Teenage Alcohol Abuse - 2826 Words

Gateway Technical College Teenage Alcohol Abuse/Addiction 550-150-2W7A Psychopharmacology Instructor Dennis Markus, MSW, LCSW, C-SAC Tracy L. Murray (Rego) MSW, LCSW, CTS 11 November 2009 The dangers of teenage alcohol abuse are underestimated in our country due to the social acceptability of the drug alcohol. The social acceptability of alcohol itself is seen by the frequency it is categorized separately from other drugs and substances when we talk about use and abuse. Alcohol is a drug but our nation and the media do not want to call it one or treat it like one. Alcohol is a legal drug abused by many teenagers and this paper will address some of the issues today’s teenagers face when dealing with†¦show more content†¦Parents may think as long as their children are drinking beer instead of doing drug’s its okay. People in America do not want to wake up to the fact that alcohol is a drug and it does kill our youth. Youth need to be educated on the affects alcohol can have on their bodies, and parents and communities need to play a role in their education. Contrary to popular belief, youth do drink alone just like some adults do. They drin k to change their mood, alleviate boredom, and to handle stress. Many youth will drink anything as they don’t realize the difference in alcohol content between hard liquor, beer, or wine (Novello, 1997). Even if teenagers attempt to read the labels on alcoholic beverages, they may be confused due to obscure labeling. High school students drink 35% of all the wine coolers consumed in the United States and they believe beer has a higher alcohol content than wine coolers. According to the 2006 National Survey on Drug Use and Health (NSDUH), in the past year, 32.9 percent of the youths surveyed from age 12 to 17 had used alcohol. According to the 2005 NSDUH survey, 74.3 percent of high school students nationwide had already consumed one or more drinks in their lifetime. Many teenagers and children get their information about alcohol from friends and the media. With these sources they do not have sufficient information to advise them of the dangers of alcohol consumption (Pr ingle,Show MoreRelatedTeenage Alcohol Abuse1465 Words   |  6 PagesAlcohol Abuse in Teenagers Underage alcohol abuse is a growing problem in the lives of teenagers today. Almost 80% of high school students have tried alcohol (Dowshen). To effectively combat this growing epidemic, teens need to understand the effects of consuming alcohol, and adults need to recognize the problem and effectively prevent alcohol abuse. Though many teenagers do not realize it, alcohol can significantly affect a teen’s life, including short-term impacts on the teen’s popularity andRead More Teenage Alcohol Abuse Essay726 Words   |  3 Pagesyear by teenage under-aged drinkers and how alcohol effects their future and see how bold of a word invincibility is. Issues that need to be considered when it comes to alcohol are the medical conditions it gives people, how alcohol effects each teenagers future, and who the people are that are inspiring teenagers to drink. People have the right to drink but because of law teenagers are not legally allowed to. There is a reason for everyt hing and this is to keep everyone safe. Alcohol has a majorRead MoreTeenage Drug And Alcohol Abuse978 Words   |  4 PagesTeenage drug and alcohol abuse is becoming a major problem in the United States. Abuse of illicit substances eventually leads to an addiction. Drug and alcohol addiction is a disease, and it is contagious. It does not spread through germs; it spreads through families, schools, and communities. There are two youth prevention programs that try to exceed at decreasing the drug and alcohol abuse in teenagers. They are the D.A.R.E. program and the Serenity House based out of Texas. The D.A.R.E. programRead MoreTeenage Drinking And The Abuse Of Alcohol1283 Words   |  6 PagesTeenage drinking and the abuse of alcohol/smoking. Alcohol abuse can cause wrecks, smoking can cause many different cancers. Whenever people under age consume alcohol, they tend to do stuff that they will regret. Whenever people under age smoke they have some sort of cancer in/on their body. When adults drink they still have a chance to wreck but the percentage of adults getting in a wreck is less of a chance of an underage drinker. They have age restrictions for a reason. E-cigarettes areRead MoreTeenage Drug And Alcohol Abuse2166 Words   |  9 PagesTeenage drug and alcohol abuse can come from a number of different factors such as emotional disorders, stress, social events and other adolescent pressures. Adolescent is a period of time when teens have a lot of pressures to fit in, establish their own identities, it’s also a time of growth and development, and also the great desire to fit in which leads teens to give into peer pressure. Teens are going through an emotional change in themselves emotionally, physically and also hormonally duringRead MoreTeenage Alcohol Abuse Essay2212 Words   |  9 PagesTeenage alcohol abuse is one of the major problems that affect academic performance, cause health problems and is responsible for the death of teenage drivers and sometime their passengers. Many teens drink because they think it is cool and do not understand the dangers of drinking alcohol. In 2008 a survey on the students views on alcohol wa s conducted in the Atlanta Public School System of 4,241 students surveyed results showed 74% of sixth graders felt there was a health risk while 25% felt thereRead MoreInfluence of Drug and Alcohol Abuse Amoung Kenyan Teenage Education5708 Words   |  23 PagesSCHOOL OF COMPUTER SCIENCE RESEARCH PROPOSAL. Influence of drug and alcohol abuse among Kenyan teenage Education. BY BRIAN MUNGA (J15-3021-11) TAKEN BY: Catherine Mavyala DECLARATION I declare that Influence of drug and alcohol abuse among Kenyan teenage Education is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 07 August 2012 SignatureRead MoreTeenage Alcoholism1078 Words   |  5 Pages1. According to statistics on alcoholism and alcohol abuse statistics, even though alcohol has been used in a number of diverse ways. a. Throughout history these ways can be called useful, however, known thousands of years ago that abusive and excessive drinking led to negative outcomes and adverse alcohol side effects. b. The symptoms associated with this are mostly societal and personal problems. 2. Research studies have shown that teenage alcoholism is correlated to the age at which teensRead MoreEssay on Teenage Drinking In America920 Words   |  4 Pagesworld. A subject that needs special attention is the abuse of alcohol by teens. Statistics show that there is a problem currently between teens and alcohol. There are many causes of teenage drinking and effects that prove that drinking is an important issue that needs to be dealt with to preserve American teenagers. Teenage drinking will become worse of a problem if it continues unchecked on its current path to destruction. Alcohol abuse among teenagers in the United States is a plague thatRead MoreThe Effects Of Alcohol And Teen Drinking1069 Words   |  5 Pagesto Dryden-Edwards (2), teenage drinking is widespread, and teenagers believe that it is acceptable. But, teenagers’ bodies are still developing. They fail to realize that consuming alcohol places them in danger  for numerous issues.   Consuming alcohol is more widespread among teenagers than most realize. Alcohol and Teen Drinking (1) reports that three-fourths of seniors,  a little over two-thirds of Sophomores, and two out of five 8th graders have experimented with alcohol. With rising statistical

Personal Narrative Losing Weight Essay - 704 Words

Personal Narrative Losing Weight I know I should lose weight. It requires a lot of perseverance that I one time had and need to find again. Many of the reasons I should lose weight are very clear to me. I have read many articles and have heard what my doctor has told me. I lost over forty pounds about three years ago, unfortunately, I gained it back two fold when I was pregnant with my daughter. I still have not been able to get rid of this weight since she was born. Sometimes it causes me to get tired just from going to the grocery store. I also found out in September of last year that I have hypertension (high blood pressure) which effected my vision drastically by the following November. Other problems are social such as the†¦show more content†¦Currently I must take a pill every day in order to keep my hypertension under control. Since I am not fond of taking medication, I would not miss taking it if losing weight would get rid of my hypertension all together. If I forget to take my pill firs t thing in the morning, I begin to get headaches and start feeling a little edgy by noon. My doctor is in the opinion that my weight is the main cause of my high blood pressure. I also began to have problems with my eyesight almost immediately after I learned I had hypertension. My vision began to get blurry and I felt pressure behind my eyes that scared me greatly. I had to get a much stronger prescription for my contact lenses and now have to return to my eye doctor to have my eyes tested every six months. My optometrist tells me that it is possible to reverse the effects the hypertension has had on my eyes. These health issues have become serious problems for me and if I lost weight, there is a strong possibility of becoming free of these problems. Losing weight would also reduce the risk of other health problems. My doctor has explained several of these risks to me. I do not remember all of them, but the ones that stick out in my mind the most are very common among the w orld today. He mentioned several forms of cancer to me. Breast cancer and ovarian cancer were among the ones that woman have a higher risk of being diagnosed with due toShow MoreRelatedEssay about Baldwins Notes to a Native Son1712 Words   |  7 Pageswritten the essay as he did. James Baldwin throughout the essay hovered from his own personal life to the world around him and his father. Baldwin weaves between narration and analysis in order to show that his own experiences dealing with the public world and his private world were similar to many other Americans at that time. Evidence of Baldwin’s ability to connect public events to his personal life appeared right away in the very first paragraph of the essay. Baldwin changedRead MoreAdd Cake, Subtract Self Esteem Analysis1263 Words   |  6 Pagescelebrated for their curves. Weight was a symbol of wealth and fertility in a woman. During this time, women were subjugated to being a housewife and nothing more. As time and society progressed, a woman’s prison became her body and no longer her home. Women had the freedom to vote, work, play, but could no longer be fat. This new beauty standard of thinness affects women in many ways. In â€Å"Add Cake, Subtract Self Esteem† written by Caroline Knapp, she describes her own personal experience on how this impossibleRead MoreLiterature Review of Interventions Used to Help with Emotional Eating1325 Words   |  6 Pagestreatment plan helps to target social and emotional issues related to eating disorders as well as the eating b ehaviors themselves. The participant participating in multimodal therapy is provided with behavioral and cognitive behavioral strategies for losing weight, as well as information into the emotional state of overeating. Multimodal therapy can be conducted in groups or individually. However, individual sessions allow the client and therapist to work with the distinct eating problem of the individualRead MoreFiction Analysis Essay710 Words   |  3 PagesFiction Analysis There are many ways to supplement a story in order to add lucidity. It is done through literary devices and Tim OBriens The Things They Carried is no different. The Things They Carried is a narrative about a soldier at war in Vietnam. However, this story provides multiple layers of meaning through OBriens tone and style that help the reader further understand it. Both of these literary devices are embedded in the story and gradually help define it. To begin with, OBrienRead MoreEssay on Structure and Style of To Sir, with Love1013 Words   |  5 Pagesstudents will learn and live. Over the course of time his students transform, except for Bert. The students find out that Thackeray’s past has remarkable similarities to their own lives. This realization changes the relationship to a more respectful personal one as the students see that there is indeed an adult authority who can understand their experiences. Thackeray’s confidence in his students and the positive results of his teaching style eventually win over both the students and faculty. HoweverRead MoreEating Disorders: Anorexia Nervosa1653 Words   |  7 Pagesenergy requirements, resulting in a relentless pursuit of low body weight in the context of age, sex, development and physical health. According to American Psychiatric Publishing of diagnostic and statistical manual of mental disorders (DSM-5) â€Å"Anorexia Nervosa, often times have an early-onset which primarily affects adolescent girls and young women, is characterized by distorted body image and excessive dieting that leads to severe weight loss with a pathological fear of becoming fat† (APA). AnorexiaRead MoreThe Things They Carried By Tim O Brien1597 Words   |  7 Pagesmemoir, which is beautifully and intensely well written by Tim O Brien. The novel explores the physical and emotional trauma of the Vietnam War and its impact on soldiers fears. The a uthor and protagonist Tim O’ Brien communicates provoking nonlinear narratives or frame stories through his own point of view presenting the audience with a window into the disturbing widespread, endless, and meaningless death, violence, and savagery in war-torn Vietnam. The author cleverly uses different literary devicesRead MoreNarrative Therpay2610 Words   |  11 PagesRunning Head: Narrative Therapy Narrative Therapy Research Paper Israel Escobar Theories in Counseling Families and Individuals Narrative Therapy Since the field of modern psychology is extremely broad, there are literally dozens if not hundredsRead MoreAnalysis Of Father And Son In Arthur Millers Death Of A Salesman808 Words   |  4 Pagesfather at a fairly young age further stints his maturity and sadly passes this onto his own sons somewhat clarifying his poor parenting â€Å"skills†. Despite Willy’s father having deserted him at roughly four years old Willy continues to delve in his personal mirage of reality believing his father to be a man worth telling to his children. Miller illustrates this through Willy’s childlike vulnerability and curiosity when impatiently requesting Ben to â€Å"Please tell about Dad. I want my boys to hear.† (MillerRead MoreRegurgitation: The Life Story of an Anoretic-Bulimic1700 Words   |  7 Pagesmet the diagnostic requirements for severe, uncontrollable bulimia nervosa (p. 51). Marya used bulimia as a way to gain control over her needs, passions, and bod y, which she felt were uncontrollably excessive; she viewed self control as a form of personal power (p. 53). Growing up in a controlling household where her independence was undermined caused Marya to experience self doubt, this resulted in her self worth being dependent on others perceptions of her (p. 68). By age thirteen Marya began

Importance Of Personal Finances The National Financial...

