Client Needs Analysis Essays

Client Needs Analysis Essays Client Needs Analysis Essay Client Needs Analysis Essay Name: Course: Lecturer: Date: Client Needs Analysis 1. Introduction Currently, learning goes on everyday and everywhere. However, the formal learning is evaluated through examination. Examinations require a lot of work, starting from issuing of the examination, marking and compiling results for the students. With the increase in number of students and amount of work going up, this becomes quite hard. However, with the advancement of information technology, examination can be done online and results marked immediately to produce the score as soon as possible. Therefore, examinations being part of the learning process where normally students sit for them in classes, with information technology they can be taken from anywhere, and instead of waiting for long before results are out, they can also be gotten immediately after examination is done. Thus, it shortens the time it takes to take an exam and get results. However, to do this, it requires a strong software and program to support the whole process. The testing system should be in a position to: maintain a stock of multiple choice questions as well as answers, identify students’ details, and randomly generate tests on any subject area. The system should also be in a position to take answers from the students to the tests issued and store them as well as mark the results and generate reports while it notifies students of their results. The system should also keep all record of he tests including re-sit tests and the results. The documentation of the above-described systems is as follows. 2. Documentation The online testing system is a web-based application, which can be modified as well as customized in accordance to needs of any education institution. The software is designed to conduct tests or examinations to students from teachers without having them in examination rooms, for examinations such as admission exams, and it is time efficient. It provides a fully automated web-based tests software, online registration of students, automated creations of random questions tests, and a centralized control for the administrator. The system works by maintaining details of each student and provides an option of editing details when necessary. Each student has a password for accessing answers sheet, results and tests. The password is stored in the database in an encrypted form (MD5 hash) and provides authentication through sessions. Students can apply for their examinations and tests through the internet. The applications are evaluated and admissions from the qualified students are sent back to them. The candidates register for the tests, and after taking them, they send them in to wait for results. The examiners issues the results after the tests are submitted, and send back the results. This is an aim to reduce costs of examinations as well as time taken for examinations, resulting in efficacy of taking examinations. 2.1. Features of the system The system has many features considering most of the operations and applications can be customized depending on each individual institution. The features of the product or the necessities provided by the system are as listed below access of the database from anywhere anytime A question database built specifically for issuing tests and examinations, where the exams can be timed or un-timed. This requires one to answer questions within a specified time for the timed questions. an easy to navigate exam formatted database Administrators can upload questions to the database any time from anywhere The database generates the examinations automatically and randomly depending on student selection There is an option for editing, deleting or even re-using the tests whenever needed. study materials can be uploaded by the administrator for reference by the students students are in a position to view their results online through their passwords it offers a discussion boars for students to discuss issues and challenges Administrators are able to maintain blogs that can regularly update students on new studies as well as issues to look out. Students can post their questions on the blogs for the teachers to respond. This can also be posted to the discussion board for other students to contribute. Quantitative data can be gotten from the results since compiling and deriving graphs is easier, and any trend can be noted. The graphs can be for certain purposes such as showing how many students passed in the individual assessments, number of students passing in topical tests among others. It can offer an analysis through different parameters or even combine several parameters to make an analysis of students by the administrators. 2.2. Users This system is meant for students as the biggest user and the teachers, educators, and administrators. Students use the system for taking tests that otherwise would have to be taken in class or in examination rooms. The students will need to have access to the internet and have profiles in the database through which to access the examinations. The teachers on the other hand are the ones to upload the questions and answers to the database. They also require good skills in computers and languages in order to post what students can understand. Administrators and educators can use the system in the same way. The users of this system are not required to have technical knowledge of the system since all that is required is uploading and accessing information for the teachers and students. 2.3. Environment of Operation To make it possible to access the database from anywhere, it will require the system to run on the web, meaning users will access it using their browsers such as the Mozilla Firefox. Therefore, the system should be capable of running from any remote device of students or teachers using connection to the internet. However, this will be dependent on where the data is stored, whether in a local server, or external server. For a local server, the program will be run through a local machine that all can have access. However, for an external one, it will require using the browser. It will also be through ASP.Net, the 3.5 HTML versions together with JavaScript. The software can run by the Pentium 4 2.4 GHz hardware, with Windows Vista, or nay other compatible Windows such as SQL server 2008 Express Edition to be used as the database system while the development environment can be the 2008 visual studio. This can be used together with an inbuilt Microsoft Internet Information Services server in the whole process. 2.4. System requirements The interface of the external server can be designed using standard tools of the 2008 Microsoft Visual Studio Professional Edition. Macromedia Flash components contained in some interfaces could also be used, as well as message boxes where error messages can be shown. The hardware has also its requirements in order for the system to work with ease as listed below. there has to be a CPU, Central Processing Unit contained in a personal computer or a laptop, which is internal. A monitor for the CPU has to be present to show the information gotten by the computer. There has to be a keyboard and a mouse used for entering data and highlighting specific places on the monitor to issue commands to the computer. A printer could also be needed in case one needed to keep record of their results. Any printer as long as it is compatible with the computer in use it is okay. The other requirements are the software ones, which include the Microsoft Windows software, which could either be he 95, 98, XP Vista, and all the OS Microsoft windows. The system is compatible with most of the Microsoft software programs. The other software requirement is the ASP.Net. In addition, for the system, to work it requires some communication software, which can be the World Wide Web browsers, such as the Mozilla, Firefox, Internet Explorer, and Opera among others that are available. In addition to this, SMTP server and LAN Connection is required There are some non-functional requirements for the system that are designed to ensure quality and efficiency among the users. One of them is the performance requirement that requires the system to be capable of allowing access to its users, and synchronizing each user’s information with the database. Other requirements include security, where the system is supposed to ensure that only those with access can have access to the database, and no students can access the results of another student.

