Trung Nguyen Caffee

In 1996 Trung Nguyen was a small business processing coffee in Ban Me Thuoc city. At that time, Vietnam had risen once again to be one of the leading coffee producers in the world, but almost solely producing â€Å"green† coffee (unroasted beans) that were sold on the commodity market. This resulted in no control over the final coffee quality or prices. The Highland region of Vietnam is one of the world's â€Å"top 10† best environments, combining the right altitudes, soils, natural drying conditions, and temperatures for producing the finest of gourmet coffees.Yet the region was not controlling its own destiny to produce these once sought-after coffees. The owners of Trung Nguyen saw that the future for producing gourmet coffee and being reasonably independent of the world commodity markets was to once again follow the best possible growing and processing techniques to produce a world-class coffee, and carry it through all the way to the packaged product.After the revi val of this exotic coffee, the company developed the first Vietnamese franchise of coffee houses and expanded throughout Vietnam and then a number of other countries. Now the most established, respected and successful producer of branded coffee in Vietnam, Trung Nguyen seeks to bring its unique blends to the United States. The West Coast has limited selections of TN coffees available in Asian grocery stores, but most of the US has no source of TN coffees†¦ until now.We are proud to be the first and only authorized Internet shopping source of TN coffee in the US. Trung Nguyen has won numerous prizes and titles for the entrepreneurial achievement of the company, its enlightened business practices, and the excellence of its products. Trung Nguyen coffee growers have been certified by EUREPGAP and Utz Kapeh for â€Å"safe and sustainable† coffee growing practice. Trung Nguyen coffees are grown on smaller farms and using traditional sun-drying methods and natural processing.T heir cultivation supports thriving villages where growers work under contract futures with guaranteed pricing for their products. When you purchase Trung Nguyen coffees, you help preserve heirloom species of coffee and the biodiversity they provide. This protects against the dangerous popularly-held opinion that any one coffee species should be grown in monoculture around the world. Not only does this 100% Arabica movement deny the wide and delicious range of flavors of other coffee varieties, it creates a potential ecological disaster.Advocates of â€Å"1-coffee only† ignore the terrible consequences of past wordlwide Arabica blights that have threatened to change the nature of the coffee plant forever. Trung Nguyen coffees using Arabica, Robusta, Chari (Excelsa), Catimor, Liberica and other diverse varieties preserve the unique flavors and robust nature of the coffee plant and help to create bean blends that are unique and simply broader and better in flavor than any single -source coffee can be. It's good for the future of coffee and its growers; it's delicious in your cup. Enjoy!

Education Policies

Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion.The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence.The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below EducationAccording to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. PolicyA policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ fro m rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system.Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving thei r independence. These models are discussed in detail below. (a) Popular Participation Policy making model(b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963.Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth.African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development.Therefore, education policies in Afri can countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development.To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power ShortagesAfter attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy.In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy.Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy.In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and h igher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education.The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education.Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally a vailable and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child.This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite.In order to correct this, African leaders made radical changes to their education systems to make them more accomm odative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished.† A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980.The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy.Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of e xpanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†.It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of ModernisationAfrican countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), p ostulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people.Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country.In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate tha t each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education.Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participat ion of citizens in nation matters.This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence.Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence.Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services.Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped y oung people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life.This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have.For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (19 93), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships.Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity.To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education fo r Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities.The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend.As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocatio nal studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance.Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of educati on to be more efficient.That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient.Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated polici es which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners.Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries.CHAPTER THREE. 3.0 CONCLUSIONEducation policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries inc luded manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance.Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure.

Jane Cazneau Essay

Hudson posits a Native American grandmother, although there is no solid evidence of this. Her first marriage apparently dissolved, but there is no divorce record. She may or may not have had an affair with Aaron Burr, an early mentor. Hudson’s most significant claim is that Jane Storm is the journalist who coined the phrase â€Å"manifest destiny† (pp. 60-62). Hudson argues that later historians have simply assumed that John O’Sullivan wrote the Democratic Review’s many unsigned editorials. But Hudson’s computer analysis (Appendix B) of O’Sullivan’s and Storm’s signed works shows that the grammatical errors in the famous editorial that first contained the phrase exhibit a much closer correlation with those commonly made by Storm than with those made by O’Sullivan. What is certain is that she migrated to pre-revolutionary Texas and speculated in land grants and immigration schemes. Writing under the pen name â€Å"Montgomery† (later, â€Å"Cora Montgomery†), Storm became a regular correspondent of Moses Y. Beach’s New York Sun. When war broke out, Storm accompanied Beach and his daughter on a covert peace mission to Mexico in late 1846. The Beach mission has long been clouded with uncertainty about its purposes and accomplishments, and so Storm’s role in it is similarly in doubt. Nonetheless, she was clearly an important element, as neither of the Beaches knew Spanish and President James K. Polk had a private interview with her after her return. After the war, Storm continued to favor U. S. xpansion into Latin America and the Caribbean, especially through annexation. Although Hudson maintains that Storm was not a strong proponent of â€Å"All Mexico† during the U. S. -Mexican War, some have credited her with leading the movement. She had contact with Cuban, Mexican, and Nicaraguan filibustering groups. She married diplomat Williams L. Cazneau in 1849 after a long acquaintance but still worked as a journalist for numerous publications, wrote about her travels, and r emained active in Democratic Party politics. She secured a diplomatic mission to the Dominican Republic for her husband and worked with him to gain U. S. access to Samana Bay. Jane Storm Cazneau died in a shipwreck during a storm at sea in 1878. Many questions about her activities and the extent of her influence remain unanswered. Barring the emergence of new documentary collections, Hudson’s biography is the most complete picture of her life we are likely to have. As such it is a useful addition to the literature on nineteenth-century U. S. expansionism.

Implement Equal Opportunities Essay Example | Topics and Well Written Essays - 2500 words

