English 11 Drama Writing / Our Town Flashcard

English 11: Drama Writing / Our Town

Interesting Bull Shark Facts (Carcharhinus leucas)

Interesting Bull Shark Facts (Carcharhinus leucas) The bull shark (Carcharhinus leucas)  is an aggressive shark found throughout the world in warm, shallow waters along coasts, in estuaries, in lakes, and in rivers. Although bull sharks have been found inland as far as the Mississippi River in Illinois, they arent a true freshwater species. The bull shark is listed as near threatened by the International Union for Conservation of Nature (IUCN). Essential Facts Bull sharks get their common name both from their appearance and their behavior. The shark is large and stocky, with a broad, flat snout and an unpredictable, aggressive nature. Females are larger than males. A typical female bull shark is 2.4 m (7.9 ft) long and weighs 130 kg (290 lb), while a male averages 2.25 m (7.4 ft) and 95 kg (209 lb). The largest recorded bull shark was a 4.0 m (13.1 ft) female. The bite force of a bull shark is 5914 Newtons, which is the highest for any fish, weight for weight.There are 43 elasmobranch species found in freshwater. Sand sharks, sawfish, skates, and stingrays are other species that can enter rivers. Bull sharks are capable of osmoregulation, which means they can control their internal osmotic pressure when external salinity changes. This also makes them euryhaline (able to adapt to different salinities) and diadromous (readily able to swim between fresh and salt water). Bulls sharks give birth to four to ten live young in fresh water. Over ti me, the sharks gain a tolerance for salinity. Newborn or young sharks are usually found in fresh water, while older sharks tend to live in salt water. Young bull sharks flow with the tides to conserve energy needed for movement and osmoregulation. However, bull sharks can live their entire lives in fresh water. Adult life in fresh water is not ideal, as most of the sharks food lives in the sea. Bull sharks mainly eat bony fish and smaller sharks, including bull sharks. As opportunistic predators, they also eat terrestrial mammals, birds, turtles, crustaceans, echinoderms, and dolphins. They use the bump-and-bite strategy to attack prey, typically hunting in murky water. Usually, bull sharks are solitary hunters, although they may hunt in pairs to trick prey. Although bull sharks hunt in murky water, they can see color and use it to seek prey. They can be attracted to bright yellow gear, for example. The sharks hunt both during the day and at night.Adult sharks mate in late summer or early autumn. It takes 10 years for a shark to reach maturity. In the mating ritual, the male bites the females tail until she turns upside down, allowing him to copulate. Mature females often have bite marks and scratches.Bull sharks are apex predators, so their main threat is mankind. However, they may be attacked by great white sharks, tiger sharks, and crocodiles. The average life span of a bull shark is 16 years. How Dangerous Is the Bull Shark? The bull shark is believed to be responsible for most shark attacks in shallow water, even though  the International Shark Attack File  (ISAF) cites the great white shark (Carcharodon carcharias) as  responsible for the largest number of bites to humans. The ISAF notes great white bites are often correctly identified, but its difficult to tell bull sharks apart from other members of the family  Carcharhinidae  (the requiem sharks, which include the blacktip, whitetip, and grey reef shark). In any case, the great white, bull shark, and tiger shark are the big three where shark bites are concerned. All three are found in areas frequented by humans, have teeth designed to shear, and are large and aggressive enough to pose a threat. How to Recognize a Bull Shark If you see a shark in fresh water, chances are good its a bull shark. While the genus Glyphis includes three species of river sharks, they are rare and have only been documented in parts of Southeast Asia, Australia, and New Guinea. Bull sharks are gray on top and white underneath. They have a small, bullish snout. This helps camouflage them so they are harder to see viewed from below and blend in with the riverbed or sea floor when viewed from above. The first dorsal fin is larger than the second one and is angled rearward. The caudal fin is lower and longer than that of other sharks. Tips for Telling Sharks Apart If youre swimming in the surf, its not a smart idea to get close enough to identify a shark, but if you see one from a boat or land, you may want to know what type it is: Sandbar sharks also have rounded snouts, but their dorsal fins are larger and more triangular than those of bull sharks.Blacktip sharks are shaped much like bull sharks, but they have pointed snouts and white anal fins. Note juvenile bull sharks may have black-tipped fins, so coloration is not a good way to distinguish these species.Lemon sharks have blunt snouts, but they are yellow-green to olive-gray in color and both their dorsal fins are about the same size. Lemon shark dorsal fins angle back like those of a bull shark.Spinner sharks have pointed shouts, black tipping on their anal fins, and a band of Z-shaped lines on their sides.Tiger sharks have a dark stripe on their sides.Great white sharks are very large (10-15 ft long), have black eyes, and pointed snouts. Their coloration is similar to the bull shark (gray on top, white underneath).

