Business Ethics; Multinational Companies and child labour Essay

Business Ethics; Multinational Companies and child labour - Essay Example This change lowers the return to education and raises the opportunity cost of an education, thereby stimulating child labour†. According to the article 32 of The United Nations’ Convention on the Rights of the Child  in 1990, â€Å"the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the childs education, or to be harmful to the childs health or physical, mental, spiritual, moral or social development† (All India council of human rights, n.d.). This report shall look into three core principles; 1)How child labour causes problems to the development of children? 2) Why organizations are keen in encouraging child labour? and 3)Why parents take child labour lightly? The case of Nike and Disney shall be discussed as case studies in conjunction with the child labour issue in this report since these companies have met with severe criticism related to its policies towards child labour in the past. â€Å"Nike has been accused of using child labour in the production of its soccer balls in Pakistan† (NIKE: Nike Shoes and Child Labor in Pakistan, n.d.). â€Å"Disneys best-selling  Cars  toys are being made in a factory in China that uses child labour and forces staff to do three times the amount of overtime allowed by law† (Disney, Mattel and Wal-mart toy-maker accused of child labour, 2013). All India council of human rights, N.d. Child labour laws and initiatives. [Online] Available at: http://www.humanrightscouncil.in/index.php/component/k2/item/124-child-labour-laws-and-initiatives [Accessed 20 January 2014] Brown, D.K., Deardorff, A.V. and Stern, R.M. 2002. The determinants of child labour: Theory And Evidence. [Online] Available at: http://www.fordschool.umich.edu/rsie/workingpapers/Papers476-500/r486.pdf [Accessed 20 January 2014] Disney, Mattel and Wal-mart toy-maker accused of

The Abolitionist Movement Essay Example | Topics and Well Written Essays - 750 words

The Abolitionist Movement - Essay Example    How successful were they in accomplishing their goals?  Ã‚   The Abolitionist Movement was a broad movement that had a variety of ideas about how to free slaves and end slavery in the United States. Different individuals and groups used different methods to work toward abolition, and had their differences despite a common goal. Many abolitionists were Quakers, some were white politicians, and many others were freed slaves. They all had some sort of effect on slavery and its end, but in their own ways. The abolitionist movement existed since the time of British colonization, and began mostly with the Quakers who believed that slavery was very wrong. Abolitionism was supported more and more in the northern United States, while its efforts were directed towards the southern states who relied on slavery for their agricultural economy. Many states began to make laws banning slavery in their own state, though it was often a gradual ban. The federal government had established that th e import of slaves would be illegal by 1808, but this did not ban the owning and trading of slaves. To end slavery as a whole would be much tougher. While many slaves were freed due to state laws being enacted as well as efforts by Quakers to plead for their release, the southern states would require much more convincing and pressure. Some of the most famous white abolitionists include some American presidents. ... He was a Quaker and spent much of his later life working on petitions, letters to the press, and distributing pamphlets against slavery. He helped make slavery illegal in Rhode Island, and would help slaves to get on their feet after being freed. Harriet Beecher Stowe was the author of â€Å"Uncle Tom's Cabin†, and she worked toward abolition by raising awareness of slavery but also by helping slaves to escape at the loss of their owners. Black abolitionists tended to be freed slaves who knew the hardships of slavery, and fought to end it. Many of them focused on writing as a way of raising awareness, as well as helping slaves to escape on the Underground Railroad. Harriet Tubman was always voicing her opposition to slavery, and after she escaped became well known for helping hundreds of other slaves escape on the Underground Railroad. Frederick Douglass was also very important, because he used his ability to read and write to make slavery a well known issue and to help give m ore voice to slaves. He wrote about his own escape from slavery, and was a leading abolitionist by the Civil War. The abolitionists were overall very successful in accomplishing their goals, but different methods worked better than others. White abolitionists succeeded mostly in working to make new laws that helped curb slavery and gradually bring it to an end, but the laws only worked so much and it took the Civil War to really bring change. The idea of colonization didn't work as well because it led to many slaves dying of disease and was not a good solution for actually bringing rights and freedom. The publication of â€Å"Uncle Tom's Cabin† was very successful, however, because it helped change opinions. Black abolitionists saw more success, because they spread

Examining Bonnie And Clyde Film Studies Essay

Examining Bonnie And Clyde Film Studies Essay When someone speaks about a female criminal; without a doubt Bonnie Parkers name will be mention. She is one of the most famous women in the history of crime. Bonnie and her partner Clyde was the most dangerous pair during the Great Depression Era. The two of them went on a two year robbing and killing spree that ultimately ended in their deaths. The way the two constantly eluded the police and Bonnie Elizabeth Parker was born on October 1, 1910 to Charles and Emma Parker. Her father was a brick layer who died when she was only five and her mother was a house wife. She was the second child of three. Bonnie was a very bright and well educated girl. She was an excellent speller and was exceptionally good at writing poetry. This was a passion that she had and poetry helped her to express he feelings. Later in life she would write some poems while on her crime spree and they will become famous. When she was 16 she married a man name Roy Thornton. He eventually was arrested for his part in a robbery and was sentenced to prison. She left him but never divorced him because she felt it wouldnt be right to do so while he was in jail. Although she was a waiter she eventually took a job as housekeeper and that is where she met Clyde Barrow. A couple of weeks after they met, Clyde was sentenced to prison of two years for past crimes that he had committed. Clyde then came up with a plan for Bonnie to help him escape. When she came to visit him she smuggled a pistol into jail and Clyde used it on the guard and he escaped. Soon after his escape; he was arrested again and was then sentenced to fourteen years in prison. On February 2, 1932, Clyde was released from prison. He soon met up with Bonnie in a stolen car and this is when their crime spree began. (about.com) Bonnie went with Clyde on his first robbery since his released from prison. The plan was for Clyde and his gang (Buck (Clydes bother), W.D. Jones, Frank Clause, Henry Methvin, Everett Milligan, and Ray Hamilton) to rob a hardware store. Bonnie was in the car while the robbery was going on. She was arrested by the police while sitting in the car. She was soon released because of lack of evidence. Soon after her release, Bonnie and Clyde continued their crime spree. Although Bonnie and Clyde were on the run they often made stops in Texas to see their mothers. Bonnie was very close to her mother and she made it mandatory to see her mother every 2-3 months. In March 1933 Bonnie and Clyde made another stop in Joplin, Missouri. Clydes brother Buck was released from prison, so the two decided to rent an apartment to spend time with Buck and his wife Blanche. In April they spotted two policemen and that is when a shootout began between the two groups. Bonnie, Clyde, Buck and Blanche all escaped. In the apartment they left pictures that showed Bonnie and Clyde posing with stolen cars, money, and guns. Bonnie also left one of her poems in the apartment also. These items that were left in the apartment made the couple very famous. In November 1933 W.D. Jones was captured and told the police about how Bonnie and Clyde visits their family. The police then set up an ambush that put Bonnie and Clydes family in danger. This angered Clyde and he decided to take revenge on the Eastman Prison. Bonnie and Clyde helped to free Raymond and Henry. Raymond and Clyde got into an argument and Raymond left but Henry stayed. Little did Bonnie and Clyde know; Henry and his family would help cause the death of them. Henry and his father Ivan were the two who help to set Bonnie and Clyde up. They did this for an exchange for Henry to be pardoned. Henry knew that Bonnie and Clyde didnt have anywhere to stay so he insisted that they stay at his fathers cabin. Ivan told the police the route where Bonnie and Clyde would be traveling. The police then set up an ambush and also made it look as if Ivan had a flat tire. As Bonnie and Clyde came down they seen Ivans car and slowed down. That is when the police men came out and demand for them to stop. Bonnie and Clyde attempted to getaway but the police men fired approximately 167 rounds. Bonnie and Clyde died instantly because of the gunshots. They were buried separately at their families burial sites/ They knew Bonnie and Ckyde would stop to help and that is when they would capture them. As Bonnie and Clyde approached the car they In April of 1934 Clyde and Henry Melthvin killed two policemen. It was this incident that would help to lead the police to them. Ivan Melthvin( Henrys father) was took into custody after authorities found out that he often hid the gang. He them Bonnie and Clyde had many co conspirators. Some of their Coconspirators were by the of Buck (Clydes bother), W.D. Jones, Frank Clause, Henry Methvin, Everett Milligan, and Ray Hamilton. Bonnie went with Clyde on his first robbery when he was released from prison. The plan was for Clyde and his gang to They often helped Bonnie and Clyde with their robberies and the murders. They would mainly rob grocery stores and gas stations. The money they stole from these places was the money they lived on. They would sometime banks but would not make off with too much money. They enjoyed stealing cars; mainly for the thrill of riding in a different car.

Casablanca and Nineteen Eighty-Four (1984) :: Nineteen Eighty-Four 1984 Essays

Casablanca and Nineteen Eighty-Four (1984)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How can a hero survive in a world gone mad?   Both Casablanca, the classic 1940s film, and 1984, a piece of classic literature by George Orwell, revolve around a world in chaos, where it is impossible to trust anyone, and a war wages on within and without.   In 1984, the protagonist, Winston, hides from a totalitarian, thought controlling government, that is out to stomp out all aggression against the Party.   In Casablanca, the lead character, Rick, dealt with a world rocked by the impacts of World War II, where everyone was a spy, and even the spies were spied on.   Both wish for hope and courage in their mutually exclusive worlds, yet only Rick finds hope in his.   Winston dies with utter hopelessness, where no one will ever know of his life or deeds, yet he dies a hero.   Rick is a cynic, tossed into a chaotic yet romantic world, and comes forth victorious.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Casablanca, we emerge with a feeling of hope, and joy, that the forces of good can win, and that eventually we will triumph over our enemies, wherever or whatever they may be.   While slochky and romantic, Casablanca is a touching movie, and probably one of the best ever made.   1984 on the other hand, is a deep psychological thriller.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     In the world of utter thought-control, we find that even a strong hero such as Winston, is struck down by the party, for simply being alive, and that the virtuosity within humanity will eventually be overcome by our greed and lust.   Their struggles are that of man against the oppressor.   Both 1984 and Casablanca deal with a world gone mad, and the struggles of not-so-ordinary people.   Oftentimes, parallels can be made between characters in the two.   Renault can be compared with O'Brien, because both are 'double agents' in their own ways, and one never knows for which side they work for.   Of course, in the end O'Brien is an agent of the Party, and Renault is a sympathetic Frenchman, who befriends Rick - Louis, this is the beginning of a beautiful friendship.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sam of course, is stability.   He can't be bought or sold, and is seemingly a constant, always there and never too deep into the problems of the world.   Sam represents the carefree aspect in all of us, the feeling that we'd just as soon turn our attention away from the war and hum a tune.

To what extent was the USA’s response Essay

In the years 1991 to 2004 the USA’s response international aggression was often based on protecting its own national interests. Post 9/11 especially saw the USA base nearly all of its responses on protecting its own national interests. However, on some occasions prior to 9/11 they did show some desire to protect global interests rather than just their own. Due to the events of the 11th September 2001 the USA began its war on terror, and specifically targeted was George Bush’s ‘axis of evil’ which included; Iran, Iraq and North Korea. The USA used their war on terror so to legitimise their actions worldwide thus destroying any hopes for a post cold war collective international security, therefore basing their response to international aggression on protecting their own national interests. This is seen with the invasion of Afghanistan in October 2001. Together with Britain they acted unilaterally in order to remove the al-Qaeda and capture bin Laden, who was the prime suspect for the 9/11 attacks. The USA believed its actions were justified by labelling them as self defence under Article 51 of the UN charter. This clearly shows that the USA based its responses to international aggression on protecting their own national interests. In addition, the USA further showed that their response to international aggression was based on their own national interests with their invasion of Iraq in March 2003. The USA believed Saddam Hussein to have been harbouring weapons of mass destruction which could be made available to the al-Qaeda to which they invaded with Britain, legitimising their actions by again stating it was due to self defence as they perceived themselves to be under threat. This was against the wishes of member counties in the United Nations (UN), as many believed there was little evidence to support their claim of Iraq having weapons of mass destruction. However, the USA only ignored these beliefs and continued to respond to international aggression based on protecting the ir own interests. Furthermore, the USA often decided to not work with the UN. This was because the USA’s own national interests were not being fully served through doing so. This resulted in the UN becoming weaker. This is clearly seen in Somalia in 1992-1995. The USA withdrew all its support by 1994 and with it their commitment towards any multilateral  military action. This withdrawal caused the UN mission in Somalia to fail and the country to be left without any central government, facing considerable humanitarian crises. This further shows how the USA based its response to international aggression on protecting its own national interests. However, as stated, the USA did show some desire to base its response to international aggression prior to 9/11. For example; the 1991 Gulf war with Kuwait and Iraq which they worked collectively with the UN. Iraq had seized considerable amount of the world’s oil supply by invading Kuwait. The USA went through the UN Security Council and committed large numbers of troops and also formed a coalition task force comprised of Syria and Egypt. The USA and its coalition task force took back Kuwait on January 1991. Furthermore, the USA opted not to overthrow Hussein’s government. This showed that the USA had some desire to base its response to international aggression not just on protecting their own national interests. Post 9/11 the USA were a part of some very small missions with the UN. This showed a small desire to base its response to international aggression on other goals other than protecting its own national interests such as world peace. An example of this is Cambodia in 1993. The US helped the UN produce a durable settlement to the Cambodian conflict and implement free elections. Overall, the USA responded to international aggression based on protecting its own national interests however, their response cannot be said to be ‘solely’ based on protecting their national interests. Indeed, this was the case with nearly all of their responses post 9/11 however; prior to 9/11 they did base some actions on furthering global interests rather than just their own. This is because 9/11 was a pivotal moment in USA relations with the rest of the world because of their war on terror and due to the fact they legitimised their actions worldwide through the war. In effect, they became a complete imperialist state that only really aimed at protecting its only national interests.

