Å"I'm afraid I have not heard that rumor.† Her cigarette voice was like sandpaper. â€Å"So, no comment?† â€Å"I'm afraid not.† Sexton gloated. In the world of media sound bites, â€Å"no comment† translated loosely to â€Å"guilty as charged.† â€Å"I see,† Sexton said. â€Å"And how about the rumors of a secret, emergency meeting between the President and the administrator of NASA?† This time Tench looked surprised. â€Å"I'm not sure what meeting you're referring to. The President takes many meetings.† â€Å"Of course, he does.† Sexton decided to go straight at her. â€Å"Ms. Tench, you are a great supporter of the space agency, is that right?† Tench sighed, sounding tired of Sexton's pet issue. â€Å"I believe in the importance of preserving America's technological edge-be that military, industry, intelligence, telecommunications. NASA is certainly part of that vision. Yes.† In the production booth, Sexton could see Gabrielle's eyes telling him to back off, but Sexton could taste blood. â€Å"I'm curious, ma'am, is it your influence behind the President's continued support of this obviously ailing agency?† Tench shook her head. â€Å"No. The President is also a staunch believer in NASA. He makes his own decisions.† Sexton could not believe his ears. He had just given Marjorie Tench a chance to partially exonerate the President by personally accepting some of the blame for NASA funding. Instead, Tench had thrown it right back at the President. The President makes his own decisions. It seemed Tench was already trying to distance herself from a campaign in trouble. No big surprise. After all, when the dust settled, Marjorie Tench would be looking for a job. Over the next few minutes, Sexton and Tench parried. Tench made some weak attempts to change the subject, while Sexton kept pressing her on the NASA budget. â€Å"Senator,† Tench argued, â€Å"you want to cut NASA's budget, but do you have any idea how many high-tech jobs will be lost?† Sexton almost laughed in the woman's face. This gal is considered the smartest mind in Washington? Tench obviously had something to learn about the demographics of this country. High-tech jobs were inconsequential in comparison to the huge numbers of hardworking blue-collar Americans. Sexton pounced. â€Å"We're talking about billions in savings here, Marjorie, and if the result is that a bunch of NASA scientists have to get in their BMWs and take their marketable skills elsewhere, then so be it. I'm committed to being tough on spending.†

Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: [email  protected] org Website: www. cxc. org Copyright  © 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXC’s syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY5 MODULE 2: INFORMATION TECHNOLOGY SYST EMS9 MODULE 3: INFORMATION AND PROBLEM-SOLVING13 UNIT 2: APPLICATION AND IMPLICATIONMODULE 1: INFORMATION MANAGEMENT16 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3: SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean Advanced Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations ddress the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by other examination boards or institutions. The Caribb ean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Council’s Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded.Candidates will not be awarded any possible alternatives for which they did not apply. ? RATION ALE The Information Technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that Information Technology is essential to the economic and social development of the region. The widespread use of Information Technology, the tools and techniques for inputting, processing, storing, outputting, transmitting and receiving information, which was made possible because of improvements in computer and telecommunications technology, has significantly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which people work, learn, communicate, conduct business, and on the ways they seek entertainment. The increased integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer information between computers located anywh ere in the world.Moreover, as the world becomes familiar with the potential of Information Technology, people are beginning to realise that many problems and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view; but also means that we must be conscious of the impact of Information Technology. In particular, we must be made aware that the appropriate use of Information Technology can help solve the problems that we are facing in their daily lives, whether they be of an economic, social or personal nature, and that Information Technology provides opportunities for economic development, as well as for further integrati on, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information about individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than solves it. Any decision to turn to Information Technology must, therefore, be preceded by a critical analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made access to information and misinformation far easier.It is, therefore, crucial that anyone, before using any information, first critically evaluate its reliability. ? AIMS The syllabus aims to: 1. develop an awareness of the importance of information in the solution of many problems; 2. develop a critical attitude to gathering, processing and evaluating information; 3. develop a broad understanding of hardware, software, networks, databases and information systems and their uses; 4. sensitize students to the use of Information Technology in conducting and living their daily lives; 5. evelop an awareness of the power and pitfalls of Information Technology; 6. develop an awareness of the ethical, legal and political considerations associated with information technology; 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies; 