Mommy what does nigger mean essay free essay sample

Words themselves are innocuous; it is the consensus that gives them true power, Gloria Anally. This statement couldnt be truer. The validity of this here statement is the cause of conflict, in this story and our society as we know it today. There are many words in the average Americans vocabulary that can cause conflict when used, however none more than Niger. Its not the meaning of the word Niger that causes Issues, Its the agreement among different groups of people what the word means, hen, and how it is used.Anally begins telling her story of the first time she heard the word rugged. She starts by Informing us how growing up the word Niger was used In my presence, but It was set within contexts and Inflections caused It to register In my mind as something else. Therefore In the third grade when she was called a enlarger, It wasnt really the first time she had heard the word. We will write a custom essay sample on Mommy what does nigger mean essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However she states that even though the word had been used around her before, she didnt really hear It until It was used to MultiMate her: this is where the issue is presented.This is exactly why I hate this word. It was once used a word of disgust referring to black people. However now, mainly by the black community, we have adopted and changed the word into something we use as a term of generalization, endearment, and as a descriptive word. It is used by people every day all around the world, just as a word in their everyday vocabulary. Still though, as soon as it rolls off the tongue wrong, letters are rearranged, or Just comes out of the wrong persons mouth, it is no anger a word of endearment or generalization, but now a word of hate.Therefore I believe it would be better off if this word was no longer used. I believe Analogys essay was incredibly written in a style that was very persuasive. She began by introducing us to some very valid points having to do with the power of words and words versus writing. She then began telling her story, but instead of lumping right into the conclusion, she gave us background on her family and painted a very vivid picture in the readers mind.She include the use of pathos to appeal to the readers emotions which in a subject like the word Niger, people can be very emotionally effected. These are all things I observed and would like to incorporate Into my essay. Mommy what does Niger mean essay By Charbroiling issues, its the agreement among different groups of people what the word means, Anally begins telling her story of the first time she heard the word Niger.She starts by informing us how growing up the word Niger was used in my presence, UT it was set within contexts and inflections caused it to register in my mind as something else. Therefore in the third grade when she was called a Niger, it wasnt word had been used around her before, she didnt really hear it until it was used to humiliate her; this is where the issue is presented. And as a descriptive word. It is used by people every day all around the world, Just as jumping right into the conclusion, she gave us background on her family and painted into my essay.

