Federal Agency Security Practices (FASP) Essay

Network Perimeter Security Policy – Computer Security Resource †¦ csrc.nist.gov/†¦/network_security/ipdmms-perimeter-security.d†¦File Format: Microsoft Word – Quick View The Department Interim Network Perimeter Security Standard (INPSS) specifies the †¦ NIST Special Publication 800-18, Guide for Developing Security Plans for †¦ The firewall will be configured using Industry â€Å"best practices† including but not †¦ [PDF] NIST SP 800-97, Establishing Wireless Robust Security Networks: A †¦ csrc.nist.gov/publications/nistpubs/800-97/SP800-97.pdfFile Format: PDF/Adobe Acrobat by S Frankel – Cited by 25 – Related articles  entities, materials, or equipment are necessarily the best available for the †¦.. WLAN Security Best Practices †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8-1 †¦ Learn from NIST: Best practices in security program management searchsecurity.techtarget.com/†¦/Learn-from-NIST-Best-practi†¦ This tip gives best practices for implementing such mandates and others. †¦ challenges behind operational integration of security and network management. NIST Updates Computer Security Guides – Government – Security – www.informationweek.com/†¦/security/nist†¦security†¦/24000†¦Jul 30, 2012 – Guidelines focus on wireless security and protecting mobile devices †¦ how federal agencies and businesses can deal with network attacks and malware. †¦ revised to reflect the latest in security best practices: NIST’s Guide to †¦ The Best Guides for Information Security Management www.crypt.gen.nz/papers/infosec_guides.htmlA list of the best guides available online for Information Security Managment. †¦ NIST SP800-48 Wireless Network Security (802.11, Bluetooth, and Handheld †¦ Why do systems administrators need to use guides, practices, and checklists? US-CERT: Control Systems – Standards and References www.us-cert.gov/control_systems/csstandards.htmlCyber Security Policy Planning and Preparation; Establishing Network †¦ NIST SP 800-53 Rev 3, Recommended Security Controls for Federal †¦. Rakaczky, E. â€Å"Intrusion Insights Best Practices for Control System Security,† July 2005. Catalog of †¦ Cyber security standards – Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Cyber_security_standards1 History; 2 ISO 27002; 3 Standard of good practice; 4 NERC; 5 NIST; 6 ISO 15408 †¦ provide network security administration while still supporting best practice †¦ ICT Security Standards Roadmap – Part 5 www.itu.int/ITU-T/studygroups/com17/ict/part05.htmlJun 6, 2011 – The following work on best practices has so far been identified for inclusion in this section †¦ European Network and Information Security Agency †¦ 800-12 An Introduction to Computer Security: The NIST Handbook  · 800-100 †¦

Challenges in the Business Environment Essay

There has been no change to Apple Code of Conduct policy since 2014 when Apple started taking previous audit scores into consideration and conduct detailed risk assessments with suppliers who had not been audited in the past before awarding the new business. In 2014, we reviewed 459 suppliers, and factored their responsibility performance into our decisions. This engagement has allowed Apple to address over 700 findings related to labor standards, worker safety, permits, environmental hazards, and chemical management before production began (Apple – 2014 Supplier Code of Conduct). Apple has made significant progress, gaps still exist, and there is more work to do. Apple knows that workers are counting on them and they will not stop until every person in their supply chain is treated with the respect and dignity they deserve (Apple – Supplier Responsibility 2015 Progress Report). Apple believes that it is not enough to just set high standards they must work every day to make sure they’re upheld. Apple Supplier Code of Conduct is among the toughest in the industry. To track working conditions at suppliers’ facilities, we conduct regular, in-person audits deep into the supply chain. Audits remain essential to Apple work, but they’re only the beginning. Apple reports monthly on working hours for over one million workers with hopes that their openness will inspire other companies. But more important, Apple believe the feedback that transparency invites makes us even better (Apple – Supplier Responsibility 2015 Progress Report). Apple’s suppliers are required to provide safe working conditions, treat workers with dignity and respect, act fairly and ethically, and use environmentally responsible practices wherever they make products or perform services for Apple. Apple requires its suppliers to operate in accordance with the principles in this Apple Supplier Code of  Conduct (â€Å"Code†) and in full compliance with all applicable laws and regulations. This Code goes beyond mere compliance with the law by drawing upon internationally recognized standards to advance social and environmental responsibility. This Code outlines Apple’s expectations for Supplier conduct regarding labor and human rights, health and safety, environmental protection, ethics, and management practices. Apple assesses its suppliers’ compliance with this Code, and any violations of this Code may jeopardize the supplier’s business relationship with Apple, up to and including termination. This Code applies to Apple suppliers and their subsidiaries, affiliates, and subcontractors (each a â€Å"Supplier†) providing goods or services to Apple, or for use in or with Apple products (Apple – 2014 Supplier Code of Conduct). To show that Apple believes that it is not enough to just set high standards and that they must work every day to make sure they’re upheld. In 2014, over 2.3 million workers were trained on Apple’s Co de and their rights. Apple invested millions of dollars to expand our Supplier Employee Education and Development (SEED) program since it began. SEED now totals 48 classrooms in 23 facilities equipped with iMac computers, iPad devices, education software, video conferencing systems, and more. To make sure the standards were upheld Apple performed 633 audits covering over 1.6 million workers in 2014. Apple also audited suppliers in 19 countries and calls were made to 30,000 workers to make sure their rights were being upheld (Apple – 2014 Supplier Code of Conduct). Apple Suppliers Understanding of Their Standards, Responsibilities, and Company Relationship Apple is proud of the strong relationships they have built with their suppliers, many of whom have been working with them for years. Apple periodically reviews their relationships and adds new suppliers as needed. Apple requires each of its suppliers to meet the highest standards for all goods and services. Our requirements include a commitment to rigorous quality assurance. In addition, suppliers must be committed, as we are, to ensuring the highest standards of soci al responsibility. The ideal suppliers are those who understand our culture and expectations. We value suppliers who take the time to learn about and understand our business and who look for ways to add value. These suppliers know the importance of making and meeting commitments and delivering the highest quality goods and services (Apple – Apple and Procurement). Apple business environment is  competitive and fast-paced. Apple suppliers must understand this dynamic and be agile and flexible in responding to changing business conditions. All over the world, people are building Apple products and Apple has a responsibility to make sure that each person is treated with dignity and respect. It’s a massive challenge where Apple work is never done, but each year they implement meaningful, lasting changes across their supply chain. Because of this around the globe, Apple employees are united in bringing equality, human rights, and respect for the environment to the deepest layers of their supply chain. Apple goes deep into their supply chain to enforce their social and environmental standards by empowering workers through education, demanding that suppliers treat workers fairly and ethically at all times, having safe and healthy facilities, and hold their products and processes to the highest environmental standards (Apple – Supplier Responsibility 2015 Progress Report). Apple believes that in order to make impactful changes across their supply chain, it’s important to understand firsthand what’s happening inside their suppliers’ facilities. That’s why they don’t simply employ and review audits from behind a desk in Cupertino. Instead, they directly gauge how their supplier facilities are doing by regularly visiting and partnering with their suppliers around the world, so when they discover a problem, they can work together to get it fixed (Apple – Accountability). To make sure the standards are understood and upheld Apple performed 633 audits covering over 1.6 million workers. Apple also audited suppliers in 19 countries and calls 30,000 workers to make sure their rights are being upheld. Every audit is led by an Apple auditor and supported by local third-party auditors. These third parties are experts in their fields and all have been trained to use our detailed auditing protocols. During each audit, Apple grade suppliers on more than 100 data points corresponding to each category of our Supplier Code of Conduct (Apple – Accountability). Apple auditors are highly skilled at identifying when suppliers are covering up information. Apple audits are proven to improve supplier compliance. Each year we review and raise our already strict requirements, and suppliers continue to meet our increasingly stringent standards. In 2014, facilities audited two times scored 25 percent higher than those facilities with first-time audits. Facilities audited three times or more scored 31 percent higher than facilities audited  for the first time (Apple – Accountability). In addition to these regular, prescheduled audits, Apple randomly select facilities to audit unannoun ced. These surprise audits help ensure that our suppliers continue to meet our standards at all times not just during scheduled visits. Apple conducted 40 surprise audits in 2014, where their team visited suppliers on the spot and inspected the facility within hours. After the audit Apple conducts physical inspections, reviews documents, and interviews workers in their native languages, without their managers present. Afterward, workers are given a phone number, so they have the opportunity to securely and confidentially provide additional feedback about a facility to our team, including anything they consider to be unethical behavior. Apple encourages workers to report any retaliation to us, and we follow up with all suppliers to address each reported issue (Apple – Accountability). Inclusion these audits, code of conduct, and standards give Apple suppliers the understanding of what it means to be part of the company. Reference Apple – Accountability. (2015, January 1). Retrieved March 7, 2015, from http://www.apple.com/supplier-responsibility/accountability/ Apple – Apple and Procurement. (2015, January 1). Retrieved March 7, 2015, from http://www.apple.com/procurement/ Apple – 2014 Supplier Code of Conduct. (2014, January). Retrieved March 3, 2015 from https://www.apple.com/ca/supplierresponsibility/pdf/Apple_Supplier_Code_of_Conduct.pdf Apple – Supplier Responsibility Progress Report. (2015, January). Retrieved March 3, 2015 from https://www.apple.com/supplierresponsibility/pdf/Apple_Progress_Report_2015.pdf

