Subject Content Knowledge For The In Field Assessment Education Essay

In 2002, teacher abrasion rates and keeping jobs ( Ingersoll, 2002 ) compounded the issue of out-of-field instructors, increasing the strain of run intoing the demands of puting a extremely qualified instructor in every schoolroom ( NCLB, 2001 ) . In President Bush ‘s 2006 State of the Union Address he pledged to make an extra 30,000 new mathematics and scientific discipline instructors to rectify for these deficits ( Bush, 2006 ) . Interestingly, in 2009 Ingersoll concluded that the instructor deficits were no longer the taking cause of the deficiency of high quality instructors but instead it was due to permeant school staffing and direction jobs. A Teacher deficits are still a major, nevertheless ; several research surveies have found that â€Å" extremely qualified † instructor shortages has become an even greater concern ( Blank, Langesen, Laird, DeMello, 2003 ; National Academy of Sciences, 2007 ; National Center for Education Statistics, 1997 ; Ingersoll, 2002 ; Rumberger, 1987 ; U.S. Department of Education, 2009 ) . Drum sanders ( 2004 ) concluded that 57 % of in-between school pupils were taught by a instructor who had non earned adequate college credits to declare a minor country of survey in a related field ; , 48 % of in-between school physical scientific discipline pupils were taught by a instructor missing a child in a related field. More late, a survey by Schools and Trust ( 2008 ) found that teacher mis-assignments totaled 27 % of the nucleus classs in the state ‘s high-poverty schools. Mis-assignment is the assignment of a certified instructor to learn in a content country that he or she does non hol d an indorsement or major, and therefore has deficient content command. Alternatively, these instructors may be considered partly out-of field. Out-of-field assignments are still rather common. In each of the six old ages of informations aggregation, Donaldson and Johnson ( 2010 ) found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in the field they were learning. Out-of-field assignments were most prevailing in the first one or two old ages of respondents ‘ callings ( Donaldson & A ; Johnson, 2010 ) . Despite a extremely qualified position, if a instructor is mis-assigned or learning wholly out-of-field they are missing the necessary preparation and cognition needed to decently turn to the demands of the pupils. Filling the schoolroom with quality instructors remains a primary concern within the educational system. Having extremely qualified instructors with cognition and background in their content countries and strong supervising from content leaders and decision makers is critical to the success of their pupils ( Garner, 2007 ) . The National Council for Accreditation of Teacher Education has claimed that teacher quality represents â€Å" the parallel development of learning cognition that is specific to the content being taught, every bit good as general pedagogical cognition † ( Hattie, 2008 ) . This research survey examined the differences in instructor quality when instructors are outside their primary field of survey. This step of instructor quality represents a contemplation of a instructor ‘s capable content cognition ( SCK ) and pedagogical content cognition ( PCK ) . The two cognition spheres of each instructor were measured both in math ( in-field tonss ) and in scientific discipline ( out-of-field tonss ) . Hill, Rowan, and Ball ( 2005 ) found that instructors ‘ mathematical cognition was significantly related to student achievement additions. Furthermore, there are several surveies that indicate instructors that have a grade majoring in mathematics are strongly associated with higher pupil accomplishment in high school and in-between school ( Aaronson, Barrow, & A ; Sanders, 2007 ; Frome, Lasater, & A ; Cooney, 2005: Goldhaber & A ; Brewer, 2000: Monk, 1994 ; Wenglinsky, 2000, 2002 ) . It has besides been shown that teacher subject-area enfranchisement is systematically and strongly associated with high school and in-between school pupil accomplishment ( Cavalluzzo, 2004 ; Goldhaber & A ; Brewer, 2000 ) . Several research surveies exist, sing either teacher effectivity, teacher quality, or pupil accomplishment, each of which step in some signifier or another both pedagogical content cognition and capable content cognition of the instructors ( Hauk, Jackson, & A ; Noblet, 2010 ; Saderholm, A Ronau, Brown, & A ; Collins, 2010 ) . Similarly, in this survey the research worker measured the capable content cognition and the pedagogical content cognition of instructors as the finding step of instructor quality. Specifically, in-between school mathematics instructors ‘ capable content cognition and pedagogical content cognition in mathematics were compared to their capable content cognition and pedagogical content cognition in physical scientific discipline. In this survey 21 in-between school mathematics instructors were given the Diagnostic Teacher Assessment of Mathematics and Science ( DTAMS ) Instrument for both mathematics ( Algebraic Ideas Assessment ) and Science ( Physical Science Assessment ) . The DTAMS instrument has been shown to be both a valid and dependable study designed to mensurate Capable Content Knowledge and Pedagogical Content Knowledge in math and scientific discipline ( Brown, McGatha, & A ; Karp, 2006 ) . Both Subject Content Knowledge and Pedagogical Content Knowledge have been used to mensurate teacher effectivity and finally a step of instructor quality ( Ball, Thames, & A ; Phelps, 2008 ; Hill, Ball, & A ; Schilling ; 2008 ; Manizade, 2007 ) . Once both Subject Content Knowledge and Pedagogical Content Knowledge tonss are established they were combined to organize a step for teacher quality. This was done for both in-field tonss and out-of-field tonss. After which the instructor quality tonss for both in-field and out-of-field were straight compared to bespeak the grade to which a instructor either additions or losingss quality. This research survey addresses the inquiry: What is the difference in quality of an in-field instructor compared to an out-of-field instructor – specifically in math as the in-field and scientific discipline as the out-of-field content country? Two features that continue to come up when reexamining surveies affecting instructor effectivity are the instructors ‘ natural cognition of the capable affair and their ability to transform that cognition into an prosecuting lesson for pupils. These properties of instructor effectivity are more normally referred to as capable content cognition and pedagogical content cognition. This survey may offer a more direct comparing of a instructor ‘s ability to utilize these traits outside their primary field of survey. The results of this survey may turn out to be important to the professional development community at big. Furthermore, the consequences of this survey may congratulate an of import research undertaking, titled â€Å" Measures of Effective Teaching † ( MET ) , sponsored by the Bill and Melinda Gates Foundation. Developed by research workers at Educational Testing Service ( ETS ) and the University of Michigan, the MET is designed to mensurate non-traditional facets of cognition particular to instruction. The research worker administered both the mathematics part ( Algebraic Ideas ) and the scientific discipline part ( Physical Science ) of the DTAMS study, designed to mensurate both the pedagogical content cognition every bit good as capable content cognition, to attest in-between school mathematics instructors. The studies were so scored by the University of Louisville Center for Research in Mathematics and Science Teacher Development ( CRMSTD ) staff. The tonss from the mathematics part of the DTAMS were used as the baseline tonss and referred to as the in-field tonss. The tonss from the scientific discipline part of the DTAMS were referred to as the out-of-field tonss. The grade to which the in-field tonss differ from the out-of-field tonss indicated the expected alteration in a instructor ‘s cognition domains when learning outside her primary field of survey. One of the primary restrictions of this survey stemmed from the size of the population. The appraisal in this survey was based on self-reported responses ; nevertheless, it is expected that since the participants are professionals their responses were echt. The population size is restricted for two grounds. First, each participant was expected to finish two studies that took about one hr each. This was a clip devouring undertaking, and it was hard to happen adequate in-between school math instructors that were willing to take part. Second, each study cost the research worker 10 dollars to be evaluated by the trained scorers from The University of Louisville Center for Research in Mathematics and Science Teacher Development. It should be noted that the participants were purely voluntary and were non compensated. Using trained scorers was necessary to guarantee the cogency and dependability of the studies.Problem BackgroundIt was reported that in 2000, 23 % of public in-between school pupils and 10 % of public high school pupils received their instruction in mathematics by instructors without a major or enfranchisement in math instruction. These Numberss are somewhat greater when looking at private schools ( Seastrom, Gruber, Henke, McGrath, & A ; Cohen, 2002 ) . Donaldson and Johnson ( 2010 ) found the Numberss to be more disturbing. With six old ages of informations aggregation, Donaldson and Johnson found that anyplace from 57 % to 74 % of math instructors, 16 % to 31 % of societal surveies instructors, and 38 % to 48 % of scientific discipline instructors lacked a major in the field they were learning. With new statistical and analytical methods used by a broad scope of research workers, grounds has been mounting that teacher quality can account for a big portion of discrepancy in student trial tonss ( Boyd, Lankford, Loeb, Rockoff, & A ; Wyckoff, 2008 ; Ferguson, 1991 ; Hanushek, 1996 ; Hanushek, Kain, & A ; Rivkin, 2009 ; Rockoff, 2004 ) . Quality instructors are indispensable to the success of any school plan. The two most of import properties of a quality instructor is their capable content cognition and their pedagogical content cognition ( Even, 1993 ; Hill, Rowan, & A ; Ball, 2005 ; Ma, 1999 ; RAND, 2003 ) . Teachers who have met the demanding criterions of National Board Certification and those who have generated higher â€Å" value-added † pupil accomplishment additions are far less likely to learn economically disadvantaged and minority pupils ( Cavalluzzo, 2004 ; Goldhaber & A ; Anthony, 2004 ; Humphrey, Koppich, & A ; Hough, 2005 ; Sanders & A ; Rivers, 1996 ) . As a consequence, high-poverty schools are more likely to be beset with learning vacancies in math and particular instruction, and much more likely to staff schoolrooms with out-of-field, inexperient and less-prepared instructors. ( Ingersoll, 2002 ; Mayer, Mullens, & A ; Moore, 2002 ; Strizek, Pittsonberger, Riordan, Lyter, & A ; Orlofsky, 2006 ) . The pattern of engaging instructors to learn topics that they are non qualified for is good documented and a serious hurt to the territories, the instructors and most significantly the success of the pupils. This is particularly true in high minority and high poorness countries. The dearth in the literature occurs when trying to quantify the grade to which an out-of-field instructor differs in abilities and strengths to instructors that remain within their primary field of survey. A few more recent surveies have shown that a decently certified instructor who is learning in their specific field of survey contributes greatly to the success of their pupils. Out-of-field instructors are significantly less successful in increasing pupil accomplishment ( Board of Regents, 2008 ) . Research has besides systematically and clearly pointed out that effectual instruction is a extremely important factor impacting pupil accomplishment ( Babu & A ; Mendro, 2003 ; Hanushek, Kain, & A ; Rivkin, 2009 ) . Furthermore when it comes to effectual instruction, research has found that teacher experience and capable content cognition has systematically shown important impact on pupil accomplishment ( Gordon, Kane, & A ; Staiger, 2006 ; A Rice, 2003 ; Hanushek, Kain, & A ; Rivkin, 2009 ; Rockoff, May 2004 ) . Effective instruction implies instructors have well-developed pedagogical content cognition, yet this cognition develops over clip ( Ball, Lubienski, & A ; Mewborn, 2001 ; Grossm an, 1990 ) . A turning figure of research surveies are trying to flesh out a relationship between capable content cognition and pedagogical content cognition ( Ball, 1990 ; Ball, Hill & A ; Schilling, 2004 ; Ball, Thames, & A ; Phelps, 2008 ; Hill, Ball, & A ; Schilling, 2008 ; Ma, 1999 ; Manizade, 2007 ; Shulman, 1986 ; Thornton, 2004 ; Wilson, Shulman & A ; Richert, 1987 ) . Shin, Koehler, Mishra, Schmidt, Baran, and Thompson ( 2009 ) demonstrated thatA the degree of pedagogical content cognition of a instructor contributes significantly toward effectual instruction and pupil public presentation. Furthermore, there have been an increased figure of research surveies trying to operationalize the step of instructor ‘s pedagogical content cognition by manner of a paper pencil system or online study ( Ball, 2003 ; Kromrey & A ; Renfrow, 1991 ; Shin et al. , 2009 ) . Saderholm, A Ronau, Brown, and Collins ( 2010 ) have late contributed to the hunt for instructor quality by formalizing the Diagnostic Teacher Assessment in Mathematics and Science ( DTAMS ) mathematics appraisals for middle-school instructors. The dependability and cogency of the DTAMS appraisals were ab initio established by using adept inquiry composing squads and referees every bit good as reexamining national criterions for content.A DTAMS measures both capable content cognition and pedagogical content cognition in several math and scientific discipline subjects. These subjects are straight related to teacher quality and pupil accomplishment. There were two distinguishable ( DTAMS ) appraisals that were utilized in this survey. The in-field ( mathematics ) DTAMS Algebraic Ideas appraisal measuredA memorized cognition, conceptual apprehension, higher-order thought, and pedagogical content cognition. The out-of-field ( scientific discipline ) Physical Science appraisal measured declaratory cognition, scientific enquiry and processs, conventional cognition, pedagogical content cognition, and scientific discipline, engineering, and society cognition ( Brown, McGatha, & A ; Karp, 2006 ) .Purpose of the StudyThis survey was designed to mensurate the alteration in a instructor ‘s capable and pedagogical properties if they were to learn outside of her field of survey. By understanding the grade to which a instructor ‘s cognition spheres change