An Example Of Physical Abuse - 2670 Words

Abuse is behaviour towards a person which deliberately or unintentionally causes harm to them. It is a violation of an individual’s human and civil rights and in the worst cases can result in death. There are 6 types of abuse: †¢ Physical Abuse †¢ Sexual Abuse †¢ Emotional Abuse †¢ Financial Abuse †¢ Neglect †¢ Discrimination Physical Abuse Physical Abuse is when someone physically causes you harm, this can include things such as; hitting, kicking, pulling hair, pinching, scratching, shaking or (in a care related situation), giving someone too much or not enough medicine. An example of physical abuse in care setting is if you are to punch or kick someone intentionally to cause harm to them. Another example would be a personal carer not giving an elderly person the correct amount of medicine at the right times to cause harm. Sexual Abuse Sexual Abuse is when someone is making you do sexual things and actions which might make you sad, angry or frightened. This includes things such as; being touched when you do not want to be, being made to touch other people in ways you do not want to, undressing or having sexual intercourse with someone when you do not want to, or being made to watch or say sexual things when you do not want to. Sexual abuse is not always between strangers, and can be between husband and wife, or two members of the family. An example of this is if a boyfriend was to touch their girlfriend inappropriately and they did not want them to, or maybe the girlfriend’sShow MoreRelatedChild Abuse And Neglect Of Children1670 Words   |  7 PagesChild Abuse and Neglect Are you a child being abused by your parent? Do you need help? Why would any parent do that to their child or children? Child abuse is common, there are many different kinds of abuse. Most of the abuse occurs within the family. Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse such as, emotional abuse and neglect, also leave deep, lasting scars on the children (Smith, M.A, Segal). Studies have shown thatRead MoreEssay on Child Abuse and Neglect1710 Words   |  7 PagesThere are four general categories of child maltreatment now recognized. They are physical abuse, sexual abuse, neglect and emotional maltreatment. Each category, in turn, covers a range of behavior. The maltreatment of children not only affects the children themselves, but also affects the family by making it dysfunctional. Physical Abuse   Ã‚  Ã‚  Ã‚  Ã‚  Physical abuse may be best defined as any non-accidental physical injury by a person who has care, custody, or control of a child. The definition Read MoreChildhood Trauma Has Life Long Effect On Genes And The Brain1491 Words   |  6 Pagesthroughout the world. A lot of abuse can and does scar a person physically and/or emotionally for life. Child abuse needs to be recognized more than it is. It’s something that should not go unnoticed and definitely should not be ignored. People need to stop worrying about little things and focus on the big picture. A â€Å"big picture† like child abuse. Child abuse can be known as four type’s physical, psychological, sexual, or neglect. There are different kinds of child abuse, which can include sexual harassmentRead MoreEssay on Module 3 Review Parenting667 Words   |  3 PagesModule Three: Text Questions Review Questions Explain the different forms of child abuse? Include Shaken Baby Syndrome in your response. What types of physical care must a parent provide an infant child? What are some strategies for helping a child cope with stress? Critical Thinking Questions What is the difference between a protective environment and a nurturing environment? How do children’s needs change as they grow through development stages from infancy to teen years? How do specialRead MoreChild Abuse And Its Effects On Children Essay1489 Words   |  6 Pagesindividuals corrected. However, there are cases that have not been solved or not stopped by the law. Child abuse is common. Child abuse can be caused by a variety of reasons. Scientist have been studying and they have some ideas on what prompt people to harm children (Ian Hacking). They are trying to end child abuse, but there is so much they can do. Many children abuse incidents are not reported. Child abuse may have many causes as in way the abuser does it. One specific factor is the background of the abuserRead MoreReporting Elder Abuse Essay1186 Words   |  5 PagesIn the medical field, the workers are highly trained to be able to make a distinction between what is right and what is wrong. Elder abuse is becoming a serious issue in the health environment. As defined in the webs ite, MedicineNet.com, elder abuse is: â€Å"the physical, sexual, or emotional abuse of an elderly person, usually one who is disabled or frail†. The older population consists of people over sixty-five years old. They are very fragile and sometimes they are forgotten or abused. The elderlyRead MoreAll around the world domestic violence is a threat to all different types of families, including1000 Words   |  4 Pagesfor victims includes: National Network to End Domestic Violence, Survivor Network, and National Council on Child Abuse and Family Violence. Domestic violence can have negative effects on people causing; emotional, physical, and psychological damage. One aspect of Domestic Violence is the emotional toll that it has on the individual; this can be defined as emotional abuse. Emotional abuse can cause long lasting effects which can lead to depression, anxiety, stress and suicide (â€Å"Domestic Violence†)Read MoreThe Effects Of Domestic Violence On Domestic Abuse1340 Words   |  6 Pages1301 Lacina-Taylor 2 December 2014 Stop The Abuse Underreported and underestimated, domestic abuse rips families apart every single day. Domestic violence comes in mainly five different forms, physical, sexual, psychological, emotional, and economic. This violence ruins families, demoralizes the victims, and the public downplays the household terrorism that goes on every day. Generally thought of as taboo, the public belittles and humorizes domestic abuse as a way to deal with it, that avoidance mustRead MoreDescartes s Meditations On First Philosophy917 Words   |  4 Pagesa scholar. Before dedicating his life to philosophy, he worked with analytic geometry and analytics. In many ways, Descartes was spared experiences that might have caused him to reassess his thoughts on the split between mind and body. Unlike the example of the man with an amputated foot that Descartes uses in Meditations on First Philosophy, Descartes did not lose a limb. If he had, he may have realized that the mind is just as divisible as the body, as is th e case with traumatic experiences. BasedRead MoreEssay about Unit 11 P11679 Words   |  7 Pagesassignment will describe the forms of abuse which may be experienced by adults; describing indicators that abuse may be happening to adults. It will then look at factors that may lead to abusive situations and assess the possible immediate effects of two different forms of abuse. The abuse that will be specifically looked at will be sexual and financial abuse, further extending by evaluating the potential long term effects of the two types of abuse. Abuse is a violation of a person’s civil and