Apa Snippets and Style Writing Pointers to Help Tcl Nursing

The abstract should be one paragraph of no more than 120 words on a page by itself. Other features of an abstract include double-spacing, one inch margins without indentation, and Times Roman or Courier 12 font. APA Snippets and Style Writing Pointers to Help TCL Nursing Students Write Excellent Papers The aim of this article is to discuss the varieties of pain assessments, and to determine under which circumstances each assessment is most appropriate. Pain is rated differently by each patient, and is subjective to many factors in the patient’s life, including but not limited to culture and past experiences with pain. Since pain may have an effect on all aspects of a patient’s life, healthcare providers must strive to most properly identify the amount of pain in order to properly control it. Symptoms such as â€Å"crying, elected temperature, facial grimacing, groaning, moaning, guarding of the affected area, loss of sleep, nausea, vomiting, restlessness, rise in blood pressure, rise in respiratory rate, and tachycardia† are typical indicators that a patient is in pain; but how much pain? Healthcare providers, namely nurses, use a system of scales and work with the patient to rate their pain. Nurses must be aware of the different pain rating scales available in order to most accurately assess a patient’s pain level. A nurse must not only be able to determine which pain scale is most appropriate for the patient to identify and express his or her pain level, but also be able to carefully interpret and evaluate the scores. For example, the pain scale that is appropriate for a fully functioning adult will differ from one that is appropriate for a child and differ from one that is appropriate for a patient affected by dementia, etc. A variety of unidimensional scales quantify the intensity of the pain and are more simple; while multidimensional scales do so plus identify the pain quality, uration, and any relieving factors, and are more complex. If time permits, a nurse may choose to use a combination of pain assessments in order to be as thorough as possible. Nurses can implement the use of a variety of pain assessments reviewed in this article into their patient’s shift assessment. A nurse may choose to use a more complex, thorough multidimensional scale upon his or her patient’s admi ssion assessment, and then use a more simple, quick unidimensional scale upon his or her patient’s regularly scheduled shift assessments. Regardless of the type of scale being used, a nurse must always use â€Å"effective and sensitive communication with the patient to assist in expressions of pain. † Nurses must listen to their patient and accurately document their patient’s subjective descriptions of the pain. Also, nurses should allow their patients ample amount of time to respond to their questions, which should also be open-ended questions. After the doctor has reviewed the pain assessment and ordered meds, the â€Å"effects of analgesia should be monitored closely and recorded in nursing notes to maintain continuity of patient care. In conclusion, nurses should assess the patient’s abilities, then choose and tailor the pain assessment to the patient’s needs. Assessments are of immeasurable importance as they have a direct effect on the patient’s quality of life. The more extensive of knowledge a nurse has of the plethora of pain assessments to choose from, the more he or she ca n also select the most appropriate pain scale per the patient, which in turn will have the greatest impact on the patient’s progress. Resources In the text, cite resources used to prepare the paper. Cite references in parentheses at the end of the sentence, but before the period (Burckhalter, 2009). Give the author’s last name, a comma, and year of publication. When citing the same resource several times in the same paragraph, it is necessary to cite the author every time but the year only once (Burckhalter). Cite a page number only for quotes. For works by two authors, name both every time and use an ampersand (Merwin Sapp, 2008). For works with three to five authors, name all in the first citation (Bible, Simmons, Beasley, 2009). In later citations, cite only the first author’s name and the term et al. nd the year. For works of six or more authors, cite only the first author’s surname followed by et al. and year in the text, but identify all the authors in the reference list (Slyh et. al, 2007). When a group or organization is the author, cite the group’s name followed by the year (TCL Nursing Faculty, 2008). References Cite all resources used in the text. For the reference list, center the word â€Å"References† at the top of the last page. Double space the entries and indent all lines, except the first line of each entry, five to seven spaces. Alphabetize the list by the authors’ surnames. Include only the initials and last name of authors, not full names or professional initials. Examples of citations are in the sample reference list with this paper. Note the examples of punctuation and capitalization. Journal citations capitalize only the first word of the article title. All major words in the title of the journal are capitalized. The name of the journal and the journal volume are italicized, but the issue and page numbers are not italicized. For books, the reference citation begins with the author or authors, followed by the date of publication. Only the first word of a book title is capitalized. Book titles are italicized. The publisher’s location is cited by city and state, a colon, and the name of the publisher. Electronic citations use the same guidelines indicated above. Do not place a period at the end of an electronic address. Email sent from one to another should be cited as personal communication and is not included in the reference list. Information from classroom lectures are also personal communication (S. Beasley, April 14, 2009). Conclusion A paper should have a conclusion which restates the purpose of the paper, states the major points, and gives recommendations for practice and/or research. This paper has presented suggestions for helping TCL nursing students write excellent papers. A student may also consider using this document as a foundation for a paper. The margins are set correctly. References American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed. ). Washington, DC: Author. Author, C. K. (2007, September 30). Title of a journal article. Imprint, 21, 35-40. Retrieved from Academic Search Premier database. Benton Foundation. (1998, July 7). Barriers to closing the gap. In Losing ground bit by bit: Low-income communities in the information age (chap. ). Retrieved from HYPERLINK â€Å"http://www. Benton. org/Library/Low-Income/two. html† http://www. Benton. org/Library/Low-Income/two. html Bible, C. M. , Simmons, A. W. , Beasley, S. G. (2009). Summer events at TCL. Journal of Nursing Education, 46(8), 89-96. Burckhalter, T. S. (February 2009). Beaufort’s best nursing students. Nurse Educator, 53 , 46-65. McPheron, S. (2009). Mapping families. Imprint, 23(4), 14-27. Merwin, D. M. Sapp, M. P. (2008). Where to find happiness. Journal of Divine Meditation, 38(5), 35-42. Simmons, A. (2007). Frustrations in nursing education. In M. Sapp (Ed. ), Success for nursing students (pp. 13-29). Beaufort, SC: Technical College of the Lowcountry. Slyh, K. P, Merwin, D. M. , Sapp, M. L. , Bible, C. W. , Slachta, P. A. , Simmons, A. W. (2007). What nursing students want. Journal of American Community Colleges, 26(3), 32-46. Nursing Faculty. Technical College of the Lowcountry nursing student handbook (2008). Beaufort, SC: Author. Thomas, C. L. (Ed. ). (2008). Taber’s cyclopedic medical dictionary (21st ed. ). Philadelphia: F. A. Davis. APA SNIPPETS AND STYLE WRITING PAGE * MERGEFORMAT 7 PAGE