How to Add and Subtract Fractions 3 Simple Steps

How to Add and Subtract Fractions 3 Simple Steps SAT / ACT Prep Online Guides and Tips Adding and subtracting fractions can look intimidating at first glance. Not only are you working with fractions, which are notoriously confusing, but suddenly you have to contend with converting numerators and denominators, too. But adding and subtracting fractions is a useful skill. Once you know the vocabulary and the basics, you’ll be adding and subtracting fractions with ease. This guide will walk you through everything you need to know for adding and subtracting fractions, including some example problems to test your skills. Key Vocabulary for Adding and Subtracting Fractions Before we can get into the math for adding and subtracting fractions, you need to know the terminology. We’ll be using these terms throughout, so brush up on them to be sure you always know what part of the fraction we’re referring to. Fraction: A number that is not a whole number; a part of a whole. For our purposes, a fraction will refer to a number written with a numerator and a denominator, such as $1/5$ or $147/4$. Numerator: The top number in a fraction, reflecting the number of parts of a whole, such as the 1 in $1/5$. Denominator: The bottom number in a fraction, representing the total number of parts, such as the 5 in $1/5$. Common Denominator: When two fraction share the same denominator, such as $1/3$ and $2/3$. Least Common Denominator: The smallest denominator two fractions can share. For example, the least common denominator of $1/2$ and $1/5$ is 10, because the smallest number both 2 and 5 go into is 10. Pies make great fractions. How Do You Add and Subtract Fractions? Now that you have the vocabulary, it’s time to put that into action. You can’t simply add or subtract fractions as you would a whole number $1/4 - 1/2$ doesn’t equal $0/2$, for example. Instead, you’ll need to find a common denominator before you add or subtract. There are many ways to find a common denominator, some of which are easier or more efficient than others. One of the easiest ways to find a common denominator, though not necessarily the best, is to simply multiply the two denominators together. For example, a possible least common denominator for $1/2$ and $1/12$ would be 24, which you find by multiplying the 2 denominator by the 12 denominator. You can solve a problem using the common denominator of 24 using the steps below, but if you do, you’ll run into a problem- your fraction will need to be reduced. To eliminate the need to reduce once you’ve added or subtracted, instead try to find the least common denominator. Sometimes that will be the same as multiplying two denominators together, but it often won’t be. However, finding the least common denominator isn’t hard- you’ll just need to be familiar with your multiplication tables. For example, let’s try to find the least common denominator, rather than just a common denominator, for the same fractions we used above: $$1/2\: \and \: 1/12$$. To do this, list out a few multiples of each denominator Multiples of 2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 Multiples of 12: 12, 24, 36, 48, 60 Then, look at both lists of multiples and find the lowest number both share. In this case, both 2 and 12 share the multiple 12. If we kept going, we would end up with other multiples they share, such as 24, but 12 is the smallest, meaning it’s the least common multiple. You can do this with any pair of numbers, though larger numbers may present more of a challenge. For adding or subtracting, you can always return to simply multiplying one denominator by the other if you’re having trouble finding the least common denominator, but do keep in mind that you will likely have to reduce. Fractions are the tastiest part of math. How to Add Fractions - Method 1 Now that you know how to find a common denominator, you’re ready to start adding and subtracting. Let’s return to the example of $1/2$ and $1/12$- in this case, let's look at this problem: $$1/2 + 1/12$$ Remember, you can’t add straight across; $1/2 + 1/12$ does not equal $2/14$. #1: Find a Common Denominator We’ll find the least common denominator first, since that’s generally the best way to go about it. We already did the work above, but as a reminder, you’ll want to write out a series of multiples of each number until you find a match. In this case, both 2 and 12 have a multiple of 12. #2: Multiply to Get Each Numerator Over the Same Denominator Always remember that anything you do to the denominator must also be done to the numerator. So let’s take a look at these two fractions we need to get over the denominator 12. $1/12$ is easy- it’s already over the denominator of 12, so we don’t have to do anything to it. $1/2$ will need some work. What number multiplied by 2 will equal 12? To rephrase that question as a problem we can solve, $2*?=12$. Or, even simpler, we can invert the operation to get $12/2=?$, which we can easily solve. So now we know that to go from a denominator of 2 to a denominator of 12, we need to multiply by 6. Again, remember that everything you do to the denominator needs to be done to the numerator as well, so multiply the top and bottom by 6 to get $6/12$. #3: Add the Numerators, but Leave the Denominators Alone Now that you have the same denominators, you can add the numerators straight across. In this case, that will mean that $6/12 + 1/12 = 7/12$. Ask yourself if you can reduce the fraction by diving both the numerator and the denominator by the same number. In this case, you can’t, so your answer is a simple $7/12$. How to Add Fractions- Method 2 Alternatively, we could simply multiply the two denominators together to find a different common denominator. This is a different way to solve the problem, but will end up with the same answer. #1: Multiply the Denominators Together No fancy tricks here- simply multiply 2 by 12 to get 24. That will be your common denominator. #2: Multiply to Get Each Numerator Over the Same Denominator Just as we did when we found the least common denominator, we’ll need to multiply both the top and bottom number of each fraction. In this case, use inverse operations to find out what number you’ll need to multiply. If $1/2$ needs to be $?/24$, you can do $24Ã ·2$ to figure out what number you’ll need to multiply by- 12. Multiply the top and the bottom by 12 to get $12/24$. Repeat the process with $1/12$. If $1/12$ needs to be $?/24$, solve $24Ã ·12$ to get 2. Now multiply the numerator and denominator of $1/12$ by 2 to get $2/24$. #3: Add the Numerators Together Now you can simply add straight across. $$12/24 + 2/24 = 14/24$$. #4: Reduce Here’s where the extra step comes in. $14/24$ is not a fraction in its lowest form, so we’ll need to reduce it. To reduce, we need to divide both the numerator and the denominator by the same number. To do so, we’ll need to find the greatest common factor. Much like finding the least common multiple, this means listing out numbers until we find two factors that both the numerator and the denominator have in common, excluding 1, like so: 14: 2, 7 24: 2, 3, 4, 6, 8, 12 What number do they have in common? 2. That means that 2 is our greatest common factor, and therefore the number we’ll be dividing the numerator and denominator by. $14Ã ·2=7$ and $24Ã ·2=12$ giving us the answer of $7/12$. The answer is the same as when we solved using the least common multiple, and can’t be reduced any further, so that’s our final answer! If you ever find yourself writing out lots of factors without much luck, there are some quick ways to figure out potential factors. If a number is even, it can be divided by 2. If you can add a number's digits a number that is divisible by 3, the number is divisible by 3- such as 96 ($9+6=15$ and $1+5=6$, which is divisible by 3). If the number ends in a 5 or a 0, it is divisible by 5. If you’re not sure when to stop looking for factors, subtract the smaller number from the larger one. That number will be the largest possible common factor, but not the greatest common factor itself.For example, let’s take 50 and 32. Sure, we could just divide both by 2 and keep reducing from there, but if you do $50-32$ you get 18, telling us to stop looking for the greatest common factor once we hit 18.In practice, that looks like this:50: 2, 5, 1032: 2, 4, 8, 16Instead of continuing on, we know to stop when the next factor would be 18 or above, stopping us from spending more time figuring out factors we don’t need. We can see a lot quicker that the greatest common factor is 2 and move on with the problem! $1/1 - 1/? = yum$ How to Subtract Fractions Once you’ve mastered adding fractions, subtracting fractions will be a breeze! The process is exactly the same, though you’ll naturally be subtracting instead of adding. #1: Find a Common Denominator Let’s look at the following example: $$2/3-3/10$$ We need to find the least common multiple for the denominators, which will look like this: 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 10: 10, 20, 30 The first number they have in common is 30, so we’ll be putting both numerators over a denominator of 30. #2: Multiply to Get Both Numerators Over the Same Denominator First, we need to figure out how much we’ll need to multiply both the numerator and denominator of each fraction by to get a denominator of 30. For $2/3$, what number times 3 equals 30? In equation form: $$30Ã ·3=?$$ Our answer is 10, so we’ll multiply both the numerator and denominator by 10 to get $20/30$. Next, we’ll repeat the process for the second fraction. What number do we need to multiply by 10 to get 30? Well, $30Ã ·10=3$, so we’ll multiply the top and bottom by 3 to get $9/30$. This makes our problem $20/30-9/30$, which means we’re ready to continue! #3: Subtract the Numerators Just as we did with addition, we’ll subtract one numerator from the other but leave the denominators alone. $$20/30-9/30=/30$$. Since we found the least common multiple, we already know that the problem can’t be reduced any further. However, let’s say that we just multiplied 3 by 10 to get the denominator of 30, so we need to check if we can reduce. Let’s use that little trick we learned to find the greatest possible common factor. Whatever factors and 30 share, they can’t be greater than $30-$, or 19. : 30: 2, 3, 5, 6, 10, 15 Since they don’t share any common factors, the answer cannot be reduced any further. $1/10$pizza is still $10/10$ tasty. Adding and Subtracting FractionsExamples Let’s go over a few more sample problems! $$8/15-4/9$$ #1: Find a common denominator 15: 15, 30, 45, 60 9: 9, 18, 27, 26, 45 #2: Multiply to get both numerators over the same denominator $$45/15=\bo3$$ $$8Ã ·3=24$$ $$15*3=45$$ $$24/45$$ $$45Ã ·9=\bo5$$ $$4*5=20$$ $$9*5=45$$ $$20/45$$ #3: Subtract the numerators $$24/45-20/45=\bo4/\bo45$$ $$6/+3/4$$ #1: Find a common denominator : , 22, 33, 44 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44 #2: Multiply to get both numerators over the same denominator $$44Ã ·=\bo4$$ $$6*4=24$$ $$*4=44$$ $$24/44$$ $$44Ã ·4=\bo$$ $$3*=33$$ $$4*=44$$ $$33/44$$ #3: Add the numerators $$24/44+33/44=\bo57/\bo44$$ or $$\bo1 \bo13/\bo44$$ $$4/7-/21$$ #1: Find a common denominator 7: 7, 14, 21 21: 21, 42, 63 #2: Multiply to get both numerators over the same denominator $$21Ã ·7=\bo3$$ $$3*4=12$$ $$3*7=21$$ $$12/21$$ $/2$ is already over 21, so we don’t have to do anything. #3: Subtract the numerators $$12/21-/21=\bo1/21$$ $$8/9+7/13$$ #1: Find a common denominator 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 7 13: 13, 26, 39, 52, 65, 78, 91, 104, 7 #2: Multiply to get both numerators over the same denominator $$7Ã ·9=\bo13$$ $$8*13=104$$ $$9*13=7$$ $$104/7$$ $$7Ã ·13=\bo9$$ $$7*9=63$$ $$13*9=7$$ $$63/7$$ #3: Add the numerators $$104/7+63/7=\bo167/\bo7$$ What’s Next? Adding and subtracting fractions can get even more simple if you start converting decimals to fractions! If you're unsure what high school math classes you should be taking, this guide will help youfigure out your schedule to be sure you're ready for college! Now that you're an expert in adding and subtracting fractions, challenge yourself by learning how to convert Celsius to Fahrenheit!

