How Will Science and Technology Improve Our Future?

Finding Median Graphically Marks inclusive series| Conversion into exclusive series| No. of students| Cumulative Frequency| (x)|   | (f)| (C. M)| 410-419| 409. 5-419. 5| 14| 14| 420-429| 419. 5-429. 5| 20| 34| 430-439| 429. 5-439. 5| 42| 76| 440-449| 439. 5-449. 5| 54| 130| 450-459| 449. 5-459. 5| 45| 175| 460-469| 459. 5-469. 5| 18| 193| 470-479| 469. 5-479. 5| 7| 200| The median value of a series may be determinded through the graphic presentation of data in the form of Ogives. This can be done in 2 ways. 1. Presenting the data graphically in the form of ‘less than' ogive or ‘more than' ogive . . Presenting the data graphically and simultaneously in the form of ‘less than' and ‘more than' ogives. The two ogives are drawn together. 1. Less than Ogive approach Marks| Cumulative Frequency (C. M)| Less than 419. 5| 14| Less than 429. 5| 34| Less than 439. 5| 76| Less than 449. 5| 130| Less than 459. 5| 175| Less than 469. 5| 193| Less than 479. 5| 200| Steps i nvolved in calculating median using less than Ogive approach – 1. Convert the series into a ‘less than ‘ cumulative frequency distribution as shown above . 2. Let N be the total number of students who's data is given.N will also be the cumulative frequency of the last interval. Find the (N/2)th  item(student) and mark it on the y-axis. In this case the (N/2)th  item (student) is 200/2 = 100th  student. 3. Draw a perpendicular from 100 to the right to cut the Ogive curve at point A. 4. From point A where the Ogive curve is cut, draw a perpendicular on the x-axis. The point at which it touches the x-axis will be the median value of the series as shown in the graph. The median turns out to be 443. 94. 2. More than Ogive approach More than marks| Cumulative Frequency (C. M)| More than 409. 5| 200| More than 419. 5| 186| More than 429. | 166| More than 439. 5| 124| More than 449. 5| 70| More than 459. 5| 25| More than 469. 5| 7| More than 479. 5| 0| Steps involve d in calculating median using more than Ogive approach – 1. Convert the series into a ‘more than ‘ cumulative frequency distribution as shown above . 2. Let N be the total number of students who's data is given. N will also be the cumulative frequency of the last interval. Find the (N/2)th  item(student) and mark it on the y-axis. In this case the (N/2)th  item (student) is 200/2 = 100th  student. 3. Draw a perpendicular from 100 to the right to cut the Ogive curve at point A. . From point A where the Ogive curve is cut, draw a perpendicular on the x-axis. The point at which it touches the x-axis will be the median value of the series as shown in the graph. The median turns out to be 443. 94. 3. Less than and more than Ogive approach Another way of graphical determination of median is through simultaneous graphic presentation of both the less than and more than Ogives. 1. Mark the point A where the Ogive curves cut each other. 2. Draw a perpendicular from A on the x-axis. The corresponding value on the x-axis would be the median value.

An Academic Intervention Model

IntroductionThere is a societal division that lies at the bosom of Irish 2nd degree instruction. Students from deprived or lower socio-economic groups tend to rule in the vocational instruction sector while pupils from the higher societal strata seem to swerve towards voluntary instruction ( spiritual ) sector. In England, at the terminal of a kid ‘s primary instruction, normally at the age of 12-14 old ages the Eleven plus scrutiny is administered to pupils. The intent of the Eleven plus scrutiny is to prove a pupil ‘s ability to work out jobs utilizing verbal logical thinking, non-verbal logical thinking mathematics and English. The intent of this scrutiny is to find which type of school the pupil will go to on completion of their primary instruction: a grammar school, a secondary school, or a proficient school. In Ireland, the Primary Certificate scrutiny became mandatory for students in 6th criterion in 1943, dwelling of three written documents in Irish, English and a rithmetic. It was later abolished in 1967 go forthing no tantamount system of streaming. The patterned advance from primary school to secondary school in Ireland has its ain ( less overt ) choice procedure. The choice procedure is that of the parents and the pupils themselves make up one's minding which sort of secondary school they will go to. Second-level instruction in Ireland comprises of voluntary secondary, vocational, community and comprehensive schools. All of these schools offer the Certificate classs prescribed by the Department of Education and Science, enter their pupils for the same national scrutinies and are capable to review by the Department. The determination, hence, on which school to go to, is based on the community ‘s cultural perceptual experience of that peculiar school. There is a class-structured position of instruction which prevails really much within 2nd degree instruction. This category differentiation between the voluntary secondary school and the vocational secondary school is really prevailing. The division has a civilization which associates the more academically capable pupil with the voluntary secondary school and the less academic pupil to the vocational secondary school. A Brief History of Vocational Education in Ireland { In order to understand how this division is present today, when both schools operate the same class course of study, offering the Junior and Leaving Certificate scrutinies. We must look at the development of vocational instruction in Ireland since the late 19th century. } The Vocational Education Act of 1930 was the first major instruction enterprise of the so Irish Free State. Even today, this Act has a strong influence on the execution of current educational policy. The intent of the Act was to set up vocational instruction in Ireland that would offer â€Å" proficient and continuation instruction. † Vocational Education Committees were established in every county and the schools they ran were known as ‘technical schools. ‘ The proficient school offered an alternate to the more academically focussed course of study of the voluntary secondary schools. Up to 1967, the Primary Certificate was the recognized making awarded to pupils between the ages of 12 and 14 on completion of primary instruction. Today, the Eleven Plus continues to be in a more voluntary capacity but more as an entryway test into a specific group of schools, unlike in the yesteryear where it was compulsory in nature In 1924, the Intermediate and Leaving Certificate programmes were introduced into secondary instruction. The Intermediate Certificate test was taken by pupils after a three twelvemonth rhythm. Students so progressed to the Leaving Certificate, which was completed after a farther two old ages. The Leaving Certificate was and still is the choice trial used to derive entree to third flat instruction. In 1947, the biennial Group Certificate was introduced for the vocational schools. It included practical appraisals and teacher appraisals of the pupils ‘ work. This was really different from the single-exam Intermediate and Leaving Certificates. The intent of the Group Certificate was to fix pupils for the employment. Prior to the debut of the Group Certificate, pupils would hold left instruction without any formal making. The debut of the Group Certificate reinforced the societal differences between the two instruction sectors, the vocational and the academic. The practical component of the Group Certificate appraisals and scrutiny reinforced the perceptual experience of vocational instruction as being of a lower value than that of the academic voluntary secondary school. Writing about vocational instruction in Ireland in the 1950s, John Coolahan in his book Irish Education, History and Structure ( 1981, p103 ) has this to state about the Group Certificate: ‘ [ it ] aˆÂ ¦was of a terminal character with small or no transportation value to foster formal instruction. ‘ He goes on to admit the negative perceptual experience of the vocational system. Sean O'Connor in his book, Post-primary instruction: now and in the hereafter ( 1968 ) felt that by comparing to the Numberss go toing voluntary secondary schools that: A little figure of parents, by penchant, sent their kids to vocational schools-mainly in the midlands-so that they might gain the Group Certificate, which offered well-paid occupations in Bord na Mona and the ESB. Otherwise, parents with any aspiration for their kids did non utilize the vocational system. ( p.28 ) . The demand to turn to this instability resulted in the debut of the Intermediate and Leaving Certificate into vocational schools in 1966. The course of study was besides expanded to include topics such as Building Construction, Agriculture, Economics, Engineering and Business Organisation. Although this went some manner to turn to the educational disparity between the two instruction sectors, vocational instruction was still thought of as inferior by Irish societal attitudes in their rating of proficient instruction. The assignment of Donagh O'Malley in 1967, as Minister for Education, brought reform and important alterations to Irish instruction. He broadened entree with the debut of free second-level instruction. He abolished the Primary Certificate, which resulted in the stoping of the narrow focal point on the three Primary Certificate scrutiny topics of Irish, English and Arithmetic. The inaugural greatly increased pupil registration in 2nd degree instruction. In 1972, the school go forthing age was increased to fifteen. By the late eightiess, society ‘s demand for this signifier of proficient instruction refering to trades, industries, commercialism and physical preparation was altering. This was further emphasised in 1989 by the Department of Education who introduced the Junior Certificate into vocational schools. . The debut of the Junior Certificate into vocational schools addressed portion of the makings disparity between the two educational sectors. For the first clip since its enception vocational instruction had equal position at the Junior Cycle as the voluntary secondary schools. Unfortunately, the perceptual experience of vocational instruction as being of a â€Å" lower category † is still apparent even today. Irish societal attitudes still tend to tie in vocational instruction as manual and practical-type instruction. Middle-class parents see voluntary secondary instruction as more esteemed academic-type of instruction which they feel will basically take to their kid procuring greater chances at third-level instruction and finally a white-collar occupation. Vocational schools still make up a important per centum of secondary schools. Of the 730 2nd degree schools in the state, 250 are vocational schools, providing for 30 % of all 2nd degree pupils ( Department of Education and Science 2010 ) . New Section Roscommon Community School, antecedently called Roscommon Vocational School, was in world a low accomplishing school. Morale and outlooks among pupils and instructors and parents was low. The assignment of the current principal caused the attitude of pupils and instructors to better well. Through a series of alterations instigated by him through audience with the pupils, parents and instructors turn toing countries such as pupil subject, general housework: school uniform/appearance, prep, attending, promptness and general behavior, staff preparation, staff motive etc. order returned to the school bettering with it staff and pupil morale. The school has now reached a tableland, and an chance has been created so that the political relations of divisiveness has been neutralised. Staff now have the accomplishments, attitude, vision, and willingness to develop originative ways to learn more efficaciously, wise man and engage parents and better academic accomplishment of the school. New SECTION ( DEFINITION AND DESCRIPTION OF THE CONCEPTS ) This thesis will try to place the factors that guarantee the effectual running of a school and look into how the â€Å" Academic Intervention Model † she developed, together with the staff and pupils, and the encouragement of parental engagement can develop societal interpersonal accomplishments, self-esteem, academic self-image, academic accomplishment and instructor, parent and pupil positions and attitudes. A schools ranking in the National League Tables is the flagstone of national and community perceptual experience of a school. It is a changeless challenge for a school to project itself in a positive visible radiation. School selling, good pupil classs and the figure of pupils come oning to third degree helps to maintain the pupil registration Numberss up. In the research survey, I will utilize my current topographic point of work as the ‘action research undertaking ‘ and will work with a group of 40 fifth and 6th twelvemonth pupils and their parents over a biennial period. Throughout the research the school will be known by the anonym of Fairhill Community School. Based on school records such as Leaving Certificate consequences, CAO, FAS and Job Applications it is apparent that the school does non bring forth many high accomplishing pupils. Alumnuss of the school would take up employment, apprenticeships or go to an institute of engineering and merely 5 % of pupils would procure a topographic point at university. The writer feels that an action research attack would outdo suit the research intended. Ernest Stringer states that: A cardinal premiss of community-based action research is that it commences with an involvement in the jobs of a group, a community, or an administration. Its intent is to help people in widening their apprehension of their state of affairs and therefore deciding jobs that confront them aˆÂ ¦ Community-based action research is ever enacted through an expressed set of societal values. In modern, democratic societal contexts, it is seen as a procedure of enquiry that has the undermentioned features: It is democratic, enabling the engagement of all people. It is just, admiting people ‘s equality of worth. It is emancipating, supplying freedom from oppressive, debilitating conditions. It is life heightening, enabling the look of people ‘s full human potency. ( Action Research, 1999, page 17 )