Apa Snippets and Style Writing Pointers to Help Tcl Nursing The abstract should be one paragraph of no more than 120 words on a page by itself. Other features of an abstract include double-spacing, one inch margins without indentation, and Times Roman or Courier 12 font. APA Snippets and Style Writing Pointers to Help TCL Nursing Students Write Excellent Papers The aim of this article is to discuss the varieties of pain assessments, and to determine under which circumstances each assessment is most appropriate. Pain is rated differently by each patient, and is subjective to many factors in the patient’s life, including but not limited to culture and past experiences with pain. Since pain may have an effect on all aspects of a patient’s life, healthcare providers must strive to most properly identify the amount of pain in order to properly control it. Symptoms such as â€Å"crying, elected temperature, facial grimacing, groaning, moaning, guarding of the affected area, loss of sleep, nausea, vomiting, restlessness, rise in blood pressure, rise in respiratory rate, and tachycardia† are typical indicators that a patient is in pain; but how much pain? Healthcare providers, namely nurses, use a system of scales and work with the patient to rate their pain. Nurses must be aware of the different pain rating scales available in order to most accurately assess a patient’s pain level. A nurse must not only be able to determine which pain scale is most appropriate for the patient to identify and express his or her pain level, but also be able to carefully interpret and evaluate the scores. For example, the pain scale that is appropriate for a fully functioning adult will differ from one that is appropriate for a child and differ from one that is appropriate for a patient affected by dementia, etc. A variety of unidimensional scales quantify the intensity of the pain and are more simple; while multidimensional scales do so plus identify the pain quality, uration, and any relieving factors, and are more complex. If time permits, a nurse may choose to use a combination of pain assessments in order to be as thorough as possible. Nurses can implement the use of a variety of pain assessments reviewed in this article into their patient’s shift assessment. A nurse may choose to use a more complex, thorough multidimensional scale upon his or her patient’s admi ssion assessment, and then use a more simple, quick unidimensional scale upon his or her patient’s regularly scheduled shift assessments. Regardless of the type of scale being used, a nurse must always use â€Å"effective and sensitive communication with the patient to assist in expressions of pain. † Nurses must listen to their patient and accurately document their patient’s subjective descriptions of the pain. Also, nurses should allow their patients ample amount of time to respond to their questions, which should also be open-ended questions. After the doctor has reviewed the pain assessment and ordered meds, the â€Å"effects of analgesia should be monitored closely and recorded in nursing notes to maintain continuity of patient care. In conclusion, nurses should assess the patient’s abilities, then choose and tailor the pain assessment to the patient’s needs. Assessments are of immeasurable importance as they have a direct effect on the patient’s quality of life. The more extensive of knowledge a nurse has of the plethora of pain assessments to choose from, the more he or she ca n also select the most appropriate pain scale per the patient, which in turn will have the greatest impact on the patient’s progress. Resources In the text, cite resources used to prepare the paper. Cite references in parentheses at the end of the sentence, but before the period (Burckhalter, 2009). Give the author’s last name, a comma, and year of publication. When citing the same resource several times in the same paragraph, it is necessary to cite the author every time but the year only once (Burckhalter). Cite a page number only for quotes. For works by two authors, name both every time and use an ampersand (Merwin Sapp, 2008). For works with three to five authors, name all in the first citation (Bible, Simmons, Beasley, 2009). In later citations, cite only the first author’s name and the term et al. nd the year. For works of six or more authors, cite only the first author’s surname followed by et al. and year in the text, but identify all the authors in the reference list (Slyh et. al, 2007). When a group or organization is the author, cite the group’s name followed by the year (TCL Nursing Faculty, 2008). References Cite all resources used in the text. For the reference list, center the word â€Å"References† at the top of the last page. Double space the entries and indent all lines, except the first line of each entry, five to seven spaces. Alphabetize the list by the authors’ surnames. Include only the initials and last name of authors, not full names or professional initials. Examples of citations are in the sample reference list with this paper. Note the examples of punctuation and capitalization. Journal citations capitalize only the first word of the article title. All major words in the title of the journal are capitalized. The name of the journal and the journal volume are italicized, but the issue and page numbers are not italicized. For books, the reference citation begins with the author or authors, followed by the date of publication. Only the first word of a book title is capitalized. Book titles are italicized. The publisher’s location is cited by city and state, a colon, and the name of the publisher. Electronic citations use the same guidelines indicated above. Do not place a period at the end of an electronic address. Email sent from one to another should be cited as personal communication and is not included in the reference list. Information from classroom lectures are also personal communication (S. Beasley, April 14, 2009). Conclusion A paper should have a conclusion which restates the purpose of the paper, states the major points, and gives recommendations for practice and/or research. This paper has presented suggestions for helping TCL nursing students write excellent papers. A student may also consider using this document as a foundation for a paper. The margins are set correctly. References American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed. ). Washington, DC: Author. Author, C. K. (2007, September 30). Title of a journal article. Imprint, 21, 35-40. Retrieved from Academic Search Premier database. Benton Foundation. (1998, July 7). Barriers to closing the gap. In Losing ground bit by bit: Low-income communities in the information age (chap. ). Retrieved from HYPERLINK â€Å"http://www. Benton. org/Library/Low-Income/two. html† http://www. Benton. org/Library/Low-Income/two. html Bible, C. M. , Simmons, A. W. , Beasley, S. G. (2009). Summer events at TCL. Journal of Nursing Education, 46(8), 89-96. Burckhalter, T. S. (February 2009). Beaufort’s best nursing students. Nurse Educator, 53 , 46-65. McPheron, S. (2009). Mapping families. Imprint, 23(4), 14-27. Merwin, D. M. Sapp, M. P. (2008). Where to find happiness. Journal of Divine Meditation, 38(5), 35-42. Simmons, A. (2007). Frustrations in nursing education. In M. Sapp (Ed. ), Success for nursing students (pp. 13-29). Beaufort, SC: Technical College of the Lowcountry. Slyh, K. P, Merwin, D. M. , Sapp, M. L. , Bible, C. W. , Slachta, P. A. , Simmons, A. W. (2007). What nursing students want. Journal of American Community Colleges, 26(3), 32-46. Nursing Faculty. Technical College of the Lowcountry nursing student handbook (2008). Beaufort, SC: Author. Thomas, C. L. (Ed. ). (2008). Taber’s cyclopedic medical dictionary (21st ed. ). Philadelphia: F. A. Davis. APA SNIPPETS AND STYLE WRITING PAGE * MERGEFORMAT 7 PAGE

