The Question is in the Instruction part Essay Example | Topics and Well Written Essays - 2250 words

The Question is in the Instruction part - Essay Example This shows that despite the complete strangeness of a new and alien activity which initially seems incompatible to the inherent nature of Mole, the willingness to try it proves to be beneficial to him. Mole takes a splash into the water due to his excitement but he does not give up the idea of boating as incompatible to him. He perseveres and overcomes the incompatibility of his first encounter with boating. Grahame explains the different behaviors of the animals as belonging to the quaint culture called the animal-etiquette and not as incompatible elements thrown together. (Grahame 2004, p.10, 12). The narrative attributes certain behaviors to the unique animal culture when it says; 'The Rat hummed a tune, and the Mole recollected that animal-etiquette forbade any sort of comment on the sudden disappearance of one's friends at any moment, for any reason or no reason whatever.' (Grahame 2004, p.12). This mirrors the human society that is comprised of people from all walks of life. They are so different as to seem incompatible but yet co-exist in an interweaved mesh that allows for divergence and privacy. Grahame has put together a diverse set of characters that seem incompatible but they are consistent with the diversity that is present in the human population. The animals are the allegories that parallel humans. Grahame uses the setting of the River Bank and Wild Wood because it allows a diverse environment in which he can have a variety of animals and Silvey says; 'Not only is it a nostalgic evocation of the English countryside and a way of life that he felt was under threat, but in the characters of Rat and Mole we can detect aspects of himself.' (Silvey 1995, p. 87). Silvey also says that Grahame depicts human characters in the guise of animals. The rat and mole experience life in much the same way as humans. They enjoy comradeship, boating and a picnic. They exhibit some human traits. The rat is kind to the mole and forgives him for making a complete fool of himself in the water. Furthermore, he promises to teach the mole to row and swim. (Grahame 2004, p. 13). By putting toget her a group of seemingly incompatible characters, Grahame shows how friendships form, bond and cement to make life better in the community. On the other hand, Grahame shows that friendships enrich life. The underlying message is that if animals can form enduring bonds, humans should do much better. Dancygier says that Grahame uses frame metonymy, or the substitution of the name of an attribute for the name of the thing itself. (Dancygier 2005, p. 1). This camouflaging of elements give the impression that incompatible elements are thrown together. 'We are like the Rat in our book-initial quotation from The Wind in the Willows: give us a grammatical "door-scraper," and we can see a whole house, the entire experimental frame within which we understand what door-scrapers are for.' (Dancygier 2005, p. 25 ). This "door-scraper" is a symbol that draws together the seemingly incompatible elements to give an overall picture of what's going on. Rat and Mole find the door-scraper in the snowing woods. Grahame does not let Rat

SmartPhone Security Essay Example | Topics and Well Written Essays - 1000 words

SmartPhone Security - Essay Example Hackers, who know the default setting, can gain access to wireless network. In this way the network fails to require identification and verification of all users. This paper deals with the security issues in Smart phone. We will start our discussion with a brief introduction of Smart phone. Smart phones, as name implies that it is small device. It is small device but it has more functionality of mobile phone and computer. It use used for communication like mobile phone and computing functionality like computer. With the help of smart phone, a user can interact with different application at same time. It is so small you can put in your pocket. You can install more software in your smart phones (Kenneth, 1996). Smart phones combine the functions of pagers, cellular telephones, and personal digital assistants into a small single device. A smart phone is a wireless phone with text and Internet capabilities. It can handle wireless telephone calls, voice mail, email, and faxes, save addresses, and access information from Internet. Wireless networks can be more expensive, slower, and more error prone than wired networks. Bandwidth and energy supply in wireless devices require careful management from both hardware and software standpoints (Imielinski and Badrinath, 1994). Security and privacy will be more difficult to maintain because wireless transmission can be easily intercepted. Data cannot be transmitted seamlessly between different wireless networks if they use incompatible standards. The entire point of computer security is to eliminate or protect against threats. A threat is anything that can cause harm. A threat can be simple error, burglar or virus. A threat is not harm full unless it exploits an existing vulnerability. Vulnerability is a weakness, any thing that has not been protected against threats. Threats to your smart phone hardware involve incidents that have effect on the operation or maintenance of the smart phone. The smart phones are using

Interstate 405 freeway traffic Essay Example | Topics and Well Written Essays - 1000 words