Challenges of International Banks Essay Example | Topics and Well Written Essays - 3000 words

Challenges of International Banks - Essay Example Banks have been in competition and have been making efforts to become larger either by organic growth or by mergers and acquisitions and international banking have largely become associated with thinking big with an Economist survey analyzing how size of banks matter although banks go through various structural and functional changes and with their shifting shapes and sizes, the volatility of banks may be a factor in winning markets and market share (Economist, 2006). Ten commercial banks in America control 49% of the country's banking assets and mergers have been the buzz word in the US with removal of barriers between banks and insurance companies. Using strategy as the relevant point of discussion here, I will suggest how strategy focused on matching an organization's assets and capabilities with the external relationships and environment. Here the course models from B820 and concepts could be used to show how by placing strategy at the centre of analysis a clear relationship coul d be drawn between banks/financial organisations and the external environment. The questions of size and ownership have been taken by the Economist survey to suggest that big banks tend to get bigger with mergers, acquisitions and organic growth. However it is worthwhile to ask what are the limitations to this process, and big banks tend to have bigger shares in the market and commercial banking around the world remain preoccupied with matters of size and ownership. The Economist article referred here asks whether the future bank is expected to be ten times bigger than HSBC or the Citibank. However some of the recent bank mergers in the financial environment have destroyed shareholder value and usually the medium sized banks are prized highly by stock markets. Procurement, systems, operations, research and marketing are some of the areas on which the banking industry seems to depend on (Economist, 2006). However when diseconomies of scale creep in, there are also concealed risks and failure of internal controls, however related lines of business can create opp ortunities for each other. Usually banking companies are affected by external environment to the extent that the global economy calls for merger and acquisitions to help the bank gain a larger size in the market. This all relate to the B820 models and theories studied. Survival and prosperity depend on the solutions to questions such as: which products or services to offer; whether to pursue single or multiple lines of business; which markets or clients to aim for; whether to limit activities to local markets or expand internationally; how to acquire appropriate technologies, knowledge, finance and human resources; and which skills and capabilities to develop that will be relevant to your competitive strengths now and in the

