War is not necessary (con war) Research Paper Example | Topics and Well Written Essays - 1250 words

War is not necessary (con war) - Research Paper Example In this research paper, several different wars will be examined. The causes and effects will be examined as well as the overall cons associated with war. Wars happen in many different areas of the world. Wars ruin lives of almost everyone whom is involved. The tragedy and deaths of war is followed throughout history and brings many modern day struggles to different cultures and ethnic groups. It is important to see war for its negative affects in order to express how war is not necessary to solve problems. King Phillips War took place between 1675 and 1676. The war was between the New England colonies and several different Indian tribes. This war was the result of power and territory. The New England Colonists wanted what the Native American Indians had. The Colonist saw that the Native Americans were blessed with land that provided abundant resources and room for expansion. The Native Americans protected these resources as the New England Colonist sought to build and destroy the land. The reason for this war could have been prevented and was not necessary. The New England Colonist could have negotiated with the Native Americans and worked something out with the land instead of, â€Å"forcing them into Christianity† (Watras 2008), and forcing the Native Americans out. Since no negotiation was used this resulted in many deaths and loss of land. The King Williams war took place between 1689 – 1687. This war lasted for several years and was fought between the English Colonies and France. The war is also known as the War of the Grand Alliance. The purpose of this war was not necessary as many lives were lost. If the treaty was signed in the beginning the loss of lives could have been avoided. After the end of this nine year war, a treaty was signed. This treaty was known as the Treaty of Ryswick. â€Å"This treaty lasted for five years and led to another war known as the Queen Anne’s War† (Miquelon

Wreiter choice Essay Example | Topics and Well Written Essays - 250 words

Wreiter choice - Essay Example it is proposed that all history students should first be asked to read this book before starting on their course as it provides a world of perspectives to history without having to dumb down the historically accepted facts and information of humanity and the earth existence (Christian). This is what makes the book, especially unique in the development of summary for the Invitation to Insight (HU 114) And Reading for Life (UH 113) courses. In the invitation to the insight, I have learned to put into application deductive thinking from the study of the book. I can regularly apply my knowledge in such areas as; religion, science, literature and art to simulate the various viewpoints cultured from the book yet applicable in my academic course with great respect to context. In the Reading for life course, there is the absolute relationship between the book and the course where the book presents a worldview that encompasses the variety that is life and a wealth of knowledge across the ages in human history that is second to none. The significant role played by this book, of the two courses, is significantly important yet second to none. Its applications are limitless both to academia and to the acquisition of knowledge for its

Socrates Nobody Desires Evil Philosophy Essay

Socrates Nobody Desires Evil Philosophy Essay The beliefs of Socrates includes: a) Nobody desires evil, b) Nobody makes a mistake or does wrong willingly or knowingly, c) Virtue all virtue is knowledge, d) Virtue is sufficient for happiness. Of the four beliefs, the most implausible that Socrates established is the point that happiness and excellence is the most important goals in life, made these depend upon the virtues, then made the acquisition of the virtues the unique prerogative of the intellect, of cognition, reason, and argument. The minor Socratics began with a similar evaluation of the importance of happiness and excellence; however, their critical appraisal of the possibility of ones gaining knowledge with the power to deliver these goods led them to form alternative approaches to practical ethics. This shows Socrates commitment to the belief that reason should serve as the ultimate arbitrator of will and goodness. 2. Socrates and Euthyphro discuss the nature of holiness. To understand the significance of their discussion it is fruitful to examine the nature of their discussion and the process by which they manage the terrain of their issue as having an importance greater than the subject itself has. The subject of holiness is interesting and arguably important, but it is a means of arriving at a still greater end. Socrates and Euthyphro approach their conversation with distinct attitudes regarding the health of their epistemic states. Euthyphro feels confident and sure of his mastery of the topic of holiness. In contrast, Socrates professes his ignorance. But his ignorance is not the easy ignorance of a lazy unimaginative man. Rather, his claim of ignorance is the result of careful reflection about the status of his own virtue. His character is one of ceaseless rational inquiry. Socrates worked to use reason to judge truth and bring order to his soul. Second, Socrates demands that any idea worth keeping must withstand careful scrutiny. In contrast, Euthyphro demonstrates the mental habits of a person lacking the persistence to penetrate an idea beyond initial impressions. Socrates is determined to help Euthyphro acknowledge this habit of his character and revise it in favor of the habit of aggressive reasoning. Such a habit, Socrates demonstrates, is crucial for eudaimonia. 3. Socrates explains that he has been pursuing his religious duty to decipher the riddle presented by the oracle at Delphi. Socrates devotes a fair amount of time to this particular matter of his reputation. In his defense, Socrates explains that his friend Chaerephon paid a visit to the oracle at Delphi and asked whether there was anyone wiser than Socrates. In answer to this question, the oracle answered that no one was wiser. Socrates is often portrayed announcing his ignorance on many matters of apparent importance. If there is a link between knowledge and wisdom it seems that Socrates, apparently impoverished in the first virtue, would likely be impoverished in the latter virtue. Socrates understood the attainment of knowledge to involve a sort of personal transformation. For example, insofar as one gains knowledge of goodness then one becomes good and acts in ways that are good. Thus, Socrates had a special conception of knowledge. With regard to the virtues, Socrates did not draw a distinction between knowing-that and knowing-how. The former type of knowledge denotes an understanding of facts while the latter denotes an ability to perform an action. For Socrates, if someone had knowledge of a virtue it meant that she could both define it and consistently acted in harmony with it. 4. The charge of corrupting the youth is ambiguous and vague. Such activity might be perceived to be counter to the proper upbringing of the youth who may be expected to accept and practice the traditions of their culture without scrutiny. Socrates has already revealed that even religious messages from the oracle must be subjected to rational inquiry to be properly understood. To make this point clear he identifies the example of horse training. It seems that if someone became the owner of a horse that she wanted properly trained she would take it to one of the few experts rather than hitch it in the town center where it would enjoy maximum exposure to the greatest amount of people. Yet if most people are benefactors rather than corrupters then one should indeed hitch her new horse in the town square. Yet the foolishness of this conclusion is clear. There is no reason to suspect that most people, even if they are not detrimental to the youth, are beneficial to the youth. It stems likely that genuine benefactors will be in the minority. From these premises Socrates concludes that either be does not corrupt the youth or if he does corrupt the youth it is unintentional. Socrates cannot corrupt the youth intentionally for by doing so he would hurt those with whom he associates and thus ultimately hurt himself. Assuming that Socrates possesses self-mastery, thi s is counter to premise two. This is logically impossible. 5. Socrates was the philosopher who tried to equate goodness, knowledge, and happiness, it is most likely that that was how many others regarded him, and responding to that project was philosophically more important than responding to Socrates the man. Socrates was the philosopher who claimed no certain knowledge, but who nonetheless could live a successful life, then that combination of qualities poses more interesting problems for Hellenistic philosophy than does the issue of whether Socrates really made such a claim. With this, it is unlikely that a democracy will produce qualified and effective leaders because it is difficult, some might say impossible, to know for certain exactly what he thought or said about knowledge, moral values, or happiness. 6. Socrates did not rely exclusively on analogy in his attempts to infer the nature of the virtues, it did constitute a prominent place in his eclectic arsenal and seems undoubtedly to have informed his conclusion that the virtues were technal. It is difficult to assess the implications but if I were in Socrates position, I wouldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t try to escape from prison. One practical result would be a reluctance to accept the conclusion that a virtue is in fact a techne, since such a characterization relies on a familiarity with types of knowledge and activity whose semblances to justice, bravery, and so on are most readily understood by comparison. As Socrates had pointed out, it is frequently more difficult to escape doing wrong than it is to escape death. A worthy life must include philosophy for it is the appropriate means to conduct the examination of ones life and pursue self-mastery.

Essay --

Euthanasia is a well- discussed topic that includes multiple perspectives on the ethics of it. This is an important issue for any society to reconcile because it is a life and death issue. Euthanasia is a highly personal decision that can be made for many reasons. The moral and ethical concerns over euthanasia don't take into account the dignity of the one dying. Who decides the quality of a human's life? We did not have the chance to choose if we wanted to come here, so should we be entitled to the honor of choosing to leave? Over the years, the laws and ethical concerns regarding the controversial topic of euthanasia have been questioned repeatedly by society. Many have found it difficult to see their way through the many existing resources without feeling some hopelessness that the conflicting ideas on mercy-killing might one day be resolved. Euthanasia is defined as the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma. It is also called â€Å"Physician- Assisted Suicide† or, â€Å"PAS† for short. The term comes from the Greek expression for "good death." Now, this short definition is a cause of debates all over the world. Doctors, politicians, religious leaders, lawyers, and general public argue over the law that would allow or forbid euthanasia. There are only two countries, which allow Physician Assisted Suicide; these are Netherlands and Belgium, and the state of Oregon in the United States. The issue of euthanasia has been an important turn in history for its differing points of view on the ethics. The first usage of the term "euthanasia" was from the historian Suetonius who described how the Emperor Augustus was, "dying quickly and without suffering in the arms of his wife, L... ...eligion does not think that a human being has a right to decide whether to die or not. As previously stated, as it was already mentioned is too subjective, and in general cannot be compared with the human’s sufferings, human’s unbearable pain and freedom to choose whether to continue living or not, and euthanasia should be better legalized in order to gain control over that process. I therefore conclude that no one can claim to truly know whether, or in what circumstances, euthanasia is moral or not. With the differing perspectives and opinions about Physician Assisted Suicide it is possible to try to answer this question by discussing the moral issues, but also it is not easy to say whether euthanasia is ever morally supportable. Of course, euthanasia should be differentiated from simple removal of life support from a patient who has already effectively succumbed.

