Shitstorm free essay sample

Please note that the views email system is ONLY read by the unit coordinator and emails meant for tutors Anton be passed on and therefore may not receive a response. On Campus If you wish to meet with your tutor please book an appointment time via email or phone. All tutors have set student consultation times. Assignment Boxes Bankbooks SEE Assignment Boxes can be found in Building 1 near the entrance to Building 4 This Learning Guide is designed to support your learning. It should be read in conjunction with your unit outline.Table of Contents How this unit relates to your course Education is a complex field comprised of diverse and dynamic teacher, student and community populations. This unit focuses on the socio-political, economic and cultural milieu that shapes teachers work and school education in Australia. Teachers are required to understand the variety of, and changing nature of, the discourses and ideologies that both constitute and are constituted in schooling, teaching and learning in an increasingly multifaceted, globalizes environment. We will write a custom essay sample on Shitstorm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is also essential that teachers in particular, but also those interested in related human services, engage with and understand the diversity of both individuals and the broader Australian community to promote equitable practices and to facilitate educational and professional transformation. Developing sociological understandings of education, knowledge, society and change can provide those working in education and similar services with an enhanced awareness of equity issues as well as crucial analytic and critical tools to address the diverse needs they may encounter in complex and ever-changing professional contexts. This unit is one of the 16 units that provide opportunities for students as pre- service teachers to prepare for their future employment as a graduate teacher in Primary Education. Students will develop understandings about pedagogy and practice within the area of equity, diversity and social justice. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. Education, Knowledge, Society and Change is a core unit for students in the Masters of Teaching (Primary).This unit is offered on-campus as a lecture, tutorial and online series. As professional learners, the students will have engaged with the seven Standards of a graduate teacher as described by the New South Wales Institute of Teachers, which has accredited the Master of Teaching (Primary) course. In regards to 1 01578, students engage with the allowing Elements and Aspects (See Professional Teaching Standards -NEWS institute of Teachers This cou rse links to the following NEWS Institutes National Standards for Teachers. Standard 1: Know students and how they learn Standard 4: Create and maintain supportive and safe learning environments Standard 5: Assess, provide feedback and report on student learning Standard 7: Engage professionally with colleagues, parents/careers and the community On completion of this unit in the Masters Of Teaching (Primary) course, the graduate will have fulfilled the following course outcomes that align with the graduate attributes: Contribute to the development of innovative research-based practice by critiquing and interpreting research.Demonstrate enhanced leadership qualities and skills. Demonstrate more developed understanding and leadership in an educational/social/cultural setting. Demonstrate relevant skills in research strategies and their implementation and interpretation. Advance the profession by contributing to the development of educational professionals in the relevant Strand. Critically reflect upon learning and teaching practices in the relevant Strand. De velop innovative ways to initiate change in educational tenting and the broader community. Collaborate and liaise with colleagues to build strong trans-disciplinary practice. Unit Learning Outcomes On successful completion of this unit, you should be able to: a) Analyses the role and impact of broader socio-political, economic and cultural dimensions on teachers work, schooling and education (AWAITS standard 7. 1); b) Explain how identities are socially constructed and describe how schooling and teaching can perpetuate and position particular understandings of various identities (AWAITS standard 1. , 1. 3, 7. 1 c) Apply theoretical tools to critically analyses schooling practices, policy, pedagogy and curricula (AWAITS standard 4. 1, 7. 2); d) Examine the theoretical, research and policy construction of the multiple dimensions of schooling, in particular in relation to class, race, ethnicity, Aboriginal, gender, and sexualities (AWAITS standard 1. 4) e) Describe the relationship between social justice, place, space, and identities and communities as they relate to the schooling (AWAITS standard 7. F) Develop knowledge and understanding of and respect for the diverse backgrounds of students, teachers and communities and the effects of these actors on learning (TIT SSL standard 4. 4, 1. 4); g) Describe the ways in which educators can develop and sustain the capacity of families, communities and the school to engage all students (AWAITS standard 4. 1, 1. 4, 3. 7, 7. 3, 7. 4) h) Evaluate policies and legislative requirements related to rights and responsibilities of students, parents, other community members and teachers (AWAITS standard 4. , 7. 2) I) Describe how supportive learning environments might be developed where students feel safe to risk full participation (AWAITS standard 4. 1 , 4. 4); j) Apply technology for facilitating learning and addressing issues pertaining to equity diversity (AWAITS standard 4. 5, 3. 4). Student feedback and improvements to the unit The University values student feedback in order to improve the quality of its educational programs.As a result of student feedback, the following changes and improvements to this unit have recently been made: (I) Review of readings (ii) Review of assessment tasks and structure Assessment Overview I Assessment for this unit will be based on the following components Assignment Item Due Date Weighting Link to Unit Learning Outcomes (la) Group peer-teaching seminar task and (b) Hurdle task individual peer valuation Tutorial time allocation b, d, f, g, I, j (see above) Assignment 2 Essay Word Limit 2000 words Hard-copy assignment in tutors assignment box and final e-copy uploaded into Turning in vows by May October 14th pm. 0% a, c, e, g, h (see above) Students are required to keep a copy of all work submitted. Essential Requirements You need to have access to a computer where the Internet can be used to logon to e-learning (vows) for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at e-learning at I. JAWS http://www. Us. Du. AU/students/nonlinearities. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.Assignment Details Please note that extensions for assignments MAY ONLY be granted in extenuating circumstances AND where appropriate documentation is supplied (e. G. Medical certificate) AND where correct procedures for the request are followed. Please ensure that you manage your time well and do not leave assignment completion to the last moment. It is recommended that students begin to work on their assignments early in the semester to interact any unforeseen circumstances that may arise closer to the due date and to help manage workload.The weekly lecture and seminar topic readings for the unit are recommended as an excellent starting point. Assignment 1: (1 a) Group peer-teaching seminar -and (1 b) peer evaluation -b Total worth 50% This assignment requires you, in groups, to a) develop and implement a peer teaching seminar; AND b) Individually undertake a peer-evaluation of another groups peer-teaching seminar. The peer- evaluation is a hurdle task and must be completed as a component of Assignment (1 a). What do I need to submit?CD from the group that is a copy of the groups peer-teaching seminar Powering slides A 2 page overview of the groups seminar plan with key points included A signed cover sheet (found at the end of the Learning Guide) for EACH member in the group. This should be signed and stapled together with other group members cover sheets Completed peer-evaluation form on the allocated day that you undertake your peer-evaluation. l Submission details CDC (clearly labeled with ALL presenters full names, student numbers, topic and date) and the 2 page overview should be submitted to your tutor ON THEDAY of the peer-teaching seminar along with the signed cover sheets. Completed peer-evaluation forms should be submitted TO YOUR TUTOR on the allocated day that you undertake your peer-evaluation. Purpose -? How this assignment relates to learning outcomes In addition to the outcomes listed above, students will be able: To demonstrate and explain understandings of the various s ociological theories and issues as presented in this unit in readings and lectures to date. To use one example of either youth culture or an education stimulus to explain and apply these theories/ concepts/issues.To teach peers about these understandings in a clear and coherent way using the software Microsoft Powering. To build a culture of learning with peers. Process In order to complete this assignment you need to: Select one equity issue from the seminar topics in the Schedule of Teaching Activities below (up. 18-19). Ensure that you have