TORT LAW Essay Example | Topics and Well Written Essays - 2500 words

TORT LAW - Essay Example The status of the entrant is quite easily that of a lawful visitor where it is due to an express provision. It has been held by Scrutton LG that ‘when you invite a person into your house to use the stairs, you do not invite him to slide down the banisters’. In respect of Florence the situation is quite clear as she was a lawful visitor and the warning clearly did not restrict access to the place. In respect of the common duty of care section 2 of the OLA 1957 provides that ‘an occupier of premises owes the same duty, the common duty of care to all his visitors except in so far as he is free to and does extend, restrict, modify, or exclude his duty to any visitor or visitor by agreement or otherwise’ and ‘the common duty of care is a duty to take such care in all circumstance of the care is reasonable to see that the visitor will be reasonably safe in using the premises for the purposes for which he is invite or permitted by the occupier to be thereâ₠¬â„¢. The duty was described by Lord Denning in Wheat as ‘simply a particular instance of the general duty of care which each man owes to his neighbour’. In respect of Florence it is clear that a common duty of care was owed to her by Eric whereby care should have been taken. The defences that are available in accordance with relevance would be that of section 2(3) whereby there is a defence of contributory negligence. A further defence is that of warning which if duly posted would lead discharge of duty of care or contributory negligence would come into play. In London Graving Dock Co. v. Horton2 it was held by the House of Lords where the significance of warning was recognized by the visitor then the liability of occupier would be absolved. However, s.2(4)(a) stated that all circumstances should be taken into consideration and a warning in itself should not be used to automatically exclude liability(Phipps v. Rochester Corporation)3. Where there is existent an excessi ve amount of danger then additional precautions should also be undertaken by the occupier. In respect of the facts at hand clearly there was a possibility of injury being caused and this should have been thought of by Eric when getting the installation done. Furthermore, in respect of Florence since she was a lawful visitor and a duty of care was owed to her, warning in itself would not constitute to be exclusion of liability of Eric and therefore added precaution should have been taken. In lieu of the facts, Florence can claim for the injuries she has suffered and in respect of the broken glasses she can claim under the contract whereby loss to her has been caused. The only element whereby it can be argued is the fact that Coolit were hired as independent contractors by Eric, however, in that respect all necessary steps should have been undertaken by Eric so as to avoid any harm being caused to anyone, In respect of George a discussion on Occupiers Liability Act 1984 needs to be ma de. The Act deals with people who enter a trespasser. A duty would fall on the Occupier if three requirements as laid down under s.1(3) of the Act are satisfied. Firstly there must be awareness of danger by the occupier or reasonable ground to believe of its existence. Second, knowledge or reasonable grounds to believe that entrant is within vicinity of the danger or that he may enter into vicinity, finally, ‘the risk is one against which in all the circumstances

Physiological Changes Essay Example for Free

Physiological Changes Essay In order to compensate, more salt is added to the diet. This can contribute to, or exacerbate, a pre existing high blood pressure condition. Changes to the gastrointestinal system can seriously affect the overall body of an older adult. Reduced saliva and imbalanced stomach acid contribute to dehydration and bowel problems. Ulcers can result from the imbalanced stomach acid and limited movement. Sometimes these can become bad enough that surgery is necessary. Then, the person is exposed to a higher susceptibility of alternate infections and secondary problems. Decreased muscle mass causes a lack of physical strength and endurance. Overall body composition begins to change in the older adult. Fat in the body increases as muscle mass decreases. Joints stiffen as glucosamine is lost. Ligaments between bones loosen. When an older person tries to walk, just as they did before, they can likely have a fall. This can lead to broken bones. Within the body’s organ system, plaque begins to build up in arterial walls. Increased blood pressure causes the heart to work harder. This is one explanation for the decreased energy and stamina in older adults. With decreased circulation comes a lack of oxygen throughout the entire body system. Dry skin and general forgetfulness becomes common in the older adult. Cognitive decline begins to happen along with the physical changes occurring with age. Illness, disease, memory loss, and changes in a person’s environment can all contribute to physiological decline. Due to lack of physical exercise, proper hydration, and lack of oxygen, emotional stress becomes a serious issue. As stress levels increase, physical stress increases. This cycle becomes reciprocal in nature. Hormonal changes occur simultaneously. This can be detrimental to body’s ability to process vital nutrients in the dietary intake. The imbalance in hormone levels causes issues with insulin and glucose levels. Lack of hormonal balance and dehydration contributes to poorly maintained nerves. Stress is both a result of these changes and a contributor to them. Hearing loss impacts a person’s social abilities and can lead to isolation. Some older adults may be embarrassed at their lack of ability to hear or understand everyday conversation. They tend to withdraw from social opportunities and become susceptible to depression. Along with hearing loss, comes lack of vision. Cataracts, lack of sensitivity to light, and decreased blood supply to the retina all contribute to the inability to correctly see in one’s environment. This can lead to accidents within the living space. The last factor to consider is socioeconomic status. During retirement, income may decrease and medical costs increase. One of the first areas impacted is the affordability of food containing proper nutrition. Social events are not always accessible. These environmental changes coupled with the physiological changes can accelerate physical and mental decline. Supportive services do help to increase both longevity and the quality of life.