Importance of Personal Finances Jonathan Woods Liberty University Online ACCT 301-B08 LUO 201520 Week 7 According to the National Financial Educators Council, youth across America are slowly becoming illiterate when it comes to their personal finances. A study was introduced by Beierlein Neverett (2013) through Harris Interactive for the National Council of Economic Education that stated, â€Å"Participants, 3,512 adults aged 18 and above and 2,242 students in grades 9-12, took a 24 question quiz on economics and personal finance. The adults surveyed scored an average grade of 70%, while the students average was 53%. Nearly 30% of the adults and 60% of the students failed the quiz. Ironically, although 97% of the adults†¦show more content†¦Time and time again, youth are demonstrating a major lack of knowledge within the one area that they will deal with for the rest of their lives. An understanding of one’s personal finances are crucial to the development and maturity of one’s self, family, and lifestyle. To reach one’s capabilities, fiscally, is deter mined by their understanding of Cash flows, income, cost effectiveness, timing, and investments. Cash flows are very simplistic. One can think of it as the income and outgo of one’s financial success and liabilities. Merriam-Webster defines cash flows as,† the movement of money in and out of a business.† One can also consider and apply this to their personal finances. Thinking on things such as, â€Å"How much money is made?† and â€Å"How much money is spent?† According to Richard and Anna Linzer (2008), they describe the cash flow concept as,† Cash flow thinking involves focusing on the arrival of revenues and the departure of expenditures that occur during an institution’s fiscal year (3).† Again, making this concept personal, an individual can break this down to how much of a paycheck will come in and how much money does one need to pay out for bills and other expenditures during that pay period or fiscal year. To be able establish literacy of one’s personal finances, there must be an understanding of the liquidity of funds such as cash flows. Ultimately, understanding cash flows helps to motivate a budget. Now that an understanding of cash

The Government s Ways Of Making Reparations - 1436 Words

The Government’s Ways of Making Reparations Slavery and the Jim Crow Era have long since passed, and you would think that racism should have ended then; yet it did not. Racism is something that still exists today, even though many people try to turn a blind eye to it thinking that it is going to go away. In the article â€Å"The Case for Reparations,† Ta-Nehisi Coates makes an argument about how African-Americans should receive reparations for everything that they have had to endure, but he does not give a clear answer on how to go about it. In the article, Coates talks about how racism is at the core of all the reparations that the government has tried to make, and these programs are only hurting African-Americans instead of helping them. Up until the 1960s many African-American could not own any homes or get mortgages instead they had to buy their homes by contracts. The Home sellers made African-Americans pay high rates for the homes through contracts, and when they failed to pay, their homes were taken away. These high rates were meant to prevent blacks from owning any properties. In the article, Coates talks about Clyde Ross who migrated to the north looking for the protection of the law; but like many others who tried get to mortgages legally through loans, they were told that there was no â€Å"financing available† (Coates 58). Financing was indeed there, but it was only offered to whites not African-Americans. A lot of whites went to extreme measure to keepShow MoreRelatedRacial Discrimination Against African Americans902 Words   |  4 Pagessecret about the way in which America came to be what it is today, part of its history involves Africans forcibly being enslaved. Dating back to the beginning and to the end of slavery, they never received appropriate and equal compensation for their hard work. Unfortunately, these slaves who provided the involuntary labor are dead, but many of their descendants are not. In order to reinforc e that racism is unacceptable and intolerable, the U.S. government should provide reparations for the descendantsRead MoreThe Case For Reparations By George Coates Essay1382 Words   |  6 PagesIn â€Å"The case for reparations,† Coates argues that African Americans have been taken advantage of for centuries. During this time the government took their labor, civil rights, and basic human rights too far. He argues that they were also robbed of equal treatment even after desegregation. Coates blames the government and says they are responsible for compensation of generations of Americans being discriminated against. Especially with discrimination still occurring in places such as the school systemRead MoreTo What Extent Can Reparations Affect The Quality Of Life For African Americans? 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Part 5 made an extreme reduction to Germany’s military forces. Part 8 forced Read MoreSlavery And Its Effects On African Americans1391 Words   |  6 Pagesbasically deprived of their rights to vote and use the power of the government in their own favor to better their living standards. However reparation is not needed. Many may argue that reparation is what African Americans need to better themself now in the current economy states Robert L. Allen, yet it is impossible to establish who s a descendant? The â€Å"Economist† argues that their laws in play that deny and prohibit reparations from corporations and companies. Ask yourself how can we put a priceRead MoreThe 1920’S, Though It Was Hardly An Easy Time For Any Country,1436 Words   |  6 Pages The 1920’s, though it was hardly an easy time for any country, it was still a time where people remained optimistic and hopeful. Many historians call this era both the age of anxiety and the period of hope. Some factors that influenced the age of anx iety are the Treaty of Versailles and the Great Depression. The Dawes Plan and the Treaty of Locarno however, helped promote the period of hope. All the events following the World War 1 effected various countries one way or another. Europe faced severeRead MoreHow Did the Depression Affect France?945 Words   |  4 PagesThe closing days of the 1920’s were a start of what would be the worst economic disaster that had ever been witnessed. The effect that the Great Depression had on capitalist countries such as Germany and the United States, was that their stocks and shares heavy economy plunged, leaving businesses unable to trade, and poverty throughout the nation. In the case of France, the depression initially did not suddenly bring the economy down drastically as it had to the more industrialised nations. AlthoughRead MoreThe Treaty Of Versailles And The Dawes Plan1215 Words   |  5 Pagesâ€Å"The Great Depression of the 1930’s swept across most of the world like a blight or plague, swiftly without warning. It produced much misery and suffering everywhere and eventually spread its poison into every aspect of human existence – into politics, social organizations and culture, and even i nto man’s conception of himself†. World War 1 had a huge impact on the American economy. Many people do not take into consideration the events that occurred outside of America that had a big impact on itsRead MoreThe Rise And Fall Of Hitler s Nazi Party1301 Words   |  6 PagesVersailles called for Germany to pay over $30 million in reparations to the nations that wreaked havoc on. All of these social projects being used to fight unemployment, along with the reparations that they were being forced to pay were starting to take a huge toll on Germany’s economy to the point where they were facing a depression. Even with all of Germany’s shortcomings, it could have still been possible for them to pay the reparations but they could not do this because foreign countries placedRead MoreContexts of Metropolis and 19841295 Words   |  6 Pagessupport from lower classes and political left with the Provisional Government holding state power leading to a period of dual power ensuing World War I Germany had to pay off large amounts of reparations money and debt as a result of its defeat in WWI Workers suffered as the ones who had to labour hard to keep Germany from falling while the rich were hedonist Social crisis- Kaiser and traditional authority rejected, democracy seen as way forward but only experimented with rather than fully integrated

An Analysis on Antiheros in J.D. Salingerâ„¢s The Catcher in the Rye and Diablo Codyâ„¢s Juno and the Preservation of Childhood Innocence Essay Example For Students