Workforce Education Free Essays

Author Note Heartfelt thanks to Dr. Terre Eversden to have given me an opportunity to present a paper on the Adult Educational Philosophies – Benefits and Challenges their involvement in real life scenarios or the environment we live in. The paper captures the benefits, challenges and example to each Adult Education Philosophy i. We will write a custom essay sample on Workforce Education or any similar topic only for you Order Now e. Liberal, Behavioral, Humanistic and Progressive. Abstract An adult education philosophy, or philosophical orientation, is the categorization of an individual’s beliefs, values, and attitudes toward adult education and what the purpose and outcome of adult education should be. In this paper, I shall discuss of Liberal Educational Philosophy, Behaviorist Educational Philosophy, Progressive Educational Philosophy, Humanistic Educational Philosophy and finally Radical Humanistic Philosophy. These are the Adult Educational Philosophies. Benefits and Challenges of each of these philosophies shall be discussed in brief. Keywords: liberal, behaviorist, progressive, humanistic, radical, educational, philosophy Liberal Educational Philosophy The liberal adult education philosophy stresses the development of intellectual powers. Liberals always seek knowledge. They work to transmit knowledge and clearly direct learning. The educator is the â€Å"expert†, and directs the learning process with complete authority. Learning methods used include lecture, study groups, and discussion. Socrates, Plato, and Piaget were practitioners of the liberal philosophy. (Note: Liberal adult education does not refer to liberal political views; it is related to Liberal Arts. ). According to liberal adult education, â€Å"the educated person possesses the four components of a liberal education: rational or intellectual education which involves wisdom, moral values, a spiritual or religious dimension, and an aesthetic sense† (Elias Merriam, 1995, p. 26). Liberal adult education emphasizes liberal learning, organized knowledge, and the development of the intellectual powers of the mind. It also stresses philosophy, religion, and the humanities over science. The teacher is given a prominent place within this philosophy, and must be well-versed in many intellectual interests. Liberal adult education employs heavy promotion of theoretical thinking. This philosophy is suited for adult learners because it requires life experience in order to fully gain from the reflection and contemplation involved in liberal education’s goals. To illustrate the significance of this philosophy, Elias and Merriam (1995) write: As long as the human person does these things [searches for truth, desires to develop their moral character, strives for spiritual and religious visions, and seeks the beautiful in life and nature], the liberal tradition in education will be a potent force.  (p. 42). The negatives of liberal approach are not everyone is critical thinkers and problem solvers and their opinions can be swayed by others. Example: A liberal classroom setting is a more traditional environment. In the classroom you my just have a lecture or even break students or adults into study groups to help each other out. Another option is critical reading and discussion. This approach allows students to free themselves from past experience. They are able to prepare themselves for diversity and change. It teacher teaches them to be critical thinkers and problem solvers. Behaviorist Educational Philosophy A major tenet of behaviorism is the belief that â€Å"all human behavior is the result of a person’s prior conditioning and is determined by external forces in the environment over which a person has little or no control† (Elias and Merriam, 1995, p. 79). Because behaviorism fundamentally aims toward individual and societal survival, emphasis is put on skill acquisition and learning how to learn. Thus, the teacher must create an environment that is optimal for bringing about behavior that ensures survival. The behaviorist adult education philosophy emphasizes the importance of the environment in shaping the learner. The traits of the behaviorist teacher are close to those of the liberal, in that the behaviorist â€Å"manages† the learning process and directs learning. Behaviorist concepts include mastery learning and standards-based education. Some teaching methods used by behaviorist educators include programmed instruction, contract learning, and computer guided instruction. Learners are active and able to demonstrate a measurable, learned behavior. Accountability is an important concept in behaviorism and punctuates that teachers and learners are both accountable for successful learning. Behaviorism is strong in setting clearly defined purposes, learning objectives, and in selecting experiences that work toward those purposes and objectives. Evaluation is valued in assessing the attainment of the behaviors being taught. Vocational training and teacher certifications are both behaviorist practices. Skinner, Thorndike, and Steinberg were believers in the behaviorist philosophical tenet. Example: A good example of Behaviorist is a coach. If a coach tells you what to do then you have to do it, otherwise you won’t get to play. You must practice the task on hand in order to be successful just like in sports. The teacher has to be a manager who directs the learner outcomes and design the environment. Many teachers must be competency-based teacher. Competency-based focuses on outcomes and has a certain curriculum that teachers have to follow to get the outcome that they want. Progressive Educational Philosophy The power of progressivism runs deep in American adult education, as stressed by Elias and Merriam (1995): â€Å"Progressivism has had a greater impact upon the adult 14 education movement in the United States than any other single school of thought† (p. 45). The progressive philosophy of adult education stresses an experiential, problem-solving approach to learning. Like behaviorism, progressivism sees the goal of education being individual and societal. However, the goal of progressive education is improvement rather than survival, which is achieved through liberating the learner. There are five basic principles of adult progressive education. The first is a broadened view or concept of education, meaning that education is not restricted to formal, classroom instruction but is a lifelong process influenced by many sectors of society and daily life. The second principle is a new focus on the learner and the potential of that person to learn more than his or her immediate interests. The third principle is the introduction of new instructional methodologies. Diversifying these teaching methods in turn diversified learner knowledge gained by learning from those methods. The fourth principle is a new teacher-learner relationship that is interactive and reciprocal. The fifth principle is that education is an instrument for preparing learners to change society. Learners of this philosophy need problem solving skills and practical knowledge. They learn by doing, inquiring, being involved in the community, and responding to problems. Teaching methods used in this philosophy include problem solving, the scientific method, and cooperative learning. The educator is an organizer who guides learning instead of directing learning and evaluates the learning process. Progressive proponents include Spencer, Dewey, and Lindeman Example: Progressive setting is showing someone how to frame a wall while constructing a house and then watching them do it themselves. Progressive is showing someone how to do something and then they do it while you guide them through the task. Training and Development in present organizations follow such type of education. Humanistic Educational Philosophy Humanistic education aims at the development of people who are open to change and continued learning, people who strive for self-actualization, and people who can live together as fully-functioning individuals. The humanistic philosophy of adult education follows some basic principles such as the following: human nature is naturally good; freedom and autonomy influence behavior; individuality and potentiality are unlimited and should be nurtured; self-concept leads to self-actualization; perception of the world explains behavior; and individuals have a responsibility to humanity. Foundations of humanistic education lie in the following: the notion of self-concept; that the adult defines himself in terms of the accumulation of a unique set of life experiences; that an adult’s readiness to learn is linked to developmental tasks unique to a stage in life; and that adults desire an immediate application of knowledge. The humanistic adult education philosophy seeks to facilitate personal growth and development. Humanists are highly motivated and self-directed learners; responsibility to learn is assumed by the learner. The humanist educator facilitates learning but does not direct learning. According to Elias and Merriam (1995), â€Å"Humanistic adult educators are concerned with the development of the whole person with a special emphasis upon the emotional and affective dimensions of the personality† (p. 109). The educator and learner are â€Å"partners. † Concepts that define the humanistic philosophy include experiential learning, individuality, self-directedness, and self-actualization. Humanistic teaching methods contain group discussion, team teaching, individualized learning, and the discovery method. Rogers, Maslow, Knowles, and McKenzie are facilitators of the humanistic philosophy. The challenge is as this concentrates on people’s natural desire to learn, the teacher is a facilitator and students relate to past experience with this approach; however, if there isn’t mutual respect between the students and teacher this method will probably fail. Radical Educational Philosophy The radical adult education philosophy promotes extreme social, political, and economic change through education. Radical education does not work within existing social norms or structures, but strives to change those structures. Within this philosophy, the educator and learner are equal partners in the learning process. The educator is the coordinator of the class and makes suggestions but does not direct the learning process. This philosophy embraces concepts such as noncompulsory learning and deschooling. Exposure to the media and people in real life situations are considered effective teaching methods. Holt, Freire, and Illich are proponents of the radical adult education philosophy. Radicalism falls outside the realm on mainstream adult education philosophy, mainly because the purposes of many adult education activities are not parallel with the purposes of radical adult education. Identification of Adult Education Philosophical Orientation How to cite Workforce Education, Papers