International Business Law Research Proposal Example | Topics and Well Written Essays - 1500 words

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Routing Protocol - Essay Example Enhanced interior Gateway routing Protocol is an advanced distance vector routing protocol which reduces routing uncertainty which developed after re-arrangement of various computer network elements. Routers which operate through EIGRP involuntarily spread data packets to the interior gateway routing protocol by changing the 32 bit enhanced interior gateway to 24 bit interior gateway. Since EIGRP uses a dual update algorithm (DUAL) its confluence is much faster. The time taken to transmit data packets through the telecommunication network from the source destination is from 65ms up to 185ms. Open Shortest Path first (OSPF) developed by Interior gateway protocol, conveys information in an automatic system. Different versions of OSPF include the OSPF version one and the OSPF versions two. OSPF has been widely used in large scale network connections. Open Shortest path operates by acquiring information from the neighbouring routers then developing a path for the network. The schematic arrangement of the network establishes the routing mechanism on the internet layer. If there are changes of the network arrangement, the OSPF closes in on a new loop, by analyzing the shortest path for the different routers using the graph search algorithm with all positive path costs. The main advantages of the Open shortest path first are it can reduce router paths as well as configuring an area through minimizing the size of a routing table. OSPF also supports various routes and length of an IP address. Comparing the two routing protocols regarding end to end delay, throughput and delay jitter, the end to end delay of EIGRP and OSPF is from 65ms to 185 ms with a 15% network load. As seen from the graph below, when the background load is set to 40%, The EIGRP raises to 200 ms while the OSPF rises to 4.4 seconds. With a more background load, EIGRP and OSPF delay, elevates to 600

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Agriculture - Essay Example I prefer to use the term local to refer to a certain state though the term can also be applied to the entire US. In case of food products, there are quite a number of features that are considered by the consumers. I consumed locally produced chicken as well as homemade grape drink. I only wanted to find out if there is any difference between locally produced food products and those imported from the other countries. I discovered that locally produced chicken tasted better compared to chicken imported from countries like Brazil. I gathered that chicken imported from Brazil is made from genetically modified organisms and it is too fat. However, our locally produced chicken is different from the imported products. It is original and it tastes good. Just the same like the grape drink that I consumed for two consecutive days. It had an original taste as a result of the fact that it had little additives. From this experience, I gathered that products that are meant for the local market are original and they often have high prices compared to low quality products that are imported from other local markets. Originality is the main aspect that has appealed to my interests towards locally produced goods. I have come to realize that when you want to obtain local products when doing your shopping, you should read the label and try to gain knowledge about the place where the product was made. I have also no ted that locally produced products have slightly higher prices if they are original compared to genetically modified products sourced from other regional markets. Apart from differences in the cost of local and regional products, the quality also differs. From carrying out this exercise, I have realized that the term local is synonymous with quality and originality. Local people often identify with the products that are locally produced and they derive pride from these. In terms of

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Assignment 1 - Essay Example Recently, inclusion is seen as a social concept of equality. According to Early Childhood Forum (2003), National Childrens Bureau in UK, "ECF believes inclusion is a process of identifying, understanding and breaking down the barriers to participation and belonging." It is a as a process of including ALL children regardless of the condition or experience of a child. Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. All services must be given to the child in the school setting and he or she does not need to go out. The children’s centre I know about seems to adhere to the lower right quadrant of Jenkins (2002) continuum-based model of inclusive education. True enough, the school attempts an inclusive program however, resource allocation hinders true implementation of their goals. The school was originally planned as a preschool for regular children. However, as its reputation as a provider of quality early childhood education, it has likewise attracted parents of special needs children to seek their services to include their children in their program. For some children, they were enrolled initially as toddlers, and as time passed, manifested their special needs, prompting the school administrator to recommend them for professional testing and diagnosis. Like the teachers in Jenkins’ article, the ones in this school were not trained for special education. They were all regular education teachers but had very open hearts for all children, especially those with special needs. As they admitted their lack of training, they agreed to include special needs children in their roster of students on the condition that the parents will coordinate the communication between them and the special education therapists their children go to. At least once a month, there was a multidisciplinary meeting between the teachers and the

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Frankenstein Essay Example | Topics and Well Written Essays - 750 words - 7

Frankenstein - Essay Example The description is vague simply because Victor does not want to people to know the where about of the creature due to fear of humanitarian principals that’s why he fears the destructive nature of the creature even though he feels sympathy for the creature. Henry and victor in the book are friends who come together to pursue their dream in creating life. Although they contrast exist among them Victor his more of the old school and the genius behind creating life while Henry s still young and more concerned with real life situation. Justine was implicated in the murder of William by the creature after implanting locket from William’s throat into the pocket of Justine while she slept. Justine confesses swearing die before Elizabeth. The creature is supernatural horror straight from our nightmares. He is massive, powerful, and extremely intelligent. He can survive harsh weather especially cold, can watch people without them suspecting, and even puts the locket in Justines pocket while she is distracted. This is completely different from our modern view of Frankensteins creature who is a lumbering, groaning idiot. Victor believes he will be killed on his wedding night. We, the reader, never believe he is the one who will be killed. This is a use of dramatic irony, where the character is not aware of something the audience

The True Nature of Paul's Case Essay Example | Topics and Well Written Essays - 1250 words

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Current coal burning policy in U.S.A Essay Example for Free