registered for this topic. Note that there is a limit of 4 students per group. If your topic choice is full you will need to select another topic. Please note that you cannot go to another tutorial class to implement your peer-teaching seminar task. You just select a topic from those available within your own tutorial time and class. Using the readings allocated for that issue, that is the class readings and the seminar readings (listed), and if and where relevant lectures/readings from previous weeks and/or additional readings, develop a group peer- teaching seminar. Students should use Powering to support this task. The group seminar must explore the social justice/equity issue allocated to that week. Your group seminar should use whatnot think are the key ideas to explain/explore the issue and to share these with your tutorial peers.Groups would also draw briefly on one example of youth culture or an educational stimulus to help explain and analyses their topic / key issues and to add interest and clarity to the seminar (egg website, magazine article, music, educational policy, video game, recent event that impacts young people etc. ). Your peer-teaching seminar may also explore how issues pertaining to equity, stereotyping and discrimination are represented, reinforced, explored, and exploited, the underlying power relations, as well as broader social, economic, cultural, and/or political implications.Your seminar content should include incinerations for teaching, learning, education and/or schools. Group formation and group expectations Groups should have a maximum Of 4 members. Groups should be formed and group members names registered with your tutor in the first tutorial. Each group will be allocated 25 minutes for their seminar. All group members should contribute equally to the organization of the seminar component of the first assignment and should lead the seminar for equal amounts of time. All groups will be stopped at 25 minutes. It is important that members organize themselves so that each person is given sufficient time to speak/lead. It is up to group members to strictly adhere to this time allocation. Failure to do so may impact results and/or may result in not satisfying the criteria of the assessment. If you withdraw from the unit, please inform a) your tutor by email b) the unit coordinator by email and c) someone from your seminar group, so they know not to expect you to pa artic pate in the task. NOTE: All visuals must be saved on CO. Internet access cannot be guaranteed on the day.Important information for peer-group seminars This is a teaching seminar not a presentation. Do not write a speech on the slides. Do not rely heavily on notes. DO NOT read your speech Remember you are teaching and sharing the information that you think is important with your peers. Students who read their peer-teaching seminar component will be stopped. Consider your context. This is not a lecture. It is a peer-teaching / learning activity with a small group of students. That is, you are teaching the (adult) class. You are expected to incorporate specified readings and references in your seminar.These should form the basis of what you discuss. It is vital you move beyond description and engage in a critical analysis of the issues presented. Ensure that time limits are clearly communicated to all team members. This is the groups responsibility. Consider your peers and dont eat into their time. It is the responsibility of the group to address and find a solution to any disagreements either academic or interpersonal that may arise (but generally dont). As a resource use the DVD Thinking through Presenting which will be made available to students either via the FL_JAWS site or via your tutor who will be able to provide copies.Assessment Item b Peer evaluation task The Peer Evaluation is a hurdle task associated with the first assessment task. This requires students to choose one seminar topic to formally evaluate in order to provide feedback to the group conducting the session. To complete this task, students will need to select a peer-group teaching seminar topic. This cannot be the seminar with which they are involved and ideally should not be in the same week of their own seminar. Students should register for the topic in the first tutorial.Please note that students need to register for two tasks -? the first is the peer-group seminar and the second is the seminar that they will evaluate and provide feedback. Students will be required to dead all of the seminar readings for the topic that they have chosen to evaluate in order to provide feedback to the presenters. This is an expectation of the task. The Peer Evaluation Feedback Sheets will be provided by your tutor and will need to be fully completed by you. You should add an additional page for comments. Submit it to your tutor on the day of the presentation for grading and forwarding on to the appropriate group.Please note that feedback requires constructive and thoughtful criticism. As this is a teacher education degree, it is crucial that students learn to be inconsiderate and diplomatic when writing about the perceived positives and negatives of another persons endeavourers. Any abusive or poorly considered response will automatically receive an Unsatisfactory grade for their component Of the seminar presentation. Assessment Standards MODULE 1 ASSESSMENT GUIDELINES In order to pass this unit, students must demonstrate adequate academic literacy and attain a Satisfactory level of understanding of the units content and its application.Passing this unit and receiving an overall Satisfactory grade entails meeting a minimum of 6 of the 1 0 criteria for both assessment asks. Therefore, to pass this unit, students MUST receive a Satisfactory grade on the two assessment tasks. Satisfactory Grades For each assignment there is an Academic Standard Criterion (ASS) and 10 assessment criteria. The ASS must be satisfactorily attained to be eligible to be assessed on Ethel O criteria for the assessment tasks. If the Academic Standard Criterion (see below) has been successfully met, you will be assessed on the 1 0 assignment criteria.A Satisfactory (S) assignment grade will be awarded IF a minimum of 6 of the 10 assessment criteria have been adds tautly achieved. Academic Standard Criterion The ASS requires the assignment to reflect an appropriate standard of academic writing that demonstrates engagement with the content of the unit. Appropriate standard of writing means using correct grammar, sentence structure and spelling, developing a coherent and logical argument and referencing with accordance to PAP style. Unit engagement means that there is a clear indication that the student has participated with the unit, read all compulsory unit material and read and followed the criteria for the assignment. If this criterion is not met, the assignment may be failed, sugarless of the assessment against other specific assignment criteria. If the Academic Standard Criterion has NOT been successfully met, the assignment will be referred to the Master Of Teaching primary Academic Course Advisor and Academic Support Coordinator for consideration and advice with regard to progression in the course.Unsatisfactory Grades An Unsatisfactory (U) will be awarded if less than 6 of the criteria are achieved for that assignment. If a student receives between 4 or 5 of the 10 criteria in ONE assignment and receives satisfactory on the second assignment (I. E. 6 or ore out of 10), then that student may be eligible to undertake a make-up task to give them an opportunity to pass the unit (I. E. Achieve a minimum of 6 for two assignments). This is at the discretion of the Unit Coordinator. Students awarded 3 or less for either assignment will receive an Unsatisfactory grade for the unit.Scenarios Example 1 . A student receives Satisfactory across 6 out of the 10 criteria. In the second assignment for the unit, the student achieves Satisfactory across at least 6 of the 10 criteria. Since this student achieved the Satisfactory minimum of 6 of the criteria for both assignments 1 and 2, this student will ass the unit. Example 2. A student receives Satisfactory across 8 out of the 10 criteria for the first assignment. In the second assignment for that unit the student achieves Satisfactory for 3 of the 10 criteria.As the second assignment demonstrated a satisfactory level on fewer than 4 of the criteria the student is ineligible to receive a make-up task. This student will fail the unit as they have not achieved satisfactory 6 of the criteria for both assignments. Example 3. A student receives Satisfactory across 6 out of the student achieves satisfactory for 5 of the ID criteria. As the second assignment demonstrated a satisfactory level on more than 4 of the criteria the student is eligible to receive a make-up task at the discretion of the Jinni Coordinator.If this make-up task achieves satisfactory of 6 of the criteria, the student will receive Satisfactory for the unit. Note: A make-up task is only potentially available to students if they have met 6 or more of the criteria on at least one of the two assignments, and 4 or more of the criteria on the second assignment. Students who are eligible to undertake the make-up task must contact the unit Coordinator by email within ONE week of marks being leased in flaws. Students will have one week to complete the make-up task from the date of issue by the Coordinator.