Interstate 405 freeway traffic - Essay Example will discuss how the selected part of the 405 freeway affects the urban experience, the current state of the 405 freeway and what steps should be taken to make the freeway both traffic free and environment friendly. The selection of the interstate 405 as the subject is significant simply because it is a heavily travelled thoroughfare by both freight haulers and commuters over its whole length. Additionally, the subject is of great importance because the 405 interstate freeways is the most congested and busiest freeway in the whole of the United States of America. The 405 freeway affects the urban experience by having an impact even on people who are outside California. Moreover, it has led to the development of a number of suburbs and cities along its path via the Los Angeles area. The 405 interstate is part of the express way and California freeway system. At 21 and 22 exits, the annual average daily traffic in 2008 reached 374000. This count was the highest in America (Santini, 2009). The 405 interstate commences at El Toro Y interchange in south eastern Irvine. Afterwards, it meanders northwest via Orange County to Los Angeles County’s Long Beach. It then follows the pacific coastâ₠¬â„¢ outline before it crosses the Santa Monica Mountains. Next, it goes north via San Fernando Valley, then ends with interstate 5 in Los Angeles’s mission district. The congestion problems of the interstate 405 are often legendary (Lomax, Pg.78). This has led to people joking that it was given number 405 simply because the traffic on it slows down to five or four miles per hour, or basically because the interstate 405 drivers need five or four hours to reach their destinations. 5mph average speeds are commonly recorded in the morning or afternoon commutes. Also, the interchanges associated with Santa Monica Freeway and Ventura Freeway rank among the most congested interchanges in America. Consequently, it takes a lot longer to manoeuvre through the whole of the Los Angeles area

Fast food Research Report Essay Example | Topics and Well Written Essays - 3750 words

Fast food Research Report - Essay Example Approximately 22 percent of the interviewed respondents stated that they took fast food four days in a week and more than one-fifth of the population had the meal on daily basis. Although 90 percent were aware of the adverse effects of fast foods, they were still addicted to it. Health education programs, public awareness campaigns as well as dietary guidelines could be initiated so as to address the unhealthy lifestyles of the students and help them improve on their health. Good tastes of the foods, low costs were some of the main reasons given by the students for consuming fast foods occasionally. Others said that the foods are quick, easy to get and cheap. Other students said that they are very busy to cook and that they don’t like the experience of cooking. On the other hand, high costs and preference for other restaurants were the major reasons not to consume such foods (Fraser, Edwards, Cade, Clarke 2012, 82). The average monthly frequency of consumption of fast foods by the students was 4.05 (4.25 for men and 3.83 for ladies). As anticipated, the consumption of fast foods was considered to be a special event instead of being a part of ever day diet, closely connected with meeting close friends and celebrating on special occasions. Attitude towards the consumption of fast foods was not notably associated with the behavioral intention. Therefore, effective and efficient nutrition education programs on consumption of fast foods should include components to alter the subjective norms of fast food consumption, more so among peers as well as perceived behavioral control. Further studies should be conducted to examine effective ways of altering subjective norms and possible choices to fast food consumption for students in colleges and universities to alter perceived behavioral control (Brevard & Ricketts 1996, 35) Consumption of take

Building and Sustaining School culture Research Paper

Building and Sustaining School culture - Research Paper Example Creating awareness of culture within school settings can trigger scholars and tutors to take on tasks that promote growth. A school is an organization that has its own principles, values, and norms. Culture is not a distinguishable aspect of a school setting. A school culture encloses teachers developing their attitudes and impacting their conclusions and deeds. Culture manipulates all facets of a school, as well as such aspects as teacher’s dressing, what the teachers talk about during their breaks, how the teachers decorate their classrooms and the teacher’s stress on definite facets of the program of study. This research paper will focus on the factors that can help in building and sustaining school culture within school settings and institutions and the key players.Sarason (1996) refers culture within a school setting as the set of beliefs and values coherent among the school leaders in steering the school and interpreted by the students into proper conducts and arm ored through the installation of discipline. School cultures are formed and transformed over time. Needless to say, there is a broad correspondence among authors and scholars on how school cultures reacts to and replicates community attributes held by the students. For this reason, school culture can be expressed as the air we breathe. It is hardly noticeable. Moreover, it also typifies the traits and values of its leaders (Sarason, 1996).Culture in school grows as â€Å"teachers associate with each other, students and the community†.... School culture is a dynamic aspect that is continuously â€Å"being constructed and shaped through dealings with other and replications on life and the world in general† (Sarason, 1996, p 27). Culture in school grows as â€Å"teachers associate with each other, students and the community† (Barth, 1990, p. 123).Sarason (1996) argues that it â€Å"becomes the guide for behavior shared among members of the school at large† (p. 32). Kruse and Louis (2008, p. 20) argue that schools â€Å"are shaped by cultural practices and values and reflect the norms of the society for which they have been developed†. Barth (1990) asserts that â€Å"rituals and procedures common to most schools play a vital role in defining school’s culture† (p.124). For instance, ringing bells and having students stand in lines. Sarason (1996, p. 138), asserts â€Å"it is challenging to determine the nature of a school’s culture because our own personal experiences and values put blinders on what we look at, choose to change, and evaluate; because our values and assumptions are usually implicit and second nature we proceed as if the way things are the way things should or could be†. Arguably, people scrutinize the customs, guidelines, curriculum, tasks, pedagogy and practices in institutions from side to side via the sieve of their personal experiences and values. Sarason (1996) points out that people must apprehend and analyze their own cultural impacts before examining a schools’. Before joining the school, teachers and other staff members are attached to other cultures. Their values, experiences, prior education and norms,affect their opinions on pedagogy, curriculum and reforms before stepping into classrooms. For this reason, any proposed cultural reform will be resisted. Effects of

