Recent Credit Problems in the Financial Markets Essay

Recent Credit Problems in the Financial Markets - Essay Example Certainly, since then, this crisis gave way to far-reaching alterations in the Western economies. Still a wide range of questions remain unanswered. People still doubt as to the possible outcome of the integration of international economies and the potential limitations of the free market system in the times to come (Larry, Teather & Treanar 2010). During the beginning of the credit crunch in the financial markets, commoners and experts doubted as to the validity of the capitalism in a highly globalized and interdependent world (Larry, Teather & Treanar 2010). The effigies of bankers were put to flame in mass protests. The skyrocketing interest rates in the United States pushed many middle-class homeowners affiliated to sub-prime mortgages to default on their financial commitments towards their lenders. The news eventually spread like a raging and uncontrollable wildfire as the banks and financial institutions desperately cringed from extending further loans. The statutory bodies and organizations started to pump massive funds into their economies to breach the fast-widening crisis of trust in the financial markets. The small investors begin queuing before the local bank branches to withdraw their savings and investments at the earliest. The situation was marked by a sense of chaos, right from the domestic kitchens to the plush offices of the top-notch banks.The ramifications of the drying up of credit sources were immense. Banks and financial institutions collapsed like packs of cards.

The Art of Neosoul Essay Example for Free

The Art of Neosoul Essay Neo Soul is a genre of music that arose in the 1990s from the experience of RB/Soul music and is characterized as â€Å"bringing freshness to a genre long pronounced dead †¦Ã¢â‚¬  (Phillip Cunningham/Bowling Green State University). As defined by the Stanford Dictionary of Philosophy, â€Å"art is modern works that appear to break radically with all traditional art† and this music genre is by definition new and radically different. Considering neo soul in terms of art, I believe that this music is an expression of modern mainstream African American culture, experience, belief, and surely, the root of this ethnicity. Different and more artistically expressed than soul music it brings great aesthetic value to the music scene. Not just music, but a powerful expression of deep rooted feelings through attention-grabbing and talented artist of our day. Neo-Soul is new and innovative in expressing the common culture of African American life and in its refusal to walk the conventional line. In what the Music Said’ an essay by Mark Anthony Neal, this form of music is ‘post-soul’ and is a combination of rhythm and blues, funk, rap and hip-hop and arose out of resistance to, and often times in opposition to, middle class sensibilities of respectability and norms. In Soul, the expression seems disdain and rebellion for the normal societal norms, that have been put in place by the government influences such as Marvin Gaye’s What’s Going On and Let’s Get it On? two of his most popular pieces where he is in defiance of the current political agenda and abstinence. Neo, meaning ‘new, or ‘Nu’ brought a different vehicle of expression the experiences of the time. Though there is much debate regarding the terms ‘Neo-soul’ or ‘Neo-classical-soul’ has become, in the 1990s and 2000s, more popular. Neo Soul is an extension of a culture that has a voice. The African American community in the 1990s as ‘church’ and faith become more important to young professional Christian, Neo soul also creeps into the Gospel music with artist such as Lisa McClendon and Leon Timbo. These individuals express a ‘real time’ acceptance and reliance on their God and expression of their faith in contemporary terms. Neo-soul music is one such singularity, which has reframed the subjectivities of black people and suggested identities embodied and disembodied, human and post-human. (Weheliye 30) Simply put, it is a genre of music that refocuses the African American art of music. More aesthetically pleasing I think. The beauty of neo Soul has I believe redefined African American Music as an art form rather than beat for bump and grind, distrust and defiance. Such artist as : Lauryn Hil, India Aria, and Jill Scott, women who have redefined lyric with bold and encouraging expression and melody that beats to the heart of the listener. In Aria’s â€Å"Strength, Courage, and Wisdom†, she speaks of positive thoughts to encourage and that these elements are internal, pointing the listener to uplift rather than what can be done in secret. As well as the song â€Å"I Am Not My Hair†, which counteracts bigotry and sterotypes with positive phrases and rhyme. Similarly Jill Scott, with a more rhythmic driving beat in â€Å"My Petition†, Scott speaks out against the American government without the hatred that you would usually see in this type of song, through straight, it is not militant – just truthful. Neo Soul music is an adaptation of Soul music as an art form and moves it to a higher degree of listening pleasure. Not timid but definitely bold, but respectful of both the artist and the listener. Even the presentation of the artist in this genre is an artistic expression of the African American culture. One of India Aria’s latest releases, Testimony Volume 2, Love Politics says explains this artistic form of getting her point across about poverty and society outlook on those that live in poverty in Ghetto: Now the dictionary says / That the ghetto is a place / of minority, and poverty, and over population. We list on this earth together, / ain’t no separation. / when you’re looking down, / from outer space. / we’re just a human race and the world is a / ghetto-o-o-o. A clear point, but not so hard on the heart. Work Cite Afrofuturism and post-soul possibility in black popular music. Aria, India. Strength and Wisdom. http://www. azlyrics. com/lyrics/strengthandwisdom. html Art and Popular Culture online. http://www. artandpopularculture. com/African_American_music Cunningham, Phillip. â€Å"There’s Nothing Really New Under the Sun†: The Fallacy of the Neo-Soul Genre. Journal of Popular Music Studies, Volume 22, Issue 3, Pages  https://www.thefreelibrary.com/