Current coal burning policy in U.S.A Essay Coal is the largest power producer in America. Recently, the International Energy Agency said that until the year 2030, it will remain to be the worlds largest source of power. However, we have to face the consequences of using coal, because of all fuels; it produces the most carbon dioxide, the number one cause of global warming. Research has shown that American coal burning power plants produce up to two billion tons of carbon dioxide per year. (Nao Nakanishi, 2008) Coal is produced from fossil fuels, which come from plants that decayed millions of years ago. When these fossils are burnt, carbon, nitrous oxide, methane and fluorocarbons are emitted. Carbon combines with oxygen when it is released to the atmosphere, to form carbon dioxide. In the atmosphere, carbon dioxide, together with the other gases like nitrous oxide, methane and fluorocarbons form the green house gases. Carbon dioxide forms 76% of the total green house gases. These gases hang in the atmosphere, such that when the sun’s rays hit the earth and reflect back, some are unable to pass through the green house gases. These rays remain in the atmosphere and cause the earth to be 33 degrees Celsius warmer than it should be. The change in the climate causes global warming. The effects of global warming are evident today; increase in diseases like malaria, drought, increased floods to mention just a few. (Hopwood N. etal, 2008) Questions like why coal has to be used as the major electricity producer world wide have been asked many times. The most common answer to this question is that it is found in abundance and is a reliable source of electricity. In addition, it is quite affordable and above all cheapest to produce. However, its demand has become more than its supply so the manufacturers will have too continue manufacturing more of the product. Besides the facts that it has become the back bone of Americas economy, in that if the coal industry failed, there would be a power shortage in the other industries. This explains that economic factors have resulted to coal being a cause for global warming. The diagram below shows the consumption of coal, and the predictions for the future years. (Fueling the future, 2000) It is very sad to know that the American courts have denied the common citizen his right to file for charges against the polluters. This decision has been based on the fact that the common citizen is not harmed by the core emissions to the extent that the harm caused provides sufficient ground for them to file charges. This incident happened a few years ago ion Alabama, where core mines are found. Such an incident is enough proof that even the authorities are now involved in the corruption that comes with core mining. The politicians have not also been left out in the contribution of coal as a cause of global warming. The Bush’s government was a big supporter of coal production. Obama’s government too has not done much to support the use of an alternate source of energy that is not so hazardous. Even after the historic spill of the coal ash in Tennessee, the coal industry has continued to receive support from the members of the Obama government, who have said that they intend to maintain coal as the major source of energy all over America. The government can come up with other ways of producing electricity like the wind power, the hydro electric power or the solar energy. (Power Stephen etal, 2009). Coal mining imposes threats to human life, at both the external and the internal level. At the internal level, coal affects the health of the workers at the mine fields. They breathe the gas when they are mining, and this can lead to serious problems like diseases such as black chest, which is caused by accumulation of the gases on the chest of the miners. The external effects of global warming due to the coal pollution can be seen in the increased environmental degradation. For example, the open pit method of mining the coal leads to land degradation. There are also the deformities that are seen in children born by mothers who were exposed to the gases found in coal. For example, there is mercury, which may cause the children born to be deformed, or may cause them death. The Tennessee coal ash spill, which occurred late, last year shows the ignorance being displayed by the coal manufacturers. More than fifteen homes were destroyed, while the ones that were nearby were exposed to very hazardous conditions. Studies by scientists showed that the ashes contained heavy metals like lead, arenic among others; which could cause neurological problems and diseases like cancer. The ash spill made brought back a debate that had died a few years ago, whether the government should declare the ash from coal as a toxic and hazardous substance. Officials from the coal mining company said that the ash was ’clean coal’. However, environmentalist are warning that there is nothing as clean coal, which is true because if the ash was clean, then they would not be storing it in the first place, but would be releasing it to the atmosphere. (Shaila Dewan, 12/25/2008). The history of coal The first ever coal to be mined in America was in 1748, and it weighed 50 tons, but today, more than one billion tonnes are produced every year. In 1762, people whom settled in the Wyoming Valley discovered the deposits of coal. By then, Pennsylvania was a flat, moist but hot plain and was mostly covered in swamps. It was estimated that 16 billion tons of coal lied beneath the service, and an estimated 7. 5 billion tons of the coal could be mined. In 1768, the coal was first mined, and the mine was located near Pittston. Between 1776 and 1780, the coal that was discovered at the Wilkes- Berre area was mined. It was then used as an industrial product in 1788, to heat the metals that were used to make iron nails. After the first mining and use of coal in the industries, other uses were also discovered. From then, coal became a major boost to the industrial revolution, and it continues to be used in the industries up to date. A total of 38 states have coal deposits and each has been mined one time or another. Coal mining is one of the reasons for the development of these states since the early 1800s. The uses of coal have improved as the years pass. At first, coal was used for the manufacture of the gas lights. In the 1950s, illuminating gas that was commonly used in Britain was also made from coal. In general, coal was in the past used for the steam engines, as a domestic heat provide and as a fuel for rail roads. Efforts to stop global warming by coal There are environmentalists such as Al Gore, have tried to come up with solutions to reduce global warming by coal. There are such as the use of alternative sources of energy like the solar and the wind power, which do not contribute to global warming. They have argued that the energy sources would be important in the conservation of the environment and the effect of global warming would definitely decrease. There is also the on going research on how the coal gases can be cleaned before they are released to the atmosphere to reduce the level of pollution that they cause. President Obama has supported this move, saying that since he supports the use of coal as the major source of electricity for all of America, then clean coal, free from any toxins would be a good idea to reduce global warming. Review of the research This research has been done through the use of secondary sources. The sources are reliable, some of them on statistical data. However, more research needs to be done on the use of coal as the major source of electricity in America. There, is a need to join the environmentalists in the campaign against the use of coal, and to come up with other methods that are friendlier to the environment. We all have a role to play in the reducing the effects of global warming. Works cited 1) Beacon Theater, January 15, 2004, Al Gore Speaks on Global Warming and the Environment, New York, retrieved on 1/27/2009 from: http://civic. moveon. org/gore3//speech. html 2) Dewan Shaila, 12/25/2008, Tennessee coal ash spill revives issue of its hazards: Herald tribune Retrieved on 1/27/2009 from http://www. iht. com/articles/2008/12/25/america/25sludge. php? page=1 3) District 1 Coal Mine Safety and Health History of Anthracite Coal Mining: United States department of labor, retrieved on 1/27/2009 from http://www. msha. gov/district/dist_01/history/history. htm 4) Fueling the future: American gas foundation, 2000, retrieved on 1/27/2009 from: http://www. fuelingthefuture. org/contents/Graphs. asp 5) History of core use: fossil oils. org 14/19/2004, retrieved on 1/27/2009 from http://www. bydesign. com/fossilfuels/links/index. html 6) Hopwood Nick, Cohen Jordan, (2008), Green house gases and society, retrieved on 1/27/2009 from http://www. umich. edu/~gs265/society/greenhouse. htm 7) John Stuart Richards, 2002, Early Coal Mining in the Anthracite Region, New York, Arcadia Publishing, 2002 8) Kutcha David, 2003, Pennsylvania coal mine history, retrieved on 1/27/1009 from http://www. tccweb. org/penncoal. htm 9) Nakanishi Nao, 11/14/2008. Coal to remain worlds top power source: Energy plan USA, Research and comment, retrieved on 1/27/2009 from: http://www. reuters. com/article/environmentNews/idUSTRE4AD3CQ20081114? sp=true