Casablanca :: essays research papers

Casablanca was a very interesting film. The first time that I watched it, I really had no idea what was going on. I found it a little hard to follow. But, after the second time around, a good portion of the movie became very clear to me. The setting takes place in Casablanca, Morocco and in Paris, France. At first the movie takes place in December 1941 at Rick Blaine's saloon in Casablanca. Rick has to deal with some illegal visa papers that he was given, and he hides them in the piano. Rick's former lover Ilsa comes with her husband Victor Laslo to the saloon. She is friends with the piano player Sam, and tells him to play the song As Time Goes By; Rick and Ilsa's "song." Rick comes in and yells at Sam to stop, and then he sees Ilsa. Then next scenes Rick is having a flashback to all the good times he had with Ilsa when they were in Paris, France. Rick and Ilsa are in love and plan to leave on a train to get married. Ilsa is really married to Victor, but she believes that he's dead. She finds out that he's alive and in a concentration camp right before she plans to leave with Rick. She doesn't go with Rick on the train and leaves him heartbroken. Then back in Casablanca Rick discovers that he's still in love with Ilsa. Rick tells his friend Louie, the police chief, about the illegal papers and plans to have him set up Victor to go to jail for having the papers so Ilsa and Rick can go to America. Rick decides that he can't go to America with Ilsa, because she'll regret it. Victor and Ilsa end up going to America on an airplane together. The most memorable scene of the film for me was when Ilsa comes back into Rick's life. She begs Sam to play As Time Goes By. He won't so she keeps saying, "Play it Sam..." When Sam does play the song Rick storms in and says, "I thought I told you to never play that again!" Then he looks up and sees Ilsa. They make eye contact and they remember all of their old feelings for each other. This scene is very emotional and you can tell exactly what they're both feeling. I think a filmmaker wanted to make this film to show what war can do to two people.