Environmental Impacts of Batteries

Environmental Impacts of Batteries Introduction: In this report we plan to research, compare and analyse the different types, manufacturers and environmental impacts of batteries so as to determine whether or not there is one battery that is superior to the rest and if so, how it is superior. In order to do this, however, we must first understand more about batteries. Therefore, we will first investigate how a battery works, as well as primary and secondary cells and recharge and discharge cycles. Research must also be done into the different manufactures of batteries within South Africa. Once we have a fuller understanding of the basics, we will be able to analyse in more detail the characteristics of different types of batteries, in this case focusing on the most popular ones. We will also look into how these batteries impact the environment whether it is in a positive or negative way and how we can properly dispose of these batteries so as to reduce any harm they may inflict, both on the environment and humankind. What is a Battery? A battery consists of a multiple number of electrochemical cells linked together, which converts chemical energy to electrical energy by means of self-sustaining spontaneous electrode reactions in order to produce an electrical current when connected to a closed circuit. Each electrochemical cell comprises of two half cells which contain an electrode and an electrolyte. The two half cells are connected by a salt bridge in order to create ionic contact for the two electrolytes for the free movement of ions and to prevent the electrolytes from mixing in the case of two different solutions being used, which would cause unwanted side reactions. An example of a salt bridge would be a strip of filter paper which has been soaked in a solution of potassium nitrate. Other means of separation of electrolytes include the use of gel solutions and porous pots. In the majority of modern, commercial batteries, a different electrolyte is used in each half cell, and to prevent mixing, a porous separator is used which only allows the passing through of ions. The electrolyte of the two half cells is a solution which is capable of conduction of electricity due to the presence of free negatively and positively charged ions. In one of the half cells, positively charged ions (cations) are attracted to the cathode (positive electrode); while in the other half cell, negatively charged ions (anions) are attracted to the anode (negative electrode). In the redox reactions which cause the conversion from chemical energy to electrical energy, oxidation (loss of electrons) occurs at the anode to the negatively charged electrons; and reduction (gain of electrons) occurs at the cathode to the positively charged electrons. Illustration of a Redox reaction The electrochemical cell produces an electromotive force (emf) and is the difference in voltage between the two electrodes. For example, if the one electrodes voltage is 3V and the other electrodes voltage is 1V, the net emf of the cell is 2V. Primary and Secondary Cells: Batteries are classified into two main groups: Primary batteries irreversibly convert chemical energy to electrical energy (once the initial supply of reactants has been used up, the electrochemical reaction cannot be reversed by inducing an electrical current and thus the energy cannot be restored to the cell). Secondary batteries can be recharged by reversing the electrochemical reaction by inducing an electrical current. Primary Cell: A primary cell is any type of battery of which the chemical reactions are irreversible the chemical reactants cannot be restored and thus a primary cell has to be discarded once it is depleted. Primary batteries come into use for when long periods of time in storage are needed as a primary batteries are constructed to have lower self-discharge rates than secondary batteries, so all of the capacity is available when in need for useful purposes. Devices that require a small amount of current for a long period of time also use primary batteries as the self-discharge current of secondary batteries would exceed the load current and cut down service time to a few days or weeks (eg, a torch must work when needed, even if it has been on a shelf for a considerably long period of time. Primary cells are also more cost-efficient in such a case, since secondary batteries would use only a small percentage of available recharge cycles. Reserve batteries are capable of achieving a very long storage time (ten years or more) without the loss of capacity, by physically separating the components of the battery and only assembling them again at times of use. However, such batteries are expensive. When in use, primary batteries become polarized (hydrogen builds up at the cathode and in turn reduces the effectiveness of the battery. In order to remove the hydrogen, a depolarizer is used. Depolarizers can be mechanical, chemical, or electrochemical. Although previous attempts have been made to create self-depolarizing cells by roughening the surface area of the copper plate to encourage the hydrogen bubbles to detach, they have had a large failure rate. Examples of primary cells: Alkaline cell Aluminium cell Lithium cell Mercury cell Zinc-carbon cell Secondary batteries: A secondary battery is cell of which the chemical reactions can be reversed and therefore energy can be restored to the cell. This is done by connecting the cell to an electrical current. The electricity initiates non-spontaneous redox reactions in order to restore the chemical reactants. Secondary cells, when purchased, could not be used immediately and would have to be recharged before use. Although today, most secondary cells are created with lower self-discharge rates, allowing the purchaser to use the battery immediately as the battery already holds about 70% of the stated capacity. The energy used in charging secondary batteries mainly comes from AC current using an adapter unit. Many battery chargers take several hours to recharge a battery. Most batteries are capable of being recharged in a much smaller amount of time than what most commercial, simple battery chargers are capable of. Although a few companies are producing chargers that are able to recharge AA and AAA size NiMH batteries in just 15 minutes, high rates of charging (15 minutes to 1 hour) will cause long term damage to NiMH and most other rechargeable batteries. Secondary batteries are susceptible to damage by means of reverse charging if they are fully discharged. Also, attempting to recharge primary batteries possesses a small chance of causing an explosion of the battery. Flow batteries, which are not commonly used by consumers, are recharged by replacing the electrolyte liquid of the cell(s). The technical notes of battery companies often refer to VPC. VPC means volts per cell, and refers to the individual secondary cells making up the battery (eg, to charge a 12V battery which contains six cells of 2V each at 2.3 VPC, needs a voltage of 13.8V across the terminals of the battery). Most NiMH AA and AAA batteries rate their cells at 1.2V. However, this is not a relatively large problem in most devices as alkaline batteries voltage drops as the energy is expended. Most devices are constructed to continue to operate at a reduced voltage between 0.9V and 1.1V. Industrial secondary cells are used in grid energy storage applications for load leveling, where electrical energy is stored and is used for the duration of peak load periods, as well as for renewable energy purposes such as the storage of electrical energy which has been generated from photovoltaic arrays (solar panels) during the day to be used in the evening. By recharging cells or batteries during periods when demand for power is low and then returning the energy to the system (or grid) during periods when the demand for power is high, load-leveling aids to eliminate needs for extremely expensive power plants and also eases the cost of generators over a greater period of operation. Discharge and Recharge Cycles in Batteries: Recharge and discharge cycles The purpose of a cell is to store energy and release it at the given time in a contained manner; however, only secondary cells can be recharged. The electrochemical reaction that occurs in the fluid electrolyte of a wet (secondary) cell is reversible, unlike dry or primary cells; this allows the charge to be restored. The three most popular types of rechargeable batteries that are found today are nickel-based (NiCd NiMH), lithium-ion and lead-based cells. C-rate C-rate is the measurement of the charge and discharge current of a cell. Almost all transportable cells are rated at 1 Coulomb (1C). This means that a 1000mAh battery, if discharged at 1C, would give 1000mA for one hour. The same applies if the discharge was halved (0.5C) this would provide half the amount of current (500mA) for twice the duration (2 hours). A 1C cell is referred to as an hour discharge, the most common portable cell we have is the 20-hour Lead-based discharge cells (0.05C) found in cars. Lead-Acid Cells The C-rate of a lead-acid cell is not set to a constant like other cells, as achieving 100% capacitance at any discharge rate is difficult. The offset is done in order to compensate for the varying measurements at the differing currents; automatically adjusting the capacity of the cell is discharged at a higher/lower C-rate than originally thought. Portable lead-based cells are rated at 0.05C given a 20-hour discharge. The offset is represented in Peukerts law. Peukerts law: represents the capacitance of a lead-acid cell in terms of C-rate. As the rate of discharge increases, the batterys available capacity decreases and vice-versa. Fast and slow discharging/recharging of a lead-acid cell At the beginning of when a lead-acid cell is charged or discharged, the chemicals present in the acid electrolyte at the point between the positive and negative electrodes (the interface) are affected. The change in these chemicals, results in a charge that is formed at the interface. This interface charge eventually spreads throughout the active material in the volume. Fast charging a completely discharged cell for a couple of minutes causes the charge to develop near the interface of the battery, when left for duration of time (Â ± a couple of hours) the charge spreads throughout the volume of the cell, meaning the interface charge of the cell is too low for the cell to actually function. Likewise, if the cell is discharged quickly it will appear to be dead but it has only lost its interface charge. Meaning after a few minutes wait, it should be able to function. If the battery is charged slowly, over a long duration of time, then it will become more fully charged (than that of a fast charge). This is as a result of the interface charge having more time to redistribute itself into the volume of the electrodes and acid electrolyte, as well as itself (the interface charge) being recharged. In addition, if the cell is being discharged slowly, then when the battery appears to be has died it most likely has been fully discharged. Depth of discharge of Lead-acid batteries The depth of discharge (DOD) of a cell is the percentage of the batterys current that it is discharged per hour. The optimum temperature a battery should be charged/discharged is around 25Â °C (77Â °F), anything higher and up until 50Â °C (122Â °F), is tolerable. The cycle life of lead-acid batteries is exactly proportional to the depth of its discharges. Â ±200 cycles after battery discharged fully (100% DOD) Â ±500 cycles after battery partial discharge (50% DOD) 1000+ cycles after battery shallowly discharged (DOD) Lead-acid batteries are charged not be discharged over 1.75V/cell, nor should it be stored in a discharged state. The cells of a discharged lead-acid sulfate, a condition that renders the battery useless if left in that state for a few days. Always keep the open terminal voltage at 2.10V and higher. Charge and discharging of lithium- ion cells Discharging Lithium-ion batteries only works within the temperature limit of -20Â °C to 60Â °C (-4Â °F to 140Â °F). The chemical reaction is reversed within the battery and the current flow is carried from the negative to the positive electrode by the movement of Li+ ions, through the non-aqueous electrolyte. The cycle life of lithium-ion batteries is directly related to the batterys depth of discharge, the higher the capacity of discharge, the less number of cycles it can go through. Charging Lithium-ion cells requires an external electrical power source (charger) that applies a higher voltage but of equal difference (normally 4.05V/cell) to that developed by the batterys own chemistry. This causes the current to flow in the opposite direction, meaning the lithium ions migrate from the cathode to the anode, and they become intercalated in the porous electrode material of the cell, thereby replenishing its charge. Charge and discharge cycles in nickel- based batteries (NiCd NiMH) The reliability as well as longevity of Nickel-based batteries hinges, predominantly, on the quality of the charger. Nickel- based cells should always remained cool when being charged as elevated temperatures shortens battery life. A rise in temperature cannot be avoided due to the chemical reaction in the nickel-based cells, yet in order to be charged properly the spike in temperature has to be as short as possible. If the temperature of the battery remains higher than room temperature for an ample amount of time, the battery should be removed, as it is not being charged correctly Nickel-based batteries can be charged at several different rates using a variety of chargers: Slow charger of nickel- based cells take between 14-16 hours at a fixed charge of 0.1C (1/10 of nickel cells 1C capacity) this however causes crystalline formation within the cell, this causes the subsequent drop in voltage at that point in its charge cycle where recharging began, as if the cell is being discharged Rapid Charger of nickel-based cells takes between 3-6 hours to fully charge, this charger switches the cell to trickle charge (charging with a very small current) when it is ready. Fast charger of nickel-based cells takes approximately one hour to charge the battery; this is the preferred way to charge nickel-based cells as it reduces crystalline formation or memory within the battery however, the battery is at a higher risk of overcharging, which can damage the battery. However all new Nickel-based batteries should be trickle-charged for a day before being used as this ensures that all cells are equally charged within the battery. Nickel Metal-hydride batter The charging voltage of NiMH ranges between 1.4-1.6 V/cell fully charged and 1.25 V/cell during discharge, down to about 1.0-1.1 V/cell Nickel cadmium battery The charging voltage of NiCd is between 1.3 -1.4V per cell when fully charged and about 0.8-1 V when discharged If the nickel-based batteries are discharged at a rate higher than 1c, the end of discharge point is lower than 0.9V a cell. This compensates for the voltage drop at higher temperatures induced by the internal resistance of the cell also other factor which contribute to the drop (iring, contact etc) the lower point produces better capacity readings for the nickel-based cells when discharging at lower temperatures. South African companies that manufacture batteries The Willard Battery Company is a fully owned South African company that manufactures motor vehicle batteries and is located in Roodepoort, Port Elizabeth. The main types of cell they manufacture are SLI lead-acid