An Analysis on Antiheros in J.D. Salingerâ„ ¢s The Catcher in the Rye and Diablo Codyâ„ ¢s Juno and the Preservation of Childhood Innocence Essay An archetypal hero is respected for their good moral character, maturity, and courage. In J. D. Salingers The Catcher in the Rye and Diablo Codys Juno there are excellent examples of antiheros, characters who lack heroic qualities, but are still considered to be protagonists. J. D. Salingers The Catcher in the Rye features Holden Caulfield, a sixteen year old teenager from New York, who has been expelled from school multiple times. Holden deals with the phoniness of his classmates, roommates, and teachers, and tries to come to terms with the fact that society is superficial and materialistic. The main character in Diablo Codys Juno is a sixteen year old girl by the name of Juno, who becomes pregnant and now regrets having intercourse in the first place. She suffers from general pregnancy sickness, emotional stress, and public humiliation. The protagonists in both pieces act as antiheros. Both Holden and Juno are ashamed of their actions, as they reflect poorly on their characters. Though they are embarrassed, both protagonists fail to improve their situations and instead behave like antiheros. Holden and Juno demonstrate cowardice, are irresponsible, and try desperately to preserve their childhood nnocence. Holden and Juno are classified as antiheros because they demonstrate cowardice. Holden acts cowardly when he tries to hide things from his parents. For example, when he got expelled from Pencey Prep because of bad grades and overall bad behaviour, he decided to roam the streets of New York instead of accepting his mistake and facing the consequences. This is illustrated when Holden says, l decided Id take a room in a hotel in New Yorksome very inexpensive hotel and all and Just take it easy till Wednesday. Then, on Wednesday, Id go home all rested up nd feeling swell. I figured my parents probably wouldnt get old Thurmers letter saying Id been given the ax till maybe Tuesday or Wednesday. (Salinger 28). This quote demonstrates that Holden knows that his parents will get angered due to his expulsion from school because of his marks and bad behavior. Moreover, it shows that he realizes that he has no confidence in himself to go take responsibility of his actions. A hero would go face his fears no matter what repercussions it may have. Instead, Holden cowardly decides that running away from his problems will better olve them. Like Holden, Juno acts unheroic when she hides the fact that she is pregnant. For example, instead of suffering the consequences of having unprotected intercourse, resulting in pregnancy, Juno believes that hiding from her problems will further assist her. Juno takes multiple over the counter pregnancy tests to assure that she is actually pregnant, before considering confrontation with her parents. She knows that having a child at a young age is a lot of responsibility, especially because she is a student. In addition, Juno fears what her parents will have to say to her ecause she took a big step in life, and now is trying to back away from it. A real heroine would without hesitation face her problems as she knows sooner or later she signs of pregnancy is better than personally confronting her parents because it will prevent her from being humiliated. Therefore, Holden and Juno lack the courage and self-confidence to face their problems forcing them to behave in a way that is disliked by society. Holden and Junos cowardice highlights their irresponsibility. Where a hero would take responsibility for their actions and address problems directly, Holden and Juno efuse to face the consequences of their actions. .u5243cb96abc8d749b76957c02732bbaf , .u5243cb96abc8d749b76957c02732bbaf .postImageUrl , .u5243cb96abc8d749b76957c02732bbaf .centered-text-area { min-height: 80px; position: relative; } .u5243cb96abc8d749b76957c02732bbaf , .u5243cb96abc8d749b76957c02732bbaf:hover , .u5243cb96abc8d749b76957c02732bbaf:visited , .u5243cb96abc8d749b76957c02732bbaf:active { border:0!important; } .u5243cb96abc8d749b76957c02732bbaf .clearfix:after { content: ""; display: table; clear: both; } .u5243cb96abc8d749b76957c02732bbaf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5243cb96abc8d749b76957c02732bbaf:active , .u5243cb96abc8d749b76957c02732bbaf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5243cb96abc8d749b76957c02732bbaf .centered-text-area { width: 100%; position: relative ; } .u5243cb96abc8d749b76957c02732bbaf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5243cb96abc8d749b76957c02732bbaf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5243cb96abc8d749b76957c02732bbaf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5243cb96abc8d749b76957c02732bbaf:hover .ctaButton { background-color: #34495E!important; } .u5243cb96abc8d749b76957c02732bbaf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5243cb96abc8d749b76957c02732bbaf .u5243cb96abc8d749b76957c02732bbaf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5243cb96abc8d749b76957c02732bbaf:after { content: ""; display: block; clear: both; } READ: Hunters Gatherers EssayHolden shows irresponsibility when he lies to please himself. For example, while residing in New York for a few days, he was offered a night with a prostitute. When the elevator operator says, How old are you, chief? Holden answers, Why? Twenty-two. The operator continues and asks Holden if hes Innarested in having a good time. Holden, who wants Just a throw, can be seen as self-indulgent, someone who would lie Just to get the time with the prostitute (Salinger 49). Furthermore, Holden agrees to an interaction with the rostitute because he know that there will be no commitment that comes with it. Holden commits to this throw with the prostitute because he know that no one but him will be affected. Holden did not think about the outcomes of roaming New York alone or of running away from school. Therefore, he is an irresponsible and antiheroic protagonist. Juno shows irresponsibility when she engages in intercourse. Knowing that intercourse can lead to impregnation or even disease. Despite the fact that Juno and her boyfriend, Bleeker, engage in sex unprotected, Juno thinks that iding the fact the she got impregnated is the best way to go in comparison to truthfully telling her parents. Juno did not consider the plausible outcomes of being pregnant at the age of sixteen. Being irresponsible, Juno takes multiple pregnancy tests to assure that she is in fact expecting a baby. She also informs her friend before telling her parents, which shows clearly that she is too scared to confront them, making her irresponsible. This shows that Juno lacks sense of responsibility, and she also thinks that what she does is right. Thus, Holden and Juno are both antiheros, rovided that they evade responsibility and are self-absorbed. Holden and Juno act as antiheros with the goal of preserving their childhood innocence. Holden shows that he is unwilling to grow up when he backed down from participating with the prostitute. For example, when he paid to get a prostitute in his room, all he wanted to do was talk and not engage in any sexual activity. This is demonstrated when Holden asks the prostitute, Dont you feel like talking for a while? (Salinger 51). This quote shows that Holden thought the prostitute will make him feel better, as it would get things off his mind. By not engaging in intercourse, Holden he thought that by not engaging in sexual activity he will maintain his innocence by keeping his virginity. By not giving up his virginity to the prostitute, he keeps himself from attachment and maintains his purity. Juno also shows that she is desperately trying to maintain her childhood. Instead of having the baby and Just keeping it or putting it up for adoption, Juno immediately decided to get information about abortion. This is shown when she calls the Womens Health Clinic and gets an appointment to get an abortion. It is obvious that Juno thought that not having a baby ould not have to accept responsibility for her actions. Though both Juno and Holden behave as antiheros and try to prevent their growing up, in the end, they must be accountable for their actions. Throughout the novel, Holden illustrates why being a child has more benefits than being an adult. Many people criticize Holden because all he does is rant about all his problems, and instead of dealing with it, he Just leaves it behind assuming it will go away. Throughout the movie, Juno demonstrates why being a child is so important: life at a fast pace is unpleasant. In order to maintain their childhood and to keep their lives simple, both Holden and Juno act immorally. They act as antiheros, individuals who are not good examples for society. Holden and Juno demonstrate cowardice, because they are too scared to face their problems. In their cowardly behaviour, they are irresponsible because they do things to please themselves and do not accept the consequences of their actions. Juno and Holden are self-absorbed, and try desperately to preserve their childhood innocence because they are afraid of growing up and taking responsibility for themselves. .uca7c1bb18983fa82de57a89bd4e5fa2b , .uca7c1bb18983fa82de57a89bd4e5fa2b .postImageUrl , .uca7c1bb18983fa82de57a89bd4e5fa2b .centered-text-area { min-height: 80px; position: relative; } .uca7c1bb18983fa82de57a89bd4e5fa2b , .uca7c1bb18983fa82de57a89bd4e5fa2b:hover , .uca7c1bb18983fa82de57a89bd4e5fa2b:visited , .uca7c1bb18983fa82de57a89bd4e5fa2b:active { border:0!important; } .uca7c1bb18983fa82de57a89bd4e5fa2b .clearfix:after { content: ""; display: table; clear: both; } .uca7c1bb18983fa82de57a89bd4e5fa2b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uca7c1bb18983fa82de57a89bd4e5fa2b:active , .uca7c1bb18983fa82de57a89bd4e5fa2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uca7c1bb18983fa82de57a89bd4e5fa2b .centered-text-area { width: 100%; position: relative ; } .uca7c1bb18983fa82de57a89bd4e5fa2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uca7c1bb18983fa82de57a89bd4e5fa2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uca7c1bb18983fa82de57a89bd4e5fa2b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uca7c1bb18983fa82de57a89bd4e5fa2b:hover .ctaButton { background-color: #34495E!important; } .uca7c1bb18983fa82de57a89bd4e5fa2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uca7c1bb18983fa82de57a89bd4e5fa2b .uca7c1bb18983fa82de57a89bd4e5fa2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uca7c1bb18983fa82de57a89bd4e5fa2b:after { content: ""; display: block; clear: both; } READ: Romeo And Juliet With Midsummer Nights Dream EssayIn the end, however, both Juno and Holden grow up. Juno decides to keep the baby and put it up for adoption. This shows that she is taking responsibility for her actions and thinking of the baby before herself. Holden, who returns home and realizes that his sister Phoebe needs him, also shows this sense of responsibility. He considers himself an influence to his sister, and thinks of her safety before his ease. In short, though Holden and Juno behave as antiheros, at the end of their stories, both protagonists begin to grow and show heroic traits. Resources Salinger, J. D. The Catcher in the Rye. 115. eBook.

Contributions of Women to History free essay sample

An essay on the history of womens contribution to history from 1865 through 1980. This paper goes through Western world history starting at 1865 and lists the accomplishments of many women in several fields. Remarkable women in the fields of drama, art, literature, science, technology and politics are mentioned. It also looks at the rise of the suffrage movements and the start of the womens liberation organizations. A special section is dedicated to Mother Teresa. Women have contributed to the history of the world from the beginning of time. Their stories are found in legends, myths, and history books. Queens, martyrs, saints, and female warriors, usually referred to as Amazon Women, writers, artists, and political and social heroes dot our human history. By 1865, women moved into the public arena, as moral reform became the business of women, as they fought for immigrant settlement housing, fought and struggled for the right to earn living wages, and stood up to the threats of the lynch mobs. We will write a custom essay sample on Contributions of Women to History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The years beginning in 1865 is known as the Civil War era and the beginning of the Industrial Revolution. It was a time of great changes, especially for African-American women such as Harriet Tubman and Sojourner Truth. Women of all races had to fight for equal rights, even the right to vote (http://women.eb.com/women/nineteenth09.html).

First Nations Education in Saskatchewan free essay sample

Examines the advantages and disadvantages of First Nations education in Canada. This paper discusses the issue whether First Nations should have total control over their education in Saskatchewan and Canada. The author examines the advantages and disadvantages of having First Nations teach, guide, and overlook all of the aspects in each First Nations students school career. First Nations education is based on traditional values, which put together the principles of wholeness, order, balance, and respect for the spiritual and natural world. They are taught to love and live in Mother Nature and what she brings to everyones lifestyle. First Nations students have the right to develop programs and services of the highest quality. They should have the same opportunities as each and every other student in Saskatchewan and Canada towards their future in this world. First Nations communities, parents, Elders, and teachers expect high quality education and academic skills from their students. We will write a custom essay sample on First Nations Education in Saskatchewan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Use the following rule Essay Example