Harriet Beecher Stowe Essay Example | Topics and Well Written Essays - 1250 words

Harriet Beecher Stowe - Essay Example Harriet Beecher Stowe was one of the most famous female abolitionists and authors of the 19th century. Her writings fueled the anti-slavery movements before the Civil War. She used religion and family to connect with her white readers and relate the African American community to them. Stowe later housed fugitives on the Underground Railroad while living with her husband in Brunswick, Maine. She wrote and expressed her opinions at a time when women were repressed. She had no rights to vote or hold office but she made her opinions known and began the public debate on slavery and abolition. Her upbringing contributed to her anti-slavery feelings. Her father was a preacher and he encouraged his children to take action to better society. She was the middle child and had 11 siblings. Six of her brothers became ministers and her older sister pioneered education for women in the early nineteenth century. Stowe had a very self-righteous upbringing from her parents and this encouraged her to take a stand for social justice.

Data Collection in the Literature Essay Example | Topics and Well Written Essays - 1000 words

Data Collection in the Literature - Essay Example In this paper, I explore qualitative two research articles and discuss their data collection approaches relative to quantitative research approaches, and the articles’ possible contribution to my proposed research. I also report on an observation exercise and my experience choosing qualitative research methodologies. One of the considered research articles in unit 2 is the article on research to investigate domestic violence and substance abuse as overlapping issues from different scopes by Humphreys, Thiara and Regan. The researchers applied a mixed methodological approach that analyzed qualitative and quantitative data. Data collection was further undertaken in different phases. The first stage in data collection applied semi structured interviews to retrieve data from participants. Data was collected from a diversified sample that included former victims of domestic violence, individuals from a group of perpetrators of the violence who were then under rehabilitation programs, and people from groups that offered substance abuse services. Other participants included a commercial sex worker, policy makers, and researchers. The participants were then asked of their â€Å"knowledge of substance use and domestic violence† (Humphreys, Thiara and Regan, 2005, p. 14). Participants were further asked to identify possible association between the two issues, and relevant measures and demographic factors to the issues. The research’s subsequent phases also used questionnaires that were administered through different approaches. Some participants were directly approached, informed of the data capture method and allowed to fill questionnaires while other questionnaires were just left at strategic places with notices about the research, and willing individuals participated (Humphreys, Thiara and Regan, 2005). Another considered article in unit 2 was Collins and Spencer’s report on