8. encourage students to use information sources and services to retrieve, interpret and communicate information; 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings: 1. Knowledge and Comprehension; 2. Application and Analysis; 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to: | |- recall and g rasp the meaning of basic facts, concepts and principles of Information Technology; | | |- identify real-life problems for which Information Technology solutions are appropriate and beneficial. | Application and Analysis The ability to: |- use facts, concepts, principles and procedures in unfamiliar situations; | | |- interpret and present data and draw logical conclusions about Information Technology issues; | | |- identify and recognize the relationships between the various components of Information Technology and their impact on society; | | |- recognize the limitations and assumptions of data gathered in an attempt to solve a problem. | Synthesis and EvaluationThe ability to: | |- make reasoned judgements and recommendations based on the value of ideas and information and their implications; | | |- use the computer and computer-based tools to solve problems; | | |- justify and apply appropriate techniques to the principles of problem-solving. | | | | ? PRE-REQUISITES OF THE S YLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1: INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology Systems Module 3-Information and Problem-Solving UNIT 2: APPLICATION AND IMPLICATION Module 1-Information Management Module 2-Use of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1: INFORMATION TECHNOLOGY THEORY MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing; 2. develop an understanding and appreciation of data and information, and the distinction between them; 3. develop an understanding of the nature and sources of information; 4. develop an understanding and appreciation of Information Technology and its history. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of Information Technology; | |Definition and scope of Information Technology; application of tools for | | | |informational purposes. | | | | | |describe the relationship between Information Technology and | |Computing, Computer Science, So ftware Engineering, Computer Engineering, | |other disciplines in Computing; | |and Information Systems; commonalities and differences between | | | |disciplines. | | | | |explain the characteristics of data and information; | |Definition of terms; examples. | | | |Data: include unprocessed, unorganised and discrete (in separate, | | | |unrelated chunks), qualitative (opinion-based, subjective) or quantitative| | | |(measurement-based, objective), detailed or sampled. | | | | | | |Information: including distortion, disguise, reliability, inconsistency, | | | |incomprehensibility, subject to interpretation, value, relevance, | | | |confidentiality, timeliness, completeness, security, shareability, | | | |availability, lifespan, information as a commodity, format and medium; | | | |Nature and structure of information: strategic, tactical, operational; | | | |structured, semi-structured and unstructured. | | | | | | | | | | | | | | | | | UNIT 1 | |MODULE 1: FUNDAMENTAL S OF INFORMATION TECHNOLOGY (cont’d) | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |distinguish among data, information and knowledge; | | Differences among data, information and knowledge. | | | | |explain information processing; | | | | | |Definition of information processing (input process, output process); | | | |manual versus automated information processing; components of manual | | | |information processing: collect, collate, analyze, present and | | | |disseminate; components of automated information processing: input (data | | | |capture or entry), process (for example, analyze, sort, calculate), store,| | | |retrieve, output (present and disseminate); transmit data and information. | | | |Interrelationship between data and information through information | | | |processing. | | | | | | |Types of manual and automated information systems. | | | | | |discuss the importance of data and information; | |Use of information in decision making: data quality; appropriateness of | | | |data. Nature and structure of information: strategic, tactical, | | | |operational; structured, semi-structured and unstructured. | | |identify ways of representing data and information; | |Data: including character, string, numeric, aural (for example, Morse | | | |Code, musical notes), visual (for example, the individual frames of a | | | |movie, fingerprints); musical symbols. | | | | | | | |Information: including text, graphics, sound, video, special purpose | | | |notations (mathematical, scientific and musical notations); graphical | | | |representations (graphs and charts); tables. | | | | |discuss various types of information sources; | |Types of information sources: including books, journals, catalogs, | | | |magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic | | | |databases, web sites, people, blogs, wikis; advantages, disadvantages of | | | |information sources. | | | | | UNIT 1 | |MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | |identify characteristics of information sources; | |Include availability, cost, currency of information, amount of detail | | | |(depth), breadth of coverage, reliability, format and medium. | | | | |identify tools used in the entry, retrieval, processing, | |Examples of hardware, software, and communication tools. Tools associated| |storage, presentation, transmission and dissemination of | |with the Internet including on-line services; search engines; Usenet, | |information; | |Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing| | | |list, Internet telephony. | | | | |justify the tools used in Information Technology; | |Hardware, software and communication tool used in the entry, retrieval, | | | |processing, storage, presentation, transmission and dissemination of | | | |information; advantages a nd disadvantages. | | | | | |outline the history of Information Technology; | |Brief history of computer hardware and software, Internet and | | | |telecommunications; categories by size, cost, and processing ability. | | | | |explain the meaning of terms related to telecommunication. | |Transmission media, channels, receivers, senders, modulation, bandwidth; | | | |telecommuting. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the innovative use of Inf ormation Technology in fields, such as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and compare functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1: FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont’d) RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 2: INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop an understanding of the components o f Information Technology Systems; 2. develop an appreciation for human computer interaction (HCI); 3. develop an awareness of security measures associated with information technology systems; 4. develop an awareness of the structure of the World Wide Web and its standards and protocols. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |describe Information Technology Systems; | |Definition; types of Information Technology Systems; examples. | | | | | |identify the components of an Information Technology | |Hardware, software, network, users: end-users and IT professionals; definitions | |System; | |and examples. | | | | |describe the purpose and functions of hardware | |Purpose, functions and types of hardware including input, output, storage, | |components; | |processor and peripheral devices; definitions and examples; interaction between | | | |hardware components. | | | | | describe the purpose and functions of software | |Purpose, functions and types of software including application, system (operating| |components; | |systems, language translators, and utilities); proprietary versus open source | | | |software; information systems including embedded systems: monitoring and control | | | |systems; data processing systems; management information systems, decision | | | |support systems, executive information systems; expert systems, data warehouses; | | | |definitions and examples; major input and output from each type of information | | | |system, such as data, information, processed transactions, reports including | | | |detailed, summarised, exception, ad hoc. | | | | |explain the various stages of the system development | |Including feasibility study, analysis, design, development, implementation, | |life cycle (SDLC), and software engineering; | |review; deliverables/output of each stage including system proposal, project | | | |plan, various diagrams and charts, information system (software) test plans, | | | |conversion plans, documentation including user and technical manuals. | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | |discuss the tools used in the different stages of the | |Including questionnaires, interviews, observation, review/investigation of | |(SDLC); | |printed material, ER diagrams, data flow diagrams, process models, object models,| | | |decision tables and trees, computer-aided software engineering (CASE) tools, | | | |GHANT charts, prototypes, flowcharts, pseudocode, programming languages. | | | | |describe the purpose and functions of network | |Purpose, functions and types of networks including local area network (LAN), wide| |components; | |area network (WAN), metropolitan area network (MAN); virtual private network | | | |(VPN); Internet; Intranet; Extranet; configuration; topologies; transmission | | | |media: (wired versus wireless): fibr e-optic, Unshielded Twisted Pair (UTP); | | | |hotspots, protocols; definitions and examples; network security; firewalls. | | | | |explain the roles of users; | |Inclusion of IT professionals, end users: expert users, novice users; definitions| | | |and examples. | | | | | |compare the various features associated with the | |Features including, speed, efficiency, portability, maintainability, storage, | |components of Information Technology Systems; | |transmission. | | | | | |describe the interrelationship etween the components in| |Relationship between the components: hardware, software, network, user. | |an Information Technology System; | | | | | | | |describe different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user interface (GUI), speech and direct manipulation. | | | | |distinguish between different types of HCI; | |Types of HCI including forms, menu, command line, natural language, graphical | | | |user in terface (GUI), speech and direct manipulation. | | | | | |describe ways in which a user’s characteristics require | |For example, age, education, differently abled and cultural differences, | |adaptation of a user interface to increase | |non-visual interfaces, sensors, accessibility features; differences. |effectiveness; | | | | | | | |UNIT 1 | |MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) | | | | | |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | |compare various security mechanisms; | |Physical access control versus logical access control measures and devices; | | | |including passwords (characteristics of an effective password- not obvious, | | | |length, mixed case, alphanumeric); authentication, encryption, swipe or key | | | |cards, biometric; data integrity. | | | | | |explain the meaning of terms related to the security of| |For example, data security, passwords, authentication, encryption, data | |Information Technology Systems; | |corruption. | | | | |describe the structure of the World Wide Web (WWW) as | |Hyperlinks, home page, web page versus web site; Hypertext Transfer