The History of the English Language

The History of the English Language The story of English- from its start in a jumble of West Germanic dialects to its role today as a global language- is both fascinating and complex. This timeline offers a glimpse at some of the key events that helped to shape the English language over the past 1,500 years. To learn more about the ways that English evolved in Britain and then spread around the world, check out The History of English in 10 Minutes, an amusing video produced by the Open University. The Prehistory of English The ultimate origins of English lie in Indo-European, a family of languages consisting of most of the languages of Europe as well as those of Iran, the Indian subcontinent, and other parts of Asia. Because little is known about ancient Indo-European (which may have been spoken as long ago as 3,000 B.C.), well begin our survey in Britain in the first century A.D. 43- The Romans invade Britain, beginning 400 years of control over much of the island.410- The Goths (speakers of a now extinct East Germanic language) sack Rome. The first Germanic tribes arrive in Britain.Early 5th century- With the collapse of the empire, Romans withdraw from Britain. Britons are attacked by the Picts and by Scots from Ireland. Angles, Saxons, and other German settlers arrive in Britain to assist the Britons and claim territory.5th-6th centuries- Germanic peoples (Angles, Saxons, Jutes, Frisians) speaking West Germanic dialects settle most of Britain. Celts retreat to distant areas of Britain: Ireland, Scotland, Wales. 500-1100: The Old English (or Anglo-Saxon) Period The conquest of the Celtic population in Britain by speakers of West Germanic dialects (primarily Angles, Saxons, and Jutes) eventually determined many of the essential characteristics of the English language. (The Celtic influence on English survives for the most part only in place names- London, Dover, Avon, York.) Over time the dialects of the various invaders merged, giving rise to what we now call Old English. Late 6th century- Ethelbert, the King of Kent, is baptized. He is the first English king to convert to Christianity.7th century- Rise of the Saxon kingdom of Wessex; the Saxon kingdoms of Essex and Middlesex; the Angle kingdoms of Mercia, East Anglia, and Northumbria. St. Augustine and Irish missionaries convert Anglo-Saxons to Christianity, introducing new religious words borrowed from Latin and Greek. Latin speakers begin referring to the country as Anglia and later as Englaland.673- Birth of the Venerable Bede, the monk who composed (in Latin) The Ecclesiastical History of the English People (c. 731), a key source of information about Anglo Saxon settlement.700- Approximate date of the earliest manuscript records of Old English.Late 8th century- Scandinavians begin to settle in Britain and Ireland; Danes settle in parts of Ireland.Early 9th century- Egbert of Wessex incorporates Cornwall into his kingdom and is recognized as overlord of the seven kingdoms of the Angles and Saxons (the Heptarchy): England begins to emerge. Mid 9th century- Danes raid England, occupy Northumbria, and establish a kingdom at York. Danish begins to influence English.Late 9th century- King Alfred of Wessex (Alfred the Great) leads the Anglo-Saxons to victory over the Vikings, translates Latin works into English and establishes the writing of prose in English. He uses the English language to foster a sense of national identity. England is divided into a kingdom ruled by the Anglo-Saxons (under Alfred) and another ruled by the Scandinavians.10th century- English and Danes mix fairly peacefully, and many Scandinavian (or Old Norse) loanwords enter the language, including such common words as sister, wish, skin, and die.1000- Approximate date of the only surviving manuscript of the Old English epic poem Beowulf, composed by an anonymous poet between the 8th century and the early 11th century.Early 11th century- Danes attack England, and the English king (Ethelred the Unready) escapes to Normandy. The Battle of Maldon becomes th e subject of one of the few surviving poems in Old English. The Danish king (Canute) rules over England and encourages the growth of Anglo-Saxon culture and literature. Mid 11th century- Edward the Confessor, King of England who was raised in Normandy, names William, Duke of Normandy, as his heir.1066- The Norman Invasion: King Harold is killed at the Battle of Hastings, and William of Normandy is crowned King of England. Over succeeding decades, Norman French becomes the language of the courts and of the upper classes; English remains the language of the majority. Latin is used in churches and schools. For the next century, English, for all practical purposes, is no longer a written language. 1100-1500: The Middle English Period The Middle English period saw the breakdown of the inflectional system of Old English and the expansion of vocabulary with many borrowings from French and Latin. 1150- Approximate date of the earliest surviving texts in Middle English.1171- Henry II declares himself overlord of Ireland, introducing Norman French and English to the country. About this time the University of Oxford is founded.1204- King John loses control of the Duchy of Normandy and other French lands; England is now the only home of the Norman French/English.1209- The University of Cambridge is formed by scholars from Oxford.1215- King John signs the Magna Carta (Great Charter), a critical document in the long historical process leading to the rule of constitutional law in the English-speaking world.1258- King Henry III is forced to accept the Provisions of Oxford, which establish a Privy Council to oversee the administration of the government. These documents, though annulled a few years later, are generally regarded as Englands first written constitution.Late 13th century- Under Edward I, royal authority is consolidated in England and Wales. English becomes the dominant lan guage of all classes. Mid to late 14th century- The Hundred Years War between England and France leads to the loss of almost all of Englands French possessions. The Black Death kills roughly one-third of Englands population. Geoffrey Chaucer composes The Canterbury Tales in Middle English. English becomes the official language of the law courts and replaces Latin as the medium of instruction at most schools. John Wycliffes English translation of the Latin Bible is published. The Great Vowel Shift begins, marking the loss of the so-called pure vowel sounds (which are still found in many continental languages) and the loss of the phonetic pairings of most long and short vowel sounds.1362- The Statute of Pleading makes English the official language in England. Parliament is opened with its first speech delivered in English.1399 At his coronation, King Henry IV becomes the first English monarch to deliver a speech in English.Late 15th century- William Caxton brings to Westminster (from the Rhineland) the firs t printing press and publishes Chaucers The Canterbury Tales. Literacy rates increase significantly, and printers begin to standardize English spelling. The monk Galfridus Grammaticus (also known as Geoffrey the Grammarian) publishes Thesaurus Linguae Romanae et Britannicae, the first English-to-Latin wordbook. 1500 to the Present: The  Modern English  Period Distinctions are commonly drawn between the Early Modern Period (1500-1800) and Late Modern English (1800 to the present). During the period of Modern English, British exploration, colonization, and overseas trade hastened the acquisition of  loanwords  from countless other languages and fostered the development of new varieties of English (World English), each with its own nuances of  vocabulary,  grammar, and  pronunciation. Since the middle of the 20th century, the expansion of North American business and media around the world has led to the emergence of  Global English  as a  lingua franca. Early 16th century- The first English settlements are made in North America. William Tyndales English translation of the Bible is published. Many Greek and Latin  borrowings  enter English.1542- In his  Fyrst Boke of the Introduction of Knowledge, Andrew Boorde illustrates regional  dialects.1549- The first version of the Book of Common Prayer of the Church of England is published.1553- Thomas Wilson publishes  The Art of Rhetorique, one of the first works on  logic  and  rhetoric  in English.1577- Henry Peacham publishes  The Garden of Eloquence, a treatise on rhetoric.1586- The first  grammar  of English- William Bullokars  Pamphlet for Grammar- is published.1588- Elizabeth I begins her 45-year reign as queen of England. The British defeat the Spanish Armada, boosting national pride and enhancing the legend of Queen Elizabeth.1589- The Art of English Poesie  (attributed to George Puttenham) is published.1590-1611- William Shakespeare writes his  Sonnet s  and the majority of his plays.1600- The East India Company is chartered to promote trade with Asia, eventually leading to the establishment of the British Raj in India. 1603- Queen Elizabeth dies and James I (James VI of Scotland) accedes to the throne.1604- Robert Cawdreys  Table Alphabeticall, the first English  dictionary, is published.  1607- The first permanent English settlement in America is established at Jamestown, Virginia.1611- The Authorized Version of the English Bible (the King James Bible) is published, greatly influencing the development of the written language.1619- The first African slaves in North America arrive in Virginia.1622- Weekly News, the first English newspaper, is published in London.1623- The First Folio edition of Shakespeares plays is published.1642- Civil War breaks out in England after King Charles I attempts to arrest his parliamentary critics. The war leads to the execution of Charles I, the dissolution of parliament, and the replacement of the English monarchy with a Protectorate (1653–59) under Oliver Cromwells rule.1660- The monarchy is restored; Charles II is proclaimed king.1662- The Royal Societ y of London appoints a committee to consider ways of improving English as a language of science. 