Government Aid in Africa’s Education Essay Example for Free

Government Aid in Africa’s Education Essay America has had a great influence on Africa’s developing education system. The reason I have chosen this article is because it gives a brief look into how American organizations have played a big role in the advancement of Africa’s education. The article informs me that some of the same educational programs African-Americans are provided with in the U. S. were exported to Africa. The cities that already had a decent economy received them first. In the 1970’s Europe and America promoted education to Africa but many rejected the programs. They supported missionary and independent African schools because they provided higher training and education. Within the book, The Boy Who Harnessed the Wind, it states how the books that William borrowed from the library were donated by an American organization. Without those key books on physics and engineering William probably would not be where he is today. This article proves how much of an influence America has had on the rise of Africa’s education. I wanted to know how much assistance did Africa’s education development received from America. The article shows how American organizations have made a great impact in Africa’s education. Unfortunately the article didn’t give me all of the exact information that is needed. Indeed, it states the programs that have basically helped Africa stats its educational foundation. It lacks information on America’s current government help. It also does not tell the current state of Africa’s educational system. Information on more organizations and grants that have helped is also need. Research Improvement Completing this assignment has improved my research strategies exponentially. The school advance search has helped me out a lot with this assignment. At first my research strategies were poor and not at the collegiate level but now they are improved. I believe they will enhance throughout my years in college now. I am extremely proud of myself and thankful for the librarian showing us this great way to do research.

Creationism and the Classroom Essay -- essays research papers fc

Creationism and the Classroom The American classroom is suffering from a major deficiency. The science curriculum supports one theory of evolution and no other theory as to how the existence of the universe has come to be. This narrow-minded approach has kept many young minds from seeing a very broad picture of this world. Scientific creationism should be included in our public school curriculum because it is paramount to the progress of modern science. Duane Gish, who has a Ph.D. in biochemistry from Berkeley, says, â€Å"†¦neither creation nor evolution may be referred to as scientific theory since neither can offer eyewitness evidence of what happened in the past.† Gish further states, â€Å"Both are ultimately based upon inferences derived from circumstantial evidence. As such, they remain on an equal footing and should receive equal time in public classrooms in the United States† Creationism assumes there is a Creator who designed the universe with purpose and gave the universe direction. This theory can be put into our classrooms without being abrasive to the U.S. Constitution, so long as it is treated as science. Gish says, â€Å"Science can tell us nothing of who the Creator is, why the universe was created, or anything about the relationship of the things created to the Creator.† Without creationism in the public school system, students are left only to learn about evolution, which can be considered as religion. Gish explains, â€Å"†¦evolution is a non-theistic theory of origins which by definition excludes the intervention of an outside agency of any kind. Evolutionists believe that by employing natural laws and processes plus nothing it is possible to the origin of the universe and of all that it contains. This involves the acceptance of a particular philosophical metaphysical world view and is thus basically religious in nature.† Just as evolutionism has been accepted by many in the religious community as religion, creationism has been accepted by many in the science community as science. Ker C. Thompson is a former Director of the U.S. Air Force Terrestrial Sciences Laboratory. He holds a B.A. in Physics and Geology from the University of British Columbia and DSc in Geophysics from the Colorado School of Mines. Thompson believes that the only way ... ...the only theory for the origin of the universe taught to our students, then our country is in danger of a scientific freeze. Without challenges to such theories, the students come away with unfair, one-sided views. If those views are not challenged in a scientific arena, as opposed to the students’ places of worship, then the students will not see any other views as science. Our students will take this lopsided understanding into adulthood. This understanding then has the danger of becoming dogmatic to our population. The progress of science will slow down without public challenges and governmental support. Works Cited Gish, Duane T â€Å"'Scientific Creationism' Should Be Taught in Science Classrooms". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005 Kofahl, Robert E "Scientific Evidence Against Evolution and for Creation Should Be Included in Science Curricula". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005 http://galenet.galegroup.com/servlet/OVRC Thomson, Ker C "Physical Laws Support Creationism". Opposing Viewpoints Resource Center. Thomson Gale. 18 May 2005

Data compression

Presentation or Weeping Presentation or Weeping (2) Describe the fields that â€Å"could be† or â€Å"are† merged Not Just name and address. More detail needed e. G. Firestone, surname. House name or number. Street, Village, Town, Postcode If none exists explain what the end user would like you to produce. If none exists analyses a similar web page if your local football team does not have one analyses another football teams website. Purpose + Audience + DATA Identify the special features, e. . Video, sound, animations included or could be included Automated Document (2) These could be actual automated documents or manual documents which have the potential to be an automated process If none exists explain what the end user would like you to produce For the automated process you must identify: Purpose of the letter *audience + DATA What is the purpose, audience and data of the website or presentation Identify and describe its purpose.This could be an actual automated doc ument or a one which includes a process which could be automated If you are looking at an actual set of web pages identify the feature on the page do not Just give a list. (Good practice is to use an arrow pointing to the feature and label it or try to write a short sentence about it. Specific detail needed on type of sound, video, animation, hotshot and hyperlink, etc.. In describing the potential features DO NOT generalist Be specific video of Links to what†¦.Sound files about † An email link to 2 Task 1 – DTV Mark Criteria Purpose of your document Analysis of house style Design Detailed design of documents Use of basic features Different font styles and sizes Purpose of document and audience House style / ethos of your document This may not always be the same as the ones you have looked at. NOT DESCRIPTIVE NOT it will have a blue background and use comic sans font. WHY? Designs – basic Bold, centre and underline Autographs Right or full Justification Bull et points Needs both parts What image are you trying to project How are you going to project it? . G. Friendly and fun, so I will use lots of picture of people smiling and enjoying themselves Outline layout with inherent page orientation and identifying which frames are text and which are for pictures. (If only 1 page no marks can be awarded) Details of Data – both text and graphics graphics. Fonts & Font Sizes 1 mark awarded for details of fonts and font sizes to be used – (80% coverage) 1 mark awarded for details of 8 different features to be used such as margins, tab settings, line spacing, paragraph styles, etc.Show the 8 different features that you are going to use Use of different font styles and sizes Use of bold, centre and underline (need all three) Autograph Need all three but not necessarily on the same words or page Any Autograph Justification Right or Full NOT left aligned and more than two lines Cannot be awarded if only 1 bullet not in a clear list use ( 3 in list) right or centre Justification skews the bullets 3 Must be clear Worrywart and not Just large fonts Could also be text from external text generators/ sources, e. G. Collect. Mom e. G. Clouded text boxes, shaded tables, Clouded borders in tables, Clouded text Worrywart Shading effects Shading Effects Headers and footers Two forms of electronic combination Use of at least two different types of graphical image, from different sources added to document Screenings evidence required Tables Must include grisliness unless evidence is clear 5 Each of the following may be awarded one mark – up too maximum of 5 marks for this section. Each of the following may be awarded one mark – up to a maximum of 5 marks for this section.Advanced Features Different Paragraph formats up to five of: Different paragraph formats, Different line spacing, Superscript and subscript, Customized tables, Page or frame borders, Set and use win tabs, Set and use own indents, Watermarks, Pagina tion, Use of layering (forward and behind), Own style sheets Different line spacing Super Script and Subscript Set and use own Tabs Set and use own indents Layering Water marks Both need to be present and appear on the same place on every page on the printed document An image from Clipper, Internet, Scanner, Digital Camera, etc. Mark for each form/source of image) e. G. Scanned images, graphics from web, clipper from disc, digital camera images, graphs from spreadsheets, graphics from cad packages or paint. Must have before and after screen shots as evidenceSensible use – not automatic – evidence of before and after or no marks can be awarded NOT use of default tab settings in body of text or bullets – evidence of before and after or no marks can be awarded In main body of text both left & right hand sides evidence of before and after or no marks can be awarded Use of layering forward and behind – not Just moving on top – evidence of before and aft er or no 4 Own Style Sheets construction evidence needed Page or Frame Borders Pagination Customized bullets Added to original list Photo – editing Must be Customized tables – cell merging / text direction not Just Clouded cells or bordersPage numbers – must appear on all pages in the same place (If this has been used in Header & Footer cannot be counted twice) A second set of bullet points needed External image from a file (Not internal fonts and characters) needed as the customization If complex not Just crop, rotate, etc, needs at least 3 layered effect and construction evidence required Task 2 Automated Document User Requirements Purpose of document Intended user House style Purpose of document + Professional ethos Basic layout and page orientation Automated features Font styles and Sizes used Data Basic Features Wordiness's template import data from external source 1 mark awarded for the basic layout and page orientation 1 mark awarded for design of automat ed features including mail merged fields (not just address block/greeting lines) and THREE macros 1 mark for font styles and sizes used Data and contact details Not Just ‘body of letter' 1 mark awarded for the wordiness's template document showing the fields incorporated into the document. (The letter must not be cropped and should clearly identify both the merged fields and their position on the document and the data in the letter) Suitable format and layout for data Database Evidence