Implement Equal Opportunities - Essay Example This will ensure that employees are granted a platform to perform well. (Heidi Brinkman, 1997) Managers need to ensure that there are certain social dimensions incorporated in their management practise. It is also crucial to remember gender issues in the delicate act of employee management. There are certain societies where women may receive fewer opportunities in job acceptance while there may be others where policies tend to make it more difficult for them to climb up the ladders of their careers. Gender stereotypes must be eliminated from organisations. Gender mainstreaming issues need to receive a lot of attention in this regard. Persons with disabilities must also be included in this issue. They should not be discriminated against and due laws in that area need to be followed to the letter. In China, the creation of the gender ministry was created fairly recently. This came about as result of international pressure. China realised that certain countries like Australia and United Kingdom had serious antidiscrimination laws for their citizens. Therefore in the year 1993, China followed suite. Consequently, there are still many volunteer groups, government bodies and other non-governmental groups that have recently taken interests in gender related issues. It would therefore be wise for managers in China to familiarise themselves with these bodies. Managers have to make sure that their decisions concur with Chinese legislations and values held by these gender bodies. China is also part of the Asia-Pacific Economic Cooperation. (APEC). This is an international body that deals with numerous economic issues include equal opportunities in the Asian Continent. It should also be noted that China modelled its equal opportunities legislations after the United Kingdom. Managers wh o may not be aware of those legislations may find it difficult to implement equal opportunities in that region. (Brown, 1995) After considering necessary legislations, managers who may have the goodwill to accommodate women fairly in their organisations may face obstacles in the process of trying to make sure that the latter group grow in their careers. Currently, the Chinese government has not instituted laws that allow child care provisions for married women. The lack of support from government legislations could bring problems to its implementation. This is the reason why China still ranks low in terms of women representation at the workplace. Compared to other developed countries, the number of married women in China' workforce is only forty eight percent. Although this is a slight improvement from what it was in the late 90s, the percentage is still low for a developed country. Employers need to realise that there is still some lack of support for women's incentives in employment. They will therefore have difficulties when trying to provide women with incentives for their families since support systems like child care facilities are still lacking in China. Sexual preference Managers trying to implement equal opportunities in China may be faced with the problem of dealing with sexual preference issues. The Chinese society is quite conservative in this regard. It is only recently that the Chinese government changed their laws, just a few years ago, the country used to consider homosexuality a crime. This does not mean that there is open discrimination in the workplace against gay men and women.

Professional Nursing Development Plan Assignment

Professional Nursing Development Plan - Assignment Example From this area of focus, a student learns an important area in leadership and development as it explores some of the roles of leadership within the multidisciplinary teams in health care organizations. As a person aspiring to assume a nursing leadership role in future, one learns that teamwork has undoubtedly become an important area of focus for the modern health care sector; it has gained enormous popularity (Arroliga, Huber, Myers, Dieckert and Wesson, 2014). Teamwork is essential in nursing profession because functioning as unit implies that everyone in the healthcare organization will act as a team, and the positive effects are felt on the increased efficient of the job. A leader also learns that team working is crucial in enhancing patients’ experience.In this area of study, I am introduced to the impact that evidence-based practice has on the nursing profession and practice. From this topic, I have learned that evidence-based practice contributes a great deal to healthc are transformation and necessary for redesigning efficient, safe and efficient healthcare. From this area of focus, a student learns that clinical knowledge, basic science knowledge, research findings are the ‘‘evidence’’ while practice-based research results are more likely to produce the most desired patient experience. Evidence-based practice improves the healthcare sector through greater availability of information, a higher level of patient experience and satisfaction, cost containment and quality health care.

One personal ethical issue and one corporate Research Paper

One personal ethical issue and one corporate - Research Paper Example The company was found to have a lot of unsettled debts, suspicious financial records, failure in giving its financial reports or disclosing it liquidity state. The organization is accused of supporting the political interest of the political bigwigs in the country, at the expense of delivering better services to the country’s people. Oil industry is a great contributor to the Nigerian economy (Ajayi, 2011, p.A8). If well managed, (Ajayi, 2011, p.A8), the revenues generated can boost the infrastructure and social amenities of the country such as education and health to greater heights. The management of the corporation colludes with the political bigwigs in return for selfish gains of appointments to higher offices. Good management and financial transparency is what the organization needs to fulfill its corporate social responsibility. Personal ethical issue on the other hand regards how a person judges an occurrence, event, or a subject based on morality as to whether it is right or wrong. This is shaped by the social settings of the different individuals. While in my opinion the abortion by a Schoolgirl as wrong and immoral, another individual may look at it as beneficial to enable the Schoolgirl, continue with her

Removal of Pedestrian Crossing Traffic Lights Essay

Removal of Pedestrian Crossing Traffic Lights - Essay Example The removal of these traffic lights enables a smooth traffic flow. A transportation strategy has been set up from Moore Street Ring Road to Brook Hill Ring Road, which involves the removal of selected traffic lights. The decision of removal of traffic lights is because of many factors such as traffic jams, congested roads and increased number of pedestrians and cyclists. The objectives behind removal of pedestrian crossing traffic lights are to improve the traffic flow, to minimize the time required for travelling from one place to another, to handle all kinds of delay caused by the pedestrians and cyclists, to support the pedestrians and cyclists to adopt ways mush suitable for their travelling and to make the public transport much efficient. The pedestrian crossings are aimed to be reduced in order to ensure a smooth traffic flow. The set of traffic lights that can be noticed at different crossings from Moore Street Ring Road to Brook Hill Ring Road are nearly seven in number. The first traffic light that can be noticed is to assist people (approaching from Broomhall street) to cross Hanover Way (A61) while the next set of lights that can be noticed to assist people (journeying from Broomspring Lane) across Hanover Way. The third and fourth that are noticeable are the one that can support people and cars (Glossop road) to cross through. For controlling the traffic moving between the third and fourth set of traffic lights can be monitored by the help of cameras that are fixed between the third and fourth set of traffic lights. Cameras play a significant role in enabling the traffic authorities to keep a check on the traffic and vehicles as they can monitor the problems with the help of installed cameras. Any problematic situation can be evaluated by the help of cameras. When the traffic signal is closed or is red in color that is indicative that the traffic should stop, the cameras can check the trespassers and legal actions can be taken against them. The thre e set of traffic lights bordering Brook Hill Roundabout are principally employed for supporting the students and pedestrians to cross the road. However, it is only because of these set of traffic lights that at peak times when there is a huge rush of traffic and pedestrians, all the traffic flow is built up excessively down onto Hanover Way. This roundabout can be better used by controlling the traffic lights to ease out the traffic flow. Alternative solutions can be thought to manage the flow of traffic into and out of the city center by handling the roundabout positively. Therefore, the above mentioned traffic lights and their positions are of crucial significance in terms of pedestrian crossings and traffic flow. These are the selected set of traffic lights that can be removed for better traffic flow. The first set of traffic light can be removed and an alternative path can be provided to the pedestrians. There is an underpass near the first set of traffic lights that can be empl oyed as an alternative for crossing the road instead of the traffic signal. However, this underpass is considered insecure because of lack of personal security measures by the police authorities. People show reluctance to use this path because of personal security reasons. If the first selected set of traffic lights is removed and underpass is used, the traffic flow will be much better. In addition, underpass will be used extensively due to which, personal