Contract Law Text - Justice - and Materials

Question: Discuss about the Contract Law for Text, Justice, and Materials. Answer: Introduction With the growth of eCommerce, electornic communication and contracts have been very common.Davidson (2009) defined electronic communication as the convey of information in many different electronic forms like text, image, video. Electronic contracts are those that are formed with the use of any mean of electronic communication such as email. The use of electronic contracts increased after the implementation of the act "Electronic Transaction Act1999". The main aim of this paper is to discuss the contracts that are created through electronic means or electronic contracts. This paper discusses the differences in the formations of contract via electronic means to the contracts that are made by other ways. It also discusses the validity of offers and displays through electronic media as internet, the way offer and acceptance can take pace, withdrawal of a mistaken offer, legal assistance available to parties in the case of a dispute, and issues related to electronic contracts. Discussion on Electronic Contracts Similarities and Differences: There are some similarities among the contracts that are built through electronic ways or other means. For example, it is evaluated that for the formation of all the contracts including electronic, oral, written, etc. there is need to ensure the availability of basic elements including a valid offer and acceptance, consideration, competent parties, and legal objectives. Additionally, for the formation of contracts, according to the 'Commonwealth law' parties need to provide written information, allow signature that are handwritten, develop a document in a tangible way, and recording and holding of the information. But, in the case of an electronic contract, it is necessary that the parties do all these requirements electronically. There are also some other requirements for the formation of an electronic contract. These include place and time of the dispatch and electronic communication's receipt. It is because if there occurs any issue in relation to the electronic contract, all these terms are used to resolve the dispute. In addition, it is also important for the development of an electronic contract that the offeror and offeree use an electronic channel to make the contract. It is also assessed that for the execution of the electronic agreements, electronic signatures are also necessary to ensure the validity under Australian and international law. In addition to different paper contracts, an electronic contract has also other requirements. For example, the contract must be stored in an appropriate manner and can be assessed after the implementation. Moreover, it is also essential that the parties agreed with each-other to provide or receive the information 'either expressly or impliedly' in an electronic manner. Validity of Offers and Displays on the Internet A range of mediums including newspaper, radio, television, printed catalogues, and internet websites are used by commercial traders to promote their products. Most of the advertisements for the goods' sale are not considered offer, but are referred as invitations to treat. However, in some situations, the advertiser can go further and make an offer. It shows that all the offers and displays on the internet are not actual offers because these are addressed to various unspecified persons and therefore does not demonstrate a purpose by the offeror to be bound by any receiver. For example, 'a manufacturer or the exporter produce a product catalogue for the sale of the goods will not be an offer normally because it is dealt to many unspecified people, and thus does not show an intention by the manufacturer to be bound by any purchase orders arising from the catalogue'. As per the common law, if a proposal deals with more than one specific person, it is regarded just an 'invention to make offers'. The article states that it is essential that a contract specifies the terms of the contract to make it a valid offer. Thus, offers and displays on the internet would normally be an invitation to make the offer, and is not an offer itself, unless there was a statement in it stating that the offeror will do something for a specific considerati on as per the offer. For example, a display on the internet as the offeror will supply the goods at the price stated in the offer will be an actual offer regardless of who accepts the offer. But, at the same time, it is also found that display of goods/services on a website may amount to an offer. For this, it is necessary that the internet site is formulated and formatted in such a manner as to promote the development of contract. Along with the language, which is used for the website, the 'type of website' is also applicable to ensure that displays on the internet are offers. Offer and Acceptance Offer and acceptance in an electronic contract may take place between parties in several ways. The offer may take place in the following way: Offer: The Common Law Position An offer refers to the act of indicating willingness by an individual to another to form a contract. Additionally, it is also important that the offer's terms must be clear satisfactorily to permit a contract to be made through the acceptance without any further talks. Moreover, it is also important that the offeror's intention to be bound by those terms must be clear. To any person, an offer can be made. In contrast, if a proposed offer does not show all these elements, it will be related to an 'invitation to treat', which cannot be enforced due to the lack of a binding contract through the terms acceptance. Additionally, it is also assessed that if common law is implemented to make an offer, there is no effect of the 'The Electronic Transactions Act 1999 (Cth). Thus, it can be stated that by using any method of electronic communication, an offer, which states all the terms clearly can be made by the parties. Acceptance: Common Law Perspective The universal principle is that when and where an acceptance is transmitted to the offeror, a contract is prepared. There is no particular method prescribed by the law for the acceptance of an offer. It is essential that the acceptance must match to the offer and be incompetent in its conditions. There are two situations that offerees can face while accepting an offer. In the first situation, the method of acceptance can be dictated by the terms of offer. For example, the offeror can demonstrate in the offer that the offeree must sent his/her acceptance via reply of the mail by a certain date'. In such situations, the acceptance will only be legal if it follows the terms offered by the contract. Another situation is that no indication of a suitable method of acceptance in the offer. In this situation, the offeree can accept the offer by using the same or equivalent method as followed for making the offer. For instance, if the offer has been ended through the use of an email, an accep tance may also occur through the use of email. Withdraw A Mistaken Offer As per the Commonwealth Law,' an offer become in effect when the another party or offeree receives it'. A mistaken offer can be drawn back by the party in the case when the information about the withdrawal reaches the earlier or at the same time as the offer reaches the offeree. Under Article 24, when the offer for the contract arrives at the offeree either by word of mouth to him or handed over by any other way to him in a personal way, to his mailing address, etc. For example, if a purchase order is sent by an ordinary mail by the buyer, it can be validly withdraw the offer by email earlier the purchase order is received by the seller. Even after 'an offer is received by the offeree, the offeror could cancel the offer, if the revocation arrives to the offeree earlier an acceptance of the offer is dispatched by the offeree'. But, at the same time, if the offer opens for a fixed time period, the offeror cannot revoke the offer during the fixed time period. Availability of Legal Assistance In the case of a dispute in electronic contracts via mail, adequate legal assistance is available. The main purpose of 'the CommonwealthsElectronic Transaction Act1999 (the Act)' is to assist transactions that are made electronically. As per this act, a dealing among parties is not invalid because it happened to a degree or completely by means of one or more transmissions. To handle the disputes, the act considers electronic communication's receipt as well as when and where the contract has been completed '. This act ensures that a deal under a Commonwealth law would not be invalid merely because it was carried on by electronic communication. Additionally, to ensure the implementation of this act and save the parties of the contract, 'the Governor in Council' may make regulations in relation to anything permitted by this act. Issues in the Creation of Contracts through Electronic Ways The Electronic Transaction Act (1999) also considers the place and timing of dispatch as well as electronic communications' receipt. But, it is difficult to determine when the contracts formed through email will be viewed as 'formed'. Therefore, there is uncertainty about the answers of the when and where questions. Additionally, regarding this issue, there is no statute law in Australia or case law exists. Thus, the answers of both these questions create an issue for the formation of contracts by electronic means. Time: In relation to the electronic communications, the act considers 'the time of dispatch (s 14(1) and (2)) andtimeof receipt (s 14(3) and (4))'. The crucial time in the contracts making is acceptance and as per the general rule, it is necessary that there is actual communication of that acceptance. The time of receipt is viewed as to happen 'when the electronic communication enters [the] information system [designated by the addressee] (s 14(3))'. It means that in the case of email, receipt would occur 'when the messageenters the addressees electronic mailbox'.Most of the time, it is difficult to determine when the message is actually received by the offeree. Place: The question of where is addressed by the act as 'Sections 14 (5) and (6) coverplaceof dispatch and receipt of electronic communications. For the purpose to any subsequent jurisdiction issues, the section realizes the importance of place in an specific manner. The act differentiates effectively between the place of transmission or receipt that is viewed for and the actual place where the message is dispatched and/or received. In some circumstances, it is also difficult to find the actual place of the information sent and received. Thus, it can be stated that the time and place related issues are the important issues in forming and handling electronic contracts. Observation At some extent, my views also agree to the discussion in this paper. It is because I also believe that electronic contracts are similar to other contracts as there is need to make a valid offer and acceptance, proper consideration, and legality of the objects. Additionally, I also view that all the offers and displays on the internet should not be considered as the offer until there are some specific terms about the offer. It is because due to just a display on the internet, an individual cannot bind the another person to perform that offer. At the same time, in my opinion, the other methods of making a contract such as written and oral contracts are good in comparison of the electronic contracts. It is because the issues related to the timing and place of making an electronic contract as well as the lack of adequate case laws, discourage me to form an electronic contract. Thus, it can be discussed that to ensure the popularity of electronic contracts, it is essential that there is p roper laws, which address all the issues related to such kind of contracts. Conclusion On the basis of above discussion, it can be stated that electronic contracts are similar to other contracts at some extant as in the formation of these contracts there is also need of a valid consideration, offer and acceptance, competent parties, etc. The main differences are related with the necessity of using an electronic communication and time and place importance in electronic contracts. It can also be stated that by using any electronic communication channel, an offer can be made by the offeror, which also states the terms and conditions of the contract. Similarly, offeree can accept the agreement by using the similar channel. It can also be stated that all the offers and displays are not actual offers until it specifies some terms such as consideration, etc. It can also be summarized that the offeror can withdrawn a mistaken offer before the actual offer reaches to the offeree. In last, it can also be concluded that it is necessary to overcome issues related to time and place in the formation of electronic contracts to enhance their viability. References Australian Government, Ecommerce (2016) https://www.ag.gov.au/RightsAndProtections/ECommerce/Pages/default.aspx Christensen, Sharon, 'Formation of Contracts by Email Is it Just the Same as the Post?' (2001) 1(1), Queensland University of Technology Law Justice Journal 22 Clark, Eugene, Cyber Law in Australia (Kluwer Law International, 2010) Davidson, Alan, The Law of Electronic Commerce (Cambridge University Press, 2009). Delaney, Hayden and Francis, Briar, Electronic signatures and their legal validity in Australia (2016) https://www.findlaw.com.au/articles/5777/electronic-signatures-and-their-legal-validity-in-.aspx Galaty, W Fillmore, Allaway, J Wellington, and Kyle, C Robert, Modern Real Estate Practice in Ohio (Dearborn Real Estate, 5th ed, 2001) Malbon, Justin and Bishop, Bernard, Australian Export (Cambridge University Press, 2010) Malcolm, Jeremy, Multi-Stakeholder Governance and the Internet Governance Forum (Terminus Press, 2008) McKendrick, Ewan, Contract Law: Text, Cases, and Materials (Oxford University Press, 2012) Simone, W B, Hill, 'Email contracts When is the contract formed?' (2001)12(1) Journal of Law, Information and Science 46 Victorian Current Acts (n.d) https://www.austlii.edu.au/au/legis/vic/consol_act/eta2000345/s15.html.

Violence in Sports Essay Example For Students

Violence in Sports Essay Violence in Sports Brian Thompson American Military University SPMT601 Pamela J. Wojnar Abstract Sports and violence are complimentary to one another. In some sports, violence is merely a byproduct of the competition. In other sports violence is expected. Certain sports require a predisposition toward violence to be successful while others encourage an over-conformity to the norm with regard to violence. The more violent the athlete plays, the better for him and his team. Violent behavior is not limited to the players on field. Fans and spectators can fill a role when it comes to violent behavior. Although it is not expected as it is among the players, fans will engage in violence as a way of expressing, or reacting, to their emotional involvement with the sport. 1. On-the-field violence is related to a number of things including over-conformity to the norms of the sport ethic, commercialization, and masculinity. Which of these factors accounts most for the level of brutal body contact that occurs in professional football in the United States? Explain your choice. We will write a custom essay on Violence in Sports specifically for you for only $16.38 $13.9/page Order now Choice: Over-conformity to the norms of the sport ethic is the best choice. Explanation: The reason is that there are certain expectations of competition especially in contact sports such as pro football. To survive and excel in such a physical game as pro football the athletes must maintain over-conform to a certain extent. They must play the game in such a way that they maximize their earning potential. The average life span for a pro player is around 3 years. For an athlete to secure lifelong financial security they must play with a level of physicality that warrants their need to the team. This is a minimum expectation not taking into account other factors such as athleticism and execution of techniques. 2. After reading a report of a male athlete who has assaulted a woman, one of your friends says, â€Å"Playing sports causes men to be violent. † She knows you are taking a course on the sociology of sport, and she wants you to respond to her conclusion. What do you say? Marv Levy, former head coach in the NFL, once said, â€Å"Football doesn’t build character, it reveals character. Much like what is discussed in the textbook of the correlation between success on and off the field is sometimes more related to the fact that the athletes were driven individuals before they played sports, violence is also something that falls into this category. Its is within human nature to inflict pain on others, especially when we compete for the same resources. The boundaries of society suppress the action of this drive to hurt. That is a good thing of course. The state ment â€Å"playing sports causes men to be violent† is not accurate. I believe that men with a more natural tendency toward violence play sports. Sports, especially contact sports, are an outlet for aggressive individuals. Aggressiveness and physicality are both traits that coaches and organizations look for in athletes that play contact sports. So with that being said the tendency toward being violent is apparent before the person ever plays. 3. You are the new principal of a school that is hosting a game between your #1 ranked football team and the #2 ranked team in your division. There is a deep, longstanding rivalry between the schools and a history of player and spectator violence during games. After reading Ch. , what measures would you take to control player and spectator violence on and off the field? There would definitely be a meeting among the coaches involved with our team to clearly explain expectations of the players and staff. Secondly I would personally meet with the athletes to spell out exactly what expect from them in terms of conduct. Letters and phone calls would be made to the parents of the student body letting them know that any conduct that is deemed out of order would be handled by the police officers on duty at the game and the school would bring charges against them. .u6928f1f5aa1a80b0c73f5bf3bd357b80 , .u6928f1f5aa1a80b0c73f5bf3bd357b80 .postImageUrl , .u6928f1f5aa1a80b0c73f5bf3bd357b80 .centered-text-area { min-height: 80px; position: relative; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 , .u6928f1f5aa1a80b0c73f5bf3bd357b80:hover , .u6928f1f5aa1a80b0c73f5bf3bd357b80:visited , .u6928f1f5aa1a80b0c73f5bf3bd357b80:active { border:0!important; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .clearfix:after { content: ""; display: table; clear: both; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6928f1f5aa1a80b0c73f5bf3bd357b80:active , .u6928f1f5aa1a80b0c73f5bf3bd357b80:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .centered-text-area { width: 100%; position: relative ; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6928f1f5aa1a80b0c73f5bf3bd357b80:hover .ctaButton { background-color: #34495E!important; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6928f1f5aa1a80b0c73f5bf3bd357b80 .u6928f1f5aa1a80b0c73f5bf3bd357b80-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6928f1f5aa1a80b0c73f5bf3bd357b80:after { content: ""; display: block; clear: both; } READ: Taming of the Shrew1 EssayI would also have hand outs ready for fans as they enter the stadium outlining our procedure for those that violate orderly conduct policies. As a principal, I would attempt to meet with the principal of the other school and ask him to make comparable steps to help ensure the safety of everyone involved. Lastly I would do all I could to make the presence of security personnel such as faculty, staff, and police officers, visible for all to see. Hopefully we could avert any trouble before it happens.