A Good Man Is Hard to Find: the Struggle of Acceptance

John Tucker Dr. Larry Composition II 30 April 2010 The Struggle of Acceptance The short story â€Å"A Good Man is Hard to Find† portrays forgiveness and change as a key factors leading to emotional turmoil resulting in the death of the grandmother. Both, forgiveness and change give reasoning for the murder and reasoning to prevent the murder. In both cases Jesus Christ shows His impact on life, peoples beliefs and motives. Death, even though a horrible incident, really gives perspective of how Christ influences the point of views of both the grandmother and The Misfit as points in commitment in Him and living a Christian life come into play.The Misfit spent his whole life believing in something that was, in my opinion as a believer, wrong. It is very hard to follow something your entire life and accept something entirely opposite in the matter of minutes and ask for forgiveness making it entirely difficult for The Misfit to commit toward what the grandmother was trying to pers uade. Living a Christian lifestyle, you must take in consideration that forgiveness takes part in commitment toward Jesus Christ. Commitment is something that you do not rush into, commitment is something that takes time and is something you build.To ask for forgiveness for sin takes courage and the want to turn wrong into right. This point in The Misfit’s life is where the fear of not only commitment but change takes its toll. Changing his perception meant changing his beliefs, and changing his beliefs meant changing his life. The Misfit was not only afraid of change but afraid of the fact that Jesus may have actually arisen from the dead, resulting in his beliefs to be obliterated and his life a terrible mistake. A realization this big forced him to eliminate doubt, in this case the grandmother trying to convince him of being, in her point of view, good.But the grandmother’s words didn’t fade along with her death; O’Conner commented on her own work sayi ng, â€Å"†¦the old lady’s gesture, like the mustard-seed, will grow to be a great crow-filled tree in The Misfit’s heart†¦Ã¢â‚¬  (Kennedy, Gioia 253) Without question, In my opinion, along with O’Connor’s, the grandmother’s act of reaching out to another son of God, forgiveness and change prove to show great effect in a person’s life in this story with the result of a drastic measure ending the life of a woman leaving a mark on The Misfit’s heart and beliefs.Not only was the Misfit’s life affected by change, but the grandmother’s life took a drastic turn as well. Supporting my idea, Elisabeth Piedmont-Marton stated â€Å"As the paths of these two characters converge . . . they are both given opportunities for grace. † (Brinkmeyer Jr. , from Kennedy, Gioia 267) Case in point, throughout the story the grandmother was worried about taking the image of a Christian woman other than acting like one. Being s elfish, the grandmother only thought of herself when the location of the trip was being decided.Not only did the dispute between the family and the grandmother represent her selfishness but more importantly her desire to save only herself as the people she loved died around her. The confrontation with the Misfit gave the grandmother’s attitude a turn in the opposite direction resulting in an understanding that her life wasn’t being lived in a Christian manner. This realization led to an attempt to save the Misfit’s life and help him make the right decisions in the future through the acceptance of Jesus Christ, probably the most honorable thing a person could do in their life.The struggle of accepting Christ and following Him with Christian morals really takes part in the story and is the main reason for conflict. Robert H. Brinkmeyer Jr. , a critic on Flannery O’Connor, studied O’Connor’s work and evidentially came to say O’Connor was , â€Å"Trying to bridge this gap between believing author and unbelieving audience†¦Ã¢â‚¬ (Piedmont-Marton) I believe O’Connor, â€Å"Trying to bridge this gap†¦Ã¢â‚¬  truly took the struggle of acceptance into consideration judging on her history for writing short stories and their plots.Symbolically, O’Connor uses the grandmother’s words of persuasion to suggest the power that good has over evil and the desperate actions evil will carry out to avoid the fact that it is mistaken. Forgiveness and change is among the last steps of transforming evil, or sin, into what is right. With that being said, evil makes a choice relying on the quality of persuasion, in this case the grandmother portraying the fact that forgiveness and change is still an option. Talk about death being the factor that influences the misfit and the grandmother specifically through Christ.Then emphasize how Christ is the center of the internal conflict. And then broaden the very end by talking about how the story is about death and how each faith impacts decision making and how the story turns out.Bibliography Piedmont-Marton, Elisabeth, for Short Stories for Students, Gale Research, 1997. Kennedy, X. J. and Dana Gioia. Literature An Introduction to Fiction, Poetry, Drama, and Writing. Boston: 2010. Print Brinkmeyer Jr. , Robert H. â€Å"Flannery O’Connor and Her Readers. † Literature An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. Boston: 2007. Print