Use the following rule Essay Use the following rule: Find the product of the top left number and the bottom right number in the square. Do the same thing with the bottom left and the top right numbers in the square. Calculate the following difference between these numbers.INVESTIGATE!The first thing Im going to do is work out the rule for a 10 x 10 grid. To do this Im going to work out what the difference is between each row using 2 x 2, 3 x 3, 4 x 4, and 5 x 5 grids inside the main 10 x 10 one.10 x 10 grid1234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950515253545556575859606162636465666768697071727374757677787980818283848586878889909192939495969798991002 x 2 3 x 323 x 14 = 322 33 x 15 = 49513 x 24 = 312 difference = 10 13 x 35 = 455 difference = 4048 x 39 = 1872 82 x 64 = 524838 x 49 = 1862 difference = 10 62 x 84 = 5208 difference = 4096 x 87 = 8352 88 x 70 = 616086 x 97 = 8342 difference = 10 68 x 90 = 6120 difference = 404 x 4 5 x 541 x 14 = 574 46 x 10 = 46011 x 44 = 484 difference = 90 6 x 50 = 300 difference = 16067 x 40 = 2680 62 x 26 = 161237 x 70 = 2590 difference = 90 22 x 66 = 1452 difference = 16092 x 65 = 5980 95 x 59 = 560562 x 95 = 5890 difference = 90 55 x 99 = 5445 difference = 160I can also use algebra to work out the differences.2 x 2:Xx + 1x + 10x + 11(x + 10)(x + 1) = xà ¯Ã‚ ¿Ã‚ ½ + 11x + 10( x)(x + 11) = xà ¯Ã‚ ¿Ã‚ ½ + 11x difference = 103 x 3Xx + 1x + 2x + 10x + 11x + 12x + 20x +21x + 22(x + 20)(x + 2) = xà ¯Ã‚ ¿Ã‚ ½ + 22x + 40(x)(x + 22) = xà ¯Ã‚ ¿Ã‚ ½ + 22x difference = 404 x 4Xx + 1x + 2x + 3x + 10x + 11x + 12x + 13x + 20x + 21x + 22x + 23x + 30x + 31x + 32x + 33(x + 30)(x + 3) = xà ¯Ã‚ ¿Ã‚ ½ + 33x + 90(x)(x + 22) = xà ¯Ã‚ ¿Ã‚ ½ + 33x difference = 905 x 5Xx + 1x + 2x + 3x + 4x + 10x + 11x + 12x + 13x + 14x + 20x + 21x + 22x + 23x + 24x + 30x + 31x + 32x + 33x + 34x + 40x + 41x + 42x + 43x + 44(x + 40)(x + 4) = xà ¯Ã‚ ¿Ã‚ ½ + 44x + 160(x)(x +44) = xà ¯Ã‚ ¿Ã‚ ½ + 44x difference = 160I will now attempt to find the nt h term for this.Grid size: 2 ? 2 3 x 3 4 x 4 5 x 510 40 90 160 / / /1st difference: 30 50 70 / /2nd difference: 20 20The first differences are not the same so we have to take a second difference.The co-efficient of n is half the second difference. So the co-efficient of n is therefore 10 and as we had to take a second difference n will therefore be squared.10nà ¯Ã‚ ¿Ã‚ ½I now have to take 10nà ¯Ã‚ ¿Ã‚ ½ away from the difference.E.g. if n is 2 then 10nà ¯Ã‚ ¿Ã‚ ½ is 40 so if I take 40 away from the difference of the 2 x 2 grid I get the 10nà ¯Ã‚ ¿Ã‚ ½ part.2 x 2 : difference = 10 n = 210 x 2à ¯Ã‚ ¿Ã‚ ½ = 40. 10 40 = -303 x 3: difference = 40 n = 310 x 3à ¯Ã‚ ¿Ã‚ ½ = 90 40 90 = 504 x 4: difference = 90 n = 410 x 4à ¯Ã‚ ¿Ã‚ ½ = 160 90 160 = 705 x 5: difference = 160 n = 510 x 5à ¯Ã‚ ¿Ã‚ ½ = 250 160 250 = 90-30 -50 -70 -90 / / /-20 -20 -20The co-efficient of n this time is -20. As I didnt have to take a second difference n will not be squared.If for example n = 2 to get - 20 back up to -30 I will have to add 10 (2 x -20 = -40 + 10 = -30). So I should get 10nà ¯Ã‚ ¿Ã‚ ½-20n+10. To see if this works I shall have to use a couple of examples:If n = 3 3 x -20 = 60 + 10 = -50If n = 4 4 x -20 = 80 + 10 = -70These both abide by the rule so it must work.-20n + 10I will add this to the end of the 10nà ¯Ã‚ ¿Ã‚ ½to get:10nà ¯Ã‚ ¿Ã‚ ½ 20n + 10This factorizes to 10(n-1)à ¯Ã‚ ¿Ã‚ ½ therefore the nth term for a 10 x 10 grid is 10(n-1)à ¯Ã‚ ¿Ã‚ ½Im now going to do the same but using a 9 x 9 grid.1234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950515253545556575859606162636465666768697071727374757677787980812 x 2 3 x 320 x 12 = 240 33 x 17 = 56111 x 21 = 231 difference = 9 15 x 35 = 525 difference = 3652 x 44 = 2288 49 x 33 = 161743 x 53 = 2279 difference = 9 31 x 54 = 1581 difference = 3666 x 58 = 3828 79 x 63 = 497757 x 67 = 3819 difference = 9 81 x 61 = 4941 difference = 364 x 4 5 x 574 x 50 = 3700 46 x 14 = 64447 x 7 7 = 3619 difference = 81 10 x 50 = 500 difference = 14455 x 31 = 1705 50 x 18 = 90028 x 58 = 1624 difference = 81 14 x 54 = 756 difference = 14433 x 9 = 297 76 x 44 = 33446 x 36 = 216 difference = 81 40 x 80 = 3200 difference = 144I can also work these differences out using algebra.2 x 2xx + 1x + 9x + 10(x + 9)(x + 1) = xà ¯Ã‚ ¿Ã‚ ½ + 10x + 9(x)(x + 10) = xà ¯Ã‚ ¿Ã‚ ½ + 10x difference = 93 x 3xx + 1x + 2x + 9x + 10x + 11x + 18x + 19x + 20(x + 18)(x + 2) = xà ¯Ã‚ ¿Ã‚ ½ + 20x + 36(x)(x + 20) = xà ¯Ã‚ ¿Ã‚ ½ + 20x difference = 364 x 4xx + 1x + 2x + 3x + 9x + 10x + 11x + 12x + 18x + 19x + 20x + 21x + 27x + 28x + 29x + 30(x + 27)(x + 3) = xà ¯Ã‚ ¿Ã‚ ½+ 30x + 81(x)(x + 30) = xà ¯Ã‚ ¿Ã‚ ½ + 30x difference = 1445 x 5xx + 1x + 2x + 3x + 4x + 9x + 10x + 11x + 12x + 13x + 18x + 19x + 20x + 21x + 22x + 27x + 28x + 29x + 30x + 31x + 36x + 37x + 38x + 39x + 40(x + 36)(x + 4) = xà ¯Ã‚ ¿Ã‚ ½ + 40x + 144(x)(x + 40) = xà ¯Ã‚ ¿Ã‚ ½ + 40x difference = 144I will now attempt to find the nth term f or this.Grid size: 2 ? 2 3 x 3 4 x 4 5 x 59 36 81 144 / / /1st difference: 27 45 63 / /2nd difference: 18 18Again the first differences are not the same so we have to take a second difference. The co-efficient of n is half the second difference. So the co-efficient of n is therefore 9 and as we had to take a second difference n will therefore be squared.9nà ¯Ã‚ ¿Ã‚ ½I now have to take 9nà ¯Ã‚ ¿Ã‚ ½ away from the difference.2 x 2 : difference = 9 n = 29 x 2à ¯Ã‚ ¿Ã‚ ½ = 36 9 36 = -273 x 3: difference = 36 n = 39 x 3à ¯Ã‚ ¿Ã‚ ½ = 81 36 81 = 454 x 4: difference = 81 n = 49 x 4à ¯Ã‚ ¿Ã‚ ½ = 144 81 144 = 635 x 5: difference = 144 n = 59 x 5à ¯Ã‚ ¿Ã‚ ½ = 225 144 225 = 81-27 -45 -63 -81 / / /-18 -18 -18The co-efficient of n this time is -18. Like before because I havent taken a second difference n will not be squared.If for example n = 2 then to get -18 back to -27 you would have to add 9 (2 x -18 = -36 + 9 = -27)To see if this rule works I will have to sub in a couple of exam ples.If n = 3 3 x -18 = -54 + 9 = -45If n = 4 4 x -18 = -72 + 9 = -63These show that the rule works.-18n + 9I will add this to the end of the 9nà ¯Ã‚ ¿Ã‚ ½to get:9nà ¯Ã‚ ¿Ã‚ ½ 18n + 9This factorizes to 9(n-1)à ¯Ã‚ ¿Ã‚ ½ therefore the nth term for a 9 x 9 grid is9(n-1)à ¯Ã‚ ¿Ã‚ ½8 x 8 grid123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263642 x 2 3 x 320 x 13 = 260 22 x 8 = 17612 x 21 = 252 difference = 8 6 x 24 = 144 difference = 3238 x 31 = 1178 33 x 19 = 62730 x 39 = 1170 difference = 8 17 x 35 = 595 difference = 3250 x 43 = 2150 62 x 48 = 297642 x 51 = 2142 difference = 8 46 x 64 = 2944 difference = 324 x 4 5 x 529 x 8 = 232 34 x 6 = 2045 x 32 = 160 difference = 72 2 x 38 = 76 difference = 12843 x 22 = 946 60 x 32 = 192019 x 46 = 874 difference = 72 28 x 64 = 1792 difference = 12849 x 28 = 1372 41 x 13 = 53325 x 52 = 1300 difference = 72 9 x 45 = 405 difference = 128I can also work out these differences using algebra.2 x 2xx + 1x + 8x + 9(x + 8)(x + 1) =; xà ¯Ã‚ ¿Ã‚ ½ + 9x + 8(x)(x + 9) =; xà ¯Ã‚ ¿Ã‚ ½ + 9x difference = 83 x 3xx + 1x + 2x + 8x + 9x + 10x + 16x + 17x + 18(x + 16)(x + 2) =; xà ¯Ã‚ ¿Ã‚ ½ + 18x + 32(x)(x + 18) =; xà ¯Ã‚ ¿Ã‚ ½ + 18x difference = 324 x 4xx + 1x + 2x + 3x + 8x + 9x + 10x + 11x + 16x + 17x + 18x + 19x + 24x + 25x + 26x + 27(x + 24)(x + 3) =; xà ¯Ã‚ ¿Ã‚ ½ + 27x +72(x)(x + 27) =; xà ¯Ã‚ ¿Ã‚ ½ + 27x difference = 725 x 5xx + 1x + 2x + 3x + 4x + 8x + 9x + 10x + 11x + 12x + 16x + 17x + 18x + 19x + 20x + 24x + 25x + 26x + 27x + 28x + 32x + 33x + 34x + 35x + 36(x + 32)(x + 4) =; xà ¯Ã‚ ¿Ã‚ ½ + 36x + 128(x)(x + 36) =; xà ¯Ã‚ ¿Ã‚ ½ + 36x difference = 128I will now attempt to find the nth term for this.Grid size: 2 ? 2 3 x 3 4 x 4 5 x 58 32 72 128 / / /1st difference: 24 40 56 / /2nd difference: 16 16Again the first differences are not the same so we have to take a second difference. The co-efficient of n is half the second difference. So the co-efficient of n is t herefore 8 and as we had to take a second difference n will therefore be squared.8nà ¯Ã‚ ¿Ã‚ ½I now have to take 8nà ¯Ã‚ ¿Ã‚ ½ away from the difference.2 x 2 : difference = 8 n = 28 x 2à ¯Ã‚ ¿Ã‚ ½ = 32 8 32 = -243 x 3: difference = 32 n = 38 x 3à ¯Ã‚ ¿Ã‚ ½ = 72 32 62 = -304 x 4: difference = 72 n = 48 x 4à ¯Ã‚ ¿Ã‚ ½ = 128 72 128 = -565 x 5: difference = 128 n = 58 x 5à ¯Ã‚ ¿Ã‚ ½ = 200 128 200 = -72-24 -40 -56 -72 / / /-16 -16 -16The co-efficient of n this time is -16. Because I dont have to take a second difference n will not be squared.If n = 2 then I will have to add 8 to get back to the original difference of -24 (2 x -16 = -32 + 8 = -24). To see if this rule works I have to sub in two other terms of n.If n = 3 3 x -16 = -48 + 8 = -40If n = 4 4 x -16 = -64 + 8 = -56This shows that this rule works.-16n + 8I will add this to the end of the 8nà ¯Ã‚ ¿Ã‚ ½to get:8nà ¯Ã‚ ¿Ã‚ ½ 16n + 8This factorizes to 8(n-1)à ¯Ã‚ ¿Ã‚ ½ therefore the nth term for this is 8(n-1)à ¯Ã‚ ¿Ã‚ ½I can also work out the nth term of other grid sizes by using algebra to work out the differences of different size squares on the grid and then finding the nth term in the same way I have for the 10 x 10, 9 x 9 and the 8 x 8 grids.I am going to work out the nth term of a 7 x 7 grid.2 x 2xx + 1x + 7x + 8(x + 7)(x + 1) = xà ¯Ã‚ ¿Ã‚ ½ + 8x + 7(x)(x + 8) = xà ¯Ã‚ ¿Ã‚ ½ + 8x difference = 73 x 3xx + 1x + 2x + 7x + 8x + 9x + 14x + 15x + 16(x + 14)(x + 2) = xà ¯Ã‚ ¿Ã‚ ½ + 16x + 28(x)(x + 16) = xà ¯Ã‚ ¿Ã‚ ½ + 16x difference = 284 x 4xx + 1x + 2x + 3x + 7x + 8x + 9x + 10x + 14x + 15x + 16x + 17x + 21x + 22x + 23x + 24(x + 21)(x + 3) = xà ¯Ã‚ ¿Ã‚ ½ + 24x +63(x)(x + 24) = xà ¯Ã‚ ¿Ã‚ ½ + 24x difference = 635 x 5xx + 1x + 2x + 3x + 4x + 7x + 8x + 9x + 10x + 11x + 14x + 15x + 16x + 17x + 18x + 21x + 22x + 23x + 24x + 25x + 28x + 29x + 30x + 31x + 32(x + 28)(x + 4) = xà ¯Ã‚ ¿Ã‚ ½ + 32x + 112(x)(x + 32) = xà ¯Ã‚ ¿Ã‚ ½ + 32x difference = 112Grid size: 2 ? 2 3 x 3 4 x 4 5 x 57 28 63 112 / / /1st difference: 21 35 49 / /2nd difference: 14 14As I had to take a second difference the co-efficient of n will be halved but n will be squared. This will give us 7nà ¯Ã‚ ¿Ã‚ ½.Now I have to take away 7nà ¯Ã‚ ¿Ã‚ ½ from the original difference.2 x 2: difference = 7 n = 27 x 2à ¯Ã‚ ¿Ã‚ ½ = 28 7 28 = -213 x 3: difference = 28 n = 37 x 3à ¯Ã‚ ¿Ã‚ ½ = 63 28 63 = -354 x 4: difference = 63 n = 47 x 4à ¯Ã‚ ¿Ã‚ ½ = 112 63 112 = 495 x 5: difference = 112 n = 57 x 5à ¯Ã‚ ¿Ã‚ ½ = 175 112 175 = -63-21 -35 -49 -63 / / /-14 -14 -14The co-efficient of n now is -14 and as we didnt have to take a second difference n will not be squared.If for example n = 2 to get this difference of -14 back up to the original difference I would of -21 I would have to + 7 ( 2 x 14 = -28 + 7 = -21)To see if this works and it isnt just a fluke I will have to use a couple of other examples.If n = 3 3 x 14 = -42 + 7 = -35If n = 4 4 x 14 = -56 + 7 = -49I will now add -14n + 7 to the end of 7nà ¯Ã‚ ¿Ã‚ ½ t o get:7nà ¯Ã‚ ¿Ã‚ ½- 14n +7This factorizes to 7(n-1)à ¯Ã‚ ¿Ã‚ ½, this is the nth term for a 7 x 7 grid.Gridnth term10 x 1010(n-1)à ¯Ã‚ ¿Ã‚ ½9 x 99(n-1)à ¯Ã‚ ¿Ã‚ ½8 x 88(n-1)à ¯Ã‚ ¿Ã‚ ½7 x 77(n-1)à ¯Ã‚ ¿Ã‚ ½As they seem to be falling into a pattern we can make a general nth term for all grid sizes. This is:g(n-1)à ¯Ã‚ ¿Ã‚ ½g being the grid size. For example on the 10 x 10 grid g = 10.The rectangles you can have in a 10 x 10 grid are:2 x 3 3 x 6 4 x 10 7 x 82 x 4 3 x 7 5 x 6 7 x 92 x 5 3 x 8 5 x 7 7 x 102 x 6 3 x 9 5 x 8 8 x 92 x 7 3 x 10 5 x 9 8 x 102 x 8 4 x 5 5 x 10 9 x 102 x 9 4 x 6 6 x 72 x 10 4 x 7 6 x 83 x 4 4 x 8 6 x 93 x 5 4 x 9 6 x 10I am going to investigate all the rectangles with five in it rather then changing both side lengths of the rectangle each time.2 x 5 3 x 5 4 x 5 6 x 5 7 x 5 8 x 5 9 x 5 10 x 5123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960616263646566676869707172737475767778798081828384858687 8889909192939495969798991002 x 515 19 15 x 29 = 43525 29 25 x 19 = 475 difference = 4054 58 54 x 68 = 367264 68 64 x 58 = 3712 difference = 4085 89 95 x 89 = 845595 99 85 x 99 = 8415 difference = 403 x 52 6 22 x 6 = 13222 26 2 x 26 = 52 difference = 8035 39 55 x 39 = 214555 59 35 x 59 = 2065 difference = 8065 69 85 x 69 = 586585 89 65 x 89 = 5785 difference = 804 x 543 47 73 x 47 = 343173 77 43 x 77 = 3311 difference = 12056 60 86 x 60 = 516086 90 56 x 90 = 5040 difference = 12021 25 51 x 25 = 127551 55 21 x 55 = 1155 difference = 1206 x 534 38 84 x 38 = 319284 88 34 x 88 = 2992 difference = 20042 46 92 x 46 = 423292 96 42 x 96 = 4032 difference = 2006 10 56 x 10 = 56056 60 6 x 60 = 360 difference = 2007 x 531 35 91 x 35 = 318591 95 31 x 95 = 2945 difference = 24015 19 75 x 19 = 142575 79 15 x 79 = 1185 difference = 24024 28 84 x 20 = 235284 88 24 x 88 = 2112 difference = 2408 x 513 17 83 x 17 = 141183 87 13 x 87 = 1131 difference = 28016 20 86 x 20 = 172086 90 16 x 90 = 1440 differ ence = 2802 6 72 x 6 = 43272 76 2 x 76 = 152 difference = 2809 x 512 16 92 x 16 = 147292 96 12 x 96 = 1152 difference = 32014 18 94 x 18 = 169294 98 14 x 98 = 1372 difference = 3203 7 83 x 7 = 58183 87 3 x 87 = 261 difference = 32010 x 56 10 96 x 10 = 96096 100 6 x 100 = 600 difference = 3601 5 91 x 5 = 45591 95 1 x 95 = 95 difference = 3603 7 93 x 7 = 65193 97 3 x 97 = 291 difference = 360Rectangle: 2 x 5 3 x 5 4 x 5 6 x 5 7 x 5 8 x 5 9 x 5 10 x 540 80 120 200 240 280 320 360* 4 8 12 20 24 28 32 36/ / / / / / / /Multiples: 1 4 2 4 3 4 5 4 6 4 7 4 8 4 9 4*Here I can remove a factor of 10 from each difference.I can now use these to work out a general rule for rectangle grids on a10 x 10 grid.2 x 5 2 = width 5 = length2 1 = 1 5 1 = 4 1 and 4 are multiples of 4 which is the difference of a 2 x 5 rectangle with a factor of 10 removed.3 x 5 3 = width 5 = length3 1 = 2 5 1 = 4 2 and 4 are multiples of 8 which is the difference of a 3 x 5 rectangle with a factor of 10 removed.4 x 5 4 = width 5 = length4 1 = 3 5 1 = 4 3 and 4 are multiples of 12 which is the difference of a 4 x 5 rectangle with a factor of 10 removed.Using these I can assume a general rule for finding the difference:(w-1)(l-1) but because I took a factor of 10 out all this would have to be multiplied by 1010(w-1)(l-1)To show that this works I am going to use rectangles 6 x 5, 7 x 5 and8 x 5.6 x 5 10 x 5 x 4 = 2007 x 5 10 x 6 x 4 = 2408 x 5 10 x 7 x 4 = 280