1666- The Great Fire of London destroys most of the City of London inside the old Roman City Wall.1667- John Milton publishes his epic poem  Paradise Lost.1670- The Hudsons Bay Company is chartered for promoting trade and settlement in Canada.1688- Aphra Behn, the first woman novelist in England, publishes  Oroonoko, or the History of the Royal Slave.1697- In his  Essay Upon Projects,  Daniel Defoe  calls for the creation of an Academy of 36 gentlemen to dictate English  usage.1702- The Daily Courant, the first regular daily newspaper in English, is published in London.1707- The Act of Union unites the Parliaments of England and  Scotland, creating the United Kingdom of Great Britain.1709- The first Copyright Act is enacted in England.1712- Anglo-Irish satirist and cleric  Jonathan Swift  proposes the creation of an English Academy to regulate English  usage  and ascertain the language.1719- Daniel Defoe publishes  Robinson Crusoe, considered by some to be the first modern English novel.1721- Nathaniel Bailey publishes his  Universal Etymological Dictionary of the English Language, a pioneer study in English  lexicography: the first to feature current  usage,  etymology,  syllabification, clarifying  quotations, illustrations, and indications of  pronunciation. 1715- Elisabeth Elstob publishes the first grammar of Old English.1755- Samuel Johnson  publishes his two-volume  Dictionary of the English Language.1760-1795- This period marks the rise of the English grammarians (Joseph Priestly, Robert Lowth, James Buchanan, John Ash, Thomas Sheridan, George Campbell, William Ward, and Lindley Murray), whose rule books, primarily based on  prescriptive  notions of grammar, become increasingly popular.  1762- Robert Lowth publishes his  Short Introduction to English Grammar.1776- The  Declaration of Independence  is signed, and the American War of Independence begins, leading to the creation of the United States of America, the first country outside the British Isles with English as its principal language.1776- George Campbell publishes  The Philosophy of Rhetoric.1783- Noah Webster  publishes his  American Spelling Book.1785- The Daily Universal Register  (renamed  The Times  in 1788) begins publication in London.1788- The English first settle in  Australia, near present-day Sydney. 1789- Noah Webster publishes  Dissertations on the English Language, which advocates an  American standard of usage.1791- The Observer, the oldest national Sunday newspaper in Britain, begins publication.Early 19th century- Grimms Law  (discovered by Friedrich von Schlegel and Rasmus Rask, later elaborated by Jacob Grimm) identifies relationships between certain  consonants  in Germanic languages (including English) and their originals in Indo-European. The formulation of Grimms Law marks a major advance in the development of  linguistics  as a scholarly field of study.1803- The Act of Union incorporates Ireland into Britain, creating the United Kingdom of Great Britain and Ireland.1806- The British occupy Cape Colony in South Africa.1810- William Hazlitt  publishes  A New and Improved Grammar of the English Language.​1816- John Pickering compiles the first dictionary of  Americanisms.1828- Noah Webster publishes his  American Dictionary of the English La nguage. Richard Whateley publishes  Elements of Rhetoric. 1840- The native Maori in  New Zealand  cede sovereignty to the British.1842- The London Philological Society is founded.1844- The telegraph is invented by Samuel Morse, inaugurating the development of rapid communication, a major influence on the growth and spread of English.Mid 19th century- A  standard variety of American English  develops. English is established in  Australia,  South Africa,  India, and other British colonial outposts.1852- The first edition of  Rogets Thesaurus  is published.1866- James Russell Lowell champions the use of American  regionalisms, helping to end deference to the  Received British Standard. Alexander Bain publishes  English Composition and Rhetoric. The transatlantic telegraph cable is completed.1876- Alexander Graham Bell invents the telephone, thus modernizing private communication.1879- James A.H. Murray begins editing the Philological Societys  New English Dictionary on Historical Principles  (later renamed the  Ox ford English Dictionary).1884/1885- Mark Twains  novel  The Adventures of Huckleberry Finn  introduces a  colloquial  prose  style  that significantly influences the writing of fiction in the U.S. 1901- The Commonwealth of Australia is established as a dominion of the British Empire.1906- Henry and Francis Fowler publish the first edition of  The Kings English.1907- New Zealand is established as a dominion of the British Empire.1919- H.L. Mencken  publishes the first edition of  The American Language, a pioneer study in the history of a major national version of English.1920- The first American commercial radio station begins operating in Pittsburgh, Pennsylvania.1921- Ireland  achieves Home Rule, and Gaelic is made an official language in addition to English.1922- The British Broadcasting Company (later renamed the British Broadcasting Corporation, or  BBC) is established.1925- The New Yorker  magazine is founded by  Harold Ross  and Jane Grant.1925- George P. Krapp publishes his two-volume  The English Language in America, the first comprehensive and scholarly treatment of the subject.1926- Henry Fowler publishes the first edition of his  Dictionary of Mo dern English Usage.1927- The first speaking motion picture,  The Jazz Singer, is released. 1928- The Oxford English Dictionary  is published.1930- British linguist C.K. Ogden introduces  Basic English.1936- The first television service is established by the BBC.1939- World War II begins.1945- World War II ends. The Allied victory contributes to the growth of English as a  lingua franca.1946- The Philippines  gains its independence from the U.S.1947- India is freed from British control and divided into Pakistan and India. The  constitution  provides that English remain the official language for 15 years. New Zealand gains its independence from the U.K. and joins the Commonwealth.1949- Hans Kurath publishes  A Word Geography of the Eastern United States, a landmark in the scientific study of American  regionalisms.1950- Kenneth Burke  publishes  A Rhetoric of Motives.1950s- The number of speakers using  English as a second language  exceeds the number of  native speakers.1957- Noam Chomsky  publishes  Syntactic Structures, a key document in the study of  generative  and  transformational grammar.1961- Websters Third New International Dictionary  is published. 1967- The Welsh Language Act gives the Welsh language equal validity with  English in Wales, and Wales is no longer considered a part of England. Henry Kucera and Nelson Francis publish  Computational Analysis of Present-Day American English, a landmark in modern  corpus linguistics.1969- Canada  officially becomes bilingual (French and English). The first major English dictionary to use corpus linguistics- The American Heritage Dictionary of the English Language- is published.1972- A Grammar of Contemporary English  (by Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik) is published. The first call on a personal cell phone is made. The first  email  is sent.1978- The Linguistic Atlas of England  is published.1981- The first issue of the journal  World Englishes  is published.1985- A Comprehensive Grammar of the English Language  is published by Longman. The first edition of M.A.K. Hallidays  An Introduction to Functional Grammar  is publish ed.1988- The Internet (under development for more than 20 years) is opened to commercial interests. 1989- The second edition of  The Oxford English Dictionary  is published.1993- Mosaic, the web browser credited with popularizing the World Wide Web, is released. (Netscape Navigator becomes available in 1994, Yahoo! in 1995, and Google in 1998.)1994- Text messaging  is introduced, and the first modern blogs go online.1995- David Crystal publishes  The Cambridge Encyclopedia of the English Language.1997- The first social networking site (SixDegrees.com) is launched. (Friendster is introduced in 2002, and both MySpace and Facebook begin operating in 2004.)2000- The Oxford English Dictionary Online (OED Online) is made available to subscribers.2002- Rodney Huddleston and Geoffrey K. Pullum publish  The Cambridge Grammar of the English Language. Tom McArthur publishes  The Oxford Guide to World English.2006- Twitter, a social networking and microblogging service, is created by Jack Dorsey.2009- The two-volume  Historical Thesaurus of the Oxford English Dictionary  is pub lished by Oxford University Press.2012- The fifth volume (SI-Z) of the  Dictionary of American Regional English  (DARE  ) is published by Belknap Press of Harvard University Press. Resources and Further Reading Algeo, John.  The Origins and Development of the English Language, 6th edition. Wadsworth, 2009.Baugh, Albert C., and Thomas Cable.  A History of the English Language, 5th edition. Prentice Hall, 2001.Bragg, Melvyn.  The Adventure of English: The Biography of a Language. Hodder Stoughton, 2003.Crystal, David.  The English Language. Penguin, 2002.Gooden, Philip.  The Story of English: How the English Language Conquered the World. Quercus, 2009.Hogg, Richard M., and David Dennison, editors.  A History of the English Language. Cambridge University Press, 2006.Horobin, Simon.  How English Became English: A Short History of a Global Language. Oxford University Press, 2016.Lerer, Seth.  Inventing English: A Portable History of the Language. Columbia University Press, 2007.McArthur, Tom.  The Oxford Companion to the English Language. Oxford University Press, 1992.McWhorter, John.  Our Magnificent Bastard Tongue: The Untold Story of English. Gotham, 2008.Millward, C.M., and Mary Hayes.  A Biography of the English Language, 3rd  ed. Wadsworth, 2011. Mugglestone, Linda.  The Oxford History of English. Oxford University Press, 2006.Nist, John.  A Structural History of English. St. Martins Press, 1966.