when learning merely outside of their primary field of survey, pedagogues and decision makers would hold a more clear apprehension as to the effects an out-of-field instructor m ay hold on his or her pupils. More specifically, this survey focused in on two closely related Fieldss, mathematics and physical scientific discipline. This offers an exceeding penetration as to the alone differences in both capable content and pedagogical content cognition that an out-of-field instructor would hold in the instruction of pupils. These differences could function as a pace stick for disposal and policy shapers as they consider the issue of engaging out-of-field instructors and ultimate success or failure of their pupils and schools. It has been good established that non merely is the quality of the instructor the individual most of import schooling factor foretelling pupil results ( Ferguson 1998 ; Goldhaber 2002 ; Goldhaber, 1999 ; Hanushek, 1999 ) , but that â€Å" the quality of a instructor can do the difference of a full twelvemonth ‘s acquisition growing † ( Hanushek, 1992, p.8 ) . Furthermore, many research workers and pedagogues agree that a combination of both capable content cognition and pedagogical content cognition are the primary properties of a quality instructor ( Ball & A ; Bass, 2000 ; Ma, 1999 ; Rowland, Martyn, Barber & A ; Heal, 2000 ; Shulman 1986, 1987, 1996 ) .Research QuestionsThis research is designed to reply several inquiries. First, how much capable content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H1: In-between school instructors certified to learn mathematics will demo a lessening in capable content cognition when they teach outside of their field, physical scientific discipline. H1a: In-between school instructors certified to learn mathematics will demo no important alteration in capable content cognition when they teach outside of their field, physical scientific discipline. H1b: In-between school instructors certified to learn mathematics will demo an addition in capable content cognition when they teach outside of their field, physical scientific discipline. The other of import yet distinguishable cognition sphere that must be considered is the pedagogical content cognition of the instructor. This was done by replying the inquiry, how much pedagogical content cognition is gained or lost when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H2: In-between school instructors certified to learn mathematics will demo a lessening in pedagogical content cognition when they teach outside of their field, physical scientific discipline. H2a: In-between school instructors certified to learn mathematics will demo no important alteration in pedagogical content cognition when they teach outside of their field, physical scientific discipline. H2b: In-between school instructors certified to learn mathematics will demo an addition in pedagogical content cognition when they teach outside of their field, physical scientific discipline. Finally, the last set of inquiries combines the measurings for both topic and pedagogical content cognition to find an overall consequence on instructor quality. By sing both cognition domains as equal subscribers to the overall step of a teacher quality we can find the general consequence ( addition or lessening ) that in-between school mathematics instructors who teach outside of the field ( physical scientific discipline ) may see. What is the overall consequence on instructor quality when a in-between school mathematics teacher Teachs outside his/her field in physical scientific discipline? H3: The overall quality of in-between school instructors certified to learn mathematics will diminish when they teach outside of their field, physical scientific discipline. H3a: The overall quality of in-between school instructors certified to learn mathematics will demo no important alteration when they teach outside of their field, physical scientific discipline. H3b: The overall quality of in-between school instructors certified to learn mathematics will increase when they teach outside of their field, physical scientific discipline.Restrictions and Boundary linesThe population used in this survey was its primary restriction. The sample of participants included 21 instructors that were certified to learn in-between school mathematics in Illinois. The research worker administered both the Algebraic Ideas Survey ( DTAMS ) and the Physical Science Survey ( DTAMS ) . Each study took approximately 60 proceedingss to finish. A committedness of two hours of the participants ‘ clip was a big petition ; this limited the figure of participants willing to react to this survey. The studies were so sent to the University of Louisville Center for Research in Mathematics and Science Teacher Development ( CRMSTD ) for analysis by the research worker of this survey. The analysis included a comparing of both capable content cognition and pedagogical con tent cognition of the instructors for both in-field ( mathematics ) and out-of-field ( physical scientific discipline ) . The consequences of this comparing addressed straight the research inquiries found in this survey. Distinct advantages and disadvantages occur that are declarative of a descriptive research design. This survey specifically targets the relationship between in-field tonss and out-of-field tonss doing a correlational analysis an appropriate foundation. A correlational analysis lent itself of course in seeking relationships between capable content cognition, pedagogical content cognition and among the related demographics. However, no affair how important the correlativity, causing can non be inferred due to possible influence of unbridled immaterial variables. Several statistical methods were implemented so as to counter the influence certain specific variables may hold on the consequences of this survey. These variables include age, experience, educational history, and socio-economic work environment. Finally, it is of import to observe that respondents were non given the chance for elucidation of study inquiries nor did they have an chance to explicate their reading of the inquiry. Misconstrued inquiries frequently times led to an inappropriate response when in fact the participant may really good hold a clear and strong apprehension of the topic or variable features being measured.Definition of FootingsIn this research survey, it is peculiarly of import to explicitly specify any cardinal footings. In the undermentioned subdivision the primary key footings are defined.Capable Content Knowledge for the Out-of-Field AssessmentDeclarative Knowledge: A This cognition is entirely based on facts and definitions. Teachers with this cognition have the accomplishments to execute rote algorithmic undertakings that are indispensable to work outing jobs. The ability to remember facts, regulations, scientific Torahs and definitions is a important constituent in instruction ( Brown, McGatha, & A ; Karp, 2006 ) . Scientific Inquiry and Procedures: A Scientific processs and attacks represent the cognition type that allows for the ability to acknowledge the elements of scientific enquiry such as placing inquiries for scientific enquiry, design and behavior scientific probes and experiments, use appropriate informations aggregation and analysis techniques, the ability to believe critically about the informations and to do logical decisions and accounts ( Brown, McGatha, & A ; Karp, 2006 ) . Conventional Knowledge: A Schematic cognition represents a more in-depth apprehension of the nature of scientific constructs, rules and related phenomenon. Teachers with this cognition can efficaciously compare and contrast assorted scientific belongingss and features and can explicate bounds and the development of current scientific cognition ( Brown, McGatha, & A ; Karp, 2006 ) . Science, Technology, and Society Knowledge ( STS ) : This cognition allows instructors to bridge the spread between the scientific community and its influences on society as a whole. Teachers were able to show a thorough apprehension of the function that human demands play in the development and application of scientific discipline every bit good as a historical and planetary position of how scientific finds have impacted society. It is the nature by which scientific discipline, engineering, society, and current environments interact and germinate as a individual entity ( Brown, McGatha, & A ; Karp, 2006 ) .Capable Content Knowledge for the In-Field AssessmentMemorized Cognition: This is most closely related to the antecedently mentioned declaratory cognition in the old appraisal. This is cognition that is based upon using the accomplishments and algorithms necessary for accurate calculation. This is non conceptual by nature nor is it a step of job work outing abilities. Teachers wit h this cognition can execute calculations affecting assorted algorithms, definitions, and a remembrance of facts ( DTAMS, 2006 ) . Conceptual Understanding: This cognition corresponds most closely to Schematic Knowledge for the scientific discipline appraisal, wherein it represents the knowing and understanding why. Teachers with this cognition have the ability to do connexions between mathematical subjects and to see the general relationship that unambiguously binds these subjects into cosmopolitan constructs ( Brown, McGatha, & A ; Karp, 2006 ) . Problem Solving and Reasoning: This cognition represents the tactical cognition needed to infer what is of import mathematical information in non-standard math jobs, and cognize how and why one can use different mathematical attacks to happen solutions to an array of applications ( Brown, McGatha, & A ; Karp, 2006 ) .Pedagogical Content KnowledgePedagogical Content Knowledge: Lee Shulman coined the phrase â€Å" pedagogical content cognition † in 1985 and possibly specify it best in his ain words ( Shulman, 1987, p. 13 ) : [ Pedagogical Content Knowledge is the ability to ] elucidate capable affair in new ways, reorganize and divider it, clothe it in activities and emotions, in metaphors and exercisings, and in illustrations and presentations, so that it can be grasped by pupils. Additionally, pedagogical content cognition â€Å" represents a category of cognition that is cardinal to instructors ‘ work and that would non typically be held by non-teaching capable affair experts or by instructors who know little of that topic † ( Marks, 1990, p. 9 ) . For this survey the term Pedagogical Content Knowledge most closely reflected the following definition from the Diagnostic Teacher Assessment in Mathematics and Science: This cognition represents strategic cognition for mathematics teaching- † cognizing when, where, and how to outdo Teach mathematics † ( Brown, McGatha, & A ; Karp, 2006, p. 1 ) . Once once more these appraisals concentrated on the usage of pedagogical content cognition in the rectification of pupil misconceptions about mathematics. Teachers with this cognition can fulfill two standards: acknowledge the pupils ‘ misconceptions, and depict the most effectual ways to learn peculiar mathematical constructs utilizing the most powerful analogies, illustrations, illustrations, accounts, experiments, and presentations.Middle School TeachersFor the intents of this survey in-between school instructor is defined as any instructor certified to learn 6th, 7th, and 8th class.Significance of the StudyTeachers in h igh poorness, high minority schools are more likely to be less experient, less educated, learning on exigency licenses or releases, and learning topics for which they are non qualified ( Carroll, Reichardt & A ; Guarino, 2000 ; Darling-Hammond, 2002 ; Goe, 2002 ; Hanushek, Kain, O'Brien, & A ; Rivkin, 2005 ; Ingersoll, 2002 ; Lankford, Loeb, & A ; Wyckoff, 2002 ; Marvel, Lyter, Peltola, Strizek, & A ; Morton, 2007 ; Peske & A ; Haycock, 2006 ; Scafidi, Sjoquist, & A ; Stinebrickner, 2007 ; Useem & A ; Farly, 2004 ) . Mathematicss and scientific discipline, in peculiar, are typically targeted as Fieldss most enduring from deficits ( Grissmer & A ; Kirby, 1992, 1997 ; Liu & A ; Ramsey, 2008 ; Murnane et al. , 1991 ; National Commission on Mathematics and Science Teaching, 2000 ; Weiss & A ; Boyd, 1990 ) . In fact, legion high-profile studies from organisations including the National Academy of Sciences ( 2006 ) , the National Research Council ( 2002 ) , and the US Department of Educat ion ( 2002 ) have straight tied mathematics and scientific discipline instructor deficits to the quality of educational public presentation and, in bend, to the future wellbeing of the economic system and the security of the state. Although many in-between school decision makers may experience it necessary to use instructors in countries for which they are under-qualified, this survey may bespeak the hazards to student accomplishment based on an out-of-field policy. Research has systematically pointed to effectual instruction as the most important factor impacting pupil accomplishment ( Babu & A ; Mendro, 2003 ; Manizade, 2007 ; Rivkin, Hanushek, & A ; Kain, 2005 ) . This survey is important to foster the apprehension of the benefits and/or hazards of utilizing out-of-field instructors in a in-between school scientific discipline category. Repeating the educational demand for quality instructors, the research community including the Research and Development ( RAND ) Mathematics Study Panel of 2003 had called for increasing criterions for teacher readying plans ( RAND, 2003 ) . This survey would offer some penetration as to the direct and distinguishable difference in instructor quality when sing a arrangement of an out-of-field instructor into a schoolroom that they are non to the full prepared to learn.DecisionAdditions in pupil accomplishment are, more frequently than non, accredited to the quality of the instructor. Loopholes in the hiring patterns of quality instructors have led to an addition in out-of-field instructors in the schoolroom. In chapter 1 it was stated that research workers normally view teacher quality as a combination of both capable content cognition and pedagogical content cognition. The intent of this research was to mensurate the difference in teacher quality between in-field and out-of-field instructors. The consequences of this survey are important in that it contributes to the broader apprehension of how out-of-field instructor impact instruction. Chapter one is an overview of the research that was performed ; an debut to the background of the job, intent of the survey, research inquiries with hypotheses, definition of cardinal footings, restrictions of the survey, and the importance of the survey. In the undermentioned chapters, there is a reappraisal of the relevant research related to this survey, an account of the methods employed, informations analysis with an account of the consequences, and a treatment of how the consequences could be applied.