Lack of Education Due to Poverty

Poverty, as it is identified, in the grossly underdeveloped areas of Africa and other developing world countries cannot be compared in likeness to poverty situations faced by those in Canada and the United States. In these â€Å"rich countries† the poor are characterized as those who have a comparably low level of income, usually measured in the relative approach, one-half the median income whereas poverty as it is faced by those in developing countries is a matter of survival with little or no hope for escape. With this in mind, the only evidence of poverty being prevalent in rich countries can be found only in the minds of the establishment. In other words, those who may be materialistically rich still prove to be compassionately impoverished. The economic make-up of a countries† infrastructure like Canada†s or the United States† exemplifies not poverty in the sense real threats to survival, as in Africa, but can be better explained in terms of equality or better yet inequality. The terms equality and inequality for the basis of this essay can be applied to most aspects of what economists in â€Å"rich countries† term to be poverty. What is poverty to Canada and the United States are in fact blatant examples of inequality in education. When measuring inequality there are people in Canada and the United States, who are less monetarily fortunate than others. Over 30% of the entire United States† wealth is held by only 1% of its population (The Distribution of Wealth, in class lecture). There is no need for great concern with the extent of poverty in rich countries; nevertheless inequality is due to lack of education. Instead of offering what politicians term â€Å"band-aid† solutions to poverty problems they should look more at the source of the problem which is lack of education. Canada and the United States do not posses the realities of poverty as do other countries, inequality exists and the only way to eliminate inequality is to give everybody the same opportunity in education. Education is the key to a better standard of living, wiser decisions, and convalescent equality among all. On the Statistics Canada†s website, www. statcan. ca provides insight into the relative success of people possessing some level of education be it a degree, certificate, or diploma. It is suggested by Statistics Canada that those who could establish that they possess a certain level of education were percentage wise higher employed than those who were not as well educated. Statistics Canada further elucidates the benefits of education by stating that in Canada 15% of the total uneducated population is unemployed and over 50% of all the uneducated were not in the labour force. To compare with educated only 5. 5% of them were unemployed and only 17% of all educated were not in the labour force. If countries such as Canada and the United States centered more attention on education, people would become more equal and poverty would be eradicated. In rich countries like the United States and Canada poverty should not be an absolute measure, not a relative measure, but rather a measure of inequality. In these countries there is opportunity for everyone to better their way of life. There exist established social programs which aid people searching to progress. Again Statistics Canada states that three out of five people leave poverty within a year compared to only one in ten stay in poverty for longer than five years (Income Mobility, in class lecture). This statistic led to the belief that there are shifts in inequality and that most people do not continually suffer from it. There are places for the very poor to get food and shelter and support and help to those who want it. In conclusion it has been established, with the support of Statistics Canada, that poverty as it exists in Canada and the United States is nothing more than an example of inequality in education. Equal opportunity in education shall eliminate many of the countries' problems.

Reading and Students with Mental Retardation

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller & Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for th e mental retardation label varies from state to state (Beirne-Smith, Ittenbach, & Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country's largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant shift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos & Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student's Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer & Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen & Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew & Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos & Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder & Xin, 1998; Cunningham, 1999; Driscoll & Kemp, 1996; Hendricks, Katims, & Carr, 1999; Joseph & McCachran, 2003; Katims, 2000; Moni & Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman & Mirenda, 2005; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Sturm, Erickson, & Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder & Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, & Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP).

Causes, Effects, Risks, and the Future of Global Warming

Causes, Effects, Risks, and the Future of Global Warming Scientists have determined that a number of human activities are contributing to global warming by adding excessive amounts of greenhouse gases to the atmosphere. Greenhouse gases such as carbon dioxide accumulate in the atmosphere and trap heat that normally would exit into outer space. Greenhouse Gases and Global Climate Change While many greenhouse gases occur naturally and are needed to create the greenhouse effect that keeps the Earth warm enough to support life, human use of fossil fuels is the main source of excess greenhouse gases. By driving cars, using electricity from coal-fired power plants, or heating our homes with oil or natural gas, we release carbon dioxide and other heat-trapping gases into the atmosphere. Deforestation is another significant source of greenhouse gases, as exposed soils release carbon dioxide, and fewer trees mean  less carbon dioxide conversion to oxygen. The production of cement involves a chemical reaction responsible for a surprisingly large amount of carbon dioxide in the atmosphere every year. During the 150 years of the industrial age, the atmospheric concentration of carbon dioxide has increased by 31 percent. Over the same period, the level of atmospheric methane, another important greenhouse gas, has risen by 151 percent, mostly from agricultural activities such as raising cattle and growing rice. Methane leaks at natural gas wells are another major contributor to climate change. There are steps we can take to reduce greenhouse gas emissions in our life, encourage carbon emission reduction programs, methane emission reduction laws, and we can support global climate change mitigation projects. Can Natural Sun Cycles Explain Global Climate Change? In short, no. There are variations in the amount of energy we receive from the sun due to factors like orbital patterns and sunspots, but none which can explain the current warming, according to the IPCC. Direct Effects of Global Climate Change Many of the effects of climate change can be tied directly to some very important changes in our atmosphere Because of important gas and heat transfers between the atmosphere and sea water, a suite of: changes in the oceans ave been observedThe frozen parts of the Earth are especially vulnerable to climate change. The latest IPCC report explained the impacts on the worlds polar ice caps, glaciers, and permafrost The Consequences of Global Warming The increase in trapped heat changes the climate and alters weather patterns, which may change the timing of seasonal natural events, and the  frequency of extreme weather events. Polar ice is vanishing, and  sea levels are rising, causing coastal flooding. Climate change leads to  food security, and even national security, concerns. Agricultural practices have been affected, including the production of maple syrup. There are also health consequences to climate change. Warmer winters allow for range expansions of white-tailed deer and deer ticks, increasing the incidence of Lyme disease. Edited by Frederic Beaudry

Describe That Possible Signs, Symptoms, Indicators and Behaviours That May Cause Concern in the Context of Safeguarding. Essay Example

Describe That Possible Signs, Symptoms, Indicators and Behaviours That May Cause Concern in the Context of Safeguarding. Essay Example Describe That Possible Signs, Symptoms, Indicators and Behaviours That May Cause Concern in the Context of Safeguarding. Essay Describe That Possible Signs, Symptoms, Indicators and Behaviours That May Cause Concern in the Context of Safeguarding. Essay DEFINITION OF CHILD ABUSE An abused child is any child, up to the age of 18, who has suffered from, or is believed likely to be at risk of, physical injury, neglect, emotional abuse, sexual abuse or verbal abuse. (Source: www. yesican. org) It is recognised that that it is abuse when someone inflicts harm or fails to prevent it. Children may be abused in a family or in an institutional or community setting, by those known to them or by a stranger, for example, via the internet. Child abuse can have major long-term effects on all aspects of a childs health, development and well being. The main forms of ill-treatments are: )Physical Abuse Physical abuse is deliberately causing physical harm to a child. This might involve punching; kicking, biting, burning, scalding, shaking, throwing or beating with objects such as belts, whips, or sticks. It also includes poisoning, giving a child alcohol or illegal drugs, drowning or suffocation. Physical harm may also be caused when a parent or care r fabricates the symptoms of illness in a child. 1. 1) Signs of Physical Abuse There are certain signs that need to be acknowledged when suspicion arises that physical abuse is occurring: Any injuries not consistent with the explanation given to school staff. Injuries which occur to the body in places which are not normally exposed to falls or rough games Injuries which have not received medical attention Reluctance to change for, or participate in PE or swimming Bruises, bites, burns and fractures, for example, which do not have an accidental explanation The child gives inconsistent accounts for the cause of injuries 1. 2) Possible effects of physical abuse Physical abuse can lead directly to neurological damage, physical injuries, disability and in extreme cases death. Physical abuse has been linked to aggressive behaviour in children, emotional and behavioural problems and learning difficulties. (Source: /www. secasa. co). 2) Emotional Abuse Emotional abuse is where repeated verbal threats, criticism, shouting, lack of love and affection causes a severe adverse effect on a childs emotional development. It consists of communicating to children that they are worthless, unloved, and inadequate or valued. Emotional abuse may include not giving a child opportunities to express their views, deliberately silencing them or making fun of what they say. It may feature inappropriate expectations being imposed on a child, over protection and limitation of exploration and learning, or preventing the child from taking part in normal social interaction. It may also involve seeing or hearing a person being ill-treated and you do not do anything to stop the abuse. With the development of the internet the so called cyber-bullying is another matter that has become prevalent over the past few years; which in turn causes children to frequently feel scared or in danger. 2. 2Signs of possible emotional abuse Depression, aggression, extreme anxiety, changes or regression in mood or behaviour, particularly where a child withdraws or becomes clingy Obsessions or phobias Sudden underachievement or lack of concentration Seeking adult attention and not mixing well with other children Sleep or speech disorders Negative statements about self Highly aggressive or cruel to others Extreme shyness or passivity Running away, stealing and lying 2. 3Possible e ffects of emotional abuse This type of abuse can lead to adverse long-term effects on the child’s development. Emotional abuse has a significant impact on a developing childs mental health, behaviour and self-esteem. This type of abuse is as important as the other three types, and can be detected as the signs are more visible and can be easily detected. Domestic violence, adult mental health problems and parental substance misuse may be features in families where children are exposed to such abuse. (Source: www. nspcc. org. uk) 3) Sexual Abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. This may involve physical contact including penetrative sex, oral sex, masturbation, kissing, rubbing, or touching outside of clothing, or it may involve non-contact activities such as involving children in watching sexual activities, producing or looking at sexual images, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Abusers can be men, women or other children. Between 21% and 36% of sexually abused children will display few or no symptoms (Source: Oates, OToole, Lynch, Stern Cooney, 1994). . 1) Signs of possible sexual abuse Any allegations made by a child concerning sexual abuse The child has an excessive preoccupation with sexual matters and inappropriate knowledge of adult sexual behaviour for their age, or regularly engages in sexual play inappropriate for their age Sexual activity through words, play or drawing Repeated urinary infections or unexplained stomach pains The child is sexua lly provocative or seductive with adults Inappropriate bed-sharing arrangements at home Severe sleep disturbances with fears, phobias, vivid dreams or nightmares which sometimes have overt or veiled sexual connotations Eating disorders such as anorexia or bulimia. 3. 2)Possible effects of sexual abuse Behaviour such as self-harm, inappropriate sexual behaviour, sadness, depression and loss of self esteem has all been linked to sexual abuse. The effects of sexual abuse can affect the individual into their adult life. The extent or the severity of each case is determined by the time span of abuse, the more serious the abuse, the younger the child is and the relationship of the child to the abuser. Once sexual abuse has been identified the support of an adult who believes the child helps, starts to help the child understand the abuse and can therefore offer help and protection to the abused child. 4) Neglect Neglect has been described as the â€Å"most serious type of child maltreatment and the least understood† (Crittenden 1999: 67). It is the most common reason for inclusion on the child protection register in the UK. In the year ending 31st March 2006, 43 per cent of child protection registrations in England related to children considered to be at risk of neglect (Source: DfES, 2006) . Neglect is the failure to meet a child’s basic physical and or psychological needs, which is likely to affect the child’s health or development. Neglect is when a parent or carer fails to provide adequate food, clothing, shelter (including exclusion from home or abandonment), medical care, or protection from physical and emotional harm or danger. Additionally failure to ensure access to education or to look after a child because the carer is under the influence of alcohol or drugs, is considered as Neglect. 4. 1Signs of possible neglect Dirty skin, body smells, unwashed, uncombed hair and untreated lice Clothing that is dirty, too big or small, or inappropriate for weather conditions Frequently left unsupervised or alone Frequent diarrhoea Frequent tiredness Untreated illnesses, infected cuts or physical complaints which the carer does not respond to Frequently hungry Overeating junk food 4. 2Possible effects of neglect Neglect can seriously impair a childs health, phys ical and intellectual growth and development, and can cause long term difficulties with social functioning, relationships and educational progress. Extreme cases of neglect can cause death. (Source: nspcc. org. uk/Inform/research/briefings/childneglectpdf_wdf51503. pdf) 5) Bullying Bullying is also recognised as a type of abuse. Bullying is always distressing for the victim and can have serious consequences. Bullying should always be taken seriously. Emotional bullying is the most commonly reported by children and young people and is often more difficult to spot. Bullying can take place both inside and outside of the school. Bullying happens when an individual or a group show hostility towards an individual and this can be: Emotional, such as name-calling, ‘sending to Coventry’ (not talking to someone), taking or hiding personal items, humiliating, spreading rumours or teasing Physical, such as pushing, kicking, hitting, pinching or threatening to use physical force Racist, such as racial taunts or gestures Sexual, such as inappropriate physical contact, sexual comments and innuendo, or homophobic taunts. (Source: nspcc. org. uk) 6) Cyber-bullying In recent years, a new form of bullying known as ‘cyber-bullying’ has become increasingly common. Studies show that one in five children were cyber-bullied in 2008. Cyber-bullying may be emotional, racist or sexual forms of abuse. It happens through emails, text messages or telephone calls. Information about someone may also be shared by putting it on to social networking sites. This can include the sharing of private photographs. (Source: www. avg. com) Children and young people who use this method of bullying often feel disassociated from their actions, but the consequences can be just as serious for the child. This type of bullying can be particularly distressing as children are unable to get away from it, it even invades their home.