Analysis of Dance Essay Example for Free

Analysis of Dance Essay The type of dance I attended was a mix of ballet and modern. This involved group performances as well as individual performances. For the purpose of this paper I will narrow my observations to an individual performance of both ballet and modern and a group performance of both. Dance has the ability to draw it’s viewer in, by captivating the audience with the amount of grace, coordination and talent it’s dancers display. The lines a dancer created with their body is nothing short of amazing. Almost every type of person could appreciate something about dance. One of the first dances of the night was a ballet done, by a 9 year old girl. As she entered the dance area, it became very silent in the auditorium. You could almost hear a needle drop. Her costume was simple, dark in color, not shinny, as if not to distract the audience from her performance. Her white tights provided a focal point drawing the audience to watching the delicate moves she was executing with her legs. She started in first position quickly transitioning to 3rd and before you knew it she was spinning around on only one foot, pointing her toe towards the audience. She had a brief moment where it appeared that she fell out of pose, but immediately pulled herself back together, executing the next pose with perfection. Her face remained unchanged throughout the entire performance. She demonstrated perfect C shaped arms as she held them in the air bringing all her weight from her heels to the tips of her toes. This performance was very impressive for such a young girl. What I sometimes miss it facial expressions, but I suppose by the absence of expression the girl is allowing your mind to go wherever the music takes you. The next performance came from a 15 year old girl and best fit the description of modern dance. Her costume was bright, shinny, and created the illusion of movement. Many of the movements executed by this performer involved being on the floor, or bending over. Her arm movements were not as precise. It was as if a choreographer told her she could place her arms however she wished, in stark contrast to the ballet dance that required very precise movements. This dance appeared much slower. I did not enjoy this dance as much as I felt the bold costume and music distracted the viewers from the talent behind the dancer. She too was expressionless when she danced. The way the stage lights reflected off her costume created a glowing effect on the dancer. The group ballet was absolutely beautiful. Some of the dancers started as if they were asleep or dead, all bent over, while other dancers began in the upright position. As the dancers began to move across the stage, the dancers in the downward position began to arise. It created the illusion that the dancers were giving life to an otherwise lifeless creature. They all began dancing in unison across the stage, with pose and grace, up on their toes. They were always careful to have the correct position with their arms and legs, and toes pointed. They made this type of dancing look effortless, while executing it with such precision. No one fell out of pose during this dance, everyone knew their place and performed with great precision. As the dance ended they all went into a downward pose, creating the illusion that they were all lifeless again. What a brilliant analogy, this dance presented. Many things around us are lifeless, dull and boring, it is the people who occupy the space that gives it life and meaning. Just like dance gives life and many to those who watch it or perform it. The last dance was the group modern dance. This was my least favorite. I would almost say that it appeared sloppy and ill choreographed. At times I wondered if the girls were supposed to be doing the same movements and some were behind or if it was meant to look like a ripple effect. It did not look like either to me. Through watching these dances it became very obvious to me that I prefer ballet to modern dance. I was uncertain of the reason until the lady seated behind me said,† I loved their modern group dance†. I thought I miss heard her, but yes that was what she said. She even went on to say that they had won a competition doing that very dance. It was at that point I realized dance is for everyone. While I prefer the more precise movements, other people can enjoy the chaos of modern dance. I tend to be a perfectionist and I had nothing to gage the movements of the modern dance on. But I loved the ballet where you could tell when perfect pose was achieved. So I do believe a dance recital like this should appeal to all types of people, offering a great variety. Analysis of Dance. (2016, Nov 25).

Network Topology Assignment Example | Topics and Well Written Essays - 750 words

Network Topology - Assignment Example OSPF and EIGRP and RIP routers functions as the interface between the laboratory fund raising and biology laboratory (Shoniregun, 2007). File servers will be storing the files of volunteer’s data, which include network-attached storeroom. The figure indicates an outline of the internetwork routing system. RIP network EIGRP-Network Router-EIGRP Router OSPF Router RIP Router-EIGRP, RIP and performs route redeployment amid the EIGRP and RIP networks. Similarly, router OSPF, RIP redistributes routes amid biology lab and fundraising office (Shoniregun, 2007).    The tangential router of Fund raising and research lab requires redistribution amid EIGRP and OSPF. 2. What information will you redistribute between routing protocols? When we have a network where multiple routing protocols are present, we    go through a process of route redistribution. The diverse segments of network erudite routes based on the protocol that is configured on them (Shoniregun, 2007). Route redistribut ion aids in the spread this knowledge in an understandable manner, by other segments. The roue leaned by EIGRP to RIP should be redistributed in a way that it is explicit by RIP and vice versa. Default-metric or definition of a metric is applied for specific posting. 3. Identify the problems you expect to encounter (with different metrics, security, etc.) when you redistribute. Essentially, efficiency is fundamental in any network. Single metrics pose a challenge in the attainment of optimal performance. Multiple metrics should be integrated into the internet protocol system to ensure, apt internet performance. On the other hand, the concept of security is primarily connected to the exigency of protecting sensitive data from unauthorized access (Shoniregun, 2007). It is notable that, significant security issues arise during the designation of an internet protocol due to minimal or non-existent of authentication mechanisms In addition, the ad hoc routing protocols used in designing i nternet protocols systems are susceptible to security issues due to lack of security design features (Shoniregun, 2007). This renders the protocols vulnerable for attacking. It is noteworthy that, poor security measures during internet designing may lead to an inefficient network, for instances, chances of wrong messaging and redirection to unintended nodes is likely to occur. 4. Explain how you will overcome the problems. This concept of network protocol security is significant for any network to perform. The ever-changing technological trends in commercial applications have complicated the approach of solving protocol security issues (Shoniregun, 2007). It is imperative to note that quality of service (QoS) in the internet has emerged as a cornerstone for numerous network services (Shoniregun, 2007). The data origin authentication and data veracity for IP, control, and routing protocols remains paramount in ensuring a secure and efficient network. The language used in designing an internet protocol has remained a key challenge in ensuring internet protocol security (Shoniregun, 2007). The security issues can be easily avoided by ensuring high standards of authentication of identity of IP and routing protocols. More over, the language used should be apt in integrating with the internet protocol specifications and the with the authorization policy. To solve problems arising from metrics, the designer should ensure usage of fixed metrics. This is because, the

See below Essay Example | Topics and Well Written Essays - 250 words - 9

See below - Essay Example ry suggests that the goodwill, moral, and political aspect of a person depends on the contract and agreement amongst a group of people within the society. Aristotle uses this theory to convince Crito to remain in prison and accept his death penalty (Anton). Philosophy describes egoism as an intrinsic factor that should emanate from within us. Aristotle includes this concept in his theory when he states that wisdom depends on our deliberate actions, emotions, and social skills. Motivation in people occurs when they develop certain interests and desires in life. Utilitarianism phenomenon suggests that most of the good things that happen in human lives result from being morally upright. In order to distinguish utilitarianism from egoism, we consider that maximization of the moral right behavior in respect to the good well of an individual as well as the others within the society. According to Kant, achieving happiness is luck and not within our power. Aristotle fails to address this iss ue. However, he suggests that both practical and theoretical concepts builds on already existing phenomenon hence one cannot develop a theory from scratch. Kant expresses the same skepticism in his theory. The feminist theory tries to prevent gender decimation. Aristotle fails to mention this concept in his work. However, his ethical definition summarizes this concept. In conclusion, Aristotle ethical theory is a master of all these theories. It summarizes all the concepts highlighted by various