Free Essays on Media Literacy

Despite numerous attempts to introduce a formal media education policy into all U.S. Public schools, is has not been officially accepted as a part of the general curriculum. Only handfuls of school across the country offer the option to choose courses in media literacy, and choosing the course in the first place is the students discretion. However, media education policies have been extremely effective in countries such as Norway, and our neighbors to the North, Canada. One fundamental difference as to why media literacy policies and education programs have been in effect in those countries and not the United States is because the United states has a decentralized education system; Norway and Canada both have centralized systems. Change of curricula comes about much easier in the centralized systems, while it is much more difficult in decentralized school systems. The policy in Canada requires that 30% of all high school students language arts credits be taken in the subject of Media Literacy and Education. However, New Mexico was one of the first states to implement a mandatory media literacy requirement. The New Mexico Media Literacy Project, or NMMLP, was created in 1993 as an outreach of Alberquerque Academy, one of the best private schools (grades 6-12) in the United States. The program that they have developed is used by thousands of schools across several states, with their main goal being â€Å"†¦ to make New Mexico the most media literate state in the United States, and to spread the NMMLP model of grassroots, action-oriented media literacy education to other states.† The NMMLP provides in-service training for public and private school teachers, counselors, principals and administrators. They also hold four-day workshops three to four times a year. The American Association of Pediatrics has also released its suggested policy on children and media literacy. Published in PEDIATRICS Vol. 108 No. 5, November 2001, pp. 1222-12... Free Essays on Media Literacy Free Essays on Media Literacy Despite numerous attempts to introduce a formal media education policy into all U.S. Public schools, is has not been officially accepted as a part of the general curriculum. Only handfuls of school across the country offer the option to choose courses in media literacy, and choosing the course in the first place is the students discretion. However, media education policies have been extremely effective in countries such as Norway, and our neighbors to the North, Canada. One fundamental difference as to why media literacy policies and education programs have been in effect in those countries and not the United States is because the United states has a decentralized education system; Norway and Canada both have centralized systems. Change of curricula comes about much easier in the centralized systems, while it is much more difficult in decentralized school systems. The policy in Canada requires that 30% of all high school students language arts credits be taken in the subject of Media Literacy and Education. However, New Mexico was one of the first states to implement a mandatory media literacy requirement. The New Mexico Media Literacy Project, or NMMLP, was created in 1993 as an outreach of Alberquerque Academy, one of the best private schools (grades 6-12) in the United States. The program that they have developed is used by thousands of schools across several states, with their main goal being â€Å"†¦ to make New Mexico the most media literate state in the United States, and to spread the NMMLP model of grassroots, action-oriented media literacy education to other states.† The NMMLP provides in-service training for public and private school teachers, counselors, principals and administrators. They also hold four-day workshops three to four times a year. The American Association of Pediatrics has also released its suggested policy on children and media literacy. Published in PEDIATRICS Vol. 108 No. 5, November 2001, pp. 1222-12...

Effect of leadership development program on organizational performance Dissertation

Effect of leadership development program on organizational performance - Dissertation Example statistical null hypotheses 15 Testing the null hypothesis 15 P-values 16 Significance levels 17 One-tailed vs. two-tailed probabilities 17 Reporting your results 18 Confidence interval 20 p=0.891 represents the probability of occurring the event. ... nsistency refers to inter-item reliability, and assesses the degree of consistency among the items in a scale, or the different observations used to derive a score Want to be sure that all the items (or observations) are measuring the same construct Estimates of Internal Consistency Item-total score consistency Split-half reliability: randomly divide items into 2 subsets and examine the consistency in total scores across the 2 subsets (any drawbacks?) Cronbach’s Alpha: conceptually, it is the average consistency across all possible split-half reliabilities Cronbach’s Alpha can be directly computed from data Estimating the Validity of a Measure A good measure must not only be reliable, but also valid A valid measure measures what it is intended to measure Validity is not a property of a measure, but an indication of the extent to which an assessment measures a particular construct in a particular context—thus a measure may be valid for one purpose but not another A measure cannot be valid unless it is reliable, but a reliable measure may not be valid Estimating Validity Like reliability, validity is not absolute Validity is the degree to which variability (individual differences) in participant’s scores on a particular measure, reflect individual differences in the characteristic or construct we want to measure Three types of measurement validity: Face Validity Construct Validity Criterion Validity Face Validity Face validity refers to the extent to which a measure ‘appears’ to measure what it is supposed to measure Not statistical—involves the judgment of the researcher (and the participants) A measure has face validity—’if people think it does’ Just because a measure has face validity does not ensure that it is a valid measure (and measures lacking