Ser Conjugation in Spanish, Translation, Examples

Ser Conjugation in Spanish, Translation, Examples The verb ser  is one of the  two  Spanish  verbs that mean to be.  The other one is the verb  estar. The verb  ser  is irregular, meaning  it does not follow a common  conjugation  pattern. In fact, ser is one of the most irregularly conjugated verbs in Spanish. Many of the conjugated forms dont even begin with s, and some forms are shared with the highly irregular verb ir (to go). This article includes  the  ser conjugations in the present, past, conditional and future indicative, the present and past subjunctive, the imperative, and other verb forms. Using the Verb Ser Ser  and  estar  are some of the most commonly used verbs in Spanish. Although they both mean to be, they are used in very different contexts. Ser is often used to talk about inherent or permanent characteristics. For example,  Ella es alta e inteligente (She is tall and smart). It is also used to talk about someones profession or occupation, as in Ella es doctora y à ©l es arquitecto (She is a doctor and he is an engineer), or to talk about where someone is from, as in El profesor es de Puerto Rico (The professor is from Puerto Rico). Ser can be used to talk about what something is made of, as in La puerta es de madera (The door is made of wood), or to talk about the location of an event, such as a meeting, party, festival, etc. For example,  La reunià ³n es en la oficina del doctor  (The meeting is in the doctors office). This verb is also used to talk about belonging. For example, La casa es de Alberto (The house is Albertos). Another use of the verb  ser  is in the passive voice, followed by the present participle, as in La tarea es hecha por el estudiante (The homework is done by the student). Yet another use of the verb ser is with impersonal expressions, such as Es necesario trabajar duro (It is necessary to work hard). Notice that in Spanish we do not use the verb ser to talk about someones age like we do in English (She is ten years old), but instead we use the verb tener to talk about how many years someone has (Ella tiene diez aà ±os). Ser Present Indicative The conjugations for ser in the present indicative tense are totally irregular. The first person singular conjugation soy is similar to other verbs like dar (doy), estar (estoy) and ir (voy). Yo soy I am Yo soy estudiante en la universidad. Tà º eres You are Tà º eres muy lista. Usted/à ©l/ella es You/he/she is Ella es doctora. Nosotros somos We are Nosotros somos buenos amigos. Vosotros sois You are Vosotros sois muy delgados. Ustedes/ellos/ellas son You/they are Ellos son personas trabajadoras. Ser Preterite Indicative The preterite tense conjugations of ser are also irregular, since they do not resemble the infinitive ser at all. Note that these conjugations are the exact same conjugations for the preterite indicative tense of the verb ir (to go). From context, you would be able to tell if you are talking about being or going. Yo fui I was Yo fui estudiante en la universidad. Tà º fuiste You were Tà º fuiste muy lista. Usted/à ©l/ella fue You/he/she was Ella fue doctora. Nosotros fuimos We were Nosotros fuimos buenos amigos. Vosotros fuisteis You were Vosotros fuisteis muy delgados. Ustedes/ellos/ellas fueron You/they were Ellos fueron personas trabajadoras. Ser Imperfect Indicative Ser is one of the few verbs that are irregular in the imperfect tense, since it does not use either of the usual imperfect conjugation endings (à ­a or aba). Remember that the imperfect tense can be translated as was being or used to be. Yo era I used to be Yo era estudiante en la universidad. Tà º eras You used to be Tà º eras muy lista. Usted/à ©l/ella era You/he/she used to be Ella era doctora. Nosotros à ©ramos We used to be Nosotros à ©ramos buenos amigos. Vosotros erais You used to be Vosotros eraismuy delgados. Ustedes/ellos/ellas eran You/they used to be Ellos eran personas trabajadoras. Ser Future Indicative The future indicative tense is conjugated regularly, since you can start with the infinitive (ser) and add the future tense endings (à ©, s, , emos, is, n). Yo serà © I will be Yo serà © estudiante en la universidad. Tà º sers You will be Tà º sers muy lista. Usted/à ©l/ella ser You/he/she will be Ella ser doctora. Nosotros seremos We will be Nosotros seremos buenos amigos. Vosotros serà ©is You will be Vosotros serà ©ismuy delgados. Ustedes/ellos/ellas sern You/theywill be Ellos sern personas trabajadoras. Ser Periphrastic  Future Indicative   The periphrastic future is formed with three components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive ser. Yo voy a ser I am going to be Yo voya ser estudiante en la universidad. Tà º vasa ser You are going to be Tà º vasa ser muy lista. Usted/à ©l/ella vaa ser You/he/she are going to be Ella vaa ser doctora. Nosotros vamosa ser We are going tobe Nosotros vamosa ser buenos amigos. Vosotros vaisa ser You are going tobe Vosotros vaisa ser muy delgados. Ustedes/ellos/ellas vana ser You/theyare going tobe Ellos vana ser personas trabajadoras. Ser Present Progressive/Gerund Form The gerund  or present participle is formed with the stem of the verb and the ending -iendo (for -er and -ir verbs). It can be used to form progressive tenses like the present progressive, which is usually accompanied by the auxiliary verb estar. Present Progressive ofSer est siendo She is being Ella est siendo una buena doctora al cuidar de sus pacientes. Ser Past Participle The past participle is used to form perfect tenses like the present perfect, which is formed with the auxiliary verb haber and the past participle sido. Present Perfect ofSer ha sido She has been Ella ha sido doctora durante toda su carrera. Ser Conditional Indicative The conditional tense is normally translated to English as would verb. It is formed regularly like the future tense, by starting with the infinitive form and adding the conditional endings. Yo serà ­a I will be Yo serà ­a estudiante en la universidad si me hubieran admitido. Tà º serà ­as You will be Tà º serà ­as muy lista si estudiaras ms. Usted/à ©l/ella serà ­a You/he/she will be Ella serà ­a doctora si no hubiera estudiado leyes. Nosotros serà ­amos We will be Nosotros serà ­amos buenos amigos si vivià ©ramos ms cerca. Vosotros serà ­ais You will be Vosotros serà ­aismuy delgados si hicierais dieta. Ustedes/ellos/ellas serà ­an You/theywill be Ellos serà ­an personas trabajadoras si quisieran. Ser Present Subjunctive The conjugation of the present subjunctive of ser is completely irregular. Que yo sea That I be Mi madre quiere que yo sea estudiante en la universidad. Que tà º seas That you be A la maestra le encanta que tà º seas muy lista. Que usted/à ©l/ella sea That you/he/she be Pap espera que ella sea doctora. Que nosotros seamos That we be El consejero quiere que nosotros seamos buenos amigos. Que vosotros seis That you be El mà ©dico recomienda que vosotros seismuy delgados. Que ustedes/ellos/ellas sean That you/they be El jefe espera que ellos sean personas trabajadoras. Ser Imperfect Subjunctive You can conjugate the imperfect subjunctive in two different ways, both considered correct. Option 1 Que yo fuera That I were Mam querà ­a que yo fuera estudiante en la universidad. Que tà º fueras That you were A la maestra le encantaba que tà º fueras muy lista. Que usted/à ©l/ella fuera that you/he/she were Pap esperaba que ella fuera doctora. Que nosotros fuà ©ramos That we were El consejero querà ­a que nosotros fuà ©ramos buenos amigos. Que vosotros fuerais That you were El mà ©dico recomendaba que vosotros fuerais muy delgados. Que ustedes/ellos/ellas fueran That you/they were El jefe esperaba que ellos fueran personas trabajadoras. Option 2 Que yo fuese That I were Mam querà ­a que yo fuese estudiante en la universidad. Que tà º fueses That you were A la maestra le encantaba que tà º fueses muy lista. Que usted/à ©l/ella fuese that you/he/she were Pap esperaba que ella fuese doctora. Que nosotros fuà ©semos That we were El consejero querà ­a que nosotros fuà ©semos buenos amigos. Que vosotros fueseis That you were El mà ©dico recomendaba que vosotros fueseis muy delgados. Que ustedes/ellos/ellas fuesen That you/they were El jefe esperaba que ellos fuesen personas trabajadoras. Ser Imperative The imperative mood is used to give commands or orders. The tables below show both positive and negative commands. Positive commands Tà º sà © Be!  ¡Sà © muy lista! Usted sea Be!  ¡Sea doctora! Nosotros seamos Let's be!  ¡Seamos buenos amigos! Vosotros sed Be!  ¡Sed muy delgados! Ustedes sean Be!  ¡Sean personas trabajadoras! Negative commands Tà º no seas Don't be!  ¡No seas muy lista! Usted no sea Don't be!  ¡No sea doctora! Nosotros no seamos Let's not be!  ¡No seamos buenos amigos! Vosotros no seis Don't be!  ¡No seis muy delgados! Ustedes no sean Don't be!  ¡No sean personas trabajadoras!