Educational Broadcasting Essay Example for Free

Educational Broadcasting Essay Radio became highly popular in the 1930s in Canada. A heated debate in the parliament helped Prime Minister Mackenzie King to set up a commission to create Canadian broadcasting system. Canada’s first network broadcast was in 1927. King addressed the nation from Parliament Hill. His speech gave indication that radio could be a valuable way for communication. It also deeply influenced his political career. Educational broadcasting was developed both at the federal and provincial level. This was marked by tension between the two jurisdictions. This paper studies the history of educational broadcasting in Canada. In 1927 the University of Alberta’s Department of extension was given the license to operate the radio station CKUA. By 1944 the Department of Telephones purchased and operated the station with the university retaining the license. The university also provided the programming for a fixed number of hours a day. The federal government in 1946 stated that broadcasting would be the responsibility of the government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the Carnegie Foundation donated a grant of five thousand dollars to the B. C Department of Education. Its purpose was to study the use of broadcasting in rural education. A school broadcasting department was created which ran programs for Grades 1 through 8. The CBC provided the crews while the Department of education provided the creative elements of the program. The service offered programs in music, science and history. It was later expanded to include the Western provinces of Canada. Educational radio began in Ontario in 1949. The Announcing and Radio Production course at the Ryerson Institute of Technology was operating the CJRT-FM. The station provided educational services to schools and the public. The license was help up to 1972. The general university budget had the CJRT funded as a special budget (Samuel, 1975). The government recognized the importance of electronic communications in Quebec. A bill regarding radio broadcasting was passed on March 1945. However nothing could be achieved because of a serious dispute between the federal and provincial government. The Department of Education began producing two hour radio programs in Nova Scotia in 1928. This was done in association with Halifax station CHMS. English, French, History, Music and Drama were the subjects discussed in the broadcast. Performers and actors also participated in the program. The programs were intended to support teachers. Formal educational radio programs were broadcast in 1942 by a national advisory council. These educational programs were based on the provincial curricula. They were produced in cooperation with education authorities in the various provinces. These policies reflected the constitutional position regarding the division of powers between the federal and provincial governments. The first experimental educational television broadcasts began in 1954. The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta. Television broadcasts were designed to be used by students and teachers. They consisted of instructions and formal educational programs which were linked directly with the provincial curricula. These educational programs were beneficial for the provincial communities. The Metropolitan Educational Association was formed in 1959 to use television broadcasting to serve the educational needs of Toronto. The CBLT in Toronto and CHCH in offered Hamilton Formal university courses. General educational programs like Two For Physics and The Nature of Things were highly popular. CBC television also presented sixty half hours programs each year for in school use. A yearly series of half hour programs called University of the Air was broadcasted each week during the 1960s. Studios were also connected with classrooms and laboratories using closed circuit television (Toogood, 1969). Channel 19 in Toronto was reserved for educational purposes in 1961. An educational television section was established in 1965 by the Ontario Minister of Education. This section was within the Curriculum Branch of the Ministry. There were plans for educational television. Ontario’s department of education applied for a license to open an educational television station. However the federal government refused the license. However a compromise was reached between the CBC and Ontario government. The CBC was allowed to apply to the new regulatory agency for broadcasting license on behalf of the Ontario Department of Education. Audio visual materials were made by Radio Quebec which was an audio visual production house. During the late 1960s it expanded its production to distribution of its materials. The Calgary and Regional Educational Television Association was incorporated in 1967. Closed circuit channels from the Instructional Television Fixed Service Band were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial University in Newfoundland is a leading producer and distributor of educational television programs since the 1960s. It has produced programs for closed circuit use on university campuses. It has also produced programs for the university’s education division. It has contributed in using television for distance education and teleconferencing. Educational television programs were designed by the Nova Scotia’s Department of Education to teachers and students. Production facilities have been owned by the CBC. The Department of Education has produced the programs. Video tapes have been developed for provinces. Teachers have also been provided these video tapes for classroom use. Prince Edward Island and New Brunswick have used video tape and film for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the development of national educational television service. The Canadian Radio-Television Commission was established in 1968. Educational broadcasting came under the jurisdiction of the Commission. The Canadian Educational Broadcasting Agency was established by the introduction of bill C-179. The agency held licenses and operated educational broadcasting facilities. The provincial authorities were responsible for production and programming. The federal government was responsible for transmission of the programs. The bill was withdrawn due to provincial pressure. The Quebec Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The act proposed broader powers than the proposed Federal bill C-179. The federal bill was not passed. This ended the phase for the establishment of a national education service. Ontario and Alberta pressured the federal government for the establishment of a provincially owned and operated educational television service. An interim government specified that the CBC would provide educational facilities and provincial educational communications authorities provide the programming. Broadcasting received undertaking under the regulatory power of the CRTC. At least one channel was obliged to make available for educational programming (Twomey, 1978). Provincial educational television was developed by TVOntario and Radio-Quebec in the 1970s. The CBC was awarded a license to act as an agent for the Ontario Ministry of Education by the CRTC. This also led to Channel 19 to become the first UHF channel in Canada. Educational television services used any format and program. Entertaining broadcast schedules were developed by the provincial educational television. This led to them breaking out of the lecture format. There was much criticism and opposition from conventional broadcasters. The right of the provincial authorities to decide what is educational has been upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting license. The OECA is a crown corporation that reports to the provincial legislature through a minister. The policy is made by the independent Board of Directors appointed by the Lieutenant Governor in Council. There is no direct government involvement in policy or programming decisions. The OECA distributes programs through video tape and their utilization in class rooms. New electronic technologies have been developed and used in marketing and utilization. Services have also been extended since 1973. Programs have also been sent to cable systems. TVOntario has become a popular broadcasting service. It has provided British dram, classic movies, documentaries and talk shows. It has become an appreciated public broadcasting services for Ontario citizens. French language programming has also been a part of the TVO broadcast. A separate service for the French community was initiated during the 1980s. Advertising is not carried on the English and French service. Funding comes from government grants and sale of programs (Twomey, 1978). CJRT-FM also evolved in the 1970s. Ryerson’s funding was changed by the Ministry of Colleges and Universities. There was no allowance for the radio station. There were announcements that the CJRT would cease its operations. However political activity saved the station. In 1973 the CJRT-FM was established as a separate and independent corporation. The CJRT-FM was a private non profit corporation and had its own independent Board of Directors. The station provided some university level courses. However most of its program content was classical and jazz music. Radio Quebec distinguished itself from other television services. It adhered to the concept of educational programming but did not bind itself by any federal definition. Education was part of culture and its main objective was to influence the culture of Quebec. During the 1970s a schedule of television programs was distributed directly into the cable facilities in Quebec City. During this time two UFH television stations were also established. Over the years the use of satellite distribution to transmitters to cable was initiated. Tele-Quebec has tried to reflect the culture of Quebec in the province’s regional aspects. Quebec has its own educational television broadcasting. Program formats are offered without contextualization. The Alberta government announced the setup of an Alberta Educational Communications Corporation in 1972. Two local educational television projects were taken by the corporation. It reported directly to the government. The provincial government was responsible for funding the television service and CKUA radio. ACCESS Network radio broadcasted at least twelve percent of its programming for education. The service has provide mix of music, news and community oriented programs. Programs were mainly formal educational programs designed for classroom use. It also began to act as the purchasing and distributor of audio visual material for the education sector (Foster, 1982) The Saskatchewan Educational Communications Corporation was created in 1974. It became known as the SaskMedia. The corporation provided audio visual and distribution service to the Ministry of Education. The 1980s saw increase success for provincial educational television services. Signal distribution increased the coverage via satellites to cable. Formal and informal educational programs were delivered to cable companies throughout the province by ACCESS Network television. The schedule consisted of English language provincial services. There was a mix of children programs, school programs, British dramas, classic movies and talk. CKUA and CJRT-FM were educational radio services established themselves by mixing classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to sell advertising and use other sources for revenue generation. Saskatchewan in the 1980s still had no prospects of educational television. However in 1984 the University of Regina delivered credit courses to five centers. This instruction service was expanded in the succeeding years. They were offered by a new agency, Saskatchewan Communications Network. It offered two educational television services. Formal services for closed circuit from the University of Regina and traditional educational services were offered for the general public. The Knowledge Network of the West Communications Authority (KNOW) was established in 1980 by a Cabinet Minute under the Societies Act of British Columbia. This was a public television service. It provided institutional and formal education system. It provided services which were complementary to the system. All programs were supported and developed by educational institutions and the government. Atlantic Canada in the 1980s also saw pressure for the creation of educational television. The CRTC in 1980 called for extension of services to remote communities. The Atlantic Television Network established the ATV-2. This was an alternative service providing satellite for cable television in the Atlantic region. It would broadcast four hours of educational programs on weekdays. It has become a provider of post secondary learning opportunities in the region (Foster, 1982). Manitoba has seen little activity in the development of provincial educational television. The province has used the CBC as the main public broadcasting service. The department of education in Manitoba cooperated with the CBC in providing schools programming. The 1990s was a decade of steady growth for educational television. Direct to home satellites made educational services available to the entire populations. The services were extended to the entire country. Other provincial educational television services like ACCESS, the Knowledge Network and SCN also expanded their educational services in the provinces. TVOntario and Tele-Quebec faced some government cutbacks but this did not impact their educational broadcasting services. The 1990s changed the situation for educational television service in British Columbia. The Open Learning Agency of British Colombia was established. It dedicated its segments to the college, university and school learning. New electronic systems were used to effectively deliver distance learning services throughout the province. The Knowledge Network became part of the Open Learning Agency. It also maintained a connection with the formal courses. Traditional education television evolved with children’s programming, British drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed a program schedule which funded and broadcasted locally produced documentaries. This reflected the local character and priorities of the province. These services were distributed by satellite to cable systems across the province. Funding came from yearly government grants. In Atlantic Canada educational services were provided by the ATV-2 network. Various universities in Alberta Canada use formal credit course for broadcast on this service. In Alberta provincial educational television and radio changed in the 1990s. In 1995 a new ACCESS television was introduced. It provided a new programming and business model. The look and style were also modern and youthful. There was a broader range of popular programming. Revenues were generated through the sale of broadcast air time. Educational products and services were also sold. Non commercial pre school programming was broadcasted in the morning. There was also a mix of non commercial ministry programs and US produced drama and movies. Traditional documentaries and magazine shows were also shown in the evening. Programs from the US were also broadcasted (Rosen, 2002). Specialty television in the 1990s was undergoing some rapid extension. Development work for a Canadian national educational television service was begun in 1991. The Canadian Learning Television was established. It was an adult oriented educational service emphasizing lifelong learning. It included two provincial educational broadcasters. Canadian Learning Television is Canada’s only national educational television broadcaster. It was launched in September 1999. It has financed specialty services by cable subscriber fees and commercial advertising. It works with universities and colleges. It also works with provincial educational broadcasters (Rosen, 2002). The twenty first century has seen provincial educational television services, radio services and national educational television performing very well. Despite fears of privatization this has not yet materialized. Radio and Television have become an important part of Canadian life. They have offered entertainment and education for thousands of Canadians. Canada’s educational broadcasting services have provided programming to its varied audiences. There have been feelings of loyalty and connection with these services. The appeal of educational broadcasting has been increasing in Canada. High quality educational programming has been provided which has been instrumental in spreading literacy. It has also helped in providing distance learning services to remote communities. Educational broadcasting has helped in responding to specific provincial needs and realities. Educational broadcasting has come a long way since its genesis. Formal and informal educational services have helped spread knowledge and enlightenment to many communities in Canada. They are an essential part of Canada’s cultural policy.