Advertisers use principles of visual search and attention to increase Essay

Advertisers use principles of visual search and attention to increase the likelihood that people will notice their message - Essay Example Within the world of advertising,there are a number of ways through which the advertising message is delivered to the target audiences.What this means is the fact that the right people should be conveyed the right message at the right time and in the right capacity. This will impact the people in a very strong and effective way, as well as make them realize about the needs and wants that they might have forgotten about or not paid enough heed to in the past. The advertisers use a number of methods and techniques in order to make sure that their message is propagated in the exact manner as they want it to be delivered. Processing this message is one thing and getting it delivered in a similar manner is an entirely different proposition. What this paper studies is the basis of the advertisers using principles related with visual search and attention in order to enhance the likelihood that people will pay attention and notice the message that has been intended for them (Fulton 1996). Dif ferent theories and evidence studies have been drafted so that a proper understanding of the subject at hand is reached upon and that there are no shortcomings within the comprehension of this study in essence. This paper will specifically deal with issues that advertisers face from time to time and the manner under which they tackle the problems related with visual search and attention are highlighted in essence. Without advertising, marketers can only think of their product lying on the retail outlets waiting for angels to come and satisfy themselves (Kotler 2005). People need to be told the plus points of their brands (by the company) so that they actually go out and make the eventual purchase which in all fairness, not an easy job for the company, say that is producing a shoe polish which does not stick on to the shoes as much as do the other competitor shoe polishes already available in the market (Agres 1990). If the customers do not know or are not given the liberty to compre hend the different features of the brand which is being advertised by the company, they would not make that valued effort on their part and hence the company will be the one to suffer in the end and no one else. One must consider that advertising is the art and indeed the science of reaching to the right sets of eyes in order to sell the product that is under discussion. Since advertisers have a clear cut task at hand, it is their duty to make sure that they draft their message in such a way that the audiences find it easy to understand and thus carry it forward to their circles of influence (O’Shaughnessy 2003). However the latter part seems to be somewhat of a complicated one because it involves quite a few areas which will not be discussed at length within this paper. What shall be the point of discussion here is the fact that advertisers use gaze motion to make sure that their audiences view the advertisements in the exact manner that they would like them to see (Cameron 1994). If there is a headline within the advertisement that needs to be viewed first by the audience, the advertisers do everything to make sure that the viewers see the headline initially and then move forward with the rest of the content in the advertisement (Levine 2003). This also signifies the basis of understanding that the elements of advertisement drafting are important and should be tackled in such a way that there is no catch within the relevant equations and that there is complete harmony within the related ranks as far as comprehending the real meaning of attracting audiences is concerned. Attention towards advertisements is indeed the key to achieve immense recall and value for the message that is being delivered by the advertisers all over the world. What this implies is the

Business continuity and crisis management Essay - 2

Business continuity and crisis management - Essay Example BCM plays an important role in every organization that uses it. One major aim of having a BCM program on any business to is to give it the capacity to have a quick and effective response to global crises such as cyber attacks mostly through data breaches, natural disasters and ensure the business interests of the organization are protected. (Blyth, M. 2009). What this means is that BCM is not only about crisis management, but it also includes disaster and business recovery, incident and emergency management. The ISO 22301, which is a system of business continuity management, places emphasis on a few areas that are crucial in BCM.First, it suggests that there is a great need to have an understanding of the needs of continuity and preparedness. Moreover, there is need to understand why it is necessary to establish a BCM policy and objectives in an organization. It adds that the effectiveness of the entire process relies heavily on this understanding. Secondly, there is need for an orga nization to implement and operate controls that can manage its overall continuity risks. It therefore, suggests that it would be meaningless to have a BCM policy when the organization is not ready to implement it. (Bajgoric, N. (n.d.). Thirdly, the organization should constantly review and monitor the effectiveness of the BCM program to ensure it is working according to its goals. Finally, the regular assessment of BCM will lead to objective measurements that are important in continual improvement.