Professional Development Plan

Introduction Leadership is an important process in team management. It is always important to understand the characteristic of self and that of team members in order to offer effective leadership. By understanding the personal characteristics and of the other team members, a leader will be able to understand the strengths and weaknesses in order to find a way of achieving success in addressing the specific duties.Advertising We will write a custom coursework sample on Professional Development Plan specifically for you for only $16.05 $11/page Learn More In this learning group, there are four members; they include Elizabeth, Jason, Rachel, and I. Each one of us has unique characteristics which make us diversified in our capabilities. Where one of us has weaknesses, the others may have strengths, and this makes it possible to address various challenges as a team. As a leader, I need to analyze these characteristics in order to determine how we can address different tasks, and how we can help one another overcome some of the personal challenges that may affect our career (Rughani, Franklin Dixon, 2003). In this assignment, I seek to develop a plan that will address the characteristics of the group and me as the leader of the learning team. Combined DISC Chart of the Learning Team Members The group members have taken their time to generate their DISC profile based on the specific questions that were set for them. The following is a combined DISC chart of my Learning Team members. Figure 1: Combined DISC Chart The characteristics of the team The chart above shows the characteristics of the team. It is clear that the four team members have different traits that make each one unique. When describing the characteristics of the team, it would be important to look at the composition of the personality and behavior of the different members. The chart shows that this team has the right composition that it needs in order to succeed.Advertisin g Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Each of the four members do not share the personality trait as given by DISC assessment. In each of the four personality traits described in the DISC, there is only one person. This makes the group an all-rounded team with all the four different personalities. This may be advantageous because of the diversity of opinions that may exist in the group. This means that each of the ideas proposed by the team members will be analyzed from different perspectives, and the final decisions will be based on a clearly informed knowledge that is convincing to the four people with different traits. However, this may also have its own challenges. The difference in personality means that each of the team members has a different reasoning approach. This may not only delay the process of coming up with a decision, but also may lead to a complete breakdown in commun ication and decision making processes. What one of the team members finds to be very important may mean very little to another member. What one member may consider a best course of action may be the complete opposite of the thought of another team member. This means that it would take compromise and support in order to make any progress in some cases. Development Plan on Characteristics of my Team Members As a leader of this group, it is important at this stage to create a development plan to address specific characteristics of the team members both individually and as a group (Beers, 2007). This will clearly demonstrate my ability to lead them under various circumstances. Group professional development plan This group has four members with varying characteristics. The report we obtained from the personality self-assessment reveals that we are very unique in this group. As a leader, I consider this as the main strength. It is evident that where one of us has a weakness, we find stre ngth in the other person. This makes it easy to develop as a learning team. The results reveal that each one of us needs some development in specific areas in order to develop into a better person. In this team, we will work together and identify these weaknesses, and find a solution that will help all the team members overcome them in order to advance our careers (Peine Peine, 2008).Advertising We will write a custom coursework sample on Professional Development Plan specifically for you for only $16.05 $11/page Learn More Individual professional development plan It is vital to start by creating an individual professional development plan based on the results obtained from the DISC assessment of the four members. The four members included Elizabeth, Jason, Rachel, and I. Elizabeth The results reveal that Elizabeth is predominantly an interactive style who is sometimes referred to as an enthusiast. It means that she is more direct and less open. The ma in goal that that drives her is to influence people around her to act in a given pattern. Some of the key characteristics of Elizabeth include seeking status symbol, slow in pace, dislike of routines, comfortable to delegate duties, an enthusiast, persuasive and inspirational, and very trusting. Sometimes she may be evasive when under pressure. In her growth opportunities, she focuses more on the big picture and very impulsive. Her personal empowerment pointers show that she needs to improve her ability to deal with substance of the tasks, state her positive views, and learn from the Steadiness. Her main weakness is that she is sometimes careless and disorganized. Jason Jason comes out as predominantly a Dominance Style- sometimes referred to as the Producer- based on the results that were obtained from the DISC assessment. Generally, he is less direct in his speech and actions. His primary goal is to accomplish better goals within his organization or group. He dislikes people who h e considers to be obstacles to his achievement of the set goals, and prefer working as a team. Her ability to produce makes him valuable to this learning team because he is always dependable and very efficient. He rarely delegates his duties, strict on working as per the schedule, and can manage pressure. He is always focused and very confident when working with people. However, his weakness is that he dislikes being instructed and is always reluctant to change. Rachel Rachel comes out predominantly as a person with Steadiness style traits. She is a go-getter whose main drive in life is the desire for a steady flow of greater achievements in all the tasks that she does. She is a good short-term planner and self-reliant person. She does not rely on others to achieve her goals in life. She is an industrious person who knows how to break work into smaller tasks.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More She is less concerned about what other people say about her, but always wary of people who may beat her to the goal or take advantage of her. Rachel’s main weakness is that she is always uncomfortable with multiple or complex tasks. She may also be guarded and rigid when under pressure. Anita From the results obtained from the self-assessment report, it is clear that I am predominantly cautious. The results show that I am a perfectionist who is more indirect and less guarded. My main motivation in all that I do is to have predictable outcomes. I pay a lot of attention to details and key processes, and value relationships. I am a thorough and dependable person who prefers methodological approach when handling tasks. I am always keen to embrace change when it is confirmed that it is attainable. I prefer following established rules other than working without a plan. I also prefer having control over procedures and very keen on details. My main weakness is that I dislike oppositi on. I may be critical, and sometimes unresponsive to some issues. My ability to lead them The above characteristics identify critical personality traits that make me a good leader for this team. It is clear that I am a good planner. This is an important trait in leading a learning team. I will be able to plan and predict the outcomes of our group when handling various academic tasks. A leader should be someone who is dependable. That is another strength of mine that will make it possible for others to rely on me. I believe I am a problem solver and an industrious person, which makes it easy for me to work with and lead others. References Beers, S. (2007). Strategies for designing, implementing, and evaluating professional development. Alexandria, Va: Association for Supervision and Curriculum Development. Peine, J., Peine, J. (2008). The educator’s professional growth plan: A process for developing staff and improving instruction. Thousand Oaks, CA: Corwin Press. Rughani, A. , Franklin, C., Dixon, S. (2003). Personal development plans for dentists: The new approach to continuing professional development. Abingdon, Oxon: Radcliffe Medical Press. This coursework on Professional Development Plan was written and submitted by user Alyvia N. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Manchu Dynasty essays

Manchu Dynasty essays Through the power of the Manchu Dynasty, Chinas empire was able to reach a high point in their history. There was an internal problem as well as outside pressure, which led to its fall. The Manchu, or Qing dynasty lasted for almost 300 years with a system of an organized government ruling. Chinese culture was being absorbed as rulers ruled over the land. Confucianism ideas were kept through the years of rule. The Manchu dynasty was established by the Jurchen, a nomadic tribe from Manchuria. The Manchu dynasty lasted from 1644-1911. The downfall of the Ming dynasty brought the beginning of the Manchu period. The south of China faced many serious problems such as bad weather, which created bad harvests, famine, and raids. Soldiers and peasants would raid the towns just for food. Another problem was the population problem, which China faced and could not control. Manchu rulers introduced a system of checks and balances to the organization. The status of peasants had become much less as time went on. Most of the empires money had gone for foreign expansion and also internal corruption. Government positions were held by both Chinese and Manchurian people. All throughout China, the taxes were raised to a higher level, which started peasant uprisings. Chinese trade was restricted to only a certain amount of people, but the most exporting and trading went to three main nations, Britain, the United States, and France. A lot of tea was sold and Opium was introduced to China from the British. Gold and silver was all that could be traded in exchange. Foreign merchants were able to make a lot of money selling Chinese products in foreign nations. Opium first came from India. A struggle among the Chinese government led to a struggle about the thoughts of the Opium trade, which had bloomed in China. They believed that opium was bad for their people and it dropped the amount of silver China had. In 1839, the Chinese...