Barry Tomatoland Essay Example | Topics and Well Written Essays - 1000 words

Barry Tomatoland - Essay Example A major downside of these industrially grown tomatoes is their lack of taste, as compared to organically grown tomatoes that re provided with the necessary nutrients and care required. Estabrook gives a rather interesting history of the tomato plant, tracing it back to its original habitat in South America, and provides a great difference between the tomatoes produced today in areas as Florida and those that are grown naturally. The use of industrial agriculture to grow these tomatoes has numerous negative effects to the quality of tomatoes produced and especially to the workers who work in those farms. This paper aims to look at two main issues Estabrook highlights facing the tomato industry and possible solutions to help solve them. Estabrook depicts the state of Florida as the worst state to grow tomatoes given its very poor soils and the high levels of humidity recorded in the state. The tomatoes are grown on sandy soil, which lacks the very important nutrients required for adequ ate growth of most crops, and therefore farmers have to utilize chemical fertilizers in order to make the sand soil a suitable planting medium. The sunny weather and high humidity in the state provide an adequate atmosphere for the existence of many pests and insects such as spots, blights, and molds that pose a serious danger for producing healthy tomatoes. Estabrook explains a disturbing picture of modern-day slavery in one of the most democratic country in the world where people enjoy various rights and freedoms. He clearly shows some of the harsh conditions that most laborers working in these tomato farms undergo, especially in Immokalee, Florida, the major growing area for winter tomatoes. Most of these workers are illegal immigrants, mostly from Mexico, and cannot speak neither Spanish nor English, which places them at a disadvantage. Some of these immigrants are brought into the country through illegal human trafficking channels and are usually tortured and mistreated and sur vive in very poor living conditions, mostly without enough food and proper sanitary facilities. They work very hard and are paid very low wages that are paid irregularly. It is very disturbing to imagine a worker

Write how these four authors have deliberately broken social Essay

Write how these four authors have deliberately broken social concentions and taboos. Describe how this rebellion shows up in their stories - Essay Example While Clarisse was happy to avoid the conjugal attentions of her husband for a while, Calixta’s husband is seen to patiently and passively wait out the storms of his wife’s passion. Calixta, meanwhile, is seen to take out her passions as well as she may through her domestic responsibilities. This is shown through details such as how she doesn’t even notice the danger as the storm approaches, but stays busily sewing at her desk to the point where sweat begins to drip from her brow. The only reason she notices the storm at all is because the sky becomes dark. WEB Dubois presents what must have seemed to many at the time to have been a near-impossibility – a Black man with a better grasp of English and grammar than most white people. In his book The Souls of Black Folk, Dubois presents a series of academic essays that demonstrate his high level of education and depth of thought even as he addresses hard topics regarding the condition of black people, particularly those living in the South. In one essay, â€Å"On the Training of Black Men,† for example, he presents a well-ordered argument as to why institutions of higher learning needed to be opened for black people as a means of providing teachers of other black students even if the bulk of them are educated for industrial jobs because there weren’t any Southern whites who would be willing to teach them and there weren’t enough Northern whites available to turn the South around. More than simply introducing the argument, Dubois presents a number of academic stu dies that had been conducted as a means of proving that black people were capable of retaining an education and making successful business people and other professionals. Also defying social conventions by opening talking about a previously taboo subject, Booker T. Washington uses an easy, flowing style of writing to discuss the laborious path he’d taken to rise from the ranks of slavery to

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Tools and Techniques for Interactive Website

Tools and Techniques for Interactive Website M2 you must write a report to explain the tools and techniques you used in the creation of your interactive website. I used Adobe muse to create my website because of the flexibility and usefulness of the software. I have used this because it is very simple to use and to add any text, images or any tools to the website easily. When creating my website there were many tools and techniques I used to create my website and making it interactive. Adding a search bar: Search bar is really important and websites need to have a search bar as it makes it easier for the users to find something quickly. In order to create a search bar in adobe muse you will need a Google account. Then you can easily create a search engine and also you can edit it as well and when you done just click on get code .You will get a code and you need to go back to the website and just paste the code and it will occur a search bar like this. Navigation bar: Navigation bar is very useful as it helps the user to navigate the site easily; it makes the site look more professional and attractive so it can attract the audience to view the page. To add a navigation bar you need to click on Widgets library then it will appear a small window and you just need to click on Menus. Its up to you if want a horizontal or vertical menu just click on it and it will come up like this . Slideshow: Slideshow is a really useful tool to organise and compress information. By using a slideshow you can easily showcase images and can show much more information and it allows accessing the information quickly. This is a good tool to make the website more appealing and eye catching. To add a slideshow you will need to click on Widgets library and it will appear a window showing different tools. You just need to click on Slideshows and it will show you different options. You can choose any from the list and then click on it. It will come up like this. Insert image- This tool is used to insert any kind of image file on the website. This is a very important tool as it helps to make the website visually engaging by catching the users attention and makes it a bit more interactive and interesting. In order to insert an image, you need to click on File and then just click on place and it will take you to the image file where you have saved all the images and just select the image and click on open . It will come up like this. If you have more images to add just repeat this step. Hotspot: Hotspots work almost the same as links. This is useful as it helps the users to access the website quickly. Too add hotspot on the slideshow you just need to click on the image first, then on the top you need to click on the arrow and it will show you a drop down menu like this. Link: This tool is used to link all the page and media together. So the user can navigate through the website hyperlinks are put in place to help the user to get from one page to another. I have linked all of my pages together by using the hyperlinks, also I have made sure that all of the text that I have written is easy to read and easy to get to as well as the visible links to navigate each of the hyperlinks within my website. I used hyperlinks to allow the users to navigate around the website. To add hyperlinks on the text you will need to highlight the text first and then click on the hyperlinks arrow and it will show you a dropdown menu and this will allow you to add the hyperlinks on the text. Html: I used HTML coding when creating the website. I used it when copying the embed codes for the search bar and radio button list and using the code feature of adobe muse  to add these to the website so that users are able to see research the product . To insert an html code you will need to find the suitable Rollovers: Rollovers are buttons on a website that change when the cursor moves over it. Rollovers make the website look better and make it easier for the users to use the menu bar. This is because the button can changes the colour to make the website more exciting. The rollover shows that user that it is a button and that it is hyperlinked. In order to do this you can just need to click on the label and it will show you few options and then you need to click on Rollover The widgets library is really useful as you can see in the screenshot you can use different tools from to create different thing. So if you can click on the buttons it will allow you to add buttons, if you click on the menus it will allow you to add menus on the page and also if you click on the social you will be able to add different social media widgets. Master Page: A master page is like a background that you can quickly apply to many pages. If you add any objects on a master page on all pages with that master applied. Adding extra pages: I have added extra pages because they work very well for giving users a visual map of where to go. To add extra pages you just need to click on the small plus icon and it will show you a blank page and to add more pages just repeat this. I have also used some of these tools. The first tool I have used from the tool bar is the Selection tool to move objects around like images, texts etc. I have also used the text tool to create text frame and typed inside it and the last tool I have used from the toolbar is the rectangle tool and which allows drawing rectangle boxes. So you can use these tools to make the website layout professional. I have also used text tool to make the texts more visible and easy for the users to read. I have used different fonts as the font on a website is very important as it shows the style of the website I have made the texts big enough for the users so they wont have any problem understanding the text. I have also used colour to make the website looks more appealing and eye catching, so by using these tools you can easily modify I have also used the color tool to colour the texts, boxes etc. and also to make it more visible and noticeable for the users to notice. In order to add colour just click on the colour tool and it will allow you to add colour into anything. Animation: I have also used animated slide in text to make the website looks more professional. To do this you just need to go to internet and find the Html code and then insert the code into the box and click ok. The plan mode: There are four different plan modes. I have used the plan mode; the plan mode is the structure of the site or the site map. The design mode where you can edit the pages and add different tools. So if you click on the Design it will allow you to add tools on the pages and make some changes etc. Also the Preview mode allows you to review the page and you can see what you have done and it allows accessing the tools you have used on the pages. The last is the publish mode I didnt use that mode, it allows you to upload the website to the business catalyst and can easily view it on online. Microsoft PowerPoint: I have used Microsoft PowerPoint to remove the background of the images. To make it fit with pages I had to use PowerPoint because you can easily remove the background of the image in a PowerPoint and its much faster than Photoshop and its very easy to do it. Structure Diagrams: The stricture diagram for website shows how website will linked webpages are access and stucturesd. The websites usually only uses three different structures: linear, hierarchical and matrix. Structure diagram helped me to plan how I wanted the pages to be structure. The structure diagram helped me to get started fast and I have made the website in a hierarchical way because it is structures with each web page and linked with a number of different pages. The hearicaial is a good way for the user to access the website; as the hierarchy gets higher, the content is more refined by the user is trying to locate. Story Board: Before even construct my website a plan was needed in order to make sure I knew what was to be put on the website. After this, through the use of a storyboard it made it easy to construct a website based on the designs. From the story board and planning of my website. I finally came to the end of the website and I realised that at first it seemed like a very long process when I started making the website it helped a lot as I could easily reference to make sure that my initial ideas we all included. Mood boards: Mouldboard also helped a lot when I was constructing the website. This helped me to make sure what colour, texts and images would be the best for the website and would make it look professional and eye catching. Through the use of mood board I made the website looks professional.