No Country For Old Men By Cormac Mccarthy English Literature Essay

No Country For Old Men By Cormac Mccarthy English Literature Essay The novel No Country for Old Men by Cormac McCarthy uses symbolism and the world of the characters to support one of its many themes of the novel. Not only that, but through symbolism, McCarthy reveals the character traits and motives of each of the characters, mainly Moss and Chigurh. The journey of Llewellyn Moss and his attempts to escape the psychotic killer Chigurh symbolizes the fact that you must keep on going to escape the ever changing world. The actions of Chigurh also tell the readers that amongst our sweet, beautiful world, there is so much evil, greed, and death lurking and no matter how hard people try, there is no escape. Through the developments of characters as they are in the novel, and with the help of many symbols, McCarthy effectively conveys the message of No Country for Old Men. The title of the novel itself signifies one of the themes very well which is that one must keep running because if the ever changing world catches up to you, it will devour them. The quote survival of the fittest as said by Charles Darwin applies to this real well. For example, an example straight from the story is how Moss finds the suitcase with two million dollars in it, and is on the run thereafter, from the psychotic killer Chigurh. Where ever he goes, Chigurh gets there and finds him. This is an example of how the world is always changing and if even for a second, a person thinks they are not going to be a victim of it they are wrong. As the story progresses, Chigurh finally catches up with Moss and kills him. This tells the readers that as soon as you think you have won against the world, it will get you really hard. This theme also relates to the title of the story really well in the sense that it says that this is no country for old mean. How this relates is when people get old, they cannot stay up with the race against the world, and one day, the world overtakes them, and they meet their end. It may be the authors take on how life and death works. Another prominent character in the story, Sheriff Ed Tom Bell who is out to hunt for Chigurh plays a great role in signifying the theme mentioned in the above paragraph. Like Moss is on the run from Chigurh, Chigurh is on the run from Sheriff whether he knows it or not. This proves that it does not matter who you are and what you may do, the cycle of life, and the moving world applies to you too. How this applies to the Sheriff himself is really clear in the novel. Throughout the novel, he talks about how he is getting old and he wants to retire through big passages at the beginning of each chapter. He makes remarks about how the world has been changing so quickly, and becoming into a dark, scary place. He mentions that law enforcement work is more dangerous now than what it used to be and this is referring to the world of law enforcement, which is his world because he has been a sheriff since a really young age (McCarthy, 38). So what he is trying to say is that the world is a much more worse place not than before, which also points to the changing of it (the world), and it has changed for the worse. A point to be noted is the fact that he mentions how he is getting old and wants to retire. This goes back to the title of the novel itself. No country for old men. One more example of the prominence of the above theme is when Moss is on the run from Chigurh and is having dinner. He says three weeks ago I was a law abiding citizen. Workin nine to five jobs. Eight to four, anyways. Things happen to you they happen. They dont ask first. They dont require your permission (McCarthy 220). This quote is one of the single biggest proofs of the theme of a changing world in the book. This tells us how our choice, and decisions we make effects our life whether we know it or not, and we cannot do anything about it. Clearly, when Moss was making a choice of taking the money, he did not consider this. This tells the readers that whatever you do in the world will have its consequences and some you can avoid, and others you cannot but to do so, you must keep moving otherwise you will be caught and served justice. Along with that, another prominent theme of the novel is that there is nothing anyone can do about the evil side of human nature. This includes greed, violence, and cold hearted killing. Let us start off by talking about the protagonist, Llewellyn Moss. The actions of this man started off the whole chain of events, leading to numerous deaths. When Moss saw the drug deal gone wrong, instead of helping one of the wounded survivors out, he walks away, takes the 2 million dollars, and goes home. This triggers another event. Anton Chigurh sets out to find him, and wherever he goes, he leaves a trail of blood. When the Sheriff tells him he will help, he refuses and digs his grave even deeper. All of this is a result of the greed for money. Another example is that of Anton Chigurh the main antagonist. When Chigurh gets into a gun fight, he sees the lights receding. Watching his own image degrades in that squandered world (McCarthy, 122). This symbolizes the squandered world, being degraded to the point where people can kill very easily, and watch others die just as easily thereafter. The last quote mentioned also shows the contrast between the character of Moss and Chigurh. On one hand, there is Moss, who cannot kill Chigurh, even though he was right in front of him, knowing the fact that he is trying to kill him, no holds barred. On the other hand, there is Chigurh, who enjoys every single moment of killing people. Although what Moss did triggered so many murderous events, his actions throughout the book and lead us to say that he is not a bad person, though he may have made a few mistakes in his life. Going back to the beginning of the novel, when Moss finds the money case, and there is a man dying and asking for water. At that time, he does not have it so he goes back to get it and while coming so, says Im fixin to go do something dumbhern hell but Im going anyways (McCarthy, 24). He knows that going there is risky, but as a good person, he risks his life just to go and give a dying man some water and this is a really good sign of how great of a heart Moss possesses. Another example is later on when he is on the run. He says Three weeks ago I was a law abiding citizen. Workin nine to five jobs. Eight to four, anyways. Things happen to you they happen. They dont ask first. They dont require your permission(McCarthy, 220). He tells this to a girl who he is having dinner with. This shows his cha racter as a caring and nurturing one because he does not want the girl to make the mistakes he has made. This goes to show that no one on this planet is flawless. The actions of Anton Chigurh, from the start build his character as an evil, blood thirsty, and devilish person who will do anything to attain personal benefits. In the beginning of the story, Chigurh escapes from the clutches of a local Sheriff, and he place[s] his hand on the mans head like a faith healer [à ¢Ã¢â€š ¬Ã‚ ¦] The man slid soundlessly to the ground, a round hole in his forehead from which blood bubbles [à ¢Ã¢â€š ¬Ã‚ ¦] (McCarthy, 7). This quote, not only reveals Chigurhs character, but the fact that it is at the very beginning of the book, reveals the theme of violence, murder and violence throughout the story, and readers can very easily notice them. When Chigurh [à ¢Ã¢â€š ¬Ã‚ ¦] place[s] his hand on the mans head like a faith healer [à ¢Ã¢â€š ¬Ã‚ ¦], it reveals to the readers that Chigurh, despite being on a murderous rage, believes he had god given powers. Later in the novel, he weigh[s] things in his hand like a medium (McCarthy, 204) and this action of his is quite interesting because it paints divine light on the bloody character of Chigurh. Despite all the useless bloodshed caused by this fellow, he is portrayed as a greater being. Taking reference from Hindu philosophies, we can prove this to be correct. In Hinduism, a good person is the one who does his deed (karma) and bad people are the ones who slack away from it. Because of the fact that Chigurh is a killer, and he is killing people really well, McCarthy may have taken into account this philosophy, and painted Chigurh as an almost divine and great figure. By putting together all the different aspects of formalist approaches, we know that Cormac McCarthy is sending the readers of his novel, No Country for Old Men a deeper message than just the words. McCarthy wants to tell the readers that no matter what happens in life, you must keep moving forward, and never give up. This message can be taken by the readers no matter where they go in life and no matter how big of a person they become. Work Cited List No Country for Old Men Forums From Book to Film MovieWeb.com. (n.d.).  Movie Trailers, New Movies, Movie News, 2013 Movies, DVDs MovieWeb.com. Retrieved March 18, 2013, from http://www.movieweb.com/movie/no-country-for-old-men/FT252CRAcxjO56 McCarthy, C. (2005).  No country for old men. New York: Knopf. McCarthy, Cormac. No Country for Old Men Cormac McCarthy Study Guide, Lesson Plan more eNotes.com.  Study Guides, Lesson Plans, Homework Help, Answers More eNotes.com. N.p., n.d. Web. 18 Mar. 2013. .

The Sight Of Science :: essays research papers

The Sight of Science It is a truth universally acknowledged that he whose mind is ahead of his time and above that of his peers may not be understood by his fellow people and be subject to critisizm and persecution. Galilei Galileo, Francis Bacon, and Rene Descartes were among the first to break away from the conventional views of their times to find a place for science in a society and propose the way it should be practiced. All three authors agree on some points but differe markedly on others. Bacon insists on the importa nce of experimentation and relative uselessness of senses and experience, while Decartes thinks them imporatnt for understanding of nature. Galileo stresses the need for separation of science and religion, while Descartes deems the correctness of the method of scientific thought to be most important. Yet all three writers agree that natural science should be freed of the grip of theology and human ethics, what sets them apart from previous generations of scientists and thinkers. In his Discoveries, Bacon goes at great length to discuss the influence the prescientfic mode of thinking has had on generations of scientists, and tries to Descartes asserts that the mathematical method of examining the relationship between objects and expressing them in concise formulas, applied to the entire realm of knowledge, permits him to exercise his own reason to the best of his ability. Since nothing in philosophy is certain, it is evident that he must discover his own philosophical principles. Galileo's views on science and religion, as seen from his Letter to the Grand Dutchess Christina are very radical for his times. He suggests that physical sciences must be separated from theological studies because the goals of the two disicplines are totally different: theology is concerned with salvation of the soul, while the sciences are concerned with understanding of nature. He believes that the clergy apply faith where ther is none involved -- one cannot undersand nature just by quoting the Scripture because the nature, a fruit of God's infinite wisdom., defies the simple explanation men's feeble minds attempt to find in the Bible. To truly understand nature, one has apply the little of the reason that God has given to him and look "between the li nes" for the true meaning of the Bible. There are a number interpretations one can find because the Bible is often general and simplistic; Galileo suggests that the best way to find the true meaning is to disprove the false conclusions by finding contradicions in nature, as determined by accurate experiments rather than fervent meditation. It is a job of scientists to examine nature and it is