The Ethics of Micro Finance

Christopher Martin ‘Micro-finance programmes are aimed at reducing poverty. What ethical challenges are raised by the operation of micro-finance and which ethical theory can best be applied to assess how Grameen Bank addresses these challenges? ’ Introduction: The essay seeks to examine the ethical issues raised by the operation of microfinance. In the first section, an overview will be offered. In the second section the ethical challenges posed by operation of micro-finance will be examined. In the third section, an overview of Grameen Bank will be given.Finally, in the fourth section, the ethical theories of Kant, Bentham and Aristotle will be applied to the ethical issues raised by the operation of Grameen Bank to see which theory best applies. 1. What is micro-finance? Conventional banks like we in the west know are not as widespread in the developing world. Even in places where there ‘mainstream’ banks do have operations, large numbers of people will no t be in a position to utilise their services. Such people have been termed the ‘unbankable poor’. The World Bank estimates that there are 2. billion people (nearly 40% of world’s population) who do not have access to formal financial services. Microfinance has emerged in the last few decades in response to the needs of such people for savings and loans facilities. It is an alternative to them have to use the services of what are colloquially termed ‘loan sharks’, who charge high rates so high that borrowers struggle to pay off the principal sum borrowed. Micro-finance is the provision of savings facilities and small value loans to typically to poor people in the Third World.Such people have a need for financial services, particularly as there is a lack of in rural areas where there is a lack of banking facilities. This makes it harder to makes deposits and so build up any sort of savings. For instance 1 †if you live in a straw hut in a village, finding a safe place to store savings is not easy. † People need sums for 2 â€Å"life-cycle events such as births, marriages & emergency situations. † Stuart Rutherford in ‘The Poor and Their Money' outlines the 3 â€Å" Three common ways of raising large sums i) selling assets they already own (or expect to, e. g. dvance sale of crops) ii) mortgaging or ‘pawning' those assets. iii) finding a way of turning their finding a way of turning their small savings into large lump sums. It is important to note that there is not any ‘one-size fits all' definition of poverty . Muhammed Yunnus asks the rhetorical question 4 â€Å"Who on the list below is poor and who is not: -a jobless person, -an illiterate person, -a homeless person, -a person who does not produce enough food to feed his or her family year round, -a person with a thatched house that lets in rain? -person suffering from malnutrition, -person who does not send his or her children to school? s treet vendor? Micro-finance may increase someone's income but that may just be spent on everyday consumption and not on addressing any of the different facets of poverty on Yunnu's list. For instance, using an increase in income to send a child to school. Savings The very poorest may be too risk averse to take out a loan as they may have an erratic income, for instance due to crop failure. Hence the need for savings. In micro-finance schemes there are two types of savings schemes: I) Locked in: not available for withdrawal until a member a customer left the bank.Used as loan collateral The use of this method was based on the 5 â€Å"Powerful perception tha that the ‘poor cannot save. † ii. Open-access savings which can, it is argued, 6 â€Å"generate much more net savings per client per year (and thus greater capital for the MFI) than compulsory, locked in savings schemes†¦ and provide a useful and well used facility for clients while doing so. † Fundamental to the repayment of micro-finance loans is the group dynamic principle. Peer pressure plays an important part in binding members together.Trust is built up and the commitment to repay is increased via mutually reinforcing behaviour. It can be described as a case of ‘one for all one and all for one' in terms of repaying the loan. -However, there are potential problems as it depends on the co-operation of members. However, 7 â€Å"if it goes badly, then they are all in trouble. † A benefit of individual loans is that 8 â€Å"the lending institution knows who exactly is responsible for the repayment of the loan, and does not get lost in a maze of group members referring to or blaming one another. ’’Section 2 ethical challenges Doubts have been cast on the overall utility of micro-finance programmes in reducing poverty. Some critics argue that 9 â€Å"that micro-finance programmes fail to reach the poorest, generally have a limited effect on income, address the symptom rather than the social cause of poverty†. The 10 â€Å"focus on income poverty† being reduced by 11 â€Å"the provision of credit for income-generation through self-employment. † Neglects to address the deep rooted causes of poverty such as lack of education and poor transport infrastructure.Micro-finance is concentrated on the ‘bankable poor' as they are seen as more able to take advantage of a loan to e. g. buy more equipment and so 12 â€Å" can take more risk than the poorest households without threatening their minimum needs for survival. † It is ironic that a program aimed at reducing poverty excludes the very poorest from participating. However micro-finance programs obviously the motive of reducing poverty. There are 13 ‘’MF premised on the notion that credit is a human right it can improve the lives of the poorest . †But as the very poorest are excluded the application of credit as a ‘human right' is not universal. If something is a ‘human right' is supposed to apply to all humans. In this case it doesn't so it would fail Immanuel Kant's Categorical Imperative†¦.. It could be argued that Yunnus is instead focussing micro-finance on those people who are in the position to benefit most from it. 14 â€Å"Although Yunus frames his vision of MF in the language of human rights, his ideas are in fact concerned with entrepreneurial rather than redistribution. † Thus he is a social businessman rather than a philanthropist.Micro-finance institutions are self-sustaining businesses rather than charities and so 15 â€Å"poverty reduction becomes an externality and not a goal as such†. Thus Yunnus and others could be charged as potentially using borrowers as means rather than ends. Section 3 Grameen Bank Economics professor Muhammad Yunnus was motivated to set up Grameen after being disheartened at the level of poverty he witnessed in rural villages in his native Banglad esh in the early 1970's. A catalysing experience was when he met 16 â€Å" Sufiya Begum, a woman from a village called Jobra.Like many others in her village, she relied on the local moneylender for the cash she needed to buy the bamboo for the stools she crafted. † That loan was only granted on the condition that she sold to him (the money lender) all of her output at a price determined by him. 17 â€Å" Thus, though hard working, she was trapped in poverty. † Furthermore the villagers were cut off from borrowing from 18 â€Å"conventional bankers since they had no credit histories and no collateral to offer, and could not even fill out the necessary paperwork because they were illiterate†. 1.Muhammed Yunnus's was focused on providing the loans to the landless as he saw them as being more entrepreneurial than tradition bound farmers. He was very much of the view that micro-finance could help the poor to help themselves through becoming self reliant. Grameen mean s village in Bengali. Muhummad Yunnus wanted the bank to be the antithesis of a faceless bureaucratic bank headquarted in a large city (even though it is now). He aimed at recruiting banking staff who would build up an understanding of the everyday lives of villagers and the challenges they faced.This would make it easier to identify which people would benefit most. Crucially this helped to engender the building up of levels of trust between the borrowers in village who took out the collateral free and contract free loans. Vitally the development of the level of trust necessary to ensure repayment collateral free loans without any contract was the process of group dynamic in binding borrowers together with mutually reinforcing behaviour. What helped make the repayment process be manageable for borrowers was that loans were paid in small weekly instalments rather than one lump sum to worry about at the end of the loan period. )Application of ethical theory: Grameen Bank's focus on bo rrowers becoming self reliant relates to them developing virtues of self reliance and not being burdensome to others. Yunnus argued 19 †On the recipient side, charity can have devastating effects. It robs the recipient of dignity, and it removes the incentive of having to generate income. It makes the recipient passive and satisfied with thinking ‘all I have to do is sit her with my hand out and I will earn a living† Instead, borrowers will developing a sense of ownership by coming 20 â€Å"With their own ideas† for business generation.In this respect Yunnus is treating borrowers as ends and not means as he leaving it up to them how they behave. The programme develops members sense of self-discipline of saving regularly as they had to 21 â€Å"save for several months before they were eligible for to borrow. The requirement to save first also results in an investment in the institution that will lend to them – thus the loans they receive are financed not just by an outside faceless agency, but also by their own savings and those of their friends and neighbours. The borrowers are much more likely to be committed and conscientious about repaying. ’. Yunnus challenges the assumptions on human nature made by conventional banking paradigms by issuing collateral free loans without any contracts. 