Physical restraints in special education Essay

Physical restraint is the use of physical force to significantly limit free movement of parts of the body or the whole body. It is a practice whereby people are rendered helpless or are kept in captivity through the use of straps, ropes, straitjackets, fetters, handcuffs and any other way of retraining people physically. In this regard, it should be done when a person poses threat property, self or others. In relation to special education, it is usually done to the students who as a result of their conditions may pose risks to themselves, the other students or even the staff (Magee & Ellis, 2001). There are reports to indicate that there are many allegations regarding abuse of physical restraint practices in schools. These involve cases where it is used even when the said children are not dangerous or physically aggressive to self o other people. Statistics show that between 1990 and 2009, investigators have found hundreds of allegations revolving around abuse, seclusion and restraint in both private and public schools. On the other hand, there is also evidence that some teachers are not fully trained on the techniques they should use regarding the same. While nineteen states lack the necessary regulations or laws on seclusion or restraint, only seven states have them. Most of the people who use these restraint and seclusion do not seem to understand the techniques involved and short and long term effects they have on the people they are used on. In most cases, parents and guardians have not consented to the techniques and are usually surprised that they are being used. There are more and more cases of teachers who are using physical restraint even before they have tried the other methods of instilling discipline to the students (Mohr & Anderson, 2001). The experts agree that it is a good method of restoring order in case of an emergency. However, they contend that this method should only be used as a last resort and not immediately. If the method is used properly, it can be effective according to experts. When all the other methods have been tried and they seem not to work, the teachers and other school staff members can use this method. Some states which are against the technique have banned it. Any other kind of restraint which has the potential to cause the death of the child or injure the child further is also prohibited in some states. They only allow it in the event that the safety of the staff member and the students is at risk as a result of the violent and challenging behavior of the student in question (Skoulos & Tryon, 2007). The trend however has been on the immediate use of physical restraint. The Massachusetts law on the same allow the use of physical restraints. Physical restraints should only be used during emergence situations after the failure of other techniques but should be used with caution. It requires schools to have written procedures for physical restraints and to conduct detailed training in their schools for the same. It claims that when non-physical interventions have failed and the behavior of the student continues to pose risks to self and others, then the teachers and other staff member can use physical restraints. However, it should never be used to respond to verbal threats, students’ rebuttal to comply with rules, disruption of school order or property destruction. It requires that in the event that the student shows distress as a result of using physical restraint, he should be released and medical assistance should immediately be sought (Magee & Ellis, 2001). There are some reasons as to why the staff members use physical restraints immediately compared to as a last resort. First is the fear of being injured. According to studies, once a person starts acting in a way which the society considers as abnormal, there is a high tendency of the people around such a person to run way for their own safety. This is usually like a reflex action and people in most cases think about it later. In this regard, when a student behaves abnormally, the teachers and other staff members try to help after the first shock. Due to the confusion about the potential consequences and their roles as staff members, they might lack other best ways of containing the situation. Most of them use physical restraints as they seek for other ways of helping such a student (Gersch & Gersch, 2002). Second is the fear that the student behavior might cause harm to him or the other students. Physical restraints help to control the situation until the staff member can come up with a better solution. In this case, most of the physical restraining involves holding the affected student and preventing him from causing harm. Once the student and the ones around him are safe, the staff member can think clearly of a better solution. Third is the issue of lack of training. Although most of the states which have allowed physical restraints have regulations regarding training about it, we still have many staff members who have not learnt on the way it is applied. They also lack the knowledge on other ways of dealing with abnormal behaviours of the student. When such a staff member is confronted with a situation whereby a student seems to lack control and poses threat to him or other people, the first think that is likely to come to mind is how to control such a student, mostly by holding the student down. In this case, the staff member ends up using physical restraints without first trying other methods. He can not use other methods because he has not been trained on the same (Thomas & Loxley, 2007). Using physical restraint immediately or as a last resort is not as major as its misuse. There have been very many cases regarding its misuse which have resulted into physical injuries or even death. For example, Annie’s son is evidence to the negative consequences of physical restrained on children who are uncontrollable. Her autistic son is claimed to have been acting out in school he was taken for a time out where the mother alleges that the school personnel had held him down since he ended with a broken collarbone. After some time the bone healed, however, the child had emotional damage and he kept asking the mother whether the person who broke his collarbone was taken to jail and the mother had to give a negative answer. After seven weeks, Annie’s son harmed himself and was admitted in a psychiatric hospital for two months (Day, 2002). This is only one case of misuse of physical restraints. There are other cases of the same which have resulted into the death of the victims. Such cases have brought controversy to the issue and many parents are now of the opinion that it should be totally banned for the fear of their children’s lives. The Council for Exceptional Children however is in support of physical restraint as a technique for dealing with the children who have behavioural cases. However, they still maintain that it should only be used as a last resort when such a child poses danger to self and to the people around him. The body recommends the establishment of regulations which would facilitate reporting of physical restraints to outside agencies (Ryan, Robbins, Peterson & Rozalski, 2009). The council is also in support of the same but recommends that research to be done on kids from all kinds of settings. The policy gives the indication to the availability of other methods which teachers can use to contain behavior. It is against the harm that may come to a child as a result of misusing physical restraint. The CEC’s recommendations regarding the same tallies with the Massachusetts law on the same (Jones & Timbers, 2003). Studies show that physical restraint has been used over a long time in medical institutions. This has been possible because there are guidelines for the same. However, in the case of physical restraint and schools, there are not such guidelines. Lack of commonly accepted guidelines in schools put the people who use in vulnerable position where they are often understood and at times abused. In this regard, the staff may not have the necessary skills to deal with children who have emotional outbursts or the kids who have behavioural problems. At times, such interventions are very important to deal with such cases as they help to prevent the behavior of students from increasing to harmful levels. Another issue which poses a problem regarding the use of physical restraints in school is the fact that it was thrust into public education mainstream without prior proper planning. This was partly due to the Act for education of the people with disabilities whose principles include serving the individuals who have special needs in an environment which is least restrictive. Nowadays, there are many children with behavioural and emotional problems being admitted in the public schools irrespective of the disability label. This implies that the issue of physical restraints move with them to the public schools and typical classroom and school settings. At the same time, the media has played part in creating a lot of attention regarding the issue and schools are now more than ever before required to show practices which are capable of containing the violent and challenging behavior. Many of them have therefore resulted into making use of physical restrain as one of the tools to ensure that the challenging behavior is contained. This produces another challenge in the sense that if the staff members are not well trained on physical restraint; they may end up causing more harm to the affected children. This leads to lawsuits from the affected children’s parents and other problems for the whole family (Mohr & Anderson, 2001). The way forward therefore would be to come up with many ways in which the violent or challenging behavior can be contained. Once this is done, schools should undertake thorough training of its staff members to ensure that they are well equipped with the right techniques. The training should not be based on physical restraints only. We have already discovered that there are many people who turn to physical restraints simply because they lack other methods of containing challenging behavior. The school staff should be trained in the various methods so that in case of an emergency, they have a variety to choose from. There are also many programs which are available for training people on physical restraints. These also teach different methods of problem solving and conflict de-escalation. They also teach the right procedures for the different approaches for the same. Schools should invest in such programs to ensure that their staff members are equipped with the right techniques and procedures of behavior control methods. They should also make sure that there is recurrent training so that the staff members always keep on toes regarding the same issue (Magee & Ellis, 2001). There should also be an extensive research on the use of physical restraints. Most of the studies have shown negative effects of physical restraints. Researchers claim that physical restraints are an effective tool for controlling behavior which is likely to lead to harm. However, most of them do not show how many cases have been successful as a result of using this method. If it is agreed to be an effective method, there should be evidence in support of the same. There are however numerous studies’ showing that physical restraint has been misused and it has led to escalation of the problems. There have been deaths, physical injuries, emotional and psychological harm as a result of using physical restraints. There have cases of children being unable to trust grow ups due to having being subjected to physical restraints by the same adults. In other words, there are many problems which have come up as a result of using physical restraints in schools. The efficacy of using physical restraints is largely in doubt or the research showing positive effects for the same are usually lacking. This means that it might not be as effective as people wish. In order to maintain conducive learning environments in addition to controlling violent and challenging behavior, schools need to come up with less harmful methods. On the other hand, if they wish to use physical restraints, they should be equipped with the necessary information which they are supposed to transfer to their staff members. This way, it might have positive effects on schools (Mohr & Anderson, 2001). Conclusion A restrictive school environment can be blamed for the use of physical restraints in schools. The intent was to use it as a last resort when all the other methods have failed. However, due to factors like fear and lack of skills in other methods of controlling violent behavior, people end up using it immediately there is violent behavior. This contributes to the major negative effects which come as a result. The schools which are willing to use it as one of the techniques should train the staff on the right procedures in order to reduce its misuse. This would give evidence that physical restraints can be an effective method to control challenging and violent behavior. Reference: Day, D. M. , (2002), Examining the therapeutic utility of restraints and seclusion with children and youth: The role of theory and research in practice. American Journal of Orthopsychiatry, 72, 266-278. Gersch, Irvine S. & Gersch, Adam, (2002), Resolving Disputes in Special Educational Needs: A Practical Guide to Conciliation and Mediation, RoutledgeFalmer Jones, R. J. & Timbers, G. T. , (2003), Minimizing the need for physical restraint and seclusion in residential youth care through skill-based treatment programming. Families in Society: The Journal of Contemporary Human Services, 04(1), 21-29. Magee, S. K. & Ellis, J. , (2001), The detrimental effects of physical restraint as a consequence for inappropriate classroom behavior, Journal of Applied Behavior Analysis, 34, 501-504. Mohr, W. K. & Anderson, J. A. (2001), Faulty assumptions associated with the use of restraints with children, Journal of Child and Adolescent Psychiatric Nursing, 74(3), 141-154. Ryan, Joseph B. , Robbins, Katherine, Peterson, Reece & Rozalski, Michael, (2009), Review of State Policies concerning the Use of Physical Restraint Procedures in Schools, Education & Treatment of Children, Vol. 32 Skoulos, Vasilios & Tryon, Georgiana Shick, (2007), Social Skills of Adolescents in Special Education Who Display Symptoms of Oppositional Defiant Disorder, American Secondary Education, Vol. 35 Thomas, Gary & Loxley, Andrew, (2007), Deconstructing Special Education and