Similarities In Cognitive Development Education Essay

Cognitive development is defined as the countries of neuroscience and psychological science surveies, concentrating on stripling development with particular concentrating on information processing, linguistic communication acquisition, conceptual resources, perceptual accomplishment, and encephalon development. Jean Piaget and Lev Semyonovich Vygotsky were two innovators in the field of cognitive development. With this essay I will compare and contrast each theoretician ‘s positions on the nature or development of intelligence. I shall besides compare their positions on the phases of development from birth through adolescence. And eventually I will integrate possible schoolroom applications of each theoretician ‘s positions. Piaget believed that all kids are born with a inclination to interact with and do sense of their environment and that they need small instructor intercession. He referred to the basic ways of forming and treating information as cognitive constructions. He defined the mental forms that guide behavior as strategies, and he theorized that we use strategies to happen out approximately and interact with the universe around us. Piaget ‘s theory consisted of stairss in the development of new strategies of cognitive development referred to as version of seting strategies in response to a new object being introduced in our environment. The first measure in version if called assimilation, or seeking to understand the new object or event in our environment from known strategy, and if the new object does non suit into an bing strategy, the person will travel into adjustment where they modify an bing strategy to suit the new state of affairs. Finally the individual will make an apprehension of the new object, this procedure of reconstructing a balance between current strategies and the integrating of the new strategies is known as equilibration. Piaget theory of rational development is a constructivism position, where persons build systems of understanding through their experiences and interaction with in their environment, proposing that development came before acquisition, that specific cognitive constructions need to be developed before certain types of acquisition can take topographic point. Like Piaget, Lev Vygotsky believed that cognitive development takes topographic point in stairss that are the same for all persons. Vygotsky theorized the first measure in rational development is larning that action and sounds have intending. Second, that measure in cognitive development was practising the new action or sound. And eventually, utilizing the actions and sounds to believe and work out jobs without the aid of others, referred to by Vygotsky as self-regulation.Differences in Cognitive DevelopmentWhile Piaget believed that rational development was extremely personal, and that persons learned from experiences instead than the instruction of constructs and idea procedures, Vygotsky believed that larning development was a societal procedure straight linked to the instruction of information, and that larning proceeded development. Vygotsky theorized that linguistic communication was the key to cognitive development, and acquisition was influenced by the civilization of the per son. He believed that a kid foremost incorporated the address on others into their personal cognition and patterns it, known as private address, and subsequently they used this â€Å" private address † in attempts to work out undertakings. Vygotsky redefined this theory into what we now know as The Zone of Proximal Development. ( ZDP ) defines rational development as the ability to utilize thought to command our ain actions, but first we must get the hang cultural communicating systems, and so utilize these to systems to modulate our idea processes. Children larning with in the ( ZPD ) work on undertakings that they could non finish entirely, but were able to complete with the aid of and competent teacher. These docile minutes demonstrate Vygotsky theory that larning proceeded development, and that concerted acquisition promotes advance larning. His theory defined linguistic communication as a manner to go through on cultural values and that learning linguistic communication was the medium needed to develop cognitive idea procedures.Similarities of the Stages of DevelopmentBoth Piaget and Vygotsky were stage theoretician, intending they both believe that development takes topographic point in discernible phases. Piaget ‘s theory was that development took topographic point in four phases. -The first phase for Piaget ‘s theory was the sensorimotor phase ( from birth – age 2 ) where the kid explores the universe utilizing their 5 senses and motor accomplishments. Children are born with what is described as automatic motor accomplishments, suction, appreciation, ECT. During early development, the kid uses these accomplishments to pull strings the universe and develops strategies from these experiences in a patterned advance toward purposive behaviour approaching the terminal of this phase of development. -Piaget ‘s 2nd phase is Preoperational phase ( 2yrs-7yrs ) He believed that kids in this phase of development would n't hold mastered the ability of more complex mental operations ; kids do non hold the ability to ground through their actions. They are considered egoistic, and presume others agree with their points of position. During this phase kids lack preservation accomplishments ; they do non understand that the sum of something remains the same when the visual aspect has been rearranged. And they have non developed reversible thought or taking a job back to its get downing point. -Developmental phase three is the Concrete Operational Stage ( 7-11 ) In this phase the kid is get downing to accomplish comprehension of abstract constructs. The kid is get downing to understand preservation, position and contrary thought. The kid is capable of systematic ordination and able to group objects consequently. The kid is get downing to multitask in their idea procedures. -And Finally, The Formal Operational phase Age ( 11 to early-adult ) By this phase the individual has accomplished abstract think procedures. They have developed conjectural and deductive logical thinking. They have the ability to conceive of state of affairss and ground best solution rules. They are now capable of meta-cognition or able to believe about thought. Vygotsky ‘s phase theory of development was known as Scaffolding. In Scaffolding, First a wise man starts with supplying the kid with a high degree of support, such as one-on-one direction, leting the kid clip to develop an apprehension of the constructs being presented. Next the wise man starts to scale back the support leting the kid to take on more of the duty of the undertaking. And eventually, when the kid understands the aim of the undertaking the wise man stairss aside leting the kid to execute the undertaking on their ain, showing the comprehension of the cognition set gained.Differences in Stages of DevelopmentPiaget ‘s theory of the phases of development, focal point on development is necessary before larning can take topographic point, and that interaction with one ‘s environment is more of import to development than mentored direction. This position is really age oriented and ridged in its lineation and expatiations of kid development. Where Vygotsky vie ws acquisition as the processor to development. That linguistic communication, civilization and mentoring are all of import facets of the acquisition procedure that will assist the single develop successfully.Similarities in Classroom ApplicationPiaget ‘s and Vygotsky theories have similar applications for the schoolroom scene ; first Piaget wants the teacher must concentrate on the procedure of kid believing seeking to understand how the kid can up with the reply, and non merely the merchandise or solution to the job, deemphasize patterns aimed at doing kids make grownup like determinations, and have the teacher acknowledge the differences in single developmental advancement. Vygotsky ‘s theory in a similar manner, topographic points accent on the kid ‘s thought procedure, with the teacher understanding the kids ‘s single developmental advancement. As a instructor I can utilize these theories to develop category room techniques that focus on the pupils as pe rsons, and I ‘ll seek to understand their degree of development so that I do non coerce the pupil to run into criterions that are non sensible given their province of apprehension and cognitive development.Differences In schoolroom ApplicationPiaget ‘s theory wants the teacher to promote the pupil ‘s into self-initiation and active acquisition activities which take the accent away structured cognition and encourages the pupil to research and construct on current degrees on cognitive cognition. This differs from Vygotsky theory, which advises the instructor to supply planned activities, and promote pupils to take part in planned group activities, which encourage them to larn in construction environments which encourage high degrees of mentored direction. With an option of the two theories, I think I ‘ll lodge to a more Vygotsky signifier of lesson planning. I believe that pupils can make good with manus on actives, yet I believe that if the Instructor does non supply the pupil with construction the pupils do non develop at a rate that allow them to command themselves in a schoolroom scene, and that construction gives the pupil counsel and sets outlooks for the pupils, that give the pupils ends to endeavor for.