22 â€Å"Grameen assumes that every borrower is basically honest. We may be accused of being naive, but it saves us having to fill in all those endless documents And in 99 per cent of the cases our trust turns out to be vindicated. Bad loans of 0. 5 per cent is the cost of doing business, and it also represents a constant reminder of what we need to improve in order to succeed. † Micro-finance proponents can't be completely 3 â€Å" ethical claiming to reduce poverty while pursuing other objectives. This is particularly so because other people’s money is involved†. The intentions of institutions should be transparen t, e. g. through a mission statement and should not be cloaked in language that hides agendas of e. g. making a profit for shareholders, by only stressing social objectives. 24 â€Å"Furthermore the imbalance of power between the lender and the borrower. † surely makes it harder for borrowers to pursue their own interests as they have to be reconciled with the banks financial interest.Within the framework of the ethics of Immanuel Kant, Professor Yunnus succeeds ethically as is acting from the altruistic motive of reducing poverty. Kant agreeed that 25 â€Å"to act from a good will is to act from duty. † Aristotle takes a stricter approach by arguing that acts are ethical if agents go beyond just doing so from a sense of duty. For instance, someone only went to visit an elderly relative out of a sense of duty, and not from any greater concern for the relatives welfare.Muhammad Yunnus's focus on helping the poor maintain their sense of dignity by becoming more self reli ant is consistent with Kant's approach as Kant argues 26 â€Å"â€Å"Our free will is what gives us our dignity and unconditioned worth† This of course relates to Kant maintaining that people should be considered as ends in themselves rather than means to someone else's end. Kant's stress on the universality of ethical principles is relevant to the potential problem of people stopping viewing promises as binding.The group dynamic principle of micro-finance surely make the promises of members more binding as otherwise it would seem that if one person got away with not paying, then no one would and then the bank would not lend to them.. Additionally, as the borrowers and the bank are both benefitting so 27 †No one (is) used merely as a means in an voluntary economic exchange where both parties benefit. † Jeremy Bentham and John Stuart Mill's Utilitatarianism holds that the ethical utility of actions can be measured by the consequences. This approach is onsistent wi th the cost-benefit analysis adopted by contemporary businessses where the utility being measured is profit. In the case of Grameen Bank the utility can be measure by a) the rate of loan repayment According to Yunnus the default rate was only 28 â€Å"0. 5 per cent†. However, on the other hand many members of Grameen were unhappy with their savings being ‘lockked-in' and 29 â€Å" were leaving the organisation in order to realise their (often substantial) compulsory savings. † Such members went on strike in 1995 to protest at being denied accesss to their savings. 30 â€Å"The financial consequences of the strike were profound.According to an unpublished Grameen Bank internal report (1996), in Tangail District the cumulative un-repaid amount had climbed to over $2 million. † More generally, in terms of consequences for members there have been benefits. The scheme has helped the majority to build up savings that could be used as capital. Additionally it the scheme has helped reduce income poverty 31 â€Å"Grameen bank members had incomes about 28 % higher than the target group of non-participants. † Act utilitarianism seems like the most appropriate branch of Utilitarianism to apply to Grameen bank and Muhammad Yunnus.An act is right' if it maximises utility. A sort of moral s is used to calculate the long term benefits and harm for each actor and then compute the result. But there is the problem of time-framing how long a period eto consider. One is reminded of Keynes quote ‘in the long term we are all dead'. Act utilitarian’s consider themselves equally with others so are not egoist in just assessing whether an act maximises their own individual utility or well being. Yunnus does seem sincere in doing that and is aiming to benefit the members as opposed to just enriching himself.However on the other hand, Utilitarianism could be consistent with the Grameen member group dynamic process discussed earlier. Members r ealise that there will be bad consequences for them and their peers if they don't follow the ‘rule' of repaying' and so are compelled to follow the rule. Robert Solomon, writing in ‘A companion to business ethics' argues that 32 â€Å" â€Å"In business ethics it is generally agreed that three elements, the principles of an action, the action itself, and the action's consequences must be taken into account. However there is another option†: virtue ethics.Grameen's ethos of borrowers using using the loans to become self employed is connected to them developing the character traits consistent with the virtue of self reliance. Aristotle deemed behaviour a virtuous if is it was consistent with a 33 †mean between the extremes† of e. g. being dependent on someone else's act of charity and being selfish. As the 34â€Å"Various virtues reinforce one another†, the principle can be applied to the Grameen member group dynamic of mutually reinforcing behav iour encouraging the repayment of the loan.In this case it is the non relative virtue of trustworthiness that is being reinforced. It could also be argued that different members are motivated by Aristotle's 33 â€Å"Idea of practice- shared cooperative activity with mutually understood goals and ways of doing things. Conclusion Muhammad Yunnus set up Grameen bank with a good motive out of concern for the poor. Yes, this pure motive has been diluted by the pragmatic need for the bank to be financially self sustaining. For instance the previous use of locked in loans would be termed coercive by Kant, so in this aspect the borrowers are being treated as means.How the bank lets members come up with their own ideas for business generation is consistent with Kant’s belief on people’s free will that enables them to be rational and moral. Furthermore as both the bank and the borrowers are benefitting from this economic exchange, then the borrowers are not being treated as mea ns and so this would pass Kant’s test of whether it is ethical. It is difficult to measure the individual benefits and downsides experienced by the individual members, thus making it a less effective ethical yardstick. However the high repayment rate does score well on the Utilitarian scale.But ultimately, Muhammad Yunnus is motivate by concern at the suffering of the rural poor. Crucially he wants to help them help themselves. One is reminded of Bob Geldof’s fishing rod analogy –better to give a man a fishing rod, than a fish. Yunnus and Grameen bank are thus actively promoting the virtue of self reliance. Additionally they are promoting the virtues of co-operation and trust via the group dynamic and by the fact the loans are collateral and contract free. Critics of Yunnus may have attacked him because he isn’t the perfect philanthropist. Rather, he is a socially responsible businessman.Bibliography Wright, Graham, ‘Micro-finance systems' 2000, The University Press, Zed Books, London. Roy, Ananya, ‘Poverty Capital' 2010, Routledge, Oxford. Activities that are unlikely to create indebtedness† Rutherford, Stuart, †The Poor and Their Money', 2000, Oxford University Press, New Delhi Yunnus, Muhammad (with Alan Jolis), ‘Banker to the Poor', 1999, Aurum Press, London Yunus, M, Moingen, B and Lehmann-Ortega, L, ‘Micro Finance- Building social business models: Lessons from the Grameen experiences', article in ‘LONG RANGE PLANNING   Ã‚  Volume: 43   Ã‚  Issue: 2-3   Ã‚  Special Issue: Sp.Iss. SI   Ã‚  Pages: 308-325   Ã‚  Published: APR-JUN 2010 Rutherford, S, ‘The Poor and Their Money' , 2000, Oxford University Press, New Delhi. Frederick, R, ‘Companion to business ethics', 2002, Blackwell Publishing, Oxford Vanroose, A, ‘Is microfinance an ethical way to provide financial services to the poor? Microfinance: Are its promises ethically justified? CEB Working Paper N ° 0 7/014 June 2007 References 1. Wright, G, Microfinance Systems, page 2 2â€Å" â€Å" page 1 3â€Å" â€Å" page 5 3. Yunnus, Banker to the poor, page 10 4.Wright, G, page 71 6. Wright, G, page 69 7. Wright, G, page 139 8 Wright, G, page 139 9. Wright, G, page 6 10. Wright, G, page 8 11. Wright, G, page 8 12. Wright, G, page 11 13. Roy, A, ‘Poverty Capital, page 13 14. Roy, A, page 23 15. Vanroose, A, CEB Working paper, page 11 16. Yunus, M, Moingen, B and Lehmann-Ortega, L, ‘Micro Finance- Building social business models: Lessons from the Grameen experiences', Page 314 17. Ditto 18. Ditto 19. Yunnus, Muhammad (with Alan Jolis), ‘Banker to the Poor', page 22 20. Yunnus, Banker to the poor, page 114 21. Wright, G, Microfinance systems, page 137 2. Yunnus, ‘Banker to the poor’, page 111 23 Vanroose, A, ‘Is microfinance an ethical way to provide financial services to the poor? , page 4 24. Ditto 25. Frederick, R, ‘Companion to Business Ethi cs, Chapter 1 by Solomon, R, page 3 26. â€Å" â€Å" page 4 27. Frederik, R, page 7 28. Yunnus, M, ‘Banker to the poor’ page 111 29. Wright, G, page 78 30. Wright, G page 78 31. Yunnus, & Lehman-Ortega, page 12 32. Frederick, R, page 30 33. Frederick, R, page 30 34. Frederick,R page 32