Music Essays Mozarts Piano Sonata Number 13

Music Essays Mozarts Piano Sonata Number 13 Mozart’s piano sonata number 13, K333, composed somewhere between 1779 and 1783. The first movement of Mozart’s piano sonata number 13, K333, composed somewhere between 1779 and 1783, (depending on the historical scholar), is a splendid, nimble piece of composition.   It is full of agility and complexity but manages to still be both very accessible and structured.   It also reflects Mozart’s admiration of and influence by Johann Christian Bach, a contemporary of Mozart’s who died in 1782.   Most musical scholars familiar with both composers agree that the opening motif of K333 bears a very flattering similarity to JC Bach’s Op. 5 no. 3 and Op. 17 no.4 piano sonatas.   Another overall source of influence is the style of the concertos of the time, grandiose and ebullient in style.   The first movement contains numerous concerto-esque flourishes that stray from the standard sonata paradigm, thereby adding an element of boldness to the piece. As far as the genre of piano sonatas go, K333 is otherwise fairly textbook in its construction. What is the significance of this?   The foundation of the sonata structure is the contrast, juxtaposition, and unification, of two musical keys.   Generally, these two keys are known as the ‘tonic’ and ‘dominant.’   The sonata establishes these two themes in an expository beginning section, followed by a development section in which, following the establishment of the second key, the tonality is deconstructed and its component musical segments are modified, explored, expanded upon, etc.   At the end of this development section, the piece returns to the tonic key in order to recapitulate the material from the exposition, â€Å"without the shift of key that characterized the exposition, thus harmonically unifying what was previously contrasted material.† (Edexcel, 2001)   The sonata as a general paradigm, then, is inherently a fascinating exercise in ‘voice leading,’ or the way in which individual musical parts, or ‘voices’, interact to form chord progressions.   Individual composers were noted for their particular voice-leading styles, as each possessed particular eccentricities and tendencies when it came to tackling the challenge of creatively transitioning from chord to chord within progressions, movements, or entire pieces.   The particular rules, if you will, of the sonata were always challenges that afforded composers, e.g. Mozart, the opportunity to showcase their voice-leading creativity; specifically, how to navigate the tension and journey between the sonata’s tonic and dominant keys.   K333 is no exception and the Edexcel piece is helpful in providing a launching point for understanding Mozart’s approach to K333: K333 is written in 4/4 time and is in the key of B-flat major; it specifically proceeds as follows, per the standard sonata conventions of the time: Exposition: bars 1-63. Development: bars 64-93. Recapitulation: bars 94-165. Bars 1-10 present the tonic key, which is B-flat major.   The musical theme(s) used to present the tonic key is/are known as the ‘first subject.’In bar 10, Mozart restates the opening of the piece, except transposed an octave lower.In bar 12, Mozart ‘drops’ an E-natural in the RH (right hand).   The significance of this note is that it introduces a C-major dominant 7th harmony that marks the transition of the piece to the dominant key, F-major, and is a good example of Mozart’s interesting voice-leading choices.In bars 13.4, 14.4, and 15.4, the RH sprinkles a descending group of semiquavers (also known as sixteenth notes) which illustrate that Mozart is, even early on, playfully exploring variations of the first subject – even before the introduction of the second.In bar 17.3, Mozart ‘drops’ a B-natural in the LH (left hand).   This note creates a G major dominant 7th harmony, which further punctuates the evolution away from the tonic key of B-flat major.In bar 22, Mozart accentuates the piece with an arpeggiation of a C major chord.   As the piece transitions to the key of F major, the C major chord is to become the new dominant chord; therefore, the arpeggiation is a preview or announcement of sorts of the impending transition.   This is one of many different stylistic manifestations of creative voice-leading.Bars 22-30 introduce the second subject, in the key of F major as mentioned above.   There are rhythmic similarities, however, to the first subject despite the key change.In bars 31-35, Mozart teases the listener by flirting with a transition to the key of G-minor, transitioning briefly for one bar before returning to F major and proceeding traditionally.Bar 64 commences the development section.   The quaver (eighth-note) rhythmic triads featured in Bar 1 are reintroduced and embellished upon by Mozart between bars 64 and 70.Bars 71-86 showcases Mozart’s further propensity to toy w ith the sonata structure by bending its rules without breaking them, per se.   He changes keys here here into F minor briefly, which is unexpectedly dramatic and concerto-like, and the right hand darts to the highest possible F note on a piano.   The darkness suggested by the F minor flirtation is explored further with brief tangents into C minor, E flat minor, and G minor between bars 75 and 86.Bars 87-90 feature an F major dominant 7th chord, which uses the chord of F to signal the imminent transition into the recapitulation section, which will take the piece back to B-flat major.Bars 94-105 feature the commencement of the recapitulation, a complete replica of the initial exposition until Mozart tosses in an A-flat chord in the RH at bar 105, continuing even in the recapitulation to introduce unusual elements.Bars 119-143 features the reappearance of the second subject in nearly identical form as its original presentation, except transposed to the tonic key.Bars 152-165 compri se the coda, which is mostly a duplication of bars 50-63 of the exposition with some flourishes thrown in, showing Mozart refuses to completely adhere to structure for structure’s sake. What is pleasurable about the piece overall, then, is clear.   Mozart is faithful to the stylistic requirements of the genre, not deviating from the overall structure, while being creative with the execution of the interplay between the two keys he employs.   Furthermore, Mozart’s voice-leading technique is bold and enhances the piece’s complexity, particularly the mood-darkening introduced by his transitions into minor keys, including F minor, and also in his methods of announcing transitions between keys by flourishes or arpeggios. Finally, it is worth mentioning that other technical elements, though perhaps unmoving to an expert, are nonetheless astonishing to a layperson or non-musician.   The tempo Mozart utilizes is astonishingly brisk given the acrobatics required by the composition.   To appreciate the piece is also to appreciate the skill necessary for a person to perform it competently, much less expressively. BIBLIOGRAPHY Mozart, Wolfgang Amadeus.   Piano Sonata No. 13 in B flat, K.333, circa 1781 Mozart: Piano Sonata in B-flat K333, first movement in Edexcel A Level Syllabus Analysis [book on-line] (Edexcel, 2001, accessed 11 June 2005); available from http://www.musicteachers.co.uk/resources/k333.pdf

Are Whistleblowers Heroes or Traitors?