Protocol | |interconnected hypertext documents; | |(HTTP), universal resource locator (URL), hypertext markup language (HTML), | | | |extensible markup language (XML); IP address versus domain name. | | | | | |discuss Internet standards. | |Hypertext Transfer Protocol (HTTP); Transfer Control Protocol/Internet Protocol | | | |(TCP/IP) in terms of specifications, guidelines, software and tools. | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2: INFORMATION TECHNOLOGY SYSTEMS (cont’d) 5. Identify HCI used in different organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Spe cific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should: 1. develop the knowledge, skills and understanding of the problem-solving process; 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJ ECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain the concept of problem-solving; | |Problem-solving as a process; finding solutions to a problem. | | | | |describe the stages of the problem-solving process; | |Stages: including define the problem, analyze the problem (using tools, such as | | | |questionnaires, interviews, observation, reviewing documents), identify and | | | |evaluate possible solutions, select and justify the optimal solution, implement, | | | |and review. | | | | | |describe the role of information in the solution of | |Identification of the information necessary for the solution of personal, | |real-life problems; | |commercial, scientific and social problems. Categorization of information as | | | |essential, desirable, extraneous or cosmetic in the solution of a problem. | | | | |explain how information can be used to solve real-life | |Criteria for rejecting or accepting a piece of information, including bias, | |problems ; | |accuracy, cultural context, completeness, currency of information, refereed and | | | |unrefereed sources, characteristics of information on the Internet. | | | | | |analyse the role of information in fulfilling the goals | |Information used in decision-making and problem-solving; capitalising on | |of an individual or organization; | |opportunities. | | | | |use data flow diagrams (DFD) to document the flow of | |Use of symbols for data stores, processing, data flow and external entities; | |information within an organization; | |context level DFD and first level detailed DFD. | | | | | |explain the concept of an algorithm; | |Definition; algorithm as a problem-solving strategy; its role and importance in | | | |the problem-solving process; properties of algorithm. | | | | |identify the necessary properties of ‘well designed’ | |Properties including a general solution to the problem in a finite number of | |algorithms; | |steps, clearly defined and unambiguo us, flow of control from one process to | | | |another. | UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should e able to: | | | | | |identify ways of representing algorithms; | |Inclusion of narrative, flowcharts and pseudocode. | | | | | |develop algorithms to represent problem solution; | |Simple input, output, processing; control structures: sequence, selection, | | | |looping and iteration. | | | | |explain the concept of programming; | |Development of computer programs; stages in programme development; programming | | | |paradigms; examples of programming languages. | | | | | |outline the interrelationship(s) between algorithms and | |Algorithms as precursor to program development. | |programming. | | | Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students’ perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest affecting his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evalua te a comment on the presentations as well as answer the students’ questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students’ questions. UNIT 1 MODULE 3: INFORMATION AND PROBLEM-SOLVING (cont’d) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) formulate a problem statement, (c) suggest two possible solutions, and (d) recommend one of the solutions and justify the choice. 8. Adop t a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole – process with only input data flow, a process with only output data flow from it; data stores or external entities that are connected directly to each other, in any combination; incorrectly labeling data flow or objects, some examples are: i) labels omitted from data flow or objects; ii) data flow labeled with a verb; iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. |Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | |Shelly, G. , Cashman, T. , and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | ? UNIT 2: APPLICATION AND IMPLICATION MODULE 1: INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should: 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization; 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |differentiate among terms used in Information | |For example, fields, records, tables, files, database and database management | |Management; | |system. | | | | | |explain how files and databases are used in | |Uses: including s tore, organize, search, retrieve; eliminate redundancies; data | |organizations; | |mining, data marts and data warehouses. | | | | |explain how data storage and retrieval have changed over| |Concept of the terms; history of storage devices; formats of data (from | |time; | |text-based to multimedia); volumes to be stored; compression utilities; access | | | |method and speed. | | | | | |explain the advantages of using a database approach | |Advantages including speed, efficiency, cost; data quality: completeness, | |compared to using traditional file processing; | |validity, consistency, timeliness and accuracy; data handling, data processing. | | | | |describe the different types and organization of files | |File types including master and transaction files; file organization