Yeast Fermentation

The purpose of this experiment was to observe the process in which cells must partake in a respiration process called anaerobic fermentation and as the name suggests, oxygen is not required. This particular procedure, which Is catabolic meaning, it breaks down energy, can be present In to types of fermentation; alcohol In yeast or lactic acid in muscles. This Is a continued reaction from glycoside, where glucose Is broken down Into three carbon sugars.The products of alcohol fermentation are ethanol and carbon dioxide and the products produced by lactic acid fermentation is lactate. As we observed the effects of yeast fermentation, It Is Imperative to know that yeast makes energy through fermentation. Yeast fermentation was combined with several different saccharine such as glucose, sucrose, starch, and fructose. Dolled water was also included In this experiment as another variable. The control was simply a vial of yeast and distilled water at room temperature.Each vial was filled co mpletely with the mixture (the solution was composed of individual saccharine and water) and then the gap was measure in 2 minute increments. The spectrometer was set at a 600 mm absorbency and each vial was measure, once again, in every two minute intervals. The purpose of this experiment was to better understand the logistics behind the fermentation process. In tube one, the succinctness was fumigated. The second tube differed in the fact that there was boiled water, which is not a suitable living indention for yeast, and therefore the enzyme was denatured.There was no carbon dioxide produced when mixed with boiled water but without that variable's presence, there was a greater amount of carbon emission. Tube three had an added inhibitor so therefore the rate of reaction was considered slow which can be observed in figure 1-1 . Adding the inhibitor meant that the enzyme was occupied and not in absorbency. Tube four, the final tube, had the most substrate included and due to this, the enzyme had a chance to bind to an activation site despite the inhibitor.

Human Rights Violations in North Korea

Human Rights Violations in North Korea After World War II, Japanese-occupied Korea was divided in two: North Korea, a newly Communist government under the supervision of the Soviet Union, and South Korea, under the supervision of the United States. The North Korean Democratic Peoples Republic of Korea (DPRK) was granted independence in 1948  Ã¢â‚¬â€¹and is now one of the few remaining Communist nations. The population of North Korea is approximately 25 million, with an estimated annual per capita income of about US$1,800. The State of Human Rights in North Korea North Korea is in all likelihood the most oppressive regime on Earth. Although human rights monitors are generally banned from the country, as are radio communications between citizens and outsiders, some journalists and human rights monitors have been successful in uncovering details about the secretive governments policies. The government is essentially a dictatorshippreviously operated by Kim Il-sung, then by his son Kim Jong-il, and now by his grandson Kim Jong-un. The Cult of the Supreme Leader Although North Korea is generally described as a Communist government, it could also be characterized as a theocracy. The North Korean government operates 450,000 Revolutionary Research Centers for weekly indoctrination sessions, where attendees are taught that Kim Jong-il was a deity figure whose story began with a miraculous birth atop a legendary Korean mountain (Jong-il was actually born in the former Soviet Union). Kim Jong-un, now known (as his father and grandfather once were) as Dear Leader, is similarly described in these Revolutionary Research Centers as a supreme moral entity with supernatural powers. Loyalty Groups The North Korean government divides its citizens into three castes based on their perceived loyalty to Dear Leader: core (haeksim kyechung), wavering (tongyo kyechung), and hostile (joktae kyechung). Most of the wealth is concentrated among the core, while the hostilea category that includes all members of minority faiths, as well as descendants of perceived enemies of the stateare denied employment and subject to starvation. Enforcing Patriotism The North Korean government enforces loyalty and obedience through its Ministry of Peoples Security, which requires citizens to spy on each another, including family members. Anyone who is overheard saying anything perceived as critical to the government is subject to a reduced loyalty group rating, torture, execution, or imprisonment in one of North Koreas ten brutal concentration camps. Controlling the Flow of Information All radio and television stations, newspapers and magazines, and church sermons are government-controlled and focus on praise of the Dear Leader. Anyone who makes contact with foreigners in any way, or listens to foreign radio stations (some of which are accessible in North Korea), is in danger of any of the penalties described above. Traveling outside of North Korea is also forbidden, and can carry a penalty of death. A Military State Despite its small population and dismal budget, the North Korean government is heavily militarizedclaiming to have an army of 1.3 million soldiers (the fifth-largest in the world), and a thriving military research program that includes the development of nuclear weapons and long-range missiles. North Korea also maintains rows of massive artillery batteries on the North-South Korea border, designed to inflict heavy casualties on Seoul in the event of international conflict. Mass Famine and Global Blackmail During the 1990s, as many as 3.5 million North Koreans died of starvation. Sanctions are not imposed on North Korea primarily because they would block grain donations, resulting in the deaths of millions more, a possibility that does not appear to concern the Dear Leader. Malnutrition is almost universal except among the ruling class; the average North Korean 7-year-old is eight inches shorter than the average South Korean child of the same age. No Rule of Law The North Korean government maintains ten concentration camps, with a total of between 200,000 and 250,000 prisoners contained therein. Conditions in the camps are terrible, and the annual casualty rate has been estimated as high as 25%. The North Korean government has no due process system, imprisoning, torturing, and executing prisoners at will. Public executions, in particular, are a common sight in North Korea. Prognosis: By most accounts, the North Korean human rights situation cannot presently be solved by international action. The U.N. Human Rights Committee has condemned the North Korean human rights record on three different occasions in recent years, to no avail. Strict sanctions are of limited usefulness because the North Korean government has already demonstrated that it is willing to allow millions of its citizens to starve.Military action is not feasible, primarily because the artillery batteries maintained by the North Korean government along the demilitarized zone could literally result in millions of South Korean casualties. North Korean leaders have promised an annihilating strike in the event of U.S. invasion.North Korea maintains a stockpile of chemical weapons, and may also possess biological weapons.North Korea has augmented this threat with nuclear weapons development.North Korean missiles delivering chemical, biological, or nuclear munitions can reach South Korea, can almost certainly reach Japan, and are presently being tested for potential launch against the U.S. west coast.The North Korean government regularly breaks treaties, reducing the value of diplomacy as a human rights strategy. The best hope for North Korean human rights progress is internaland this is not a futile hope. Many North Korean citizens have gained access to foreign media and foreign radio stations, giving them​ a  reason to question national propaganda.Some North Korean citizens are even distributing revolutionary literature with apparent impunityas the governments loyalty enforcement system, fearsome though it is, is too bloated to function efficiently.The death of Kim Jong-il in 2012 has introduced a new generation of leadership, which may respond to international pressure in a more practical way.