batteries for use in powering the starter motor, lights, and the ignition system of a cars engine. First National battery is a battery manufacturer that came about after the merger of four smaller battery-manufacturing companies (First national battery, Raylight, Oldham and Chloride). Their main products are SLI lead-acid batteries used in vehicles (passenger and commercial), mono-block lead-alloy batteries used in railways, lead-alloy cells (deep-cycle, RR, tubular and Solar) used for as standby reserve batteries in marine vehicles and as well solar batteries. Deltec Power Distributors is a South African distributor of a wide variety local and internationally produced high quality Lead-calcium car batteries and standalones, since 1979. SABAT Batteries is part of Powertech Batteries, a branch of the Altron Group South Africa. SABATSs main operations include the manufacture and distribution of lead-acid cells, low-maintenance hybrid lead-calcium cells, and maintenance-free calcium and normal calcium batteries Dixon Premium batteries is South African company founded in 1953 and is based in Vereeninging Johannesburg. Their main product is a 12-volt SMF lead-acid cell for use in motor (and/or other) vehicles. Free Start Power is a Local company that manufactures SLI lead-acid batteries for the use in vehicles (commercial, passenger and aquatic) The Most Popular Types of Battery: The three most common and more popularly used types of batteries are the lithium-ion battery (examples are in notebook computers and medical devices), nickel-based batteries (such as in two way-radios and power-tools in the nickel-cadmium battery and laptop computers and mobile phones in the nickel-metal-hydride battery), and of course the lead-acid battery (mostly found in wheelchairs, emergency lighting system and cars). Nickel-cadmium Battery: The nickel-cadmium battery consists of a nickel (III) oxide- hydroxide (Ni(OH)3) plate as the positive electrode (the cathode), a cadmium plate as the negative electrode (the anode) and an alkaline electrolyte usually made from potassium hydroxide (KOH). There is also a separator that isolates the two electrode plates. These are all rolled into a spiral shape and enclosed in a casing using a metal, self-sealing plate (known as the jelly-roll design). This original cell design is what differentiates the nickel-cadmium battery from the older, more traditional alkaline cell. The structure of the nickel-cadmium cell allows more of the electrode to be in contact with the electrolyte, thus lowering the internal resistance of the battery and increasing the maximum current that can be delivered, whereas in the alkaline cell a graphite rod is placed in a casing filled with the electrolyte, resulting in a much smaller area of the electrode being in contact with the electrolyte. In a nickel-cadmium battery, the chemical reactions are as follows: Nickel electrode (cathode): 2NiO(OH) + 2H2O + 2e? 2Ni(OH)2 + 2OH? Cadmium electrode (anode): Cd + 2OH? Cd(OH)2 + 2e? Therefore, the net reaction in the cells of a nickel-cadmium battery is: 2NiO(OH) + Cd + 2H2O 2Ni(OH)2 + Cd(OH)2 When a nickel-cadmium cell is tested on a device such as a cell phone, it typically produces a very low internal resistance: about 155 milli-Ohms (m?). This resistance is largely affected by the state of charge the battery is in. The resistance is highest during two stages: when there is a low charge and immediately after charging. Therefore, the maximum possible current is actually achieved after a period of rest after the battery has been charged, with the internal resistance varying between 100 to 200 milli-Ohms, with the cell emf ranging from 0.0 to 1.3V. Both the maximum current and the capacity of this cell are influenced by the internal resistance. As previously stated, the low resistance means that the nickel-cadmium cell can produce quite a high maximum current. The secondary cells that make up the nickel-cadmium battery each have a capacity of about 1.2 Volts; therefore a standard battery with a 7.2V capacity (6 cell pack) should produce around a 900 mA current without diminishing for a long period of time. This ability of the battery to provide a high current for extended periods makes it one of the most popular battery types. Nickel-metal-hydride Battery: The main (and possibly most distinguishing) difference between the nickel-metal-hydride battery and the nickel-cadmium battery is that the nickel-metal-hydride doesnt use any toxic metals. Where the nickel-cadmium battery uses cadmium to form the hydrogen-absorbing anode, this battery uses an electrode made from a metal-hydride, typically an alloy mixture of Lanthanum, cerium, neodymium, praseodymium and possible other rare-earth elements, as well as a metal that is usually cobalt, nickel, manganese and/or aluminium. This makes the metal-hydride anode an intermetallic compound. Lithium-ion Battery: The lithium-ion battery is one of the newest and fastest developing technologies in the battery world. As this cell was introduced to the public shortly after the nickel-metal-hydride battery, some believe that the nickel-metal-hydride cell was a crucial step in the development of the lithium-ion cell. In a lithium-ion cell, the electrodes (anode and cathode) are made from compounds which lithium can move through. When lithium is moved into the electrode it is called migration; when it moves out it is called extraction. The movement of the lithium, via the electrolyte, between the anode and the cathode depends on whether the cell is charging or discharging. The reason lithium-ion is used instead of lithium metal is that lithium metal is highly unstable when used in the batteries discharge and recharge cycles, making it very unsafe for conventional use. Therefore, this battery is a non-metallic battery. Lead-acid Battery: As the name suggests, this type of battery consists of two substances: Lead and an acid. There are two types of solid lead in the battery which form the two electrodes. The negative electrode (anode) is made from pure lead (Pb) while the positive electrode (cathode) is made from lead dioxide (PbO2). It is important to remember that lead has an oxidation number of 0, while lead dioxide is +4, as it is the change in these numbers due to the reaction in the cells that will cause a flow of electricity. The acid in the battery forms the electrolyte. This acid is the compound Sulfuric Acid (H2SO4), which is also mixed with water (H2O). This acid remains in the ionised form of two H+ protons and an SO42- ion. This is due to the fact that Sulfuric Acid will only lose one of its protons when it comes into contact with the water, saving the other for reaction with the lead on either electrode. When the two electrodes are placed into the electrolyte and the circuit is completed, both electrodes will begin to form a coating of lead sulfate (PbSO4) around the original compound. Therefore, we can draw up the half reactions that define the chemical process in a lead-acid battery. A typical, conventional lead-acid battery consists of a 6V pack, i.e. the battery has 6 cells in it, with each cell having a capacity of 2 Volts (emf is equal to approximately 2.041 V in each cell). The internal resistance depends on the maximum voltage that is currently flowing through the battery. In a fully charged 12.6 Volt lead-acid battery, the internal resistance is about 10 milliohms. This very low resistance results in the high maximum current that the battery can produce. However, unlike the nickel-cadmium battery, it can only produce this current for a very limited amount of time (200 to 300 cycles), after which the current will begin to diminish and internal resistance will begin to increase. The resistance is also affected by the number of cells in the battery, i.e. the more cells, the higher the joint internal resistance. The most common application of the lead-acid battery is the motorcar battery, also known as a lead-acid accumulator. This type of battery (usually 6V or 12V) uses a dynamo to recharge the battery and store energy while the car is turned off, so that it doesnt run flat. The Recycling and Disposal of Battery Components: Chelsey Moubray An electrical battery is a combination of one or more electrochemical cells, used to convert stored chemical energy into electrical energy. Where do you use batteries? Batteries form an essential part of everyday life. As consumers, we make regular use of these electrical units to perform a variety of different things. When speaking about small electronic items, batteries are the most common systems that are used to power things such as cameras, cellular phones, watches, laptops, remotes, most flashlights and many other household items. Every car is powered by an electrical car battery that enables mobility and these batteries are considered one of the most important purposes of batteries. Alkaline batteries are used to power these massive car batteries as well as radios, carbon-zinc batteries for childrens play toys and torches. Lithium is mainly used in batteries for things such as your camera, a calculator or your watch but sometimes mercury is also used for these various items. Mercury is also used for hearing aids, which are also powered by silver and zinc batteries. Batteries are a very important component in our day to day lives. To put it simply, they make everything a lot easier for us. Introducing a whole new spectrum of electronic appliances and equipment, we have easier ways to listen to music, know the time, travel faster and even listen without too much difficulty. To execute these functions we need to choose between two types of batteries that are used today; Primary Batteries and Secondary Batteries. A Primary battery is more commonly known as a disposable battery and can be used for portable devices that demand an immediate and direct current when switched on. The advantage for homes is that these batteries are easily accessed but can only be used once and must be thrown away after. The other battery is not only a better option for households but is also a healthier option for the environment*. These Secondary batteries are also know as rechargeable batteries, and must be charged before use. These batteries can be used many times, as they are rechargeable and perform the same job as a Primary battery. In conclusion, we use batteries in many different areas but mainly to power items that are a major part of everyday life. Like we are dependent on our cars and our watches for the time, we are therefore dependent on batteries. They form a large purpose in our lives and must use safely. In order to verify this safety we must learn to dispose of our batteries correctly. How do you dispose of batteries? To begin with, there are few standard procedures that should be followed when dealing with batteries. Never dispose of batteries in a fire source because it is likely that they will explode. Make sure never to place batteries in a group because if they contain even a small amount of power, when banged together they may release a charge that could result in them catching fire which can have devastating results. When it is apparent that a battery can no longer power its appliance, it must be removed immediately because it may leak. And lastly, never place a battery in a pocket because it may burst and cause another leakage. The first step to the adequate disposal of a battery is to place a powerless battery in some sort of container until you can correctly recycle it. Every battery is now considered to be hazardous waste. Because they contain very toxic metals such as Mercury, they have been classified as unsuitable to be thrown away as standard municipal solid waste. Batteries are not to be placed in communal dumps because there is a chance that these toxic metals can have a serious and perpetual effect on the surrounding environment.* Some of the batteries that are required to be accurately disposed of are batteries that can be found in; power tools, mobiles, various monitors, portable lamps, investigative electronic gear, flashlights etc. The new disposal requirement applies to all types and all sizes of batteries, including but not limited to: Alkaline, Nickel metal hydride (Ni-MH), Nickel-cadmium (Ni-Cd), Silver button (Ag), Mercury (Hg), sealed lead acid (Pb), Wet lead acid, Carbon-zinc, and Lithium Ion. There are a number of standard alkaline batteries that are not classified as harmful and can be thrown away as regular household waste but it is recommended for the batteries containing lithium, mercuric, oxide, nickel-cadmium, nickel metal hydride and silver oxide to be recycled. Most recycling areas contain a department for electrical batteries but it is best to contact your municipality to find out where most suitable to go. As the renowned Duracell battery company stated, Proven cost-effective and environmentally safe recycling processes are not yet universally available for alkaline batteries. Some communities offer recycling or collections of alkaline batteries- contact your local government for disposal practices in your area. Impact of Batteries: What is the impact of batteries on humankind? Clearly there is both an adamant negative and positive impact of batteries on humankind. The basic positive impact is that everything is a lot easier for humans. There are numerous activities that have been made possible for us through the creation of batteries. For example: Car Batteries: Car batteries have made mobility possible. Without this invention we would never be able to depend on such a reliable, easily accessible and quick form of transport. The introduction of automobiles has made a hugely positive impact on human kind. Monitors: There are various types of monitors that are used today, one of the most common being the standard hospital heart monitor. These monitors are responsible for keeping people alive. As a source of education and examination, these have formed an incredibly vital part of the medical world. Watches: Without batteries we would never have portable clocks that can be used to easily access the time. Although not a compulsory essential, watches have been said to be one of the most important concepts on a small scale. As mentioned in the previous section, there are hundreds of other manufactured electronic creations that have been made possible by the introduction of batteries. These creations have formed a vital part in humankind development over the last few decades. Without the establishment of batteries, the mechanical world would never have progressed and reached the critical level that it has reached. Enabling huge scientific breakthroughs and discoveries, batteries have formed the foundation blocks of our society and continue to enable extensive studies and research. Although batteries have facilitated a large range of discoveries and activities, they also have a negative impact on humankind. One of the most prominent negative impacts is the dependency on electronic appliances. As a embryonic world we have developed over many centuries, beginning with a very rural state and growing into a mechanical industrial world highly dependent of technology. Included in this technology is the battery. As said before, as one of the foundation blocks of society, communities have become largely dependent on batteries for necessities such as transportation and work, but also less essential activities including entertainment and leisure. As a global community we have survived in circumstances far more extreme than today without the help of batteries and futuristic technology, so it is evident that although accommodating, batteries can be considered un