The Global Car Industry Case Study Essay Example | Topics and Well Written Essays - 2000 words

The Global Car Industry Case Study - Essay Example In developing countries, governments are seen to strongly favor the development of the car industry as it generates revenue through taxes and employment. China and India's political sectors are seen to expand their infrastructure in order to support industrialization and the higher demand for durables such as cars. However, in industrialized economies with population having larger purchasing powers, governments are more concerned with the pressing issues of sustainable development and environmental preservation. Economic: The difference in the economic situation of various nations will be having different effects on the markets of the global car industry. The United States is forecasted to outpace the Euro Zone in terms of economic growth while the whole Asia Pacific will be experiencing robust growth except for Japan. In general, it should be noted that "growth and wage levels are expected to be slower in the real terms in the immediate future." This, in turn, can lead to low consumer confidence which is expected to suppress demand for new cars while encouraging the retention of old ones or turning to the second hand market. This bleak outlook is even coupled with the fact that most countries are employing tighter policy measures which squeezes the consumers' disposable income through higher taxation schemes. Social: One of the social factors which have a high impact in c...However, this level of nationalism is expected to be eroded by the subsequent increase in education, travel, and integration. Technological: Technological developments have greatly contributed to the improvements in process, design, and efficiency of car manufacturers. It is expected that technological innovations in the global auto industry will focus on reducing the environmental hazards and pollution caused by emissions. Fuel cell technology will also become the most important issue for car manufacturers. The widespread use and popularity of using robots in production will also affect the labor preference of auto makers.Environmental: Environmental issues are increasingly becoming important in the decisions and operations of car manufacturers worldwide. It is expected that environmental concerns will force automakers to concentrate their efforts in producing cars with less emissions. Legal: Currently, there are no legal issues and concerns faced by the global car industry. However, it can also be expected that automakers will be faced with the issues of sovereignty in light of the increasing globalization. 5-Forces Model of Competition Barriers to Entry/Exit: Moderate The barriers to entry in the global car industry are high due to high costs of initial investment, required aggressive marketing strategy to combat incumbents, and required high costs of research and development. However, this is balanced by the encouragement of the foreign direct investments in major markets like China and India through fiscal incentives. In Russia, the barrier to entry is quite high because of the policies put in place by the state.        

ASSESSMENT ITEM 1, GEO 105 Essay Example | Topics and Well Written Essays - 1000 words

ASSESSMENT ITEM 1, GEO 105 - Essay Example The Great Dividing Range stretching almost the whole length of the eastern continent separates the Outback from a narrow fertile strip on the east coast, where most of the country’s population is clustered; as also in the south-east region of the continent. Vast desert areas lie in Western Australia and in parts of central Australia. The country has a wide range of physical environments: landforms, geology, soils, climate, temperatures, atmosphere, water resources, rivers, coastlines, and rainfall. The native flora and fauna form the biological environment. In this assignment, for the comparative study of the physical and biological environmental features of two different places in Australia: one urban and one rural, the city of Perth and the Riverina area respectively have been selected. Perth is the only large city of over a million people, in the entire West Coast. It is the capital of Western Australia, which covers one-third of the continent. Most of the state’s land area is preserved in its pristine and natural form; as it is home to less than 10% of the continent’s population. Western Australia is one of the best eco-tourism destinations in the world: with various oceanic features like tropical islands, coral reef systems and dolphins in the sea waters, alongside towering forests and carpets of wild flowers (Ashworth, et al, 2004: p.89). Riverina Region: This agricultural and rural area lies in the southern part of New South Wales, to the north of Victoria. According to Swaffar, et al(2002: p.193), the Murray River which forms the border between New South Wales and Victoria, is one of the nation’s longest rivers, stretching nearly 1000 km from the Snowy Mountains to Wentworth where it merges with the Darling River (the longest river in Australia), near the border with South Australia. In recent years, these mighty rivers have

What are the political beliefs of the American people in the year 2012 Essay

What are the political beliefs of the American people in the year 2012 - Essay Example The definition of liberalism is the following: the importance of liberty and equal rights are high on the agenda for liberals. Moreover, they are much more concerned about liberal elections, human rights, capitalism and freedom of religion. The ideas of liberalism are the most attractive for me in the 21st century. Nowadays the world is too complex and it is necessary to find the best balancing policy, which will cover economic and social aspects. The power of liberalism is able to perform all these functions on the background of freedom and equality. We can also underline that the ideas of liberalism are deeply rooted in historical developments of the American Constitution. This country has been always been a template of excellence of liberalistic views and considerations. I claim that America is full of liberalist senses. Freedom is the central concern of the liberal party. The principles of political innocence are deeply rooted in the American liberalism. In such a way, even Locke claimed that the entire world initially was America. Of course, this statement is a kind of exaggeration, but America was free from feudalism. The absence of this oppressing power underlines the nature of free country, which is the main benefit of America above all other European country. There is a free basis for the development of the modern America and there is a chance to develop in accordance with the principles of freedom and equality, promoted by liberals. Moreover, liberalism in America is of a social nature and it differs from liberalist concerns promoted in Europe. Currently, liberals alter their principles in the name of the government. The state of a social welfare is the most attractive feature for the modern citizens in America. In order to reach this goal it is relevant to cooperate at economical, social and political levels. In spite of the fact that there are many opponents of liberalism in the country, we can claim that

Strategic Management of Target Assignment Example | Topics and Well Written Essays - 1250 words

Strategic Management of Target - Assignment Example Target stores are usually large and cover about 95000 to 135000 square feet. They carry a variety of goods that includes hard lines, soft lines (clothing) and a few groceries. The items found in the target stores specifically includes clothing, shoes, jewelry, beauty and health products, electronics, DVDs, pet supplies, hardware supplies, beddings, sporting goods and kitchen supplies. The stores also carry seasonal merchandise, which includes Christmas decorations during the months of November and December. Depending on the location, the stores might also contain target optical, target clinic, and a portrait studio. By offering a variety of items to the customers, target stores emerge as a business that can survive in a competitive market (Bouwens and Kroos, P. 171).To survive in a competitive environment, a business should be able to assess its internal and external environment. In the internal environment, the business should be able to know its strengths and weakness. The strength s being factors within the organization that makes it compete favorably with the other competitors while weakness is factored at the organization that makes the business not to compete favorably with the other competitors. In external environment, the business should assess its threats and opportunities to be able to adjust to the market changes. This will enable the business to thrive in such environment. The target stores have a number of strengths that make them survive in the today’s competitive retail business.

Affects of Supply and Demand on Business Term Paper

Affects of Supply and Demand on Business - Term Paper Example d making the management to take the necessary course of action.Analysis of the market forces helps departmental decision making in that each and every section of the business optimizes resource allocation to minimize costs and maximize productivity in a bid to meet the demand in the market.Table of Contents Introduction Basic Laws and Principles of Demand and Supply Demand Side Supply Side Equilibrium Discussion Conclusion Works Cited Introduction Demand can be viewed as the quantity of goods and services that the market, consumers,is willing to purchase and consume within a given period of time and at a certain price. Demand varies from time to time due to rationality of the consumers; changes of preference and tastes,changes of their economic levels and statuses,and other market conditions such as changes of cost of production that influence price fluctuations.Supply on the other hand refers to the resource and or the quantity availed to the market by the producers within a given p eriod of time dictated by the prevailing market conditions. ... d services; a factor of manufacturing costs, competition, market conditions and the quality of the product, and the buyers determine the quantity of the product/ service they are willing to purchase and consume at the price level presented by the suppliers/ producers (Brennan and Rowan 6-9; Nasrin 1-20). In monopolistic markets forces of demand and supply may not influence the price of the product/ service and vice versa thus in this paper we shall evaluate and analyze the effects of supply and demand on a business in a competitive market (Reuvid 2-6). Basic Laws and Principles of Demand and Supply To understand how demand and supply impacts on a business, we need to evaluate their market mechanisms in relation to price so as to understand how they influence actions of the business at given times within the production cycles, which can be analyzed by understanding the their interaction aspects. Whenever the demand increases but the supply remains the same or unchanged, there is short age of goods and services in the market leading to a higher equilibrium price. Whenever demand decreases and the supply remain unchanged, there is surplus supply of goods and services which lead to lower equilibrium price. Whenever supply increases and demand remain unchanged, there is a surplus leading to a lower equilibrium price Whenever supply decreases and the demand is unchanged, there is a shortage of supply leading to a higher in equilibrium price Demand Side To understand how the demand of goods impact on a business venture we shall evaluate the demand schedule and relate it to the immediate decisions that the management make and the course of adjustments. As discussed earlier the demand of a given commodity will vary with time depending on factors such as price; changes of income,