Speech Communities

Speech Communities In the New Merriam-Webster Dictionary a speech community is defined as a socially distinct group that develops a dialect; a variety of language that diverges from the national language in vocabulary, pronunciation, and grammar. Gumperz, Dorian, Fishman, Labov, Hymes, and Corder helped define a speech community. This essay will touch on the basis of multiple aspects of a speech community depending on their similarities and differences as well as how the concepts of these speech communities relate to such articles written by Heller and Jackson.Speech communities are formed by language and social behaviors. Linguistics defines a speech community through many ways. All speech communities have a set of grammatical rules, phonology, syntax, and lexicons. As well as having social norms in which they share through actions. By a person's speech it can give an idea of a person's background in ways of where they are from, how educated one is, as well is if they are friendly or unsociable.Gohar Shahi delivering speech to Sikh Community in...Now linguistic acculturation explains the process when two or more cultures collide for a long time they begin assimilate each other's language. In the most extreme cases of language shifts, pidgins and creoles are developed. Besides linguistic acculturation, the situation of bilinguals, some abandon their native tongue for another. Other bilinguals have a language used within the home different from outside of the home. This mostly refers to dialectal behavior. The second concept is superposed. This occurs when there are different activities going on in the same group.Now Gumperz defines a speech community as "any human aggregate characterized by regular and frequent interaction by means of a shared body of verbal signs and set of from similar aggregates by significant differences in language use" (219). Gumperz feels as if people should share the same norm, communicate regularly, and share...

Pragmatics Gives Context to Language

Pragmatics Gives Context to Language Pragmatics is a branch of linguistics concerned with the use of language in social  contexts  and the ways people produce and comprehend meanings through language. The term pragmatics was coined in the 1930s by psychologist and philosopher Charles Morris. Pragmatics was developed as a subfield of linguistics in the 1970s. Background Pragmatics has its roots in philosophy, sociology, and anthropology. Morris drew on his background when he laid out his theory of pragmatics in his book Signs, Language and Behavior, explaining that the linguistic term deals with the origins, uses, and effects of signs within the total behavior of the interpreters of signs. In terms of pragmatics, signs refers not to physical signs but to the subtle movements, gestures, tone of voice, and body language that often accompany speech. Sociology- the study of the development, structure, and functioning of human society- and anthropology played large roles in the development of pragmatics. Morris based his theory on his earlier work editing the writings and lectures of George Herbert Mead, an American philosopher, sociologist, and psychologist, in the book Mind, Self, and Society: From the Standpoint of a Social Behaviorist, writes John Shook in  Pragmatism Cybrary, an online pragmatism encyclopedia. Mead, whose work also drew heavily on anthropology- the study of human societies and cultures and their development- explained how communication involves much more than just the words people use: It involves the all-important social signs people make when they communicate. Pragmatics vs. Semantics Morris explained that pragmatics is different from  semantics, which  concerns the relations between signs and the objects they signify. Semantics refers to the specific meaning of language; pragmatics involves all the social cues that accompany language. Pragmatics focuses not on  what  people say but  how  they say it and how others interpret their  utterances  in social contexts, says Geoffrey Finch in Linguistic Terms and Concepts. Utterances are literally the units of sound you make when you talk, but the signs that accompany those utterances give the sounds their true meaning. Pragmatics in Action The  American Speech-Language-Hearing Association  (ASHA) gives two examples of how pragmatics influences language and its interpretation. In the first, ASHA notes: You invited your friend over for dinner. Your child sees your friend reach for some cookies and says, Better not take those, or youll get even bigger. You cant believe your child could be so rude. In a literal sense, the daughter is simply saying that eating cookies can make you gain weight. But due to the social context, the mother interprets that sentence to mean that her daughter is calling her friend fat. The first sentence in this explanation refers to the semantics- the literal meaning of the sentence. The second and third refer  to the pragmatics, the actual meaning of the words as interpreted by a listener based on social context. In another example, ASHA notes: You talk with a neighbor about his new car. He has trouble staying on topic and starts talking about his favorite TV show. He doesnt look at you when you talk and doesnt laugh at your jokes. He keeps talking, even when you look at your watch and say, Wow. Its getting late. You finally leave, thinking about how hard it is to talk with him. In this scenario, the speaker is just talking about a new car and his favorite TV show. But the listener interprets the signs the speaker is using- not looking at the listener and not laughing at his jokes- as the speaker being unaware of the listeners views (let alone his presence) and monopolizing his time. Youve likely been in this kind of situation before, where the speaker is talking about perfectly reasonable, simple subjects but is unaware of your presence and your need to escape. While the speaker sees the talk as a simple sharing of information (the semantics), you see it as a rude monopolization of your time (the pragmatics). Pragmatics has proved helpful in working with children with  autism.  Beverly Vicker, a speech and language pathologist writing on the  Autism Support Network  website, notes that many children with autism find it difficult to pick up on what she and other autism theorists describe as social pragmatics, which refers to: ...the ability to effectively use and adjust communication messages for a variety of purposes with an array of communication partners within diverse circumstances. When educators, speech pathologists, and other interventionists teach these explicit communication skills, or  social pragmatics, to children with autism spectrum disorder, the results are often profound and can have a big  impact in improving their conversational interaction skills. Importance of Pragmatics Pragmatics is the meaning minus semantics, says  Frank Brisard in his essay Introduction: Meaning and Use in Grammar, published in Grammar, Meaning and Pragmatics. Semantics, as noted, refers to the literal meaning of a spoken utterance. Grammar, Brisard says, involves the rules defining how the language is put together. Pragmatics takes  context  into account to complement the contributions that semantics and grammar make to meaning, he says. David Lodge, writing in the Paradise News, says that pragmatics gives humans a fuller, deeper, and generally more reasonable account of human language behavior. Without pragmatics, there is often  no understanding of what language actually means, or what a person truly means when she is speaking. The context- the social signs, body language, and tone of voice (the pragmatics)- is what makes utterances clear or unclear to the speaker and her listeners.

The major problems that emerged from the fall of the wall for the Essay

The major problems that emerged from the fall of the wall for the newly united Germany - Essay Example Reflecting upon and referring to the events outlined in the lesson, this paper will give the writer’s opinion on what the major problems emerging from the fall of the wall were, and if and how they could have been avoided. The problems Germany faced after reunification arose from the initial causes of the division. Although it was clear by 1990 that both East and West Germany intended strongly to reunite into a common German federal republic, the most notable problems were political, economical and social. In East Germany, not only did the Party of Democratic Socialism undergo heavy defeat in the first free elections, but East Germany’s infrastructure and economy almost collapsed (Muller, Judd & Yzerbyt 2005). East Germany may have been considered the most vigorous economy in the Soviet bloc, but I think it’s economic near-collapse was a manifestation of its shaky and ill-planned communist foundations. Rather than gaining stability from its relative wealth, East Germany’s relative poverty destabilized it. There continued to be different mentalities between those from the East and those from the West. East Germans had been guaranteed the right to work, with 80 percent of its women employed, and outstanding childcare had been provided by the state. In contrast, the West, whose systems were driven by the markets, social services were continuously being cut and getting jobs was difficult. The reunion made it even more difficult for workers from East Germany to get jobs (although those who got them benefited greatly) because they had to adapt to new systems that rendered them insufficiently trained (Muller, Judd & Yzerbyt 2005). My opinion is that this was a consequence of the conception of two new identities which had no roots in the history of the country prior to 1949. Four decades of division had created a social problem in which West Germans (Wessis) were perceived by foreigners as well as most West

Christology Essay Example | Topics and Well Written Essays - 3000 words

Christology - Essay Example Although all attempts to categorize the views of others risk oversimplification, it is nonetheless necessary to distinguish between and categorize different approaches if we are to evaluate them briefly and effectively. What does this say about Christian mission I do not mean to suggest that evangelization is incompatible with respectful dialogue -- quite the opposite. Although evangelizing calls at times for clarity about the faith that informs Christian action, evangelizing is not the same thing as proselytizing. To evangelize is to witness to the Gospel, and very often the witness that is required is decency, cooperation in pursuit of the common good, and willingness to profess one's own faith truthfully (Haight, 2000, 103-112). In the context of interfaith dialogue, witness to the Gospel should lie precisely in refusing to take advantage of the situation to make converts. But this is the nub of the problem, since it is precisely the content of the Gospel as it relates to dialogue that is in question. (Sobrino, 2002, 42-48) The refu Christology in Contemporary Christianity The refusal to proselytize can only be a witness to the Gospel if the Gospel itself warrants such a refusal. Christians have always understood the Good News as something which demands to be shared with everybody because the salvation it proclaims is addressed to everybody (Hill, 2004, 93-100). If there are times and situations when going out of one's way to make converts is to be avoided for the sake of the Gospel itself, this can only be because the Gospel vision places a high value on respectful dialogue, even on a dialogue that is prepared to continue interminably with no agreement in view. Thinking along these lines, we might say that in Christ the presence of the alien is welcomed and the fact of difference is embraced-this is the Good News that is proclaimed by Christians when they not only live peaceably with nonbelievers but seek fellowship and common cause with followers of any tradition that honors the stranger and says yes to difference. But if significance (or even the me re assumption of religious superiority) is the natural fruit of Christian faith, then the Gospel I have just described cannot be the Christian Gospel. (Snyder, 1988, 54-62) We can also turn this around and say that if philosophical significance does not belong to the essence of Christianity, what we are left with is a Christian Gospel that demands that the church forswear all claims to spiritual privilege, and rejoice as it does so. So, where does the Christian Gospel really stand with respect to philosophical significance As I have suggested, the New Testament itself is unable to decide the question, since it can be read both ways. This collection of mid-to-late first-century texts with widely varying and at times contradictory theological agendas is unified by its persistent claim that Jesus is the Messiah (Snyder, 1988, 54-62). Some would add that it is also unified by the importance implied in this claim about Jesus.