Are Whistleblowers Heroes or Traitors? EDWARD SNOWDEN AND BRADLEY (CHELSEA) MANNING: HEROES OR TRAITORS? Author Note Introduction Paragraph First paragraph: Edward Snowden: Who is he and what has he done? Second paragraph: Edward Snowden: Issues in the law; Is he a hero or traitor? Third paragraph: Bradley (Chelsea) Manning: Who is he and what has he done? Fourth paragraph: Bradley (Chelsea) Manning: Issues in the law; Is he a hero or traitor? Conclusion Paragraph: Edward Snowden, Chelsea Manning, positive vs. natural law. ABSTRACT Edward Snowden and Bradley (Chelsea) Manning disclosures of secret National Security Agency (NSA) files raises an important question. Are Edward Snowden and Bradley (Chelsea) Manning heroes, or traitors? Ultimately, the author will show how Snowden revealed that the United States government had been mass surveilling the people of America without their permission or knowledge and how Manning revealed â€Å"The Cost of War† showing how United States is intervening in the Middle East (Abu Omar abduction, the Iraqi Civilian death toll, and the viral video collateral murder). Furthermore, the author will discuss how the United States Espionage act affects both Snowden and Manning in a way that makes it impossible to explain their reasoning for their actions. INTRODUCTION When is it just to break the law? Edward Snowden, Julian Assange and Chelsea Manning have faced this question head on. All three are known as whistleblowers. These whistleblowers have disclosed top secret Government intelligence documents to the public and have spareked a worldwide debate concerning the surrender of our privacy for security. Some say that these whistleblowers are traitors. Donald Trump, President of the United States says that whistleblowers like Snowden and Manning are traitors and implies that they should be executed. â€Å" Spies in the old days used to be executed†(Donald Trump). Others say that he is a â€Å"human rights hero (Amnesty International)†.This story is of particular interest as it raises the question of whether the reason behind breaking the law should help determine the outcome. The purpose of this article is to examine whether these whistleblowers made the right choice in deciding to leak top secret government information. Are these whistleblowers heroes for making the world aware of the grotesque acts that the United States government affiliated to both America and the rest of the world? In Paragraph I, the article will outline who Edward Snowden is, it will explain what information that he leaked and will mention. In Paragraph I part II, the article will define the legal issues that are brought up in respect to Snowden. In paragraph II, the article will outline who Manning is, it will explain the information that he leaked, and will mention the charges that were brought upon him. In Paragraph II part II it will define the legal issues that are brought up in respect to Manning. Lastly, in paragraph III the article will outline Assange and will explain how he is involved in the case. The article will also outline what Assange is charged under. In undertaking this analysis, this article suggest that Edward Snowden, Chelsea Manning, and Julian Assange are heros, not traitors and should be treated accordingly. However, the article suggests that despite having the best intentions, they should be punished under a lesser sentence. EDWARD SNOWDEN Snowden is a 33 year old former CIA and NSA contractor born in Elizabeth City, North Carolina. Snowden derived from a family of patriots. His father worked for the military for 30 years, his grandfather retired as an admiral, and his mother to this day works for the federal courts. Snowden decided that he wanted to join the government during the Iraq war. Snowden’s desire to join the army is evident when he said in an interview that his motive of joining the army was to free people from oppression. Snowden said, â€Å"This is the kind of thing that led me to the army. When they said, â€Å"We’re going to free oppressed people from a dictator,† I felt that I had an obligation to do my part to see that happen†(Snowden). Snowden began training for the special forces in 2004 but ultimately failed as he suffered a fatal injury during a training exercise. Snowden was then discharged from the military. Snowden, still wanting to fight for his country, began his tr aining for the CIA in 2006. Graduating at the top of his class, Snowden was deployed with diplomatic cover to Geneva to maintain the CIA’s security network. While undercover, Snowden discovered a program that made him start questioning NSA’s power. The NSA program was called â€Å"XKeyscore†. Snowden revealed in an interview that this program filtered information that the NSA collected on a daily base and see everything that a particular person was posting. In an interview with Norddeutscher Rundfunk, Snowden explained the immense reach of XKeyscore. Snowden said, â€Å"Let’s say I saw you once and I thought what you were doing was interesting or you just have access that’s interesting to me, let’s say you work at a major German corporation and I want access to that network, I can track your username on a website on a form somewhere, I can track your real name, I can track associations with your friends and I can build what’s called a fingerprint which is network activity unique to you which means anywhere you go in the world anywhere you try to sort of hide your online presence hide your identity, the NSA can find you and anyone who’s allowed to use this or who the NSA shares their software with can do the same thing. Shortly after working for the CIA, Snowden began working for Dell in Japan to upgrade the NSA’s computer systems and protect from Chinese hackers(Forbes). After working in Japan for a couple of years, Snowden began to work for a company named â€Å" Booz Allen Hamilton†(BAH), an American consulting firm with ties to the NSA. This is where Snowden uncovered the Grotesque spying of the American people. So, Snowden then gathered all the data he could about the illicit activities the government was performing and leaked it to The Guardian. Snowden leaked thousands of top secret files Including that government had secret court orders to collect all telephone records and that he the government has a secret software named PRISM. According to The Guardian, PRISM is a software that grants full access to a companys servers and can access private emails, telephone calls etc; The companies are obliged by law to hand over this information. After revealing himself in an interview wit h The Guardian, the United States has charged him with â€Å"theft of government property unauthorized communication of National Defense information, and willful Communication of Classified Communications Intelligence Information to an Unauthorized Person (Caselaw). After evading an extradition from Hong Kong, Snowden claimed asylum in Russia and is presently living there. EDWARD SNOWDEN: RIGHT AND WRONG, LEGAL, AND ILLEGAL In order to analyse whether Snowden is a hero or a traitor we first have to understand the legal issues that his case raises. This article is not arguing whether Snowden broke the law or not but rather raising the question of whether it was a justifiable use of breaking the law. Snowden revealed that the United States forced Verizon to hand over its phone data in a classified court order (The Guardian). The classified court is named United States Foreign Intelligence Surveillance Court and was not known to the public until Snowden leaked the court order. The government responded and said that they are within their right to do because of a provision in the U.S patriot act. The U.S Patriot Act, an act signed by Bush just a month the 9/11 attacks, states, â€Å"Director of the Federal Bureau of Investigation or a designee of the Director (whose rank shall be no lower than Assistant Special Agent in Charge) may make an application for an order requiring the production of any tangible things (including books, records, papers, documents, and other items) for an investigation to obtain foreign intelligence information not concerning a United States person or to protect against international terrorism or clandestine intelligence activities, provided that such investigation of a United States person is not conducted solely upon the basis of activities protected by the first amendment to the Constitution†. The act also has a provision, stating that their needs to be reasonable grounds to request for this information (LII).In this case, the government had not even considered or stated why this information is relevant and does not even mention why they need the information now. In a unanimous decision the Federal Court of Appeals states why the governments reasoning for obtaining this information is not allowed nor is it constitutionalThe court states, â€Å"[T]he government takes the position that the metadata collected — a vast amount of which does not contain directly ‘relevant’ information, as the government concedes — are nevertheless ‘relevant’ because they may allow the NSA, at some unknown time in the future, utilizing its ability to sift through the trove of irrelevant data it has collected up to that point, to identify information that is relevant. We agree with appellants that such an expansive concept of ‘relevance’ is unprecedented and unwarranted†(AMERICAN CIVIL LIBERTIES UNION V. NATIONAL SECURITY AGENCY). The U.S District Judge in his ruling described the NSA’s capabilities as â€Å"almost orwellian†.The NSA’s is violating the constitution by spying on it’s people. Without Snowden’s leak, the ACLU would have never been able to bring this to trial as we would have never knew of it. After the verdict, the government began to introduce. 20 bills all aimed at tackling surveillance in America including the most prominent one The U.S.A Freedom Act (Slate). This act prevents mass surveillance and puts an end to programs like PRISM. By bringing the governments illicit actions to light, Snowden has shown the people of America that the government is breaking the law and acting unconstitutionally and should be considered a patriot. However, despite acting in good intentions, the government is still trying to arrest him. Snowden has sparked debate worldwide. Some say that he is a patriot as he took on immense risk all for the good of the people while some say that he is a spy and should be executed (Donald Trump). Snowden explained in an interview with The Guardian that he’d be okay losing if he had a fair trial., â€Å" If I ended up in guantanamo, I can live with that†. This demonstrates his character, as he understands that he is fighting for the people, but if the people thing he is guilty then he deserves to go to prison. This is further demonstrated in an interview with NBC when Snowden revealed that he leaked the documents because of his love of his country and the people in it. (NBC). Instead, of thinking that Snowden committed an illegal act we should think he is a hero because he did the right thing. In Snowden’s own words, â€Å"We should always make a distinction that right and wrong, is a very different standard than legal and illegal. The law is no substitute for morality†. This is not the only time that there has been tension in the law in order for progression. Some examples are; Whether it was The abolition of slavery, and the increased rights of women. â€Å"Laws were broken because the laws were wrong. In Conclusion, the author suggests that he is a hero. The definition of a hero is someone who overcomes adversity often sacrificing their own personal concerns for the greater good. In this example, Snowden has put his country first. Snowden has risked his life and his freedom in order to inform the citizens of America about the U.S governments illegal activities and has still stayed true to the one thing that every American wants to uphold†¦ The Constitution. Often, hero’s have a code or moral principle that they want to protect. In this case, Snowden wants to uphold his code which is that the constitution should be upheld. Snowden even taken an oath to uphold something so precious to him. As every federal employee has to taken an Oath of Office. The Oath of Office is widely considered â€Å"The Cornerstone of America†(RYOC) and is essentially a vow to protect their country and uphold the constitution. The Oath states, â€Å"I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God†. Snowden protected the one thing he swore to protect. The NSA paints Snowden as a traitor, and says that he broke the oath he has taken by revealing the information but in reality he defended the constitution while the NSA was attacking by illegally spying on it’s people. CHELSEA MANNING Bradley Manning, know known as Chelsea Manning, is a United States Army soldier who served as an intelligence analyst. Manning had a troubled childhood says her sister, Casey. According to Casey, she took care of Manning when she 11 because both parents were alcoholics even to the extent of making her a bottle in the middle of the night(Washington Post).At a young age Manning was considered intelligent, winning top prize at local science fair and even in a state wide quiz bowl (Washington post). Manning became openly game in 2005 when he came back from Wales. When manning came back, Manning’s father reportedly spent weeks trying to convince her to join the military(Washington Post). Manning joined the military in 2007. According to BBC news, Manning’s friends said that she joined the military to pay for college but eventually Manning stated that she had joined in hopes to rid her desires for becoming a woman (BBC). In 2009, Manning was deployed to Iraq as an intelligence analyst. This is where she granted access to the classified information that she had leaked. Manning made contact with Julian Assange in 2009. She gave Assange almost 750,000 classified documents including the famous