Modernization Theory

MODERNIZATION THEORY Introduction: Modernization is an inherently optimistic concept for it assumes that all countries eventually experience economic growth. This optimistic must be understood in the historical context of post war prosperity and growth in the north and independence of many southern colonies along with the growth of national markets and trades. The theory of modernization turns out into the high mass consumption and urbanization. The theory of economic growth is an alternative to Marxist theory. Meaning and history of modernization theory: Modernization theory is a collection of perspective which, while at their most intellectually influential in the 1950s and 1960s. Along with the growth of national markets, made nineteenth century capitalists much more effective and ambitious than any of other forebears; hence the so-called ‘industrial revolution’. Definition of modernization: 1. Modernization theory is the theory used to summarize modern transformations of social life. 2. Historically modernization is the process of change towards those types of social, economic, and political systems that have developed in the Western Europe. Eisenstadt-1966) Theoretical origins of modernization: The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Which we can now examine closely: Emile Durkheim: Durkheim proposes that there are two types of society ‘traditional’ and ‘mode rn’ society, which have different forms of social cohesion between their members. The people of the traditional society perform the limited tasks of a simple agrarian community based on group of families and clan in village settlements. Each group though a similar to all others thinks, believes and life styles are relatively self-contained. Its members perform all the required rules of farming, childrearing, social control defiance and so on. Each group is then a sort of segment, a discreet unit in a large society; hence durkheim also called this a ‘segmental’ society. The traditional society is contrasted with the modern society- in whichever increasing numbers and density of the 0f the population. This leads to a more people competing for relatively scarce resources. When competition becomes the fiercest, a social resolution to these problems had to emerge and this creates a gradual increase in social division of labor. Social differentiation occurs as a specialized institution are formed by people to deal with particular need of society such as religious, economic, political, educational and so on. The modern society is more cultured and less rigid and allows more scope for individual frustrations and happiness. Durkheim called this society â€Å"organic society’. Max weber: max weber sought to explain the emergence of industrialization, though he focused his attention on answering why capitalist manufacturing became dominate only in the economy of western. The basic explanation for this occurrence was the existence of cultural processes namely rationalization. Weber suggested this was not an easy or natural form of behavior; one of the important factors that promoted this work ‘ethic’ was according to weber not economic but religious. His beliefs that as western society has developed, more and more of its members act in ways that are guided by the principals of rationality and less by custom of tradition. He sees the coming of the modern era as sciatic birth of individual as a relatively free agent not about by rigid. Walt whitman Rostow: rostow illustrates the concept of modernization per excellence. in his work on economic growth (rostow-1960a; 1960b) the form of growth experience in north are taken as a model for the rest of the world, while economic are situated at different stages of development all are assumed be moving to the same direction. Traditional society is poor, irrational and rural. The take off stage requires a leap forward, based on technology and high levels of investment; preconditions for this the development of the infrastructure, manufacturing and effective government. After this the societies reach a stage of self-sustaining growth, in its mature stage technology pervades the whole economy leading to ‘the high mass consumption, high productivity and high levels of urbanization. This feature includes prenewtonian science and technology. All this typically takes 20 years and rostow attempts to date actual take off of those countries, which have experienced them. (1783-1803) For Britain which was the first followed amongst others, USA (1890-1940), Japan (1878-1900), Russia (1890-1914) and India, china (1950 onwards). Modernization: Modernization was prompted by the decline of the old colonial empires. The third world became a focused of attention by politicians who were keen to show countries pushing for independence that sustain development was possible under the western wings or modernization theory. Trumans speech embodies this initial optimism. Modernization can be described as optimistic because it presents development as a easy process enduring under development is explained in terms of obstacles. Paolo Friers suggests people need to develop political consciousness and the rout to this is though pedagogic techniques of empowerment. Learner(1964) explains the from traditional to modern. Be beliefs that ‘Transitional society’ a society which has the process of cultural diffusion from more advanced sector of the world; been exposed to modernity. For learner the traditional society a society that has defined by what it wants to become, it is empathetic society. Lear said that ‘traditional society’ is not participant; it deploys people by kinship into communities isolated from each other and from a center the bands of interdependence people horizons are limited by local (1964, p-50). In the 1940s and 1950s was the only realistic way for LDC to industrialize. In general then for learner the mare a society exhibits empathy the more it will be engaged in the process of modernization and more likely is be modern. There is a clear mixture of sociological, psychological and economic feature to modernization theory, including for example, reference to value systems, individual motivation and capital accumulation. The critique of modernization theory: There are cultural and intellectual rejections of modernity. The boundaries between low and high culture are broken down. Intellectually post modernism involves and of the dominance of the unitary theories of progress and belief in scientific rationality. Modernization theory has not survived intact as viable paradigms for understanding change and transformation or process of poverty inequality. The theory cannot realistically explain the problem of global inequity and poverty. The principal term of the theory the traditional and the modern are much too vague to be of much use on classification of distinct skeptics. The two terms do not give the way indication of the great variety of society there have and do exist. Although the theory is supposed to be the way of society develops. There is little explanation offered for this problem. This is a serious weakness. Industrialized modern and its attendant’s urbanization weaker the wider kinship system as the people become primarily concern with the nuclear family (will’s 1977). Modernization completely undermines the values of extended family ties (penn-1986). It also derived from salvation among Protestants on important contributory factor in the rise of rational capitalism. The most forceful criticism of modernization theory is that it entirely ignores the impact of imperialism on third world countries. This is a staggering omission. Conclusion: Modernization deals with social change from agrarian societies to industrial ones, it is important to look at the technological viewpoint. New technologies do not change societies by it. Most accounts give greatest priority to the role played by the values, norms and beliefs of people in determining the sort of society – traditional or modern- that they create and thus value changes are the most important conditions for social change. Modernization Theory MODERNIZATION THEORY Introduction: Modernization is an inherently optimistic concept for it assumes that all countries eventually experience economic growth. This optimistic must be understood in the historical context of post war prosperity and growth in the north and independence of many southern colonies along with the growth of national markets and trades. The theory of modernization turns out into the high mass consumption and urbanization. The theory of economic growth is an alternative to Marxist theory. Meaning and history of modernization theory: Modernization theory is a collection of perspective which, while at their most intellectually influential in the 1950s and 1960s. Along with the growth of national markets, made nineteenth century capitalists much more effective and ambitious than any of other forebears; hence the so-called ‘industrial revolution’. Definition of modernization: 1. Modernization theory is the theory used to summarize modern transformations of social life. 2. Historically modernization is the process of change towards those types of social, economic, and political systems that have developed in the Western Europe. Eisenstadt-1966) Theoretical origins of modernization: The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Which we can now examine closely: Emile Durkheim: Durkheim proposes that there are two types of society ‘traditional’ and ‘mode rn’ society, which have different forms of social cohesion between their members. The people of the traditional society perform the limited tasks of a simple agrarian community based on group of families and clan in village settlements. Each group though a similar to all others thinks, believes and life styles are relatively self-contained. Its members perform all the required rules of farming, childrearing, social control defiance and so on. Each group is then a sort of segment, a discreet unit in a large society; hence durkheim also called this a ‘segmental’ society. The traditional society is contrasted with the modern society- in whichever increasing numbers and density of the 0f the population. This leads to a more people competing for relatively scarce resources. When competition becomes the fiercest, a social resolution to these problems had to emerge and this creates a gradual increase in social division of labor. Social differentiation occurs as a specialized institution are formed by people to deal with particular need of society such as religious, economic, political, educational and so on. The modern society is more cultured and less rigid and allows more scope for individual frustrations and happiness. Durkheim called this society â€Å"organic society’. Max weber: max weber sought to explain the emergence of industrialization, though he focused his attention on answering why capitalist manufacturing became dominate only in the economy of western. The basic explanation for this occurrence was the existence of cultural processes namely rationalization. Weber suggested this was not an easy or natural form of behavior; one of the important factors that promoted this work ‘ethic’ was according to weber not economic but religious. His beliefs that as western society has developed, more and more of its members act in ways that are guided by the principals of rationality and less by custom of tradition. He sees the coming of the modern era as sciatic birth of individual as a relatively free agent not about by rigid. Walt whitman Rostow: rostow illustrates the concept of modernization per excellence. in his work on economic growth (rostow-1960a; 1960b) the form of growth experience in north are taken as a model for the rest of the world, while economic are situated at different stages of development all are assumed be moving to the same direction. Traditional society is poor, irrational and rural. The take off stage requires a leap forward, based on technology and high levels of investment; preconditions for this the development of the infrastructure, manufacturing and effective government. After this the societies reach a stage of self-sustaining growth, in its mature stage technology pervades the whole economy leading to ‘the high mass consumption, high productivity and high levels of urbanization. This feature includes prenewtonian science and technology. All this typically takes 20 years and rostow attempts to date actual take off of those countries, which have experienced them. (1783-1803) For Britain which was the first followed amongst others, USA (1890-1940), Japan (1878-1900), Russia (1890-1914) and India, china (1950 onwards). Modernization: Modernization was prompted by the decline of the old colonial empires. The third world became a focused of attention by politicians who were keen to show countries pushing for independence that sustain development was possible under the western wings or modernization theory. Trumans speech embodies this initial optimism. Modernization can be described as optimistic because it presents development as a easy process enduring under development is explained in terms of obstacles. Paolo Friers suggests people need to develop political consciousness and the rout to this is though pedagogic techniques of empowerment. Learner(1964) explains the from traditional to modern. Be beliefs that ‘Transitional society’ a society which has the process of cultural diffusion from more advanced sector of the world; been exposed to modernity. For learner the traditional society a society that has defined by what it wants to become, it is empathetic society. Lear said that ‘traditional society’ is not participant; it deploys people by kinship into communities isolated from each other and from a center the bands of interdependence people horizons are limited by local (1964, p-50). In the 1940s and 1950s was the only realistic way for LDC to industrialize. In general then for learner the mare a society exhibits empathy the more it will be engaged in the process of modernization and more likely is be modern. There is a clear mixture of sociological, psychological and economic feature to modernization theory, including for example, reference to value systems, individual motivation and capital accumulation. The critique of modernization theory: There are cultural and intellectual rejections of modernity. The boundaries between low and high culture are broken down. Intellectually post modernism involves and of the dominance of the unitary theories of progress and belief in scientific rationality. Modernization theory has not survived intact as viable paradigms for understanding change and transformation or process of poverty inequality. The theory cannot realistically explain the problem of global inequity and poverty. The principal term of the theory the traditional and the modern are much too vague to be of much use on classification of distinct skeptics. The two terms do not give the way indication of the great variety of society there have and do exist. Although the theory is supposed to be the way of society develops. There is little explanation offered for this problem. This is a serious weakness. Industrialized modern and its attendant’s urbanization weaker the wider kinship system as the people become primarily concern with the nuclear family (will’s 1977). Modernization completely undermines the values of extended family ties (penn-1986). It also derived from salvation among Protestants on important contributory factor in the rise of rational capitalism. The most forceful criticism of modernization theory is that it entirely ignores the impact of imperialism on third world countries. This is a staggering omission. Conclusion: Modernization deals with social change from agrarian societies to industrial ones, it is important to look at the technological viewpoint. New technologies do not change societies by it. Most accounts give greatest priority to the role played by the values, norms and beliefs of people in determining the sort of society – traditional or modern- that they create and thus value changes are the most important conditions for social change.

Absolute Error or Absolute Uncertainty Definition

Absolute Error or Absolute Uncertainty Definition Absolute error or absolute uncertainty is the uncertainty in a measurement, which is expressed using the relevant units. Also,  absolute error may be used to express the inaccuracy in a measurement. Absolute error may be called approximation error. Absolute error is the difference between a measurement and a true value: E |x0 - x| Where E is absolute error, x0 is the measured value and x is the true or actual value Why Is There Error? Error is not a mistake. It simply reflects the limitations of measurement instruments. For example, if you use a ruler to measure a length, each tic on the ruler has a width. If a distance falls between marks on the ruler, you need to estimate whether the distance is closer to one mark than the other and by how much. This is error. The same measurement may be taken multiple times to gauge the range of the error. Absolute Error Example If a measurement is recorded to be 1.12 and the true value is known to be 1.00 then the absolute error is 1.12 - 1.00 0.12. If the mass of an object is measured three times with values recorded to be 1.00 g, 0.95 g, and 1.05 g, then the absolute error could be expressed as /- 0.05 g.

A winning pitch - Emphasis

A winning pitch A winning pitch A guest blog on the Law Society Gazettes website says that writing pitches is not something that lawyers can afford to skate over. The article, Pitch writing: because its worth it, was contributed by Rob Ashton, Emphasis chief executive. In it, he looks at why far from being a waste of otherwise billable hours a carefully put together and tailored pitch is actually a sound investment in your firm. Much like death and taxes, for lawyers, pitch-writing is an inevitable part of life. And in todays financial climate more than ever, the pitch can make or break a deal. It can do the same for your firms reputation. Find out exactly why by reading the blog in full.

A Review On Communication And Collaboration Education Essay

A Review On Communication And Collaboration Education Essay Communication and Collaboration Engaging learners in the learning progression encompasses communication and collaboration skills, practices and sympathies. Providing for students requirements is a composite process and it may even be more difficult when a class has learners with special needs or disabilities. In this case, a teacher may find it necessary to interact efficiently with other teachers, school administration, and professional support staff in addition to other special education suppliers. Teacher’s capability to collaboratively work collectively as a group of experts impacts on the learning results desired by all students (Friend therefore, communication can happen across huge distances in space and time. Communication necessitates that the connecting parties share a region of talkative harmony (DeVito, 2005). The communication practice is complete as soon as the receiver has apprehended the meaning of the sender Communication and collaboration goes hand in hand with one another in education particularly in teaching and learning (Bauwens, 1989). There is therefore a need for advanced collaboration among tutors in the schools specifically in centering on ways of boosting collaborative planning timeline adherence and a combined collaborative focus on differentiated learning for students with special needs (Phillips, 1990). The aim of this paper is to refer to communication and collaboration processes and skills that would be utilized by a year level coordinator to encourage collaborative planning timeline adherence and a combined collaborative focus on differentiated learning for students with special needs. The atmosphere of educational collaboration as one essential key to professional sharing of finest practices in the rationalization of schools in order to take care of distinguished learning for learners with special needs will be deliberated. Issues of Collaboration Processes, Collaboration skills, Communication Processes and Communicati on Skills will form the center of discussion in this paper. Communication Processes The fundamental to successful collaborations is communication. There is need therefore for development of collaborative and communicative expertise and skills which could be useful to different scenarios in teaching and learning activities, especially where student with special needs are involved. Communication process takes different forms depending on the parties involved in communication (DeVito, 2005). There is verbal communication in which words are used to exchange message and non-verbal communication which uses sign, body movement, and facial expression to convey message. There is another form called interpersonal communication that occurs between individuals who have a connection or affiliation. Interpersonal communication happens when one sends or obtains messages and when an individual allocate meaning to such messages (DeVito, 2005).