Respiratory Case Study

Respiratory Case Study The following case study is of a 37-year old Hispanic male weighing 145 lbs and 70 inches tall found unconscious by his girlfriend. According to her he was unconscious for about 15 hours and she was concerned because he would not wake or respond and was breathing shallow and slow. She then called 9-1-1. The patient entered the ER by emergency vehicle and on my initial assessment Pt had an altered mental status, was very unresponsive showing symptoms of a possible drug overdose.The girlfriend told the physician the Pt had taken 75 mg of methadone and an unknown amount of Xanex and other amounts of Benzodiazepines. On assessment, the doctor noticed his altered mental status and unconscious status. He had a gag reflex and responded to pain. Pt had a blood pressure of 63/41 and a 02 saturation of 50% on room air and a heart rate of 108. We put the patient on an oxy mask at 14 liters and his saturation improved to 90%. The Physician then administered Narcan which in return raised the respiratory rate. The physician then eventually intubated with Etomidate.He is then diagnosed with Acute Renal Failure, Acute Lung Injury with possible aspiration and CHF with Atrial Fib. The patient has had no prior history of drug overdose. The patient did, however, have a brother that recently committed suicide and was recently released from jail. The patient does drink alcohol and takes multiple street medications and methadone for pain. For this patient with my initial thoughts would be to order an ABG to test for acidosis and see if there is an electrolyte imbalance, then a possible scan of the brain.An EKG test would also be ordered to see how the heart has dealt with the stress. Giving him Narcan would help block the receptor sites to stop the action of the OD. What ended up being ordered is the ABG, a CT of the brain, EKG, NG tube, Catheter, Glasgow Coma Scale, Chest X-ray and the lab drew blood. The ABG showed severe metabolic and respiratory acidosis, g lucose of 72, potassium of 4. 9, calcium of 7. 9 chloride of 105, C02 of 24, creatinine of 2. 6. The EKG showed atrial fibrillation with rapid ventricular response and signs of CHF.The lab results showed an electrolyte imbalance, sepsis, and no alcohol. The CT scan showed a hypoxemic brain injury and the x-ray showed infiltrates which are assumed to be from aspiration pneumonia. From this we know that the patient will stay intubated until further improvement of acidosis, help to reduce possible development of ARDS, Sepsis and until the patient will be able to breath on his own. The settings on the vent I would have chose would have been SIMV, Vt of 550-600, a rate of 15, pressure support of 10, Cpap of 5, at a 100% Fi02 with the ABG reading Ph 7. 1, Pco2 58, P02 56, and sating 76%, Hco3 18. 4. Physician ordered vent setting, SIMV, 100% Fi02, Vt of 550, rate of 12, pressure support of 10, Cpap of 5. The idea behind these settings is to allow the Pt to ventilate and to breathe off the access co2 and to oxygenate the blood. I would like to have seen a rate of 16 to help with the release of co2. 1 hour later the ABG read Ph 7. 13, Pco2 65, P02 66, Hco3 at 15. 6 and sating 85%. The settings for the Pt as far as respiratory seem to be fine for now unless the Pt develops ARDS.It is more of a metabolic concern at this time now that the Pt is ventilated. Blood gases go as follows: in the ER for initial assessment on the vent at 2130 a critical of Ph- 7. 11, Pc02- 58, P02- 56 Hc03- 18. 4 and a saturation of 76% on 100% Fio2 while on SIMV with a rate of 12, Vt of 550, pressure support of 10 and Cpap of 5. The Pt at this time has no spontaneous breathing while on the vent. Due to the drug overdose the Pt is showing both respiratory and metabolic acidosis with Moderate Hypoxemia. A follow up ABG, 20 minutes later, results in a Ph of 7. 3, Pco2- 47, Po2- 66, Hco3-15. 6 and sating 85% on 100% Fio2. The Pt is now breathing 21 BPM and a Vt of 605 in addition of the vent settin gs. The results of the latest ABG have shown small improvement, but still critical Ph and moderate hypoxemia. Another follow up ABG at 0100 shows a small improvement on the Ph to 7. 18, the Pco2 became more acidotic moved to 53, the Po2 improved to 77 which shows he is oxygenating better but still hypoxic, his Hco3 acidosis is improving at a change to 19. 8, and sating 91% now.The Pt is now breathing at a rate has come down to 10 BPM on his own above and beyond the vent. After consulting with the physician we changed the Vt to 600 and the pressure support to 20 and Cpap to 15. The Pt continued on these settings till 0415. The physician then made the change to Bi-level with the settings of a rate of 14 pressure support of 25, and an H/L pressure of 35/15. The Pt at this time is pulling a Vt of 745 and a spontaneous rate of 17 and still at 100% Fio2 and sating 92%. This is the point when the Pt makes the turn.The Bi-level or APRV was the proper setting for this Pt. He continued to imp rove over the next several days with his peek pressure climbing to 40. The Pt continues these settings and slowly improves and eventually weaned from the ventilator till the Pt no longer needs support. Pt received AP diameter X-ray to confirm tube placement and to see if there were any kind of infiltrates because of possible aspiration and to eliminate possible pneumothorax and pleural effusion. Findings included mild patchy infiltrates in the right upper to middle lobes.The left lower lobe also has some similar findings but less concerning. This may either be due to lung infection or pulmonary edema. The placement of the ET tube was confirmed at 2 cm above the carina. The NG tube was also confirmed to correct placement. The heart silhouette was not enlarged and stable. No pleural effusion was ever confirmed. Pt will be treated for minor Pneumonitis. X-rays continued throughout his stay and infiltrated were slowly diminished and tube placement was confirmed and never changed. The La b reported sodium at 142 to be within normal range, potassium 5. also with in normal range. Chloride at 105 also with in normal range, glucose levels at 169 also within normal range, calcium at 7. 9 is low. The Pt received ionized calcium through his central line. The Hematology reported the WBC at 4. 4 is at the lower spectrum of normal, the RBC at 5. 70 is within the normal limits, and HCT is 51 which are also in the normal spectrum. Blood work came back good. Sputum sample was taken and results were negative for any growth. The Pt is urinating well and color is yellow/clear with trace amounts of protein.No PFT’s were performed. Medications the Pt received in the ER: Dextrose 5% delivered intravenous to hydrate Pt, Sodium Bicarbonate was given intravenous because of the severe acidosis, Nor epinephrine given intravenous to raise the BP to a more stable condition, Dopamine also given for a vaso pressers, Etomidate was given to sedate the Pt for intubation, Clindamycin given due to the allergy of Penicillin to help with any anaerobic infection, Doripenem and Vancomycin other antibiotics, Propofol to keep Pt sedated during his intubation.Medications given while in the ICU: Clopidogrel (Plavix) given to prevent clots, Symbicort given to help prevent bronchospasm and improve lung function, Digoxin given for the CHF and slow the heart rate for Atrial Fibrillation, Famotidine to inhibit the production of stomach acid, Lisinopril given in case of hypertension, Sodium Chloride to treat his hyponatremia, Levophed (Nor epinephrine) given when the HR or BP drops, Phenylephrine also a vaso presser or to relive nasal decongestion, Pitressin also another vaso presser, Dobutamine to prevent cardiogenic shock, Dopamine for another presser, Fentanyl given to reduce pain, Haloperidol (Haldol) to help with his mental heath, Lorazepam also given to treat his mental heath or anxiety, Morphine to treat pain, and Reteplase given for anti-clotting factor.