Experiment to find the concentration of the ethanedioic acid Essay Example for Free

Experiment to find the concentration of the ethanedioic acid Essay I can use a gas collection to find the overall concentration of the acid mixture, and as I already have the concentration of H2C2O4 , I can simply minus that from the total concentration to get the concentration of the H2SO4. Both strong and weak acids will react with a metal, therefore I will react the acid mixture with magnesium metal. Quantities of chemicals to use As I have been told that the concentrations are approximately 0. 1 mol dm-3 H2C2O4 and 0. 2 mol dm-3 H2SO4, I can say that the total concentration is approximately 0. 1+0. 2=0. 3 mol dm-3. I am going to use 25cm3 of the acid mixture, therefore total moles of acid mixture is 0. 3 x 0. 025 = 0. 0075 moles H2SO4 + Mg == MgSO4 + H2 and H2C2O4 + Mg == MgC2O4 + H2 I need these in one equation so I can get the molar ratios, therefore I formed this ionic equation. 4H+ + 2Mg == 2Mg2+ + 2H2 The molar ratio between the acid mixture hydrogen is 4:2(2:1), therefore (0. 0075/2)x24000=90cm3, this is less than 250cm3, so will fit into the measuring cylinder. I must ensure the Magnesium is in excess. So if I use approximately 0. 1grams, moles of Mg = 0. 1/24. 3=0.0042moles but 1:2 ratio so multiply by 2 to get 0. 0084moles, therefore there is more moles Mg than acid so it is in excess. Ethanedioic acid is a highly poisonous carboxylic acid. It is corrosive and may cause burns. If it comes to contact with skin rinse with plenty of water immediately. Wear a lab coat to prevent exposure to skin. Specimen calculation If 22cm3 of KMnO4 was needed for the redox titration, then 0. 022 x 0. 05= 1. 110-3 moles of KMnO4 . Using 5:2 ratio of 5C2O42- 2MnO4- moles of H2C2O4 is (1. 110-3 /2) x5=2. 7510-3 moles, and finally to get concentration 2.7510-3 /0. 025=0. 11 mol dm-3. Which is almost 0. 1mol dm-3 as suggested the concentration was approximately. The above was all from experiment 1, and now to get the concentration of the Sulphuric acid was experiment 2. If the volume of gas collected was 80cm3, then moles of Hydrogen would be (80/1000)/24=0. 0033moles, however 4:2 ratio with acid so multiply by 2 to get 0. 0066moles, and as I used 25cm3 acid, concentration is 0. 0066/(25/1000)=0. 27mol dm-3. To get the H2SO4 concentration minus the H2C2O4 concentration (0. 11), 0. 27-0. 11=0. 16mol dm-3, this is close to 0. 20mol dm-3

Richard Rodriguez :: essays research papers

Close Reading "It mattered that education was changing me. It never ceased to matter. My brother and sisters would giggle at our mother’s mispronounced words. They’d correct her gently. My mother laughed girlishly one night, trying not to pronounce sheep as ship. From a distance I listened sullenly. From that distance, pretending not to notice on another occasion, I saw my father looking at the title pages of my library books. That was the scene on my mind when I walked home with a fourth-grade companion and heard him say that his parents read to him every night. (A strange sounding book-Winnie the Pooh.) Immediately, I wanted to know, what is it like?" My companion, however, thought I wanted to know about the plot of the book. Another day, my mother surprised me by asking for a "nice" book to read. "Something not too hard you think I might like." Carefully I chose one, Willa Cather’s My ‘Antonia. But when, several weeks later, I happene d to see it next to her bed unread except for the first few pages, I was furious and suddenly wanted to cry. I grabbed up the book and took it back to my room and placed it in its place, alphabetically on my shelf." (p.626-627) As seen in this paragraph of Richard Rodriguez’s autobiographical essay "Achievement of Desire", he looks back on his childhood remembering his family, friends, and himself. Although, he can only recall feeling anger and sadness at the fact that his parents were poorly educated. His feelings are first seen when he listens sullenly to his mother try and pronounce the word sheep correctly. It seems like he is angered at the not only his mother for not speaking correct English but also his siblings for not correcting her harshly. He adds beforehand that his brother and sister would giggle at her for pronouncing words wrong and that they would "correct her gently." Also Rodriguez feels emptiness, and sadness when his friend informs him that his parents read "Winnie the Pooh" to him every night and young Richard wants to know what it is like (being read to). What made him feel this emptiness or sadness was when his friend mistook his question and told him the plot of the book instead. "My companion, however, thought I wanted to know about the plot of the book." He wants to know what it is like to have educated parents that can read to him but that is not possible. Richard Rodriguez :: essays research papers Close Reading "It mattered that education was changing me. It never ceased to matter. My brother and sisters would giggle at our mother’s mispronounced words. They’d correct her gently. My mother laughed girlishly one night, trying not to pronounce sheep as ship. From a distance I listened sullenly. From that distance, pretending not to notice on another occasion, I saw my father looking at the title pages of my library books. That was the scene on my mind when I walked home with a fourth-grade companion and heard him say that his parents read to him every night. (A strange sounding book-Winnie the Pooh.) Immediately, I wanted to know, what is it like?" My companion, however, thought I wanted to know about the plot of the book. Another day, my mother surprised me by asking for a "nice" book to read. "Something not too hard you think I might like." Carefully I chose one, Willa Cather’s My ‘Antonia. But when, several weeks later, I happene d to see it next to her bed unread except for the first few pages, I was furious and suddenly wanted to cry. I grabbed up the book and took it back to my room and placed it in its place, alphabetically on my shelf." (p.626-627) As seen in this paragraph of Richard Rodriguez’s autobiographical essay "Achievement of Desire", he looks back on his childhood remembering his family, friends, and himself. Although, he can only recall feeling anger and sadness at the fact that his parents were poorly educated. His feelings are first seen when he listens sullenly to his mother try and pronounce the word sheep correctly. It seems like he is angered at the not only his mother for not speaking correct English but also his siblings for not correcting her harshly. He adds beforehand that his brother and sister would giggle at her for pronouncing words wrong and that they would "correct her gently." Also Rodriguez feels emptiness, and sadness when his friend informs him that his parents read "Winnie the Pooh" to him every night and young Richard wants to know what it is like (being read to). What made him feel this emptiness or sadness was when his friend mistook his question and told him the plot of the book instead. "My companion, however, thought I wanted to know about the plot of the book." He wants to know what it is like to have educated parents that can read to him but that is not possible.