Gender stereotypes are still pervasive in our culture Essay Example for Free

Gender stereotypes are still pervasive in our culture Essay TOPIC AND RATIONALE Gender stereotyping is a topic we find all around us and without exception in early years settings. There is a set of notions about how girls/women and boys/men are expected to behave in society, therefore is very difficult not to transmit those ideas in Early Education. Often we find children which already have implemented a gender role and behave based on our assigned sex. I have chosen this subject because I am aware, as I have to deal with that every single day, of how gender stereotype affects people. I believe the best way to fight this issue is through education and promoting gender equality in early childhood settings. At my placement I have already seen several situations where girls dress in pink as they consider is their favorite color, draw and wish to be princesses and would like to be ballerinas when they grow up. Boys spend all the playground time playing football or using their imaginary gangs, dressing in dark colors or not allowing girls playing in the building construction area claiming that is not a game for them. Being personally affected and observing this conduct in young children at the childhood practice setting and in the nursery where I work, was my motivation to write about this interesting topic, which in some situations touch children subtlety, and in others can trigger a negative impact affecting in many ways their being. AIM AND OBJECTIVES My target is to find out if gender equality is promoted in early years settings. RELEVANT THEORIES AND APPROACHES to children’s learning and development and links with knowledge acquired through the HNC HOW TOPIC LINKS TO CHILDREN’S INDIVIDUAL NEEDS, RIGHTS, AND INTERESTS Gender Equality is at the core of the United Nations Convention on the Rights of the Child (UNCRC) which outlines in a few articles the relevance of the equality rights for all children independently of their gender. The Article 2 is directly related to the topic chosen and promotes non-discrimination. The Article 12 and 13 determinates the respect for the views of the child and their freedom of expression. Both of them encourage children to express their thoughts and feelings freely. Those right are important in the subject because their voices can be taken seriously if they feel affected by gender discrimination. The Articles 28 and 29 talk about rights and goals of education. Those articles promote education with the respect of the human rights including themselves, addressing gender discrimination and supporting equality among girls and boys. Finally, we have to have into consideration Article 4 which states that governments have to create systems and laws to promote and protect children rights, enabling all the above rights possible. Here a summary of the articles mentioned are shown: †¢ Article 2 – â€Å"The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background.† †¢ Article 12 – â€Å"Every child has the right to express their views, feelings, and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.† †¢ Article 13 – â€Å"Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.† †¢ Article 28 –â€Å"Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.† †¢ Article 29 – â€Å"Education must develop every child’s personality, talents, and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.† †¢ Article 4 – â€Å"Governments must do all they can to make sure every child can enjoy their rights by creating systems and passing laws that promote and protect children’s rights.†