Medicinal Properties of Fruits for Cancer

Medicinal Properties of Fruits for Cancer ABSTRACT Cancer a disease with high morbidity and mortality rates is a challenge to human life. The current therapeutic strategies are associated with adverse effects which necessitates alternate treatment with less adverse effects. In addition to this cancer prevention is desirable which has lead to a new concept called biochemoprevention. In this regard, medicinal properties of plants can be exploited for cancer prevention and management as they can be procured cost effectively and are less likely to produce adverse effects as they are diet derived. This article reviews the phytochemicals and evidence based preventive and therapeutic effects of some commonly used plants with medicinal properties against cancer. Key words: Cancer, phytochemicals, medicinal properties of plants, biochemoprevention. INTRODUCTION Cancer continues to be a challenge to human life as the disease has high morbidity and mortality rates. Though surgery, chemotherapy and radiotherapy remain the â€Å"Gold Standard† measures of cancer therapy they are associated with adverse effects. Despite the recent advances in therapeutic strategies, the five year survival rate of one of the most commonly occurring cancer like oral cancer is as low as 62% with no improvement in the quality of life of the affected individuals1. Hence a treatment modality with less adverse effects will be of great benefit to the affected patients. Also research in the field of oncology has lead to better understanding of the molecular mechanisms of carcinogenesis that has revealed that caner is a largely preventable disease. Hence a new concept called biochemoprevention has evolved not only to prevent but also combat the shortcomings of cancer therapy. Chemoprevention or biochemoprevention refers to pharmacological intervention with syntheti c or natural compounds that may prevent, inhibit or reverse carcinogenesis. The use of medicinal plants for the management of various diseases including cancer has been carried out several hundred years ago during the period of Charaka, the Father of Medicine and Susrutha, the Father of Surgery. With the advent of Modern medicine, traditional medicine has lost its importance. Hence the medicinal properties of plants which are our natural resources must be re- explored to prevent and treat cancer. The advantages of utilizing medicinal properties of plants for cancer prevention and management include easy availability, cost effective and less likely to produce side effects as most of these plants or plant parts are diet derived. This article highlights evidence based preventive and therapeutic effects of some commonly used plants with medicinal properties against cancer. REVIEW NEEM Azadirachta indica commonly known as neem in English and Vembu in Tamil is native to our country and is known for several medicinal properties including antimicrobial, antioxidant, antidiabetic. It also finds its use in preparation of cosmetics, tooth brush, fertilizer, and tooth brush. This could be attributed to more than 140 compounds present in various parts of the plant. Recently research has been carried out to demonstrate the antineoplastic effects of this plant. Ethanolic extract of neem leaves caused both reduction in tumor size and decrease in tumor progression even after cessation of treatment with neem extract in N methyl N nitrosurea induced mammary tumors in Sprague Drawley rats. Molecular analysis revealed upregulation of proapoptotic genes and proteins such as p53, Bcl2 (B cell lymphoma 2), Bax, Caspases, PTEN (Phosphatase and tensin homologe), JNK (c-Jun N-terminal kinases) and down regulation of oncogenes such as VEGF (Vascular endothelial growth factor), CDK1 (cycl in dependent kinase 1),Nuclear factor kappa B (NF kappa B), MAP 1 (mitogen activated protein kinase 1).2Glycoproteins present in neem leaves also exert anti- cancer effects by restricting tumor growth in murine, These proteins alter tumor microenvironment by increasing CD 8 T (cluster of differentiation ) cells, protect T cells from Anergy, decrease activation induced T cell death by decreasing expression of FAsR. (FAS receptor) Cytotoxicity of sarcoma cells were caused due to increased expression of performin, granzyme B in lymphocytes3. These results shed light on the fact that neem extracts posses immunomodulatory effects hence aid in targeted therapy against malignant cells, sparing normal cells. Hence these extracts are less likely to produce side effects. TULASI Oscimum sanctum commonly known as Tulasi in Tamil and Holy basil in English is a sacred plant of Hinduism. The aromatic plant has several medicinal properties and has been used several thousand years ago for the management of various diseases and ailments like common cold, fever, acne, headache, stress, aphthous ulcers, asthma, bronchitis, tuberculosis, ecema. It also has been used as an expectorant for management of cough, antimicrobial agent in preventing diarrhoea, analgesic for pain management. Other medicinal properties include immunomoduation, hypolipidemic and hepatoprotective. Phytochemical constituents that confer these properties are oleanic acid, urosolic acid, rosmatinic acid, eugenol, carvacol, linalool, beta carophyllene, beta elemene, germaserene. Oscimum sanctum possesses cancer preventive and therapeutic properties. Important phytochemicals such as eugenol, rosmarinic acid, apigenin, silosterol, carnosic acid, lutrolen, myrtenal present in tulasi prevent chemical ind uced cancers of skin, lung, oral cavity, liver by induction of apoptosis, prevention of angiogenesis and metastasis, antioxidant activity and alteration of genes4. Flavonoids such as ornitine, vicenin, protect normal tissue from therapeutic radiation and prevent radiation induced mortality in mice. Eugenol, rosmarinic acid and apigenin present in Holy basil prevent radiation induced DNA (deoxy ribonucleic acid) damage thereby acting as chemopreventive agent. Tulasi exerts radioprotective effects in oral cancer by causing significant reduction of glutathione in erythrocytes of oral cancer patients who were treated with radiotherapy and flavonoids of Oscimum sanctum in comparison with oral cancer patients who received only radiotherapy.5 ALLIUM VEGETABLES Allium vegetables like onion are used as flavouring and seasoning agent for food in many countries6. Interestingly two species of onion viz red onion (Allium cepa) and yellow onion (Allium flavum) possess medicinal properties. Bulb of Allium cepa contains flavonoids such as anthrocyanins and dihydroflavonols7. The sulphur containing active constituent of onion bulb occur mainly in the form of s alkaline cysteine sulfoxides which decompose into thiosulfinates and polysulfides8. Thiosulfinates are volatile sulphur compounds responsible for the pungent odour and medicinal properties9. Onion exerts chemopreventive activity. The ethyl acetate extract of onion has been shown to induce apoptosis in human breast cancer cell lines10. It also inhibits fatty acid synthase and lipid accumulation in adipocytes, thereby preventing obesity, one of the predisposing factors for breast cancer11. Yellow onion (Allium flavum) also has anticancer activity Allium flavum extract has significant phenolic content, antioxidant, antibacterial activity against Staphylococcus aureus, Bacillius subtilis and antiproliferative activity against HCT cell lines (Homo sapiens colorectal carcinoma cell lines)12. PINEAPPLE Annamas cosmous or pineapple is a tropical plant of Bromadiaceae family. Edible portion of this plant is the fruit which is made of coalesced berries. Pineapple has been used in South America, China, South East Asia for the management of various ailments like inflammation, burns as it exerts medicinal properties like anti-inflammatory, antithrombotic, fibrinolytic, inhibition of platelet aggregation and skin debridement. In 1957, Bromelain was identified as the active principle present in the stem and unripe fruits of pineapple exerting the above mentioned activities. Bromelain, is a mixture of proteases13. Bromelain alters molecular pathways of carcinogenesis, tumor microenvironment hence could be used as an anticancer agent. Bromelain also exerts anticancer effects by immunomodulation and hemostatic mechasnism14. Pineapple extract in stage 2 mouse skin tumorigenesis model cause reduction in tumor size (65%) and volume. Molecular analysis revealed upregulation of p53,Bax,, caspase 3 ,9 and downregulation of