International Business Strategy Essay Example | Topics and Well Written Essays - 1500 words - 1

International Business Strategy - Essay Example mmon things like culture, similar administrative issues such as free trade which has seen a boom in economic trade across regional countries over the past decades. According to the article, even the most successful multinational companies’ history is linked to their regions of origin. There are five different approaches to this regional strategy namely: home based strategy, portfolio strategy which seeks to build a regional portfolio, the hub strategy which is concerned with building regional bases, platform strategy which is about customisation of products as well as the mandate strategy which focuses on specialisation of particular products to the other regions. If properly implemented, all these strategies can add a competitive advantage to the organisation given that they are mainly concerned with improving efficiency in manufacturing as well as trade among regions and ultimately global markets. Popular brands across the globe can be identified with their regions of origin. Thus, it can be noted that regions represent just one way of aggregating across borders to achieve greater efficiencies than would be achievable with a country-by-country approach which is one notable interesting part of this regional strategy. What is interesting in reading this article is the fact business develops from grassroots level and it develops across regions until reaching a global stage. Most developed global businesses evolved from regional levels and they can be identified with their regions of origin. Indeed, I agree with this given that different products that are sold globally have traceable origins which can be linked to their regions. However, one notable difficulty encountered from a critical reading of this article is that there is no universally agreed definition of what constitutes a region. A region can be intra-national or international and this distinction is not clearly defined in this context. It can be noted that some Japanese companies like Toyota are

Competitive Analysis & Marketing Strategy for Dells Computer Essay

Competitive Analysis & Marketing Strategy for Dells Computer - Essay Example Studies carried out during that period indicated that Dell Company shipped less computer units in the whole world than Hewlett-Packard (Holzner, 2005). Conversely, recently, Apple Macs are more used in colleges than Dell computers. Dell has a competitive advantage over its rivals. The company’s mission is hugely focused on its clients. Its initiatives include promoting world growth, establishing a culture of winning, increasing the experience of clients, and attaining leadership of products. When the company sells the PCs to the clients directly, it understands the needs of clients and gives efficient computing answers to meet clients’ necessities. This perspective is advantageous to Dell because it permits the company to design effective systems for clients and at adequate costs. Moreover, the direct sales do away with middle men or retailers who add excessive cost and time. Also, Dell’s computers are customized and targeted to the needs of the clients. The company also provides projectors, network servers, work stations, and printers (Holzner, 2005). Dell’s position in the market place is that of convenience to the clients. Dell Company is a varied information technology provider which partners with other companies to provide a large variety of global services and products. Dell Company is committed to giving its clients well built and designed systems, and also ensuring that they are innovative so as to give clients a value that is outstanding (Mueller, 2002). For over 20 years, Dell Company has been linked with developing, customizing and designing services and products that satisfy a broad range of clients including individual clients to retailing and corporate businesses. Dell’s philosophy to directly engage customers has turned into a business model for other corporations and organizations (Dell &Â  Fredman, 2006). The manufacturing processes should be

Assignmwnt 1 Assignment Example | Topics and Well Written Essays - 1250 words

Assignmwnt 1 - Assignment Example This can only be possible by analysing the following factors:- The economic sanctions placed on Iran have been meant to dissuade the country from manufacturing weapons of mass destruction (WMD), however, it is important to analyse whether the economic sanctions should be lifted or be left in place. There have been concerns on the best way for the Unites States and Israel to react to Iran’s nuclear activities. Even as the debate rages, the United States has tightened its economic sanctions on Iran and the European Union is now boycotting the country oil. Although negotiations are still ongoing and Iran has agreed to put its nuclear plans on hold, the crisis is not yet over. The promise to put the plans on hold should not be an indication that the Middle East peace is guaranteed (Rennack 5). By looking at the current state, there are several ways that the country’s nuclear program can end. To begin with, diplomacy together with harder economic sanctions could persuade Iran to drop its plan of a nuclear program. Historically, this is not likely to happen since past events have showed that a country that is intent on getting nuclear weapons is not likely to be discouraged from doing so. In essence, punishing a nation through economic impediments does very little in delaying its nuclear program. A case in point in North Korea, which managed to build its nuclear weapons despite numerous sanctions as well as the UN Security Council resolutions. If Tehran feels like its security is dependent on acquiring nuclear weapons, there is less likelihood that embargoes will change their mind. In reality, introducing more sanctions may make them feel even more defenceless, giving the country an even greater reason to rely on the protection of the definitive deterrent (Rennack 10 ). The other possible outcome is where Iran does not in actuality test a nuclear weapon but

Interim Report for an action research Assignment

Interim Report for an action research - Assignment Example How does learning Arabic impact their education and life outcomes? The third purpose of the action research has to do with the ways that I can personally improve the process of teaching Arabic as a second language to students who are not native speakers of Arabic. The key data observation method is observation from the field, with my classroom as the field of observation, and my students and myself as the subjects of the study, relative to the learning and teaching of Arabic as a second language to non-native speakers. From the observations with another teacher of the Arabic language, Qassem, I am able to find out that there are several shortcomings at present with regard to the way we teach Arabic as a second language. These shortcomings are not failures in themselves, but are areas for improvement, derived from daily experience. These observations have led me to craft a new teaching method that I will call â€Å"correct me†. The details of that new and evolving teaching technique follow in the next section. The new technique hopefully is able to cover Arabic language learning in its various aspects: reading, speaking, writing and listening. The â€Å"Correct Me† teaching method is straightforward, but involves a keen interest in student learning, and an alert presence. At the heart of it is an intent listening and a willingness to give oneself to the students so that they may learn. This technique has two aspects. One aspect involves me making real-time corrections to student mistakes in speaking and writing Arabic. The technique involves an alert presence so that the teacher is able to spot mistakes. The second aspect involves students forming groups, and being present to one another as they converse and write in Arabic, correcting their peers as they make mistakes. For feedback, my intention is to survey students at the end of a class to find out how they find this new teaching technique: if they like it, if they are benefitting from it, and what

The Answer Essay Example | Topics and Well Written Essays - 250 words

The Answer - Essay Example Franchising is basically an act adopted by organization to help in the growth of a company. Franchising is basically considered an alternative business strategy to raise extra capital for growth. To avail a franchising opportunity, it is not a requirement to incorporate, any particular individual either incorporated or not, can avail the franchising opportunity. The franchiser is basically very much willing to give out its franchise to anyone who meets the franchiser’s requirement. Once the requirement are complete, the franchisee can avail the franchising opportunity. the usual requirements are the payment of the initial capital sum, the sharing of profit clause, the system and business method as imposed by the franchiser, etc. Franchising can be seen as a prospective venture for both the franchiser and the franchisee with no capital investment for the franchisee and increased profits for the franchiser by only forwarding the brand name. The only issue with franchising is tha t large multinational organizations offering such franchising offers are really strict when they are choosing any particular franchisee.