Emergency , anaphylaxis to seafood Essay Example | Topics and Well Written Essays - 1000 words

Emergency , anaphylaxis to seafood - Essay Example There may be rash on the skin, trouble in swallowing, trouble in breathing, and more†. (1) Sea food induced anaphylaxis results from the foreign protein (external allergen) coming in contact with the mast cells present in the gastrointestinal tract. This contact leads to histamine being released in massive amounts that produce the symptoms and signs of anaphylaxis. The time from ingestion of the seafood to manifestation of anaphylaxis ranges from just a few minutes to two hours. Signs and symptoms range from tachycardia, hypotension, and breathing difficulty to flushing and uticaria. Deterioration from onset is rapid and leads to life threatening consequences. Asphyxiation is the most common cause for death from anaphylaxis. (2) The patient was brought to the emergency department by his wife on January 10, 2007 at nine in the night. Patient was ambulatory and walked into the emergency department. Skin rash and shortness of breath was the complaint. History showed that the patient had consumed Chinese seafood approximately two hours prior to the presentation at the emergency department. The patient appeared pale. Blood pressure was 75/40, heart rate 125/min. respiratory rate 35, and temperature 36C. No stridor was seen, nor was there any facial. or upper airway swelling. The soft palate and uvula were not edematous. Occasional wheezing was present and the periphery felt cold on touching. Widespread uticaria rash was noticed predominantly on the chest, abdomen, back and proximal limbs. The consumption of sea food approximately two hours prior to the presentation, the low blood pressure, increased heart rate, respiratory compensation, and widespread uticaria rash were positive signs for food induced anaphylaxis. The lack of stridor or facial or upper airway swelling were the negative findings in the diagnosis of food induced anaphylaxis. 0.5 mg adrenalin IM was given immediately. While an IV access was being created I liter of 0.9 saline and a bag of

Factors impacting domestic violence Essay Example | Topics and Well Written Essays - 2000 words

Factors impacting domestic violence - Essay Example The three studies that will be examined in detail in this paper are: Factors influencing identification of and response to intimate partner violence: a survey of physicians and nurses by Iris Gutmanis, et al., Resilience Among Children: Exposed to Domestic Violence: The Role of Risk and Protective Factors by C. Martinez-Torteya, et al., and The impact of exposure to domestic violence on children and young people: A review of the literature by S. Holt, et al. The studies show us that domestic violence is still readily available and rampant in today’s society. The article by Iris Gutmanis, et al. tells how domestic violence between intimate partners, especially against women, is becoming a serious health problem for the health care profession. Healthcare is raising its costs since each year more and more women and children are being hurt due to domestic violence. In the study done by Cecilia Martinez-Torteya, et al. shows us that domestic violence can be linked to various psycho logical problems. Also, it suggests that children exposed to negative situations, exposed to domestic violence, are more likely to develop problems that those not exposed to domestic violence are not likely to develop. In the study done by S. Holt, H. Buckley, and S. ... se studies show different aspects of how domestic violence can affect the familial values by the impacting factors and why some are affected and others are not. Thus, this paper will show what factors are impacting people to commit domestic violence. Methods Each study used different methods to find their results. They show different ways in studying how domestic violence affects children and women. They show what factors impact domestic violence through their various findings and how they affect the familial life. In the Gutmanis, et al. study, they used a mailing list from the College of Family Physicians of Canada to determine their sample size for the study. Their list included general practitioners as well as specialists employed in family practice, emergency medicine, obstetrics and gynecology, and public health. Their sample was weighted by specialty/ primary interest was generated using SPSS. The sample size calculations indicated that 994 respondents would be required assumi ng that the following: a maximum acceptable difference between the population proportion and the sample estimate of 5%; with a 95% confidence interval; two-tailed tests of significance; and a 35% response rate; which is common for surveys of clinicians (Gutmanis, et al. 2007). And they pre-planned 1000 physicians and 100 nurses to participate in the survey. They used a 43 statement questionnaire that the respondents were to answer with two open ended questions at the end When doing the pre-analysis based on the two open ended questions, the two study investigators grouped the 43 items in two possible constructs (IG and CB). After their pre-analysis of the data, they reconstructed the questionnaire to where the score laid on a scale of 1-4. Also, this study included independent variables:

The Great Pro-Democratic Revolutions of the spring of 2011 in Syria Essay

The Great Pro-Democratic Revolutions of the spring of 2011 in Syria - Essay Example Finally, there will be a comparison between the main topic to the ideas of the Makovsky and Ross thesis in addition to a thorough conclusion. There are three basic myths as analyzed by Makovsky and Ross in the book of Myths, Peace, and Illusions: Finding a New Direction for the US in the Middle East. The first myth shows that all issues concerning the Middle Eastern countries are associated with the conflicts between Israel and Palestine. The second myth is the comparison between the engagement and non-engagement of regimes, changes in regimes and their behavior. The final myth discussed by the two authors concerns the question about the democracy promotion. In the first myth, the Arabs claimed that they had a large population in Palestine before the creation of Israel forgetting there was Jewish population as well. The conflict began when Palestine wanted to create their own Jewish State claiming that they owned, but the Zionists rejected their right. It was claimed that Zionist leaders had a legal mandate for the existence of Israel State which was false as recommended by the UN. According to Ross and Makovsky, the old s aying that everything in the Middle East was connected to everything else gives a better roadmap rather than rejecting any connection between Israel and other matters (Ross & Makovsky, 2010). In the second myth, Ross and Makovsky focus on Iran and their satellites, Hamas, and Hezbollah, with Israel. The pattern of conflict between two-states was repeated when Hamas was voted into power in the year 2006. Hamas had accepted the form of the Israel state, although it rejected the two-state solution claiming that it was meant to destroy Israel. After Ismail Haniyeh was being elected in 2006, he said that Hamas had accepted the formation of a Palestinian state, according to 1967 borders.  Ã‚  

Designer Babies Research Paper Example | Topics and Well Written Essays - 1000 words

Designer Babies - Research Paper Example benefits at community level such as having a strong character generation that can be of positive use to community; yet there are some ethical issues, which some people grade as un-natural and fiddling with the process of nature. But this is still debatable, as pros and cons or the results yielded by this technology can be evaluated to declare it a viable measure to adopt for having a better generation (Bliss, 2012, p.5). Designer babies’ technology, to some people is a chance for better, healthier and intelligent generation but there are few who consider it as â€Å"playing God† and trying to program a human being. Both concerns are correct in their perspectives as this technology can be used to improve lives and at the same time it can be used to harm people as well. One of the positive effects that can be achieved through this technology is that it can control the genetic diseases by creating the cures in a child way before his birth. There are a number of diseases in the world, which are still in-curable such as bubble boy, cystic fibrosis and several more. The technology ensures that viruses or the causes of these diseases are not transmitted to next generation genetically. People would not fear of transmitting deadly diseases to their next generations through genes. Baby designing gives us a vision into future where heredity diseases would be swabbed out. This technology in turn, can improve the health standards of society tremendously then as it is known today (Deane and Peters, 2003, p.38). With the advancement in technology and easy availability of baby designer technology, the genes alteration will not stop at disease treatment. Parents would definitely demand at a stage, that genes of their children be altered or selected in a way to choose their children’s skin color, level of intelligence, aptitude for making him a better child in community. The element of â€Å"Human Factor† will exist no more as everyone will be like super human having all the

Unit Plan for English learners Essay Example | Topics and Well Written Essays - 2250 words

Unit Plan for English learners - Essay Example Be able to deal with political issue and to understand how to protect oneself from any political issue The learner should be able to get some English concepts while learning social studies in class Introduce the use of computers in the teaching of social studies Unit objectives By the end of this course the learner should be able to 1. Identify the different types of politics in a given country and to give different countries in the world that use different forms of politics. 2. Identify the different methodologies that can be used to collect data relating to politics and how this can be improved. 3. Identify the different people in the world who have contributed positively and those who have contributed negatively to politics in the world 4. Be able to identify the different themes in journals that they get in class and to explain how each relate with the different politics and how it can be changed 5.Provide a good summary of the things that is learnt in class and how to implement it 6.Be able to present a well written essay about the political scene of the country in good grammar with no grammatical error. 7.Be able to differentiate the different types of citizenship and the roles of international boundaries to the development of the economy of the people in the world as a whole.... 7. Be able to differentiate the different types of citizenship and the roles of international boundaries to the development of the economy of the people in the world as a whole. Fitting the unit to the goals of the subject The main goal of this subject is to teach student to learn how to become responsible people for their country and to know how to make important decisions that pertains to the development of the country. The subject also has the goal of making the learner know how his actions as an individual can affect the whole republic. Apart from the political sides, the learner is also supposed to learn some Basic English concepts. Writing is one of the English concepts that the learner is supposed to grasp from the experience of this writing. Apart from the writing skills the learner should also be able to equip themselves with necessary skills in research work such as the methodology that is to be used in a particular field of study. All these are fulfilled by the study of th is unit. First the objectives of the study ensures that the learner fully understand the political responsibility that he has to fulfill to the nation and what his role to the politics of a nation is. The unit also entails some small research that involves use of different methodologies to find out more about the research thesis. By this the unit is able to achieve one of its major goals which are to enhance the learner to be able to identify the different methodologies that are used in a particular subject. Writing skills is also a goal that is achieved as the learner is able to get some writing skills from the unit. Student characteristics Most of the learners in this class have English as their first language

History in Distributed Databases Essay Example | Topics and Well Written Essays - 2500 words

History in Distributed Databases - Essay Example In this scenario, a distributed database design allows the organizations to divide a database over different hardware devices, but with a central management control. The basic purpose of implementing distributed databases is to offer higher reliability and superior performance. Without a doubt, the division of a database into multiple locations can provide a number of advantages to organizations (Holmes; Hoffer, Prescott and McFadden). Additionally, this way of data storage offers superior control over particular data. In this scenario, the load of the database management is divided among several hardware devices and burden of processing is shifted from a single location to multiple locations. Normally, a distributed database is developed on the basis of business departments, or geographical areas or companies. In view of the fact that the database appears at local location to each business department inside an organization hence it offers quicker response times for the database user s. In addition, these departments are also smaller as compared to the size of the overall organization, as a result the processing load over the server also reduces. The research has shown that the majority of organizations prefers to develop distinct business sectors for particular tasks. For instance, organizations can develop different organizational units for human resources, accounting, and sales departments. Moreover, they develop a distributed database to assist in running the operations of particular business units all the way through the company, at the same time as establishing and maintaining authority from a central server. This technique is also useful in separating the data and hardware all the way through the organization, as a result the performance and control over the database also improves (Holmes; Hoffer, Prescott and McFadden). Though, the distributed databases require the development of database using all the traditional techniques of database development excep t they are based on a different perspective. They are being developed to get the advantages of central access by company head office, at the same time as supporting local access for particular company sectors. In this scenario, this database design technique is very useful for organizations that are distributed all over the world. Additionally, these databases are also used by the companies that support multiple portfolios. For instance, a number of industries such as hospitality, manufacturing and banking can take benefits from the implementation of distributed databases. In addition, a distributed database can also be useful in supporting an organization in their accounting unit. Moreover, an international organization that has several offices in various countries of the world can normally develop a distributed database to support its business operations in each country. In this scenario, this division of geographical areas would allow the local country to get access to data and p erform operations faster. Also, the organization would be able to use the central database to get access to data available in each country without having an impact on local application. Without a doubt, distributed databases offer superior reliability and flexibility for the organizations. In view of the fact that the data is located on different servers, hence it can straightforwardly be copied onto new hardware devices and database structures all the way thro

Unit Plan for English learners Essay Example | Topics and Well Written Essays - 2250 words

Unit Plan for English learners - Essay Example Be able to deal with political issue and to understand how to protect oneself from any political issue The learner should be able to get some English concepts while learning social studies in class Introduce the use of computers in the teaching of social studies Unit objectives By the end of this course the learner should be able to 1. Identify the different types of politics in a given country and to give different countries in the world that use different forms of politics. 2. Identify the different methodologies that can be used to collect data relating to politics and how this can be improved. 3. Identify the different people in the world who have contributed positively and those who have contributed negatively to politics in the world 4. Be able to identify the different themes in journals that they get in class and to explain how each relate with the different politics and how it can be changed 5.Provide a good summary of the things that is learnt in class and how to implement it 6.Be able to present a well written essay about the political scene of the country in good grammar with no grammatical error. 7.Be able to differentiate the different types of citizenship and the roles of international boundaries to the development of the economy of the people in the world as a whole.... 7. Be able to differentiate the different types of citizenship and the roles of international boundaries to the development of the economy of the people in the world as a whole. Fitting the unit to the goals of the subject The main goal of this subject is to teach student to learn how to become responsible people for their country and to know how to make important decisions that pertains to the development of the country. The subject also has the goal of making the learner know how his actions as an individual can affect the whole republic. Apart from the political sides, the learner is also supposed to learn some Basic English concepts. Writing is one of the English concepts that the learner is supposed to grasp from the experience of this writing. Apart from the writing skills the learner should also be able to equip themselves with necessary skills in research work such as the methodology that is to be used in a particular field of study. All these are fulfilled by the study of th is unit. First the objectives of the study ensures that the learner fully understand the political responsibility that he has to fulfill to the nation and what his role to the politics of a nation is. The unit also entails some small research that involves use of different methodologies to find out more about the research thesis. By this the unit is able to achieve one of its major goals which are to enhance the learner to be able to identify the different methodologies that are used in a particular subject. Writing skills is also a goal that is achieved as the learner is able to get some writing skills from the unit. Student characteristics Most of the learners in this class have English as their first language