Bcl2, inhibition of COX 2( cyclooxygenase 2), inactivation of NF kappa B (nuclear factor kappa B), MAP(mitogen activated protein linase) kinase, Erk (extracellular-signal-regulated kinases ) and Akt (protein kinase B)15,16. CRUCIFEROUS VEGETABLES Brassica oleracea belongs to the family Brassiaceae which are commonly known as cruciferous vegetables. In uncultivated form it is called as wild cabbage and is native to Europe. Cabbage (Brassica oleracea capita), Cauliflower (Brassica oleracea botrytis), Brocoli (Brassica oleraceaitalica) are some of the varieties of wild cabbage developed by various cultivars. These cruciferous vegetables are a part of diet in many countries including India. Recently research has been carried out to assess the phytochemical constituents and medicinal properties of these vegetables17. The leaves of Cabbage contain 2 pyrolidinone which has been isolated and identified by gas chromatography, mass spectrometry and High Performance liquid chromatography. This active constituent induces apoptosis and cell cycle arrest in GO/G1 phase in HeLa ( cervical cancer cell line taken from Henrietta Lacks) and BC-3 cell lines (body cavity-based lymphoma cell line ), hence possesses antitumor activity.18 Brassica o leracea also contains glucosinoates which on hydrolysis yields isothicyanates that exerts antineoplastic effects. Surforaphane is one such isothiocyanate that causes downregulation of Bcl2 and upregulation of p53, Bax, Caspase 3 in Hep 2 cell lines ( He La derivative )19. Isothicyanates has chemopreventive effects. These isothiocyanates modulate carcinogen metabolising enzymes, thereby limit formation of reactive intermediates that from DNA adducts. Both intact glucosinolates and isothiocyantes modulate Phase II detoxification enzymes such as Quinone reductases, GST,( Glutathione-S-transferases) EH (Epoxide hydrolase), UGT (Uridine 5-diphospho-glucuronosyltransferase). Intact glucosinolates modulate CYP cytochrome P450 enzymes line EROD (ethoxyresorufin-O-deethylase) , MROD (ethoxyresorufin O-deethylase). Isothicyanates and glucosinolates like Phenyl isothiocyanates, erucin, sulforaphone are antagonists of Aryl hydrocarcobon receptor hence aid in cancer prevention17. APPLE Apple, the pomaceous fruit of Malus domestica tree belongs to the family Rosaceae. Malas sieversi, ancestor of this species is native to the mountains of Central Asia. It is one of the oldest known fruit that prevents lung cancer, chronic obstructive pulmonary disease (COPD), cardiovascular disease (CVD), thrombosis and stroke. Polyphenols and flavonoids, the phytochemical constituents of apple fruit have antioxidant properties. The phytochemical components of apple can act as chemopreventive agent due to the antioxidant and antiproliferative property20. Triterpenoids of apple peel possesses antitumor activity. 2R-hydroxy-3à ¢-{[(2E)-3-phenyl-1-oxo-2-propenyl]oxy}olean-12-en-28-oic acid, 2R-hydroxyursolic acid and 3à ¢-trans-p-coumaroyloxy-2R-hydroxyolean-12-en-28-oic acid , the triterpenoids isolated from apple peel exerts higher antitumor activity against HepG2 cell lines. Ursolic acid, 3à ¢-transp-coumaroyloxy-2R-hydroxyolean-12-en-28-oic acid and 2R-hydroxyursolic acid are the terpenoids that has higher antineoplastic activity against MCF-7 (Michigan Cancer Foundation-7) cancer cells. Terpenoids such as 2R-hydroxy-3à ¢-{[(2E)-3-phenyl-1-oxo-2- propenyl]oxy}olean-12-en-28-oic acid, 2R-hydroxyursolic acid, maslinic acid, and 3à ¢-trans-p-coumaroyloxy-2R-hydroxyolean-12-en-28-oic acid has higher anticancer effects against heterogeneoushumanepithelialcolorectaladenocarcinomacells (Caco2) cancer cells. Apple peel extracts exert anticancer effects by causing Go/G1 cell cycle arrest, decreasing expression of Proliferating cell nuclear antigen, increasing the levels of the tumor suppressor protein mapsin in human prostrate and breast carcinoma cells21,22. PAPAYA Carcia papaya commonly known as papaya of the family Caricaceae is cultivated throughout India. Leaves of papaya have been used to treat diseases and aliments like jaundice, asthma, colic, fever, beri beri. Recent studies have demonstrated that papaya leaf extracts could be used for cancer management. Significant growth inhibitory activity of Carica papaya leaf extract on a couple of cell lines including Raji and Ramos (Burkitt’s lymphoma cell lines) , Jurkat (T cell Lymphoma cell line), HepG2 and Huh-7 (hepatocellular carcinoma cell lines), K562 (chronic myelogenous leukemia cell line) PC14 (lung adenocarcinoma cell line), HeLa (cervical carcinoma cell line, Panc-1 (pancreatic epithelioid carcinoma cell line), Capan1 (pancreatic adenocarcinoma cell line), ARH77 (plasma cell leukemia cell line), H2452 (mesothelioma cell line) , Karpas-299 (anaplastic large cell lymphoma cell line), MCF-7 (breast adenocarcinoma cell line). Treatment of peripheral blood mononuclear cells (PMBC) with the extract caused increased production of antitumour cytokines with no change in viability of the cells. In addition, the peipheral blood mononuclear cells treated with the extract had increased cytotoxic activity against chronic mylogenous lukemia cell line23. Thus Carcia papaya exterts antitumour activity through grwoth inhibitory and immmunomodulatory mechanisms. This property could be attributed to the active constituent carpaine present in papaya leaves. Papaya Leaf also contains a remarkable protein-dissolving enzyme called papain that degrades fibrin that makes up the protective layer of cancer cells, making the cancer cells more susceptible to immune response or chemotherapy. Studies have revealed that mice immunized with papain possess serum antibodies which cross-react with cathepsin-B- and cathepsin-H-like endopeptidases isolated from B16 melanoma cells along with inhibition of growth rate, invasion and metastasis in B16 melanoma and the Lewis lung carcinoma .Thus t he compound hinders tumor growth and prevents it from spreading to other parts of the body24. In addition, papaya leaf has antioxidants like beta-carotene, flavonols, and vitamin C that scavenge free radicals which are responsible for carcinogenesis, which act as adjuvant for cancer therapy. Papaya seed has been used for the management of worm infestations in the gastrointestinal tract due to its antihelminthic activity. Papaya seeds contain benzyl isothiocyanate which exhibits antineoplastic effects by inhibiting of carcinogen-activating cytochrome P450 mono-oxygenases and cell cycle progression; inducing carcinogen-detoxifying phase 2 enzyme and apoptosis. Higher concentration of BITC (benzylisothiocyanate) has a better inhibition rate of cell proliferation on H69 cell, with IC(50) value of 6.5 ÃŽ ¼mol/L25. TOMATO Lycopersecon ecsculentum or tomato belongs to the night shade family called Solanaceae. Fleshy fruit of this plant is red in colour which is classified based on size and shape as slicing or globe tomato, beefsteak, oxheart, plum, pear, cherri, carpari. Lycopene is the chief active constituent having antibiotic, anti-inflammatory, antioxidant, cardiovascular and immunomodulatory effects26. Lycopene is a better singlet oxygen scavenger than other carotenoids. Interestingly tomato leaves has anticancer activity. Extracts of tomato leaves have been shown to exert antineoplastic activity in MCF breast cancer cell lines by causing genetic alterations27. Lycopene promotes cell adhesion by increasing E cadherin expression, reduces cell proliferation by decreasing PCNA (proliferating cell nuclear antigen) expression and confines proliferating cells to the basal and parabasal layer in 4NQQ (4-nitroquinoline-1-oxide )induced tongue carcinogenesis model in mice. Thus Lycopene could be used as a chemopreventive agent28. Bifunctional nucelases from tomato RTBN1 also has antitumor activity29. CONCLUSION Along with attempts to improve cure rate of cancer, concerted efforts to prevent the disease continuity should be undertaken. This is particularly true for the high risk population and high risk individuals. A targeted prevention in high risk individuals with high risk lesions using agents targeted to key molecules in the carcinogenesis process should have an impact in lowering the disease morbidity and mortality. Advances in molecular biology have helped to define these high risk individuals with high risk lesions and novel chemopreventive targets. In this regard targeted approach using medicinal properties of plants should overcome some of the earlier setbacks observed in cancer prevention and therapeutic research.