reactors :: essays research papers

Heat is produced in a nuclear reactor when neutrons strike Uranium atoms causing them to fission in a continuous chain reaction. Control elements, which are made of materials that absorb neutrons, are placed among the fuel assemblies. When the control elements, or control rods as they are often called, are pulled out of the core, more neutrons are available and the chain reaction speeds up, producing more heat. When they are inserted into the core, more neutrons are absorbed, and the chain reaction slows or stops, reducing the heat. Reactors can be used for research or for power production. A research reactor is designed to produce various beams of radiation for experimental application; the heat produced is a waste product and is dissipated as efficiently as possible. In a power reactor the heat produced is of primary importance for use in driving conventional heat engines; the beams of radiation are controlled by shielding. Research and test reactors -- also called â€Å"non-power† reactors -- are nuclear reactors primarily used to conduct research, development and education. These reactors contribute to almost every field of science including physics, chemistry, biology, medicine, geology, archeology, and environmental sciences. A breeder reactor is defined as a reactor that both consumes and produces fissionable fuel. Generally breeder reactors produce more fuel than they consume. Breeding is the process by which new fissionable material is created by capturing neutrons from fissions in fertile materials.   Ã‚  Ã‚  Ã‚  Ã‚  Fast breeder reactors are reactors where the fission reaction is sustained by fast neutrons. Fast breeder reactors do not require a moderator, allowing for a variety of working fluids. Two types of fast breeder reactors are Gas-Cooled Fast Breeder Reactors (GCBRs), often cooled by pressurized helium, and Liquid Metal Fast Breeder Reactors (LMFBRs), which are cooled by molten sodium. The reactor core, at its center, has concentrations of ~20% Pu-239 and 80%. Surrounding fuel rods are 100%. The reactor has a high concentration of fissile material at its core, allowing a chain reaction to be sustained even with fast neutrons, despite the lower probability of fast neutrons causing fissions than slow neutrons. A consequence of operating with fast-moving neutrons (hence the common name Fast Breeder Reactors, or FBR) is that there is a higher chance of transmuting U-238(uranium- 238) to Pu-239(Plutonium-239). After a year's worth of operation, the center rods will have concentration of 15% Pu-239 and 85% U-238, with the surrounding material having 95% U-238 and 5% Pu-239.

Woman Education in India

Pre-IndependenceThe history of female education in India has its roots in the British Regime. Women's employment and education was acknowledged in 1854 by the East India Company's Programme: Wood's Dispatch. Slowly, after that, there was progress in female education, but it initially tended to be focused on the primary school level and was related to the richer sections of society. The overall literacy rate for women increased from 0.2% in 1882 to 6% in 1947.[56]In 1878, the University of Calcutta became one of the first universities to admit female graduates to its degree programmes, before any of the British universities had later done the same. This point was raised during the Ilbert Bill controversy in 1883, when it was being considered whether Indian judges should be given the right to judge British offenders. The role of women featured prominently in the controversy, where English women who opposed the bill argued that Bengali women, whom they stereotyped as â€Å"ignorantâ₠¬  and neglected by their men and that Indian men should therefore not be given the right to judge cases involving English women.Bengali women who supported the bill responded by claiming that they were more educated than the English women opposed to the bill and pointed out that more Indian women had degrees than British women did at the time.[57]Post-IndependenceAfter India attained independence in 1947, the University Education Commission was created to recommend suggestions to improve the quality of education. However, their report spoke against female education, referring to it as: â€Å"Women's present education is entirely irrelevant to the life they have to lead. It is not only a waste but often a definite disability.†[58]However, the fact that the female literacy rate was at 8.9% post-Independence could not be ignored. Thus, in 1958, a national committee on women's education was appointed by the government, and most of its recommendations were accepted. The crux of its recommendations were to bring female education on the same footing as offered for boys.[59]Soon afterward, committees were created that talked about equality between men and women in the field of education. For example, one committee on differentiation of curricula for boys and girls (1959) recommended equality and a common curricula at various stages of their learning. Further efforts were made to expand the education system, and the Education Commission was set up in 1964, which largely talked about female education, which recommended a national policy to be developed by the government. This occurred in 1968, providing increased emphasis on female education.