Intellectual property law (UK) Essay Example | Topics and Well Written Essays - 2000 words

Intellectual property law (UK) - Essay Example The present UK law regulating trademarks is the Trade Marks Act 1994. According to the Act, a "trade mark" means any sign capable of being represented graphically, which is capable of distinguishing goods or services of one undertaking from those of other undertakings. A trademark may, in particular, consist of words (including personal names), designs, letters, numerals or the shape of goods or their packaging.1 It is clear that any sign, including designs, is capable of being registrable when conditions are met. Shape of goods can be registered as trademarks. Though not explicitly worded, it is accepted that shapes include both two-dimensional and three-dimensional shapes. The general elements of a trademark include the capability of being represented graphically and distinguishing the goods or service from those of other undertakings. The distinguishing, or, distinctive capability of a trademark is essential, which can be seen from many UK and EU cases. For example, in the Procter & Gamble Company v Office for Harmonisation in the Internal Market, a registration was applied for a square tablet with slightly rounded edges and corners, but the registrar refused the application under Article 38 of Regulation No 40/94 on the ground that the mark applied for was devoid of any distinctive character.2 Descriptive Trade Marks This trademarks law is in contrast to what we will refer to as "descriptive" trade marks-that is, naming a product or company using words that describe what it is or what it sells. For instance, if one were to open a blue jean manufacturer in London, and refer to the company as "London Blue Jeans" this is considered a "descriptive trademark, and until recently was not allowed under UK law due to the highly descriptive nature and arrangement of the words. Rights of Trade Marks The UK Trade Mark Act 1994 Article 9 (1) provides that "the proprietor of a registered trade mark has exclusive rights in the trade mark which are infringed by use of the trade mark in the United Kingdom without his consent." This article and Article 43 (1), which provides that the registration of a trade mark may be renewed at the request of the proprietor so long as the renewal fee has been paid3, conferred actually perpetual monopoly on the proprietors. Purpose and rationale: General rationale of IP law The intellectual property rights, argued by economists, are accorded in that if everyone would be allowed to take the advantage of the results of innovative and creative activities freely, the problems of "free rider" would have been rise. Therefore, no one would try to create anything, such as a car or plane if no special advantages would be given, and the economic growth and prosperity would become impossible. The IP law, to solve the problem, confers rights on those who invested (the creator, inventor or who paid for it) on the creations the right of monopoly to ensure that they would make use of the creation to maximize profits4. However, at the same time, there is also a principle of IP law to afford free accesses to those rights to the public after a certain period of monopoly in that it will enhance the economic development of the society with trade mark as an exception. Purpose and rationale: Trade Marks Law The function of trade marks, non-exceptive

Death Sentence Errors or Gun Control Term Paper

Death Sentence Errors or Gun Control - Term Paper Example A moral and legal analysis of the second amendment can help in clarifying whether infringement of right of owning and carrying arms should be allowed or disallowed. Firstly, there are no rights that are absolute in nature; even the rights that Americans have been allotted by God and by the Bill of Rights have certain limitation. Similarly, the right of owning and carrying arms cannot even be absolute and can be infringed upon if the person having a particular right is indulged in the act of misusing his/her right. The absolute nature of the right of owning and carrying arms has been challenged by the courts itself for several times. For example during the Miller case which took place during the 20th century, the court ruled that citizens of US are only allowed to carry certain kinds of weapons and not all weapons (Uviller 21). Later in the case of Stevens v. US, the court ruled that citizens cannot be awarded the duty of militia until they become an official of the militia and the ri ght of owning and carrying arms should only be limited to the militia (Carter 558). This writing will focus on the reasons due to which gun control laws should not be implemented. Gun control laws should not be implemented because law abiding citizens use guns as a self defense against goons who use are armed, secondly, guns in the hands of law abiding citizens deters crime and criminals and gun control laws can only control guns that are registered to the names of law abiding citizens and cannot control guns that are in the hands of criminal minds. Body Issues Associated with Guns According to the statistics of the period of 2010, 358 of individuals were murdered with the use of rifles, 6,009 were murdered through hand guns and 1939 individuals experienced being shot through an unknown firearm (FBI, 2013). During the same period, a total of more than 19000 suicides were committed with the use of firearms. Various costs associated with the use of firearms include medical bills, insu rance cost, and costs experience by the US criminal justice system and during the period of 2010, these costs totaled to $174 billion due to incidences of violence conducted while using guns (Goldman, 2012). During the last month of 2012, a 20 year old guy named Adam Lanza went on a shooting rampage in the Sandy Hook Elementary School and took the precious lives of nearly 20 children and six faculty members of the school along with the murder of his own mom and later shot himself. These incidences clearly show that causing injury and killing others and oneself are the two main tasks of guns. Murders conducted with the assistance of a gun can be recognized as a 1st degree murder which means that the killer had intent of killing and a gun made the task easier. Other kind of murders that may take place includes: murder caused while another form of crime was taking place, murder of a friend due to passion and murders caused due to negligence that is criminal in nature. There have been v arious incidences where the murderer has no intention of committing a murder and was at the crime scene to commit another crime such as rape or theft, but the availability of an armed weapon makes the crime lethal. This means that individuals are not rational choice makers and at times they conduct behaviors which they initially

The Adventures of Huckleberry Finn Essay Example for Free

The Adventures of Huckleberry Finn Essay Throughout the book The Adventures of Huckleberry Finn, Jim helps Huck develop greater changes. Huckleberry learns multiple lessons such as growing into better and trustworthy friend. Throughout the novel Jim helped Huck see the different side of life and how everyone grows in different surroundings. Eventually both Huckleberry and Jim grew more mature and wanted the best life for one another. Huck finds out a new identity about the world during the book. During the book, Huckleberry Finn has not experienced what life really was or what you could possibly encounter during times that just come out of anything. Jim is that someone you could call peculiar or unexpected. When Huck and Jim were with each other on the island and going down river together, Huck primarily was giving orders to Jim. The motive why Huck was giving orders was because that was the environment he grown up around. As times moves forward Huck starts to realize how niggers have been treated throughout life and began to respect him more by who Jim is on the inside. When Huck was debating on whether to tell Mary that Jim was with him, â€Å"It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I warn’t ever sorry for it afterwards, neither. I didn’t do him no more mean tricks, and I wouldn’t done that one if I’d a knowed it would make him feel that way,† page 89. Huck was mortified of what was going to happen if he told Miss Watson, but he overcame it well.