Emperor Pedro II of Brazil

Emperor Pedro II of Brazil Emperor Pedro II of Brazil: Pedro II, of the House of Braganà §a, was Emperor of Brazil from 1841 to 1889. He was a fine ruler who did much for Brazil and held the nation together during chaotic times. He was an even-tempered, intelligent man who was generally respected by his people. The Empire of Brazil: In 1807 the Portuguese royal family, the House of Braganà §a, fled Europe just ahead of Napoleons troops. The ruler, Queen Maria, was mentally ill, and the decisions were made by Crown Prince Joo. Joo brought along his wife Carlota of Spain and his children, including a son who would eventually be Pedro I of Brazil. Pedro married Leopoldina of Austria in 1817. After Joo returned to claim the throne of Portugal after the defeat of Napoleon, Pedro I declared Brazil independent in 1822. Pedro and Leopoldina had four children survive into adulthood: the youngest, born on December 2, 1825, was also named Pedro and would become Pedro II of Brazil when crowned. Youth of Pedro II: Pedro lost both his parents at an early age. His mother died in 1829 when Pedro was only three. His father Pedro the elder returned to Portugal in 1831 when young Pedro was only five: Pedro the elder would die of tuberculosis in 1834. Young Pedro would have the best schooling and tutors available, including Josà © Bonifcio de Andrada, one of the leading Brazilian intellectuals of his generation. Apart from Bonifcio, the greatest influences on young Pedro were his beloved governess, Mariana de Verna, who he affectionately called â€Å"Dadama† and who was a surrogate mother to the young boy, and Rafael, an afro-Brazilian war veteran who had been a close friend of Pedro’s father. Unlike his father, whose exuberance precluded dedication to his studies, young Pedro was an excellent student. Regency and Coronation of Pedro II: Pedro the elder abdicated the throne of Brazil in favor of his son in 1831: Pedro the younger was only five years old. Brazil was ruled by a regency council until Pedro came of age. While young Pedro continued his studies, the nation threatened to fall apart. Liberals around the nation preferred a more democratic form of government and despised the fact that Brazil was ruled by an Emperor. Revolts broke out all over the country, including major outbreaks in Rio Grande do Sul in 1835 and again in 1842, Maranho in 1839 and So Paulo and Minas Gerais in 1842. The regency council was barely able to hold Brazil together long enough to be able to hand it over to Pedro. Things got so bad that Pedro was declared of age three and a half years ahead of time: he was sworn in as Emperor on July 23, 1840, at the age of fourteen, and officially crowned about a year later on July 18, 1841. Marriage to Teresa Cristina of the Kingdom of the two Sicilies: History repeated itself for Pedro: years before, his father had accepted marriage with Maria Leopoldina of Austria based on a flattering portrait only to be disappointed when she arrived to Brazil: the same thing happened to Pedro the younger, who agreed to marriage with Teresa Cristina of the Kingdom of the Two Sicilies after seeing a painting of her. When she arrived, young Pedro was noticeably disappointed. Unlike his father, however, Pedro the younger always treated Teresa Cristina extremely well and never cheated on her. He came to love her: when she died after forty-six years of marriage, he was heartbroken. They had four children, of which two daughters lived into adulthood. Pedro II, Emperor of Brazil: Pedro was tested early and often as Emperor and consistently proved himself able to deal with his nation’s problems. He showed a firm hand with the continuing revolts in different parts of the country. Dictator of Argentina Juan Manuel de Rosas often encouraged dissension in southern Brazil, hoping to pry off a province or two to add to Argentina: Pedro responded by joining a coalition of rebellious Argentine states and Uruguay in 1852 which militarily deposed Rosas. Brazil saw many improvements during his reign, such as railways, water systems, paved roads and improved port facilities. A continued close relationship with Great Britain gave Brazil an important trading partner. Pedro and Brazilian Politics: His power as ruler was kept in check by an aristocratic Senate and en elected Chamber of Deputies: these legislative bodies controlled the nation, but Pedro held a vague poder moderador or moderation power: in other words, he could affect legislation already proposed, but could not initiate much of anything himself. He used his power judiciously, and the factions in the legislature were so contentious among themselves that Pedro was able to effectively wield much more power than he supposedly had. Pedro always put Brazil first, and his decisions were always made on what he thought was best for the country: even the most dedicated opponents of monarchy and Empire came to respect him personally. The War of the Triple Alliance: Pedro’s darkest hours came during the disastrous War of the Triple Alliance (1864-1870). Brazil, Argentina and Paraguay had been scrapping – militarily and diplomatically – over Uruguay for decades, while politicians and parties in Uruguay played their larger neighbors off against one another. In 1864, the war got more heated: Paraguay and Argentina went to war and Uruguayan agitators invaded southern Brazil. Brazil was soon sucked into the conflict, which eventually pitted Argentina, Uruguay and Brazil (the triple alliance) against Paraguay. Pedro made his greatest mistake as head of state in 1867 when Paraguay sued for peace and he refused: the war would drag on for three more years. Paraguay was eventually defeated, but at great cost to Brazil and her allies. As for Paraguay, the nation was completely devastated and took decades to recover. Slavery: Pedro II disapproved of slavery and worked hard to abolish it. It was a huge problem: in 1845, Brazil was home to about 7-8 million people: five million of them were slaves. Slavery was an important issue during his reign: Pedro and Brazils close allies the British opposed it (Britain even chased slaver ships into Brazilian ports) and the wealthy landowner class supported it. During the American Civil War, the Brazilian legislature quickly recognized the Confederate States of America, and after the war a group of southern slaveowners even relocated to Brazil. Pedro, stymied in his efforts to outlaw slavery, even set up a fund to buy freedom for slaves and once purchased the freedom of a slave on the street. Still, he managed to whittle away at it: in 1871 a law was passed which made children born to slaves free. Slavery was finally abolished in 1888: Pedro, in Milan at the time, was overjoyed. End of Pedros Reign and Legacy: In the 1880s the movement to make Brazil into a democracy gained momentum. Everyone, including his enemies, respected Pedro II himself: they hated the Empire, however, and wanted change. After the abolition of slavery, the nation became even more polarized. The military became involved, and in November of 1889, they stepped in and removed Pedro from power. He endured the insult of being confined to his palace for a time before being encouraged to go into exile: he left on November 24. He went to Portugal, where he lived in an apartment and was visited by a steady stream of friends and well-wishers until his death on December 5, 1891: he was only 66 but his long time in office (58 years) had aged him beyond his years. Pedro II was one of Brazils finest rulers. His dedication, honor, honesty and morality kept his growing nation on an even keel for over 50 years while other South American nations fell apart and warred with one another. Perhaps Pedro was such a good ruler because he had no taste for it: he frequently said that he would rather be a teacher than an emperor. He kept Brazil on the path to modernity, but with a conscience. He sacrificed much for his homeland, including his personal dreams and happiness. When he was deposed, he simply said that if the people of Brazil didnt want him as Emperor, he would leave, and thats just what he did - one suspects he sailed off with a bit of relief. When the new republic formed in 1889 had growing pains, the people of Brazil soon found they missed Pedro terribly. When he passed away in Europe, Brazil shut down in mourning for a week, even though there was no official holiday. Pedro is fondly remembered by Brazilians today, who have given him the nickname the Magnanimous. His remains, and those of Teresa Cristina, were returned to Brazil in 1921 to great fanfare. The people of Brazil, many of whom still remembered him, turned out in droves to welcome his remains home. He holds a position of honor as one of the most distinguished Brazilians in history. Sources: Adams, Jerome R. Latin American Heroes: Liberators and Patriots from 1500 to the Present. New York: Ballantine Books, 1991. Harvey, Robert. Liberators: Latin Americas Struggle for Independence Woodstock: The Overlook Press, 2000. Herring, Hubert. A History of Latin America From the Beginnings to the Present.. New York: Alfred A. Knopf, 1962 Levine, Robert M. The History of Brazil. New York: Palgrave Macmillan, 2003.