Organizational Response Essay Example | Topics and Well Written Essays - 250 words

Organizational Response - Essay Example ees to abide by new roles or responsibilities associated with a more complex structure; and (5) the need to adopt and adjust to the responses of the clientele and other stakeholders, resulting from changes in the functional structure (Jones, 2007). With the problems that were noted, the organizations should be able to respond through the application of the following strategies: (1) adhere to the guidelines presented regarding the principles of bureaucracy; (2) design updated policies and procedures to fit and match changes in the functional structure; (3) properly communicate the changes to stakeholders (employees, management, clients (if needed), and external parties (state or federal agencies, members of the local community, investors and affiliates) who need to be informed; (4) train personnel regarding the need to adapt and adjust to the development and changes made within a more complex functional structure; and (5) monitor and evaluate the performance of personnel to identify strengths or weaknesses in undertaking roles and responsibilities that ensue after the growth or development in functional structure have been

PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 Essay

PROMOTION in the Merchandising Environment - Glamourflage - Part 5-10 of the Project - Essay Example Glamourflage has a variety of tailor-made products which guarantee beauty, gun and joy! If you want to spice up your holiday, then you should try it out. In the current market, social media has grown to become a very critical promotional tool. Therefore, staying in contact with the clients on social media platforms will allow Glamourflage to create a personal bond and relationship with the clients. Moreover, the social media platforms will act as a communication avenue through which the clients can learn more about the products. To achieve this, three social media platforms will be used. These are Facebook, Instagram and Pinterest. Being one of the most widely used social media platform, Glamourflage will use Facebook as the primary way of socially interaction with the clients. Through Facebook, the brand can showcase its products and portray itself as a fun brand through various pictures, announcements and postings from satisfied clients. Personal videos will also be posted in the page so that client awareness is created. Clients will be encouraged to tag their friends and share the pictures and posts in the page. The Facebook page will have several options as shown below. Glamourflage will have its own Instagram page. The content in the Instagram page will be in line with what has been posted in the Facebook page. The various posts on the consumer experience, pictures of the products and the videos from the clients will also be shared on the Instagram page. By doing this, more clients will be attracted to post their pictures and share with others how the Glamourflage products has make skin caring process

Metropolis Essay Example | Topics and Well Written Essays - 500 words

Metropolis - Essay Example The movie, in its first scene, shows how great life is for the elite and how bad it is for the lower class. Freders, the son of the boss of metropolis falls for Maria, who is a leader for the unjust conditions for the workers; this information is kept a secret from her boss. When Rotwang and Freders dad discover Maria's secret, they kidnap her and transform Hel to be an exact copy of her to ruin her reputation. Hel behaves irresponsibly and immorally so the workers will discredit her and their spirit will be broken. Then, in the nick of time, Freders rescues Maria and together they stop the revolution and bring back the feeling of peace and security between the bosses and the workers. Hel is destroyed, Rotwang dies and Freders and Maria live happily ever after. "Metropolis is a story about the people whose backs wealth and success is built upon. It clearly illustrates the dichotomy between those that do, and those that benefit by the sweat of others. The thinkers of Metropolis enjoy a luxurious lifestyle, but their success comes at the price of treating the workers like slaves and deprives them of their individuality." (http://www.ram.org/ramblings/movies/metropolis.html) The director's visio

The economy of a specific developing country Essay

The economy of a specific developing country - Essay Example Kenya is located in the eastern part of Africa that is strategic for water transport because of the availability of good harbors that are easily accessible to vessels from most parts of the world. This makes Kenya to be strategically advantaged considering the fact that sea transports constitutes significant percentage in promoting international business. In addition, the country has several natural resources including oil that was recently discovered and natural wildlife that contribute significantly to the national income. Further, Kenya has a good human resource base considering that 70% of the population age is below 35 years and most people are well educated (Embassy of United States 1). Of more significance, economic growth in Kenya has been positive in the recent past and is considered as the regional powerhouse. Most election years are characterized by decreased economic growth resulting from political uncertainties in the country. This is evidenced by decline in GDP growth from 7.1% in the year 2007 before elections to 1.6 % in the year 2008 after presidential elections characterized by ethnic violence (Embassy of United States 1). This was not the case in the recently concluded presidential election where the national GDP growth was maintained at around 5% (The World Bank Group 1). According to The Brookings Institution, Kenyan economy acts as an anchor to the regional development in east Africa (1). This is because the country operates on a mixed economy with advanced human capital base and also adoption of technological innovations in the communication sector. On the other hand, Kenya experiences several types of inequalities that affect economic development in one way or another. To start with, there is income inequality in Kenya where few rich citizens control much of the national income (Heifer International 1). This has consequently led to increased poverty levels in the country. In addition, there is unemployment in equity between

Investigate mobile phone hacking techniques Essay

Investigate mobile phone hacking techniques - Essay Example The legitimacy of hacking smartphone is comprehensively hooked on the individual performing it. (Carlson) Modestly situate, mobile phone hacking come about when somebody else acquires access into your cell phone. Provisional on their intentions, the programmer may purely outlook the data stored on the device, airing your whereabouts or send communications to your associates in your designation. (Janssen) Smartphones get niftier day by day and more of us depend on them than ever. But there is a downside to our growing dependence on smartphones they have the prospective to be even more perilous than laptops. Here’s round about stuff you should not do: Many of us are beginning to use our smartphones as computers and are keeping all kinds of data on these devices. To make stuff worse, this precarious company data is being retained on indiscreet devices. Protect personal files or photos on portable hard disks. Don’t save them on a smart phone device. Smart phones and PDAs are purely not very safe and sound. The profit intention is driving malware developer in aggregate numbers to produce smartphone viruses. The main thing is that the vulnerability is not going away. If you find your mobile phone is auto-connected to (General Packet Radio Service) GPRS, then your mobile might be diseased with a Trojan horse that is directing your informations to other parties. If you find out this problem, disengage the device straightaway and install anti-virus software to eliminate the malware. Smart phones are useful and are on the rise in acceptance. But for the reason that of the many APIs, users deficiency of safe keeping responsiveness, and the influential promise of financial advance, malware developers endure to create infections. The mainstream of today’s smartphones malware do not present a substantial risk to consumers, but we can’t let our safeguard down. At the moment, we’re in the premature platforms of what is prospective to

The Mandala in Tibetan Buddhism Research Paper Example | Topics and Well Written Essays - 5000 words