Global performance and corss culture management of Home Depot 04259 Essay

Global performance and corss culture management of Home Depot 04259 - Essay Example The company started its operation with first two stores in Atlanta, Georgia in 1979 and currently has more than 2200 stores throughout United States, Canada, Mexico, and China. By the end of the 2015 (first quarter), the Home depot company will have 293 international operations that collectively represent 12.9% of the total store base of Home Depot. In Canada, the Company has around 182 stores in 10 provinces of Canada. Additionally, the local number of associates in Canada will reach around 28,000 by the same time. The In Mexico, Home depot has around 111 stores while the number of associates in Canada exceed by 9,000. Both locations has retail facilities spread across from 60,000 to 150,000 sq foot (Corporate Homedepot, 2015a). Home depot is among the leading player in the home improvement industry. Home Depot with 58 percent rake of an annual revenue in United States and going to expand in Mexico (Malkin, 2014). It earns more than 95 percent of its revenue; international sales represent 11 percent of the sales of Home Depot (Soni, 2015a). The operations are spread across 2200 stores throughout United States, Canada, Mexico, and China. The operations of the company include selling wider hodgepodge or mixture of home improvement products, building material, and garden and lawn products; Company offers several services to its customers. The operations of Home Depot targets three sorts of customers. Professional customers, do-it-yourself customers and do-it-for-me customers are the target customer around which the operations of the company revolve (Soni, 2015b). For quality and innovative products and services, the company sourcing is spread to India in addition to above three markets (Corporate Homedepot,201 5b). By 2019, the global industry of home improvement retail stores is expected to arrive at $ 2291.6 billion as a result of increased

Describe and evaluate the multi-store model of memory Essay

Describe and evaluate the multi-store model of memory - Essay Example This essay will focus on the â€Å"multi-store model of memory developed by Richard Atkinson and Richard Shiffrin in the year 1968† (Kipp & Shaffer, pp. 300, 2009). Multi-store memory model revolves around three basic types of memories, namely, â€Å"sensory memory, short-term memory and long-term memory† (Nash & Bernstein, pp. 209, 2006). Therefore, it is essential to understand the types in detail. Many a times, one realizes that they have seen an object and have a picture of it in their mind. However, within a fraction of a second, it fades away. Other times, one asks another to repeat a certain thing just to realize they know it already. These instances depict the sensory memory. According to an experiment, when subjects are asked to report all the three letters they can see in a brief flash of a letter array, they usually can report only four of five letters. The number of reported letters is independent of the number of displayed letters. However, according to demonstration of a partial-report procedure, subjects are able to store a dozen or more items in a very short-term memory" (Gegenfurtner & Sperling, pp. 1, 1999). Another type of memory is the short-term memory. Whenever a person is thinking about a certain situation, their short-term memory begins its functioning. At any one time, the short-term memory may get its input from the external environment i.e. the surroundings of a person or from the long-term memory of that individual. An example of the former case may be a thought process of a conversation a person is into while the example of the latter may be the thoughts occurring about an event that happened in the distant past, which may be stored in the long-term memory. The short-term memory of any individual may show increment by recoding information. â€Å"Miller (1956) summarized evidence that people can remember about seven chunks in short-term

5 Forces Model of Verizon Essay Example for Free

5 Forces Model of Verizon Essay Verizon’s wireline business, which includes the operations of the former MCI, provides telephone services, including voice, broadband data and video services, network access, nationwide long-distance and other communications products and services, and also owns and operates one of the most expansive end-to-end global Internet Protocol (IP) networks. Verizon’s domestic wireless business, operating as Verizon Wireless, provides wireless voice and data products and services across the United States using one of the most extensive and reliable wireless networks. The results of high competitive pressure could impact prices, margins, and hence, on profitability for every company in the industry. a. Sprint Nextel b. Cingular ATT wireless c. T-Mobile d. AOL e. Qwest f. RBOCs g. COMCAST 4. Bargaining Power of Suppliers – Low The term suppliers comprises all sources for inputs that are needed in order to provide goods or services. If there is a market with much choice supplier choice, bargaining power will be less. There are many network equipment suppliers, which are suffered from the down telecom market. Having mature technologies also commoditize the products. As such, the bargaining power of suppliers has been weak. 5. Bargaining Power of Customers – Low The bargaining power of customers determines how much customers can impose pressure on margins and volumes. Since most of buyers are small (residential and small business users), they do not have much buyer power. Big corporations are better positioned to negotiate for discounts but industry consolidations of SBC acquiring ATT and Verizon acquiring MCI have significantly reduced the available lternatives for these corporations and thus their negotiation power. PEST Analysis A PEST analysis is an investigation of the important factors that are changing which influence a business from the outside, these include: Political Factors †¢This includes government regulations and legal issues that define both formal and informal rules of the operation of Verizon. Economic Factors †¢This factor affects the purchasing power of consumers and the Verizon’s cost of capital. Social Factors †¢Cultural and demographics of the environment would affect the customer’s needs as well as potential market size. Technological Factors †¢This can lower barriers to entry, improve production efficiency and influence outsourcing decisions. ? PoliticalEconomicalSocialTechnology Stability of the internal/external political environmentEconomic growthPopulation growth rate Automation Trading agreementsInterest ratesAge distributionTechnology incentives employment lawsInflation rateCareer attitudesRate of technological change environmental regulationsBudget allocation Perception of technological change within the unit Trade restrictions and tariffsThe level of inflation

History of education Essay Example for Free

History of education Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. IIEDUCATION IN PRELITERATE SOCIETIES. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators establ.