Do white males have anything to fear from Affirmative Action? Essay

Do white males have anything to fear from Affirmative Action? Affirmative Action can be defined as policies used in the United States to increase opportunities for minorities by favoring them in hiring and promotion, college admissions, and the awarding of government contracts. Depending upon the situation, â€Å"minorities† might include any underrepresented group, especially one defined by race, ethnicity, or gender. This action constitutes a good faith effort by employees to address past and/or present discrimination through a variety of specific, results-oriented procedures. This is a step beyond equal opportunity laws that simply ban discriminatory practices. There are four main types of affirmative action that an employer may use. They include:  · Aggressive recruiting to expand the pool of candidates for job openings;  · Evaluating and updating selection tools and criteria to ensure their relevance to job performance;  · Revising traditional measures of merit to more fully recognize talent and performance under varying conditions;  · Establishing goals and timetables for hiring underrepresented groups These are not the only ways that employers use to complement the affirmative action but they are the more favorable ways to attack the problem of discrimination in the workplace. From its beginnings in the United States in the 1960s, affirmative action has been highly controversial. Critics charge that affirmative action policies, which gi...

Ethical Dilemma Essays -- Health Care, Nurses

The two principles that are in focus are beneficence and nonmaleficence. Both beneficence and nonmaleficence have played a fundamental historical role in medical ethics (Beauchamp & Childress, 2009). Nonmaleficence is often paired with beneficence, but there is a difference between these two principles (Rich, 2008). According to Beauchamp and Childress (2009) conflating beneficence and nonmaleficence into a single principle obscures important distinctions. In addition, both of these ethical principles beneficence and nonmaleficence are strengthened by state nursing practice acts, which mandate that nurses are legally obligated to safeguard patients and the profession (Bjarnason & LaSala, 2011). Furthermore, it is with great purpose that we discuss the two principles beneficence and nonmalficence and their importance to the nursing profession. The principle of beneficence is concerned with a moral obligation to act for the benefits of others (Kennedy, 2004). Additionally, beneficence is the principle consisting of deeds such as mercy, kindness, and charity (Rich, 2008). There are other forms of beneficence including altruism, love, and humanity (Beauchamp & Childress, 2009). We use beneficence in order to cover beneficent actions more broadly, so that it includes all forms of action to benefit other persons (Beauchamp & Childress, 2009). Overall, beneficence implies that an individual takes action to do good by benefiting others and facilitating their well-being. Beneficence also requires that benefits are balanced against risks and costs (Kennedy, 2004). In order for a person to â€Å"do good†, they must also consider the values of individual in question (Bjarnason & LaSala, 2011). Health care professionals have a duty t... ...ey encounter an ethical dilemma (Rich, 2008). Nurses can also periodically be called to an ethics committee to consult to gain access to needed help to resolve ethical dilemmas. Serving on an ethics committee with other disciplines and discussing the ethical dilemmas brought before the committee can be an informing and challenging process for a nurse (Lachman, 2010). Furthermore, the opportunity to help patients, staff, and families resolve these dilemmas is professionally rewarding for a nurse (Lachman, 2010). Overall, ethical dilemmas are faced every day in the clinical practice of nurses. When facing an ethical dilemma, remembering to preserve the patient's autonomy, dignity and rights is an important part of ethically solving the dilemma. However, if the ethical dilemma cannot be resolved nurses have the right to seek advice from other professionals. â€Æ'