The Mandala in Tibetan Buddhism - Research Paper Example â€Å"The Sanskrit term ‘mandala’ (dkhyl khor in Tibetan language) literally means circle, both in the sense of a circular diagram and a surrounding retinue† (Powers, 2007, p. 262). In Buddhist vocabulary, the term encompasses both contexts because it refers to circular diagrams that often incorporate illustrations of deities and their environs. Mandalas are a type of tantrik symbol, conveying a domain of sacredness, frequently portraying the celestial palace of a Buddha. They represent underlying philosophies with profound significance in Tibetan Buddhism. The symbols and images in a mandala describe features of the awakened psychophysical personality of the Buddha, and Buddhist themes and concepts (Powers, 2007, p.262). Generally, there are four types of mandalas: two outer mandalas made from powdered colors and created on a flat surface or painted on textiles, those formed in meditation, and the inner mandala depicting the body of the guru/ teacher or that of t he self (Brauen, 1992). Mandala is a Sanskrit word in which ‘manda’ means essence and ‘la’ means container; thus the term translates into a container of essence (Fleming, 2006). The Tibetan term for mandala is ‘dkhyl ‘khor’, with ‘khor’ defined as ‘that which encircles’ and ‘dkhyl’ meaning ‘around a center’; they can be two or three dimensional and constructed of various materials. The sand mandala is believed to have been transmitted to Tibet from India in the eleventh century (Fleming, 2006). Some who have studied the historical nature of the mandala have conjectured that the mandala diagram arose in Tibet or China in ‘pre-lamist’ times (Brauen, 1992). ... Thus, â€Å"the mandala serves as a representation of an awakened mind that is free of all such obstacles† (Powers, 2007, p.263). In the sphere of tantrik practice, it is a powerful symbol of the state that meditators attempt to achieve. Thesis Statement: The purpose of this paper is to investigate the concept of mandala and the different types of mandalas. Their religious and philosophical meaning in Tibetan Buddism will be discussed, with an emphasis on the sand mandala. The Mandala in Tibetan Buddhism The four types of mandalas consist of two outer mandalas which are made from powdered colors or painted on textiles. The third are the mandalas formed in meditation, and finally the body is the fourth form of mandala. A further form of mandala exists in the three-dimensional type, which are difficult to understand because spatiality is the most striking feature of the basic structure of mandalas. The Dharmamandala Sutra conveys the existince of â€Å"gold, silver, shell, ston e, horn, wood and clay, besides those painted on cloth or made of colored powder† (Buddhist Society, 1996, p.160). Three-dimensional mandalas have been discovered in numerous places where Tibetan Buddhism spread, including the Potala in Lhasa where there is a Kalacakra mandala; the Xuguang Ge of Pule Si in Chengde, China; and Zangdog Palri Monastery in Kalimpong, India. The intrinsic three-dimensionality of all mandalas is seen in the depiction of a three dimensional mandala. This is not a Kalacakra mandala, but a Zhi Khro mandala with one hundred and ten peaceful and wrathful deities of the intermediate state known as bar do. These are the deities that appear to the deceased immediately upon entering the sphere of death. Two-dimensional mandalas may either be painted

Investigate mobile phone hacking techniques Essay

Investigate mobile phone hacking techniques - Essay Example The legitimacy of hacking smartphone is comprehensively hooked on the individual performing it. (Carlson) Modestly situate, mobile phone hacking come about when somebody else acquires access into your cell phone. Provisional on their intentions, the programmer may purely outlook the data stored on the device, airing your whereabouts or send communications to your associates in your designation. (Janssen) Smartphones get niftier day by day and more of us depend on them than ever. But there is a downside to our growing dependence on smartphones they have the prospective to be even more perilous than laptops. Here’s round about stuff you should not do: Many of us are beginning to use our smartphones as computers and are keeping all kinds of data on these devices. To make stuff worse, this precarious company data is being retained on indiscreet devices. Protect personal files or photos on portable hard disks. Don’t save them on a smart phone device. Smart phones and PDAs are purely not very safe and sound. The profit intention is driving malware developer in aggregate numbers to produce smartphone viruses. The main thing is that the vulnerability is not going away. If you find your mobile phone is auto-connected to (General Packet Radio Service) GPRS, then your mobile might be diseased with a Trojan horse that is directing your informations to other parties. If you find out this problem, disengage the device straightaway and install anti-virus software to eliminate the malware. Smart phones are useful and are on the rise in acceptance. But for the reason that of the many APIs, users deficiency of safe keeping responsiveness, and the influential promise of financial advance, malware developers endure to create infections. The mainstream of today’s smartphones malware do not present a substantial risk to consumers, but we can’t let our safeguard down. At the moment, we’re in the premature platforms of what is prospective to

CMOS NOR Gate on Dynamic State Essay Example for Free

CMOS NOR Gate on Dynamic State Essay Transistor can be used for the purpose of switching depending upon the gate signal. NMOS switch closes when switch control input is high, while PMOS switch closes when switch control input is low. This fundamental property of MOS is used in the form of combinational circuits for fabricating a range of integrated circuits. Basic CMOS combinational circuits comprises of Complementary pull-up (p-type) and pull-down (n-type) circuits. CMOS can be used to fabricate different types of logic gates. The NOR operation is basically the negation of the OR operator. If both the inputs to the gate are LOW (0), the output displays a HIGH (1). If either of the inputs is HIGH (1), it yield a LOW at the output. The CMOS technology has been quite effectively used to implement various applications and logic functions. NOR gate is one such implementation, which can be done quite effectively using CMOS. In a static CMOS circuit, each gate output is always connected to Vdd or Vss through a low resistance path, as the circuit has a low resistance path between the output and the power rails. This results in somewhat more power consumption for the static circuit. On the other hand in the dynamic state, the circuits make use of temporary storage of signal values on the capacitance of high impedance circuit nodes. This way the dynamic circuits have no static power dissipation. The transistor ME (Fig-2) eliminates static power consumption. The clock input (CLK) determines two phase operation of the circuit namely pre-charge and evaluation. After discharge during one cycle, the dynamic gate will wait for the next pre-charge pulse. As the pull down network remains OFF till it is required. The switching speeds to happen to be faster in dynamic gates, as the load capacitance is reduced due to fewer numbers of transistors. For a static gate the fan-in of N requires 2N switching devices, but for a dynamic NOR gate we need to have only N+2 devices. The drawback in using capacitor CL is that the clock signal becomes a prerequisite to refresh the logic level. Clock signal ? (t) charges the up the load capacitance with the help of MP (P-Pre-charge) when a transition takes place from high to low; ME (E-Evaluate) is cut off and block any discharge path of CL through logic function transistors. As the clock signal goes HIGH, MP is cut off, ME starts conducting, which in turn results in discharge of CL if one of the logic transistors has a high input. Though the dynamic CMOS gates have quite a few advantages like high noise margins, no static power consumption etc. while being used in logic circuits, but there are couple of disadvantages as well. For example, synchronising and timing the clock is quite an arduous task, designing the circuit is more complex. One of the key disadvantages of dynamic logic is that, it becomes very difficult to cascade multiple circuits, because; †¢ Input will go for a change only when O is low and it has to be stable during the period of high O. †¢ When O is low, the two or multiple stages in cascade are pre-charged to a high voltage. But, when O is high, it leads to some delay at the output of first stage, which in turn will lead to discharge of second and subsequent stage. In order to come over this advantage we make use of CMOS Domino logic. To this end an inverter is added for ensuring that the output remain low during pre-charge, thus prevent the next stage from evaluating, till such time the existing stage has finished evaluation. This ensures that each stage at the output of the inverter can make at most one transition from LOW to HIGH. When there are multiple stages in cascade, evaluation continues from one stage to another – which is equivalent to the dominos effect falling one after another. It is also worth emphasizing here that each gate requires an inverter, which in turn necessitates that we make use of more transistors. When it becomes somewhat impractical to implement dynamic CMOS gate, we can also convert a dynamic gate into a static gate, just by adding feedback pull-up.