Comprehending Chaos †Assessment of structure and Coherency Paper

Comprehending Chaos – Assessment of structure and Coherency Paper Free Online Research Papers Comprehending Chaos Assessment of structure and Coherency Paper The concept of chaos is certainly not a subject for a writer to convey with simple clarity, but Margaret Wheatley has done an outstanding job in describing the notion as it relates to both scientific and societal views. There are, however, several instances where many may find it difficult to understand where her words specifically match her meaning. The first instance I found was when she was discussing the fields of study where the concept of positive chaos is found. Wheatley mentions the ancient Greeks, modern science, and Joseph Smith’s civil governing principles as â€Å"places† where the principle of chaos is introduced as a positive notion. Wheatley’s meaning is that chaos is positive in these â€Å"fields of study† or â€Å"areas of knowledge†, rather than the popular interpretation of chaos, which is traditionally negative. However, these areas of study are not physical locations, which many people consider as the only definition of the word â€Å"place.† Although there are further definitions, such as â€Å"any location (of matter, knowledge, or whatever)† not just physical ones, and besides the fact that I personally did not have any trouble seeing the meaning, it is apparent many readers may find â€Å"place† too ambiguous. Thus, I believe Wheatley should have used more specific wording in this case. Furthermore, Wheatley’s words concerning the alignment of chaos, i.e. good or evil, light or dark, were variant. Her meaning was connected to the above mentioned notion where, although chaos is popularly held as â€Å"evil† or â€Å"dark,† there were certain groups or â€Å"places† that held a positive view of chaos. She wanted to show the contrast – although chaos is supposed to be this negative, undesirable darkness, there are beneficial and very natural aspects concerning it. However, I quote a phrase: â€Å"the dark heart of chaos.† Throughout the introduction of the essay, we are reading about the necessity and positivism of the concept of chaos, and then comes this line and others like it. What are we to believe? Is Margaret Wheatley a hypocrite? What is she trying to convey with her words? In truth, Wheatley is showing that, like Gaia, we can pull order and light out of the chaotic void. Thus, the concept of chaos is dark and turbulent and foreboding, but also necessary and positive, as it gives us our order. The mistake many make while reading this essay is to equate light and order with positivism. This is not the case – darkness may be classically evil and undesirable, but the chaotic void is definitely necessary and positive. Towards the end of the article, Wheatley begins a descent into a deeper, almost religious meaning of chaos. She introduces the â€Å"meaning attractor,† which is less of a striking description of â€Å"how† and more of an omniscient view of â€Å"why.† Through the meaning attractor, Wheatley turns us around in retrospect and shows us how our chaotic wanderings are perhaps not so comprised of â€Å"chance† after all. What seemed a mass fusion of chaos and risk now seems inextricably linked by a common attractor of meaning. This is where I hooked in; this is where I saw beyond an interest-grabbing trivial article about current scientific pursuits and viewed a grand purpose, an eternally consequential narrative which tied the early pursuit of comprehending chaos and the later search of understanding the purpose and grand order of our existence with great clarity and remarkably coherent language. Research Papers on Comprehending Chaos - Assessment of structure and Coherency PaperAnalysis Of A Cosmetics AdvertisementMind TravelRelationship between Media Coverage and Social andEffects of Television Violence on ChildrenHarry Potter and the Deathly Hallows EssayCanaanite Influence on the Early Israelite ReligionThe Relationship Between Delinquency and Drug UseThree Concepts of PsychodynamicThe Masque of the Red Death Room meaningsUnreasonable Searches and Seizures

How to Make Homemade Magic Sand

How to Make Homemade Magic Sand Magic Sand  (also known as Aqua Sand or Space Sand) is a type of sand that doesnt get wet when placed in water. You can make your own Magic Sand at home by following a few simple steps. Magic Sand  Materials Basically, all you need to do is coat the sand with a waterproofing chemical. Just gather: Clean sandWaterproofing spray (such as Scotchguard) How to Make Magic Sand Place the sand in a small pan or bowl.Evenly spray the surface of the sand with the waterproofing chemical. You may need to shake the container of sand to expose untreated surfaces. You dont have to drown the sand in the chemical- youll have enough once the sand changes from looking dry to appearing wet.Allow the sand to dry.Thats it. Pour the sand in water and it wont get wet. How Magic Sand Works Commercial Magic Sand, Aqua Sand, and Space Sand consist of colored sand that has been coated with trimethylsilanol. This is a water-repellent or hydrophobic organosilicon molecule that seals any cracks or pits in the sand and prevents water from sticking to it. Magic Sand appears silvery in water because hydrogen bonding between water molecules causes the water to form a bubble around the sand. This is critical to how the sand functions because if the water didnt stick to itself so well, the anti-wetting agent wouldnt be effective. If you feel like testing this, try putting Magic Sand in a non-water-based liquid. It will get wet. If you look closely, youll see the sand forms cylindrical structures in the water, as the water forms the lowest surface area structure that it can around the grains. Because of this, people sometimes assume there is something special about the sand. Really, its the coating and the magic properties of water. Another Way to Make Magic Sand Water repellent sand was made long before toy makers marketed Magic Sand. Early in the 20th century, Magic Sand was made by heating together sand and wax. The excess wax was drained, leaving hydrophobic sand that behaved much like the modern product. More Fun Projects To Try Magic Colored Milk Project (Surface Tension)Make Silica or Pure SandMake Homemade Oobleck References   G. Lee, Leonard (Publisher) (1999),  The Boy Mechanic Book 2, 1000 Things for a Boy to Do. Algrove Publishing - Classic Reprint Series original  publication 1915.

Weeks v. united states Coursework Example | Topics and Well Written Essays - 250 words

Weeks v. united states - Coursework Example In the case of Weeks v. United States, Weeks’ property was searched by the state agents without a lawful warrant and some papers and other possessions were seized by the agents which led to the conclusion that the defendant was an illegal gambler. However, this constituted a violation of the Fourth Amendment because otherwise the evidence that was collected in this unlawful manner should not have been used in the federal criminal prosecution. By the 20th century however, the Court came to recognize the fact that the Fourth Amendment was of no use if this kind of a search and seizure practice was carried on without any warrant. This Amendment carries a certain amount of protection that is to be given to citizens and states that evidence produced in such an unlawful manner cannot be held against the defendant. Thus, the Court had finally decided the case to be in favour of Weeks and classifies a certain right of privacy to be provided to other citizens under the same category in order to abide by the guidelines set in the Fourth

Business Analytics Assignment Example | Topics and Well Written Essays - 500 words - 1

Business Analytics - Assignment Example - Data driven processes often create issues (noise) which are not relevant to the goals of the project. In this respect, logic-driven analytics processes will result in more clear and concise solutions. This depends on the project and the maturity of the audience/stakeholders. In an environment where the KPIs are not already established and the data is not well known, it might be appropriate to start with a logic driven process to focus the process on the most impactful issues. This keeps the noise to a minimum and keeps a project smaller in scope while not creating distractions. A data-driven approach can be added as a second step in this case. In a more sophisticated environment where basic KPIs are established, there is an opportunity to find the hidden levers in a process by using a data-driven process to provide deeper insight. Again, these choices are not universal and depend on the maturity of the audience and company, the quality, availability and knowledge of the data and the appetite of the organization for a complex project - The choice of an analytic model to use does indeed depend on many factors, including the nature of the project and the environment. It is worth noting that both logic driven and data driven models can co-exist and complement each other. In my opinion, a data driven approach is more suited to a situation where the data is not known, since a logic driven approach requires an intimate understanding and anticipation of the data before a model can be constructed. What would an effect hybrid first analytics project look like for an organization that has not approached true analytics in the past and what elements from each methodology would you apply? Assume the organization is relatively mature (in life cycle) but novice in deep analytics and has relatively clean and accessible data as well as well educated users. The main advantage I can see using a logic driven analytics (as one of the requirement) is

Solar and Renewable Power in the UK Literature review

Solar and Renewable Power in the UK - Literature review Example The work also provides an overall idea about the consumption of energy in various sectors. According to the information, transport industry is the biggest consumer that accounts for 33% of the total consumption in 1990. It was followed by domestic sector with 28% and industry with 26%. By 2001, there was a rise in energy consumption in transport, domestic and services sectors. To illustrate, in transport and services, the use rose by 1% and in domestic sector, it rose by 2%. Now, when the energy consumption is analysed according to the purpose, it becomes evident that in 1999, 38% of the total energy went to space heating and 22% was used for processes. To light appliances, 12% was used, and 8% of the total energy was consumed by water and lighting/appliances. All other purposes take up one fifth of the total energy. By 2000, there was a rise in the use of electricity for water, space heating and lighting. They rose by 1%, and 2% respectively. On the other hand, the process use decli ned by 7% (ibid). A look into the UK oil reserve and consumption through the Busby Report (2002) provides a picture that is grim. The country has a mere 0.3% of the global oil reserve. In addition, its oil production had peaked in the year 1999, and by 2010, it tailed off by 54%. Though the nation faced a decline in consumption by 12% in the period, it had to import 15.8% of its oil from other nations (ibid). Thus, it becomes evident that the nation is getting more and more dependent on imported oil. Similar is the case of natural gas in UK. The UK gas reserve fell considerably from 0.74 trillion cubic meters to 0.66 trillion cube meters between 2000 and 2001. By the year 2010, the reserve is just 0.25 trillion cubic meters. Thus, the nation’s 57.1 billion cubic meters of gas production is far behind its requirement of 93.8 billion cubic meters. As a result, the nation meets 39% of its gas requirement by import (ibid). Thus, the report points out that as a result of this increased need and decreasing oil and gas reserves, there is a rise in global demand for supplies of coal and oil. As a result, the nation will be forced to reduce its energy consumption by 75% if newer ways are not developed. In order to meet this issue, the article suggests certain solutions. The first one is the increased use of bio-diesel. It is pointed out that producing adequate amount of bio-diesel means utilising 8.5% of the agricultural land in UK for growing rape and beet. Another form of energy is landfill gas. Presently, it provides

Davis v. The Board of County Commissioners of Doa Ana County Essay

Davis v. The Board of County Commissioners of Doa Ana County - Essay Example This made Herrera resign from his work in order to evade the disciplinary action. After a few days, the supervisor wrote a letter on behalf of Herrera to the MVH revealing that Herrera was an excellent worker arguing that he was confident that other prospective employees will notice (Walsh (2010, p. 148). Another supervisor of the Detention Centre made some verbal references that praised Herrera as a good worker who will contribute to effective organization performance. This made the plaintiff, the third party in this case to sue the Detention County for negligent misinterpretations of providing misleading information. This misinformation was provided by Mochen and Steele, employees at the Detention Center, which enabled Herrera to be employed again at the MVH. This legal issue was seen as a threat to employee; thus the plaintiff to be assaulted; hence sorted to accuse the board of county commissioners of Dona Ana County. The court concludes that Dona Ana Country deserves to be accountable for negligent referral (misinterpretation) due to positive references. When Herrera got a position as mental health technician, he was allegedly accused of sex assault by the plaintiff and physically abused female patients. In case an organization provides misleading references that can contribute to harm of employees in the new job, the jurisdictions have the right to sue that organization for negligent referral. According to Kohn, Kohn and Colapinto (2004), the court of appeal has the right to judge Steele and Mochen for not taking into considerations the harm caused to the third party and the risk that may be encountered in the end. The government has laws that protect all employees and the third parties in an organization from any harm imposed upon them. The US departments of Labor and its divisions have varied laws, which can shield third parties or employees in the workplace. Cases of negligent or a misinterp retation of any information provided