A Comparison between Madame Bovary and The Awakening Essay -- comparis

Similarities Between Madame Bovary and The Awakening      Ã‚   Centuries ago, in France, Gustave Flaubert wrote Madame Bovary. In 1899, Kate Chopin wrote The Awakening. The years cannot separate the books, and the definite similarities that the two show. Madame Bovary is the story of a woman who is not content with her life, and searches for ways to get away from the torture she lives everyday. The Awakening, much like Bovary, features a woman who is unhappy with her life, and wishes to find new adventures. The two books bear very strong similarities to each other, and the plots are almost exactly the same, though there are some subtle differences.    Set in two old cities in France, Emma Bovary, the main character in the first book, is not content with her life. She lives in a small town with a husband who is a well off doctor. She is not like many other women though; early in her life, her father sends her to a convent type school so that she can have an education away from the other less desirable parts of society. She is totally sheltered in this holy world. The only glimpse of the world outside the church walls is the one she experiences through romance novels. These books disillusion her and distort her view of the world. She believes that life should be a continuous fantasy in which she spends her life in constant ecstasy, like the women in her novels. "Why couldn't she be leaning her elbow on the balcony of a Swiss cottage with a husband dressed in a black velvet suit with long coattails, soft boots, a pointed hat, and elegant cuffs." (60) She is so dissatisfied with her life that she cannot see that she might have happine ss, if she only tries to contribute to it. On the other side of the coin, Edna, of The Awake... ...ssics. The question can never be asked of the authors; the similarities can merely only be discussed.       Works Cited and Consulted: Auerbach, Eric "Madame Bovary." In B.F. Bart (ed.), Madame Bovary and the Critics (pp 132-143). New York: New York University Press. 1966. Brombert, Victor. The Novels of Gustav Flaubert: A Study of Themes and Techniques. Princeton: Princeton University Press. 1966 Chopin,   Kate.   The Awakening.   Ed. Margo Culley.   New York:   W.W. Norton, 1994. Flaubert, Gustav. Madame Bovary (Lowell Bair, trans.). New York: Bantam Books 1996 Seyersted, Per, and Emily Toth, eds.   A Kate Chopin Miscellany.   Natchitoches:  Ã‚   Northwestern State University Press, 1979. Tillett, Margaret. "On Reading Madame Bovary." In B.F. Bart (ed.), Madame Bovary and the Critics (pp 1-25). New York: New York University Press. 1966   

E-Business and E-Commerce

INTRODUCTION E-Business is important in future perspectives considering that the amount of trade conducted electronically have grown extraordinarily since the spread of the Internet. E-bussiness uses the internet and other networks as well as a variety of Internet technologies to support e-commerce and business processes. It includes e-commerce, which is the buying and selling of products or services over the Internet. The Internet and related technologies have changed the way businesses are operated and people work. I.E-BUSINESS A. What is it Many businesses today are using Internet technologies to conduct business processes over the Internet. E-business can be defined as the use of the Internet and other networks, as well as Internet technologies to work and facilitate business processes, electronic commerce and enterprise collaboration within a company and with its customers, suppliers and business partners. Generally, any online exchange of information, money, resources and servi ces is a part of e-business. B. E-business infrastructureE-business infrastructure made up of a variety of components. It includes hardware, softwares, support services, human capital and telecommunication networks. Examples of hardware are computers, servers and routers. Human capital, such as information system specialists and programmers, is important to operate e-business processes. In addition, many companies use networks such as intranet that is a private network inside a company for managers and employees, and extranet, which links a company with its customers, suppliers and business partners outside the company.Other companies use a virtual private network (VPN) which provides a private line through the internet. It uses the public Internet backbone as a channel for private data communication (3:20). Thus, a VPN allows remote offices, business partners and customers to use the Internet, rather than expensive private lines, to reach company networks by using tunneling softwar e. This software encrypts data and then sends the data to their destination. II. E-COMMERCE A. What is itE-commerce is the buying, selling, marketing and servicing of products, services and information over the Internet and other networks. Many businesses use the Internet, intranet and extranet to support the commercial processes including advertising, sales, customer support and Internet security. Most advertisements on the Web are in the form of sending e-mails and banner ads, which is in shape of a long horizontal rectangle on the top of the Web page (3:10). These advertisements could attract a huge number of visitors to the advertised Web site.E-commerce website must help customers to welcome and serve them personally and efficiently in order to increase customer loyalty. B. E-commerce advantages and disadvantages E commerce has several advantages. For sellers, e-commerce is an effective way to reduce costs and enlarge their markets. They cut additional labor cost and they do no t need to print and distribute mail order catalogs. In addition, e -commerce allows customers to compare prices at different websites.Then, they make purchases at their homes at any time. E-commerce websites offer variety of products for example electronic books, music files and computer softwares. However, e-commerce has some disadvantages. Consumers are not willing to buy some products over the Internet because of security and quality concerns. Online furniture businesses, for example, have failed because customers want to test the comfort of an expensive item such as sofa before they purchase it (1:1).