Cannes Film Festival and Mr. Bean

They headed into a bay full of yacht because one of the survivors owns a key of his yacht in that bay. It wasn't easy to get in there because you cannot almost cross the roads near the mall because all zombies are around the buses. They have lost a lot of people. They were able to get into the bay but only four made it. They sailed until they reached an island. They were attacked by another bunch of zombies and all of them died. Mr.. Bean won a prize in a raffle. It was a trip too beach in France with some pocket money and a video camera.He started the trip on a train station and all his misfortunes have started. He lost his money, passport and his luggage. He caught himself with Stephan, Email's son who is a movie critic in Cannes Film Festival, leaving the train unintentionally. A lot of misfortunes happened to Bean until he was helped by Sabine, an actress in a movie that will premiere in Cannes. They get into the event and Bean, together with Stephan, disguised to get inside the building. The movie seems to be boring so Bean used his video camera to replace the movie with his own video along his trip.The audience were entertained but the director was poised so he, together with the guards, chased Bean but wasn't able to get him. Bean unintentionally went in front of the stage and he was applauded together with the director, taking the advantage because they loved the director's film. Bean went outside and was finally able to get to his destination, French Riviera. HOSTEL PART Ill Carter decided to have a bachelor's party for Scott in Lass Vegas. They met their other friend in there together with the girls Carter paid for Scott.They got drunk and he next day, one of their friends is lost together with Nikkei, one of the girls that they were with last night. They investigated and went to the places where they possibly are. They saw Kinder, Nick's friend, and told them that her friend is missing. They didn't know that they are dead already because of the secre t organization for gambling by using human as their medium for betting by killing them. Coot's friends were caught and Carter revealed he was a member of the secret organization.Scott was strapped on a chair and Carter enters the â€Å"arena† in front of the other members f the organization and there Carter revealed that he wants Coot's girlfriend. They fought and Scott escaped causing a panic all over the building. Carter was able to escape with a car, leaving Scott in the compound behind the locked gate and the building exploded. Carter went to Coot's girlfriend and said he was sad for Coot's death. She told Carter that Scott is not yet dead and then Scott appeared and killed Carter in the garage?Nick decided to have a new house for his family specifically for his pregnant wife. They bought the house from Chuck and there Nick hired the guy to fix the house because they found molds in the house. Instead of getting it repaired, Chuck destroyed the house and Nick got angry and fired Chuck. He decided to fix the house on his own but it wasn't easy for him. At the same time, his family was a bit angry to him because of the misery they had. Nick apologized to Chuck and hired him again. This time, Chuck really fixed the house. He helped Nicks wife when she was laboring.After six months, Nick launches his magazine in front of his beautiful house and they ad a party afterwards. UNIVERSAL SOLDIER Devoured and Coot's corpses were used for the â€Å"Universal Soldier† program to develop a perfect soldier for combat. They were first tested in a hostage taking in a nearby dam. Veronica, a former reporter, wants to know about the program's secret to get her Job back. She was able to get inside the compound where the soldiers are and discovered that they were some sort of a robot. She was caught by Scott but he was helped by Devoured to escape. Scott chased the two to kill them accompanied by his fellow Unison's.Coot's group was killed but he's still determine d to kill them. They had a car chase. Coot's truck fell into the cliff. Devoured get his memory back and returned home with Veronica. Scott gets into the house and fought Devoured. He can't do anything because Scott was overpowering him but was able to fight back because he used the muscle enhancer that he stole from Scott. He killed Scott and was able to save his parents and Veronica. Principles Of Literary Criticism (Five Movie Plots and Synopsis) Submitted by: Michael Gee C. Stroller ABE Submitted to: Mr.. Jose V. Cultural