Bacteriological Safety of Water Analysis

Bacteriological Safety of Water Analysis Comparison of bacteriological safety of water at collection points and drinking water at household level in Kizungu slum Mbarara municipality Kewaza Johnmartin1*, Nkalubo Edgar, Kayiwa Samuel, Kafuma Paul, Kyarisiima Catherine, Labii Ogom Edward, Iramiot Jacob Stanley and Ntaro Moses Abstract Background: Efforts have been made to provide safe water to the public through construction of safe water sources in communities together with widespread sensitization on the practice of boiling of drinking water. Despite those efforts, there is still frequent consumption of contaminated water that has caused a persistently high prevalence of water related illnesses. We hypothesized that the safety of water from safe water sources can be maintained up to consumption at household level. This study compared the bacteriological safety of water at collection points and drinking water at household level in Kizungu slum Mbarara municipality Materials and methods: We conducted a cross-sectional study. We collected samples from water sources used by respondents and from their domestic drinking water. Samples were analyzed in the Microbiology laboratory . Petrifilms were used to enumerate coliform bacteria in water. Results: A total of 60 drinking water samples were analyzed. Although most households (88.3%) reported to have boiled drinking water, 21.7% of drinking water samples were positive for E. coli. A total of 24 water sources were analyzed, 22 of which were taps whilst 2 were open wells. Of the 22 tap samples, 22% were positive for total coliforms. Both well samples were positive for E. coli with numbers over 1100cfu/100ml. Conclusion: Health benefits of providing access to improved water sources to communities can be threatened by significant re-contamination at household level. Strategies to address the sources of recontamination of clean water at household level need to be strengthened. Continued education pertaining good household sanitary practices urgently requires re- addressing. Key words: Bacteria, contamination, water sources, drinking water, Mbarara Background Water is the most essential component of human health, food security, economic growth and environmental sustainability. Although water is essential for life, it can and does transmit pathogens that are a major of 2.2 million diarrheal disease deaths occurring annually [1]. Diarrheal disease remains one of the leading killers of children around the world, responsible for the deaths of nearly 1.6 million children annually, yet is no longer considered a global health priority [2]. In developing countries, as much of 80% of illnesses are linked to poor water and sanitation conditions [2]. The government of Uganda together with several Non-Government Organizations (NGOs) has made efforts to provide safe water to the public through construction of safe water sources together with widespread sensitization on the practice of boiling of drinking water. 2012 statistics shows a 64% access to safe water in rural settings and a 68% access to safe water in urban settings [4]. Despite all the above efforts, there is still frequent consumption of contaminated water that has caused a persistently high prevalence of water related illnesses [3]. Improving the quality of drinking-water is a powerful environmental determinant of health. It continues to be the foundation for the prevention and control of waterborne diseases [4]. We hypothesized that the safety of water from safe water sources can be maintained up to consumption at household level. We conducted a cross sectional study to compare the bacteriological contamination of water at collection points and drinking water at household level. Methods We conducted a cross-sectional study that involved both quantitative and qualitative methods of data collection. Upon approval from the university Institutional Review Board, consenting adult household members aged 18 years or above in Kizungu, Kakoba division, Mbarara municipality, were enrolled in the study between June and July 2013. Questionnaires were administered through face-to-face interviews and data collected on handling practices of drinking water. They included; boiling drinking water, source of water and storage. Domestic water sources and drinking water were subsequently sampled and microbiologically analyzed. Sampling was systematic. The study area was divided into five cells; Market cell, Central cell, Upper cell, Agip cell and Kabateraine cell. The sample size was then divided amongst the five cells to obtain the number of household to participate in each cell. These were selected as follows; two main streets in a cell were randomly picked and from these, 15 plots were picked. One household out of the 15 plots was selected to participate. The 15 households were selected as follows: starting from the extreme end of the selected street and walking across one street towards another in more or less a straight line, one plot on the straight line was selected until the sample of 15 was reached. From each of these plots, the first household that had an eligible respondent was enrolled in the study. From each selected household’s drinking water was sampled 100ml. Each participating household was asked for their source of water and a water sample was taken from this source so long as it had not already been taken. Water samples were aseptically collected using sterile containers. The samples were transported within 2 hours of collection in a cool box containing ice packs to a microbiology laboratory. Sample collection was in accordance to the standard procedures as documented by Monica, 2006 [5]. Petrifilms were used for the analysis. From 100ml of each sample was pipetted 1ml. Lifting up the cover sheet on the plate, the pipetted volume was gently release onto the center of the pink circle of the petrifilm. Slowly, the top cover was rolled back down onto the sample, which spread it. The inoculated petrifilms were incubated at 37 0C for 24 hours to allow any bacteria that might have been present in the inoculum to grow and form visible colonies. The colonies associated with gas bubbles on each petrifilm were counted and the obtained figure multiplied by 100 to obtain a coliform count per 100ml. Analysis of data was descriptive involving determination of frequencies, and presentation in form of statistical tables. Statistical Package for Social Scientists (SPSS) was used to analyze the data. Results were interpreted using WHO Guidelines for Drinking water quality assessment [6,4]. Results A total of 60 household were included in the study. From each of these households, an adult was interviewed. Of the 60 respondents, 6 were males whereas 54 were females. The mean number of members in each household was 4. Source of Domestic Water A total of 24 sources were sampled. Of these, 22 were from taps whereas 2 were from shallow wells (defined as a hand-dug well). One of the wells was located just close to a kraal with cattle excreta flowing into the well. In most circumstances, residents of a plot shared one water source. In a few cases, several plots shared a water point. Water analysis Sources Analyses of water sources revealed that, of the 22 tap samples, 5 (22%) were positive for total coliforms with minimum and maximum number of coliforms being, 100cfu/100ml and 700cfu/100ml respectively. Both well samples were positive for E. coli with numbers over 1100cfu/100ml (Table 1). Table 1: Bacteriological analysis of water sources in Kizungu slum Mbarara Municipality May-June, 2014 (n=22) Drinking water A total of 60 samples were analyzed. Of these, 21.7% were positive for E. coli with minimum and maximum number of coliforms being, 100cfu/100ml and 3400cfu/100ml respectively (Table 2). Treatment and storage of drinking water Of the 60 households interviewed, majority (88.3%) boiled drinking water. Majority, 86.7% used charcoal as a fuel for boiling. 76.7% stored drinking water in jerry cans. Regarding storage conditions, majority (85%) stored water at room temperature. Of the 60 participants, 20% reported to have had an episode of diarrhea in the past 3 months. Table 2: Bacteriological analysis of drinking water in households of Kizungu slum Mbarara Municipality May-June, 2014 (n=22) Discussion In this study, we found that the quality of water from sources significantly depreciates at household level, with only a few water sources fecally contaminated compared to close to a quarter of drinking water sampled from 60 households that were feacally contaminated. These results are consistent with other large studies [7,8,9,10], whose findings also indicated that contamination increased along the water chain starting from the source to stored drinking water. Tragically, our results show that interventions aiming to improve the safety of drinking water to household level such as boiling have had lee impact in the urban poor. Target 7.C of the Millennium Development Goal 7 aimed at halving the proportion of people without access to improved sources of water. Although this has been achieved [11][11], our findings have reavealed threats to the health benefits of that achievement since even with access to these safe sources, re-contamination an occur at household level. The fact that drinking water in developing countries requires subsequent storage after boiling still poses a risk on the microbiological quality of drinking water due to unsanitary handling in households. We also observed that close to a quarter of water taps sampled were contaminated with other indicator bacteria. This emphasizes the fact that even piped water can be potentially contaminated during distribution [12][13][12]. Total coliforms are present in both fecal and non-fecal environments hence are not useful as an index of fecal pathogens. However, there presence can be used to assess the cleanliness and integrity of distribution systems, potential presence of biofilms and as indicators of contamination through ingress of foreign material, including soil or plants. Detection of total coliform in the distribution system, but absent in water leaving the treatment plant is indicative of a likelihood of bacterial regrowth or post-treatment contamination [13,6]. Our data showed that all the 2 open wells sampled were heavily contaminated. One of the wells was located close to a kraal. Rains often wash off disposed excreta into open wells which may also have also contributed to the heavy contamination of these open wells with fecal matter. This is in agreement with results of survey of bacteriological quality of drinking water in North Gondar [14] Our study however did not infer the cause of the contamination at household level neither did it isolate contaminants. Nevertheless, the analytical method we used isolated Escherichia coli, an indicator organism of choice for faecal pollution [6] In conclusion, our results show that health benefits of providing access to improved water sources to communities can be threatened by significant re-contamination at household level. Strategies to address the sources of recontamination of clean water at household level need to be strengthened. Continued education pertaining good household sanitary practices urgently requires re- addressing. References WHO, 2008. Guidelines for Drinking-water Quality. 3rd ed. Geneva: WHO. United Nations, 2003. Statement by Secretary General Koffi Annan. United Nations. UBOS ICF International, 2012. Uganda Demographic and Health Survey 2011. Kampala: Uganda Bureau of Statistics. WHO, 2010. Water for health; WHO Guidelines for Drinking-water Quality. 3rd ed. Monica, C., 2006. District Laboratory Practice in Tropical Countries Part 2. 2nd ed. New York: Cambridge University Press. WHO, 2008. Guidelines for Drinking-water Quality. 3rd ed. Geneva: WHO. Brick, T. et al., 2004. Water contamination in urban south India: household storage practices and their implications for water safety and enteric infections. Int J Hyg Environ Health., 5(207), pp.473-80. Clasen, T. Bastable, A., 2003. Faecal contamination of drinking water during collection and household storage: the need to extend protection to the point of use. J Water Health, 3(1), pp.Sep;1(3):109-15. Eshcol, J., Mahapatra, P. Keshapagu , S., 2009. Is fecal contamination of drinking water after collection associated with household water handling and hygiene practices? A study of urban slum households in Hyderabad, India. J Water Health, 1(7), pp.145-54. Wright, J., Gundry, S. Conroy, R., 2004. Household drinking water in developing countries: a systematic review of microbiological contamination between source and point-of-use. Trop Med Int Health, 1(9), pp.106-17. United Nations, 2013. We can End Poverty. Millennium Development Goals and Beyond 2015. [Online] Available at: http://www.un.org/millenniumgoals/environ.shtml [Accessed 18 January 2014]. Hunter, P.R., Chalmers, R.M., Hughes, S. Syed, Q., 2005. Self-reported diarrhea in a control group: a strong association with reporting of low-pressure events in tap water. Clinical Infect. Dis. , (40), p.e32–e34. NHMRC, 2003. Review of Coliforms as Microbial Indicators of Drinking Water Safety. In Melita, S., Nicholas, David, C., eds. Recommendation to changethe use of coliforms as microbial indicators of drinking water quality. Camberra, 2003. Biotext Pty Ltd. Mengesha , A., Mamo, W. Baye, G., 2004. A survey of bacteriological quality of drinking water in North Gondar. Ethiop.J.Health Dev., 18(II), pp.112-15.