Critical Infrastructure Protection Essay

The mission of the Department of Homeland Security is stop acts of terrorist within the United States, not have the United States be vulnerable to terrorist attacks, and reduce the damage to the United States if there would be a terrorist attack. Since this department inception in 2003, the Department of Homeland Security has a component in place to support its mission and has been a member of the U.S. Intelligence Community. In July of 2005, the DHS was reorganized and called the Second Stage Review or â€Å"2SR†. The former Secretary of DHS, Michael Chertoff, began a strengthened office of Intelligence and Analysis (I&A) and made the Assistant Secretary for Information Analysis the Chief Executive Officer for that department. He also tasked I&A with ensuring that intelligence is coordinated, fused, and analyzed within the Department to provide a common operational picture; provide a primary connection between DHS and the IC as a whole; and to act as a primary source of infor mation for state, local and private sector partners. The Homeland Security Act of 2002, assigned the original DHS intelligence component—the Directorate of Information Analysis and Infrastructure Protection—with responsibility to receive, analyze, and integrate law enforcement and intelligence information in order to— â€Å"(A) identify and assess the nature and scope of terrorist threats to the homeland; (B) detect and identify threats of terrorism against the United States; and (C) understand such threats in light of actual and potential vulnerabilities of the homeland.† Congress also made information sharing a top priority of the new DHS intelligence organization, requiring it â€Å"to disseminate, as appropriate, information analyzed by the Department within the Department, to other agencies of the Federal government with responsibilities related to homeland security, and to agencies of State and local government and private sector entities, with such responsibilities in  order to assist in the deterr ence, prevention, preemption of, or response to, terrorist attacks against the United States (Randol, 2010)†. A critical infrastructure is defined as any facility, system, or function which provides the foundation for national security, governance, economic vitality, reputation, and way of life. In short, critical infrastructure is by definition essential for the survival of the nation. The US Patriot Act defines it as â€Å"systems and assets, whether physical or virtual, so vital to the United States that the incapacity or destruction of such systems and assets would have a debilitating impact on security, national economic security, national public health or safety, or any combination of those matters.† FEMA defines critical infrastructure as â€Å"personnel, physical assets, and communication (cyber) systems that must be intact and operational 24x7x365 in order to ensure survivability, continuity of operations, and mission success, or in other words, the essential people, equipment, and systems needed to deter or mitigate the catastrophic results of disasters.† Critical Infrastructure Protection (CIP) consists of all proactive activities to protect indispensable people, physical assets, and systems (especially communications or cyber systems) which are guided by a systematic and reliable decision making process which assists leaders to determine exactly what needs protection, where, and how. It is proactive in the same sense that mitigation in emergency management is proactive and goes beyond normal security, defensive postures. The basic steps of CIP consist of: identifying the critical infrastructures, determining the threats against those infrastructures, analyzing the vulnerabilities of threatened infrastructures, assessing the risks of degradation or loss of a critical infrastructure, and applying countermeasures where risk is unacceptable (â€Å"The Safety†, 2014). Within the Department of Defense, a streamlined command and control structure and growth of the cyber force in size and skills, including offensive capabilities, are required to effectively operate as well as to provide some deterrent to attack. Meanwhile, legal code for cybersecurity has not kept pace with technological developments. Comprehensive cybersecurity legislation is required—beginning with mandatory participation of critical infrastructure owners and operators in federal information-sharing programs in a way that incorporates appropriate safeguards for industry liability and citizen privacy—in order to completely  bridge the current public-private division of responsibilities for collective defense. Cybersecurity has grown to be a key issue for the administration and indeed for the nation in the last several years even though concern for the integrity of Critical Infrastructure (CI) functions was evident in the 1990s. For CI, which includes a range of sensitive data and performs valuable functions that support the health, safety, and economic vitality of our modern nation, the growth of networked connections in cyberspace has meant the introduction of new threat vectors to systems that were not des igned to securely connect to today’s Internet. Because improving the cybersecurity of CI encompasses such a large body of work, widely distributed across government and private sector entities, unity of effort is difficult to achieve. President Obama admits that â€Å"when it comes to cybersecurity, federal agencies have overlapping missions and don’t coordinate and communicate nearly as well as they should – with each other or with the private sector (La Bash and Landis, 2013)† The vulnerabilities that should concern IS professionals who protect the U.S.’s critical infrastructure is not having a system that would advise them of current, present, and future vulnerabilities. A system of this would be able to advise you of early indicators of vulnerability In order to accomplish this task, a survey of all operations should be undertaken. The survey should include: General Administrative Information, Management Awareness and Control Programs, Identification of Hazards/Potential rises; and Business Characterization. The ultimate benefits to be gained from this type of survey are in terms of identifying areas in need of attention, establishing a list of potential crisis situations, determining what commitments your organization is comfortable with and documenting current efforts. Once the survey program has been developed and implemented, it must be evaluated and kept up-to-date. This can be accomplished by reviewing actual responses and by conducting a detailed audit of each element of the business. The survey program is the initial step, toward reducing vulnerability. Next, you must organize the operation. The management chain is critical to this process. You must ensure that all levels of management become part of the program. (Sikich, 1998). Make a senior manager directly responsible to top management and the board of directors. The formal assignment of a senior manager to the position of â€Å"Crisis Management Programs, Director,† or some other appropriate title, can accomplish the initial portion of this item. Set aside specific time for reports on crisis management preparedness issues. This can be accomplished by preparing an agenda for senior staff and board of director meetings that includes a discussion of crisis management preparedness as a mandatory item. You have to give it more than lip service though. Also, you must make the discussion substantive. Provide more than the dull and tiring statistics on reportable accidents, etc. Communicate compliance through all levels of the organization through company policy and procedures. This can be accomplished through formal adoption of policy at the highest levels of the company. The Protecting Cyberspace as a National Asset Act, was introduced last June by Sen. Joseph Lieberman (I-Conn.) and revised in December by the Senate Committee on Homeland Security and Governmental Affairs. It calls for the formation of a National Center for Cybersecurity and Communications (NCCC) within the U.S. Department of Homeland Security (DHS) that would be responsible for protecting both federal computer networks and critical infrastructure owned by the private sector against cyber attacks. Although the White House already has broad wartime powers, making aspects of the proposed act redundant, opposition to the bill has centered on its provision to give the federal government the authority to define what is meant by â€Å"critical infrastructure.† According to the bill the government can â€Å"take measures to protect any computer system whose destruction or disruption of reliable operation would cause national or regional catastrophic effects.† This could include cutting off the system from the Internet. Owners of facilities labeled as critical infrastructure would be notified as soon as this designation is made. An owner could appeal this designation but, as the bill is currently written, the government would make the final decision to disconnect, which is not subject to judicial review (Greenemeier, 2011). References Greenemeier, L. (2011). What is the Best Way to Protect U.S. Critical Infrastructure from a Cyber Attack? Retrieved from http://www.scientificamerican.com La Bash, M. and Landis, C. (2013, August). Legal, Policy, and Organizational Impedients to the Protection of Critical Infrastructure from Cyber Threats. Retrieved from http://www.cmu.edu/mits/files/mits2-paths.com Randol, M. (2010, March). The Department of Homeland Security Intelligence Enterprise: Oper- Rational Overview and Oversight Challenges for Congress. Retrieved from http://fas.org/sgp/crs/homesec/R40602.pdf Sikich, G. (1998). Critical InfrastructureVulnerability. Retrieved from http://www.disaster-resource.com The Safety and Security of Critical Infrastructure. (2014, January). Retrieved from http://www.drtomoconnor.com/3430/3430lecto1a.htm

John Locke and the Declaration of Independence Essay

In 1689, John Locke published, what proved to be, a valuable document for the American Revolution as well as life in present day America, known as the Second Treatise of Government. In his document he creates a model of his ideal civil government, which is created by the people to ensure their â€Å"natural rights† of life, liberty, and property. This government may also be dissolved upon the decision of the people, when it is believed that the sovereignty has ceased to function properly. Locke’s model government is based on his idea of the â€Å"state of nature†; perfect freedom, the state all men are in naturally. This idea infers that all men will govern themselves accordingly; however chaos and anarchy would always occur. Men, in the â€Å"state of nature†, all have the drive and want to acquire more than which they already possess. Men, also, have the same capabilities of doing so, which ultimately creates conflict between men. This is where the idea of the â€Å"politic society† comes into play. The â€Å"politic society† is where men forfeit their individual right to govern themselves, and instead create a â€Å"social contract† amongst one another. The â€Å"social contract† is a binding agreement between the government and the governed, in which the governed agree to sacrifice their individual political power and obey laws, while the government agrees to provide protection of property and enforce/create laws th at promote the common good. The government is prohibited from doing which the governed does not consent nor comply with. Once government goes above or beyond its prescribed capabilities, it is then that it should be dissolved. Locke insists the government may be dissolved in any instance, if does not receive consent from its governed during: legislative alteration, executive hindering its legislative, alteration of elective process the executive, failure to enforce existing laws, and subjection to foreign powers. It is evident that, while Thomas Jefferson was formulating his document, The Declaration of Independence, he was highly influenced by Locke’s views within his Second Treatise of Government. In fact, the preamble to The Declaration of Independence encompasses Locke’s ideas of the â€Å"state of nature† and the â€Å"politic society† as demonstrated here: â€Å"We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life liberty and the pursuit of happiness; that, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing it powers in such form, as to them shall seem most likely to affect their safety and happiness.† This is directly parallel to what Locke states in his Second Treatise to the Government, with the insertion of property in place of happiness, when he says: â€Å"Men being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent†¦Ã¢â‚¬  Another instance of parallelism is within the Declaration of Independence’s list of grievances and Locke’s grounds for dissolution. Jefferson states that: â€Å"He (The King of Great Britain) has refused his assent to laws, the most wholesome and necessary for the public good. He has refused for a long time, after such dissolution, to cause others to be elected†¦ He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people†. All of these grievances are considered by Locke, to be just reasons for the dissolution of the current government. Even though, both documents appear to be quite similar, there is a slight difference. Locke’s views are more individualistic. He concentrates on the rights and duties of the individual. While on the other hand, Jefferson’s main focus is on the government and its rights and limitations. Both proved to be highly effective in each owns instance. Case in point, on July 4, 1776, that The Declaration of Independence was formally adopted by the Continental Congress and the American Revolution officially began. Another important issue to be discussed is slavery. In the Second Treatise of Government, Locke maintains that the â€Å"perfect condition of slavery† is based upon consent. That â€Å"man is to be free from any superior power on earth, and not to be under the will or legislative authority of man, but to have only the law of nature for his rule† yet† having by his fault forfeited his own life by some act that deserves death, he to whom he has forfeited it may, when he has him in his power, delay to take it and make use of him to his own service†¦Ã¢â‚¬  Locke essentially is saying slavery is a consensual debt to someone and should not be used in any other instance. The topic of slavery was not included within the embodiment of The Declaration of Independence. In America, slavery was not consistent with Locke’s view of doubtful servitude. Instead, slaves were brought over from other countries, or born into it themselves and it became a common, harsh way of life for African Americans of that time. A prime example would be Frederick Douglass; a self educated, escaped slave, who was a part of the abolitionist movement during the pre-civil war era. He believed that the Declaration of Independence, the document itself and its ideas, did not apply to he and his people, for they were not free. In his oration, what to Say to the Slave is the Fourth of July, he declares that: â€Å"I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common— the rich inheritance of justice, liberty, prosperity and independence†¦ is shared by you and not by me.† It is clear that Frederick Douglass shows a great deal of discontent towards the 4th of July and what it represents to Americans because it doesn’t represent anything for African Americans but after a great deal of effort and a civil war, slavery was abolished in 1868 with the 14th Amendment to the Constitution. During the abolitionist movement, there was another prominent cause in America, the women’s movement. The women of the time, Lucretia Mott for example, felt that women shared a similar cause with the African Americans, in that they were treated unfairly and suffered from inequality in society. They wanted equal rights, mainly the right to vote. The Declaration of Sentiments and Resolutions was a Mott’s response to the Declaration of Independence; a parody of the rights of man, the Caucasian man in particular. It is in this document that she demonstrates how women are deprived of the rights to liberty, justice, and property. After many rallies and protest, women were granted the right to vote in 1919 under Amendment XIX. The next great movement of America’s history was the Civil Rights Movement. This forged many great leaders such as Malcolm X and Dr. Martin Luther King Jr. Both men shared t opposite views on which actions to take to promote their cause. Dr. King advocated the non-violent approach. He and his followers held rallies and protests and tried to educate America about this current state of inequality and segregation through pamphlets and orations. One of Dr. King’s most famous pieces was a Letter from a Birmingham Jail. He too, like Mott, used words in order to express the current condition of deprivation of life, liberty, and property. All of these great movements would have been impossible, if it were not for Locke’s Second Treatise of Government. This document created what became a domino effect of social revolutions in the post years after its publication and is a valuable source of model democratic system still today.