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word â€Å"teacher† does the profession no service. A teacher is really a combination of the most important professions in the world. Besides the parents, an educator is the biggest influence in a child’s life. The age span in which children are in school is the most impressionable years of their lives. A student’s educational experience can mold the events of his or her future. That is why I want to become a teacher. I want to be a mold for younger generations, and I hope for students to remember a knowledgeable and ethical teacher. Beliefs I feel the student should come to school willing to learn and the teacher should come ready to teach! The student’s role is just as important as the teachers; the student’s expectations of the teacher should be for her to teach and help them learn at all times. Teachers also play an important role in the classroom when it comes to the environment. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either good or bad. If students feel the teacher is angry, students may react badly to that and therefore learning can be harder. I think teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teachers actions and the environment he/she sets. Metaphysics We are all here for a purpose and I believe that, that is to live for God and follow his way of life. It is hard to know what you are really on earth for until you find it through him! Some teachers will find it hard to keep the focus on the classroom do to all the other outside distractions but, I strongly believe that is you were meant to be a teacher then you will find a way to look past the bad and find the good. Why am I here? I think I am here to help children follow their dreams and make it through school easier than I did. When I become a teacher I want to be the best ever! I want to see that smile on the kids’ faces after I teach them something amazing. Progressivism I want to teach from some aspects of the progressivism style which focuses on respect for individuality, high regard for science, and learning from experience. I want to teach the children in my classroom to have respect for each other. This is a quality that will help them to be successful in society because if they respect others, then others will have respect for them. Having respect for others also shows that they have respect for themselves. I also want children to learn by hands-on activities. I will direct them from step to step and demonstrate how to do each step in the activities they perform. These activities make learning more interesting for the children because the children are able to get involved instead of just always watching the teacher do everything. Speaking of the children getting involved, they can really get involved when learning in a different atmosphere when on field trips. I feel taking children on field trips is an effective learning experience for them because it allows children to get out of the classroom setting and learn from a different perspective. In addition I want to focus on sciences because they are an important area in the knowledge of children. I think this growing area of our society should be focused on thoroughly because science advances and improves every day and I feel children should be aware of their changing world. Constructivism I feel like this is the main reason why I should teach and why I want to teach, I have learned so much though school and it has molded me to become who I am today. I learn a lot through experience and what I know will make me a better teacher it will help me relate to the ones that hate school or the ones that think they can’t do it. It’s all a process and the way you take the steps is how I think you will show others so you have to help them with their process and make sure that it doesn’t go bad or in the wrong direction. I plan to continue my education so that I may make teaching my profession. After graduation, I hope to find a position in an elementary school teaching in one of the first through sixth grade classes. I feel that elementary education is extremely important because it is here that children establish their foundation for the rest of the educational career. My goal and desires are to have the opportunity to touch a child’s life.

Comparison Between Self-rated and Dentist-rated Dental Care

Comparison Between Self-rated and Dentist-rated Dental Care Comparison between self-rated and dentist-rated dental care need among university students in Xi’an city, China Running title: self-rated and dentist-rated dental care ABSTRACT Objective: This study aimed to compare the difference between the self-rated and dentist-rated dental care need among university students in China and to evaluate the related factors. Participants: 757 university students aged 17-26 years. Methods: The study was carried out in 2013 in Xi’an city, China. The students were asked to complete a questionnaire that included the participants’ general information, the self-rated dental care need and their experiences of dental care. Dental conditions of each student were examined by six dentists by field survey. Results: Totally 52% of the students had consistent self-rating with dentist-rating (30.1% need and 21.9% not need). 39.0% of the students in need of dental care chose â€Å"not need† and 9.0% did not need but chose â€Å"need†. The self-rated dental care need had statistical differences in gender, census register and major. While the dentist-rated dental care need did not. Only 30.9% of the respondent stu dents did not need dental care. Conclusion: Self-rated dental care need was significantly associated with gender, census register and major and a number of Chinese university students inaccurately rated their dental care need. Their dental health status was not good. Key words: dental care; self-rating; dentist-rating; university students; major; census register Introduction Survey of the self-rated dental care need is a basic method for dental care studies. It is a simple direct way to study the perceptions of dental health, which is considered valid, reliable and cost-effective 1. And the accuracy of the self-rated dental care need can truly reflects the dental care ability of either individuals or communities. Hongjun Yin, from the Long Island University thinks that self-rated method has already been widely used in health surveys as a single-item measurement of health-rated quality of life 2. And it has been proved reliable and valid 3. There are few differences in the effects of variables associated with self-rated dental care need by different nationalities 4. So self-rated dental care need is an important method to observe dental health status and attitudes of either individuals or communities. Self-rated dental care need has been extensively studied in university students, where a range of associated factors has been identified 1-5. Now days, most research on self-rated dental care need is concentrating on the factors that affect the need 2, 6-15. What’s more, these studies have found many associated factors, such as gender, socioeconomic characteristics, age and education 16. However, the significance of each factor stills remained to be confirmed. Meanwhile, there has been relatively less study on the comparison of self-rated and dentist-rated dental care need. The comparison can truly reflect the accuracy of the self-rated dental care need and the dental care need status. It can also provide reference for the public health bureaus in policy making. The data from National Bureau of Statistics showed that, by the end of 2010, the number of university students would reach to 22.318 million in China 17. The age of university students ranges between 17-24 years. This age group is considered less vulnerable to sicknesses. Meanwhile, they also considered themselves to be less likely to get sick 18. So the public health bureaus often ignore this group of people 19. However, there is little study focusing on this group of people’s dental status to which we must pay attention. Therefore, we carried out the survey of the self-rated dental care need and dentist-rated need among university students in Xi’an city, China. In this study, we investigated both the census register and major, which two were seldom reported before. We also designed a new classification for the dental care need to replace the â€Å"need† and â€Å"not need† classification, which is more detailed and comprehensive. Methods and materials Subjects The study was approved by the University of Nebraska Lincolns institutional review board; all subjects gave informed consent. The subjects, undergraduate students ranging from 18 years of age and above, were recruited from 11AMto 1:30 PM during January 2009 at the 2 university unions. Participants received nominal gifts for completing the questionnaires. Study Sample This study was carried out in 2013 in the city of Xi’an (population 8.467.837) in Shaanxi province, China. Sample design consisted of 5 universities that were selected randomly in Xi’an. The 757 students, including 574 males and 183 females were selected randomly from each department of every university and the age ranged from 17 to 26 years old (20.5 ±1.4 years old, median 21 years old). The student source was nationwide, that covered 31 different provincial administrative regions of China (there are total 34 provincial administrative regions in China) (Table 1). 2.2 Design of the Dentist-Rated Dental Care Need the Self-Rated Dental Care Need According to the damage and urgency of dental diseases, we divided dental care need into four degrees by different conditions20. The first degree was designed to represent healthy dental condition, and the other three degrees were designed to include various dental diseases. The first degree: Dental condition is healthy. The respondent does not need specific dental care. The second degree: Dental condition is not healthy. The respondent needs selective dental care, but does not need treatment urgently, including 6 types: (1) moderate dental calculus; (2) shallow caries do not develop; (3) periodontal disease localizing in a small range, do not develop (4) need orthodontic treatment (5) need preventative treatment (6) need prosthodontics treatment. The third degree: Dental condition is not healthy. The respondent needs dental care as soon as possible, including 6 types: (1) severe caries; (2) severe periodontal disease; (3) chronic dental pulp disease or periapical disease; (4) severe dental calculus; (5) chronic oral infections; (6) one or more teeth need extraction. The fourth degree: Dental condition is not healthy. The respondent needs dental care urgently, including 4 types: (1) oral and maxillofacial trauma (2) acute dental pulp disease or periapical disease (3) acute oral infections (4) acute pericoronitis. 2.3 Assessments and Measurements The self-rated dental care need was represented by the question: â€Å"Considering to your dental status, do you think you have the need of dental care?† 21. The answers were: â€Å"need† and â€Å"not need† 6. The whole process was strictly based on the international dental survey method standards established by the WHO 22. Dental conditions of each student were examined by six dentists using field survey method1. All the dentists had passed the standard test survey. Inter and intra consistency check coincidence rate was higher than 95% 3. All the examinations were conducted under standard inspection light 23. 2.4 Statistical Analyses The age range was divided into three groups: â€Å"≠¤19†, â€Å"20† and â€Å"≠¥21†. Census register was divided into urban and rural; gender was divided into male and female; and the major was divided into science and artS 24. In addition, the self-rated dental care need was compared with the dentist-rated dental care need. Chi-square test was used to assess the significance (P 25. FoxPro 6.0 was used to build up the database. Afterwards, SPSS 17.0 (SN: 5068167, PN: 33132001) was used for statistical description and analysis. Results 3.1 The factors affecting the self-rated and dentist-rated dental care need The self-rated dental care need had statistical differences in gender, census register and major. In addition, the number of students who chose â€Å"need† increased accordingly with the age (Table 1). While the dentist-rated dental care need did not show significant differences in these four aspects (Table 2). 3.2 Comparisons between the self-rated and dentist-rated dental care need Self-rated dental care need showed that 296 students chose â€Å"need† and 461 students chose â€Å"not need†. The comparison between self-rated and dentist-rated dental care need showed that 48.0% (39.0%+9.0%) of the students rated their dental care need inaccurately. 39.0% of the students in need of dental care but chose â€Å"not need†; 9.0% of the students not in need but chose â€Å"need†. Totally 69.1% (39.0%+30.1%) of patients were in need of dental care rated by dentists (Table 3). 3.2 The dental care need rated by dentists and the clinic experience of the students The results of the dentist-rated dental care need showed that only 30.9 % of the students did not need dental care (the first degree); 57.2% of the students needed selective dental care (the second degree); 11.1% of the students needed dental care as soon as possible (the third degree); 0.8% of the students needed dental care urgently (the fourth degree) (Table 4). We collected the dental clinic experiences of the students at the same time. Among the 757 respondent students, 540 (71.3%) said that they didn’t have been to dental clinic before. Discussion 4.1 Associated factors with the self-rated dental care need (age, gender, census register, major) In community health studies, self-rated dental care need is frequently used, including national health surveys. It is a helpful general indicator of overall dental statuS10, 26-28. Jylha et al. from the University of Tampere believes that the way to judge the health status of the students may vary according to gender, age groups, social and cultural backgrounds8. Results showed that the rate of choosing â€Å"need† increases proportionately with age (Table 1). The study of 26,111 Hong Kong students conducted by Lee et al. from The Chinese University of Hong Kong showed that older students had higher prevalence rates of health-compromising behavior than younger students 19. At the same time, a study by Shin et al. from Chonnam National University Medical School showed that the older students rated their self-rated health more negatively in both men and women9. So, age could be one of the factors associated with the self-rated dental care need. In our study, 47.0% of the female students thought that they were in need of dental care. While only 36.6% of the male students thought they were in need of dental care (Table 1). It indicated that female students were more likely than male students to rate their dental conditions poorly. The results corresponded to the research by Hee-Young Shin et al. ,9 their studies also showed that women were more likely than men to rate their self-rated health as poor. Therefore, gender could be another factor associated with the self-rated dental care need. In accordance with their census register, university students can be divided into urban and rural sourced in China5. In this study, the students from rural areas were more likely to think that they were in need of dental care than the students from urban areas (Table 1), though these two groups were not statistically different in the dentist-rated dental care need (Table 2). Meanwhile, there were no previous studies we could refer to. Therefore, whether the census register is one of the factors associated with the self-rated dental need is still need to be confirmed by studies with larger sample size. The results also showed that the arts students were more likely to think themselves in need of dental care than the science students. Despite the fact that they had no statistical difference in the dentist-rated dental care need. Therefore, the major might be one factor associated with the self-rated dental need. 4.2 Comparison between Self-Rated and Dentist-Rated Dental Care Need In most developed countries and some developing countries, health care is regarded as one of the public services 14. Nowadays in China, health care reform is being intensified, and people are paying more and more attention to their health29. But overall, the demand for health care is the starting point for the Chinese government to make health care reform. In this study, there were a large number of Chinese university students who could not rate their dental care need accurately. The results showed that 60.9% of the students thought that they had no need of dental care, but only 36.0% of which were proved really not need dental care after dental examination. The remaining 64% of them all had dental care need at different degrees, among which 54.7% of them needed selective dental care, 8.5% of them needed dental care as soon as possible, and 0.9% of them needed dental care urgently (Table 4). The lack of dental care consciousness might account for a significant problem. In this study, 39.0% of the students had dental care need but considered themselves not in need. It showed that the university students were lack of dental knowledge and self-awareness30. Meanwhile, the results showed that only 30.9% of the respondent students did not need any specific dental care. The other 69.1% all had dental care needs to different degrees. It showed that dental diseases had become common among university students. There was an urgent need to strengthen the dental care services in universities31. The data from the National Bureau of Statistics showed that, by the end of 2010, the number of university student would reach to 22.318 million in China17. So it will be a huge need for dental care services. 4.3 Limitations Compared to the 45.7% given by the state council information office of the Peoples Republic of China, in this research, the female students accounted for 24.2% in all the respondent students. We think the difference came from the sample universities we chose. Because the major subjects for three of the five universities are science and technology, military or engineering, the students in these three universities are mostly male which led to the difference. 4.4 Implications School is one of the most basic places to prevent dental diseases. Students would benefit for a lifetime if they formed good dental care habits at university. We suggest strengthening the dental care knowledge propaganda in university students in China32. We also suggest adding dental knowledge, lectures and pictures in university TV shows and distributing dental care manuals to university students. Lastly, we suggest the Chinese government deepen the health care reform, pay more attention to the dental health care conditions of the university students. This research used a new design for dentist-rated dental care need, which was first introduced to the survey of university students. It have been applied in the survey of the residents in quake-hit areas in Dujiangyan city in 200820. It is designed to include most types of the dental diseases that a dentist could meet. Moreover, obviously, this new classification provides a unified reference for the dentists, which is more scientific and accurate. Background:When assessing health status, physicians may focus on objective symptoms and diagnoses, whereas individuals may focus more on subjective symptoms, functional limitations and quality of life.(25) Table 1. Results of the self-rated dental care needs, stratified by age, gender, census register and major (2013à ¯Ã‚ ¼Ã…’n=757) * The self-rated dental care need had statistical differences in gender, census register and major. * The number of students who chose â€Å"need† increased accordingly with the age. Table 2. Results of the dentist-rated dental care needs, stratified by age, gender, census register and major (2013à ¯Ã‚ ¼Ã…’n=757) * The dentist-rated dental care need did not show significant differences in age, gender, census register and major. Table 3. Comparison between the self-rated dental care needs and dentist-rated needs by different degree (2013, n=757) Dentist-rated dental care needs Self-rated Dental care needs Total n=757 χ2 P 2-sided Need n=296 Not need n=461 Sample % Sample % sample % The first degree 68 23.0 166 36.0 234 30.9 14.343 0.000 The second degree 181 61.1 252 54.7 433 57.2 3.732 0.053 Type 1 113 38.2 175 38.0 288 38.1 0.004 0.953 Type 2 45 15.2 57 12.4 102 13.5 1.246 0.264 Type 3 9 3.0 12 2.6 21 2.8 0.128 0.721 Type 4 61 20.6 69 15.0 130 17.2 4.032 0.045 Type 5 9 3.0 14 3.0 23 3.0 0.000 0.998 Type 6 13 4.4 2 4.0 15 2.0 14.540 0.000 The third degree 45 15.2 39 8.5 84 11.1 8.088 0.004 Type 1 19 6.4 13 2.8 32 4.2 5.767 0.016 Type 2 4 1.4 0 0.0 4 0.5 6.263 0.012 Type 3 7 2.4 1 0.2 8 1.1 7.954 0.005 Type 4 28 9.5 33 7.2 61 8.1 1.288 0.256 Type 5 5 1.7 3 0.7 8 1.1 1.859 0.173 Type 6 16 5.4 7 1.5 23 3.0 9.245 0.002 The forth degree 2 0.7 4 0.9 6 0.8 0.085 0.771 Type 1 0 0 0 0 0 0 0.000 0.000 Type 2 1 0.3 2 0.4 3 0.4 0.042 0.837 Type 3 0 0.0 1 0.2 1 0.1 0.643 0.423