Why the U.S. was the #1 Industrial Power :: essays research papers

By 1890- 1900 the U.S. was the number one industrial power in the world. There were many reasons for being number one. One reason for being number one was its natural resources. Its transportation revolution was a major part in its becoming of number one. Also the inventors and inventions made the U.S. number one.   Ã‚  Ã‚  Ã‚  Ã‚  The natural resources were the most important reason that made the U.S. number one by 1900. Its gold, silver, copper, oil and steel were the major natural recourses. The oil was used to fuel trains and factories. The steel was used to make railroad tracks. The gold, silver and copper were used as trade to get other stuff and money.   Ã‚  Ã‚  Ã‚  Ã‚  The invention of automobiles and locomotives was the reason for a major transportation revolution. There were a large number of railroad networks to transport the natural resources to the factories and then to the market. Boats traveled down rivers and canals to transport bulky goods. Automobiles (and trolleys) were used for luxury and a way for people to get around.   Ã‚  Ã‚  Ã‚  Ã‚  There were many inventions and Inventors of the time. The U.S. t the time was a nation of backyard tinkers and we had the Yankee curiosity that turned out thousands of new products every year. We had many of the most important inventions made on United States soil. Thomas Edison made the first incandescent light bulb. Sam Morse created the telegraph (Morse Code). Henry Ford made Ford Motors and the assembly line. The Wright Brothers made the Airplane. Christopher Sholes was the creator of the typewriter.   Ã‚  Ã‚  Ã‚  Ã‚  The U.S. was the number one industrial power by 1900 mainly because of the three things: Its natural resources, inventors and inventions and the transportation revolution.

Uncle Toms Cabin: Stowes Paradoxical Christian Message Essay

Uncle Tom's Cabin: Stowe's Paradoxical Christian Message Perhaps the greatest criticism levied against Stowe's Uncle Tom's Cabin is that it comprises of nothing more than Victorian sentimentality, and that the death of its two moral exemplars, Tom and Little Eva, do little which actually remedies the injustices of slavery. Critic Ann Douglas sees the novel as emblematic of the "feminization of American culture," which in religious terms figures as "a move away from the morally forceful Calvinism to the sloppiness of the humanistic cult of gentle Jesus" (Rachel Bowlby's paraphrase, 205). In order to recoup the novel from such charges, critics such as Jane Tompkins have attempted to demonstrate that the novel's coupling of sentimentality and Christianity results in far more than a luxuriating in lachrymose emotions. For Tompkins, the force behind the novel's sentimental Christianity is its subversion of the power hierarchy. Incidents like the deaths of Tom and Little Eva enact a "theory of power" in which "the powerless die to save the power ful and corrupt, and thereby show themselves more powerful than those they save" (128). Thus, the traditional locus of power, is in effect, decentered, and religious faith gives marginalized figures like slaves, children, and women a power, to which in strictly secular terms, they have no access. One problem with readings which stress the salvific function of the deaths of Tom and Little Eva is their failure to account for the novel's self-conscious acknowledgment of the social forces which constantly challenge the brand of Christianity which it advocates. The Christian message of Uncle Tom's Cabin is ultimately paradoxical. On the one hand, the examples of Tom and Little Eva demonstrate ... ...f sustaining one's Christianity within the context of slavery, as well as the limitations of the individual's power to challenge such a large institution. George, in deferring his acceptance of Christianity until he reaches a place of freedom, ultimately comes closest to Stowe's agenda of establishing a true Christian nation, uncorrupted by slavery, on earth. Works Cited: Bowlby, Rachel. "Breakfast in America--Uncle Tom's Cultural Histories." Nation and Narration. Ed. Homi K. Bhabha. New York, NY: Routledge Press, 1990, 197-212. O'Connel, Catherine E. "`The Magic of the Real Presence of Distress': Sentimentality and Competing Rhetorics of Authority." The Stowe Debate. Eds. Mason I. Lowance, Jr., Ellen E Westbrook, R.C. De Prospo. Amherst, MA: U. Massachusetts Press, 1994, 13-36. Tompkins, Jane. Sensational Designs. New York, NY: Oxford U. Press, 1985.