Jurassic Park

Jurassic Park Jurassic Park: the Lost World Characters There are many characters in this book. Only one of these characters is from the origional. He is Ian Malcom. There are many people, though who take the place of the previos book's characters. There are Kelly and Arby instead of Timmy and his sister for example. There are many main and minor characters in this novel which are all very important to the story line.Ian Malcom is one of the main characters in the novel. The book starts with him giving a lecture Berkley University. He talks about Chaos Theory and how it implies to the extiction of animals. He is a Mathematition who specializes in Chaos Theory. He searches for the elleged "Site B" of Jurassic Park. He is probably the most important of the main characters.Richard Levine plays a important role in this novel. In the begining of the novel he is at Malcom's lecture.The Mercedes-Benz W163 used in the film

Audit Strategy Report for Solid Bank Plc Research Proposal

Audit Strategy Report for Solid Bank Plc - Research Proposal Example The objective of this audit is to assess the risks to the Bank given the current economic environment in UK & the performance of the Bank and report to the board of directors. This audit strategy is first hand presentation and may be subject to change/modifications if deemed necessary during the audit process (proposed in accordance with the guidelines of ISA 300). This plan & all subsequent changes shall be documented & shared with all members of the customer charged with governance & management. The focus of the audit shall be on the following: (c) Identification of Bank Account statements, operating expenses & income, profit before & after tax, assets & liabilities held by the bank, share holder's equity, cash flows & equivalents, loans & advances to the customers, Collaterals, non-performing assets, and any other area that may be identified during the audit process. (d) The audit shall be carried out in full on all the accounting statements and balance sheets. Parts of the statements shall be sampled to assess compliance to internal & regulatory procedures. If non-compliances are evident then the sample sizes shall be increased at the relevant areas. (e) The Risk Management System of the Bank shall be assessed and the identified risks shall be analyzed with respect to the threats & vulnerabilities (exposures) and criticality at which the risks are logged. The risk management of material misstatements in the accounting statements shall be a part of this assessment in accordance with ISA 315. Further to this, the mitigation actions (planned as well as accomplished) against identified risks shall be assessed for their effectiveness in reducing the risk values. Wherever the controls & mitigation actions are perceived by auditors to be insufficient, the auditors shall enhance the audit scope & procedures & determine the overall responses to address the risks of material misstatement in accounting statements. The nature, timing & extent of further audit procedures shall be determined & communicated to the board of directors (ISA 330). (f) The underlying technology infrastructure maintaining the samples selected for audit shall be assessed from the perspective of access control, assignment & control of roles & privileges, cryptography or other controls used, activity logging, systems monitoring, data protection procedures (like backups, recovery testing, data consistency tests,

CRJS472IP1 Research Paper Example | Topics and Well Written Essays - 750 words

CRJS472IP1 - Research Paper Example A high biometric, as categorized by Woodward (McGuire, L., 2000), are those systems which involve physical features that do not change with time. Examples of these are fingerprints and some parts of an individual’s eye. When something is considered high biometric, it refers to the reliability of the object used for the system. (McGuire, L., 2000). In both the public and private sector, high biometric is used for identification, verification and security purposes. Fingerprinting is the most commonly used biometric system (Spinella, E., 2002) by the government and private organizations. Fingerprints are unique to an individual so much so that even identical twins have different sets of fingerprints for each digit. In fact, they are supposedly more exceptional than the DNA since although twins can share the same genetic material in their body, the same cannot be said for their fingerprints. (Watson, S., 2008) As such, both public and private institutions have turned to fingerprinting to identify individuals. Apple’s iPhone 5S and 5C models do not need a four-digit security number to open the device. Instead of the common security applications, Apple has incorporated a fingerprint scanner which allows the gadget to identify its owner by reading the imprint the individual makes when he or she presses the start button. (Trader, J., 2013) The public sector has also benefited from fingerprint scanning technology. The police and other government agencies tasked in keeping the peace have been using a person’s biometrics to aid in the performance of their duties. The history of fingerprinting in the criminology goes way back to 1903 when a man named Will West drew confusion as another man named William West was already in prison. (The History, 2014) After their fingerprints were taken, it was discovered that they were