The History of Erie Canal

The History of Erie Canal During the late eighteenth and early nineteenth centuries, the new nation known as the United States of America began to develop plans to improve transportation into the interior and beyond the great physical barrier of the Appalachian Mountains. A major goal was to link Lake Erie and the other Great Lakes with the Atlantic Coast through a canal. The Erie Canal, completed on October 25, 1825 improved transportation and helped populate the interior of the U.S. The Route Many surveys and proposals were developed to build a canal but it was ultimately a survey performed in 1816 that established the route of the Erie Canal. The Erie Canal would connect to the port of New York City by beginning at the Hudson river near Troy, New York. The Hudson River flows into New York Bay and past the west side of Manhattan in New York City. From Troy, the canal would flow to Rome (New York) and then through Syracuse and Rochester to Buffalo, located on the northeast coast of Lake Erie. Funding Once the route and plans for the Erie Canal were established, it was time to obtain funds. The United States Congress easily approved a bill to provide funding for what was then known as the Great Western Canal, but President James Monroe found the idea unconstitutional and vetoed it. Therefore, the New York State legislature took the matter into its own hands and approved state funding for the canal in 1816, with tolls to pay back the state treasury for upon completion. New York City Mayor DeWitt Clinton was a major proponent of a canal and supported efforts for its construction. In 1817 he fortuitously become governor of the state and was able to thus oversee aspects of the canal construction, which later became known as Clintons Ditch by some. Construction Begins On July 4, 1817, construction of the Erie Canal began in Rome, New York. The first segment of the canal would proceed east from Rome to the Hudson River. Many canal contractors were simply wealthy farmers along the canal route, contracted to construct their own tiny portion of the canal. Thousands of British, German, and Irish immigrants provided the muscle for the Erie Canal, which had to be dug with shovels and horse power - without the use of todays heavy earth moving equipment. The 80 cents to one dollar a day that laborers were paid was often three times the amount laborers could earn in their home countries. The Erie Canal Is Completed On October 25, 1825, the entire length of the Erie Canal was complete. The canal consisted of 85 locks to manage a 500 foot (150 meter) rise in elevation from the Hudson River to Buffalo. The canal was 363 miles (584 kilometers) long, 40 feet (12 m) wide, and 4 feet deep (1.2 m). Overhead aqueducts were used to allow streams to cross the canal. Reduced Shipping Costs The Erie Canal cost $7 million dollars to build but reduced shipping costs significantly. Before the canal, the cost to ship one ton of goods from Buffalo to New York City cost $100. After the canal, the same ton could be shipped for a mere $10. The ease of trade prompted migration and the development of farms throughout the Great Lakes and Upper Midwest. Farm fresh produce could be shipped to the growing metropolitan areas of the East and consumer goods could be shipped west. Before 1825, more than 85% of the population of New York State lived in rural villages of less than 3,000 people. With the opening of the Erie Canal, the urban to rural ratio began to change dramatically. Goods and people were transported quickly along the canal - freight sped along the canal at about 55 miles per 24 hour period, but express passenger service moved through at 100 miles per 24 hour period, so a trip from New York City to Buffalo via the Erie Canal would only have taken about four days. Expansion In 1862, the Erie Canal was widened to 70 feet and deepened to 7 feet (2.1 m). Once the tolls on the canal had paid for its construction in 1882, they were eliminated. After the opening of the Erie Canal, additional canals were constructed to connect the Erie Canal to Lake Champlain, Lake Ontario, and the Finger Lakes. The Erie Canal and its neighbors became known as the New York State Canal System. Now, the canals are primarily used for pleasure boating - bike paths, trails, and recreational marinas line the canal today. The development of the railroad in the 19th century and the automobile in the 20th century sealed the fate of the Erie Canal.

IT for Users in Organizations

IT for Users in Organizations Introduction Advances in IT have revolutionized the way business is conducted in many organizations. Producers and consumers can now access a variety of goods and services from anywhere in the world without the constraints of geographical locations or time zones( Leavilt, 2009).Advertising We will write a custom report sample on IT for Users in Organizations specifically for you for only $16.05 $11/page Learn More One Of the major legal issues stemming from application of Information and technology in business organizations is the concept of cloud computing. Cloud computing refers to the practice of storing data on information systems that are controlled by third parties using remote servers. The data can then be readily accessed using the internet. Before the advent of cloud computing, clients had to connect to multiple servers in their business organisation and they could only connect on each server separately. Cloud computing solved this problem by allowi ng all servers and applications within a network to be integrated and to function as a single-entity. It thus led to speed and more efficiency in the management of resources. Clod computing is offered through three major platforms: Iaas (Infrastructure as a service); SaaS (Software as a Service); and PaaS (Platform as a Service) (Ruiter, 2009). IaaS is the simplest and easiest since it allows connection of hardware through web interfaces. Paas provides a platform for users to develop and implement their own software and share it though web interfaces. Saas provides applications installed on a remote computer, which users can easily access. Business organizations can develop their own computer cloud services or hire CSPs (Cloud Service Providers) to do so. Cloud computing can thus be classified into four broad categories: Public clouds, hybrid clouds, Private internal clouds, and private external clouds. The security and privacy concerns experienced by clients of a business organizat ion depend on the type of cloud computing technology being used. In public clouds, services are obtained through a CSP located outside e organization. The CSP hosts the hardware of different organizations. Therefore, an organization exerts very little control over the privacy of data. Private external clouds still rely on a CSP but the CSP hosts only the organization’s hardware therefore the security is a bit enhanced. For private internal clouds, the organization does not rely on a CSP and it manages information through a private data centre. In hybrid clouds, the different cloud types are combined (Bull, 2001, p. 240).Advertising Looking for report on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of cloud computing in business organizations have raised Legal issues pertaining to confidentiality, privacy, and security of personal data. This is particularly in relation to private financial information and financ ial transactions. If hackers or other malicious third parties are able to access such crucial information, it would have devastating effects for the clients, customers, staff and indeed the entire business organization. This paper seeks to explore the problems associated with cloud computing, consequences, and possible solutions to the problem. Case Study In April 2011, Amazon’s cloud infrastructure experienced two attacks. Hackers used the Amazon cloud to attack the Sony’s corporation online entertainment system. Major media corporations reported the case. The hackers used a fake account for the attack and then rented a server on Amazon’s cloud service. They were able to access and compromise crucial information relating to over 100 million customers. The attack was described by IT experts as being very sosiphicated and very professionally executed (Martin, 2000, p.42). The hackers did not even have to go to extreme measures of breaking into Amazon’s rem ote servers. They registered like any legitimate organization seeking to hire Amazon’s service as a Cloud Service Provider (CSP). They only used fake details meaning that the capability of many CSPs to authenticate information is very weak since they cannot detect fake details from valid ones. Amazon hires out cloud space to other cloud service providers so that they can provide the services without having to purchase their own servers. The attack resulted in a drop of both Amazon’s and Sony’s shares in the stock exchange market. The hackers were also able to access credit card records, debit records and general personal information of over 100 million Sony customers. Sony’s Play station and Qriocity networks crashed and stalled as a result of the attack.Advertising We will write a custom report sample on IT for Users in Organizations specifically for you for only $16.05 $11/page Learn More The response taken involved, giving the FBI a history of transactions on the cloud so that they could try to identify the hacker. This would be done through validating the internet address, the payment information and the specific credit card, which had been used. The Sony Corporation was subpoenaed by New York’s Attorney General to give further explanation. The FBI also subpoenaed Amazon. Sony also offered customers free annual protection form identity theft. Users were advised to install and update their anti-virus and anti-spyware software and to continuously update the web browsers they are using. The users were warned against clicking on links on their emails and sharing passwords on cyber space. Amazon also promised to upgrade the cloud data security capacity, and refreshed the entire VPN infrastructure. Discussion The right to privacy has been declared a fundamental human right (Gellman, 2009). Most national legislations and international human right instruments have enshrined the right to privacy in their national legislative policies. The economic theory states that business policies are shaped by the preferences of the consumers. Consumers determine the market share that a company enjoys and the larger the market share, the higher the company’s profits. As illustrated by our illustration, the attack on Sony’s online entertainment system led to a reduction in the value of its shares in the stock exchange. Business organizations should be aware of the security issues that come with cloud computing services. There is need to ensure privacy, confidentiality and availability of the data (Regan, 2004, p.481).There must be a high degree of transparency on isolation and protection of consumer data. Heavy reliance on web browsers by CPSs means that the security failure of the browser will lead to breach o the security of the data stored by the cloud service provider. Before opting for cloud computing, a business organisation must put into consideration the viability of its app lication to handle cloud data, the cost of the life cycle and the transition (Weinhardt, et al., 2004).Advertising Looking for report on it? Let's see if we can help you! Get your first paper with 15% OFF Learn More Data stored in a cloud must be secured from third parties and the external world. There is no guaranteed security of cloud data and third parties are easily able o break into the system as illustrated by our case study. Since CSPs are found all over hence, the globe customers cannot be able to determine the exact location of their data (Gellman, 2009). Where data is distributed in many centres, it becomes difficult to investigate the transactions in the cloud and identify possible culprits. For instance, Amazon was not able to identify the persons who hacked into Sony’s online entertainment system. Privacy risks emanate from the lack of laws preventing clients from disclosing certain private information to CSPs. Information that users may not like to disclose to a cloud easily finds itself in cloud space with detrimental consequences. Users sometimes ignore reading through the terms of service and privacy of the cloud provider (Bull, 2001, p.242). The situation is further com plicated by the fact that there are no laws governing trans-border transmission of private data (Ruiter, 2009). The CSPs such as Google Docs and Amazon do not give clear information on how they intend to use the information provided by the user. The providers al draft policies terms of use without consulting the consumers. The Cloud service Providers may also unilaterally block a user from accessing his or her data with no alternative means to recover it. Currently CSPs use SSl (Secure Socket Layer) technology, authentication protocols and digital signatures, all of which have proved ineffective in safeguarding consumer data since they have been attacked by hackers. The physical location of a CSP has been identified as an important aspect in enforcing privacy regulations (Leavilt, 2009, p.17).This is to determine the country or state which has jurisdiction in case of breach of the security of private data. Outsourcing individual data to a CSP poses the greatest threat to a personâ⠂¬â„¢s privacy. The CSP e.g. Amazon physically hosts and controls the data while the client e.g. Sony is accountable for failure to comply with privacy regulations. The security solutions relied upon by CSPs include encryption of data, firewalls, management of access and detection of intrusion. The data security depend on the type of cloud that is being used. The data may also be disclosed to third parties such as government agencies and marketers without the owner’s consent.CSPs themselves are not aware of the privacy laws that they are supposed to comply with. Several solutions have been suggested as means of dealing with the privacy and security issues posed by cloud computing. Subscribers should be entitled to terminate the services of a CSP and to recover all the data that they had entrusted with the CSP (Nicolett and Heiser, 2008). Subscribers should be compensated for any losses or injuries that they may suffer if their data is exposed to third parties. Subscribers mus t ensure that the CSP is compliant with privacy regulations, is subjected to external audits and staff are continuously vetted (Baase, 2007).The CSP should also be licensed and certified to operate.Subscibers must also have the authority to remove an application online. Subscribers must also ensure that clouds are compatible with data access protocols. Data should also be segregated so that sensitive data is accorded higher protection than non-sensitive data. Cloud providers should not modify data without client approval.They should also delete and dispose data upon a costumer request.It should also be possible to recover the data through provision of archiving capability and data back-up. Subscribers must minimize risk of attack of their data by ensuring that they have installed updated anti-virus, anti-spyware and web browsers. This would reduce attacks that are directed towards infecting personal computers with malicious software (Cubrilovic, 2009). They should ensure that high q uality encryption is used during internet sessions where confidential applications or data transfers are required. The physical location of the plant of a CSP must be secure since in extreme cases cyber attackers may physically target the back-up storage. Providers that are not limited one location are preferable in case unforeseen consequences such as natural disasters occur. Cloud Service providers should use strict authorization codes that are able to differentiate valid subscriber accounts from fake ones (Ruiter, 2009). Subscribers should be able to validate the access mechanisms supported by the provider’s infrastructure and the tools used to authenticate other subscribers. They should also be able to track their data once a cloud service provider receives it. For cloud service providers offer cloud services in the form of VMs (Virtual Machines), subscribers should ensure that the CSP prevents attacks through VLAN, virtual IPS, and Virtual firewalls. Users should also ch oose clouds that are compatible with standardized tools and languages. Conclusion From the case study and the consequent discussion, it is clear that cloud-computing poses inherent security and privacy risks to client and organisation data. It is also clear that there is no effective legislation or guidelines that have been put in place to deal with the problem. Cloud Service Providers need to analyze the risks involved with the service before they provide it to users. Business organizations should also consider adapting a private internal clod computing policy since security and privacy concerns are minimized. Cloud service users should take time to read the terms and conditions of the cloud service provider. They should also perform a risk analysis themselves on the likely consequences of entrusting their data with the CSP (Reagan, 2004, p.490). The Cloud service providers and the subscribers must share responsibilities in implementing the relevant data security measures and contr ols. A business organization must define security measures to address cloud security concerns, increase security measures during procuring of the services, keenly scrutinize cloud service providers, and make sure security protocols are deployed throughout the process. This will greatly help in mitigating security threats and ensuring data privacy. Reference List Baase, S 2007, A gift of fire: Social, legal, and ethical issues for computing and  The Internet, Prentice Hall, London. Bull, G 2001, â€Å"Data Protection-Safe Harbor, Transferring Personal Data To The USA†, Computer Law Security Report, vol.17 no.4, pp. 239–243. Cubrilovic, N 2009, â€Å"Letting Data die a natural death†, International  Journal of electronic Government Research, vol.22 no.3, pp. 56-67. Gellman, R 2009, Cloud Computing and Privacy: Presented at the World  Privacy Forum, https://www.worldprivacyforum.org/2011/11/resource-page-cloud-privacy/. Leavitt, N 2009, â€Å"Is Cloud Compu ting Really Ready for Prime Time?† Computer, vol.42 no.1, pp.15–20. Nicolett, M. and Heiser, J 2008, Accessing the security risks of cloud  Computing, Stamford, Gartner Inc. Martin, A 2000, â€Å"Security protocols and their properties†, Foundations of Secure Computation: NATO Science Series, vol. 11 no.4 pp. 39–60. Reagan, P 2004, â€Å"Old issues, new context: Privacy, information collection, and homeland security†, Government Information Quarterly, vol.21 no.4 pp.481–497. Ruiter, J 2009, The Relationship between Privacy and Information Security in  Cloud Computing Technologies, University of Amsterdam, Amsterdam. Weinhardt, C et al. 2009, â€Å"Business Models in the Service World†, IT Professional, vol.11 no.2, pp.28–33.