A Comparison of Violence in Living Jim Crow, Incident, and Blood burnin

Violence in Living Jim Crow, Incident, and Blood burning moon      Ã‚   Violence seems to be quite a common topic in black American literature of the first decades of the 20th century. One major reason for this is probably that it was important for black authors not to be quiet about the injustices being done to them. The violence described in the texts is not only of the physical kind, but also psychological: the constant harassment and terrorising. The ever-present violence had such an effect on the black that they just could not fight back to stop the injustices.    Richard Wright describes in his autobiography 'The Ethics of Living Jim Crow: An Autobiographical Sketch' the atmosphere at his first job, where his fellow workers would not teach him anything, just because he was black: "This is a white man's work around here, and you better watch yourself" (291). From that moment on, he never really felt at ease going to work. This kind of feeling of unease is also found in Countee Cullen's 'Incident.' It shows clearly how children are not really aware of the differences adults believe to exist between different races until being told that there is a difference. The poem seems to be a product of personal experiences as a child, when another child pokes out his tongue and calls the speaker of the poem "nigger" during a stay in Baltimore, and it pictures the human tendency to look no further than the colour of the skin. This is probably an event that stayed in the child's mind all his life, hence the final lines of the poem: "I saw the whole of Balti more / From May until December; / Of all the things that happened there / That's all that I remember" (384).    In his autobiography Wright also describes the childhood fi... ... habits free rein. Reading Black Voices really made me think of how I act and think when it comes to racial issues and even though I know that all human beings are equal, this kind of reminder is necessary - for all of us.    Bibliography: From the anthology Black voices: Jean Toomer: 'Blood burning moon' Richard Wright: 'The Ethics of Living Jim Crow: An Autobiographical Sketch' Dudley Randall: 'The Idiot' Countee Cullen: 'Incident' Internet resources: Countee Cullen. The Academy of American Poets. March 2001 <http://www.poets.org/poets/poets.cfm?prmID=56> Jean Toomer. Heath Online Instructor's Guide. March 2001 <http://www.georgetown.edu/bassr/heath/syllabuild/iguide/toomer.html> 1 "Gutta cavat lapidem non vi sed saepe cadendo": Latin for "The drop carves the stone, not by force but by constant dripping."   

Essay --

George Washington was the first President of the United States. He was elected on April 30, 1789 Washington had the respect of everyone. Washington had many intriguing qualities. An example would be his quality of concern for his men. Throughout the Revolutionary War, Washington lost many of the battles, but he chose to lose them, rather than to win and risk all of his men’s lives. He made tactical retreats to save his men. George Washington, our first President, won over the hearts and earned the respect of the people of the United States because of his strong character, and not because of his political genius. In fact he never even went to college, due to lack of money. George Washington had the respect of not only politicians, lawyers, wealthy plantation owners, but also the respect of people who were not considered to be people. Such peoples included slaves and women. A man named Phyllis Wheatley became the first black poet of America. He talks about Washington’s greatness at the Siege of Boston in one of his poems, claiming virtue to always be at his side. Another poem was wri...

A Feministic Reading Of Donnes Poetry English Literature Essay

To analyze seventeenth century literature, one can barely overlook John Donne and to read done literature, one can non ignore his love sonnets through which Donne ‘s position of love and how he viewed the adult females of his clip, as the object of this love, can be scrutinized absolutely. However, one facet remains changeless ; Donne seldom lingers over the adult female ‘s physical visual aspect, and leaves the reader to presume that the adult female in Donne ‘s verse form is a shady figure, the object or contemplation of male desire, or a sex object to be circulated for the exhilaration and amusement of Donne ‘s male groups. Beauty was merely a thing that happened by opportunity and is accordingly, as Donne concludes, of no existent worth. Not merely was beauty of no existent worth, but neither were the females themselves. These ideals were set forth chiefly by mediaeval and early-modern Christians, who found several justifications for adult females ‘s lower status in the narratives of Genesis and the New Testament ; 1 ) adult female was created after adult male, and hence adult male must be more perfect ; 2 ) Eve ‘s function in the autumn suggests pride, that she was governed by passions, and that adult females ‘s beauty and gender made them possible corrupters of adult male ; 3 ) adult females were clearly expected to be subservient to their hubbies ; and 4 ) as the ‘weaker vas, ‘ adult females possessed non merely less physical, but less mental strength than work forces. Though there were so many statements against the female sex, the female physical ( non needfully sexual ) organic structure and psyche was held in the highest respect, particularly the abovementioned thought of the female as â€Å" vas. † John Donne expanded this thought in his poesy, composing about adult females in a manner that degraded their physical organic structure, their mental and emotional capablenesss, and their relation to the male sex. Women, in John Donne ‘s eyes were seen as a necessary portion of the male-female, body-soul connexion but were unsafe every bit good. Womans, in the 16th and 17th centuries were believed to transport merely every bit much truth – and secrecy – as work forces. Womans were vass that could be filled ( with anything ) ; this capacity non merely made adult females appealing, but made them unbelievable agents of any force, good or bad. The relationship between organic structure and psyche, a relationship Donne regarded as one of common necessity, was the specifying bond of his life. His experiences ( of friendly relationship, love, wellness, unwellness, work, leisure ) were all conditioned by the interactions between the two parts of the ego. As a poet and a curate, the physical and the religious, the male and the female, the layman and the Godhead were inexorably linked for Donne, and were ever carried into his poesy. To obtain farther grounds of how Donne, every bit good as his talkers, views the female organic structure, one must look closely at his poesy ; for illustration, Donne ‘s verse form â€Å" Air and Angels. † This verse form addresses the struggle of Love within the spirit and the organic structure. The verse form begins: â€Å" Twice or thrice had I loved thee, / Before I knew thy face or name ; / So in a voice, so in a shapeless fire † ( 1-3 ) In another verse form, â€Å" The Extasie, † Donne states that â€Å" Our soules, ( which to progress their province, / ere gone out, ) hung ‘twixt her, and mee./ And whil'st our soules negotiate at that place, / Wee like sepulchral statues ballad † ( 15-18 ) . Asserting this anterior belief that souls/spirits can go forth the organic structure to mix with other psyches, Donne carries this belief to the lines in â€Å" Air and Angels. † Possibly how he ‘met ‘ his lover, their psyches negociating far from their physical organic structures, Donne ‘s talker in â€Å" Air and Angels † believes his spirit met his lover ‘s spirit ( a voice or shapeless fire ) while their organic structures lay elsewhere. Despite the talker ‘s declaration that the female was disembodied and â€Å" shapeless, † and merely as psyches are required to take a organic structure, the talker needs to concentrate upon the human signifier ( as sim ply an empty outline/container ) in order to make full it with whatever he chooses, in this instance his love. The female lover addressed is the concrete incarnation required to finish this relationship. The talker describes the determination of the physical being and their first meeting in the 5th line: â€Å" Still when, to where 1000 wert, I came, / Some lovely glorious nil did I see † ( 5-6 ) . When the talker came ( physically ) to where his female lover was, a â€Å" glorious nil † did he see. This interesting line becomes a sexual wordplay sing the female genital organ. If we look back at Galenic theories of foetal development, ( Galen, a outstanding Roman doctor, philosopher, and accomplished medical research worker ) we find that 2nd century doctors believed that the female was an inferior version of the male. Despite multiple grounds for this, one ground was universally accepted ; the female was an â€Å" undercooked † male for the parts that are indoors in adult female are outside in man.The outgrowth of the phallus in male foetuss was an look of â€Å" doneness † in foetal development. Since the vagina remained inside the female foetus, Galen a nd co-workers understood this to intend the female foetus was non â€Å" done. † Therefore, the female genital organ were nil, a â€Å" glorious nil, † and an interestingly present absence. As a consequence, the talker supposes that he must make full that empty infinite, that absence, within this lover ‘s organic structure. He utters, â€Å" Since my psyche, whose kid, love is/ Takes limbs of flesh and else could nil make † ( 7-8 ) . Because the kid of the psyche is Love, Love needs a corporeal organic structure ; a place. Love must take a organic structure, so the talker asks Love to â€Å" presume thy organic structure, I allow, / And repair itself in thy lip, oculus, and forehead † ( 12-14 ) . Her organic structure is the container for Love, and the talker must come to acknowledge and love her physically. Other footings throughout the verse form that suggest her organic structure is simply a container are â€Å" ballast † and â€Å" tender † ( a little boat ) as in: â€Å" Whilst therefore to ballast love I thought, / And so more steadily to hold gone, / With wares which would drop esteem, / I saw I had love ‘s tender overfraught † ( 15-18 ) . In the verse form, Donne expresses that the talker ‘s love is excessively much for the female ; that he invades her and â€Å" love ‘s tender is overfraught † ( 18 ) . What should hold been a stabilising weight ( Love ) was emotionally unwieldy for the bantam vas. The talker had intended to stabilise love ‘s boat with wares which would drop an undistinguished ship of mere esteem, but alternatively had overloaded even Love ‘s ship ( a more powerful abstraction than mere esteem ) , unbalancing the really Love which he meant to maintain safe. The concrete and physical specifics were excessiv ely overpowering for human love, which can non inhere ( be portion of something natural and built-in ) in discorporate liquors. Here, Donne reasserts his passionate belief that one can be neither merely affair nor merely spirit ; one must capture both. Therefore, neither can Love happen its permanency in â€Å" nil, † nor in the appendage or glare of passion or beauty as the talker states, â€Å" For, nor in nil, nor in things/ Extreme, and dispersing bright, can love inhere † ( 21 ) ( Nutt 24 ) . In the concluding lines: â€Å" Merely such disparity/ As is ‘twixt air ‘s and angel ‘s pureness, / ‘Twixt adult females ‘s love, and work forces ‘s, will of all time be † ( 26-28 ) , Donne stresses the Elizabethan sentiment that there will everlastingly be a duality between a adult male and a adult female ‘s love. A adult female ‘s is more fugitive and sacred, yet harder to capture and more widely sought after, hence, le ss â€Å" bodily † and more â€Å" spirit-like. † These factors besides make her love less stable. A delicate balance is required to non merely maintain Love afloat, but to non overburden it every bit good ; even the most carefully placed, but lopsided ballast can easy tip the tender of Love. In â€Å" Air and Angels, † the female organic structure is highly misunderstood, and described as a mere container for Love to busy. Although look up toing adult female for her ownership of a sacred and widely sought-after Love, the full verse form relies upon the female signifier and the fact that it is uninhabited and can easy be filled with a assortment of things. The transforming regard of the witness, need non be constrained by an being outside the organic structure. In imaginativeness at any rate, it might be possible to sail into the organic structure which could therefore look as a topographic point of infinite infinite, a topographic point with infinite possibilities ( 140 ) . Sadly, this filling is non done of her ain will, but of the male talker ‘s ; she must digest his use and idealistic position of love, and addition nil in return save an overfraught tender. And in Donne ‘s verse forms, we seldom hear the female voice, or learn of Love from the female position. In the bulk of Donne ‘s verse forms, the talker is male, and the audience is preponderantly male. John Donne was a clique poet, significance that he wrote to a choice group of close friends, most likely poets themselves. Writing in an epoch where a female was deemed a lesser being than a male, Donne was entirely following the conventions used by other coterie poets by composing misogynous Hagiographas about adult females from a hypermasculine point-of-view. And though he seldom wrote about Love itself, he did compose about Love in the sense that it was an abstract male-female connexion. Work cited The Norton Anthology of English Literature Volume one, Sixth edition. Abjadian, A. A study of English Literature. Tehran ; 2006. www.wikipedia.com

Business Law Assignment Essay

The main point for consideration in this situation is whether the initial agreement between Packard and Hewlett constitutes as a contract that has a legal relationship, and if so, is Hewlett within his rights to void the established contract and sell the laptop to the offeror with a higher price. The General Principle of Law here would imply here that Hewlett and Packard, are in a contract due to consensus ad idem, in that a meeting of minds must be between the two parties to be counted as a contract (Don Mayer, 2011). This contract is enforceable as the following factors are present: 1)Offer: Hewlett had made a bilateral offer to his classmates to sell his laptop at $800/-. This is an offer as the offeror had indicated his intention to sell his laptop to any member of his class at $800. 2)Acceptance: Packard had clearly communicated his unconditional acceptance of his offer, thereby closing the offer. 3)Consideration and Legal Relations: Consideration under the Law is defined as â€Å"some right, interest, profit or benefit accruing to one party, or some forbearance detriment, loss or responsibility given, suffered or undertaken by the other† Currie v Misa (1875) (InBrief: Free Legal Information, 2014). Hewlett promised to do the transaction of the laptop tomorrow after he transferred his data in the laptop and Packard agreed. This is executory consideration and shows that due consideration has been done on the part of the promisee. Legal relations are thus also created. They are thus in a legally binding contract and either party can sue should there be a breach. Hewlett is not able to revoke his offer once accepted even if someone were to offer him a higher price for the laptop. However, Hewlett sold his laptop to Compac for $1000, discharging his contract with Packard by Breach. Hewlett has by his own act disabled himself from performing the contract and Packard can thus bring action against him for the Breach of Contract. The Principle guiding this was established in Synge v Synge (1894). Recommendation and Conclusion In conclusion, Packard is able to bring action against Hewlett for selling the laptop to Compac even after an initial contract was established with Packard. He is able to sue under Discharge of Contract by Breach and the Court will likely move possession of the laptop back to Packard after Packard pays Hewlett the $800 as agreed. Hewlett will also have to refund Compac his $1000.