including | |and databases; | |serial, sequential, random or direct, indexed sequential database types including| | | |personal, workgroup, department and enterprise databases; database organization | | | |including hierarchical, relational, network and object-oriented. | | | | |describe data flow diagrams (DFD); | |Define DFD; identify and describe the four symbols (elements): entity, process, | | | |data store, data flow; identify and describe the various levels of DFDs including| | | |context level DFD and first level detailed DFD. | UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) |SPECIFIC OBJECTIVES | |CONTENT | | | | |Students should be able to: | | | | | |explain how the growth of the Internet impact on data | |Use of symbols, context level DFD and first level detailed DFD to illustrate the | |handling and data processing; | |information flow. | | | | | |explain how the absence of data quality, accuracy, and | |Including loss of revenue, sales, competitive advantage, customers; poor | |timeliness will impact on organizations; | |decision-making; missed opportunities; impact on problem solutions. | | | | |explain the concept of normalization; | |Definition of normalisation; attribute redundancy and anomalies; normal forms: | | | |including first normal form (1NF), second normal form (2NF), third normal form | | | |(3NF); keys: primary, foreign and composite (or compound or concatenated); | | | |partial and non-key dependencies; relationships, use of entity-relationship | | | |diagrams (ERD). | | | | |apply normalisation rules to remove normal form | |To 1NF, 2NF and 3NF; removal of attribute redundancy and anomalies, such as | |violations; | |repeating groups of data (or attributes), partial and non-key dependencies. | | | | | |explain how normal for relations impact databases; | |Including improve performance, data consistency, data integrity. | | | | | |construct a database. |Including forms; reports, queries, tables, tuples, relationship links, enforcing | | | |referential integrity, updates or deletions, use of foreign keys, use of macros, | | | |SQL, data validation and verification strategies; used to analyse data and | | | |provide multiple viewing and reporting of data. | | | | | Suggested Teaching and Learning ActivitiesTo facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it throughout the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1: INFORMATION MANAGEMENT (cont’d) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contai ned in the Specific Objectives. RESOURCES |Daley, B. |Computers are your Future, New Jersey: Pearson Prentice Hall, 2007. | | | | |Heathcote, P. |A Level Computing, Letts, London: Letts, 2005. | | | | |Long, L. and Long, N. Computers: Information Technology in Perspective, New Jersey: | | |Prentice Hall, 2004. | | | | |Parson, J. and Oja, D. |Computer Concepts, New York: International Thompson Publishing | | |Company, 2007. | | | | |Shelly, G. , Cashman, T. and Vermaat, M. |Discovering Computers, New York: International Thompson Publishing | | |Company, 2008. | UNIT 2 MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should: 1. develop confidence in selecting and using productivity tools to solve real-life problems; 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations; 3. develop the competence to present information in the appropriate manner; 4. use informat ion critically; 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | |explain reasons for the use of IT tools; | |Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, | | | |presentation of information, integration of processes, decision making; storage | | | |and retrieval of large volumes of data; manageability of task; pressures from | | | |clients, competitors and suppliers. | | | | |explain the functions and uses of the major types of | |Examples of different types of software packages and their function and uses. | |software tools; | |Including Financial Packages, Software Development Tools, Statistical Tools, Word| | | |Processors, Spreadsheets, Presentation Tools, and Database Management Tools, | | | |Desktop publishing, graphics and personal information management. | | | | | |explain where a word processing tool is appropriate; | |Main purpose and uses; significa nt features of the tool. | | | | |explain where a spreadsheet tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a presentation tool is appropriate; | |Main purpose and uses; significant features of the tool. | | | | | |explain where a database management system tool is | |Main purpose and uses; significant features of the tool. |appropriate; | | | | | | | |jon | |UNIT 2 | |MODULE 2: USE OF INFORMATION TECHNOLOGY TOOLS (cont’d) | |SPECIFIC OBJECTIVES | |CONTENT | | | | | |Students should be able to: | | | | | | | |use IT tools to solve real-life problems; | |Including hardware, application software, and communication tools; main purpose | | | |and uses of tool; significant features of the tool. | | | | |justify the use of IT tools to solve real-life problems;| |Criteria for selection including the nature of the solution, type of analysis | | | |required (calculations, formatting, graphing), type of data, type o f storage, | | | |type of access method, type of processing, type of reports (detailed, summary, | | | |preformatted, ad hoc). | | | | | |use the most appropriate format to display or present | |Format including text, graphics, sound, video, graphs, charts and tables. |information; | | | | | | | |use appropriate information sources to retrieve and | |Criteria for selection, appropriateness for task, types of information sources: | |disseminate information for a particular task; | |including books, journals, catalogs, magazines, newspapers, online libraries, | | | |CD-ROMs, DVDs, electronic databases, web sites, and people. | | | | | |justify the acceptance or rej