video Collateral Murder, where it shows the U.S military killing 12 civilians and killing the people who were trying to save the injured. The leaks also included 251,287 U.S diplomatic cables and 482,832 war logs. After leaking the information, she confided in a hacker named Adrian Lamo. Lamo later informed the Army and Manning was arrested in May of that same year. After Manning was arrested, he was charged with 22 offenses including the most serious charge Aiding the Enemy, which could have resulted in life in prison. Manning was sentenced 35 years in prison thus becoming the harshest sentence that a whistleblower has ever received. CHELSEA MANNING: THE COST OF WAR In order to analyze whether Manning is a hero or a traitor, we need to understand his criminal case and the arguments made. Then, like Edward Snowden said, â€Å"We should always make a distinction that right and wrong, is a very different standard than legal and illegal. The law is no substitute for morality†. This is true especially for Chelsea Manning as her case is a bit more drastic than Snowdens. Manning stole and released over 700,000 classified documents in order to show us â€Å"The Cost of war†. Manning has been charged with aiding the enemy for leaking this classified information to the media. The enemy is considered at this time to be Al Qaeda, and Al Qaeda of the Arabian Peninsula. Manning leaked names who’d had confidential discussions with US diplomats. He also released that the president of Yemen was lying to his own Congress about American drone strikes in his country (The Guardian). In his case, Manning pled to 10 offenses which would have landed him around 20 years in prison. However, the military insisted that he was charged with aiding the enemy and violating the espionage act which would have added a life sentence. Eugene Fidell, an expert in military justice at yale law school, said that even Khalid Sheik Mohammed, the suspected architect of the 9/11 attacks, had greater rights of appeal than Chelsea would. â€Å" If he’s convicted by a military commission in guantanamo, KSM will get a straight shot at the US Supreme Court, He said. â€Å"By contrast, if CAAF denies Manning a review as it does in most cases, he will be out in the cold†. This shows how cruel the U.S government is towards Manning. At the time manning was 22 years when released those documents. After being arrested, Manning was in solitary confinement and subjected to forced nudity during inspection (Huffington Post). This not only violated his eighth amendment right but also violated article 16 of the convention against torture. Juan Mendez, UN special rapporteur on torture, said that Mannings treatment while he was in prison cruel, inhuman, and degrading. Mendez said, â€Å" I conclude that the 11 months under conditions of solitary confinement(regardless of the name given to his regime by the prison authorities) constitutes at a minimum, cruel, inhuman and degrading treatment in violation of article 16 of the convention against torture. If the effects in regards to pain and suffering inflicted on Manning were more severe, they could constitute torture†(The Guardian). Manning had not been to trial and had been psychologically been beaten by the government. This not only violated his right to physical and psychological integrity, but violated his presumption of innocence. So, what info did Manning give to the public that would warrant such inhumane treatment? Manning released documents that exposed the detainment of innocent people of guantanamo Bay, he revealed â€Å"The cost of war† in both Iraq and Afghanistan, and he helped fuel pro- democratic movements in the Arab world. After releasing the documents about the war crimes committed in Iraq. Iraq then refused to grant criminal and civil immunity to US troops if their stay was prolonged, thus promptly causing Obama to withdraw them from Iraq saving many American and Iraqi lives. Some of the documents that Manning released were shocking videos showing the war crimes that the US committed. The video â€Å"Collateral Murder†, released by Wikileaks, shows the disregard for human life and shows various war crimes committed by the U.S government. The video shows a US apache attack helicopter killing 12 civilians including 2 Reuters reporters and wounding two children on the ground in Baghdad in. Then, after they gruesomely killed the civilians, they murdered the people trying to rescue the wounded. Finally, to add insult to injury, a tank ran over one of the bodies cutting the man in half (Youtube). Not only did they murder innocent people but they got away with it until Manning leaked the video. this video depicted 3 war crimes. Section 499 of the Army Field Manual states, â€Å"Every violation of the law of war is a war crime.† According to Article 85 of the First Protocol to the Geneva Conventions, it defines that killing civilians is a war crime. (Huffington Post). In this video, it is clearly seen that not only did they shoot civilians, but they taunted them after their death. One of the gunners in the apache helicopter said, â€Å"Look at them dead bastards†(Youtube). They showed zero remorse and even laughed about it. Then, to make matters worse, they violated article 17 of the First protocol. This states that the civilian population â€Å" shall be permitted, even on their own initiative to collect and care for the wounded.† The article then says, â€Å"No one shall be harmed†¦ for such humanitarian acts†. In the video collateral murder, it is clearly seen that the gunners killed the good samaritans while they were picking up bodies. Lastly, they violated another section of the army field manual when the jeep drove over the dead body. Section 27-10 of the Army Field manual states that â€Å"maltreatment of dead bodies is a war crime. Not only did they run over the body, but they even laughed ab out it when one of the gunners mentioned it. According to Huffington post, they said that Manning had gone to his chain of command and asked them to investigate the video and other videos but ultimately refused. They also mention that he was obliged to do so. The Huffington Post states, â€Å"Enshrined in the US Army Subject Schedule No. 27-1 is â€Å"the obligation to report all violations of the law of war.† At his guilty plea hearing, Manning explained that he had gone to his chain of command and asked them to investigate the â€Å"Collateral Murder† video and other â€Å"war porn,† but his superiors refused. â€Å"I was disturbed by the response to injured children,† Manning stated. He was also bothered by the soldiers depicted in the video who â€Å"seemed to not value human life by referring to [their targets] as ‘dead bastards’† Huffington Post Manning went through the proper chain of command in order to fix the problem but ultimately was told to forget about it. Since Manning was ordered not to reveal classified information that contains the war crimes, it should also be noted that it works vice versa. Therefore, Manning had and performed his legal duty to reveal the war crimes (Huffington Post). In order for Manning to be found guilty under the Espionage act, the prosecutors must prove beyond a reasonable doubt that he maliciously release those files to harm the United States. In court, Manning stated that he released the documents to spark debate about foreign policy in general as it applied to Iraq and Afghanistan. Mannings goal was to inform the public about what are government-the people we elect to govern us- are doing. In this case, they are violating the military guidelines and Geneva conventions. The government also broke the law when they presumed that he was guilty before his trial had begun. President Obama commented on Manning saying that he broke the law before he was tried. Obama said, â€Å" We are a nation of laws†¦ He broke the law† (The Guardian)!. Not only did Obama prounounce him guilty before his trial, but the Chairman of the Joint Chiefs of staff, General Martin Dempsey, also said that he broke the law â€Å"(Stars and Stripes). This poiso ned the well and violated Article 37 of the Uniform code of Military Justice by â€Å"Unlawfully Influencing Action of Court†(Truth out). Manning’s lawyer tried to bring Obama to testify in this case, stating that it should be clear why he was needed as he influenced the courts decision. He said, â€Å"The relevancy of these witnesses should be obvious. Each of these witnesses has provided statements that contradict those given by the OCA [Original Classification Authority] witnesses regarding the alleged damage caused by the unauthorized disclosures. Additionally, each of these witnesses is relevant in order to inquire into the issues of unlawful command influence and unlawful pretrial punishment in violation of Articles 13 and 37 of the UCMJ.†Ã¢â‚¬  Huffington Post In Conclusion, the author believes that despite the fact Manning broke the rules, the people have to recognize that the rules are very contradictory. Manning has a duty to report all war crimes and tried to report it to his superiors but ultimately they refused. Should his moral obligation end there? It is the authors belief that he put morality over legality and thus should be noted. His obligation is report war crimes and not listen to unlawful orders. By not reporting the crime is to follow an unlawful order and should be recognized. Does this mean that Manning should serve no time? The author believes that regardless of Mannings intent, he still acted recklessly by releasing the files and how he released them. However, the time he served before the trial should have been his sentence after all the cruelty he had received. By definition Manning is a hero as thought through adversity by challenging the United States government and sacrificed himself so that the people could know th e True Cost of War CONCLUSION In conclusion, the author believes that both Snowden and Manning are innocent. Both Snowden and Manning put themselves through adversity for the greater good. In Snowden’s case he had to leave his home and was on the run from the American government because he leaked information about the mass surveillance going on in America. Similarly, Manning received 35 years in prison, torture from his government because she released information pertaining to â€Å"The Cost of War. The Stare Decisis in this case would be the nuremberg trials of WWII. The Nuremberg trials brought up that even if something is legal that it does not make it moral. This is a case of positive vs. natural law. Natural law says that there is a morality in which law is to reflect and if it morality does not reflect the law then it considered unjust. Positive law states that what is legal is moral. Mostly positive law was used throughout the 20th century until the Nazi regime happened. REFERENCES S. (n.d.). Bradley Manning Prosecution Incurably Infected by Government Misconduct. Retrieved June 12, 2017, from http://www.truth-out.org/news/item/8039-bradley-manning-prosecution-incurably-infected-by-government-misconduct/news/item/#14973142023401&action=collapse_widget&id=0&data= W. (2010, April 03). Retrieved June 12, 2017, from https://www.youtube.com/watch?v=5rXPrfnU3G0&t= 50 U.S. Code  § 1861 Access to certain business records for foreign intelligence and international terrorism investigations. (n.d.). Retrieved June 12, 2017, from https://www.law.cornell.edu/uscode/text/50/1861 Chumley, C. K. (2013, July 02). Donald Trump on Edward Snowden: Kill the ‘traitor’. Retrieved June 12, 2017, from http://www.washingtontimes.com/news/2013/jul/2/donald-trump-edward-snowden-kill-traitor/ Cohn, M. (2013, June 05). Bradley Mannings Legal Duty to Expose War Crimes. Retrieved June 12, 2017, from http://www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.html Cohn, M. (2013, June 05). Bradley Mannings Legal Duty to Expose War Crimes. Retrieved June 12, 2017, from http://www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.html FindLaws United States Tenth Circuit case and opinions. (n.d.). Retrieved June 12, 2017, from http://caselaw.findlaw.com/us-10th-circuit/1719511.html Gallagher, R. (2013, October 29). U.S. Lawmakers Launch Assault on NSA Domestic Snooping. Retrieved June 12, 2017, from http://www.slate.com/blogs/future_tense/2013/10/29/sensenbrenner_and_leahy_s_usa_freedom_act_seeks_to_curb_nsa_domestic_spying.html Greenberg, A. (2013, December 20). An NSA Coworker Remembers The Real Edward Snowden: A Genius Among Geniuses Retrieved June 12, 2017, from https://www.forbes.com/sites/andygreenberg/2013/12/16/an-nsa-coworker-remembers-the-real-edward-snowden-a-genius-among-geniuses/#791efdd9784e L. (2016, November 14). Lybio. Retrieved June 12, 2017, from http://lybio.net/amnesty-international-edward-snowden-write-for-rights/people/ Nakashima, E. (n.d.). Bradley Manning is at the center of the WikiLeaks controversy. But who is he? Retrieved June 12, 2017, from https://www.washingtonpost.com/lifestyle/magazine/who-is-wikileaks-suspect-bradley-manning/2011/04/16/AFMwBmrF_print.html Pilkington, E. (2012, March 12). Bradley Mannings treatment was cruel and inhuman, UN torture chief rules. Retrieved June 12, 2017, from https://www.theguardian.com/world/2012/mar/12/bradley-manning-cruel-inhuman-treatment-un Pilkington, E. (2013, February 28). Manning plea statement: Americans had a right to know true cost of war Retrieved June 12, 2017, from https://www.theguardian.com/world/2013/feb/28/bradley-manning-trial-plea-statement N. (n.d.). Snowden-Interview: Transcript (Seite 3). Retrieved June 12, 2017, from http://www.ndr.de/nachrichten/netzwelt/snowden277_page-3.html Tate, J. (2013, August 14). Manning apologizes, says he hurt the United States by giving documents to WikiLeaks. Retrieved June 12, 2017, from https://www.washingtonpost.com/world/national-security/manning-apologizes-said-he-hurt-the-united-states/2013/08/14/e1de6cb4-0525-11e3-a07f-49ddc7417125_story.html?utm_term=.3eb26ce44e5a