Comprehensive Annual Financial Report Briefing

Comprehensive Annual Financial Report Briefing Abstract The City of Detroit, founded in 1701, and incorporated in 1806, is in Wayne County, State of Michigan. Detroit is on an international waterway, which connects by means of the St. Lawrence Seaway to seaports around the world. Existing as the largest city in the State of Michigan, Detroit is notorious for its tradition in automotive and is a colloquialism for the automobile industry in the United States. Detroit is also known for its popular music legacies, which residents celebrate in several familiar nicknames, Motor City, Motown or simply the â€Å"D. In a city, whose population is likely at 951,270, Detroit is also known for its liquor distribution during the prohibition in 1920. Each year, government entities, such as the City of Detroit is required to compile a comprehensive annual financial report, or CAFR, complying with the governmental accounting standards board accounting requirements. Comprehensive annual financial re ports are detailed presentations of an entities financial condition, reporting on annual activities and balances.This official statement also includes a letter of transmittal, manager’s discussion and analysis, and has four sections: Introduction, financial section, statistical section, and compliance section. This briefing will review and discuss the comparison of governmental accounting and profit financial accounting. This briefing will also detail how to understand governmental reporting and reporting entities. Last, this briefing will outline management discussion and analysis reports for the state of Michigan. Comprehensive Annual Financial Report BriefingComparison of Accounting Practices Business reports, to include financial reports often refer to the terms nonprofit or not-for-profit, profit, and for-profit to describe an entity classification. These terms are significant as they determine the types of accounting transaction and activities covering a period. Althoug h accounting practices, and activities are most associated between operations of a business enterprise; those of profit, accounting is not restricted to businesses. It also deals with non-business operations.Government or nonprofit entities accounting, being a separate division of accounting, has various accounting practices of which they operate; however, have the same principles. These practices and principles are different from those of for-profit entities (businesses) such that for-profit entities focus on wealth creation, where governmental entities are budget-driven. Budgets’ are key fiscal documents and is the culmination of the political process. For example, according to â€Å"Comprehensive Annual Financial Report – City Of Detroit† (2010), the City’s 2010 General Fund Budget is $1. 8 billion.The city also reports that this budget is void of additions or material changes to existing taxes (Budget to Actual Comparison– General Fund). In a s imilar manner, businesses rely on annual reports to provide shareholders and other interested parties pertinent information about the entities activities and financial performance. Profit margins prove the financial health of a business, although budgets are internal communications to measure results. The key difference in the reporting for the two classifications is that the budget (nonprofit) is a forward communication, while the annual report (profit) is a historic communication.Government Reporting and Reporting Entity Government reporting entities are made up of organizations of which the government controls. The key point to consider about government reporting agencies is to ascertain which public sector the government controls. Reporting entities are the assets, liabilities, revenues, expenses, and cash flow of a board, department, agency, and fund included in a government financial statement summary. Government entities are often made up of additional nonprofit organization, and for-profit organizations called component units.These units are legal and separate entities where the state is accountable. Exclusion of component units alters the state’s financial statement in such a way that it would present misleading or incomplete (â€Å"Office of Financial Management†, 2012). Just for clarity, according to â€Å"Governmental Accounting Standards Board† (2013), the financial reporting entity consists of (a) the primary government; (b) organizations for which the primary government is financially accountable; and (c) other organizations for which the nature and significance of their elationship with the primary government are such that exclusion would cause the reporting entity's financial statements to be misleading or incomplete (Summary of Statement No. 14 The Financial Reporting Entity (Issued 6/91)). With that in mind, governments are likely to construct separate legal entities to perform governmental duties. For example, the City of Detroit has nine legally separated organizations, which make up their component units.For instance, the Economic Development Corporation, and Museum of African American History are two of the nine component units included in the government reporting Comprehensive Annual Financial Report – City of Detroit. (2010). Considering reporting entities, the Statement of Financial Accounting Standards No. 94 best defines and prescribes the recommended treatment. For example, the Statement of Financial Accounting Standards prescribes that consolidated reporting is the only appropriate method to report. Management Discussion & Analysis (MD)This section of the comprehensive annual financial report is required to summarize an organization’s annual results, providing a managerial opinion on the financials, addressing discussion of risks, comparisons to previous years, and a breakdown of financials according to sections and locations. Management discussion and analysis contains for ward-looking discussion paying close attention to uncertainties and the manager’s perception of opportunities and risks. The manager also highlights factors faced that are out of his or her control.For example, the comprehensive annual financial report: City of Detroit includes in its management discussion and analysis the financial position of the city, with the overview of annual activities ending June 30th 2010. The financial highlights include the government’s net asset totals with explanation of increases or decreases Comprehensive Annual Financial Report – City of Detroit. (2010). Reference(s): Comprehensive Annual Financial Report – City of Detroit. (2010). Retrieved from http://www. detroitmi. gov/†¦ /CAFR/2010%20CAFR%20draft%20122010%.. Copley, P. A. , & Engstrom, J. H. 2011). Essentials of accounting for governmental and not-for-profit organizations (10th ed. ). New York, NY: McGraw-Hill. Governmental Accounting Standards Board. (2013). Ret rieved from http://www. gasb. org/ Granof, M. H. , & Wardlow, P. S. (2011). Core concepts of government and not-for-profit accounting (2nd ed. ). New York, NY: Wiley & Sons. Office of Financial Management. (2012). Retrieved from http://www. ofm. wa. gov/policy/glossary. asp Wilson, E. R. , Kattellus, S. C. , & Reck, J. L. (2010). Accounting for governmental & nonprofit entities (15th ed. ). New York, NY: McGraw-Hill.