Anti-tuberculosis Drug-induced Liver Injury (ATLI) Effects

Anti-tuberculosis Drug-induced Liver Injury (ATLI) Effects Abstract Tuberculosis (TB) is world’s deadliest communicable disease, with 9 million incident cases and 1.5 million deaths globally in 2013. Most of the cases of TB were reported from Asian (56%), and African (29%) continents. In Saudi Arabia the annual incidence rate of TB ranged between 14 and 17/100,000. Two provinces, Makkah and Jazan showed the highest incidence around 20/100,000 over the last one decade. Jazan region showed more than double the incidence rate of TB compared to rest of the Southern province. Jazan share border with Yemen, and receives many illegal immigrants. Studies showed that non-Saudi Arabians had 2-3 times higher incidence of TB than Saudi national. The large number of Non-Saudis came from countries with high incidence of TB such as Bangladesh, Pakistan, India, Indonesia, Philippines, Yemen, Ethiopia, Somalia, Chad, Nigeria and other African countries. The active TB patients can be treated safely and effectively through the directly-observed therapy strategy (DOTS). DOTS is a short course of standard anti-TB treatment which consist of taking drug combinations of Isoniazid, Rifampicin, Pyrazinamide, Ethambutol and Streptomycin for 6–9 months. The drug isoniazid, rifampicin and pyrazinamide have the potential to induce liver damage.This anti-tuberculosis drug-induced liver injury (ATLI) ranges from mild to severe forms, and can even be fatal. The incidence of ATLI during standard anti-TB treatment range from 2.0% to 28.0% according to different populations. Moreover, ATLI reduce the efficacy of anti-TB treatment, as they may cause treatment failure, relapse and drug-resistance which could significantly reduce the effects of TB control. To the best of our knowledge, there is no known published data on the incidence of anti-tuberculosis drug-induced liver injury (ATLI) and risk factors from Saudi population. Identification of patients at increased risk for ATLI is important because hepatotoxicity causes significant morbidity and mort ality and may require modification of the therapeutic regimen. The aim of this study will to estimate the incidence of ATLI and the risk factors associated with anti-TB treatment. The findings of this study will allow us to enhance TB treatment, monitoring and control of the TB in KSA. Introduction Tuberculosis (TB) is world’s deadliest communicable disease, with 9 million incident cases and 1.5 million deaths globally in 2013 [1]. Most of the cases of TB were reported from Asian (56%), and African (29%) continents [1]. In Saudi Arabia the annual incidence rate of TB ranged between 14 and 17/100,000 [2]. Two provinces, Makkah and Jazan showed the highest incidence around 20/100,000 over the last one decade [2]. Jazan region showed more than double the incidence rate of TB compared to rest of the Southern province. Jazan share border with Yemen, and receives many illegal immigrants. Studies showed that non-Saudi Arabians had 2-3 times higher incidence of TB than Saudi national. [3]. The large number of Non-Saudis came from countries with high incidence of TB such as Bangladesh, Pakistan, India, Indonesia, Philippines, Yemen, Ethiopia, Somalia, Chad, Nigeria and other African countries. Patients with active TB disease can be treated safely and effectively through the directly-observed therapy strategy (DOTS) which started in 2000. DOTS is a short course of standard anti-TB treatment which consist of taking drug combinations of Isoniazid, Rifampicin, Pyrazinamide, Ethambutol and Streptomycin for 6–9 months [4]. These drugs effectively kills the bacteria but it induced hepatotoxicity known as anti-tuberculosis drug-induced liver injury (ATLI) [5.tostmann 2008]. The ATLI ranges from mild to severe forms, and can even be fatal. The incidence of ATLI during standard anti-TB treatment range from 2.0% to 28.0% according to different populations. [5,6]. The incidence is higher in the developing countries (8% to 39%), compared to developed countries (3%–4%) (7-11). Moreover, ATLI reduce the efficacy of anti-TB treatment, as they may cause treatment failure, relapse and drug-resistance which could significantly reduce the effects of TB control. [5,6]. Many risk factors have been implicated for ATLI. These include older age, female gender, poor nutritional status, pre-existing liver disease, high alcohol intake, hepatitis B, malnutrition, hypoalbuminaemia and advanced TB (12-16). Inappropriate use of drugs, acetylator status, and recently, immunogenetic factor, have also been implicated (17,18). Infections with hepatitis C virus and human immunodeficiency virus (HIV) have also been said to increase the risk (19). It is very important to understand the risk factors of ATLI, in order to detect the adverse events earlier and deliver timely intervention. The identification of high-risk patients would be useful to allow early detection of hepatotoxicity and reduce the morbidity and mortality of this condition. Hence we plan this study to identify the risk factors associated with anti-tuberculosis drug induced liver injury in patients who receive anti-TB treatment. To the best of our knowledge, there is no known published data on the incidence of anti-tuberculosis drug-induced liver injury (ATLI) and risk factors from Saudi population. The aim of this study will to estimate the incidence of ATLI and the risk factors associated with anti-TB treatment. The findings of this study will allow us to enhance TB treatment, monitoring and control of the TB in KSA. 2. PROJECT OBJECTIVES This study aimed to estimate the incidence and risk factors of anti-tuberculosis Drug Induced Liver Injury (ATLI) in patient receiving anti-TB treatment in Jazan population. 1. To estimate the incidence of abnormal liver function tests (LFTs) in patient receiving anti-TB treatment. 2. To identify the risk factors associated with anti-tuberculosis Drug Induced Liver Injury (ATLI) in patient receiving anti-TB treatment. Review of Literature Incidence The first line drugs used to treat TB were isoniazid (INH), rifampicin (RIF), pyrazinamide (PZY) and ethambutol (EMB). Most of the TB patients tolerate the drugs but some develop hepatotoxicity known as anti-tuberculosis drug-induced liver injury (ATLI). [Forget 2006].The ATLI ranges from mild to severe forms, and can even be fatal. Data from the literature shows that the incidence of ATLI is 3.0% in Canada (Asia population accounted for 42%)[Yee 2003], China 2.5% [Shang 2011], 5.0% in Hong Kong[ Chang 2008], 5.3% in Singapore[teleman 2002], 16.1% in Taiwan [Huang 2003], 9.7% in Malaysia [Marzuki 2008],36% in Japan [Ellard 1978], 8-36 per cent in India [Parthasarthy 1986, Mehta 1990], 13% Iran [Baghaei]. The risk of developing ATLI was fivefold for hepatitis C patients, fourfold for HIV positive patients, and 14 fold for patients co-infected with hepatitis C and HIV [Ungo 1998]. The incidence is higher in the developing countries (8% to 39%), compared to developed countries (3%–4%) (7-11). Moreover, ATLI reduce the efficacy of anti-TB treatment, as they may cause treatment failure, relapse and drug-resistance which could significantly reduce the effects of TB control. [5,6]. Definition of ATLI The criteria for the diagnosis of ATLI in the absence of symptoms is elevation of transaminases up to 5 times the upper limit of normal (ULN) and in the presence of symptoms up to three times the ULN or twice the ULN of bilirubin in the blood [Saukkonen 2006]. Mechanism of toxicity Among Isoniazid, rifampicin, pyrazinamide and ethambutol, the first three drugs have the potential for hepatotoxicity with pyrazinamide (PZA) being the most hepatotoxic followed by isoniazid (INH) and rifampicin.[Yee]Rifampicin combined with PZA is more hepatotoxic than with INH.[ Jasmer 2002]Pyrazinamide contributes significantly to acute liver failure [ Durand 1995].The most important adverse effects of isoniazid are hepatic toxicity and potentially fatal drug-induced hepatitis[Nolan 1999], especially when associated with rifampicin. The frequency of occurrence of isoniazid-associated hepatitis depends on age. Other factors linked to a predisposition to isoniazid-associated hepatotoxicity include alcohol abuse, use of illegal drugs and a previous history of liver disease. Clinical features ATLI usually take place in the first 2 months of treatment but it may happen at any time during the treatment period. Clinical and biochemical features of ATLI are difficult to differentiate form viral hepatitis [Mitchell 1976]. The signs and symptoms of ATLI are jaundice, abdominal pain, nausea, vomiting and Weakness. Risk factors for ATLI Many risk factors have been implicated for ATLI. These include older age, female gender, poor nutritional status, pre-existing liver disease, high alcohol intake, hepatitis B, malnutrition, hypoalbuminaemia and advanced TB (12-16). Inappropriate use of drugs, acetylator status, and recently, immunogenetic factor, have also been implicated (17,18). Infections with hepatitis C virus and human immunodeficiency virus (HIV) have also been said to increase the risk (19).

In Nazi Occupied Eastern Europe, the Jewish Reaction to the Final Solution Varied :: Papers

In Nazi Occupied Eastern Europe, the Jewish Reaction to the Final Solution Varied The common belief of the reaction of the Jews to the final solution is that they did nothing. Many believed that they went like 'sheep to the slaughter'. However only recently has evidence come to light through documents hidden, found then translated from Russian, Polish and other languages. Also only recently survivors are coming forward and recollecting their experiences. Now it is therefore coming to light that many resisted in many different ways. The Jews resisted in various ways, one of which was passive resistance. One forms of passive resistance was survival. Survival was a form of resistance because it went against the Nazis aim, which was to exterminate the Jews. Examples of the effort of survival were seen in ghettos where food smuggling operations were carried out and also various activities, which supported the will to live and try to add some 'normality' to life. Also another example of the will to preserve life was the Jewish Self Help association, which organised street collections and soup kitchens. The reason for the will to survive is that they believed that they were going to be resettled in the East rather than sent to their death. However if the Jews knew that they were going to be executed many would have lost the will to live, but some it would of given them more determination to resist the Nazis by force, which became apparent around 1942. However the passive resistance and defiance through survival raised morale, due to the fact that they were snubbing and defying the third Reich, which was one of the strongest armies the world has ever seen. Examples of surviving were also seen in the actual death camps where tact and initiative were used to avoid the gas chambers in which Samuel Pisar who was a prisoner a Auschwitz was in the line for entering the gas chambers at which point he saw a pail of water & a brush, he then got them & started scrubbing the floor, until he got out the door he then

Essay --

Courtney Peters Essay 1 Rough Draft ENG 308 2/21/14 Donne: The Imprint Left Behind Every writer leaves his mark, his imprint, in his writing; a thumb print left behind the ink if you know how to look for it, and Donne is no exception. The problem is extracting Donne’s imprint, and essence, from the poem, and understanding what that tells us about him. In one poem in particular this stands out, his Holy Sonnet IX, where Donne’s imprint lingers, giving another story behind the text, of his belief in God, but also his inner questioning, and confliction and doubt which come out as contradictions. Behind the text, Holy Sonnet IX, as Donne speaks through his speaker and poem, we come to understand that he is a religious man, though conflicted, which leads to doubt and contradictions, as he resents God in a way, while also just craving for his absolution and for him to forget and forgive his sins and wash them away, sins which weigh on him heavily and he believes taint him. Looking at Donne’s Holy Sonnet IX, you can see where parts of his self are hidden under the text, if you only know how to look and how to interpret what you find. Donne repeats â€Å"I† throughout the poem three times, and while doing so he not only reflects parts of his inner self, but changes his stand point each time. In the first instance of â€Å"I†, Donne writes, â€Å"If lecherous goats, if serpents envious/Cannot be damn’d; Alas; why should I bee?† (3-4). Here he questions God, demanding to know why he should be damned when the lecherous goats, and serpents cannot not be condemned and damned for their sins. The second instance of â€Å"I† however writes, â€Å"But whou am I, that dare dispute with thee/O God? Oh! of thine onely worthy blood,† where he shifts from angrily questioning... ...e forgotten and he is not damned by them. The illusion and imagery emphasize the severity of his desire for God to forget his sins, the sins which he emphasizes by referring to them as â€Å"black sins† utilizing severe language in calling them thus, to further darken the already negative connotation of his sins and their evilness. The allusion speaks of the greatness of Donne’s sorrow, in that he would cry a river, his wish in the end, more than anything, for his sins to be forgotten and him undammed, and his thoughts on sins, that they are black, his darkness, his taint, his embarrassment, indebting him to God who in turn damns him. -- Create a conclusion, short, but sums up: What I mean by Imprint How his imprint shines throu, aka, what we learn of him from: His usage of I His pattern His allusions, imagery, and language Should be one per paragraph for most

Urban Legend of Mount de Sales Academy :: Urban Legends Ghost Stories

Mount de Sales Academy When one usually thinks of a hearing a ghost story, the setting is dark with flickering light (such as around a campfire or in a basement with bad lighting) and, of course, it is nighttime. Needless to say, when I heard this story during the middle of the day on a Friday, I was a little taken aback. When prompted for any urban legends or ghost stories a white, female friend of mine immediately responded with, â€Å"Have you ever heard of de Sales Academy?† With my negative response, the nineteen year old student jumped into her story: Mount De Sales Academy is one of those Catholic, all girls’ schools that teaches their students to be good Catholics and all that. In the 1940s, however, there was one girl who didn’t listen to all the rules and became pregnant. For the time, this was a terrible situation and the girl didn’t know what to do. She lived at the school on the top floor and eventually committed suicide instead of facing the trouble she would have been in. Ever since then, there have been reports in the school of doors opening and closing with no possible explanation and silhouettes seen in the windows when there should be no one at the school. The storyteller had not witnessed the strange happenings at the school but claimed to know someone who had seen the disturbances. As a performance, the telling of this story was very matter a fact and my friend did not self-aggrandize; the performance was quick, to the point, but not particularly dramatic. The storyteller told the legend as fact and was not melodramatic about her role as storyteller. While researching the story I was only able to find one specific reference to Mount de Sales and any ghostly presence there. However, at this online repository of lore relating to the State of Maryland, Mount de Sales Academy is mentioned along with â€Å"reports of doors open[ing] and clos[ing] while locked and†¦a bright blue silhouette walk[ing] by the windows† (Juliano and Carlson). Further research found no other reference to de Sales in any stories and no reference to any suicide or murder at the school. The additional tale found relating to the Catonsville school does reflect the story told to me. Both mention doors opening and closing without cause along with a ghostly silhouette; but there is no reference in the Internet source of the suicide of a pregnant girl.