My Father

Electronic mail, also known as  email  or  e-mail, is a method of exchanging digital messages from an author to one or more recipients. Modern email operates across the  Internet  or other  computer networks. Some early email systems required that the author and the recipient both be  online  at the same time, in common with  instant messaging. Today's email systems are based on a  store-and-forward  model. Emailservers  accept, forward, deliver and store messages.Neither the users nor their computers are required to be online simultaneously; they need connect only briefly, typically to an  email server, for as long as it takes to send or receive messages. Historically, the term  electronic mail  was used generically for any electronic document transmission. For example, several writers in the early 1970s used the term to describe  fax  document transmission. [2][3]  As a result, it is difficult to find the first citation for the use of the term wi th the more specific meaning it has today.An Internet email message[NB 1]  consists of three components, the message  envelope, the message  header, and the message  body. The message header contains control information, including, minimally, an originator's  email address  and one or more recipient addresses. Usually descriptive information is also added, such as a subject header field and a message submission date/time stamp. Originally a text-only (7-bit ASCII and others) communications medium, email was extended to carry multi-media content attachments, a process standardized in  RFC  2045 through 2049.Collectively, these RFCs have come to be called  Multipurpose Internet Mail Extensions(MIME). Electronic mail predates the inception of the  Internet, and was in fact a crucial tool in creating it,[4]  but the history of modern, global Internet email services reaches back to the early  ARPANET. Standards for encoding email messages were proposed as early as 1973 (RFC 561). Conversion from ARPANET to the Internet in the early 1980s produced the core of the current services. An email sent in the early 1970s looks quite similar to a basic text message sent on the Internet today.Network-based email was initially exchanged on the ARPANET in extensions to the  File Transfer Protocol  (FTP), but is now carried by theSimple Mail Transfer Protocol  (SMTP), first published as  Internet standard  10 (RFC 821) in 1982. In the process of transporting email messages between systems, SMTP communicates delivery parameters using a message  envelope  separate from the message (header and body) itself. The diagram to the right shows a typical sequence of events[48]  that takes place when  Alice  composes a message using her  mail user agent  (MUA).She enters the  email address  of her correspondent, and hits the â€Å"send† button. 1. Her MUA formats the message in email format and uses the Submission Protocol (a profi le of the  Simple Mail Transfer Protocol  (SMTP), see  RFC 6409) to send the message to the local  mail submission agent  (MSA), in this casesmtp. a. org, run by Alice's  internet service provider  (ISP). 2. The MSA looks at the destination address provided in the SMTP protocol (not from the message header), in this [email  protected] org. An Internet email address is a string of the [email  protected]The part before the @ sign is the  local part  of the address, often the  username  of the recipient, and the part after the @ sign is a  domain name  or afully qualified domain name. The MSA resolves a domain name to determine the fully qualified domain name of the  mail exchange server  in the  Domain Name System  (DNS). 3. The  DNS server  for the  b. org  domain,  ns. b. org, responds with any  MX records  listing the mail exchange servers for that domain, in this case  mx. b. org, a  message transfer agent  (MTA) server run by Bob's ISP. 4. smtp. a. org  sends the message to  mx. b. org  using SMTP.This server may need to forward the message to other MTAs before the message reaches the final  message delivery agent  (MDA). 1. The MDA delivers it to the  mailbox  of the user  bob. 2. Bob presses the â€Å"get mail† button in his MUA, which picks up the message using either the  Post Office Protocol  (POP3) or theInternet Message Access Protocol  (IMAP4). That sequence of events applies to the majority of email users. However, there are many alternative possibilities and complications to the email system: * Alice or Bob may use a client connected to a corporate email system, such as  IBM  Lotus Notes  or  Microsoft  Exchange.These systems often have their own internal email format and their clients typically communicate with the email server using a vendor-specific, proprietary protocol. The server sends or receives email via the Internet through the product's Inte rnet mail gateway which also does any necessary reformatting. If Alice and Bob work for the same company, the entire transaction may happen completely within a single corporate email system. * Alice may not have a MUA on her computer but instead may connect to a  webmail  service. Alice's computer may run its own MTA, so avoiding the transfer at step 1. * Bob may pick up his email in many ways, for example logging into  mx. b. org  and reading it directly, or by using a webmail service. * Domains usually have several mail exchange servers so that they can continue to accept mail when the main mail exchange server is not available. * Email messages are not secure if  email encryption  is not used correctly. Many MTAs used to accept messages for any recipient on the Internet and do their best to deliver them. Such MTAs are called  open mail relays.This was very important in the early days of the Internet when network connections were unreliable. If an MTA couldn't reach the destination, it could at least deliver it to a relay closer to the destination. The relay stood a better chance of delivering the message at a later time. However, this mechanism proved to be exploitable by people sending  unsolicited bulk email  and as a consequence very few modern MTAs are open mail relays, and many MTAs don't accept messages from open mail relays because such messages are very likely to be spam. ————————————————- [edit]Message formatThe Internet email message format is now defined by  RFC 5322, with multi-media content attachments being defined in  RFC 2045through  RFC 2049, collectively called  Multipurpose Internet Mail Extensions  or  MIME. RFC 5322  replaced the earlier  RFC 2822  in 2008, and in turn  RFC 2822  in 2001 replaced  RFC 822  Ã¢â‚¬â€œ which had been the standard for Internet email for nearly 20 years. P ublished in 1982,  RFC 822  was based on the earlier  RFC 733  for the  ARPANET. [49] Internet email messages consist of two major sections: * Header  Ã¢â‚¬â€œ Structured into  fields  such as From, To, CC, Subject, Date, and other information about the email. Body  Ã¢â‚¬â€œ The basic content, as unstructured text; sometimes containing a  signature block  at the end. This is exactly the same as the body of a regular letter. The header is separated from the body by a blank line. [edit]Message header Each message has exactly one  header, which is structured into  fields. Each field has a name and a value. RFC 5322  specifies the precise syntax. Informally, each line of text in the header that begins with a  printable character  begins a separate field. The field name starts in the first character of the line and ends before the separator character â€Å":†.The separator is then followed by the field value (the â€Å"body† of the field). Th e value is continued onto subsequent lines if those lines have a space or tab as their first character. Field names and values are restricted to 7-bit  ASCII  characters. Non-ASCII values may be represented using MIME  encoded words. Email header fields can be multi-line, and each line ahould be at most 78 characters long and in no event more than 998 characters long. [50]  Header fields defined by  RFC 5322  can only contain  US-ASCII  characters; for encoding characters in other sets, a syntax specified in  RFC 2047  can be used. 51]  Recently the IETF EAI working group has defined some standards track extensions[52][53], replacing previous experimental extensions, to allow  UTF-8  encoded  Unicode  characters to be used within the header. In particular, this allows email addresses to use non-ASCII characters. Such characters must only be used by servers that support these extensions. The message header must include at least the following fields:[54] * From: The  email address, and optionally the name of the author(s). In many email clients not changeable except through changing account settings. Date: The local time and date when the message was written. Like the  From:  field, many email clients fill this in automatically when sending. The recipient's client may then display the time in the format and time zone local to him/her. The message header should include at least the following fields:[55] * Message-ID: Also an automatically generated field; used to prevent multiple delivery and for reference in In-Reply-To: (see below). * In-Reply-To:  Message-ID  of the message that this is a reply to. Used to link related messages together. This field only applies for reply messages.RFC 3864  describes registration procedures for message header fields at the  IANA; it provides for  permanent  and  provisionalmessage header field names, including also fields defined for MIME, netnews, and http, and referencing rele vant RFCs. Common header fields for email include: * To: The email address(es), and optionally name(s) of the message's recipient(s). Indicates primary recipients (multiple allowed), for secondary recipients see Cc: and Bcc: below. * Subject: A brief summary of the topic of the message. Certain abbreviations  are commonly used in the subject, including  Ã¢â‚¬Å"RE:† and â€Å"FW:†. Bcc:  Blind Carbon Copy; addresses added to the SMTP delivery list but not (usually) listed in the message data, remaining invisible to other recipients. * Cc:  Carbon copy; Many email clients will mark email in your inbox differently depending on whether you are in the To: or Cc: list. * Content-Type: Information about how the message is to be displayed, usually a  MIME  type. * Precedence: commonly with values â€Å"bulk†, â€Å"junk†, or â€Å"list†; used to indicate that automated â€Å"vacation† or â€Å"out of office† responses should not be returned for this mail, e. g. o prevent vacation notices from being sent to all other subscribers of a mailinglist. Sendmailuses this header to affect prioritization of queued email, with â€Å"Precedence: special-delivery† messages delivered sooner. With modern high-bandwidth networks delivery priority is less of an issue than it once was. Microsoft Exchange  respects a fine-grained automatic response suppression mechanism, the X-Auto-Response-Suppress header. [56] * References:  Message-ID  of the message that this is a reply to, and the message-id of the message the previous reply was a reply to, etc. * Reply-To: Address that should be used to reply to the message. Sender: Address of the actual sender acting on behalf of the author listed in the From: field (secretary, list manager, etc. ). * Archived-At: A direct link to the archived form of an individual email message. [57] Note that the  To:  field is not necessarily related to the addresses to which the mess age is delivered. The actual delivery list is supplied separately to the transport protocol,  SMTP, which may or may not originally have been extracted from the header content. The â€Å"To:† field is similar to the addressing at the top of a conventional letter which is delivered according to the address on the outer envelope.In the same way, the â€Å"From:† field does not have to be the real sender of the email message. Some mail servers apply  email authentication  systems to messages being relayed. Data pertaining to server's activity is also part of the header, as defined below. SMTP defines the  trace information  of a message, which is also saved in the header using the following two fields:[58] * Received: when an SMTP server accepts a message it inserts this trace record at the top of the header (last to first). * Return-Path: when the delivery SMTP server makes the  final delivery  of a message, it inserts this field at the top of the header.Ot her header fields that are added on top of the header by the receiving server may be called  trace fields, in a broader sense. [59] * Authentication-Results: when a server carries out authentication checks, it can save the results in this field for consumption by downstream agents. [60] * Received-SPF: stores the results of  SPF  checks. [61] * Auto-Submitted: is used to mark automatically generated messages. [62] * VBR-Info: claims  VBR  whitelisting[63] Filename extensions Upon reception of email messages,  email client  applications save messages in operating system files in the file system.Some clients save individual messages as separate files, while others use various database formats, often proprietary, for collective storage. A historical standard of storage is the  mbox  format. The specific format used is often indicated by special  filename extensions: eml Used by many email clients including  Microsoft Outlook Express,  Windows Mail  and  Mozi lla Thunderbird. The files are  plain text  inMIME  format, containing the email header as well as the message contents and attachments in one or more of several formats. emlx Used by  Apple Mail. msg Used by  Microsoft Office Outlook  and  OfficeLogic Groupware. bx Used by  Opera Mail,  KMail, and  Apple Mail  based on the  mbox  format. Some applications (like  Apple Mail) leave attachments encoded in messages for searching while also saving separate copies of the attachments. Others separate attachments from messages and save them in a specific directory. Lesson 1: Entering Text and Numbers The Microsoft Excel Window Microsoft Excel is an electronic spreadsheet. You can use it to organize your data into rows and columns. You can also use it to perform mathematical calculations quickly. This tutorial teaches Microsoft Excel basics.Although knowledge of how to navigate in a Windows environment is helpful, this tutorial was created for the computer novice . This lesson will introduce you to the Excel window. You use the window to interact with Excel. To begin this lesson, start Microsoft Excel 2007. The Microsoft Excel window appears and your screen looks similar to the one shown here. Note:  Your screen will probably not look exactly like the screen shown. In Excel 2007, how a window displays depends on the size of your window, the size of your monitor, and the resolution to which your monitor is set.Resolution determines how much information your computer monitor can display. If you use a low resolution, less information fits on your screen, but the size of your text and images are larger. If you use a high resolution, more information fits on your screen, but the size of the text and images are smaller. Also, settings in Excel 2007, Windows Vista, and Windows XP allow you to change the color and style of your windows. The Microsoft Office Button In the upper-left corner of the Excel 2007 window is the Microsoft Office button. Wh en you click the button, a menu appears.You can use the menu to create a new file, open an existing file, save a file, and perform many other tasks. The Quick Access Toolbar Next to the Microsoft Office button is the Quick Access toolbar. The Quick Access toolbar gives you with access to commands you frequently use. By default, Save, Undo, and Redo appear on the Quick Access toolbar. You can use Save to save your file, Undo to roll back an action you have taken, and Redo to reapply an action you have rolled back. The Title Bar Next to the Quick Access toolbar is the Title bar. On the Title bar, Microsoft Excel displays the name of the workbook you are currently using.At the top of the Excel window, you should see â€Å"Microsoft Excel – Book1† or a similar name. The Ribbon You use commands to tell Microsoft Excel what to do. In Microsoft Excel 2007, you use the Ribbon to issue commands. The Ribbon is located near the top of the Excel window, below the Quick Access tool bar. At the top of the Ribbon are several tabs; clicking a tab displays several related command groups. Within each group are related command buttons. You click buttons to issue commands or to access menus and dialog boxes. You may also find a dialog box launcher in the bottom-right corner of a group.When you click the dialog box launcher, a dialog box makes additional commands available. The Status bar appears at the very bottom of the Excel window and provides such information as the sum, average, minimum, and maximum value of selected numbers. You can change what displays on the Status bar by right-clicking on the Status bar and selecting the options you want from the Customize Status Bar menu. You click a menu item to select it. You click it again to deselect it. A check mark next to an item means the item is selected. Move Around a Worksheet By