Self analysis Essay Example | Topics and Well Written Essays - 3500 words

Self analysis - Essay Example I listen to teachers who give animated stories and real life examples instead of just presenting theories. In retaining what I have learned, I need to make a â€Å"learnable package†. This entails writing notes which have concrete and relevant examples like case studies and applications of principles or abstract concepts. I need to put in several pictures or illustrations. Talking to another â€Å"kinesthetic† learner will also help, as both of us can enjoy remembering details of our experiential learning. The Humanmetrics Test I took yielded an ISTJ profile for me. People who belong to this personality type are described to be ambitious, loyal, responsible, modest, traditional and conventional, sensible, thrifty, careful and wise with both money and possessions. ISTJ people also see projects through to the end and are good time managers. We are considered good and prudent stewards of resources and can be reliable as we make practical and realistic decisions regarding how we spend time and resources. ISTJ people like staying in their comfort zones. We do not have qualms about living in the same neighborhood for a very long time and develop a sense of loyalty, accountability and citizenship to our communities. In terms of learning, ISTJ people possess good memories for specific facts that are relevant and meaningful in their everyday lives. We rely on repeated experiences that have been proven trustworthy. New facts and ideas are accepted if a past experience provides relevance and realism for it. The Belbin Test results imply that I am a creative and thorough worker. I welcome tasks that challenge me to work to high standards. Thus, activities which focus on planning, research, and development would suit me well. The test also suggests that I may perform better behind the scenes than in the spotlight. However, once I have something definite to show for my efforts, then I can be willing

Judicial Law-Making Essay Example for Free

Judicial Law-Making Essay The independence of the judiciary was ensured by the act of settlement 1700, which transferred the power to sack judges from the crown to the parliament. Consequently, judges should theoretically make their decisions based purely on the logical deductions of precedent, uninfluenced by political or career considerations. The eighteenth century legal commentator, William Blackstone, introduced the declaratory theory of law, stating that judges do not make law, but merely, by the rules of precedence, discover and declare the law that has always been: the judge being sworn to determine, not according to his private sentiments ot according to his own private judgement, but according to the known laws and customs of the land: not delegated to pronounce a new law, but to maintain an expound the old one. Blackstone does not accept that precedent does not even offer a choice between two or more interpretations of the law: where a bad decision is made, he states, the new one that reverses or overrules it is not a new law, nor a statement that the old decision was bad law, but a declaration that the previous decision was â€Å"not law†, in other words that it was the wrong answer. His view presupposes that there is always one right answer, to be deduced from the objective study of precedence. Today, however, this position is considered somewhat unrealistic. If the operation of precedent is the precise science Blackstone suggested, a large majority of cases in the higher courts would never come to court at all. The lawyers concern could simply look up the relevant case law and predict what the decision would be, then advise whichever of the clients would be bound to lose not to bother bringing or fighting the case. In a civil case, or any appeal case, no good lawyer would advise a client to bring or defend the case that they had no chance of winning. Therefore, where such a case is contested, it can be assumed that, unless one of the lawyers has made a mistake, it could go either way, and still be in accordance with the law. In practice, thus, judges decisions may not be as neutral as Blackstones declaratory theory suggests: they have to make choices which are by no means spelled out by precedent. Yet, rather than openly stating that they are choosing between two or more equally relevant precedents, the courts find ways to avoid awkward ones, which give them the impression that the precedents they do choose to follow are the only ones they could possibly apply. Ronald Dworkin argues that judges have no real discretion in making case law. He sees law as a seamless web of principles, which supply a right answer and only one to every possible problem. Dworkin reasons that although stated legal rules may run out (in the sense of not being directly applicable to a new case) legal principles never do, and therefore judges never need to use their own discretion. In his book, laws empire 1986, professor Dworkin claims that judges first look at previous cases, and from those deduce which principles could be said to apply to the case for them. They then consult their own sense of justice as to which apply, and also consider what the communities view of justice dictates. Where the judges view and that of the community coincide, there is no problem, but if they conflict, the judges then ask themselves whether or not it would be fair to impose their own sense of justice over that of the community. Dworkin calls this the interpretive approach and, although it may appear to involve a series of choices, he considers that the legal principles underlying the decisions mean that in the end, only one result could possibly surface from any one case. Dworkins approach has been heavily criticised as being unrealistic: opponents believe that judges do not consider principles of justice but take a much more pragmatic approach, looking at the facts of the case, not the principles. Critical legal theorists, like as David Kairys (1998) take a quite different view. They argue that judges have considerable freedom within the doctrine of precedent. Kairys suggests that there is no such thing as legal reasoning in the sense of a logical, neutral method of determining rules and results from what has gone before. He states that judicial decisions are actually based on a complex mixture of social, political, institutional, experiential, and personal factors, and are simply legitimated, or justified, by reference to previous cases. The law provides a wide and conflicting variety of such justifications from which courts pick and choose. The process is not necessarily as cynical as it sounds. Kairys points out that he is not saying that judges actually make the decision and then consider which precedents they can pick to justify it: rather their own eliefs and prejudices naturally lead them to give more weight to precedents which support both views. Nevertheless, for critical legal theorists, all such decisions can be seen as reflecting social and political judgements, rather than objective, purely logical deductions. Critical theory argues that the neutral appearance of so called legal reasoning disguises the true nature of legal decisions which, by the choices made, uphold existing power relations within society, tending to favour, for example, employers over employees, property owners over those without, men over women, and rich, developed countries over poor, undeveloped ones. Griffith (1997) argues that judges make their decisions based on what they see as the public interest, but that their view of this interest is coloured by their background and their position in society. He points out that judges’ view of public interest assumes that the interests of all the members of society are roughly the same, ignoring the fact that within society, different groups, employers and employees, men and women, rich and poor – may have interests which are diametrically opposite. What appears to be acting in public interest will usually mean in the interest of one group over another, and therefore cannot be seen as neutral. Waldron, in his book ‘The Law’ (1989), agrees that judges do make law, and that they are influenced in those instances of law-making by political and ideological considerations, but argues that this is not necessarily a bad thing. He contends that while it would be wrong for judges to be biased towards one side in a case, or to make decisions based on political factors in the hope of promotion, it is unrealistic to expect a judge to be ‘a political neuter – emasculated of all values and principled commitments’. Although judges have traditionally seen themselves as declaring or finding rather than creating law, and frequently state that making law is the prerogative of the parliament, there are several areas in which they clearly do make law. In the first place, historically, a great deal of English law is and always has been case law, made by judicial decisions. Contract and tort law are still largely judge made, and many of the most important developments for example, the development of negligence as a tort have had profound effects. Even though statutes have later been passed in these subjects, and occasionally parliament has attempted to embody whole areas of common law in statutory form, these still embody the original principles created by the judges. Secondly, the application of law, whether case law or statute, to a particular case is not usually an automatic matter. Terminology may be vague or ambiguous, new developments and social life have to be accommodated, and the procedure requires interpretation as well as application. As we have suggested, judicial precedent does not always make a particular decision obvious and obligatory there may be conflicting precedents, their implications may be unclear, and there are ways of getting round a precedent that may otherwise produce an undesirable decision. If it is accepted that Blackstones declaratory theory does not apply in practice, then clearly the judges do make law, rather than explaining the law that is already there. The theories advanced by Kairys, Griffith, and Waldron, all accept that judges do have discretion, and therefore they do to some extent make law. Where precedents do not spell out what should be done in a case before them, judges nevertheless have to make a decision. They cannot simply say that the law is not clear and refer it back to parliament, even though in some cases they point out that the decision before them would be more appropriately decided by those who have been elected to make decisions on changes in the law. This was the case in Airedale NHS Trust v Bland (1993), where the House of Lords considered the fate of Tony Bland, the football supporter left in a coma, after the Hillsborough stadium disaster. The court had to decide whether it was lawful to stop supplying the drugs and artificial feeding that were keeping Bland alive, even though it was known that doing so would mean his death soon afterwards. Several law lords made it plain that they felt that cases raising wholly new moral and social issues; should be decided by the Parliament, the judges role being to apply the principles which society, through the democratic process, adopts, not to impose their standards on society. Nevertheless, the courts had no option but to make the decision one way or another, and they decided that the action was lawful in the circumstances, because it was in the patients best interests. Thirdly, our judges have been left to define their own role, and the role of the courts generally in the political system, more or less as they please. They have, for example, given themselves the power to review decisions of any public body, even when parliament has said those decisions are not to be reviewed. In addition, despite their frequent pronouncements that it is not for them to interfere in parliaments law making role, the judges have made it plain that they will not, unless forced by very explicit wording, interpret statutes as encroaching on common law rights or judge made law. They also control the operation of case law without reference to parliament : an obvious example is that the 1966 practice statement announcing that the HOL would no longer be bound by its own decisions, which made case law more flexible and thereby gave the judges more power, was made on the courts own authority, without needing permission from parliament. The HOL has explained its approach to judicial law-making (which is likely to be the same for the Supreme Court) in the case of C (a minor) v DPP 1995, which raised the issue of childrens liability for crime. The common law defence of doli incapax provided that a D aged between 10 and 14 could be liable for a crime only if the prosecution could prove that the child knew that what he or she did was seriously wrong. On appeal from the magistrates’ court, the divisional court held that the defence was outdated and should no longer exist in law. An appeal was brought before the HOL arguing that the divisional court was bound by precedent and not able to change the law in this way. the HOL agreed and went on to consider whether it should change the law itself (as the 1966 practice statement clearly allowed it to do), but decided that this was not an appropriate case for judicial law making.