Public communication Ethics Case studies Essay

The International Smart Tan is a global synergetic consortium that has been committed to promoting as well as researching on responsible skin care for people who develop sunburns and tans. It teaches on methods of minimizing the risks that are associated with too little or too much sunlight (Tanning, 2008). Ultra Violet Radiation has been widely recognized as being carcinogenic thus causing various types of skin cancer. Exposure during the early years during adolescence and childhood are crucial as far as risks of skin cancers are concerned. Traditionally the major source of UVR exposures in the tanning purposes have been rays from the sun though tanning equipments have now represented amplified importance to sources of exposure mostly to the young adults and adolescents. This exposure amplifies the risks of melanoma. Most of the suns scare activists profit through marketing the distorted sun abstinence message to the public. Therefore grassroots health is the main organization that is fully committed in offering education on Vitamin D through launching a global public health campaign in order to solve the epidemic of Vitamin D deficiency. Therefore it is imperative to discuss how potter’s model is applicable in this case study, the ethical theories behind it and how I would communicate my position as far as the case study is concerned. Constant changes in the public health and the society have forced most health professionals to engage into some new roles and develop new competencies. Public health practitioners ought to be trained in order to respond to such challenges. Porter’s model of pure competition implies on the fact that the risks rates ought to be constant across industries and firms (Strategic management, 2010). His framework model assumes that industries are usually influenced by some forces. These forces are rivalry, threat of substitutes, buyer power, supplier power and threat of entry. Smart Tanning in order to pursue some advantage over its rivals had to improve on their communication strategies. They emphasized on the importance of vitamin D and its sufficient risks. They also exploited relationships with the other counterparts like the public health practitioners. As far as the buyer power is concerned, the relationship that the public have with Smart Tanning is amplifying and almost to monopsony level. Also there is a concept of supplier power as Smart tanning has some relationships with the hospitals thus suppliers are concentrated. They also face barriers because of government regulations that prompt them to offer the right information in order to uplift right health communication on causes of skin cancers and how effectively it can be solved. Strategy in Smart Tanning can be formulated on business, functional and corporate level. The business level is the major context as far as industry rivalry is concerned thus focus, differentiation and cost leadership ought to be implemented in order to create a competitive advantage. The generic strategies will help Smart Tanning to leverage its main strengths and defend on the serious effects of the forces. Some of the ethical theories that can be applied are the moral theory, utilitarian, virtue theories and others. Smart tanning has applied the utilitarian theory as it has focused on making everybody concerned and mostly the consumers happy. It has demonstrated that they have high standards when it comes to consumer education, employee training as well as the public welfare against fighting skin cancer. The moral and virtue theory has been used on the grounds that the tanning association has come with moral strategies to make sure that the public is not affected but rather are being helped. It has amplified the comprehension of professional tanning that moderates ultra-violet exposures from outdoor and indoor tanning that does recognize the manageable risks as well as benefits that are associated with the ultraviolet exposures of the light. The other is rational theory as tanning industry is quite effective on teaching about the prevention of sunburn than those who are after promoting sun avoidance. My personal take on this case study is that tanning industry is imperative as it will help in reducing skin cancers. However, there is loss of perspective that there are other psychological and physiological benefits that are also associated with sunlight that needs more research and the fact that most risks bare manageable for all people who have got the aptitude of developing a tan and for most people benefits of sun exposure do outweigh most risks that are associated with being overexposed. Also to a large extent it is crucial as smart tanning means comprehending both risks and benefits of sunlight. B. Right to Know vs. Personal Privacy (Ch. 5, Case 19, the Controversial Patriot Act) Tensions between public information and personal privacy will undoubtedly never ebb. Privacy issues do revolve on the conflict between the right of the public to know about something and the citizens’ right to keep the information to themselves (Joseph. , Robert & Lucinda, 2008, pp. 121). It is therefore crucial to give limelight to some of the controversies that emerged in the Patriot Act which most address on information sharing. The Patriot Act was initially designed in order to enhance the investigations on federal anti-terrorism. However, the opponents of the senate asserted that the changes in the Act have failed to sufficiently address on the concerns of civil liberties with the raise of provisions. Section 203 (b and d) allows for information from the criminals to be shared with the intelligence agents as well as other government’s bodies (NPR, 2010). However, the major controversy is that most critics believe that the unrestricted sharing might lead to development of intense databases on citizens who are not the main targets of crime. The supporters however assert that the provisions will enhance sharing of information within the intelligence community as well as the FBI. Section 206 (NPR, 2010) allows for the wire tap authorization in order to cover many devices and eliminates the need for court authorizations to a suspect’s PC, cell phone as well as blackberry. The critics affirm that the language in the Act might lead to violations of privacy to anybody who might come into contact with a suspect. On the other hand, the government asserts that roving wiretaps are needed in order to deal with the sophisticated technological terrorists. Section 215 allows for easy access of business records (NPR, 2010). However, the critics attack this provision saying that the law can be used to order for reading records of bookstore patrons or library. On the other hand, the supporters allege that the provision will allow the investigators in obtaining documents that are connected to terror. Section (213) allows for the sneak and peek warrants where critics aver that the provision allows for search even for minor crimes apart from the espionage and terror crimes. The supporters assert that this provision allows investigators to search houses of criminals. Porter’s five competitive forces model are to a large extent applicable in this case study. As far as entry of competitors is concerned, it is very difficult for the government to implement on the provisions and receive full support with the major controversies that are emerging in the sections of the provisions. The critics will easily continue to criticize the provisions as long as there are questionable loopholes that raise concerns on mistakes, misuse and invasion of privacy. The Patriot Act is also under threat of being substituted or implemented to another that fits every citizen if it not properly defined by the government. The bargaining power of the buyers who are public in this case is quite strong and it will be difficult for them to work together unless the provisions are changed to adapt to everybody’s preference and for the good of all. There is a strong competition and argument between the government supporters and the critics because of the barriers created by critics. One of the ethical theories that are in relation to this is the utilitarian theory which seeks the happiness of the majority. The provisions should be implemented in a way that suit everybody and brings happiness to the majority if not to all people. The controversial issues are immense as they touch on privacy concept that ought to be reinforced and respected. The other is consequentialist or teleological theory that views on what ought to be done determined by the consequences. The government should analyze on some of the effects of these provisions. The other is moral duty. Any act of rule is proper as long as it satisfies all the demands of the overriding or non consequentialist principles of morality. The deontology theory also stresses that any value of any action does lie in motives instead of the consequences. All these theories do apply the issue as the government should aim at maximizing happiness, acting morally, focus on the consequences of the actions as well as make their motives known to the public to create acceptance. As far as am concerned, under the guise of the Patriot Act and in the name of defending freedom and fighting terrorism, The Act is doing neither. It is suppressing the rights of the Americans to dissent as it gives the government power to go ahead and conduct some secret trials as well as executions. For all who seek in preserving the democracy in USA, it is vital to consider all people rationally. Defense on democracy starts at home and there ought to be realization of democracy and freedom which the Act is quite antithetical to all. Since the inception of the Act, it has been shrouded with controversies and it is fair to have a clear and closer look to the consequences of the Act. This is an Act that will abuse access of private information as no one is in a position to define what suspicious behavior constitutes. The Act is a mere unpatriotic way of limiting the civil rights, infringing on the free communication or speech, interfering with freedom and infringing the citizen’s privacy rights. C. Media Interests vs. Community Interests; Ch. 9, Case 39, Gatekeepers II: Opening the Door) The broad concept of public interest is quite familiar to most people and is usually considered as defense from media intrusion of people’s privacy under certain circumstances. Most things constitute the public interest in a vulnerable rather than what can be deemed as strong sense. Where something or an information might be seen to affect only one person, it might be in public interest incase the effect usually involves other principles that will have adverse effect on the population for example the abuse of power or a grave crime. The media do try to maximize and equalize their audiences thus livening stories which would in the long run overstep the regulation guidelines. It is therefore imperative to give some facts about Gate Keeper’s II: opening the door is concerned. This is a story about a protest and the Horowitz advertisement. It offers background on Horowitz advertisement and his main idea of running the advertisement in the college newspapers. It offers critically friendly view on the purpose of the advertisement. Horowitz happens to be a neoconservative journalist who attempted to go ahead and publish an advertisement entitled â€Å"ten reasons why reparations for slavery are a bad idea for black people and racist too†. Most college newspapers like Columbia and Harvard rejected the advertisement since the editors thought it was racist and offensive. The newspapers pointed out on the fact that they were not in any position to accept all advertisers who are in a position to buy an advertisement. Few newspapers ran the advertisement and only the University of Chicago ran the advertisement without much hostility (Anthony, 2001). Most people view the rejection of the advertisement as evidence of a politically correct censorship in the American campuses but others have aired concerns on freedom of expression in USA. Some of the ethical theories that Horowitz should have focused on are virtue and moral theories that entails of behaving ethically without attacking any race. He should have also focused on utilitarianism theory to make sure he writes something that will bring maximum happiness to the majority. In my view, the Horowitz argument and essay was quite offensive to some extent. This is not because it was racist but he doesn’t deny on the fact that slavery did occur or Africans who were enslaved were seriously wronged. He attempts to set an argument purportedly ascertain on which groups did benefit from the slavery and how they did. He contends that Blacks benefited from the slavery. His arguments are to a certain extent offensive as his contention that the blacks benefited from slavery reduces the slavery wrongs. Also the argument that the blacks would be better in America than they would be in Africa sounds almost like justifying the brutal kidnappings on grounds the victim’s children might end up in countries with high living standard. References Indoor tanning: Smart tan. 2008. Retrieved 23, Aug 2010< http://www. tanningtruth. com/index. php/indoor_tanning/ Porter’s five forces. 2010. Strategic management. Retrieved 23, Aug, 2010 http://www. quickmba. com/strategy/porter. shtml Sebok, Anthony. 2001. The Horowitz slavery AD controversy, and the problem with conceptualizing human rights violations as property based. Retrieved 23, Aug, 2010< http://writ. news. findlaw. com/sebok/20010326. html Straubhaar, Joseph. , LaRose, Robert & Davenport, Lucinda. 2008. Media now: Understanding media, culture and technology. USA: Cengage Learning The Patriot Act : Key controversies. 2010. Retrieved, 23, Aug 2010< http://www. npr. org/news/specials/patriotact/patriotactdeal. html