Propaganda in Pro

Propaganda in Pro Propaganda refers to the form of communication that is meant to influence the feelings and attitudes of individual to believe or support a certain viewpoint. The aim of the propagandist is to ensure that an individual backs his or her position by simply presenting one side of the story.Advertising We will write a custom essay sample on Propaganda in Pro-slavery Arguments and Douglass’s Narrative specifically for you for only $16.05 $11/page Learn More Studies show that propaganda statements might be either true or false. Since the major objective is to change the minds of many people as possible, propaganda statements are often repeated and are distributed through a number of media in order to reach many individuals (Cunningham 78). In some instances, propaganda information present facts selectively in order to support a particular synthesis and in other cases, it makes use of loaded messages to incite people’s emotions instead of encouraging i ndividuals to judge information rationally. Propaganda is used to influence people’s political, spiritual, and business-related views. Throughout the US history, it has been used effectively to support particular positions. During slavery, advocates of slavery system used it to justify their position while Douglass employed it to influence people’s minds against slavery. This paper looks at various aspects of propaganda, including its techniques, as well the way pro-slavery advocates and opponents, including Douglass, employed it. Classification of Propaganda In the modern society, propaganda is a term that no one would want to be associated with because of its wrong usage in Germany. In reality, propaganda is a neutral term that can be utilized in educating people to change their views towards a better future. In fact, propaganda messages could be employed effectively to encourage individuals to participate in community programs, engage in health improving practices, take part in important events, such as census and elections, and encourage citizens to support the law enforcing agencies as far as reporting of crimes is concerned. During slavery in the United States, advocates, such as James Henry Hammond, John Calhoun, and William Joseph Harper, utilized propaganda to justify the existence of the two classes in society since they argued that it would spur economic development.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hammond drafted a speech, commonly referred to as Mudsill Speech of 1858, which was purely a propaganda statement encouraging individuals to be contented with the existing production system. To pro-slavery advocates, the change of the production system would destabilize society, as it would cause conflicts between the upper and the lower classes. This would be a great threat to democracy, the economy, the government, and the society in general. The campaigners of slavery further observed that the lower class had always existed in history, as it served a major purpose of cushioning the ruling class. Hammond used the term mudsill in his speech to claim that the lower class was a foundation of society, as it engaged in nation building through provision of labor (Tindall and Shi 56). In his view, this would encourage the whites to move civilization forward and any attempt to bring radical changes would impede socio-economic and political development. The views of pro-slavery advocates were not factual, but instead they were propaganda statements that aimed at justifying the existing mode of production at the time. Hammond encouraged slaves to continue offering free labor, as they were the important people in the production system. However, the reality was that slaves were never incorporated into the economic system and the few who participated in economic matters were incorporated as underdogs. Slavery advocates insi sted that the system eliminated barriers placed upon individuals that prevented them from enjoying their rights as American citizens. Hammond cautioned other rich individuals in the country who supported the rights of slaves that it was dangerous to involve the landless in political matters, such as voting and presenting their candidature during elections (Finkelman 27). Involving slaves in political processes would lead to the tyranny of the multitude hence the best option was to enslave them, as they would not have the chance of changing the status quo. In the views of slavery supporters, the system was effective since it protected the interests of masters, slaves, and the entire society. Democracy suggests that each individual should be allowed to enjoy his or her rights in society, including the right to take part in economic and political matters without interference. Therefore, slavery campaigners advanced a theory that was defective implying that their claims were simply prop aganda statements aimed at subjugating and discriminating against slaves who were mostly blacks. Douglass’s narrative presents some of the problems that slavery brought to the blacks in the south. Even though his ideas are mainly considered as propaganda, he presents information that would help slaves to realize their potentials in society. First, he criticizes slavery by observing that it has a damaging effect to the slaveholders, as well as the slaves.Advertising We will write a custom essay sample on Propaganda in Pro-slavery Arguments and Douglass’s Narrative specifically for you for only $16.05 $11/page Learn More The slavery system encourages a dishonest and reckless behavior among slaveholders to an extent that it damages their honored status. Based on this, he recommended that slavery was unnatural to all parties involved. For instance, slave owners were engaged in adultery and rape, which was a great threat to the wellbeing of slaves and their families. Douglass uses Sophia Auld as an example of an individual who had high moral standards, but slaveholding converted her to a demon. Therefore, the view of Douglass on slavery is that it was an invalid system of production, which had affected the moral wellbeing of slave owners (Douglass 112). This implies that he was trying to convince slave owners to abandon the system, as it was affecting them as well. In trying to persuade slaveholders to abandon slavery, Douglass reinterpreted Christianity, terming the true religion as the Christianity of Christ while the kind of religion that slave owners practiced as the Christianity of the land. Slave owners had immoral behavior and violent actions that were inconsistent with the provisions of Christianity (Tindall and Shi 93). Through this, he was trying to convince slaveholders to quit slavery and adopt a more acceptable system of production that would suit the tenets of Christianity. The Objective of Propaganda The main g oal of any propaganda statement is to shape public opinion and change people’s views as regards to a particular subject or topic. During slavery in the United States, the views of southern plantation owners played a major role in advancing slavery in the country in the sense that many farmers believed abandoning it would be equivalent to giving blacks an undue advantage in the economy. Additionally, many slave owners were convinced that giving the landless the right to vote would be detrimental to democracy. Several techniques of propaganda exist, but slavery supporters chose to employ two of these methods, one of them being half-truth and the other is deception. Douglass supported the claims that slavery was degrading the culture of blacks. He noted that slave owners ensured the landless remained ignorant, as this would facilitate the maintenance of the status quo. However, he suggested that acquisition of knowledge is a step towards abandonment and resistance of slavery. Un like pro-slavery advocates, Douglass used different techniques of propaganda, including operant conditioning and testimonials. Cunningham, Stanley. The Idea of Propaganda: A Reconstruction. Westport: Praeger, 2002. Print.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Douglass, Fredrick. The Narrative of the Life of Fredrick Douglass. New York: Cricket House Books, 2012. Print. Finkelman, Paul. Slavery the Law. Lanham, Md: Rowman Littlefield, 2002. Print. Tindall, George, and Shi, David. America: A Narrative History. New York: W.W. Norton Co, 2013. Print.

Technology and the mind Essay Example | Topics and Well Written Essays - 500 words

Technology and the mind - Essay Example One gadget receiving the greatest use the world over is the mobile phone for its communicative importance. Psychologists have expressed concern on grooving excessive use and addiction to mobile phone in today’s society which comes with negative health ramifications. Some scientists have also opined this growing to technology aided by communication gadgets hinders our scientific abilities as people tend consume just what has been made available instead of thinking deeply and innovatively. in other words technology is making us more lazy in terms of thinking critically problematic use of some technologies such as the mobile phone is significantly interfering with quality of life negatively. The amount of time spent on the phone is not the real problem with technology but the need to stay connected. This could be the core reason as to the addiction being witnessed. The response by individuals when their phone is removed is another important cue. Most will show signs such as anxiety, depression and withdrawal if their access to technology is removed. studies in Japan on children who posses phones has shown they are less likely to befriend peers who are not savvy, while another in one in Britain shows that 36% of students in colleges are not able to survive with their phones. According to Sheffield quoted in (Birdwell, 2007) â€Å"The most shocking figure was that 7 percent said the use of mobile phones had caused them to lose a relationship or a job.† On the hand there those who oppose the argument that technology is detrimental to the mind. Their position is based on the fact that technology is being used by all scientists in their work, it continues to enhance life in every area. E-mail, PowerPoint presentations, the internet, mobile phones and other technologies they argue are part and parcel of any scientist’s life. They agree to the notion that information overload may cause

Judgment Heuristic and Biases Essay Example | Topics and Well Written Essays - 500 words

Judgment Heuristic and Biases - Essay Example These heuristics are very useful but at times can leads to severe and systematic errors. ( Harding,707 and Tversky, Kahneman,1124) In case of representative heuristics (Tversky and Kahneman, 1126), the likelihood of an event is judged based upon the extent to which it represents the essential features of the parent population or the generating process. Representative heuristic is generally used by people to make judgment or impression about someone or something. (Koning, 1) The relative frequency of an event often depends on the availability or accessability of the object or the event under perception memory or construction of imagination. This is availability heuristics. (Garns, 1) A bias is any of a wide range of observer effects identified in cognitive science and social psychology including very basic statistical, social attribution, and memory errors that are common to all human beings. Biases drastically skew the reliability of anecdotal and legal evidence. (Doughert and Franco-Watkins, 23) For example, the apparent distance of an object is determined in part by its clarity. The more sharply the object is seen, the closer it appears to be.