Impact Of Social Networking Sites on Youth

Impact Of Social Networking Sites on Youth Just when many of us thought we understood how to use email, could shop online, and search the web for recipes or the long- lost instruction manual for a piece of equipment in the garage, the web is evolving. Now we hear about blogs, podcasts, Facebook, Myspace and Orkut. These are some of the tools and technology associated with a recent phenomenon called social networking and it is everywhere. Social networking has become part of the daily life experience for an increasing number of people. The rapid adoption of social network sites by teenagers in the United States and in many other countries around the world raises some important questions. Why do teenagers flock to these sites? What are they expressing on them? How do these sites fit into their lives? What are they learning from their participation? Are these online activities like face-to-face friendships or are they different, or complementary? (Danah Boyd, 2007). Penuel and Riel define social networking as a set of people and the relationships between them. That definition is found today in the social networking services that promote the development of online communities of people. Social networking such as Facebook, Orkut, Myspace, Flickr and Youtube are sites where users apply for membership and maintain their personal profile information in a centrally organized database. Each network members controls access to t heir profile by accepting or declining requests from other network members to be friends. By expanding and developing their network of friends, social networking members are able to maintain online relationships for work, study, special- interests or leisure- related purposes. Social networking services utilize the participation technology and software tools to facilitate communication and interaction between members. Social software communication tools include blogs, wikis, instant messaging, chat rooms, message boards and social bookmarking. Members use these tools to share online ideas, documents, photos, videos, and favorite websites actually almost anything. As more people participate in social networking, the question becomes is it merely a social activity or are they involved in learning? And social networking websites is very popular among the youth so that they contribute the majority percentage of the users of these sites. So, the researcher wanted to study the impact of these social networking sites on their education. LITERATURE REVIEW Jeff Cain (2008), in the research paper Online Social Networking Issues Within Academia and Pharmacy Education has discussed that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Ana M Martinez Aleman, Katherine Lynk Wartman and M Aleman Ana (2009) in their book Online Social Networking on Campus said that Teenagers online social needs are similar to those of college students. High school students want to stay up to date with their friends status; they plan activities online; they are social searchers who investigate other users with whom they have a real- life connection, and also like college students, they perceive their Facebook community to correspond to their existing real-life social relationships at school or other institutional affiliations (sports teams, music groups, etc.). Though perhaps not a user community that engages in social browsing to connect with other users offline, the high school user seems less alien and disparate to Facebooks traditional and original niche user than the older adult user. Henk Huijser (2007) explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. Vincent Miller (2008) in his research paper New Media, Networking and Phatic Culture has discussed that This article will demonstrate how the notion of phatic communion has become an increasingly significant part of digital media culture alongside the rise of online networking practices. Through a consideration of the new media objects of blogs, social networking profiles and microblogs, along with their associated practices, I will argue, that the social contexts of individualization and network sociality, alongside the technological developments associated with pervasive communication and connected presence has led to an online media culture increasingly dominated by phatic communications. That is, communications which have purely social (networking) and not informational or dialogic intents. I conclude with a discussion of the potential nihilistic consequences of such a culture. Doris de Almeida Soares and Escola Naval (2008) in their resarch paper Understanding class blogs as a tool for language development it has been said that Web 2.0 has allowed for the development of cyber spaces where any computer user can create their own public pages to share knowledge, feelings and thoughts inviting linguistic interactions with people around the globe. This innovation has caught the attention of language practitioners who wish to experiment with blogging to enhance the teaching and learning experience. In 2007 I set up a class blog with my nine pre-intermediate EFL students in a language school in Brazil. This experience gave rise to two central questions: a) did my students see our blog as a learning tool? and b) what was blogging like in other language teaching contexts? To answer the first question I carried out some Exploratory Practice for three months. As for the second question, I designed an online survey which was answered by 16 members of a community of pr actice called the Webheads. Ultimately I learned that my students saw our blog as a learning tool and that blogs are being used in different ways around the world. This article presents the rationale behind using blogs in language classes, describes my research process and discusses the understanding my students and I have gained from exploring our own practices. R. Cachia, R. Compano and O. Da Costa (2005) in their research paper Students Actually Use the Internet for Education says that New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, Creating Connecting: Research and Guidelines on Online Socialand EducationalNetworking, the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music. For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who make decisions on Internet policy. It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork. Further, these students are spending almost as much time on the Internet visiting websites and social networking services (nine hours per week for teens) as they spend watching television (10 hours). A full 96 percent of students surveyed responded that they use the Internet for social networking purposes, including Facebook, MySpace, Webkins, and Nick.com chat. Seventy-one percent said they use these services at least on a weekly basis. Yet, the study asserts, the vast majority of school districts have stringent rules against nearly all forms of social networking during the school dayeven though students and parents report few problem behaviors online. Indeed, both district leaders and parents believe that social networking could play a positive role in students lives and they recognize opportunities for using it in educationat a time when teachers now routinely assign homework that requires Internet use to complete. In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes. Jeff Cain (2008) in Online Social Networking Issues Within Academia and Pharmacy Education it has been said that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Danah M. Boyd and N.B. Ellison (2007) in their research paper Social network sites: Definition, history, and scholarship it has been said that Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, the authors describe features of SNSs and propose a comprehensive definition. They then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, they discuss the articles in this special section and conclude with considerations for future research. The work described above and included in this special theme section contributes to an on-going dialogue about the importance of social network sites, both for practitioners and researchers. Vast, uncharted waters still remain to be explored. Methodologically, SNS researchers ability to make causal claims is limited by a lack of experimental or longitudinal studies. Although the situation is rapidly changing, scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes, especially outside the U.S. Such questions will require large-scale quantitative and qualitative research. Richer, ethnographic research on populations more difficult to access (including non-users) would further aid scholars ability to understand the long-term implications of these tools. They hope that the work described here and included in this collection will help build a foundation for future investigations of these and other important issues surrounding socia l network sites. M. Brendesha Tynes (2007), in Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments it has been said that Many Internet safety and parenting experts suggest that parents prohibit their teens from social networking sites and other online spaces where predators may lurk. But we may do adolescents a disservice when we curtail their participation in these spaces, because the educational and psychosocial benefits of this type of communication can far outweigh the potential dangers. These benefits include developing cognitive skills that are consistent with those required in educational settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial society. Alternative strategies for keeping adolescents safe online should build on the increasing technological awareness and sophistication of teens themselves. Danah Boyd (2007) in her research paper Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life has said that Although news media give the impression that all online teens in the United States are on MySpace, this is not the case. For this reason, I want to take a moment to discuss who is not participating. In 2004, PEW found that 87 percent of teenagers aged twelve to seventeen have some level of Internet access.5 In a study conducted in late 2006, they found that 55 percent of online teens aged twelve to seventeen have created profiles on social network sites with 64 percent of teens aged fifteen to seventeen.6 While these numbers are most likely low,7 it is very clear that not all high school students participate in online communities that require public content creation like social network sites. Gender also appears to influence participation on social network sites. Younger boys are more likely to participate than younger girls (46 percent vs. 44 percent) but older girls are far more likely to participate than older boys (70 percent vs. 57 percent). Older boys are twice as likely to use the sites to flirt and slightly more likely to use the sites to meet new people than girls of their age. Older girls are far more likely to use these sites to communicate with friends they see in person than younger people or boys of their age.10 While gender differences do exist and should not be ignored, most of what I discuss in this article concerns practices that are common to both boys and girls. The research paper Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition by Henk Huijser (2007) University of Southern Queensland explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. In the research paper Social networking sites within Higher Education threat or opportunity? by Neville Palmer, Jomo Batola, Margaret Jones and Sheila Baron (2007) it has been said that a Southampton Solent University, students predominantly use Facebook to advertise social and sporting events, make new friends, or chat among existing friends. There are currently over 6,200 members of the official Southampton Solent network, which represents around 40% of all students at the University, though there may be more in other groups. Currently there seem to be at least 150 different groups representing areas of interest under the umbrella of the University, ranging from the bizarre to sports clubs, social activities and academic related interests. Most of these groups have a small membership. There are also alumni groups, and some specific course related groups. These seem to have been formed, not by staff, but by students. For example there is a group for journalism students and another for business studies. There is a mixture of social chitchat, but also course related self help discussion. The journalism students are also giving each other leads on where they can get work experience. Forums are a form of Social Software that can be a useful tool in education. Forums are also related to Blogs, though a blog is centered on an individual, whereas a forum is centered more on an area of interest (Holzsclag 2005). There are many blogs on the Internet posted by individuals to discuss subjects ranging from their personal lives to World events. However some students are using blogs to post and discuss their work and ideas so that others can comment and advice on it (Polly 2007). A forum can be useful when a particular topic or area of interest requires discussion on the Web. This concept is being used at Southampton Solent University. In the research paper Youth Impact I has been said that A combination of the words iPod and broadcast, podcasts are digital media files distributed over the Internet and listened to on a portable media player. A related term is vodcast, which describes podcasts that incorporate video. Podcasts were originally conceived as a way for people to create their own radio shows without needing a recording studio or transmission network. They evolved into a means of recording and distributing speeches, classes and training sessions, and public safety messages. They are especially popular in K-12 schools and colleges: Teachers and professors use them to record lessons, debates, and guest speakers for absent students or later use, and students use them to record their presentations, projects, and experiments Podcasters and vodcasters record their audio and video sessions, edit them, and upload them to a feed. Listeners and viewers use a podcatcher service such as iTunes to search for and subscribe to one or more feeds. When a new podcast or vodcast is released on the feed, the audio or video file will download automatically to the subscribers iPod, computer, or other device so that they can listen to or view it at their leisure. The review of literature gave a clear idea on the use of social networking websites and the aim of the study was formulated to find the Impact of Social Networking Websites on the education of Youth and the objective is to find the trends in the Internet use by youth and to study the impact of social networking websites on the education of youth. METHODOLOGY For conducting the research, the researcher has chosen the following two methodologies: Survey and In-depth Interview. The researcher adopted the Stratified Random Sampling technique. Stratified random sampling is done when the universe is heterogeneous i.e. if the people are of different kinds. So the universe is sub-divided into many homogeneous groups or strata. And the random sampling is done in each stratum and the sample size from each stratum is taken proportionally. The total number of samples taken were 500 i.e., 125 in each stratum. The researcher has sub- divided the universe as following strata Stratum 1- +1 +2 students Stratum 2- Engineering students Stratum 3- medical students Stratum 4- Arts Science and others Also, the researcher has interviewed experts from the field to know their perspectives of the impact of the Internet on education and to know the impact of social networking sites and how far it complements the students education. ANALYSIS Survey: Statistical Analysis Survey has been done among five hundred respondents, one hundred and twenty five students from each stratum. Among the five hundred respondents 295 were male and 205 were female. 100 students accessing Internet for more than five years, 140 students for 3-5 years, highest of all- 205 students for 1-3 years and the lowest of all- 55 students for less than a year. 210 students access Internet several times in a week, 125- once in a week, 70- once in a day, 45- several times in a day and 50- rarely. When asked about the number of years the students are using social networking sites (SNS), majority of the students from all stratum have selected the option 1-3 years. Majority of the students sit in the social networking sites several times in a week. Next highest is the option once in a week. The lowest is several times a day. Maximum number of respondents uses social networking sites more than one hour and exactly only 185 students sit for less than hour. Maximum respondents said the SNS is rarely useful for their education and 140 students said it is useful only during the exams. 65 said it is useful for the education at all times and 85 said it is never useful for the education. 310 students said SNS is time consuming, 195 said they use SNS for education and 135 said they chat regarding academics in SNS. 190 students have not agreed that social networking is time consuming. But out of 190 students, 150 of them sit in SNS more than hour. 75 of them sit for 2-4 hours and 5 sit for more than four once they access the social networking sites. 260 students said their academic performance didnt change because of using SNS and only 15 students said that it has decreased. Others said it has improved. 455 students have an account in Orkut and some of them have account in Facebook, Hi-5 etc. But next to Orkut many are familiar with the Youtube website and the next is Facebook. SNS is highly used by the students as a messenger, then it is used for sharing photos and videos and then it is used to find new friends. Only 140 students have joined in the communities regarding academics, out of which 110 had said that those communities were helpful for the education. And only 40 students have said that the social networking sites distract them from the studies. Thus, from the percentage analysis of the survey data, it is found that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. Maximum percentage of the students accessing social networking sites for 1-3 years. Figure 1.1 No. of years students accessing SNS 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. Figure 1.2 Time spent in SNS 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. Figure 1.3 SNS in education 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. Figure 1.4 SNS is time consuming 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Figure 1.5 Academic performance Interview with Prof. V. Sundareswaran Dr. V. Sundareswaran, the Professor Head, Department of Media Sciences, Anna University Chennai has thirty one years of experience in the teaching field. When asked about the difference between knowledge level of students ten years back and the students at present he said that retrieval or gathering of information was very difficult in those days. It took a lot of time to reach the source materials which are in libraries. But nowadays students gather lot of information very quickly and easily using Internet. And said because of the Internet the students at present are more knowledgeable than the students in the past. And also added at times students know more than the teachers also. He said no one knows about how students are using the Internet. When a student is at home, teachers doesnt know how and for what he/she is using the Internet and when the students are at the institution, parents doesnt know what he/she is doing. When asked about students- teachers interaction via Internet he said that it is a good and easy way for a student to reach the teacher and clear some doubts or get some guidance at any time. But nothing is equivalent to the conventional class room. He always prefers the traditional classroom teaching method and specifically chalk and board teaching. He doesnt prefer to use the Over Head Projectors and Powerpoint slides also. When asked whether he thinks the information is better conveyed through the interactions with the teachers by the students in the Internet, he said he dont know as he doesnt use Internet much. He rarely uses Internet only to guide his research students. When asked about websites like Orkut and Facebook, he said he dont know about those sites and remembered me his point that at times students know more than their teachers. Interview with Mr. Kiruba Shankar Mr. Kiruba Shankar, CEO of f5ive technologies, a web based company is also a social media enthusiast. When asked about his opinion about the social networking sites like Orkut and Facebook they are wonderful tools to expand ones contact beyond the first circle of friends. Its a wonderful way to keep ones friends updated about whats happening in his/her life. That said, Social Networking sites are like a two edged knife. While they can be extremely useful, they can also be misused and become a time sink. He doesnt think social networking sites help improve students education. But what they do well is improve connections which can be quite useful in the real life. In corporate life, connections and contacts are everything. He believes that SN sites in colleges helps prepare for the real world. He said most students are using SN sites for the following 1) To maintain friendship connection with existing friends 2) Reaching out to friends of friends who they would like to be in touch with 3) To improve the brand image of the person in the community 4) Reach out to the opposite sex. He says that these websites definitely distracting the students from their studies. These SN sites are a big time sink and before we know it, they would have sucked away a lot of our time. It can easily become an addiction. He also said that in future, academic institutions will embrace the concept of SN and tweak it to be an integral part of the education system. Thats the right way of doing it. Elements like blogging, podcasting and wikis are already being actively used in documenting the lessons. FINDINGS CONCLUSION The study reveals that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. More percentage of the students accessing social networking sites for 1-3 years. 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Though students dont accept that SNS distracts them from their studies, it is clear that SNS is time consuming which