The replacement is stored

In compression, the algorithm looks for repeating patterns in the source alphabet and encodes these patters as new symbols in a translated alphabet.The new alphabet is composed of symbols that are longer (composed of more bits) than the symbols in the source alphabet. The compression arises when repeating patterns in the old alphabet are replaced by a single symbol in the new alphabet. The replacement is stored in a dictionary that contains all mappings of the old alphabet patterns into the new alphabet symbols.The decompression algorithm simply does the reverse process of the compression algorithm. The algorithm takes a look at the input stream in the new alphabet and looks up the dictionary for its corresponding pattern in the old alphabet.Unlike Huffman coding, LZW compression does not use probability analysis and computation on the source data, needing only to look at repeating patterns in the source alphabet. LZW works best on streams that contain multiple repeating patterns suc h as text files.Huffman coding on the other hand works best on streams where there is a disparity in relative frequencies between symbols. In LZW, a dictionary is used to map patterns in the old alphabet to symbols in the new alphabet, the dictionary being constructed from repeating patterns.In Huffman, symbol mappings are based on the frequencies of the symbols in the source alphabet. Additionally, the bit length of the new symbols in LZW is constant while the bit length for the new symbols in Huffman is variable, depending on the frequency of the source symbols.Wireless Mobile Ad-hoc Networks (MANET) and Wireless Sensor Networks are two similar kinds of wireless technology. A MANET is a self-configuring network the result being an arbitrary topology. There is no fixed infrastructure between the nodes and their only relationship to each other is their proximity to one another.However, that may not be true for sensor networks. Some sensor network protocols specify a specific topolog y. In the case of IEEE 802.15.4, it allows for two kinds of topologies, a ring topology and a peer to peer topology.Another difference is complexity. The nodes of sensor networks are generally much simpler than in MANETs. Sensor nodes typically include only a transceiver module for communication, a sensor and a microcontroller.This is because of the relatively simpler uses for the sensor such as data collection and gathering. In contrast, nodes of a MANET will generally be more complex, being made up of complete laptops, PDAs or other high level communication devices.A third difference is in the data rates. Sensor networks are generally low data rate systems while MANETs have higher data rates. Bit rates in MANETs like 802.11 are measured in Mbps while those in 802.15.4 and Zigbee are in kbps only. Fourth is power consumption, MANET nodes are designed to be mains powered or only to be reliant on batteries for a short amount of time (generally a few hours).On the other hand, sensor n etworks will generally use low power components to stretch the power of the battery for weeks or months on end. Lastly, in MANETs, nodes are envisioned to be constantly sending data to one another while in sensor networks, nodes are expected to be in a sleep or quiet mode for most of the time.This is due to the amount of data exchanged in MANETs compared to sensor networks which may only need to throw data to the server on specified times.If we take the example of the ZigBee sensor network protocol, we can see three layers from the OSI model at work in the ZigBee protocol. In the ZigBee protocol, its uses the IEEE 802.15.4 standard for the PHY and MAC portion of the DLL layer. The ZigBee specification on the other hand serves as the upper layers for the wireless sensor network.

Time Management and Transition

Independent decisions and is financially independent. The Journey from adolescence to adulthood can be an exciting adventure but it may also be extremely stressful. Planning strategies to deal with potential obstacles will help with the transition from adolescence to adulthood. Planning for your transition from school to career, family home to own home, family to community, or others care to self care will ensure that you will have a successful transition from adolescence to adulthood.The transition from school to career can be extremely stressful for students, particularly if the student still hasn't chosen a career in which they want to pursue. It is imperative that you make wise decisions in your adolescence, as their outcome can have a major impact on your life when you become an adult. Life skills such as time management and organization are key elements in preparing for a successful and non-stressful transition from adolescence to adulthood.Students with impeccable time managem ent skills will ensure that they are never late for school and for their Job and will always avoid procrastination at all costs. Ways in which students can improve their time management skills are to stop procrastinating, prepare lists such as â€Å"To- Do Lists†, and delegate responsibilities. The transition from family home to own home is dependent after the successful transition from school to career has occurred.This is an exciting moment in your life where you finally get to live away from home. For some people, this transition may be stressful as they're not used to being away from home, whereas others find that this transition to be quite enjoyable as theyre no longer living at home in their parents' house. This transition provides a feeling of great independence and interdependence. Imperative life skills that must be learned for this transition to be successful and non-stressful are good..

Client Paper Essay

In society today, there are numerous issues facing human services clients. Homelessness, services having their funding cut, and the association of stigmatization that one might receive while accepting services are just a few issues. Many of those who face these issues may always face substance abuse issues or may be in domestic violence situations. Due to the additional factors, clients may not feel as though they deserve to receive help, and therefore may not seek out the needed help to get their life back on track. One of the largest problems facing society today is substance abuse. The individuals that face this issue are able to receive services from several agencies, whether they need medical health care, mental health care, or drug or alcohol rehabilitation services. They are also able to receive services in all three areas if the individual requests it. (Samet, Friendmann, & Saitz, 2011). While seeking these services, some individual may face the burden of not having health insurance, lack of funds and transportation, or providers may lack the ability to make the best referrals for the individuals. For instance, if a man with a history of methamphetamine abuse who has been incarcerated is released from prison, he may not have family nearby that can house him, may have no where to turn if there is no agency that can take him and house him. In his case, he will need to secure treatment in an inpatient substance abuse program that will be aggressive enough to help him with his addiction. This will help alleviate him being on  the street in search of food, water and shelter which is state in â€Å"Maslow’s Hierarch of Needs† (Woodside, 2011). In recent studies, it has been shown that approximately two thirds of homeless adults would meet the criteria for substance dependency. An additional 20 percent of homeless persons meet the criteria for having severe mental illnesses. Many of these individuals have received dual diagnoses, suffering from substance abuse and also having a mental illness. (Krogel et. Al, 1999). Not only can these clients suffer from substance abuse and mental illness, there can be many other issues they face. Physical disabilities, homelessness, and health issues can be rampant among individuals. Different situations can be the cause of these issues, such as environmental influence or societal changes (Samet, Friedmann, & Saitz 2001). Traditionally, providers would only focus on the issues which are specific to their scope of practice, however, when treating the â€Å"whole client† it is important to remember these issues can go hand in hand. In order to treat one of the issues, a provider must look at how the client got to the point where they are. Treatment, then, would need to be from all models so it would be effective (Samet, Friedmann, & Saitz 2001). For this to take place appropriately, all providers would need to work together with effective and extensive to treat all aspects of issues the client is facing. If this is not executed correctly, the client cannot succeed and may fall through the cracks, or wind up in the same place they were in previously. For example, the gentleman discussed earlier that was incarcerated and has a substance abuse issue may suffer from a mental illness as well as a substance abuse issue. In this instance, a primary provider would need to find a provider who works with addictions, and a provider who works with mental health. Together, the three professionals would need to form a plan with the client and communicate with every party involved in order for the treatment to be effective. If the primary provider could not provide a professional for the substance abuse and a professional for the mental health, the client could easily fall back into old habits and lose all progress that may have been made. This could result in the client injuring himself or another person,  additional jail time, or even death. The gentleman in this example gives us a perfect example of where the treatment provider has been previously aware of issues concerning the client and is able to find the resources and agencies needed to make the community referrals. Unfortunately, there is a commonality that each treatment provider is faced with a client that only has one single issue. However, in this example, the client has more than one issue ranging from substance abuse to mental illness to homelessness. The provider will then need to determine if the client will need additional assistance with other issues that may be outside our scope of practice. For example, if the provider is working in a substance abuse treatment program the primary focus is helping the client to stop using drugs and/ or alcohol. As the client is no longer supposed to use substances or drink, the client can no longer reside in an environment where substances and/or alcohol are being used; this can become a trigger for the client and risk t he client’s sobriety and recovery. This client is now homeless and will need assistance with housing. As the client continues in sobriety the treatment provider may notice that the client appears to be struggling with mental health issues that have not been previously diagnosed; this client will now need to be referred to a mental health provider for further evaluation and possible medication management. The provider has been made aware of these arising situations through communication and effective listening skills while interacting with the client in the group and individual therapy process. The provider will need to be aware of the client’s verbal and non-verbal cues as the clients’ affect may be incongruent with the current situation. The provider will also need to be aware of the client’s cultural issues as treatment may cause the client to have stigmatization within his or her family unit. The treatment provider will also have to work with resistant clients, clients who are over demanding, and clients that are unmotivated. Often times these clients have hidden issues that need to be uncovered and addressed in order to move forward in their recovery process. Working with these clients can be a difficult process however if the provider can find a way of working with these clients in non-traditional manners we will help to uncover these issues and move them forward in their recovery process. Working with  client’s who have substance abuse issues is a very challenging job that poses many challenges not only for the client, but also for the treatment provider. We have chosen to work in a field that is extremely broad and which spans across many scopes of practice. Our clients face a wide range of issues that can be ever changing. Our jobs as Human Services workers will be to help identify and treat these clients and their individual needs to improve the client’s level of functioning within the community and his or her family unit needs to provide the client with the best treatments and solutions. References Samet, J, MD, Friedman, P, MD, Saitz, R, MD (2001). Benefits of Linking Primary Medical Care and Substance Abuse Services: Patient, Provider, and Social Perspectives. http://archinte.jamanetwork.com/article (Retrieved on 8 April 2013). Koegel, P, Ph.D, Sullivan, G, MD, Burnam, A, Ph.D, Morton, S, Ph.D, Wenzel, S, Ph.D. (1999). Utilization of Mental Health and Substance Abuse Services Among Homeless Adults in Los Angeles. http://journals.lww.com/lww-medicalcare (Retrieved on 8 April 2013). Woodside, M. (2011). An Introduction to Human Services, 7e. www.ecampus.phoenix.edu (Retrieved on 7 April 2013).