What Is Career Planning And Development Commerce Essay

What Is Career Planning And Development Commerce Essay Individuals can no longer expect job security and a career path that takes them through a steady progression of jobs of increasing status and responsibility. The employee has the lead responsibility for his or her career development. Supervisors, managers, and the organization can provide meaningful assistance in this process. There are numerous ways for an employer to contribute to an individual employees career development and at the same time meet the organizational needs. The outcomes desired by organizations include achieving the best match between people and jobs. Individuals desired outcomes range from status to job flexibility to monetary rewards, depending upon the situation.( Cheryl, H 2005) According to Tricia Jackson, 2004, Career Development is a process of assessing, aligning and balancing organizational and individual needs, capabilities and opportunities and challenges through multiple approaches and methods. It emphasizes the person as an individual who performs configures and adapts various work roles. Career development is not a mere management responsibility. It is a composite organizational process which involves people, addresses their ambitions, assigns them roles responsibilities commensurate with their potential, evaluates their performance, and creates Job positions to accommodate growth ambitions of employees. Career planning is the process of establishing short or long term career goals and objectives and defining the specific steps required to achieve them. These steps may include the type of jobs, training, development and other activities (Jackson, T 2004). Importance of career planning and development There is increasing rate of change of our organizations and in the knowledge and skills we need to perform our jobs. Both external and internal factors influence the need for career development. Among these factors, Slavenski and Buckner (1988) list the following: o The need to identify and forecast personnel needs o Social and demographic trends o The changing nature of work o Changing types of jobs o Equity and a multicultural work force o Worker productivity o Technological change and decreasing advancement opportunities o Organizational philosophies Employers are motivated to establish career development programs because such programs are seen as an effective response to various personnel problems, because top managers prefer to promote existing employees and to ensure a good fit between the work and the worker, and because employees have expressed interest in career development as a benefit (Gutteridge 1986). Above all, most organizations adopt career development programs in response to pragmatic human resource concerns and because they believe it will help ensure a continued supply of qualified, talented personnel (Gutteridge 1986, p. 58). It is a known fact that most professionals leave an organisation due to lack of career growth. Active career development initiatives by a company is a key retention tool to keep the best talent within its fold. (Sudipta Dev) Advantages of career planning and development Every organisation needs to retain people with the right skills and talent. This can be enabled by investing in their future growth and showing them the path to fulfil their dreams. In this process the effort put by employees gives a fillip to their performance and transforms into greater organisational productivity. The whole process should be well organised to receive full support from employees who will clearly see the advantages. It is mutually beneficial to the employee as well as the employer. No organisation can develop without taking its employees on the growth path and an individuals development is meaningless if it does not align with the organisational goals and strategies. When an individuals aspirations is directed elsewhere from that of his organisations it can lead to absolute chaos. Sudipta Dev) For the employees Career development programmes enable a deeper focus on an employees aims and aspirations-from identification of the handicaps being faced by an employee in accomplishing his goals to the solutions in terms of re-skilling or reassignment. This focus acts as the significant motivator for an employee to excel and exceed the targets From the employees point of view career development initiatives gives them a clear focus about their career track, the blind spots that they have to overcome and the final goal to be reached. This focussed approach works to their advantage from their everyday work to long-term aspirations. (Sudipta Dev) For the organization These career development efforts bring into focus high potential candidates who can be groomed for greater responsibilities in the future. (Sudipta Dev) n organisation focussed on developing the career path of its employees boosts the morale and ultimately the productivity of its staff. (Sudipta Dev) Purpose In undertaking its wide-sweeping Compensation Reform initiative, the Commonwealth of Virginia overhauled its classification and compensation system in favor of a modernized, flexible compensation and performance management system that offers employees the opportunity to more easily take advantage of career opportunities. The current initiative of Compensation Reform is Career Development. This Career Development Guide provides state employees and their management with a reference document that: Offers a general road map for continuing career and professional development. Provides an understanding of the behavioral and technical competencies that are required to effectively perform tasks in their occupations, and to use for career planning. Presents a reference document on learning and other developmental opportunities which may be used in preparation of Employee Development Plans a component of the Employee Work Profile The purpose of career development is to: Enhance each employees current performance Enable individuals to take advantage of future job opportunities Fulfill their employers goals for a dynamic and effective workforce. We live in uncertain times. Factors outside of the employee and employers control may affect the outcome of career actions. But one thing is true the best career development move is to perform well in ones current position. Consistent, high quality performance along with thoughtful career planning will help ensure continued success on the job. People at your company who want to advance their careers are always looking for ways to sharpen and improve their skill sets. Your challenge becomes making sure youre investing in learning programs that will best help your employees address their skill gaps, prepare for future roles, and achieve individual goals-thereby contributing to the success of your company. With carrer planning and Development employers can establish a clear path for employees to achieving their goals. Steps to career planning Steps to Career Planning Step Action 1 Conduct self-assessment. 2 Explore careers that interest you. 3 Make decisions and set goals. 4 Create an action planner. 5 Manage your career. It is important to know your overall goal. Think about where you would like to be at the end of your career and set your plan to get there. The best way to ensure compatibility and balance in your life and career is to consider all aspects of your life from the beginning of your plan. Once you have a sense of what you are trying to accomplish overall, it is important for you to establish your current status. A personal inventory can reveal your: abilities interests and attitudes The inventory will define your: strengths and weaknesses Looking for a match between your strengths and the work you are doing or considering is the most important step before making any decisions. Assessing your personality and attitudes will help you determine the best way for you to move toward your goal: What are your current skills and achievements? What about knowledge and values? How will your learning style impact your pursuit? What are your interests? When you are clear on these things, you will be able to make better choices about the direction you want your career to take and do a better job of convincing prospective employers that you are the best choice!

Energy Self-Sufficiency in Building through Photovoltaic Cells Essays

Energy Self-Sufficiency in Building through Photovoltaic Cells ABSTRACT Solar energy is a way to acquire self-sufficiency of many residential buildings. The different forms of solar cells made from different materials and in different ways are able to increase the efficiency of the solar cells and allow solar energy to become more widespread. Due to the possibility of a shortage of fossil fuels in the near future, solar power can serve as an integral component in solving the energy crisis through developing energy self-sufficient buildings. However, after researching many already published materials, the possibility of allowing the world's buildings to become self-sufficient is not possible unless other solar cells become affordable for the general public and more efficient. INTRODUCTION The world is entering an energy crisis that will require the need for new energy sources. Some predict that at the current rate of consumption, the dominant energy source, fossil fuels, will deplete by the year 2050 (EcoSystems 2005). As of 2001, the world consumed 426.1 billion gigajoules; the United States consumed 102.1 billion gigajoules that same year, the most energy consumption in a single country (see Table 1). Of the energy consumed in the United States, only 0.063% was solar power (Energy Information Administration 2001). However, solar energy has great potential. The sun radiates through the earth’s atmosphere enough energy in one hour to power the earth for more than a year (Solarbuzz 2004). Moreover, solar collectors can harness this energy in a clean and environmentally safe method. Many collectors use photovoltaic cells, devices based on the photovoltaic effect, in which solar energy changes to electri... ...Research News. Retrieved 7/29/05 from http://www.lbl.gov/Science- Articles/Archive/MSD-full-spectrum-solar-cell.html Sandia Labs Working on Solar Power Farm (November 2004), Deseret News Publishing Company, Retrieved 8/2/05 from http://deseretnews.com/dn/view/0,1249,595107883,00.html Scheer, H., A Solar Manifesto, UK: Cromwell Press, 1993 Photovoltaic Cells 16 Solar Cell. (2005). Wikipedia – The Free Encyclopedia. Retrieved 7/28/05 from http://en.wikipedia.org/wiki/Solar_cell Solar Energy Costs/Prices (2005). Solarbuzz. Retrieved 7/29/05 from http://www.solarbuzz.com/StatsCosts.htm World Energy Consumption and Carbon Dioxide Emissions, 1990- 2025 (2005). Infoplease. Retrieved 7/28/05 from http://www.infoplease.com/ipa/A0776146.html Walker, E. (2004). Solar Cell Principles and Applications. Retrieved 7/29/05 from http://reslab.com.au/resfiles/pv/text.html

Corporate Social Responsibility Essay -- Social Responsibility Essays

Contemporary business is one of the most important factors to promote social development and six elements have significant influence on it. They are corporate social responsibility, technological paradigm shifts, financial market, legislation, environment issues and business ethics. Corporate social responsibility is called CSR for short. The definition of CSR is companies should be responsible for suppliers, costumers, environment and community besides earn profit and responsible for their shareholders. The core of CSR is protecting their employees, including not discrimination, respect different culture. Technological paradigm shifts reflect social development. There are three industrial revolutions in history. Each of them bring science and technology progress rapidly and that has given a powerful propel to the productive force of the world and business, economic and social development of humanity. Comprehensive financial market systems consist of securities market, discount marke t; insurance market a foreign exchange market, finance and business are independent and mutually primitive. Government makes legislation in order to ensure the interests of citizens are protected. Legislation related many filed such as business, environment, and public services. Environment issues are big problems for modern society. Environment involves many fields, for instance business. Most companies pay much attention on business ethics. Because good business ethics is the basis of cooperation .If companies lost business ethics that means they lost company loyalty. As people all know if companies cannot manage their business with integrity or treat their clients and vendors without respect, they won’t earn partners trust and establish unbreakable ... ...distillation, desalination and ultraviolet disinfection [10]. And Reengineering solutions to global warming are receiving ever more attention, and for good reason. Science reported that top U.S. climate scientists gathered at Harvard this month to explore ways reengineering might lower the global temperature. Mimicking the natural cooling effects of volcanic eruptions by releasing massive amounts of sulfur into the atmosphere is one idea. Another is to increase the planet's reflectivity by spraying seawater on ocean clouds or floating shiny Mylar balloons into low-Earth orbit [11]. At present environmental issues are regarded by all the countries and it is a subject very worthy to be studied. People try their best to find the best way to solve these issues. That is not only benefit for nature, but also good for sustained development of human society. ..

Analysis of Ethics and Values Essay

Values are defined as things that are important and of some value for others. Values are of utmost importance while formulating vision. Importance of value is not just for individuals but organizations also emphasize greatly on its core values and even their vision is consistent with the values of the organization. All the decisions about right and wrong are based on the values that an individual or organization has. Thus it is said that values are the rules that one follows both in personal and professional life. Value shows what is right and what is wrong whereas doing what is right or wrong is determined by ethics. When one says that behave ethically, they mean behave in the right way. (Portman, 2010). By ethics we mean certain standards of conduct that shows how one should behave and fulfill the duties and responsibilities Professional Values and Ethics: Professional values and ethics refer to set of standards of conduct that supports the prestige of various professions that exist in the society. These set of principles indicate that how a particular professional group should behave in the society and what personal qualities they need to develop and in what way they are supposed to communicate at the workplace as well as with others in the society. For example for scientists moral principles involve integrity and patriotism. Justice and sincerity are the ethics for judiciary. Professional ethics become an important part of an organization because it increases the productivity of the organization as it indicates the way people should communicate with each other and the way they should carry out their responsibilities. Ethics for Military Organization Everyone agrees to the fact that integrity, honesty and moral conduct are important elements in a good human being but what people don’t agree is that these standards are applied equally for both personal and professional lives. An employee thinks that as long as his task are fulfilled, his employer should not care about his private conduct and he has all the rights to drinks, cheat take drugs or whatever he wants to do in his personal life. This may be true for the civilian sector but in the military there is different view. They do not tolerate drugs or alcohol. They do not allow sexual involvement with others in the workplace and severe punishments are given for dishonesty. Senior leaders say that for them private and public line are erased they cannot do what they want to do even in private as they answerable for the entire act that they do in private life as well. Military Ethics and Ethical Concepts: Military ethics refers to the code of conduct of military personnel while performing military activities. This concept of military ethics revolves around three sub concepts. The first concept refers to suitable behavior of individual for their profession, proper understanding of their standard mission and the assignments given to them and the right manner through which they can achieve their missions. The second concept underlines the suitable conduct of the military which is based on the fact that military members belong to a specific profession. The third concept specifies proper conduct of military members as a citizen of a free society where people are expected to respect the dignity of humans and adhering to the values of the democratic society. Professionalism Concept: Military ethics is based on complete professionalism which identifies the military members as professionals. Just as all other professionals are expected to perform their duties in a certain manner; the same military members are also required to adhere to the values and principles of the society. Conception of Owing: There are three Os on which the military ethics rely. These include; owing, ordering and to ought. Military officers are indebted to a lot of people such as country people, their families and comrades therefore they should realize that it is a selfless service. Conception of Ordering: Concept of ordering is also very important in military ethics. It is about priorities and moral structures. For example a top ranking officer knows that there is certain defect in a weapon that military requires badly, should the military officer reveal this information to the committee which is analyzing the weapon or he should withhold this information and go ahead in getting the weapon for his men. Here the question of ethics and priority comes. Conception of Obligations: This means what military members ought to do. According to military ethics, soldiers are expected to obey all the orders of the seniors promptly. But sometimes this happen that these orders raise ethical question therefore the military men are usually stuck between obeying the command or doing what is right and needs to be done.