using the arrow keys, you can move around your worksheet.You can use the down arrow key to move downward one cell at a time. You can us e the up arrow key to move upward one cell at a time. You can use the Tab key to move across the page to the right, one cell at a time. You can hold down the Shift key and then press the Tab key to move to the left, one cell at a time. You can use the right and left arrow keys to move right or left one cell at a time. The Page Up and Page Down keys move up and down one page at a time. If you hold down the Ctrl key and then press the Home key, you move to the beginning of the worksheet. EXERCISE 1 Move Around the WorksheetThe Down Arrow Key Press the down arrow key several times. Note that the cursor moves downward one cell at a time. The Up Arrow Key Press the up arrow key several times. Note that the cursor moves upward one cell at a time. The Tab Key Move to cell A1. Press the Tab key several times. Note that the cursor moves to the right one cell at a time. The Shift+Tab Keys Hold down the Shift key and then press Tab. Note that the cursor moves to the left one cell at a time. Th e Right and Left Arrow Keys Press the right arrow key several times. Note that the cursor moves to the right.Press the left arrow key several times. Note that the cursor moves to the left. Page Up and Page Down Press the Page Down key. Note that the cursor moves down one page. Press the Page Up key. Note that the cursor moves up one page. The Ctrl-Home Key Move the cursor to column J. Stay in column J and move the cursor to row 20. Hold down the Ctrl key while you press the Home key. Excel moves to cell A1. Go To Cells  Quickly The following are shortcuts for moving quickly from one cell in a worksheet to a cell in a different part of the worksheet. EXERCISE 2 Go to — F5 The F5 function key is the â€Å"Go To† key.If you press the F5 key, you are prompted for the cell to which you wish to go. Enter the cell address, and the cursor jumps to that cell. Press F5. The Go To dialog box opens. Type  J3  in the Reference field. Press Enter. Excel moves to cell J3. Go to — Ctrl+G You can also use Ctrl+G to go to a specific cell. Hold down the Ctrl key while you press â€Å"g† (Ctrl+g). The Go To dialog box opens. Type  C4  in the Reference field. Press Enter. Excel moves to cell C4. The Name Box You can also use the Name box to go to a specific cell. Just type the cell you want to go to in the Name box and then press Enter.If you wish to perform a function on a group of cells, you must first select those cells by highlighting them. The exercises that follow teach you how to select. EXERCISE 3 Select Cells To select cells A1 to E1: Go to cell A1. Press the F8 key. This anchors the cursor. Note that â€Å"Extend Selection† appears on the Status bar in the lower-left corner of the window. You are in the Extend mode. Click in cell E7. Excel highlights cells A1 to E7. Press Esc and click anywhere on the worksheet to clear the highlighting. Alternative Method: Select Cells by DraggingYou can also select an area by holding down th e left mouse button and dragging the mouse over the area. In addition, you can select noncontiguous areas of the worksheet by doing the following: Go to cell A1. Hold down the Ctrl key. You won't release it until step 9. Holding down the Ctrl key enables you to select noncontiguous areas of the worksheet. Press the left mouse button. While holding down the left mouse button, use the mouse to move from cell A1 to C5. Continue to hold down the Ctrl key, but release the left mouse button. Using the mouse, place the cursor in cell D7. Press the left mouse button.While holding down the left mouse button, move to cell F10. Release the left mouse button. Release the Ctrl key. Cells A1 to C5 and cells D7 to F10 are selected. Press Esc and click anywhere on the worksheet to remove the highlighting. Enter Data In this section, you will learn how to enter data into your worksheet. First, place the cursor in the cell in which you want to start entering data. Type some data, and then press Enter . If you need to delete, press the Backspace key to delete one character at a time. EXERCISE 4 Enter Data Place the cursor in cell A1. Type  John Jordan. Do not press Enter at this time.Delete Data The Backspace key erases one character at a time. Press the Backspace key until Jordan is erased. Press Enter. The name â€Å"John† appears in cell A1. Edit a Cell After you enter data into a cell, you can edit the data by pressing F2 while you are in the cell you wish to edit. EXERCISE 5 Edit a Cell Change â€Å"John† to â€Å"Jones. † Move to cell A1. Press F2. Use the Backspace key to delete the â€Å"n† and the â€Å"h. † Type  nes. Press Enter. Lesson 2: Entering Excel Formulas and Formatting Data Lesson 1 familiarized you with the Excel 2007 window, taught you how to move around the window, and how to enter data.A major strength of Excel is that you can perform mathematical calculations and format your data. In this lesson, you learn how to per form basic mathematical calculations and how to format text and numerical data. To start this lesson, open Excel. Set the Enter Key Direction In Microsoft Excel, you can specify the direction the cursor moves when you press the Enter key. In the exercises that follow, the cursor must move down one cell when you press Enter. You can use the Direction box in the Excel Options pane to set the cursor to move up, down, left, right, or not at all.Perform the steps that follow to set the cursor to move down when you press the Enter key. Click the Microsoft Office button. A menu appears. Click Excel Options in the lower-right corner. The Excel Options pane appears. Click Advanced. If the check box next to After Pressing Enter Move Selection is not checked, click the box to check it. If Down does not appear in the Direction box, click the down arrow next to the Direction box and then click Down. Click OK. Excel sets the Enter direction to down. Perform Mathematical Calculations In Microsoft Excel, you can enter numbers and mathematical formulas into cells.Whether you enter a number or a formula, you can reference the cell when you perform mathematical calculations such as addition, subtraction, multiplication, or division. When entering a mathematical formula, precede the formula with an equal sign. Use the following to indicate the type of calculation you wish to perform: + Addition – Subtraction * Multiplication / Division ^ Exponential In the following exercises, you practice some of the methods you can use to move around a worksheet and you learn how to perform mathematical calculations. Refer to Lesson 1 to learn more about moving around a worksheet. EXERCISE 1Addition Type  Add  in cell A1. Press Enter. Excel moves down one cell. Type  1  in cell A2. Press Enter. Excel moves down one cell. Type  1  in cell A3. Press Enter. Excel moves down one cell. Type  =A2+A3  in cell A4. Click the check mark on the Formula bar. Excel adds cell A1 to cel l A2 and displays the result in cell A4. The formula displays on the Formula bar. Note:  Clicking the check mark on the Formula bar is similar to pressing Enter. Excel records your entry but does not move to the next cell. Subtraction Press F5. The Go To dialog box appears. Type  B1  in the Reference field. Press Enter. Excel moves to cell B1.Type  Subtract. Press Enter. Excel moves down one cell. Type  6  in cell B2. Press Enter. Excel moves down one cell. Type  3  in cell B3. Press Enter. Excel moves down one cell. Type  =B2-B3  in cell B4. Click the check mark on the Formula bar. Excel subtracts cell B3 from cell B2 and the result displays in cell B4. The formula displays on the Formula bar. Multiplication Hold down the Ctrl key while you press â€Å"g† (Ctrl+g). The Go To dialog box appears. Type  C1  in the Reference field. Press Enter. Excel moves to cell C1 Type  Multiply. Press Enter. Excel moves down one cell. Type  2  in cell C2. Press Enter. Excel moves down one cell.Type  3  in cell C3. Press Enter. Excel moves down one cell. Type  =C2*C3  in cell C4. Click the check mark on the Formula bar. Excel multiplies C1 by cell C2 and displays the result in cell C3. The formula displays on the Formula bar. Division Press F5. Type  D1  in the Reference field. Press Enter. Excel moves to cell D1. Type  Divide. Press Enter. Excel moves down one cell. Type  6  in cell D2. Press Enter. Excel moves down one cell. Type  3  in cell D3. Press Enter. Excel moves down one cell. Type  =D2/D3  in cell D4. Click the check mark on the Formula bar. Excel divides cell D2 by cell D3 and displays the result in cell D4.The formula displays on the Formula bar. When creating formulas, you can reference cells and include numbers. All of the following formulas are valid: =A2/B2 =A1+12-B3 =A2*B2+12 =24+53 AutoSum You can use the AutoSum button  Ã‚  on the Home tab to automatically add a column or row of numbers. When you press the AutoSum button  , Excel selects the numbers it thinks you want to add. If you then click the check mark on the Formula bar or press the Enter key, Excel adds the numbers. If Excel's guess as to which numbers you want to add is wrong, you can select the cells you want. EXERCISE 2 AutoSum The following illustrates AutoSum:Go to cell F1. Type  3. Press Enter. Excel moves down one cell. Type  3. Press Enter. Excel moves down one cell. Type  3. Press Enter. Excel moves down one cell to cell F4. Choose the Home tab. Click the AutoSum button  Ã‚  in the Editing group. Excel selects cells F1 through F3 and enters a formula in cell F4. Press Enter. Excel adds cells F1 through F3 and displays the result in cell F4. Perform Automatic Calculations By default, Microsoft Excel recalculates the worksheet as you change cell entries. This makes it easy for you to correct mistakes and analyze a variety of scenarios. EXERCISE 3 Automatic CalculationMake the changes described be low and note how Microsoft Excel automatically recalculates. Move to cell A2. Type  2. Press the right arrow key. Excel changes the result in cell A4. Excel adds cell A2 to cell A3 and the new result appears in cell A4. Move to cell B2. Type  8. Press the right arrow key. Excel subtracts cell B3 from cell B3 and the new result appears in cell B4. Move to cell C2. Type  4. Press the right arrow key. Excel multiplies cell C2 by cell C3 and the new result appears in cell C4. Move to cell D2. Type  12. Press the Enter key. Excel divides cell D2 by cell D3 and the new result appears in cell D4.Align Cell Entries When you type text into a cell, by default your entry aligns with the left side of the cell. When you type numbers into a cell, by default your entry aligns with the right side of the cell. You can change the cell alignment. You can center, left-align, or right-align any cell entry. Look at cells A1 to D1. Note that they are aligned with the left side of the cell. Microso ft Excel 2007 – It is a program used to create, format, and compute numbers. It displays datain row-and-column format. MS Excel makes it easy to compute numbers andallows different ways to format data including charts and reports. It is a very powerful electronic spreadsheet that lets the user enter and usenumerical data with formulas and built-in functions. It consists of 16worksheets, 65536 rows, and 256 columns. A Workbook is a file in MS Excel that holds worksheets. A Worksheet is composed of columns and rows that are similar to an accounting ledger. Itdisplays characters like letters, and numbers, and can do computations. Parts and Uses of the MS Excel Environment 1. Toolbars – display commands that are commonly used for easy access 2. Name Box – displays the address of the active cell 3. Formula bar displays the contents and formula entered on the active cell 4. Status bar – displays the information about a selected command 5. Select all Button â₠¬â€œ selects every cell in a worksheet 6. Sheet Tabs – let you display worksheets in the open workbook 7. Row headers – a number used to identify a row 8. Column headers – a letter used to identify a column 9. Active cell – the cell that has a thick border that will hold any data that you type or  entered 10. Scroll bars – includes vertical and horizontal scroll bar and four arrow used to move thescreen display horizontally or vertically 11. Title bar displays the program and the name of the workbook that you are currentlyusing 12. Menu bar (7 Tabs) – lists the names of the menus or tabs in Excel 13. Minimize button – minimizes the window to a button on the task bar 14. Maximize/Restore button – switch between maximizing a window and restoring awindow to its previous size 15. Close button – closes the window Parts of the Microsoft Office Excel 2007 Environment Parts of the PowerPoint screen: * Title bar  Ã¢â‚¬â€œ dis plays the document name * Menu bar  Ã¢â‚¬â€œ click on a menu option to see a list of commands * Standard toolbar  Ã¢â‚¬â€œ frequently used menu options Formatting toolbar  Ã¢â‚¬â€œ displays formatting commands * Placeholder  Ã¢â‚¬â€œ click or double-click to add an element to a slide * Outline view button  Ã¢â‚¬â€œ displays document in outline form * Slide view button  Ã¢â‚¬â€œ displays slides one at a time * Slide Sorter view button  Ã¢â‚¬â€œ displays all slides in a single screen * Slide show button  Ã¢â‚¬â€œ displays slide show * Drawing toolbar  Ã¢â‚¬â€œ displays drawing tools * Status bar  Ã¢â‚¬â€œ shows the current page number and position of the insertion point in the document * Office Assistant  Ã¢â‚¬â€œ quick help when you need it This lesson introduces you to  PowerPoint 2007.You use the PowerPoint window to interact with the software, place text, graphics, and other features on a slide. When you launch PowerPoint 2007, the PowerPoint 2007 Window ap pears and your screen looks like the one shown below. Your PowerPoint 2007 Window screen will probably not look exactly like the screen shown above. In PowerPoint 2007, how a window displays depends on the size of the window, the size of your monitor, and the resolution to which your monitor is set. Screen Resolution determines how much information your computer monitor can display.If you use a low resolution, less information fits on your screen, but the size of your text and images are larger. If you use a high resolution, more information fits on your screen, but the size of the text and images are smaller. The Microsoft Office Button In the upper-left corner of the PowerPoint 2007 window is the Microsoft Office button. It's similar to the old File Menu. When you click the button, a menu appears. You can use the menu to create a new file, open an existing file, save a file, print, and perform many other tasks. The Quick Access ToolbarNext to the Microsoft Office button in the upp er left corner is the Quick Access toolbar outlined in red in the image above. The Quick Access toolbar provides you with access to commands that are frequently used. By default, Save, Undo, and Redo appear on the Quick Access toolbar. You use Save to save your file, Undo to rollback an action you have taken, and Redo to reapply an action you have rolled back. You can customize this toolbar by right clicking on it or click the small black down arrow to the right. The Title Bar The Title bar is located at the top in the center of the PowerPoint 2007 window.The Title bar displays the name of the presentation on which you are currently working. By default, PowerPoint names presentations sequentially, starting with Presentation1. When you save your file, you can change the name of your presentation. The Ribbon The  Ribbon  holds all of the commands and features of each of the tabs in the Ribbon. The Tabs are located across the top of the ribbon under the Title Bar. These contextual tabs will appear when you have something highlighted that calls for it. For example, if you have a picture highlighted on your slide, a Picture Tools tab will appear.Similar tools are located in Command Groups across the ribbon. Each Command Group includes Command Buttons to perform various actions on that group of tools. Getting PowerPoint to Do What You Want You use commands to tell PowerPoint what to do. In PowerPoint 2007, the commands you use are located on the the Ribbon. The Ribbon is located near the top of the PowerPoint 2007 window, below the Quick Access toolbar. At the top of the Ribbon are several tabs and clicking a tab displays several related command groups. Within each group are related command buttons. You click buttons to issue commands or to access menus and dialog boxes.You may also find a dialog box launcher in the bottom-right corner of a group. When you click the dialog box launcher, a dialog box makes additional commands available. Clipboard  Ã¢â‚¬â€œ Cont ains the cut, copy, paste commands. The Format Painter tool is located here as are the Paste Special, Paste as Hyperlink, and Duplicate commands. Slides  Ã¢â‚¬â€œ All the commonly used commands for creating new slides Font  Ã¢â‚¬â€œ Includes the most commonly used commands for formatting font Paragraph  Ã¢â‚¬â€œ Includes all of the paragraph formatting commands, vertical and horizontal alignments, text