The Communist Manifesto :: Literary Analysis, Marx

The Communist Manifesto written by Karl Marx in 1848 is noted as one of the most influential political documents in the world. The publication of the book earned Marx the reputation of a prominent sociologist and political theorist. Despite his renown, there are many controversies concerning the ideas and concepts of communism formulated in the papers that are still heatedly debated even today. Marx (1998) opened the book with, â€Å"The history of all hitherto existing society is the history of class struggles.† (p.4). He scrutinized the class differences and social inequality between the Proletariats and Bourgeoisies, two terms he coined to represent social classes that do not own the means of production and social classes that do own the means of production respectively. Since The Communist Manifesto was produced in an era of great social distress, it was the result of Marx’s desire to eliminate the gap between the two classes in order to ameliorate the social, polit ical, and economic conditions of the Proletarians. To achieve equality, Marx encouraged the Proletarians to conspire against the Bourgeoisies to end the exploitation of lower social classes and set up a communistic society where class distinction is a leap of imagination. However, his ideal required changes that a society cannot successfully adapt to and do not ultimately provide equality. Marx’s theories were established upon only class stratification and ignored the many other factors that contribute to the foundation of a society. The entire list of demands that outlines the rules and regulations of communism do not fundamentally offer fairness. Communism disrupts the whole social exchange system which will eventually corrupt the economy of a society. Thus, the theories introduced in The Communist Manifesto by Karl Marx are not relevant in modern industrialized societies primarily because they focus only on the issue of class stratification and neglected the other complica tions involved in a society. Marx (1998) believed that â€Å"Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other – bourgeoisie and proletariat.† (p.4). It was a vital mistake to polarize the people exclusively on classes instead of taking into account the other factors that contribute to the build-up of a society such as traditions, religious ideologies, trust, laws, cultures, and such. Attempting to create equilibrium between solely the classes will cause new and severe problems that cannot be fixed with Marx’s theories.

Impact of the Technological Advancements of Preserving Food :: Expository Essays

Impact of the Technological Advancements of Preserving Food The consequences of the technological advancements of preserving food in the early days of America are quite profound. In the scope of just 100 years, agricultural business went from being locally owned and operated where goods were produced and sold within the parameters of small towns, to an intricate network of business that spanned the entire continent. Most rural dwellers at the time were self sufficient forn the food that their land provided. This greatly affected the diets, outlook, and consumption patterns of individuals. With an expanded array of foods to choose from, Americans could have a more fine tailored diet according to their nutritional wants and needs. Abundance was the key term, and when there is abundance, there is bound to be creative forces working with it. Now that more food was available to the average person, cooking shifted from being a remedial chore of survival into an art, or hobby. In the late 1800's cookbooks became increasingly popular amongst housewiv es and cooks, which had an impact on what the family ate on a day-to-day basis. Gone were the times of eating bread, salt pork, and corn pone day in and day out, and in came meals tailored to creative tastes. Things like Texas raised roast beef cooked with apples from Washington and sugar from the West Indies was becoming more of a comman and appealing thing. Growing food markets also led to the decline of locally owned and operated farms. Families abandoned their backyard gardening in lieu of the quick and efficient market system. Local farms could no compete with the big-scale farmers outside of the city, who at this time began to seed the future for monoculture food where a plot of land is used primarily for growing one particular crop. With a declining number of people actually working the land, our internal biorhythm clock has been altered and re-adapted to the market economy. Instead of a crop being harvested a certain time of the year, people focused on the time in which the meat man or egg man was going to be in town. With refrigeration also came an increased knowledge in the field of food nutrition. People were becoming more conscious with what they put into their body and the farmers were there to supply. Studies by the American Food Administration began to come out more and more, informing citizens of the nutritional value of foods that influenced their buying.

My Journey With Reading and Writing :: Education Teaching

My Journey With Reading and Writing There have not been many obstacles that have gotten in my way for me to be a successful reader. I am able to confidently read "Hope in the Unseen" because it keeps my interest. I like the story. I feel for Cedric. I imagine and picture the story in my mind. When a large amount of reading is assigned, sometimes my brain gets exhausted and I have to take a break. Literally my brain gets tired. The reason why I have trouble getting all of my assignments in for "Writing and Being" is because the book does not hold my interest. I find it boring at times. I really like "Higher Learning" because the stories are like short stories, and they are adventurous in a weird way. I have gained some insight from certain readings. "Who Shall I Be" really struck me in a good way. It talks about the reality of positive and negative consequences resulting from some sort of change. Changes can be dangerous at times. Not physically, but mentally. I guess it could be physical in some situations. I feel I have become a more mature reader since high school. Reading experience leads to reading success. That’s my opinion. I used to not be able to focus when I read, but you just have to stick it out and read and read and read. I feel I am a focused reader now, I try hard. I have also gained mental reading confidence. You break that down. The greatest difficulty that I came across doing the first essay was retracing the past, retracing the sadness. Having to bring back sad memories that made my life terrible at the time. Doing the essay, I learned that I have gone through a lot of crap. I was sinking in quicksand and now I stand on the quicksand like it is rock solid. I am proud of myself. I was able to turn my life around and be the person that I am today. I might have the potential to be a good writer someday. People compliment on my writing skills every now and then when I write something long. That makes me feel like a real student. I say that because an old History teacher of mine used to tell kids to be students when they were not doing their work. My biggest concern these days, is whether I will be able to survive in college.