Aristotle and Weed Essay

What would Aristotle think about legalizing Marijuana? When attempting to speculate on how Aristotle would feel about this inquiry, I feel that only one thing must be addressed. What kind of person does marijuana make me, and does the legalization of marijuana increase or decrease a person’s ability to be happy and good? What Kind of Person According to Aristotle, the difference between animals and humans is our ability to rationalize and utilize reason. Man is at its most basic level rational animals. Non-rational beings only possess vegetative and appetitive aspects of their mind, whereas humans retain the most important, according to Aristotle, portion of the soul: the rational part. The reason that this is the most important is that it allows us to ascertain genuine happiness. Therefore, since animals and even children do not possess the rational facet of the soul, they cannot achieve true happiness. As humans, our advantage over non-rational beings is our ability to be happy, as defined by Aristotle. Happiness, he states, â€Å"is apparently something complete and self-sufficient, since it is the end of the things achievable in action. † (NE 1097b20). So for Aristotle to approve of the legalization of it, marijuana would have to be something that would advance the happiness of humans and promote reason on the part of the soul. So does marijuana foster sensible choices and assist humans in our quest for happiness? Well, when analyzed from a philosophical viewpoint, no. Using drugs diminishes our ability to utilize reason when faced with decisions. It modifies our mindset and transforms us from rational animals into just plain simple animals. Drugs can force one to talk with slurred speech, visibly alter their perceptions of what is going on around them, and even take their freedom of will. So the fact that marijuana decreases human ability to be rational, reasonable, and thus happy, I would have to say that Aristotle would disapprove for most cases. However, medicinal marijuana does promote happiness. If someone has a disease in which the use of marijuana could numb his or her pain, I think that Aristotle would say that this is ok and good because it is assisting him or her in his or her quest for happiness, even if temporary. So where would he draw the line between vice and virtue? I think that Aristotle would support the system that we have today. Excess would be allowing everyone to purchase marijuana. Lack would be banning it completely because it does have some benefits for the medical community. I think that the Mean would be allowing it to be used for medicinal purposes only and not for public access because repeated use does not promote rationalization and happiness. In conclusion, I think that Aristotle would not support the further legalization of marijuana for personal use. Aristotle would, however, not take action to ban it any further either. I think that he would be content with how the system is today. Marijuana does have some medicinal benefits to people with painful diseases in that it creates, although fleeting, happiness. For normal people, however, repeated use of marijuana results in a deteriorated capacity to make rational decisions. It weakens our soul and forces us to become irrational animals. This fact forces me to conclude that Aristotle would neither further nor reduce the current legal status of marijuana.

Biological security Assignment Example | Topics and Well Written Essays - 750 words

Biological security - Assignment Example Both the National Incident Management System (NIMS) and the National Response Framework (NRF) have and continue to enhance the federal government’s ability to coordinate efforts between state and local governments in the event of terrorist attacks or national disasters. The NRF outlines guidelines that help in the alignment of key responsibilities and roles of different agencies involved in disaster relief efforts (Homeland Security 8). In addition, the NRF describes best practices for the different authorities it furnishes with the responsibility of mitigating disasters be it on a small or large scale. It is important to note that the NRF is very flexible whereby the guidelines outlined are designed to cater for the different types of disasters (Homeland Security 8). NIMS complements the NRF by further outlining a systematic, proactive approach, which helps to guide departments in the government, private, and non-governmental sectors as they disburse emergency relief supplies and services to victims of natural disasters or terrorist attacks (FEMA). Dealing with a biological attack in the US or in any other country cannot be haphazard. The RAIN concept is a simple outline of the four steps that emergency respondents should follow in a systematic manner when dealing with biological attacks. The first step calls for the recognition of the hazard or threat. More often than not, medical personnel who deal with medical emergencies; for example, EMTs are often the first point of contact with the biological hazard.

Cheating prevention in multi-player online games Essay

Cheating prevention in multi-player online games - Essay Example The games allow people to collaborate or play against each other irrespective of the location they occupy around the world. The use of the internet has made this possible because people far away from each other can connect and play without having to meet or see each other face to face. Many only games have become famous where players can form friendships. However, multiplayer games have been subjected to issues of cheating and hacking. Hackers can interfere with the graphic rendering to reveal information that would be hidden in a normal game. Cheaters, on the other hand, can use software robot to play the game automatically and gain an unfair advantage over their counterparts. Because of the above weaknesses, some games have released software patches or anti-cheating software to detect the known cheats (Yeung, Lui, Liu, & Yan, 2006:1180). However, this has not been a success because cheats still find a way of bypassing such software because the software creates a difficulty for deployment but cheats still breach the normal game logic until the patches are available. Moreover, the cheats can still bypass the software by hacking them. There are many different ways of cheating in multiplayer online games. However, this paper will focus on two types that include cheating by exploiting misplaced trust and cheating by abusing game procedure. In this type, the game player is given to a game client that performs a number of functions. It directs commands to the game server, receives commands from the server and uses a graphical engine to make a graphical representation of the game on the player’s computer screen (Webb, 2006:25). Here, the game client is a target to a player who has the ability to modify the client using a disassemble. The fact that it is in the cheaters possession makes it complex because the cheater can reverse engineer it passively. This modifies the client to perform cheats such as the wall hacks and map hacks. Map hacks occur when the player

Early 20th century Shanghai Divergence Essay Example | Topics and Well Written Essays - 1500 words

Early 20th century Shanghai Divergence - Essay Example The article starts off by attempting to place Shanghai in the context of other cities of the world like Amsterdam, Budapest and Houston that Baverstock et al have placed in the category of â€Å"gamma-global-cities†. What this means is that these cities have been given a separate place from the other cities of the world in terms of their tendency to what Wasserstrom calls â€Å"re-globalizing† nature i.e. the ability of the cities to re-integrate them with the global landscape. The author attempts’ to place Shanghai in context leave him bewildered considering the range of transformations that the city underwent in its existence and the fact that it is still a â€Å"work in progress†. The author reaches the view point that Shanghai is a city that is â€Å"good to think† which means that attempts to compare Shanghai with other cities have proved fruitless. And the article quotes Rudolf Wagner who suggests a moratorium in comparing Shanghai with other cities. Wasserstrom is not deterred by the academic community’s decision on de-linking comparisons of Shanghai with other cities. On the other hand, â€Å"While there is a strong case to be made for Wagner’s argument and the modification of it just described, this article argues that this is a good time for Shanghai specialists to enter the admittedly treacherous waters of far-flung comparison. And it will suggest a specific strategy for doing just this by proposing that we think of Shanghai as a reglobalizing When we use the term â€Å"re-globalize†, we effectively mean that there was a time when these cities were part of the global mainstream in terms of their relations with the rest of the world be it for trade or exchange of ideas. Shanghai has a particular significance in this respect as it was one of the cities in the East that had interacted with the West before the opium wars and the hundred years of treaty enforced port-period when it was a bustling port that served as a center for commerce and

Diversion Assignment Example | Topics and Well Written Essays - 1500 words

Diversion - Assignment Example Apart from ensuring basic fairness in the application of criminal law, diversion has also had the effect of increasing the efficiency of the system by freeing up resources that can then be directed to more serious legal issues. It also has resulted, in many cases in a great deal of cost savings for the stretched budgets of many criminal justice departments throughout the country. Introduction Diversion is the conditional changing or suspension before the conviction of formal criminal proceedings against a person, in return for which the defendant performs certain agreed activities such as restitution, community service or undergoing treatment options. This process, when successfully completed, results not only in the stopping of the conviction for the crime but also in the expunging of the criminal incident from public records or the sealing of the record. In other instances it may also lead to a reduction of a sentence. Diversion offers an opportunity to provide a more comprehensive and efficient approach to managing the defendants flowing into the system and the utilization of court resources by determining which type of case intervention is most appropriate for any given case (National Association of Pretrial Services Agencies, 2008). 1. There are various reasons that have been advanced for diversion as provided for in United States law. One reason is that it allows for the management of not just the crime but the underlying cause of the reported criminal behavior. Except for a few cases, diversion is primarily applied to first-time offenders, and in a majority of the cases, these are usually juvenile offenders. A lot of the times that these offenders are brought to court for minor charges that are usually related to the kind of environment they are brought up in, depending on the nature of the charges. Mino drug possession offenses, such as possession of small amounts of marijuana are some of the offenses that qualify for diversion (Steadman & Naples, 2005) . In many cases such as these, the offenders are not only given an opportunity to confess their crimes, they are also given a chance to have their criminal record wiped clean, as long as they participate in an educational program on the dangers of drug use and drug possession. Diversion requirements may include making restitution to any victims of a crime, attending an educational program and performing community service or any combination of these. In a majority of these cases, the fact that the offenders have been offered a â€Å"second chance† has been known to be enough of a caution to ensure that the criminal behavior does not occur again (Steadman & Naples, 2005). The other reason that diversion is used is because in some of the cases, the criminal behavior is caused by underlying mental and psychological disorders, which are better dealt with through treatment than through incarceration. It is estimated that up to seven percent of all persons charged with criminal offe nses and imprisoned have some form or degree of mental or social disorder which is usually the underlying cause or trigger for the crime. Studies have shown that a large majority of these cases suffer from mood disorders and schizophrenia, with most of the patients (two out of three) being female. Studies have also shown that diversion improves the quality of life in cases of offenders who undergo treatment programs rather than incarceration (Steadman & Naples, 2005). A third reason why diversion is used