direction, bullets, numbering, indenting, spacing before and after, columns, etc.It also includes the dialog box for tabs. Drawing  Ã¢â‚¬â€œ Allow you to add shapes and draw on your slides. This is Format Shape Dialog Box. Rulers Rulers are vertical and horizontal guides. You use them to determine where you want to place an object. If the rulers do not display in your PowerPoint 2007 window: 1. Click the View tab. 2. Click Ruler in the Show/Hide group. The rulers appear. Slides, Placeholders, and Notes The Slide Window is broken up into several areas including the Slide Pane a nd the Notes Section. The Slide Pane appears in the center of the window while the Notes Section is at the bottom.There are also Placeholders on each slide depending on the slide layout that has been selected. These layouts may include placeholders for a slide title, subtitle, text, images, video, charts, graphs, etc. The placeholders hold the objects on your slides. Slides appear in the center of the window. You create your presentation by adding content to the slides. You can use the notes area to creates notes to yourself. You can refer to these notes as you give your presentation. For narrated presentations, this area is frequently used to write the script for the audio. Main Window Components, Status Bar, Tabs, View Buttons, and MoreThe Status bar generally appears at the bottom of the window. The Status bar displays the number of the slide that is currently displayed, the total number of slides, and the name of the design template in use or the name of the background. The Outl ine tab displays the text contained in your presentation in an outline format. The Slides tab displays a thumbnail view of all your slides. You click the thumbnail to view the slide in the Slide pane. The View buttons appear near the bottom of the screen. You use the View buttons to change between Normal view, Slider Sorter view, and the Slide Show view. Normal ViewNormal view splits your screen into three major sections: the Outline and Slides tabs, the Slide pane, and the Notes area. The Outline and Slides tabs are on the left side of your window. They enable you to shift between two different ways of viewing your slides. The Slides tab shows thumbnails of your slides. The Outline tab shows the text on your slides. The Slide pane is located in the center of your window. The Slide pane shows a large view of the slide on which you are currently working. The Notes area appears below the Slide pane. You can type notes to yourself on the Notes area. Slide Sorter ViewSlide Sorter view s hows thumbnails of all your slides. In Slide Sorter view, you can easily add, delete, or change their order of your slides. Slide Show View Use the Slide Show view when you want to view your slides, as they will look in your final presentation. When in Slide Show view: Esc| Returns you to the view you were using previously. | Left-clicking| Moves you to the next slide or animation effect. When you reach the last slide, you automatically return to your previous view. | Right-clicking| Opens a pop-up menu. You can use this menu to navigate the slides, add speaker notes, select a pointer, and mark your presentation. |Zoom In & Zoom Out Zoom controls allows you to zoom in and zoom out on the window. Zooming in makes the window larger so you focus in on an object. Zooming out makes the window smaller so you can see the entire window. You can click and drag the vertical and horizontal splitter bars to change the size of your panes. What is a computer virus? A computer virus is a small sof tware program that spreads from one computer to another and interferes with computer operation. A computer virus might corrupt or delete data on a computer, use an email program to spread the virus to other computers, or even delete everything on the hard disk.Computer viruses are frequently spread by attachments in email messages or by instant messaging messages. Therefore, you must never open an email attachment unless you know who sent the message or you are expecting the email attachment. Viruses can be disguised as attachments of funny images, greeting cards, or audio and video files. Computer viruses also spread through downloads on the Internet. They can be hidden in pirated software or in other files or programs that you might download. Symptoms of a computer virus For information about the symptoms of a computer virus, go to the   Microsoft PC Security  website. What is a worm?A worm is computer code that spreads without user interaction. Most worms begin as email attac hments that infect a computer when they're opened. The worm scans the infected computer for files, such as address books or temporary webpages, that contain email addresses. The worm uses the addresses to send infected email messages, and frequently mimics (or spoofs) the â€Å"From† addresses in later email messages so that those infected messages seem to be from someone you know. Worms then spread automatically through email messages, networks, or operating system vulnerabilities, frequently overwhelming those systems before the cause is known.Worms aren't always destructive to computers, but they usually cause computer and network performance and stability problems. What is a trojan horse? A trojan horse is a malicious software program that hides inside other programs. It enters a computer hidden inside a legitimate program, such as a screen saver. Then it puts code into the operating system that enables a hacker to access the infected computer. Trojan horses do not usuall y spread by themselves. They are spread by viruses, worms, or downloaded software. What is spyware? Spyware can install on your computer without your knowledge.These programs can change your computer’s configuration or collect advertising data and personal information. Spyware can track Internet search habits and can also redirect your web browser to a different website than you intend to go to. What is rogue security software? A rogue security software program tries to make you think that your computer is infected by a virus and usually prompts you to download or buy a product that removes the virus. The names of these products frequently contain words like Antivirus, Shield, Security, Protection, or Fixer. This makes them sound legitimate.They frequently run right after you download them, or the next time that your computer starts. Rogue security software can prevent applications, such as Internet Explorer, from opening. Rogue security software might also display legitimate and important Windows files as infections. Typical error messages or pop-up messages might contain the following phrases: Warning! Your computer is infected! This computer is infected by spyware and adware. Note  If you receive a message in a popup dialog box that resembles this warning, press  ALT + F4  on your keyboard to close the dialog box.Do not click anything inside the dialog box. If a warning, such as the one here, keeps appearing when you try to close the dialog box, it’s a good indication that the message is malicious. Are you sure you want to navigate from this page? Your computer is infected! They can cause data lost and file corruption and need to be treated as soon as possible. Press CANCEL to prevent it. Return to System Security and download it to secure your PC. Press OK to Continue or Cancel to stay on the current page. If you see this kind of message, then don't download or buy the software.What is malware? Malware is a term that is used for malicio us software that is designed to do damage or unwanted actions to a computer system. Examples of malware include the following: Viruses Worms Trojan horses Spyware Rogue security software How to remove malware such as a virus, spyware, or rogue security software Removing a computer virus or spyware can be difficult without the help of malicious software removal tools. Some computer viruses and other unwanted software reinstall themselves after the viruses and spyware are detected and removed.Fortunately, by updating the computer and by using malicious software removal tools, you can help permanently remove unwanted software. For more information about how to remove a computer virus and spyware, see the following article in the Microsoft Knowledge Base: 2671662 – Microsoft resources and guidance for removal of malware and viruses Note  If you cannot access the Internet on your computer, use another computer to help you follow the steps in the â€Å"How to reset your Internet Explorer proxy settings† section on the computer that may be infected.To remove a computer virus and other malicious software, follow these steps in order. Install the latest updates from Microsoft Update Note  A computer virus may prevent you from accessing the Microsoft Update website to install the latest updates. We recommend that you set the Automatic Updates service  to run automatically so that a computer is not missing any important updates. For more information, see the following article in the Microsoft Knowledge Base:   306525 – How to configure and use Automatic Updates in Windows Windows Vista  and  Windows 7 Click  Start, and then type  Windows Update  in the search box.In the results area, click  Windows Update. Click  Check for Updates. Follow the instructions to download and install the latest Windows Updates. Windows XP Click  Start, and then click  Run. Type  sysdm. cpl, and then press Enter. Click the  Automatic Updates  tab, and then click the  Automatic (recommended)  option. Click  OK. Use the free Microsoft Safety Scanner Microsoft offers a free online tool that scans and helps remove potential threats from your computer. To perform the scan, go to the  Microsoft Safety Scanner  website. Use the Windows Malicious Software Removal ToolFor more information about the Microsoft Malicious Software Removal Tool, see the following article in the Microsoft Knowledge Base: 890830 – The Microsoft Windows Malicious Software Removal Tool helps remove specific, prevalent malicious software from computers that are running Windows 7, Windows Vista, Windows Server 2003, Windows Server 2008, or Windows XP Manually remove the rogue security software If the rogue security software can’t be detected or removed by using Microsoft Safety Scanner or the Windows Malicious Software Removal Tool, try the following steps: Note the name of the rogue security software.For this example, we'll call i t  XP Security Agent 2010. Restart your computer. When you see the computer's manufacturer's logo, repeatedly press the  F8  key. When you are prompted, use the arrow keys to highlight  Safe Mode with Networking, and then press Enter. Click  Start  and check whether the rogue security software appears on the  Start  menu. If it's not listed there, clickAll Programs  and scroll to find the rogue security software's name. Right-click the name of the rogue security software program, and then click  Properties. Click the  Shortcut  tab.In the  Properties  dialog box, check the path of the rogue security software program that is listed in  Target. For example,  C:Program FilesXP Security Agent 2010. Note  The folder name frequently is a random number. Click  Open File Location. In the  Program Files  window, click  Program Files  in the address bar. Scroll until you find the rogue security software program folder. For example,  XP Security Ag ent 2010. Right-click the folder, and then click  Delete. Restart your computer. Go to the  Microsoft Safety Scanner  website. Follow the steps to run the scan and to help remove the rogue security software.If you suspect that your computer is infected with rogue security software that was not detected by using Microsoft security solutions, you can submit samples by using the  Microsoft Malware Protection Center submission form. For more information about rogue security software, go to the  Watch out for fake virus alerts  website. Install and run Microsoft Security Essentials Microsoft offers a free malicious removal program called Microsoft Security Essentials that helps protect your computer from becoming infected. To install Microsoft Security Essentials, follow these steps: Go to the  Microsoft Security Essentials  website.Click  Free Download. Click  Run, and then follow the instructions to install Microsoft Security Essentials. After installation, restart your computer. Click  Start, click  All Programs, and then click  Microsoft Security Essentials. On the  Home  tab, select the  Full  scan option, and then click  Scan now. Install Windows Defender Offline Windows Defender Offline is a malware tool that helps remove difficult to eliminate viruses that start before Windows starts. To use Windows Defender Offline, follow these steps: On an uninfected computer, go to the  What is Windows Defender Offline  website.Click  Download the 32 bit version  or  Download the 64 bit version, depending on which operating system that you are running. If you're unsure of which operating system that you are running, go to the  Is my PC running the 32-bit or 64-bit version of Windows  website. When you are prompted, click  Save As, and then save the file to a DVD, CD, or USB flash drive. On the infected computer, insert the DVD, CD, or USB flash drive, and then restart the computer. When you are prompted, press a key to select an option to use to start your computer, such as F12, F5, or F8, depending on the kind of computer that you are using.Use the arrow key to scroll to the drive where you installed Windows Defender Offline file. Windows Defender Offline starts and immediately scans for malware. For more information about how to remove a computer virus, go to the  How do I remove a computer virus  website. How to protect your computer against malware There are actions that you can take to help protect your computer against malware. Turn on the firewall For information about how to turn on your firewall in Windows 7, go to the  Turn Windows 7 Firewall on or offwebsite.For information about how to turn on your firewall in Windows Vista, go to the  Turn Windows Vista Firewall on or off  website. For information about how to turn on your firewall in Windows XP, see the following article in the Microsoft Knowledge Base: 283673 – How can I turn on or turn off the firewall in Windows XP Service Pack 2 or later versions? Keep your computer up to date For more information about how to set Automatic Updates in Windows, see the following article in the Microsoft Knowledge Base: 306525 – How to configure and use Automatic Updates in Windows Install Microsoft Security Essentials and keep it up to dateFor more information about how to install and use Microsoft Security Essentials, go to the  Microsoft Security Essentialswebsite. Don’t be tricked into downloading malware Here are some tips that can help protect you from downloading software that you don't want: Only download programs from websites that you trust. If you're not sure whether to trust a program that you want to download, enter the name of the program into your favorite search engine to see whether anyone else has reported that it contains spyware. Read all security warnings, license agreements, and privacy statements that are associated with any software that you download.Never click  "Agree† or â€Å"OK† to close a window that you suspect might be spyware. Instead, click the red â€Å"x† in the corner of the window or press  Alt + F4  on your keyboard to close a window. Be wary of popular â€Å"free† music and movie file-sharing programs, and make sure that you understand all the software packaged with those programs. Use a standard user account instead of an administrator account. For more information, go to the  Why use a standard account instead of an administrator account  website. For more information about how to protect a computer against viruses, go to the  How to boost your malware defense and protect your PC  website.How to reset your Internet Explorer proxy settings Malicious software might change Internet Explorer proxy settings, and these changes can prevent you from accessing Windows Update or any Microsoft Security sites. To have us change your Internet Explorer proxy settings for you, follow these steps: On an uninfected computer, see the following article in the Microsoft Knowledge base: 2289942 – How to reset your Internet Explorer proxy settings Go to the  Fix it for me  section. Click the  Fix it  button. Save the file to a flash drive or a CD when you are prompted. Insert the flash drive or CD in the infected computer.Start Windows, click  Start, and then click  Run. Click  Browse. Select the location of the flash drive or CD. Double-click the file that you saved, and then click  Open. To change your Internet Explorer proxy settings yourself, follow these steps: Click  Start, and then click  Run. In the  Run  box, copy and paste the following: reg add â€Å"HKCUSoftwareMicrosoftWindowsCurrentVersionInternet Settings† /v ProxyEnable /t REG_DWORD /d 0 /f Click  OK. Click  Start, and then click  Run. In the  Run  box, copy and paste the following: reg delete â€Å"HKCUSoftwareMicrosoftWindowsCurrentVersionInternet Settings† /v Pr oxyServer /f Click  OK.