Introduction to Working with Children

Unit 1 – An introduction to working with children E1) Statutory care and education must, by law, be provided by the government and be free of charge. An example of a statutory education setting is Primary School. While some Primary Schools are private, there must also be Primary Schools that are free of charge to attend. Private care and education is education or care that must be paid for. An example of a private education setting is a private Nursery. Most Nurseries are private and require a fee for admitting children. Voluntary care and education settings do not charge a fee for admittance and are staffed by volunteers.They are mainly funded by charities and small donations from parents. An example of a voluntary care and education setting is a Parent and Toddler group. E2) Primary Schools aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children a variety of subj ects with much focus on literacy and numeracy skills. Primary Schools help to identify children’s learning needs and relay useful information to parents on their children’s development. They also offer extra support for children who need it.Primary Schools offer family liaison officers and children’s liaison officers should parents feel they need help. Primary Schools also offer the chance for parents to go to work during the hours they’re educating their children. Nurseries aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children colours, numbers, the alphabet and various other skills and subjects children need to help them learn more in the future. They teach using the EYFS.Most Nurseries provide flexible hours so parents can go to work. Some Nurseries provide an out-of-school club, where children can play, be fed and socialise until their pa rents are able to pick them up. Nurseries also work to help identify any special needs of children and communicate with parents on the best way to deal with any issues their child may have. Parent and Toddler groups aim to support children in social development, helping children gain confidence and make friends, which is a good way to get children comfortable with socialising before they go to a Nursery.Parent and Toddler groups aim to support families by giving them the opportunity to socialise with other parents and, if needed, teach them how to play with children as often, parents are unsure of how to communicate and have fun with their child. In many Parent and Toddler groups, a health visitor will be on-hand to give out health advise and check their children’s physical development. E3) One of the main pieces of legislation in the UK that supports the rights of children is the United Nations Convention on the Rights of the Child (UNCRC).The UNCRC covers all the basic righ ts of a child including health, education, emotional care, privacy and human rights. The Child Care Act 2006 provides the framework to the Early Years Foundation Stage (EYFS) and the Every Child Matters scheme (now known as ‘Help Children Achieve More’). Under this Act, child care settings have to meet National Standards to help children achieve their full potential. It incorporates the welfare standards that all settings working with children under the age of 8 must comply with.This Act outlines the importance of standards in child care settings and children being kept safe, healthy and being able to enjoy their lives, which are all directly related to articles 19, 23, 24, 28, 29, 36, 33 and 37 in the UNCRC. Education Act 2002 promotes the local authorities’ and educational facilities’ duty regarding safeguarding and child welfare. This relates to protection from physical abuse, sexual abuse, mental abuse and kidnapping. It also relates to the authorities and educational facilities providing privacy and allowing children their dignity.Articles 11, 16, 17, 19, 34, 35, 37 and 39 in the UNCRC also cover this. Education Act 2004 was designed to ensure different services, such as social workers and GPs, work and communicate with each other effectively. This Act was largely a consequence of the Victoria Climbie inquiry, which also was also largely responsible for the Every Child Matters (Help Children Achieve More) programme. Education Act 2004 relates to articles 3, 4, 24, 28, 39 and 40 in the UNCRC. Equality Act 2010 replaced previous anti-discrimination laws, for example, Disability Discrimination Act 1995.The Act was brought in to try to stop discrimination in settings and the workplace. The Equality Act 2010 covers 9 protected characteristics: gender reassignment, age, disability, pregnancy and maternity, marriage and civil partnership, sexual orientation, race, sex and religion or belief. Equality Act 2010 relates to articles 2, 12, and 14. E4) E5) A child should be valued, respected and treated as an individual with opinions of their own. It is easier to value yourself if other people value you too. If you don’t value yourself, you may end up permanently afraid of being rejected so you may push people away for your own protection.All children are different and should be treated for their individual needs so that they can accomplish everything to the best of their ability. All families are different also, and knowing a child as the individual they are, you can help them through situations such as their parents splitting up, as some children cope with things in a different way. Due to all children having different personalities, likes and dislikes, emotions and ways of thinking, you should help them to learn in different ways that suit the kind of person they are.For example, one child may learn better through listening, while another child may learn better by doing practical tasks. Knowing how different children like to learn can help you teach them more effectively and let them get the best of their education. Children should also be valued for being of a different culture or religion which may take them out of the setting for religious events with their families, which must be a decision that you respect, even if the culture or religion isn’t your own. Special arrangements must be made for some religions such as Jewish children only eating kosher foods.Decisions made by parents must also be respected as parents are children’s primary educators. If a family doesn’t want something taught to a child, you must respect their wishes. E6) A professional skill needed by practitioners is teamwork. Teamwork is necessary for the care of children because children must be kept an eye on at all times to keep them safe, and in a room of twenty three year olds, one person cannot keep watch on all of them. Also, different people have different knowledge, and collaborating kn owledge and ideas is helpful to keep things interesting and new for children.Another professional skill needed by practitioners is organisation. This is because you must keep an organised environment to avoid chaos and also because children must be observed for the benefit of knowing the child’s limitations, strengths and skills so they can be taught and handled accordingly. Problem solving is also another professional skill that is needed in order to keep order. It is needed to solve problems, whether they be between people or the way things are run in the setting. An example of this is staff to child ratios.A manager may need to work out how many children are going to be in the setting and how many staff they’ll need to meet the needs of the children. E7) Study skills such as time management can help in your training because it means you’ll be able to get to your classes and placements on time and get the full benefit of your allotted time in class. Note-takin g can help you in your assignments and research, making it easier to do your work and remember what you’ve been taught. It also helps with observations in settings, making it easier to write them up.Flashcards can help you memorise specific terms, words and pieces of information in preparation for exams and essay-writing. This can be helpful in settings for learning children’s names. Communication can help you read and write your essays and work to the best of your ability. Asking someone else how they would word something can give you a good idea of how you should word it. Communication skills in a setting are vital for the welfare and education of the children because a lack of communication can mean that errors that put children in jeopardy can occur.Reading is a good study skill to have, as you can learn much by reading and it can give you quotes and examples for your essays. Being able to read in a setting can help you learn more about children if you’re re ading their file. Concentration is essential for studying as becoming distracted could make you late for handing in essays or you may miss something vital in class. In a setting, you must concentrate on your task of looking after the children or accident may occur.Writing skills are important in class as your essays must be clear to read and if you have good writing skills, essays are easier to write. In a setting, writing skills are needed to teach children how to write and so you can write up clear reports and observations on the children. D1) Practitioners should develop and maintain good relationships with parents because that way, it will be easier to communicate with them about the child’s needs and progress and for the parents to listen to them without being hindered by a dislike for the practitioner.Practitioners should also listen to what the parent has to say, as it may be beneficial in getting to know the child, how to deal with the child and how to meet the childà ¢â‚¬â„¢s needs. Relationships with parents should be kept appropriate and professional. Should a practitioner wish to discuss a problem they’re having with a child, the practitioner should do it through appropriate means, such as writing a letter or talking to the parent face to face within the setting, not through a social network site or texting. Arguing with a parent, for example, about the needs of their child would be inappropriate.Practitioners must respect that, as the child’s parents and primary educators, they know what is best for their children (unless it poses a serious risk to the child, in which case a practitioner would have the right to report the issue). Practitioners may make suggestions on what the child needs to parents, but if the parent doesn’t accept what the practitioner is saying, the practitioner must accept the parent’s decision. Appropriate relationships with other practitioners should be maintained also. Maintaining a proper r elationship with co-workers will make working as a team easier and allow you to be able to carry out your job effectively.Maintaining good relationships with your co-worker could help you if you have a problem in the setting that you’re not sure how to deal with as they may have knowledge on how to deal with it. You can learn new things from your co-workers which could help you carry out your job effectively. If you’re arguing with a co-worker, this would make for an inappropriate relationship, which could hinder your work and create a bad atmosphere for children. Arguing with your fellow co-workers could cause a problems with teamwork which would not be beneficial to children. It could also make you and your co-workers unhappy and may cause more arguments.If you’re preoccupied with arguing with a co-worker, it may distract you from your job and from meeting the children’s needs. D2) Working in a team with other agencies collaborates different practitione rs from different sectors and professions to provide a more effective way of working with children. Children who need additional support can get the right support for their needs. An example of when a multi-agency team would be considered effective and relevant would be if a practitioner follows the Common Assessment Framework because the practitioner believes the child may have some form of learning disability.If proper protocols and procedures are followed, a plan would be tailor-made to suit the child’s needs, which may include agencies such as social workers, Doctors, specialists in the disability, and teachers, who would meet to discuss with the child’s parents how best to deal with the child’s needs. The agencies involved would share information on the child to make sure everybody involved in the child’s care knows how to effectively care for the child and meet the child’s needs.Working with different agencies if beneficial to a child with sp ecial needs because each agency specialises in a different sector of care and the information different sectors can provide will be provided to the other agencies involved with the child’s care, meaning new knowledge will be passed to different people which could also apply to caring for other children too. An example of when a multi-agency team has failed and the repercussions of their failure is the Baby P case. Many different agencies had information regarding Baby P, that, if shared, could have saved him from death.Agencies such as social workers and Doctors were involved in the welfare of Baby P, but they didn’t communicate effectively. The Baby P case happened after Children Act 2004 was created, which was largely a consequence of the murder of Victoria Climbie, another case of a multi-agency team not communicating effectively, meaning that there are still flaws within a multi-agency team working for the welfare of children. C) Early Years practitioners should li sten to the views and opinions of children because what children have to say is important in learning about the ersonality of the child, and knowing the personality of the child will let you care for them more effectively because you will know how the child learns best and what their likes and dislikes are. Listening to the views of children and valuing their opinions will also higher the child’s self esteem and make them rightfully feel like their opinions have worth and are important to people. It will give them confidence to speak up for themselves and the ability to communicate their opinions and ideas more effectively.If a child feels that their opinion doesn’t matter, they could become hesitant to join and contribute in social groups and feel shy and feel unable to stand up for themselves and what they believe in, which may upset and frustrate them and make it hard for them to make friends. B) Education Act 2002 relates to safeguarding children and making their w elfare top-priority. Knowing the boundaries and limitations of your job will help you conform to this piece of legislation and make sure that what you’re doing for a child will not put them in danger or put you in danger of going against this Act by accident.It is important that practitioners understand limits and boundaries of their role. An example of when limits and boundaries should be set is with confidentiality. You must know when it’s okay to share information about a child and when it is not. Sharing information with another parent about a child that isn’t theirs would be inappropriate and would break confidentiality rules but sharing information about a child with another practitioner in the setting would be appropriate as long as the practitioner is also involved in the care of that child.The setting a practitioner is working will also have their own set of policies and procedures. Not following these policies and procedures may get the practitioner in to trouble in their workplace and/or put children in danger. Some settings may ask that their practitioners not hug or kiss children. While some parents are happy to let the people who also care for their children to hug and kiss their child, it may go against the setting’s policies. When working in partnership with parents, it is essential to know your limits and boundaries as a practitioner.Practitioners must remember that the parent is the child’s primary educator and carer and that they have the right to do what they think is best for the child, even if it goes against what the practitioner thinks is best (unless it would put the child in danger). Some parents may not wish for their child to eat certain things, and as a practitioner this must be respected; if you gave their child a food that a parent has requested their child not eat, this would be crossing boundaries. A) A child centered approach promotes the child’s right to make connections, communicate a nd make decisions for themselves.It gives children the freedom to experience, question, search for answers and think independently in a safe environment. Practitioners take a role in letting play develop without them directing it. This enhances a child’s creativity and enhances their communication skills. An example of a popular child centered approach is the Reggio Emilia Approach. This educational philosophy was created by Loris Malaguzzi, a teacher, and the parents of the villages around Reggio Emilia, Italy, after World War II.A school was built from the ruins of the villages because it was the belief of Loris Malaguzzi and the parents of the children who attended the school that the education and care of their children was paramount to rebuilding their society. The Reggio Emilia Approach puts at the heart of its system the image of a child being powerful in their own right. â€Å"Children are seen as expressing themselves in varied ways – known as the hundred lan guages of children. † (www. leixs. gov. uk/using_the_reggio_Emilia_approach_to_personalise_learning. df) Reggio educators do not see children as empty vessels that require educating. They see children as capable of building their own knowledge and being full of potential and competence. â€Å"Time, and how adults use it, is central to Reggio philosophy. The rhythm and pace of the child is always given overriding importance†¦ This means really having time for children’s thoughts and ideas, and giving value to their work, their conversations and their feelings by slowing down to listen to them†. The Reggio Emilia Approach, page 21) Reggio schools allow children to direct their own projects and have free reign of materials and methods. They are watched over by Reggio teachers, but not guided by them. The children learn creativity, communication and problem solving without the guidance of adults. Loris Malaguzzi believed â€Å"Our task, regarding creativity, is to help children climb their own mountains, as high as possible†. (www. community