My Argument Paper

Stefanie Markel 1/2/2012 English Composition II Maria Mahon Adoption vs. Artificial Insemination Argument Essay When starting a family, parents are given several options. Unassisted pregnancy, where a couple gets pregnant with no outside interference, artificial insemination, or adoption are several options that a couple would consider when deciding to start a family. The two that I will focus on are the latter two, adoption and artificial insemination. Adoption is a special, somewhat heartbreaking subject for me, however, for the sake of this argument, it needs to be addressed. I will touch on the pros and cons of each technique of starting a family. My position is that the decision to adopt or be artificially inseminated is an informed decision that each person should make after reviewing all of the information that one can gather. IF it were me, I would prefer artificial insemination, for of course, my own personal reasons. The adoption process brings to light several pros and several cons that a couple or single parent would need to consider before proceeding. Before considering adoption, one would need to consider these things, 1. cost of adoption, 2. ) domestic or international adoption, 3. ) and cost of caring for child, 4. ) opened or closed adoption. One pro of adoption is if you are not able to have a child of your own, there are many children out there that need a home and family to care for them. Depending on the situation a child is in, you may be saving that child from abuse, neglect, poverty, or malnutrition from environmental challenges (if a dopted internationally you may see this more so than domestically). On the other hand, it may be a situation of an underage mother that has no help or ability to care for the child. Another pro of adoption is that you would be able to have a child even if you as couple or as a single mother cannot conceive on your own. A con of adoption is that it is expensive; there is a lot that goes into approving someone to be able to adopt a child. And the time that it takes for an adoption to be finalized can take months up to years. The end result of holding a child in your arms is the biggest pro of all. Now a con in the child’s point of view would be not knowing who your biological parents are or your heritage. As a child who was adopted grows older, he/she may have questions that can be difficult at best to explain depending on the circumstances of the adoption. This is where my experience comes in; however, my experience is an exceptional situation. I was adopted by my maternal grandmother at the age of 10 years old. This was an open adoption. This made things very difficult. My mother did not just have my grandmother adopt and then leave me be. No, she was in and out of my life constantly, usually when it was convenient for her. This made things difficult for my adoptive mother to deal with. This is not usually a normal situation. My children, not by my choice, however, were also adopted last year. The adoptive parents do not allow me contact, this is a closed adoption. I hope to one day change this. (personal experience) While my mother gave up her rights willingly, I did not willingly sign the papers giving up my rights, I was forced to. These are two extreme situations of adoption. When my children get older, they will ask the questions of who they are and where they come from of their adoptive parents, then my hope is that they will come find me so that we may eventually have a mother/children relationship. The second option that is available for prospective parents is artificial insemination. This is a slightly less expensive option to become parents, depending on what route you take. A pro to this, is that you can become a natural parent, by this I mean the child is yours biologically. Now depending on the situation, you may be seeking to have a child, but do not have a partner. Or your partner (male) may not be able to help conceive a child. These are just two reasons that you would choose this option, there are many reasons, and all are different for different people. In this process, at least one process that is, you can go to cryogenic clinic, select the donor you wish, and have a doctor inseminate you. To choose a donor, select age, race, medical history (personal and family), profession, hobbies. This will bring up donors to choose from. Another con is that even though you can select pretty much everything about a donor, your child will not look like your partner, and could eventually raise questions later. Another con, as a single parent choosing this option, as your child grows older, they may ask questions that you cannot answer, as well as the question to find their biological father. In conclusion, of the two options given, each have their pros and cons but they both have a wonderful ending result, a child to love. No matter what choice you choose, remember a child is a precious responsibility and nothing to take lightly. When it comes time for me to choose, it may be possible for me to choose both, having been adopted I do know the benefits to the child in a normal situation. And I would love to experience pregnancy again, although I may not have a partner, I do know that I will have lots of support if I decide to do the second option. I would very much like to give a child a home someday and get them out of whatever situation they are in. References Adoption. com, retrieved 1/4/2012 from http://forums. doption. com/thanks-life/62158-seeking-adoptees-pro-life-pro-adoption-testimonies. html Adoption. org, retrieved 1/3/2012 from http://www. adoption. org/adopt/pro-adoption. php Personal Experience of being adopted and having my children taken from me and being adopted by foster parents LifeScript: Healthy Living for Women, retrieved 1/3/201, http://www. lifescript. com/Health/Conditions/Womens- health/Pregnancy/The_Pros_And_Cons_Of_Artificial_Insemination. aspx WebMD, retrieved 1/3/2012 from http://www. webmd. com/infertility-and-reproduction/guide/artificial-insemination