James Baldwins Stranger in the Village Essay -- James Baldwin Strange

James Baldwin's Stranger in the Village In paragraph three of James Baldwin's 'Stranger in the Village' (1955), he alludes to emotions that are significant, dealing with conflicts that arise in the Swiss village. Of these emotions are two, astonishment and outrage, which represent the relevant feelings of Baldwin, an American black man. These two emotions, for Baldwin's ancestors, create arguments about the 'Negro' and their rights to be considered 'human beings' (Baldwin 131). Baldwin, an American Negro, feels undeniable rage toward the village because of the misconception of his complexion, a misconception that denies Baldwin human credibility and allows him to be perceived as a 'living wonder' (129). Baldwin and his ancestors share this common rage because of the reflections their culture has had on the rest of society, a society consisting of white men who have thrived on using false impressions as a weapon throughout American history. Baldwin gives credit to the fact that no one can be held responsible for what history has unfolded, but he remains restless for an explanation about the perception of his ancestors as people. In Baldwin?s essay, his rage becomes more directed as the ?power of the white man? becomes relevant to the misfortune of the American Negro (Baldwin 131). This misfortune creates a fire of rage within Baldwin and the American Negro. As Baldwin?s American Negro continues to build the fire, the white man builds an invisible wall around himself to avoid confrontation about the actions of his ?forefathers? (Baldwin 131). Baldwin?s anger burns through his other emotions as he writes about the enslavement of his ancestors and gives the reader a shameful illusi on of a Negro slave having to explai... ...as a reader I must understand that his opinions are supported by his true, raw emotions. These negative feelings shared by all of his ancestors were too strong to just pass by as meaningless emotions. Baldwin created an outlook simply from his honest views on racial issues of his time, and ours. Baldwin?s essay puts the white American to shame simply by stating what he perceived as truth. Baldwin isn?t searching for sympathy by discussing his emotions, nor is he looking for an apology. I feel that he is pointing out the errors in Americans? thinking and probably saying, ?Look at what you people have to live with, if and when you come back to the reality of ?our? world.? Work Cited Baldwin, James. ?Strange in the Village.? Inventing America: Readings in Identity and Culture. Ed. Gabriella Ibieta and Miles Orvell. New York: St. Martins, 196. 126-35.

Mindanao should not be an independent state Essay

Mindanao should not become an Independent State â€Å"One of the essential attributes of a state under International Law is external sovereignty, the right to exercise freely the full range of power a state possesses under international law. Recognition of a state as independent necessarily implies that the recognizing states have no legal authority over the independent state. The status of a fully independent state should be contrasted with that of dependent or vassal states, where a superior state has the legal authority to impose its will over the subject, or inferior, state.† How can Mindanao practice the said definition of an independent state where in fact, there are many aspects which can fail us Mindanaoans in attaining such? We lack sustainability, there is a conflict in religion, and division hurts economically and culturally. These are just some of the aspects I was talking about which fails the Mindanao in becoming an Independent state. Before independence is declared, Mindanao must show that we have the resources to be independent. Yes, we can say that we some of the resources; in fact, people from Luzon, Visayas, and even from other countries come to Mindanao to buy our resources. But the question is who will sustain them? We lack sustainability; we lack businessmen to run these said resources. In another aspect, we can never be confident that Muslims and Christians populating Mindanao will be able to live in harmony and prosperity. We would need to go extra-mile in and work harder in order to go under one agenda. But diversity does not necessarily result in unity. That was what I meant when I mentioned about a conflict in religion. Muslims can not accept that Christians eat lechon during fiestas or other special occasions, their culture and faith says it is strictly forbidden. On the other hand hand, Christians, if for their faith as well, frown on Muslim husbands having four legal wives and call this practice adulterous. How can we really reconcile both parties? Third, division hurts both economically and culturally. Personally, it would be so absurd and ridiculous if us travelling now to Luzon or Visayas, which some of my relatives live, would require a passport or visa. Wouldn’t it be just a hassle? Now, with all these aspects, where will Mindanao get the source of people, peace, and comfort to run the people? If independence means unchaining Mindanao from the shackles of our national debt, that would be good, but it sounds fine  only in theory. Mindanao has been receiving developmental aids yet we remain in the stage of desolation. For so long, the people of Mindanao cannot be united, in fact, no other territory in the Philippines is so fractious as Mindanao. Being an independent state will not justify conditions of governing itself. Over all, Mindanao cannot afford to become an independent state.