Coney Island essays

Coney Island essays At the turn of the 19th century Coney Island, following societal queues began to emerge as the entertainment capital of America. Today, with a Disneyworld on each coast, they boast an even more extravagant, elaborate amusement park then Coney Island could have imagined in its heyday. However does Disneyworld, despite its impressive, technologically advanced enchantment offer the same liberation from routine as Coney Island did? In short no, the extreme cultural difference, and escape from routine Coney Island offered is unmatched even in todays digital world. For us to see how Coney Island provided such a release to its visitors we must take a look at the cultural norms of the Victorian era. Beginning in the antebellum period a self-conscious elite of critics, ministers, educators, and reformers... had arisen to assume cultural leadership. This group of elite grown from the Protestant middle class believed all activities both in work and in leisure should be ultimately constructive. Even when people were spending time off from work, Leisure...should be spent not in idleness but in edifying activities...poetry, fiction, the visual arts, and related pursuits were legitimized not for arts sake but for their moral and social utility. However at the turn of the century a new generation became distinctly noticeable, this generations leading minds hungered to immerse themselves in issues and experience outside the categories of genteel respectability. George Tilyou realized that Coney Islands greatest potential lie not in corruptly defyi ng the genteel culture, but in satisfying the white-collar workers taste for sensory appeal and emotional release. Coney offered a fantasy world that let this new generation break free from its limitations of the genteel culture. Coney Island was the first place to offered release from this sort o...

Contribution of Capital in Growth Assignment Example | Topics and Well Written Essays - 500 words - 1

Contribution of Capital in Growth - Assignment Example   b) In such a model, the growth rate of output is ∆y/y =(SAnd), and therefore arise in depreciation cause a reduction in an economies output and since the growth rate of capital is a function of such depreciation and since they the increase in depreciation decreases capital stock. And since consumption is relative to output a decrease in output impacts in a similar way to consumption as they are positively related. Therefore it can be seen that increase in depreciation will reduce the capital stock, in the long run, reducing capital, capital-output per worker and finally consumption.   At steady state the optimum capital is utilized and since the government takes up all the units produced. The labor force utilizes all the capital available which the government takes up as indicated by point A. Also at this point, the government saves nothing since it utilizes everything in purchasing the entire output.   b) increase in government purchases will cause an increase in productivity per worker but since the capital is a function of depreciation capital at the disposal of the workers will decrease in the long run causing a reduction in the output per worker and consequently a reduction in consumption an increase in â€Å"g† cannot even match the growth of population or labor force of an economy.

SWK2010 How Can Social Work Practice Address The Resettlement Needs of Research Proposal

SWK2010 How Can Social Work Practice Address The Resettlement Needs of Black and Ethnic Minority Mothers Leaving Prison - Research Proposal Example ences compared to white offenders for similar offences, for example, in 1998 47% of white adult prisoners had a sentence of 4 years and over, whereas, 58% of Asian adult prisoners and 63% of black adult prisoners had received such a sentence Moreover, research has shown an alarming rise in the number of women sent to prison, up to 145% in the last 5 years(Sharp et al, 2006, p.4-5). There are approximately 2.3 million Black and Minority Ethnic women in the UK, making up just fewer than 4% of the total population of the UK, and around 8% of women (Brittain et al, 2005, p.5). Many researchers have shown that black and minority ethnic women are more vulnerable to the criminal activities compared to the white because of lack of education, poverty and cultural factors. Some of these women may enter the prison as single, but return with babies. The resettlement of black and ethnic minority mothers is a big social problem in UK at present. If the resettlement of these minority groups is not done properly, they can cause even bigger social problems than the one they already received punishment. Re-offending costs for the society in UK is around  £11 billion per year according to Sharp et al, (2006). They also mentioned that in April 2001, the Prison Service and DFES (then the DfEE) established a new partnership and forged links with the Youth Justice Board and Probat ion Service to promote coherence in the various strategies adopted to reduce re-offending and support the resettlement of offenders by giving them education and training in prison itself to develop skills needed to find a job after their release (Sharp et al, 2006, p.1). â€Å"The ballooning prison population is making it more difficult for ex-offenders to find settled accommodation when they are released, according to the initial findings of a radical new resettlement project† (Inside Housing, 2008). North (n. d) has mentioned that by 2009, it is predicted that there will be 9000 women in custody in UK prisons

A paper for a play (Theatre appreciation) Essay

A paper for a play (Theatre appreciation) - Essay Example Produced in 1959, the play presaged the revolution in Black and women’s consciousness and the revolutionary torment in Africa that exploded in the years after Mrs. Hansberry’s death in 1965 to ineradicably change the consciousness and social fabric of the nation and the world. â€Å"As so many have commented lately, it did so in a manner and to an extent that few could have foreseen, for not only the restored material, but much else that passed unnoticed in the play at the time, speaks to issues that are now inescapable value systems of the black family; concepts of African American beauty and identity; class ad generational conflicts; the relationships of husbands and wives; black men and women; the outspoken feminism of the daughter; and in the penultimate scene between Beneatha and Asagai, the larger statement of the play and the ongoing struggle it portends† (Nerniroff, 1994) Although 1930 is the time Americans associate with the Great Depression, the Hansberry family remained economically stable and by 1930 standards of the Chicago blacks, they would have been considered â€Å"rich†. Hansberry was not comfortable with her â€Å"rich girl† status, but identified with the â€Å"children of the poor†. She imitated their maturity and independence. She decided to wear keys around her neck in imitation of the â€Å"latchkey† children of her day, so she too might be regarded as one of them. She never lived in a Younger household but observed such households closely in her childhood. In her plays as in â€Å"Raisin†, she has focused on the class of black people she cared most about. On the other hand, Lorraine’s father, Carl, remained politically active. He challenged a Supreme court decision against integration and won his right to purchase a house in an exclusive Chicago neighborhood where no other blacks lived. â€Å"Shortly afterward, Hansberry herself was nearly killed by a brick hurled through a window by angry whites. Hansberry

Results of Asthma Related Problems Due to Air Pollution Essay

Results of Asthma Related Problems Due to Air Pollution - Essay Example These allergens are mostly contained in the atmospheric air. The disease has no cure meaning that it can only be reduced by preventing the symptoms and reducing asthma attacks (Tabaku et al. 10). Therefore, studying and understanding how air causes asthma is essential because it will help in finding solutions to the illness. Issues of Concern One of the issues that cause concern for the disease is the fact that it is prevalent in a high population in the society. Twenty million people have been treated with asthma at least once in their life time, in America while in China 4% of the population suffers from the disease. The Center for Disease Control argues that asthma mostly affects children, for example, in America, 14million out of the twenty million people that suffer from the disease are children. 64% of the children living in urban cities such as Beijing in China also suffer from the illness (Krushnan, Kauffman and Hoek 30). Thus, it means that children are the more susceptible to asthma than adults. The effects of the disease in children include obstruction of their learning in school, avoidance of physical exercise, which is essential for growth, and destruction of their cardiovascular system. Adults on the other hand suffer financial losses and absenteeism from their jobs (Cassee, Mills, and Newby 68). This indicates that asthma may cause further destruction in the society such as increasing the number of school drop outs and high employee turnover, if the causes of the illness are not dealt with in time. Factors of the Problem The air pollutants that cause asthma may either be indoor or outdoor. Indoor pollutants are those that are present in the air that people breathe in while inside buildings; while outdoor are those that are in the exterior of buildings. The Environmental Protection Agency argues that the highest population in the world spends more than twelve hours of a day while indoors. The agency also postulates that indoor causes of air pollut ion are more destructive than outdoor pollutants (Haerens 78). This explains the reason for the high prevalence of asthma in major regions of the world such as China and the United States. The indoor air pollutants include bacteria, fungi, tobacco smoke, nitrogen dioxide, and allergens from dust, cats, and mites. The outdoor causes of air pollution that cause asthma include lead, carbon monoxide, ozone, nitrogen, and sulfur dioxide (Haerens 87). Sulfur dioxide originates from the burning of coal and crude oil such as diesel that is used to drive motor vehicles. Nitrogen dioxide, on the other hand, is produced from factories, and it settles on the lower layer of the ozone forming smog that also causes asthma. Nitrogen and sulfur dioxide combine with air in the atmosphere and form tiny particles that cause breathing difficulties in victims (Sudd 77). Some products that consumers use in their indoors activities, and cause asthma include cleaning products and air fresheners (Krishner, K aufman, and Hoek 74). These products have effects similar to those of the atmospheric indoor and outdoor pollutants. Impact on the Health of Humans The health impacts of indoor and outdoor pollutants may be determined according to the causes of pollution. The airborne particles that are produced from the combustion of fuels from exhaust fumes and tobacco