Human Rights Issues and Terrorism

Human Rights Issues and Terrorism The concept of human rights was first expressed in the 1948 Universal Declaration of Human Rights, which established recognition of the inherent dignity and inalienable rights of all members of the human family.   Human rights are relevant to terrorism as concerns both its victims and its perpetrators. The innocent victims of terrorism suffer an attack on their most basic right to live in peace and security. The suspected perpetrators of attacks also have rights, as fellow human beings, in the course of their apprehension and prosecution. They have the right not to be subject to torture or other degrading treatment, the right to be presumed innocent until they are deemed guilty of the crime and the right to public trial. The War on Terror Focused Human Rights Issues The Al Qaeda attacks of September 11, the subsequent declaration of a global war on terror, and the rapid development of more stringent counter-terrorism efforts have pitched the issue of human rights and terrorism into high relief. This is true not only in the United States but in a number of countries who have signed on as partners in a global coalition to crack down on terrorist activity. Indeed, following 9/11 a number of countries that routinely violate the human rights of political prisoners or dissidents found tacit American sanction to expand their repressive practices. The list of such countries is long and includes China, Egypt, Pakistan, and Uzbekistan. Western democracies with long records of an essential respect for human rights and institutional checks on excessive state power also took advantage of 9/11 to erode checks on state power and undermine human rights. The Bush Administration, as the author of the global war on terror has taken significant steps in this direction. Australia, the UK, and European countries have also found advantage in restricting civil liberties for some citizens, and the European Union has been accused by human rights organizations of facilitating the rendition- the illegal detention and transport of terrorist suspects to prisons in third countries, and where their torture is all but guaranteed. According to Human Rights Watch, the list of countries who found it to their benefit to use terrorism prevention to intensify their own crackdown on political opponents, separatists and religious groups, or to advance unnecessarily restrictive or punitive policies against refugees, asylum-seekers, and other foreigners immediately following the 9/11 attacks includes: Australia, Belarus, China, Egypt, Eritrea, India, Israel, Jordan, Kyrgyzstan, Liberia, Macedonia, Malaysia, Russia, Syria, the United States, Uzbekistan and Zimbabwe. Human Rights for Terrorists Are Not at the Expense of Victims Rights The focus by human rights groups and others on the preservation of terrorist suspects human rights may seem jarring, or as if that focus comes at the expense of attention to the human rights of terrorisms victims. Human rights, however, cannot be considered a zero-sum game. Law Professor Michael Tigar put the issue eloquently when he pointed out  that governments, because they are the most powerful actors, have the greatest capacity for injustice. In the long term, an insistence that all states prioritize human rights and prosecute illegitimate violence is the best defense against terrorism. As Tigar puts it, When we see that the struggle for human rights in all the world is the surest and best means to prevent and to punish terrorism properly so-called, we then understand what progress we have made, and we will see where we need to go from here. Human Rights and Terrorist Documents The Universal Declaration of Human RightsHuman Rights Watch list of countries violating rights in the name of anti-terrorismHuman Rights and Terrorism Commission on Human Rights resolution 2003/37Protection of Human Rights and Fundamental Freedoms while Countering Terrorism

Express Quantity in English for Beginning Speakers

Express Quantity in English for Beginning Speakers There are many phrases used to express quantities and amounts in English. In general, much and many are the  standard quantifiers  used to express  large quantities. Which expression you use will often depend on whether the noun is countable or uncountable, and whether the sentence is negative or positive. While much and many are among the most common, the following expressions are often used in place of much and many, especially in positive sentences: A lot ofLots ofPlenty ofA great deal ofA large number of These expressions can are combined with of in the sense of most, many, or much. A lot of people enjoy listening to jazz. A great deal of time is spent understanding these issues. But note that much, most, and many do not take of. Most people enjoy listening to some type of music. Not: Most of  people... Much time is spent understanding math. Not: Much of time is spent ... Much Much is used with uncountable nouns: There is much interest in learning English around the world. How much money do you have? There isnt much butter left in the refrigerator. Much is used in negative sentences and questions, too: How much money do you have? There isnt much rice left. Note that much is rarely used in the positive form. English speakers generally use a lot of or lots of  with uncountable  nouns. We have a lot of time. Not: We have much time. There is a lot of wine in the bottle. Not: There is much wine in the bottle. Many Many is used with countable nouns: How many people came to the party? There arent many apples on the table. Note that many is used in the positive form, unlike much:   Andrew has a lot of friends / Andrew has many friends. A lot of my friends live in New York / Many of my friends live in New York. A Lot of / Lots of /  Plenty  Of A lot of and lots of can be used with both countable and uncountable nouns. A lot of and lots of are used in positive sentences: There is a lot of water in that jar. Hes got lots of friends in London. Note that generally speaking, lots of sounds less formal than a lot of.   A Little / A Few A little and a few  indicate a quantity or number. Use a little with uncountable nouns: There is a little wine in that bottle.   There is a little sugar in my coffee. Use a few with countable nouns. He has a few friends in New York. We bought a few sandwiches on our way to the park. Little / Few Little and few indicate a limited quantity. Use little with uncountable nouns: I have little money to spend. She found little time for work. Use few with countable nouns: He has few students in his class.   Jack finds few reasons to stay. Some Use some in positive sentences when there is neither a lot nor a little. Some can be used with both countable and uncountable nouns. We have some friends who work in Los Angeles.   Ive saved some money to spend on vacation this summer.   Any (Questions) Use any in questions to ask if someone has something. Any can be used with both countable and uncountable nouns: Do you have any friends in San Francisco? Is there any pasta left?   Note that when offering or requesting something use some instead of any  for polite questions. Would you like some shrimp? (offer) Would you lend me some money? (request) Any (Negative Sentences) Use any with countable and uncountable nouns in negative sentences to state that something doesnt exist. We wont have any time for shopping today. They didnt have any problems finding our house.   Enough Use enough  with countable and uncountable nouns to state that you are satisfied with the amount of something. She has enough time to visit her friends in Dallas. I think we have enough hamburgers for tomorrows grill.   Not Enough Use not enough when you are not satisfied with the amount of something. Im afraid theres not enough time to continue this conversation. There are not enough people working at the moment.   Each / Every Use each or every when referring to the individuals in a group. I think every person in this room would agree with me. Im sure each step of this process is important.   Large / Big / Vast / Huge Amount of Use these adjectives with amount of with uncountable and countable nouns to express large quantities. This form is often used to exaggerate just how much there is. There is a huge amount of work to be done to today. Tom has a vast amount of knowledge about the subject.   Tiny / Small / Minuscule Amount of   Use these similar adjectives with amount of to express very small quantities. This form is often used in exaggeration to express how little there is of something.   Peter has a small amount of patience, so dont joke around with him. There is a minuscule amount of time left to register. Hurry up!

Love.Write a blog in which you define double consciousness and how Essay

Love.Write a blog in which you define double consciousness and how race can affect your interaction with other groups - Essay Example Race has a significant influence on trust issues. Race will influence how certain people process information and will likely influence the way they chose to interact with other races. In addition, most young black people grow up being taught with a lot of emphasis about how their ancestors went through racial discrimination. To them this creates a sense of their own identity (Nunnally 55). This historical knowledge of racial discrimination tends to affect how blacks associate with the whites and other groups. Older black folks have more experience in terms of racial discrimination than younger blacks do. The concept of double consciousness still exists today even though it has taken a different look. The African Americans proclaim being victimized in public but stress on personal strength and initiative in private (McWhorter 13). Some black writers note that focusing on the achievement of African Americans seems to overlook the idea that being black is still a tragedy. The recent presidential election to some African Americans was more of a victory than an election in terms of racial