Human Services Skills

Recently, released from prison Todd and Reggie, in an interracial relationship are seeking couples counseling and are both having a difficult time integrating into society. They have no one on the outside that is able to help them. Reggie is still on probation while Todd is done. Both men have come in for couples counseling however there may be more issues in their relationship that needs to be worked on. The human service professional is there to empower the clients to help to find and locate resources needed to make meaningful changes and ability to trust and respect one another.Human service professionals are in the business of helping. It is the goal to provide people with the basic needs in order to help individuals sustain and maintain a better and healthier lifestyle. The human service professional will take on many roles, job titles and descriptions, such as counselor, interventionists, social worker, substance abuse counselor all of which in Todd and Reggie’s case are needed. She may need to use techniques such as open-ended questions, paraphrasing and reflecting into the lives in order to identify and to clarify the problems that are plaguing Todd and Reggie.Personal values, beliefs, prejudices and stereotypes can help or harm the helping process, I think it would do both harm as well as help. I would generally be hesitant in the beginning of meeting with Todd and Reggie only because of my personal values and of my Christian beliefs but again that is only my initial thought. They have sought out help and that is the reason the human professional is there to assist. I’m sure that these feelings pass through all HS professional minds.Stereotypes lead to prejudice and prejudice leads to negative biases, poorly informed opinions, or unjustified assumptions about individuals who belong to a certain group or fit into a particular category (Murphy, Dillion 2010). In order to comply with Reggie and Todd, all those feelings and beliefs will have to be put aside in order to fully help them both. If not there would be more harm than help. Human service professionals should be trained extensively to work with same sex realtionships.â€Å"If therapists fail to invest in personal exploration before working with lesbian, gay, and bisexual clients, they are at risk for potentially harming clients, because they may unknowingly project their own issues onto clients or miss key components of assessment or intervention† (Godfrey et al. , 2006). Potential ethical and legal issues surrounding this case and my obligations, probably would be the confidentiality requirements it is also my ethical issue to report any information I may have about either individual hurting the other I think with all of their drug and abuse issues I feel that if not addressed it may become a problem.Since Todd has already voiced his fear of Reggie and of his alcohol and drug abuse and physical abuse piled on with the stress Reggie is already feeling, I may fear Todd could possibly be in danger. And it would be my obligation to report such actions if it arises, also Reggie is still on probation which could endanger his freedom if he violates it. Because Reggie and Todd have come in seeking couples counseling, I must first address how good it was for them to come in, it shows how important their relationship is to each other trying to save what they have.First I will go through the confidentiality and ethical requirements. I will advise them of the process of how we will be addressing each issue. And that maybe later I will ask to speak individually with them both, it seems as Todd is the speaker and Reggie does not have much to say while Todd is in the room and this might give me a better idea on Reggie’s concerns as an individual. See how we can incorporate the help of family members to help in the relationship. I feel it may be able to alleviate some of the family stress they both are feeling.It may also help relieve some stress and anxiety on both Reggie and Todd. And next the importance of seeing how abuse will continue to weigh heavy on the relationship if not addressed soon. Then this maybe just a brief description of some of the issues that need immediate attention, but after collecting and gathering all the information on both Reggie and Todd we can discuss the possible outcome and the effects of counseling and how each of the individual feel and any concerns they may have, then we can hope to achieve their goals. Human Services Skills Recently, released from prison Todd and Reggie, in an interracial relationship are seeking couples counseling and are both having a difficult time integrating into society. They have no one on the outside that is able to help them. Reggie is still on probation while Todd is done. Both men have come in for couples counseling however there may be more issues in their relationship that needs to be worked on. The human service professional is there to empower the clients to help to find and locate resources needed to make meaningful changes and ability to trust and respect one another.Human service professionals are in the business of helping. It is the goal to provide people with the basic needs in order to help individuals sustain and maintain a better and healthier lifestyle. The human service professional will take on many roles, job titles and descriptions, such as counselor, interventionists, social worker, substance abuse counselor all of which in Todd and Reggie’s case are needed. She may need to use techniques such as open-ended questions, paraphrasing and reflecting into the lives in order to identify and to clarify the problems that are plaguing Todd and Reggie.Personal values, beliefs, prejudices and stereotypes can help or harm the helping process, I think it would do both harm as well as help. I would generally be hesitant in the beginning of meeting with Todd and Reggie only because of my personal values and of my Christian beliefs but again that is only my initial thought. They have sought out help and that is the reason the human professional is there to assist. I’m sure that these feelings pass through all HS professional minds.Stereotypes lead to prejudice and prejudice leads to negative biases, poorly informed opinions, or unjustified assumptions about individuals who belong to a certain group or fit into a particular category (Murphy, Dillion 2010). In order to comply with Reggie and Todd, all those feelings and beliefs will have to be put aside in order to fully help them both. If not there would be more harm than help. Human service professionals should be trained extensively to work with same sex realtionships.â€Å"If therapists fail to invest in personal exploration before working with lesbian, gay, and bisexual clients, they are at risk for potentially harming clients, because they may unknowingly project their own issues onto clients or miss key components of assessment or intervention† (Godfrey et al. , 2006). Potential ethical and legal issues surrounding this case and my obligations, probably would be the confidentiality requirements it is also my ethical issue to report any information I may have about either individual hurting the other I think with all of their drug and abuse issues I feel that if not addressed it may become a problem.Since Todd has already voiced his fear of Reggie and of his alcohol and drug abuse and physical abuse piled on with the stress Reggie is already feeling, I may fear Todd could possibly be in danger. And it would be my obligation to report such actions if it arises, also Reggie is still on probation which could endanger his freedom if he violates it. Because Reggie and Todd have come in seeking couples counseling, I must first address how good it was for them to come in, it shows how important their relationship is to each other trying to save what they have.First I will go through the confidentiality and ethical requirements. I will advise them of the process of how we will be addressing each issue. And that maybe later I will ask to speak individually with them both, it seems as Todd is the speaker and Reggie does not have much to say while Todd is in the room and this might give me a better idea on Reggie’s concerns as an individual. See how we can incorporate the help of family members to help in the relationship. I feel it may be able to alleviate some of the family stress they both are feeling.It may also help relieve some stress and anxiety on both Reggie and Todd. And next the importance of seeing how abuse will continue to weigh heavy on the relationship if not addressed soon. Then this maybe just a brief description of some of the issues that need immediate attention, but after collecting and gathering all the information on both Reggie and Todd we can discuss the possible outcome and the effects of counseling and how each of the individual feel and any concerns they may have, then we can hope to achieve their goals.

Translation of Phraseological Units with Animal Names

INTRODUCTION Phraseology is a study of set or fixed expressions, such as idioms, phrasal verbs, and other types of multi-word lexical units, in which the component parts of the expression take on a meaning more specific than or otherwise not predictable from the sum of their meanings when used independently. The classification of phraseological units can be different. According to Vinogradov, there are phraseological combinations, unities and fussions. The Koonin’s classification is the latest outstanding achievement in the Russian theory of phraseology.The classification is based on the combined structural – semantic principle and it also considers the quotient of stability of phraseological units. It is represented by nominative phraseological units, nominative – communicative phraseological units, phraseological units – which are neither nominative nor communicative include interjectional word-groups and communicative phraseological units. My research i s related to the phraseological units with zoonimical component and their semantic structure.Zoonims, that are used in our language, are really meaningful, they are directed to the allegorical characteristic, probably metaphorical and stylistically emphasized. The aim of this research is to explore deeper the given phraseological units. I have set such objectives: 1) to explicate a concept of phraseological unit with zoonimical component and to reveal the regularities of their usage; 2) to analyse their semantic and structural peculiarities.The methods investigation research strategy are as followed: 1) method of the system analysis, that is a study of the subject of the investigation as a totality of elements, that create a system; 2) descriptive method, that gives the full description of phraseological units. The object of my investigation is the phraseological units with zoonimical component. The subject is the expressive means of Modern English phraseological units. These means are the morphological, syntactical, phonetic and lexical peculiarities of these phraseological units.Theoretical and practical value of the research consists in that fact, that nowadays there is a small amount of investigations about phraseological units with zoonimical component. Besides, the researches in the area of phraseology have become popular in the last decades. The results of this study are also important for the translation, as the translator should know the peculiarities of different idioms, in this case with zoonimical component. Composition of the research paper: The research consists of the introduction, two chapters, that are theoretical and practical parts, the conclusion and the bibliography.