Movie Report Essay Example | Topics and Well Written Essays - 1500 words - 1

Movie Report - Essay Example Through the father’s emphasis on creationism, the boys learn to always be watchful of God’s divine beauty by connecting with the natural environment. There are powerful positive and negative implications of religious values in the film. A River Runs Through It illustrates the life span of Paul and Norman as they experience challenges and opportunities as they progress through adolescence and eventually adulthood. Both of these characters maintain a very distinct and diverse worldview, with Paul being more of a rebellious character interested in drinking and gambling while Norman is more level-headed and responsible with a sense of moral duty. According to contemporary theologians, modern worldviews are often conflicted (a type of imprisonment) where individuals in society have become completely detached from their religious roots. People in modern society tend to miss the mystical connections between spiritual realities and the nature of secular living in community and culture (Vujisic 321). This, according to the author, tends to separate the individual, a type of alienation, which ultimately leads to psychological and emotional problems. When a person removes God and the divine from their lifestyles, it fails to equip them with the healthy mental adjustment required to live a happy and full life holistically. Paul and Norman’s preacher father seems to understand this, trying consistently to reinforce the importance of recognizing creationism in daily life. Mostly, this is illustrated through fly-fishing and finding communality with the natural environment. Each time a fish is caught by any of the three men, the Presbyterian father reinforces that God has blessed them for their efforts, thus reinforcing that one must maintain a worldview that is consistent and relevant to the concepts of religion and God. The film does an excellent job of attempting to make the audience consider the role of religion in finding personal fulfillment and in e stablishing positive family values that can be applied to everyday lifestyle. A River Runs Through It, though occurring during the period between approximately 1919 to 1970, illustrates how this detachment from religion creates individuals in society that have no spirituality or self-control. When Paul becomes a young adult, he often frequents a local night club where he engages in heavy, debt-burdening poker playing and excessive drinking with others in the community. During one scene of the film, Norman’s girlfriend assigns Norman to take her brother fishing, who shows up exceedingly drunken and unable to fish. Alongside him is a young woman with a very bad reputation for being a deviant and a drinker, who is also unable to function and eventually passes out from her over-drinking. A River Runs Through It illustrates the type of character that is developed when they lose touch with religion. The drunken woman aforementioned has a very vulgar mouth and a very demeaning perso nality that is practically devoid of shame and self-control. This individual seems to have a worldview that is very disconnected with the divine. It should be recognized that a worldview is â€Å"a commitment, a fundamental orientation of the heart,

Statement of Educational Philosophy Essay Example | Topics and Well Written Essays - 750 words

Statement of Educational Philosophy - Essay Example Even if the best quality seed is sown in bad soil and neglected, it withers away. Edward Joyner of Yale University School said that ‘The development of a tree depends on where it is planted†. The same seed, planted in rich soil, if watered and fertilized and taken care of, sprouts and produced rich and luscious fruit. It is in this way that education of a child is to be perceived. It was John Dewey who compared the child to a plant and the teacher to a gardener. This is especially true of children in the lower school grade. They are delicate in mind and body, extremely sensitive, like soft clay that would take any given shape. The shape that they take in this age is set for their lifetime. There is a need to handle them with gentleness and care. This is not the task of the teacher alone. The entire school atmosphere, the efforts of the team ranging from teachers to directors of the institution, the students and their parents, should all be directed towards the single goal of education. The term ‘education’ here is to be taken in its broadest sense, implying not just providing instruction and information, but the development of social, physical, emotional, intellectual, moral and spiritual aspects, and extending in these times to the ‘global’ aspect. All these aspects are wide and varied, and naturally, cannot be fulfilled in the home setting, among parents and a handful of relatives. The school then, is to be like an expanded home, where experts in every field are appointed to make up for what parents alone cannot do. This does not eliminate the role of parents. Teachers, parents and society should all work together. At the same time, children are the national wealth, future human resource of their country. Hence the government also has an equally important role to play in the system of education. It is up to the lower school director to co-ordinate the efforts of all these elements and harness them for the benefit of stude nts. Another side of the picture is that all students come from different socio-economic backgrounds (almost 7 to 8 strata exist ranging from the very poor to the extremely rich). They have individual differences, different learning capacities, different aims, motivations, aptitudes and inclinations. Some also have physical disabilities. It is difficult but essential to treat them as equal, at the same time, catering to their individual needs. A class should be conducted by two teachers at a time. While one explains, the other can assist with the teaching aids and ppt etc. Later, one of them should conduct separate remedial classes for the weaker students. Simultaneously, the other teacher should go deeper into the same topic with the academically brighter students. In this way, the needs of both groups can be fulfilled. Marva Collins said, that the good teacher makes te poor students good and the good students superior. The school provides a wider and more varied social environment compared to a family. Group projects, team games, co-operative learning methods must be introduced. Socialization of children can be taken care of and maladjustment in future can be prevented. This is extremely important considering the fast and easy means of communication. One or two handicapped children must be placed in each class at least for a couple of sessions. This kind of

Results of Asthma Related Problems Due to Air Pollution Essay

Results of Asthma Related Problems Due to Air Pollution - Essay Example These allergens are mostly contained in the atmospheric air. The disease has no cure meaning that it can only be reduced by preventing the symptoms and reducing asthma attacks (Tabaku et al. 10). Therefore, studying and understanding how air causes asthma is essential because it will help in finding solutions to the illness. Issues of Concern One of the issues that cause concern for the disease is the fact that it is prevalent in a high population in the society. Twenty million people have been treated with asthma at least once in their life time, in America while in China 4% of the population suffers from the disease. The Center for Disease Control argues that asthma mostly affects children, for example, in America, 14million out of the twenty million people that suffer from the disease are children. 64% of the children living in urban cities such as Beijing in China also suffer from the illness (Krushnan, Kauffman and Hoek 30). Thus, it means that children are the more susceptible to asthma than adults. The effects of the disease in children include obstruction of their learning in school, avoidance of physical exercise, which is essential for growth, and destruction of their cardiovascular system. Adults on the other hand suffer financial losses and absenteeism from their jobs (Cassee, Mills, and Newby 68). This indicates that asthma may cause further destruction in the society such as increasing the number of school drop outs and high employee turnover, if the causes of the illness are not dealt with in time. Factors of the Problem The air pollutants that cause asthma may either be indoor or outdoor. Indoor pollutants are those that are present in the air that people breathe in while inside buildings; while outdoor are those that are in the exterior of buildings. The Environmental Protection Agency argues that the highest population in the world spends more than twelve hours of a day while indoors. The agency also postulates that indoor causes of air pollut ion are more destructive than outdoor pollutants (Haerens 78). This explains the reason for the high prevalence of asthma in major regions of the world such as China and the United States. The indoor air pollutants include bacteria, fungi, tobacco smoke, nitrogen dioxide, and allergens from dust, cats, and mites. The outdoor causes of air pollution that cause asthma include lead, carbon monoxide, ozone, nitrogen, and sulfur dioxide (Haerens 87). Sulfur dioxide originates from the burning of coal and crude oil such as diesel that is used to drive motor vehicles. Nitrogen dioxide, on the other hand, is produced from factories, and it settles on the lower layer of the ozone forming smog that also causes asthma. Nitrogen and sulfur dioxide combine with air in the atmosphere and form tiny particles that cause breathing difficulties in victims (Sudd 77). Some products that consumers use in their indoors activities, and cause asthma include cleaning products and air fresheners (Krishner, K aufman, and Hoek 74). These products have effects similar to those of the atmospheric indoor and outdoor pollutants. Impact on the Health of Humans The health impacts of indoor and outdoor pollutants may be determined according to the causes of pollution. The airborne particles that are produced from the combustion of fuels from exhaust fumes and tobacco

Statement of Educational Philosophy Essay Example | Topics and Well Written Essays - 750 words

Statement of Educational Philosophy - Essay Example Even if the best quality seed is sown in bad soil and neglected, it withers away. Edward Joyner of Yale University School said that ‘The development of a tree depends on where it is planted†. The same seed, planted in rich soil, if watered and fertilized and taken care of, sprouts and produced rich and luscious fruit. It is in this way that education of a child is to be perceived. It was John Dewey who compared the child to a plant and the teacher to a gardener. This is especially true of children in the lower school grade. They are delicate in mind and body, extremely sensitive, like soft clay that would take any given shape. The shape that they take in this age is set for their lifetime. There is a need to handle them with gentleness and care. This is not the task of the teacher alone. The entire school atmosphere, the efforts of the team ranging from teachers to directors of the institution, the students and their parents, should all be directed towards the single goal of education. The term ‘education’ here is to be taken in its broadest sense, implying not just providing instruction and information, but the development of social, physical, emotional, intellectual, moral and spiritual aspects, and extending in these times to the ‘global’ aspect. All these aspects are wide and varied, and naturally, cannot be fulfilled in the home setting, among parents and a handful of relatives. The school then, is to be like an expanded home, where experts in every field are appointed to make up for what parents alone cannot do. This does not eliminate the role of parents. Teachers, parents and society should all work together. At the same time, children are the national wealth, future human resource of their country. Hence the government also has an equally important role to play in the system of education. It is up to the lower school director to co-ordinate the efforts of all these elements and harness them for the benefit of stude nts. Another side of the picture is that all students come from different socio-economic backgrounds (almost 7 to 8 strata exist ranging from the very poor to the extremely rich). They have individual differences, different learning capacities, different aims, motivations, aptitudes and inclinations. Some also have physical disabilities. It is difficult but essential to treat them as equal, at the same time, catering to their individual needs. A class should be conducted by two teachers at a time. While one explains, the other can assist with the teaching aids and ppt etc. Later, one of them should conduct separate remedial classes for the weaker students. Simultaneously, the other teacher should go deeper into the same topic with the academically brighter students. In this way, the needs of both groups can be fulfilled. Marva Collins said, that the good teacher makes te poor students good and the good students superior. The school provides a wider and more varied social environment compared to a family. Group projects, team games, co-operative learning methods must be introduced. Socialization of children can be taken care of and maladjustment in future can be prevented. This is extremely important considering the fast and easy means of communication. One or two handicapped children must be placed in each class at least for a couple of sessions. This kind of