Corporate governance of Westpac Banking Corporation AUSTRALIA Essay

Corporate governance of Westpac Banking Corporation AUSTRALIA - Essay Example Corporate governance has become the buzz word and has accomplished in drawing a good deal of public interest because of its visible significance of corporations and society with respect to economic healthCorporate governance is a complex concept as it deals with many different economic happenings Looking at a broader perspective corporate governance can be regarded as a set of procedures, customs, guidelines, rules and regulations affecting the way a corporation is planned, directed, governed or controlled. It also includes the relationships among the stakeholders and the aims for which the corporation is managed. The main stakeholders involved are the shareholders, management and the board of directors. Along with employees, suppliers, customers, banks the environment and the community as a whole. As mentioned earlier corporate governance is a complicated and multi-dimensional subject. Corporate governance deals with issues of accountability and fiduciary duty, making sure all the guidelines and mechanisms are implemented for the safe guard of shareholders. Another focal point is to achieve optimize economic through corporate governance to emphasize on shareholders welfare.Westpac Banking Corporation was founded in Sydney, Australia, in 1817 as the Bank of New South Wales and merged with the Commercial Bank of Australia and changed its name to Westpac in 1982. Today, it is a leading provider of banking and financial services in Australia, New Zealand, and eight Pacific island nations. It is Australia's oldest bank and offers general banking services to retail, commercial, and institutional customers and provides investment management and insurance. Westpac has strived to reach the position today it has by focusing on such issues only establishing a strong relationship with the stakeholders. "Corporate governance is a field in economics that investigates how to secure/motivate efficient management of corporations by the use of incentive mechanisms, such as contracts, organizational designs and legislation. This is often limited to the question of improving financial performance, for example, how the corporate owners can secure/motivate that the corporate managers will deliver a competitive rate of return." [www.encycogov.com, Mathiesen [2002].] Companies are scored based on specific issues such as board composition, management remuneration, accounting treatment and transparency. [https://www.shareanalysis.com/asp/glossary.asp]. Westpac has always focused upon promoting corporate justice, precision and self-actualization. The corporate governance structure followed at Westpac specifies the proper allocation of rights and responsibilities of the board, managers, shareholders and other stakeholders and properly defines the rules and procedures for corporate decision making. Increased competition, stringent regulatory standards, and continuous change in customer wants and demands have put pressure on global banking companies like Westpac to develop creative and cost-effective business strategies. Some of the examples of how corporate governance is implemented at Westpac are as follows: (http://www.westpac.com.au/internet/publish.nsf/Content/WISEWP+Protection) SSL connection Internet Banking system uses a technology called Secure Sockets Layer (SSL). This creates a secure connection between the customer and the Westpac. This is a highly beneficial technology developed by Netscape, Microsoft and RSA Inc that is supported by most browsers. Encryption Westpac has employed precise security mechanisms to guarantee that the client's information and accounts are secured. The latest encryption technologies have been used to protect the data when being sent over the internet. Westpac Internet Banking uses certificates which generate security "keys" to verify the connectivity with Westpac banking. Every stakeholder has an account with all the details. As information sent between the browser and the Bank is encrypted, it makes it

Geography in the Arab region Essay Example | Topics and Well Written Essays - 750 words

Geography in the Arab region - Essay Example Though contested boundaries and territorial disputes are factors that are not solely typical to Middle East, these factors still assume an immense importance for the region in a strategic context because of the existence of immense petroleum and natural gas resources in this part of the world (Held 1). As per Michael T. Klare, almost 65 percent of the entire world’s unexploited petroleum wealth is located in this region (54). The magnitude of these oil reserves is expected to be approximately 673 billion barrels (Klare 55). So, it is both about money and political clout. Over time, the world is expected to get increasingly dependent on the Middle East oil reserves (Klare 57). As these oil reserves are expected to augment in value over time, many of the powers placed in this region may be tempted to develop hegemony over large tracts of this region through the use of military might (Klare 57). Some of the developed nations may resort to alternate methods to exercise influence o ver this oil wealth by forging alliances with the regional powers, which is readily feasible, considering the existence of multiple non-democratic and authoritarian regimes in the region (Klare 57). The long standing regional rivalries in the region are one more salient factor that has the potential to time and again jeopardize the regional stability. This refers to both Arab-Arab rivalries and the Arab-Israel rivalry. There exists little hope regarding the potential of the outside forces to help the regional enemies negotiate a way out, as most of the important external powers do have economic and strategic interests in the region. The United States tends to have vital economic interests in the region besides having related strategic interests like the survival of Israel and the withholding of regional energy reserves from the other competitive powers (Kemp & Harkavy 7).

Various Cause Effects Of Video Games Psychology Essay

Various Cause Effects Of Video Games Psychology Essay The most successful aspect of video games is that they provide a huge amount of human interaction through imagery and audio, thus encouraging the player to think and act quickly(Wolf, 2001, p15). This aspect makes video games different from any other forms of non-interactive media like television or radio. Video games give clear instructions about actions to be performed to reach particular levels in the game and instils a level of confidence and spirit of victory in its players. They also serve academic purposes and can be utilised as a powerful medium for educating children and youth in a very interesting and powerful manner. For example, video games involving driving can be used as a medium to teach players the traffic rules and penalties imposed if the rules are violated. Puzzle based video games give valuable practice lessons of time management, helps to sharpen specific skills needed to succeed in the game, encourages critical analysis and thought and improves cognitive abiliti es (Wolf, 2001, p17; Seller, 2006, p20). Social Video games have a part in influencing the social behaviour of young players especially children. The interactive gaming gives a virtual environment involving the player and his opponent which is essentially the computer system. In addition to promoting a level of healthy competition among players, the penalties imposed help to give due respect to fellow participants and encourages sportsman spirit to a great extent. Games which involve military contents can help to inculcate patriotism in youngsters as they are made to believe that they are protecting their country from rival attacks. Though there has been criticisms regarding the effect of video games in sparking criminal behaviour among youth, Jenkins (n.d.) observes that the hostile factors contributing to these acts are coming from unsound minds and disrupted families rather than interactive media. In fact, James Gees work highlights the benefits of using video games as effective media for logical problem solving and continuous improvement, thus improving the qualitative skills (Gee, 2001). Psychological Apart from providing relaxation and enjoyment, video games boost the players confidence level and raises curiosity as in most games, each level is exciting and cannot be seen unless the players pass all the previous stages. In children, the level of psychological development obtained leads to sharpening of memory and logical skills, increased mental development and simulation, making them tougher to face the challenges of the real world. Vices Contrary to the popular belief that video game players are just youngsters, Entertainment Software Association(ESA) has shown that 49% of game players are in the age range of 18-49 while the demographic statistics give 52% male and 48% female players (ESA, 2009, p3). The revenue obtained by video game sales in US was $11M in 2008 with Wii console games at the top according to NPD statistics (ESA, 2009, p10). Though the video game industry has flourished and sales figures have been accelerating over the last few decades, a lot of negative publicity has affected the popularity of interactive games to a large extent. Though there are many pros, the bad effects are so obvious and derogatory that they outweigh the advantages to a large extent. Medical The increasing popularity of video games is making more and more youngsters spend considerable amount of time and money in front of the gaming console or computer which has harmful medical effects arising due to addiction (Gunter, 1998, p31). The addiction can lead to childhood obesity as children will find no time for outdoor games which are healthy and provides relaxation and exercise to brain, mind and body. The strain caused by continuous exposure to harmful radiation from television affects a significant number of youngsters by ending up having problems with their eyes. The adult players are even more in danger as the addiction causes a change in lifestyle which trigger a variety of fatal illnesses from high cholesterol to heart attacks in addition to causing spinal alignment problems due to wrong posture. Psychological Most of the video games depict violence and the motto is to kill and succeed. Young minds are particularly interested in games involving violent attacks, abusive language and homicide. Different researches have been conducted in psychological aspects due to violent video games. Anderson et al. (2007, p12-39, p40-60) has described about the different kinds of aggressive behaviour exhibited by children based on which an aggression model is created. The effects of violence can arise from thefts for buying video games to thrills obtained from imitation of the shootings and attacks on innocent subjects. Continuous exposure to violent media has a profound influence on the mental balance of the young player, giving a very wrong impression that killing is winning. Social Recent reports have shown that an average time spent by a child playing console, arcade or home video games is almost 11-13 hours/week (Gentile, 2004, p1; Olson et al.,2007, p1). It means that they get little time for social interactions, academic reading and outdoor games. Decrease in peer association hinders development of social etiquettes, family ties and character. The social and emotional commitments are disrupted by over indulgence in interactive media leading to a set of humans devoid of emotions, respect or self-esteem. The increasing amount of violence and destruction involved in most games and the lonely atmosphere provided acts as detrimental to good social conduct. Stromberg (n.d.) has shown that almost 50% of popular games depict either fantasy or human violence to the extent that they encourage players to become less caring and friendly. According to Gentile Anderson (2003, p131-152), the tendency of aggressive behaviour is affected by repeated game play which often r eward the players for violence. Critical Analysis Wirth et al. (2003) has given that the virtual environment created by video games is essential to establish a spatial presence. But the impression of world as given by games has very little relation with the original real circumstances or actions. The violence and plan of action depicted in these scenarios, if practised in actual circumstances give horrendous repercussions for both the doer and the society. Some researches show video game learning as better to classroom learning in terms of memory retention (Moreno Meyer, 2000, p724) but it does not in any way substitute the knowledge obtained from books, classrooms or other interactive learning techniques but just complements them. The reason for success of video games has been described as the level of active control involved (Greenfield, 1984, p102). Active control often enables the player to decide on the course of action to be taken to fight the circumstances which gives them an uneven control and pseudo confidence that may urge them to enact similarly in a real situation. Moreover, the points gained during shooting or killing tends to glorify the violence depicted in games. The addiction to video games often leads to fits of anger and rows between the children and parents. The first rehabilitation centre for teenagers addicted to video games has been set up in London following the urge of parents (Taylor, 2010, p9). Parents have expressed concerns on the influence on video games on the psychological and social behaviour of children (Gunter, 1998, p35). Most video games have parental control through which the type, intensity and mode of play can be controlled by parents. But recent research has shown that only one-fifth of the parents are exercising their control over purchase of video games, with 55% of stores educating them on ratings (Walsh et al. 2003). Lee et al. (2009, p562) have put forward that the technological aspect has an influence on violent psychological behaviour in a way that a game played using less sophisticated graphics and audio do less harm. But here also, time is the deciding factor as continuous exposure to the virtual world even in low resolution graphics can cause psychological imbalance and health problems. Even though clear correlation between violent shooting attacks by teenagers and interactive gaming has not been established in all cases, the increase in vocal abuse and insensitiveness towards crime itself are appalling. American Health Associations research has given results stating that time spend by teenagers belonging to lower socio-economic status playing games was almost five fold than those of their educated and rich counterparts (ScienceDaily, 2008). This shows that education, and not money is the judging factor for use of technology. Conclusion