Reflective Essay on American Literature

Reflective Essay on American Literature Reflective Essay on American Literature American literature is very rich in the past historical events that took place on this great continent. Many of the past generations witnessed the turnout of events from the time the continent was not yet independent to the time it became a sovereign entity. There were so many battles that were fought to build this country. For instance, the long and great Civil War in America took place from 1861-1865. Struggles took place off the battle field, as well. African Americans and the American Indians had to fight for their rights to be recognized. This is evident because there was no black national leader until recently when Obama was elected as the first African American president. American minority groups were deprived of their rights until in the 1960s when there was a federal registration enforcement of the Constitution that helped this group to have their rights protected. Many groups of Americans are responsible for writing American literature. The literature is valuable in letting generations know about their past and what their ancestors went through to build this great nation. American literature consists of many themes within a wide range of genres. The various groups that have dwelt in American contribute highly to the rich literature that is preserved in written and oral literature. Patriotic songs have been sung for generations and they, too, help to keep the literature of American alive and vibrant. Children sit by their grandparents’ side to listen to songs and stories about earlier America and how it evolved into make a world power. During the early of the 20th century, America became the world’s greatest power because of its entrepreneurship. In addition, there were numerous immigrants coming to the country who provided cheap labor. Being so rich in natural resources, the country was able to acquire an adequate amount of raw materials domestically for its industries producing many manufactured goods that were utilized domestically as well as exported. This contributed greatly to the thriving America economy. Certainly, America has com e far during the past 250 years and will continue to thrive. American literature is studied worldwide because America is a global power. As such, it has much influence on the political, social and economic factors of other countries. American literature is everywhere: in books, on stage, in the movies, in the lyrics set to music. Many of the world’s favorite authors come from America, and their written literature reflects much about the history and culture of America. Libraries are great places to find literature by all the great American writers. How to Write a Reflective Essay on American Literature: The purpose of a reflective essay is for the writer to examine his own growth in some way, such as being a student in a course. Because of the nature of the essay, it is not necessary to develop a thesis statement. Furthermore, writing in the first person â€Å"I† is acceptable. The writer examines his goals and his progress in achieving those goals. In addition, he identifies and discusses his strengths and weaknesses. If his reflection centers on his progress as a student, for example, he can discuss what he knew before entering the course, what he has gained from his experience in the course, and what interests might guide his future studies because of his participation in that course. In addition, he can discuss how he has grown as a student through participating in that course. For example, he might have discovered what works best for him in studying or retaining information or developing or comprehending a concept. Finally, the writer does not simply tell the reader how he has grown as a student. Instead, he shows it by providing examples of what he did or explanations of his thought process. In conclusion, the writer reminds the reader of how he has grown as a student. Feel free to contact writing company to get professional essay help from PhD and Masters degree writers. 100% original reflective essays with timely delivery.

Phases in Primary Education Essay Example | Topics and Well Written Essays - 4750 words

Phases in Primary Education - Essay Example This essay declares that corporal punishment in the classroom is a form of institutional child abuse. It does hurt and it can be destructive, both physically and emotionally. Therefore, as advocates for children, we must work to abolish its use. By revealing that certain beliefs about punishment are myths, that there are potential serious problems with the use of punishment, and that there are positive and effective alternatives of discipline, we hope that people can be moved to actively protest the use of corporal punishment in the classroom. Unfortunately, more than just facts are needed. The politics of change are also involved. A great deal of effort can go into dealing with bureaucratic systems, getting the attention of policy-makers, organizing support from a wide range of disciplines, and articulating related community issues. This project makes a conclusion that it is especially important to have the support of those who are directly involved with the issue, such as teachers (award-winning teachers typically do not use corporal punishment). The task may not be easy as communities frequently fail to protect their weakest citizens. The goal of eliminating corporal punishment in education is worth these difficulties. The classroom environment should be characterized by positive mutual regard and be free of abusing and demeaning acts. Until the practice of corporal punishment ceases, many children may never have the experience of learning in such a supportive, encouraging and safe environment.

Sport Organization Communications Proposal Term Paper

Sport Organization Communications Proposal - Term Paper Example The term communication now covers all the latter-day additions to the primitive trench or passageway: telegraph, telephone, radio, television and computer. The distinguishing feature of all these modern inventions is that they enable rapid communication between persons widely separated thus giving them the group name ‘telecommunications’ with ‘tele’ stemming from the Greek word far ‘far off.’ In broad terms, communication means that which is shared, the ‘commons’ as the English language flowered, communication stood for the action of sharing in the mental or non-material realm, especially in and through the use of words. Anything that links two or more persons or places has come to be communication as it has come to include the means as well as the primary activity itself, (Adair, 2009) Communication skills are essential in leading, managing and working others. Understanding the nature of communication is the foundation of effective communication and hence the skills required include speaking, listening, writing and reading. For effective communication, every individual needs a good grounding and ability in these skills, so it is a matter of sharpening and honing them in the context of the daily working life. The aspiration to lead or manage others need competency in these skills as communication is a brother and sister of leadership. Principles of good speaking, which are the same as the general principles of communication are being simple, prepared, clear, vivid and natural. These principles need to be tied firmly on the communication mast as they can be applied in every form of communication. According to Adair (2009), communication usually implies both intension and means and in a sharper focus can be said that it is essentially the ability of one person to make contact with another to make himself or herself understood. It can also be the process by which meanings are exchanged between