Lilypads Hotels Essay Example for Free

Lilypads Hotels Essay According to the Court, the Fourth Amendment is mute about undercover searches (inside the home or out), inspections of welfare mothers and probationers homes, flyovers of curtilage and trespasses on property beyond it, surveillance of public movements, most compelled testing for drugs and alcohol, dog sniffs of cars and luggage, and rummaging through garbage. n1 Why don’t you contact me directly at natashagils at yahoo dot com and we can make this work one on one instead of going through middlemen to get assignments done. And the Amendment is close to irrelevant in a host [*604] of other situations, including third-party subpoenas for documents, checkpoints for drunk driving and illegal immigration, residential and business health and safety inspections, and searches of junkyards for stolen parts. n2 Under current constitutional doctrine, the government needs no justification to engage in the first set of actions, and so little to carry out the second that it is virtually unregulated. †¦ A crucial initial assumption in this essay is that, at bottom, neither the language nor the legislative history of the Fourth Amendment drives the analysis on this issue. †¦ I am looking for socio-political explanations for our current Fourth Amendment doctrine, not formalistic ones. The most obvious such explanation for the decisions referenced above is that the Supreme Court does not want to shackle government law enforcement efforts. Undoubtedly, that is a large part of the answer. But it is not the entire story. As I have suggested elsewhere n5 (and briefly explain again here), effective crime control and a more activist interpretation of the Fourth Amendment are not necessarily mutually exclusive. Other explanations for the Courts less-than-robust reading of the Fourth Amendment focus on the ironic consequences of decisions, mostly generated by [*605] the relatively liberal Warren Court, that were meant to expand its scope. For instance, it is fashionable to place much of the blame for todays law on the Warren Courts adoption of privacy as the core value protected by the Fourth Amendment. This move, in Katz v. United States, n6 was hailed at the time as a major enhancement of constitutional protection against government intrusion. As many have pointed out, however, because privacy is a manipulable concept, the Court has since found it easy to declare that a large array of police actions-ranging from use of informants to public surveillance and school and workplace drug testing-either do not implicate or are only limply protected by the Fourth Amendment. n7 This diagnosis has some attraction as well, but fails to explain why even the more liberal justices have often gone along with many of the privacy-diminishing holdings of the Court. In this essay, I too suggest that the modern Courts early expansive stances on the Fourth Amendment have ultimately led to its diminishment. But Katzs expectation-of-privacy formulation is not the culprit. Rather, three other liberal dogmas-what I call the probable-cause-forever position, the individualized suspicion mantra, and the obsession with exclusion as a remedy-are the primary reasons we have a Fourth Amendment Lite. The end-logic of these three dogmas produce such unappealing results that even moderate and liberal justices have balked at them, leaving us with a search and seizure jurisprudence that is much less than it could be. When a search requires probable cause to be constitutional, courts are naturally more reluctant to denominate every police attempt to find evidence a search. When suspicion must be individualized, they are more likely to gloss over the harms caused by investigations of groups. And when the sole serious sanction for an illegal search or seizure is suppression at trial, many judges have less sympathy for viable claims, because they cannot stomach dismissal of criminal charges against guilty people. I. Probable Cause Forever Of course, probable cause is not required for every police action that is called a search or seizure. Terry v. Ohio, n8 a Warren Court decision, stands for the proposition that both detentions short of arrest and patdowns of outer clothing are permissible on reasonable suspicion, which represents a certainty level somewhere below the even-chance threshold often associated with probable cause. The Terry Court was willing to relax Fourth Amendment strictures with respect to stops and frisks because the governments interest in effective crime prevention and [*606] detection on the streets justified the brief, though far from inconsiderable, intrusion upon the sanctity of the person that these actions occasion. n9 In the seizure context, the post-Warren Court has routinely relied on this balancing approach-or what I have called the proportionality principle-in holding that several different types of detentions short of an arrest may take place on less than probable cause. n10 In the search context, however, it has been much less willing to follow this route. Instead, the Court has insisted, in the words of Justice Stewart in Katz, that searches conducted . . . without prior approval by judge or magistrate [and therefore without probable cause], are per se unreasonable under the Fourth Amendment, subject only to a few specifically established and well- delineated exceptions. n11 †¦ [In] T. L. O. .. [the Court] then went on to hold that probable cause was not required to search a school childs purse for evidence of disciplinary infractions, thereby creating the one major exception (other than Terrys frisk rule) to the probable-cause-forever dogma. Labeled the special needs doctrine, a phrase taken from Justice Blackmuns concurrence in T. L. O. , the exception, when it applies, requires only that government action be reasonable, n14 which in practice has meant that neither a warrant nor probable cause is required. But the special needs exception is usually only applicable when, as in T. L. O. , those conducting the government action are not police and are pursuing some end other than ordinary criminal law enforcement (e. g. , school disciplinary searches, drug testing for administrative purposes, checkpoints for immigrants, or inspections of businesses for regulatory, health and safety violations). n15 Indeed, the classic statement of the special needs paradigm is that it kicks in only when special needs, beyond the normal need for law enforcement, make the warrant and probable-cause requirement impracticable. n16 The Court has on several occasions called these special needs [*607] situations exceptional and limited. n17 In other words, outside of frisks, the usual law enforcement search for evidence of criminal activity requires probable cause. n18