Free Essays on Anxiety

Abstract Anxiety is a normal reaction to a threatening situation and results from an increase in the amount of adrenaline from the sympathetic nervous system. This increased adrenaline speeds the heart and respiration rate, raises blood pressure, and diverts blood flow to the muscles. These physical reactions are appropriate for escaping from danger, but when they cause anxiety in many situations throughout the day, they may be detrimental to a normal lifestyle. An anxiety disorder is a disorder where feelings of fear, apprehension, or anxiety are disruptive or cause distortions in behavior, (Coon, 526); they are psychiatric illnesses that are not useful for normal functioning. At times, an underlying illness or disease can cause persistent anxiety. Treatment of the illness or disease will stop the anxiety. Anxiety Disorders & Their Treatments Anxiety illnesses affect more than 23 million Americans, with about 10 million Americans suffering from the most common, general anxiety disorder (Harvard, 1). Common anxiety disorders are panic attacks (panic disorder), phobias, and general anxiety disorder (GAD). Panic attacks can begin with a feeling of intense terror, followed by physical symptoms of anxiety. A panic attack is characterized by unpredictable attacks of severe anxiety with symptoms not related to any particular situation (British, 1886). The person experiencing the attack may not be aware of the cause. Symptoms include four or more of the following: pounding heart, difficulty breathing, dizziness, chest pain, shaking, sweating, choking, nausea, depersonalization, numbness, fear of dying, flushes, fear of going crazy. Heredity, metabolic factors, hyperventilation, and psychological factors may also contribute to anxiety causing panic attacks (British, 1886). Panic disorder tends to run in families with first degree relatives of patients having four to seven times greater risk than the general popu... Free Essays on Anxiety Free Essays on Anxiety Abstract Anxiety is a normal reaction to a threatening situation and results from an increase in the amount of adrenaline from the sympathetic nervous system. This increased adrenaline speeds the heart and respiration rate, raises blood pressure, and diverts blood flow to the muscles. These physical reactions are appropriate for escaping from danger, but when they cause anxiety in many situations throughout the day, they may be detrimental to a normal lifestyle. An anxiety disorder is a disorder where feelings of fear, apprehension, or anxiety are disruptive or cause distortions in behavior, (Coon, 526); they are psychiatric illnesses that are not useful for normal functioning. At times, an underlying illness or disease can cause persistent anxiety. Treatment of the illness or disease will stop the anxiety. Anxiety Disorders & Their Treatments Anxiety illnesses affect more than 23 million Americans, with about 10 million Americans suffering from the most common, general anxiety disorder (Harvard, 1). Common anxiety disorders are panic attacks (panic disorder), phobias, and general anxiety disorder (GAD). Panic attacks can begin with a feeling of intense terror, followed by physical symptoms of anxiety. A panic attack is characterized by unpredictable attacks of severe anxiety with symptoms not related to any particular situation (British, 1886). The person experiencing the attack may not be aware of the cause. Symptoms include four or more of the following: pounding heart, difficulty breathing, dizziness, chest pain, shaking, sweating, choking, nausea, depersonalization, numbness, fear of dying, flushes, fear of going crazy. Heredity, metabolic factors, hyperventilation, and psychological factors may also contribute to anxiety causing panic attacks (British, 1886). Panic disorder tends to run in families with first degree relatives of patients having four to seven times greater risk than the general popu...

Corporate Communications Strategies Research Paper

Corporate Communications Strategies - Research Paper Example Since corporate communication is continually evolving, it is imperative the corporate communication strategies used by organizations be up to date, strategic and effective in meeting an organization’s strategic objectives. This research paper investigates the corporate communication strategies employed by organizations that focus on enhancing organizational corporate strategies and goals, and further evaluates the corporate communication functions and channels that enhance such strategies in communicating with different stakeholders such as employees, shareholders, customers, suppliers, among others. Furthermore, the paper analyses the role and significance of corporate communication strategies focusing on corporate reputation, corporate identity and crisis management. 1.1 Corporate Communication Overview and Definition Hasanbegovic (2011, pp. 39) defines corporate communication as goal oriented activities which involve managing all external and internal communications within an organization, aimed at placing an organization in favorable light with its stakeholders. This definition is supported by Hawabhay, Abratt and Peters (2009, pp.12) who in their research note that corporate communication encompasses both external and internal communication channels that align organizational strategic objectives. Such communication need to be systematically integrated in order to prevent a fragmented and blurred image of the company. Various scholars have looked at the link between corporate communication and corporate strategy, concluding that organizations have the ability to develop a competitive advantage not only through the use of organizational resources effectively to achieve desired outcomes, but also through managing communication among different stakeholders in a company aimed at molding the perception and interpretations of the organizational stakeholders (Halliburton & Ziegfeld, 2009; Forman & Argenti, 2005; Hawabhay, Abratt, & Peters, 2009). Such commu nication also helps form long term relationships with the key stakeholders who shape the organisation’s reputation and image. Corporate communication strategies have mainly been linked to organization’s reputation building. Forman and Argenti (2005, pp. 248) makes this connection noting that the primary role of corporate communication is to develop and enhance the organization’s reputation, thereby creating a competitive advantage for the firm as the firm reduces the firm’s transactions. Corporate reputation defined as the ‘perceptual representation of the company that defines the overall appeal of the organization to the key stakeholders relative to other rival companies (Hasnbegovic, 2011, pp. 39), is clearly a central focus in any corporate communication strategy. From the above definition it can be noted that in order to develop and maintain a favorable corporate reputation, then corporate communications are directed at influencing the perceptio ns of different stakeholders on how an organization is viewed. This clearly implies therefore, that the central purpose of corporate communication function in an organization is to manage the impression of a company’s stakeholders on order to enhance the reputation of the

Interpretive Analysis Essay Example | Topics and Well Written Essays - 1500 words

Interpretive Analysis - Essay Example This essay aims to analyze and understand ‘The Mind’s Eye’ by Oliver Sacks. Moreover, the paper will also present a clear understanding through the different stories of blind people from the book regarding how blind people not only utilize their other senses in an enhanced way but also how they have managed to live a better life and compensate the losses. Dr. Sacks teaches neurology as a professor at the New York University, School of Medicine. His past collection of books is counted to be 10. All these books are case studies of his patients. The Mind’s Eye was published in 2010. In the Mind’s Eye, Sacks major emphasis is on the vision and the perception. Through the seven different case studies, Dr. Sacks has explains how our brain deals with the issue when someone gets blindness, either inborn or acquired. He explains how the brain works and how it makes sense of images that are present, working in a very multipurpose and plastic manner (Sacks 87). In the Mind’s Eye, Sacks has recalled work of various blind writers and authors who he has read or studied or dealt with. With the different case studies, he has described the feelings and experiences which each of the blind authors / writers have discussed in their writings or have shared with him as his patient. Moreover, Sacks has also interpreted that experience from his own perspective and suffering. Oliver Sacks has discussed author John Hull. He demonstrates how all those memories and images kept revolving around his mind and how he has regular attention of all those visions and memories in his mind after John lost his sense of vision. Sacks has emphasized on the role of the brain and how blind people from the case studies utilize other senses effectively. He learns how they adjust themselves with the help of their brains (Sacks). Oliver Sacks in Mind’s Eye has not only discussed the blind authors and writers. He has also talked about those who cannot read or s peak, but still have continued and managed to live their lives. He said all these writers have adopted a new technique to survive in the world by using their brains in a multi tasking manner. From the seven chapters of the book, five chapters discuss the vision and blindness, while the one deals with the incapability to write and speak (Sacks). In almost all case studies, the people that he discussed (writers, professionals, and musicians etc.) were not initially blind. However, they lost their sense of vision in their adulthood. In the third chapter of Mind’s Eye, Sacks has discussed a man who is a writer and a reader. He gradually started to lose his sense of vision. However, reading and writing was his life and he had never envisioned the life without it. Therefore, he did not give up and continued writing and reading with his tongue with the help of his brain (Sacks). Therefore, the chapter had special association with Sack himself as he himself was also the victim of the stereo vision. However, all the people who Sacks has discussed in the case studies had managed to see, read and write in one way or another, with the help of their brains and the images stored in it (Sacks). With all the anecdotal evidence and his personal experience, Sacks was able to come up with an idea or a thought that the people who have lost their sense