Human Growth and Development Essay Example for Free

Human Growth and Development Essay Definition of Plagiarism Plagiarism is an attempt (deliberate or inadvertent) to gain advantage by the representation of another persons work, without acknowledgement of the source, as the students own for the purposes of satisfying formal assessment requirements. Recognised forms of plagiarism include 1. the use in a students own work of more than a single phrase from another persons work without the use of quotation marks and acknowledgement of the source; 2. the summarising of another persons work by simply changing a few works or altering the order of presentation, without acknowledgement; 3. the use of ideas or intellectual data of another person without acknowledgement of the source, or the submission or presentation of work as if it were the students own, which are substantially the ideas or intellectual data of another person; 4. copying the work of another person; 5. the submission of work, as if it were the students own, which has been obtained from the internet or any other form of information technology; 6. the submission of coursework making significant use of unattributed digital images such as graphs, tables, photographs, etc. taken from books/articles, the internet or from the work of another person; 7. the submission of a piece of work which has previously been assessed for a different award or module or at a different institution as if it were new work; 8. a student who allows or is involved in allowing, either knowingly or unknowingly, another student to copy anothers work including physical or digital images would be deemed to be guilty of plagiarism. 9. If plagiarism is suspected students will be required to supply an electronic copy of the work in question so that it may be subjected to electronic plagiarism detection testing. Therefore students are required to keep work electronically until after they receive their results as electronic detection may be part of the investigative process. Source: Assessment Handbook 15f. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. ASSIGNMENT TITLE Human Growth and Development PortfolioI am observing a 22 month old boy, who for this report I will call Tom. Tom lives with his Mum, Dad and older sister Molly who is 3 years of age and has just started nursery. His Mum stays at home with the children whilst Dad works. Both parents are from Poland thus polish is their first language, however their Mum explained to me that Molly is going to nursery to develop her English. She also said that Tom was only speaking a little; some words English and some Polish. I will be observing Tom in his home. Observing Tom – Week one 12.10.2012 word count: 991 I arrived at the flat and was greeted by Tom’s mother who took my coat and showed me around the flat. Tom’s sister was sat eating at the table in the living room and Tom walked out of his bedroom and looked at me. He stared at me and I said â€Å"hello†, he smiled and ran back in his bedroom. Molly walked down the hall and smiled at me and spoke to Mum in polish and Mum replied, she then galloped past me and sat on the floor with toys. Mum told me that she had told Molly they had a visitor coming but they had to pretend I was invisible; she said she hadn’t told Tom as he wouldn’t understand. Besides the anxiety I was experiencing, I felt quite comfortable in the flat, the smell of washing powder was very familiar and I instantly warmed to the children. It seemed as though they were waiting for me to engage and it felt alien that I couldn’t. Mum encouraged the children to play in their bedroom as they were both stood looking at me. Mum went into the kitchen and I crouched down in the corner of the bedroom. I quickly realised this wasn’t a great idea as they both presented me with toys and giggled looking at each other. Molly passed me a Barbie and held another one and said, â€Å"This is dolly and you have man dolly† she then spoke in character through the Barbie and said, â€Å"Hello!† I found it difficult to divert from playing with her, I said â€Å"hello† and passed it to Tom to encourage them to play together. Molly continued to say, â€Å"This is dolly† trying to pass her to me. She seemed slightly frustrated that I was attempting to divert her attention away from me and I found it unnatural. As kneeling down was attracting their attention I stood in the doorway out the way. Mum came in the bedroom and put a children’s DVD of nursery rhymes. Molly started jumping about; Tom watched Molly and copied her jumping. They both smiled and kept looking at me. I smiled at them but was unsure of my facial expressions because I didn’t want to seem too approachable. I continued to find it uncomfortable how much they seemed to plea for my attention and I couldn’t respond properly. Molly then got out a box of Lego and brought it over to where I was stood, Tom followed and they started building the blocks together. They played nicely, taking it in turns; I enjoyed watching them and felt at ease that the attention was off me. When they made a tower Molly said, â€Å"no finish, no finish† each time they put a piece on and then said, â€Å"Finished!† and they both clapped their hands smiling. They did this several times. I noticed that Tom seemed relaxed and let Molly take the lead when she wanted to. Molly then went to get a picnic set and brought it back. Tom pretended to pour me a drink and passed me a cup; I said â€Å"Thank-you† and pretended to drink. I pointed at Molly to encourage him to pass it to her. Molly laid three plates on the floor and pointed at one and said, â€Å"Play?† I think Mum could see that I needed some help diverting their attention so she encouraged Molly to go back into her bedroom and they put some books away. Tom quickly ran back in his room following them. Mum laid a picnic blanket and laid it down on the floor in the bedroom and asked Molly to bring the picnic set in there. Mum then changed Tom’s nappy. Molly fluctuated from polish to English as she spoke. She then got out a fancy dress and showed me, saying â€Å"Look its Molly’s dress.† Mum helped her put it on. Tom tugged at the box of fancy dress clothes and so Mum also helped him into a skirt. They danced around the room together laughing. Molly kept spinning around and giggling and Tom copied her. I liked the way Mum had no problem with letting Tom wear a skirt and it reminded me of my own childhood when my younger brother would also wear my dresses. ‘Wheels on the bus’ came on and Tom danced in front of the television and they both did the arm motions. Tom wiggled his bum and stood right in front of the television. Mum laughed and sat cross legged next to them. Although the children were quite active, the atmosphere in the house was very calm and quiet, Mum’s presence was very peaceful and she spoke very quietly. Molly climbed on to her bed, Mum went over and tickled her; she giggled loudly. Tom still had his skirt on and continued to dance around the room. He then started to push a pram with a doll in around the room; he continued to watch the television and wiggled his bum watching with his mouth open. He then tipped over the pram and sat on the floor; he held the back wheel and moved it like he was pretending to drive. Molly then ran in to the hall and put on her shoes; Tom followed her and copied her. Molly put a hat on and then put one on Tom’s head. Mum laughed and helped Tom put his shoes on. She then tried to take off Tom’s skirt but he held on to it so she let him keep it on. Tom then pottered back into his bedroom where Molly was dancing, he joined in. Molly spun around with her eyes closed and then giggled looking at me. Tom copied her and stumbled backwards, Molly pulled Tom towards her and cuddled him and kissed his face. I wondered if Molly was ‘acting up’ because she was being watched by me, I questioned whether their behaviour was entirely natural. End of observation. Observing Tom – Week four 02.11.2012 word count: 1,025 When I arrived Tom ran out of his bedroom and into his parents’ room. He climbed up on to the bed and turned around to look at Mum, smiling as if he knew she was going to react. Mum said, â€Å"Hey, Tom† in a cautionary manner yet smiling. She grabbed him playfully and tickled him; he laughed loudly and squealed rolling on his back. He then climbed up on to the window sill. Mum spoke more sternly to Tom (in Polish) I assumed she was asking him to either get down or be careful. Again Tom turned back and looked at Mum gingerly with a cheeky smile. Mum told me she had felt poorly for a couple of weeks; she seemed quite run down and a little stressed. However she was patient with Tom. Mum was sat next to him and had her hand on the window handle so he couldn’t open it. Tom pointed out the window and looked astonished, Mum said, â€Å"Oooh ****† (Polish) Tom repeated the word and Mum nodded and smiled. She explained to me that he had seen a motor bike, she then pointed at various things out the window and said their names and Tom attempted to repeat the words. Tom spoke in a deep voice and stuck his chest out. Mum laughed and told me she was pointing out the vehicles names. I wondered whether Tom was speaking in a deep voice to imitate someone or whether he was trying to be ‘manly’. Tom then reached out to the window handle, Mum said, â€Å"Tom† firmly and took his hands away. He did this several more times, Mum again said his name and on the 4th time Tom imitated Mum and shouted, â€Å"Tom!† Mum started laughing and picked him up and sat him on the bed and tickled him again, he laughed loudly and then climbed down and ran out into the hallway. Molly came out into the hall from her bedroom and smiled at me, she then ran after Tom and they both went into the living room. Mum pulled out their table and chairs and got out some paper for them. Molly said, â€Å"We’re going to paint, you know?† Mum laughed and sat them down with some paint and cups of water. Tom picked up two paint brushes and banged them on his paper and made roaring sounds. He then struggled to pick up paint on his paint brush and frowned as he brushed over the pallets of paint, he tried to paint on the paper but nothing stuck, he stamped his feet a few times. Molly soaked up more water on her paint brush and slowly brushed her paint brush over the pallets, she seemed to know what she was doing, perhaps from painting at Nursery or remembering what Mum or Dad had taught her. Tom seemed a lot more impatient and frustrated and looked at Molly painting, slightly frowning. He then leant over and painted on her paper. She shouted out, â€Å"No Tom!† But he had left no mark, just a watery smear, so she pulled her paper away and continued to paint. Mum turned around and said, â€Å"Hey, hey Tom.† Tom continued to try to paint and let out noises of frustration; Mum came over and tried to help him apply the paint on his brush. Molly said, â€Å"Mimi† and Mum drew a Mickey Mouse face on her piece of paper in pink. Molly held her paper and came over to me saying, â€Å"Look its Mimi, Mickey Mouse, you know?† I laughed and wondered if Molly had heard someone at Nursery saying, â€Å"you know† and was imitating them as she had said it a few times and I hadn’t heard her say it before. Tom leant over and tried to paint on Molly’s Mickey Mouse, Molly squealed out and shouted, â€Å"No, Tom!† Mum seemed to tell them off as she spoke sternly in Polish, however still remained calm. The children seemed more agitated today and I wondered if Mum being ill had slightly impacted their behaviour, although Mum seemed to be struggling she was still calm with the children. I also noticed that Mum and Molly spoke more in Polish than previous weeks, I wondered if this was because they were more comfortable in my presence. Mum drew a Mickey Mouse for Tom so he wouldn’t bother Molly anymore. She drew his Mickey Mouse in blue, perhaps to tell the difference between whose was whose, but I also considered whether it was colour coded for ‘girl’ and ‘boy’. He smiled and shouted, â€Å"Mimi!† Molly and Tom both called out, â€Å"Mimi† they seemed to be in competition with each other of who could shout louder and laughed each time they shouted. Tom then went around the table on the opposite side to Molly and she prodded him playfully in his tummy with the end of her paint brush. Tom giggled so she did it again, she continued to do it and they both giggled more and more each time, becoming very excited. Molly then climbed up onto a seat at the dining room table and asked Mum if she could have her stickers, Tom went over and peered up at the table to see what Molly was doing. Mum helped Tom into his seat and brought over a sheet of stickers, Molly began sticking them onto her paper but Tom struggled to peel his stickers off, he made a fist and banged the paper making grunting noises. Mum went over again and helped him peel them off. Tom struggled again when Mum went back to the computer so he seemed to lose interest and again became more interested in Molly’s paper. Seeing Tom struggling made me feel uncomfortable that I couldn’t assist him. Tom climbed down from the table and ran into his bedroom; he peered up at the shelf of DVD’s. He shouted out, perhaps in Polish, Mum came in the room and pointed at various DVD’s until he said yes. She put on a film called ‘Pipi’ Tom danced around to the introduction music and stood close to the screen wiggling his bottom. End of observation. In this essay I will evaluate my experience as an observer and describe the place of observation in Social work. Finally, I will focus on gender development as my major theme of consideration. Initially, although I was a little apprehensive; I came to find the role of the observer a considerable challenge. Although in some ways I grew more comfortable with certain aspects of the exercise, I found a degree of discomfort in the role I was to undertake. I could relate greatly to the content of Quitak, N (2004) article, as I too struggled to find my feet to gain the right balance in distance and involvement. I experienced feelings of guilt when the children required my attention and learnt that I had to tolerate the anxiety of non-intervention. Trowell and Miles (1991) say in relation to social work, that due to the requirements of the role, they at times have to be assertive (cited in Quitak, 2004). Therefore to be effective, they must come to terms with the discomfort this can imply. M attinson (1975) cited in Quitak, N (2004) discusses this concept in terms of the ‘psychological distance’ often required. Trowell and Miles (1991) cited in Quitak (2004) in terms of remaining ‘actively positive’; retaining a physical distance, whilst allowing one self to become deeply involved. When recording my observation afterwards, I found that the first things I recalled were from the first and last part of the hour, plus what was unusual and stood out to me. Munro (1991) says that this is because we are trying to hold onto awareness of the surroundings and the different ways in which people converse and interact, (cited in Lefevre, 2010). I recognised I was preoccupied with trying to remember everything. On reflection I realised that I should have observed everything and then later try to identify the most salient points. A further distraction was Tom’s sister, Molly, who features heavily in my records, because her behaviour was more emphatic, however, I was unable to moderate her behaviour in order to allow Tom a more significant role. Munro (1991) says that such challenges an d disruptions to memory are one of the reasons assessments are often based on incomplete or inaccurate information. I was also concerned on whether pre-determined bias would creep in, as indeed, people’s values, culture and previous experiences will always influence how they interpret what they see (Cox, 2005, cited in Lefevre, 2010). Furthermore due to Tom not speaking properly yet and the language barrier it was harder for me to recall as I couldn’t prompt my memory with odd sentences. Malekoff (1994) says that thoughts and feelings of children are often emotionally processed and conveyed through more direct means, and body language may provide important clues as to how they feel (cited in Lefevre, M. 2010). This heightened my awareness of non-verbal communication and improved my capacity to analyse non- verbal behaviour. Observing children over time may help to explain what relates more to their general character and what might be a response to caretaking and environmental experiences. What they convey through certain choices provides insight into their social identity and sense of self and cultural norms. Plus their racial identity may also be revealed. A social worker will need to be open to different social and cultural experiences and consider how a child may be affected by different factors such as ethnocentrism. Self-awareness and understanding of the impact of oppression on racial identity will be important (Robinson, 2007, cited in Lefevre, 2010). Recent work on prejudice/identity development focuses on applications of intergroup theory to examine the basis of social categorization and its effects. One development has been to look more generally at children’s knowledge of other countries and nationalities (Cowie et al. 2009). I believe this could be very beneficial for Tom in the future. When watching the children I questioned whether their behaviour was altered by my presence (see week one, lines 58-62 and week four, lines 109-110). The experience of being observed can evoke anxiety and feelings of disempowerment due to possible fear of being judged or misunderstood, which can result in them behaving differently. In relation to assessments, it is important to consider how workers might affect the observed situation (Tanner and Turney, 2000 cited in Lefevre, 2004). I understand that the move from observation to interpretation is complex and therefore should proceed with caution. In bringing reflective approaches to child observations into social work, a link is made ‘between knowledge of human growth and development, observational skills and effective social work communication with children (Luckock et al, 2006, p 39). A picture of a children’s world, particularly their emotional experience, is created, which may include how they interact with and respond to parents. This may then be used to inform assessment and care planning, including the assessment of neglect (Tanner and Turney, 2000), child protection assessments (Fleming, 2004), multidisciplinary assessments for the family courts (Youell, 2002) and the supervision of contact (Hindle and Easton, 1999). The debate about the health, safety and welfare of children became a preoccupation of government following the death of Victoria Climbie in 2000 (Youell, 2009 and Wilson, 1992). It ‘can refer to both one’s own and one’s partner’s expression, with lack’ of expressiveness on either one’s part seen as dissatisfying’ (Hecht et al., 1989). Cultures vary in what is considered ‘appropriate channelling’ of emotions. For example in some cultural groups restraint of strong feelings is highly valued. Social workers must always consider cultural factors when assessing people (Robinson, 2007. Pg. 116-120). I considered cultural differences whilst observing, Mum was always very quiet and when I met Dad, he was also quiet. Although I was aware that this may be their personalities, I considered if is in their culture to be quiet (see week one, line 49). This experience has taught me that although it is imperative for practitioners to be sensitive to the impact of our presence, it is vital not to forget that we must remain focussed upon the objectives set for the observation. From observing Tom, I found myself particularly interested in his behaviour in relation to his ‘gender role’. I became drawn in to spotting which toys interested him, what he chose to wear and his general behaviour. Piaget has shown how important symbolisation is to cognitive development. One of the many important things children must learn during their first years is what sex they are; they learn that they are expected to behave in different ways according to whether they are a boy or a girl. Learning to behave â€Å"appropriately† for their sex involves learning their â€Å"gender identity† (Davenport, 1992, pg. 275). I will be looking at theories of acquiring a sex-role, looking at; biological factors, social learning and cognitive development. The results of various studies indicate that most children begin to acquire their sex identity from around 18 months. By 2 years they begin to identify what sex other children are, although they’re not too sure of their own gender identity until somewhere between two and a half and three years (Davenport, 1992, pg. 275). Accordingly, at 22 months, Tom should be beginning to identify gender, but not his own for another 7 or 8 months. Boys and girls differ in one chromosome pair; this genetic difference normally leads to differential production of hormones. These hormones lead to differentiation of bodily characteristics, such as the genital organs, and may also influence brain growth and therefore behaviour patterns (Cowie et al, 2003). Theories emphasising biological forces look for experimental evidence that links male hormones with certain types o f behaviour (Davenport, 1992). Collaer and Hines (1995) cited in Cowie et al. (2009) examined the evidence for the effects of sex hormone abnormalities on behaviour over a range of outcome variables. They conclude that the evidence is strongest for childhood play behaviour; in normal foetal development male sex hormones seem to predispose boys to become more physically active. They also argue that the evidence is relatively strong in two other areas: aggression and sexual orientation. Such effects are consistent with evidence that some sex differences appear early in life. Much research has shown males to be more aggressive, and that aggression begins at around 2 years (Cowie et al. pg. 190-192. 2009). Tom demonstrated behaviours of aggression; see ‘observation week four’ (lines 88-103 and 119). This has been explained by the higher testosterone levels than females. However, it is possible that boys are reinforced for behaving aggressively, and this makes them produce more testosterone (Cowie et al. 2009). Money and Ehrhardt (1972) carried out a study to understand the effect that the male sex hormone, androgen has on girls. They examined girls who had been exposed to unusually high levels of androgen before birth. Compared with a matched group of girls who hadn’t, these girls and their mothers reported themselves to being ‘tomboys’. However, Cowie et al (2009) argue that because the parents knew of the hormonal abnormalities, this could have affected their behaviour towards their children. While biological factors are probably important in explanations of sex differences, they do not fully explain the process of sex-role identification, or explain the variations in sex roles in different societies (Cowie et al, 2009). Social Learning theorists claim that we acquire our gender roles by observation, modelling, and being reinforced for behaving accordingly. This implies a learning process, that social factors are also important. For example it may be that female babies are spoken to more often than boys, thus pick up language sooner (Davenport, pg. 276-278, 1992). On reflection, Tom’s Mum spoke more to Molly, although this may be because she was replying to her. An early approach to the learning of sex-role identification was that children are moulded into sex-roles by the behaviour of adults, especially parents and teachers (Bandura, 1969; Mischel, 1970). In its early version (which Maccoby, 2000, calls ‘direct sociolization’) this theory suggests tha t parents and others reward sex-appropriate behaviour in children (cited in Smith et al. 2009), (see week one, lines 45-47 and also lines 40-1 and 56-57). Mum happily helped Tom in to the skirt, although would then attempt to get it off. I wondered if this was because Mum was a bit reluctant to him wearing it, or even feared I may judge her. I also considered if it would be different if Dad were around. Fagot (1978) studied children ages 20-24 months in American homes and found that girls were encouraged by their parents to dance, dress up and play with dolls, whereas boys were encouraged to play with blocks and trucks. Conversely, Tom’s Mum did not discourage him from playing with the pram (see week one, lines 51-54) a typical ‘girls toy’. Furthermore Fagot (1985) found that nursery school teachers tend to reward ‘feminine’ types of behaviour, in both boys and girls, yet this does not prevent boys engaging more in noisy, rough-and-tumble play. Nevertheless, many reviews have felt that this evidence has not been very convincing (Golombok, and Hines, 2002; Maccoby, 2000, cited in Smith et al. 2009). It m ay be that any differential behaviour by parents is simply responding to pre-existing differences in boys and girls behaviour (Davenport, 1992). Indirect socialization (Maccoby, 2000), supposes that children observe the behaviour of same sex models, and imitate them, for example, boys might imitate the behaviour of male figures on TV (cited in Smith et al. 2009).TV features in every record, and Tom was always very engrossed and on more than one occasion I noticed him imitating what was acted or said (see week one, line 52). A report by Himmelweit et al. (1958) looked for changes in children’s behaviour with the concern that violence on television may make children more aggressive, and that many programmes portray stereotyped images of sex roles. Alternatively, others think that television can be used to encourage cooperative behaviour, or reduced stereotyped views (Greenfield, 1984, cited in Smith et al. 2009). This introduces influences on behaviour that suggest the importance of cognitive factors. Social cognitive theory (Bussey and Bandura, 1999) draws together the ideas of both theories. They suggest children monitor their own behaviour built on what is appropriate; identification with peer group monitoring their behaviour in relation to how they expect same-sex peers might react (cited in Cowie et al. 2009). I didn’t get to see Tom interact with any male children, I found Molly to be a great influence on his behaviour; i.e. see week one lines 21-22, 26 and 59. I imagine this is because supposedly he has not yet identified himself as a boy and does not have much, if any, contact with other boys of similar age. Preference for same-sex peers seems to be a cross-cultural phenomenon, and one that increases through childhood into adolescence. Maccoby (1998, 200) has documented this, and argues that it is a key factor in integrating not only cognitive and social factors, but also the biological factors affecting sex differences (Cowie et al. 2009). Observing Tom enabled me a great insight into his world, but has also indeed taught me a lot about myself, gaining skills of self-awareness and reflective practice that I hope to bring to future practice. Bibliography Bandura, A. 1969: Social Learning theory of identificatory processes. In D. A Goslin (ed.), Handbook of Socialization Theory and Research. Chicago: Rand McNally. Peter K.Smith, Helen Cowie and Mark Blades (2009). Understanding Childrens Development . 4th ed. Oxford: Blackwell Publishing. 186-194. G C Davenport (1992). An introduction to Child development. London: Colins Educational. 275-291. Money, J. and Ehrhardt, A. A. 1972: Man and Woman, Boy and Girl. Baltimore, MD: Johns Hopkins University Press. Michelle Lefevre (2010). Communicating with children and young people making a difference. Bristol: The Policy Press. 147-169. Judith Trowell and Gillian Miles. (1991). The contribution of observation training to professional development in social work . Journal of social work practice. 5 (1), 50-56. Natasha Quitak. (2010). Difficulties in Holding the role of the observer.Journal of social work practice. 18 (2), 247-253. Lena Robinson (2007). Cross-Cultural child development for social workers an introduction. London: Palgrave Macmillan. 116-120. Kate Wilson. (1992). The place of child observation in social work.Journal of social work practice. 6 (1), 37-47. Biddy Youell . (2009). Guide to emotional and behavioural health . Available: http://www.ccinform.co.uk/articles/2009/10/19/3614/guide+to+emotional+and+behavioural+health.html. Last accessed 27th Nov 2012.