Effect on Economy Due to Change in Rbi Policy

Shivans gupta PGPFM nifm- Faridabad Shivans gupta PGPFM nifm- Faridabad Effect of Monetary Policy of RBI on Economy Effect of Monetary Policy of RBI on Economy 2012 2012 Effect of Change in monetary policy of RBI on Economy Economy An  economy  consists of the  economic systems  of a country or other area; the  labour,  capital, and  land  resources; and the  manufacturing, production,  trade,  distribution, and  consumption  of  goods  and services of that area.A given economy is the result of a process that involves its  technological evolution,  history  and  social organization, as well as its  geography,  natural resource endowment, and  ecology, as main factors. These factors give context, content, and set the conditions and parameters in which an economy functions. Repo rate Repo rate is the rate at which RBI lends to commercial banks generally against government securities. Reduction in Repo rate helps the commercial banks to get mo ney at a cheaper rate and increase in Repo rate discourages the commercial banks to get money as the rate increases and becomes expensive.As the rates are high the availability of credit and demand decreases resulting to decrease in  inflation. Reverse Repo rate Reverse Repo rate is the rate at which RBI borrows money from the commercial banks. The increase in the Repo rate will increase the cost of borrowing and lending of the banks which will discourage the public to borrow money and will encourage them to deposit. Cash Reserve Ratio Cash Reserve Ratio is a certain percentage of  bank deposits  which banks are required to keep with RBI in the form of reserves or balances . Higher the CRR with the RBI lower will be the  liquidity  in the system and vice-versa.RBI is empowered to vary CRR between 15 percent and 3 percent. But as per the suggestion by the Narshimam committee Report the CRR was reduced from 15% in the 1990 to 5 percent in 2002. As of October 2012, the CRR is 4. 5 percent. Statutory Liquidity Ratio Every financial institute have to maintain a certain amount of liquid assets from their time and demand liabilities with the RBI. These liquid assets can be cash, precious metals, approved securities like bonds etc. The ratio of the liquid assets to time and demand liabilities is termed as  Statutory  Liquidity  Ratio. There was a reduction from 38. % to 25% because of the suggestion by Narshimam Committee. The current SLR is 23%. Bank rate Bank rate, also referred to as the  discount rate, is the  rate of interest  which a  central bank  charges on the loans and advances to a  commercial bank. Whenever the banks have any shortage of funds they can borrow it from the central bank. Repo (Repurchase) rate is the rate at which the central bank lends short-term money to the banks against securities. A reduction in the repo rate will help banks to get money at a cheaper rate. When the repo rate increases borrowing from the centra l bank becomes more expensive.It is more applicable when there is a liquidity crunch in the market. Inflation In  economics,  inflation  is a rise in the general  level of prices  of goods and services in an economy over a period of time. [1]  When the general price level rises, each unit of currency buys fewer goods and services. Consequently, inflation also reflects an erosion in the  purchasing power  of money – a loss of real value in the internal medium of exchange and unit of account in the economy. A chief measure of price inflation is the  inflation rate, the annualized percentage change in a general  price index  (normally the  Consumer Price Index) over time.Gross domestic product  (GDP) Gross domestic product  (GDP) is the  market value  of all officially recognized final goods and services produced within a country in a given period. GDP  per capita  is often considered an indicator of a country's  standard of living; GDP per capita is not a measure of personal income (See  Standard of living and GDP). Under economic theory, GDP per capita exactly equals the gross domestic income (GDI) per capita (See  Gross domestic income). GDP is related to  national accounts, a subject in  macroeconomics. GDP is not to be confused with  Gross National Product  (GNP) which allocates production based on ownership.Interest rate An  interest rate  is the rate at which  interest  is paid by a borrower for the use of money that they borrow from a  lender. Specifically, the interest rate (I/m) is a percent of principal (I) paid at some rate (m). For example, a small company borrows capital from a bank to buy new assets for their business, and in return the lender receives interest at a predetermined interest rate for deferring the use of funds and instead lending it to the borrower. Interest rates are normally expressed as a  percentage  of the  principal  for a period of one year. Money supply In  economics, the  money supply  or  money stock, is the total amount of  monetary assets  available in an  economy  at a specific time. There are several ways to define â€Å"money,† but standard measures usually include  currency  in circulation and  demand deposits  (depositors' easily accessed assets on the books of financial institutions). Money supply data are recorded and published, usually by the government or the central bank of the country. Public and private sector analysts have long monitored changes in money supply because of its possible effects on the  price level,  inflation, the  exchange rate  and the  business cycle.Relation between two variables Interest rates & investments Interest rates & the bond prices are inversely related to each other. When interest rates move up, it causes the bond prices to fall & vice – versa. Say for example, you have a bond, which is yielding 10% now. Suddenly, the interest rates in the economy move up to 11%. Now your bond is giving fewer yields than the market return. Obviously it price is going to fall in such a case. Reverse is the case when interest rates fall, the bond price will move up because it is giving more returns than the market return.So movements in interest rates have serious implications for individual investments. Inflation and economy Inflation effects the economy on three sides. One, it is directly linked to  interest rates. The interest rates prevailing in an economy at any point of time are nominal interest rates, i. e. , real interest rates plus a premium for expected inflation. Due to inflation, there is a decrease in purchasing power of every rupee earned on account of interest in the future, therefore the interest rates must include a premium for expected inflation.In the long run, other things being equal, interest rates rise one for one with rise in inflation. Money supply and the economy Money supply also effects the economy on thre e sides. One, money supply is used to control the  inflation in an economy. On the demand side, whenever money supply in the economy increases, consumer-spending increases immediately in the economy because of increased money in the system. But supply can’t vary in the short – term, so there is a temporary mismatch of demand & supply in the economy which exerts an upward pressure on inflation.This argument assumes that demand drives supply, which is generally the case. On the supply side, due to an increase in demand, supply can only be increased by capacity additions. This causes the cost of production to rise & that is reflected in inflation. Two, money supply also has a direct relationship with the  growth of an economy. Until an economy reaches full – employment level, the economy growth is the difference between money supply growth rate & the inflation, other things being equal. When an economy reaches full employment level, the growth in money supply i s set off by a growth in inflation, other things being equal.This happens because output can’t rise after full employment & therefore inflation increases one for one with the money supply. Three, money supply also has a relationship with  interest rates. One variable can be used to control the other. Both can’t be controlled simultaneously. If the RBI wants to peg the interest rate at a certain level, it has to supply whatever money is demanded at that level of interest rate. If it wants to fix the money supply at a certain level, the demand & supply of money will determine the interest rates. Usually it is easier for RBI to control the interest rates through its open market operations (OMO).So, the money supply is allowed to vary but RBI controls it by playing around with interest rates through its OMO. Cash Reserve Ratio (CRR) & statutory liquidity ratio (SLR) and an economy CRR is the percentage of its total deposits a bank has to keep with RBI in cash or near cas h assets & SLR is the percentage of its total deposits a bank has to keep in approved securities. The purpose of CRR & SLR is to keep a bank liquid at any point of time. When banks have to keep low CRR or SLR, it increases the money available for credit in the system. This eases the pressure on interest rates & interest rates move down.Also when money is available & that too at lower interest rates, it is given on credit to the industrial sector which pushes the economic growth. Monetary policy and economy It refers to a regulatory policy whereby the monetary authority of a country maintains its control over the money supply for the realization of general economic objectives. It involves manipulation of money supply, the level & structure of interest rates & other conditions effecting the level of credit. The central bank signals the market about the availability of credit & interest rates through this policy.The RBI fixes the bank rate in this policy which forms the basis of the st ructure of interest rates & the CRR & SLR, which determines the availability of credit & the level of money supply in the economy. So it plays a very important role in the development of a economy. Practical Analysis of the Research Table of different Monetary Rates DATE| Reverse Repo Rate| Repo Rate| CRR| SLR| Bank Rate| Mar-10| 3. 5| 5| 6| 24| 6| May-10| 3. 75| 5. 5| 6| 24| 6| Jul-10| 4| 6| 6| 24| 6| Sep-10| 4. 5| 6| 6| 24| 6| Nov-10| 5| 6. 5| 6| 24| 6| Jan-11| 5. 5| 7| 6| 24| 6| Mar-11| 5. 75| 7. 25| 6| 24| 6|May-11| 6| 7. 5| 6| 24| 6| Jul-11| 6. 5| 8| 6| 24| 6| Sep-11| 7| 8. 5| 6| 24| 6| Nov-11| 7. 75| 8. 5| 5. 5| 24| 6| Jan-12| 7. 75| 8. 5| 4. 75| 24| 6| Mar-12| 7. 75| 8. 5| 4. 75| 24| 6| May-12| 7| 8| 4. 75| 23| 9| Effect of change in Repo rate on bank Prime Lending Rate Prime Lending Rate Dates| ICICI| SBI| Repo rate| 20-Apr-12| 18. 5| 14. 5| 8| 04-01-2012| 18. 75| 14. 75| 8. 5| 13-Aug-11| 18. 75| 14. 75| 8| 04-Jul-11| 18. 25| 14. 25| 8| 07-May-11| 18| 14| 7. 75| 24-Feb-11| 1 7. 5| 13| 7. 25| 03-Jan-11| 17| 12. 75| 7| 06-Dec-10| 16. 75| 12. 5| 6. 5| 18-Aug-10| 16. 25| 12. 25| 6| | | | | | | | | | |As the repo rate and reverse repo rate have direct impact on bank prime lending rate. From year 2010 to 2012 the repo rate keeps on increasing from 6 to 8. 5 the PLR of SBI and ICICI also increasing from 12. 25 to 14. 75 and from 16. 25 to 18. 75 respectively. But as the RBI cut down its Repo Rate by . 50 points the PLR of banks also down by . 25 points. Impact of change in CRR and SLR on Money Supply As the CRR is same in 2010-11, 2011-12 i. e 6%, there is not so much change in money supply it is in between 15000-16000. But as it start to decrease in 4th quarter of 2011-12 money supply start increasing and cross to 16000.And in Ist quarter of 2012-13, CRR become 4. 75 and SLR become 23% then Money supply is 17500 cr. in Indian Economy. Reverse Repo Rate| Repo Rate| Bank Rate| CRR| SLR| money supply|   |   |   |   |   |   | 5. 75| 6| 6| 6| 24| 15100 | 5. 25| 6. 25| 6| 6| 24| 15100| 5. 5| 6. 5| 6| 6| 24| 15100| 6. 5| 7. 5| 6| 6| 24| 15100| |   |   |   |   |   | 7| 8| 6| 6| 24| 16000| 7. 5| 8. 5| 6| 6| 24| 16000| 7. 5| 8. 5| 6| 5. 5| 24| 16000| 7. 5| 8. 5| 6| 4. 75| 24| 16000| |   |   |   |   |   | 7| 8| 9| 4. 75| 23| 17500| Effect on Increase in Money supply on Inflation As Money supply increases in the economy, there is more money in the market hich ultimately increase the purchasing power of people. Because of increase in purchasing power the cost of production increases and ultimately Inflation rate increases. So money supply in 2012-13 increases to 17500 cr. The inflation rate become 10. 05 from 8. 65. Reverse Repo Rate| Repo Rate| Bank Rate| CRR| SLR| money supply| inflation rate|   |   |   |   |   |   |   | 5. 75| 6| 6| 6| 24| 15100| 11. 99| 5. 25| 6. 25| 6| 6| 24| 15100| 10. 55| 5. 5| 6. 5| 6| 6| 24| 15100| 10. 23| 6. 5| 7. 5| 6| 6| 24| 15100| 9. 56| |   |   |   |   |   |   | 7| 8| 6| 6| 24| 16000| 8. 86| 7. 5| 8. 5| 6| 6| 24| 16000| 10. 06| 7. | 8. 5| 6| 5. 5| 24| 16000| 6. 49| 7. 5| 8. 5| 6| 4. 75| 24| 16000| 8. 65| |   |   |   |   |   |   | 7| 8| 9| 4. 75| 23| 17500| 10. 05| Impact of Repo rates, CRR and of Money supply on GDP Growth Rate Data categories and components| units| 2010-11| 2011-12| 2012-13| GDP(Current market price)| in rs. | 7674148| 8912178| 159527986| Growth rate| in %| 18. 1| 16. 1| 16. 9| As we see that our GDP growth rate start decreasing because of increasing rates. Because there is money declination in the market the purchasing power of people and our production starts declining which ultimately effect on our GDP growth.But as in financial year 2012-13 the RBI cut its rate by . 50 then our GDP growth rate increase by . 8 %. Conclusion RBI increase or decrease the rates i. e. repo rate, reverse repo rate, Cash reserve ratio, statutory liquidity ratio to control the money supply in the economy. As this small change in th ese ratios affect a lot on the whole economy and its various component like on investment index, cost of production, inflation, interest rate, exchange rate, prime lending rate of bank, home loan and car loan rate, deposit rate of bank and etc.In first quarter of financial year 2012-13, RBI decrease the repo rate by, reverse repo by, CRR by, SLR by the ultimate objective of this reduction in rate is to increase the money supply in the economy. As the rate decline in 2012-13, the RBI release 17500 cr. In the market. But this increase in money supply increase the purchasing power of consumer which ultimately effect on inflation and hence inflation also increase. But because of decrease in rates, it is easy to take more loan for the corporate which increase their production and in result of this our GDP also increase by . %. The prime lending rate is directly proportional to the repo rate of RBI. So there is a fall also come in prime lending rate of banks by . 25 points because of decr ease in repo rate by . 50 So, The change in monetary policy of RBI affect many other rates and and which also affect the consumer and these rates are the instrument of RBI to control the money supply in the economy. Bibliography * www. rbi. org. in * www. indiabudget. nic. in * www. wikipedia. org * www. simpletaxindia. net * www. karvy. com * www. tradingeconomics. com