The influence of German Philosophy and English Political Economy in Essay

The influence of German Philosophy and English Political Economy in Marx's Economic and Philosphical Manuscripts (1844) - Essay Example His major contribution in the field of philosophy was based on the integration and unity of mind/spirit among phenomenon which were manifested in a set of contradictions without elimination of the other. For example, bondage and freedom were not directly related in perception and application but they were philosophically integrated and united in the process of development (Spirkin, 1983). The Marxian dialectical materialism approach had been influenced by Hegel’s work in that economic history was understood by viewing human societies as components of a hierarchy of systems processing energy and continuously evolving. This was according to the laws of nature and encompassed multifarious forms of being that existed objectively and independently (Zarembka and Desai, 2011). Karl Marx in his view believed that dialects should not deal on the mental ideas of the world but on material world such as prospects of economic history that was based on production and other economic activiti es. This would necessitate empirical understanding of social processes in the form of interrelations, development and transformations; with successful generations transforming the results of the generations that preceded them (Zarembka and Desai, 2011), and thus divine presence and contradiction between immanence and transcendence. Ludwig Feuerbach was a German philosopher and anthropologist who provided a critique of Christianity and his thoughts were usually viewed as a bridge between Hegel and Karl Marx. By defining the â€Å"false† or theological essence of religion which regarded God as having a separate existence over and against humankind and the belief in sacraments as the â€Å"last supper† symbolizing the religious piece of materialism and thus injuring moral sense and the sense of truth (Feuerbach, 1972). When applying the dialectical methods of analyzing the economic history, economic, socio-cultural or political phenomenon; they should not be viewed separa tely but on their inner connections as an integrated totality and structured around the basic predominant mode of production (Feuerbach, 1972). According to Marx, economic history can be analyzed by understanding the organization of people and their technological powers. For instance, how they model them to interact with their material surroundings, giving the historical structure and development process of modern day capitalistic economies. With this, Marx views society in form of money and alienated man such that in the modern capitalistic societies man is evaluated in terms of their materialistic creditability; influencing their economic judgment of his morality and creating gaps between capitalists and laborers, a correlation of Friedrich’s integration and unity of opposing phenomenon and view on power and submission (Marx and Engels, 2009). Marxian economics evaluates various crunches in capitalism and focuses on the dissemination of resources in terms of surplus product and value generated within the production process among various types of economic systems. The investigation of the nature and origin of economic value, the economic evolution and the analysis of impacts of class and struggles of these classes along the economic and political processes, gives the approach a viable analytical framework an alternative approach to neoclassical economics thus making it unique. As a

Technology Essay Introduction Essay Example for Free

Technology Essay Introduction Essay A rapid development of scientific and technological progress, especially in recent decades, has changed thinking of a modern person. An advent of computers has made a real revolution. They altered our approach to work, study, entertainment and other aspects of life. In hospitals, our organism is scanned by complex tomography. Up-to-grade Internet access devices are located in schools while in institutions there are various tools for carrying out calculations and experiments. Being ordinary things, laptop, mobile communications, a global network, automated production lines – thats far from a complete list of useful information technologies. Probably, people did not possess such a sum of knowledge in different fields. Amazing phenomena surround us. Today, figuratively speaking, you can get news from your pocket, connect to a network, or send a message to an individual who is thousands of kilometers away from you. Thanks to technologies, we may get acquainted with people who live in other countries and cities. Science came up with a lot of interesting and useful stuff from biomaterials to artificial hands. From a factitious kidney to contact lenses that train eye muscles at night. From digital libraries, online universities, and courses to advanced deep earth drilling rigs. Present innovations are designed to serve humanity in its quest for high peaks. However, not all technologies benefit the human being. Frequently, we could observe some reverse. For instance, modern weapons are capable of destroying both nature and human lives in frightening proportions. An industry smokes and discharges toxic waste into the water, invades the earths interior in search of resources. In the Pacific Ocean, a new â€Å"continent† of floating debris has already settled down. On the one hand, electronic pages are good, less harm is done to the environment, and storing a large amount of data is easier and more convenient in such form. On the other hand, humanity is becoming increasingly dependent on technology. Most humans cannot even imagine what they will do if, for example, they forget a phone at home. Facebook, Twitter, and other analogs have a significant influence on the well-being and sense of human satisfaction. A lot of studies noted the more time a person spends in so-called â€Å"social relations†, the higher a risk of loneliness and depression. The question arises: does this mean that global networks mostly address single and unhappy people or they make them so? Live interaction is replaced by a set of letters on the computer as facial expressions are emoticons. People just stopped going to visit and see each other. Thus, technological progress has divided the world into two camps. Some people believe that creation of complex gadgets moves an evolution of our civilization forward. Others are convinced of the extremely negative impact of such devices on human health and psyche. First of all, it is worth noting that a lot of techniques are specially established for performing the most laborious and routine job. Similar developments allow you to economize both time and space. At the same time, opponents of technical innovations are sure that they make a person lazy, deprive him/her of the opportunity to act mentally and physically. Many of our contemporaries spend a significant part of their lives waiting for the moment when robots will do all the activity without their participation. Do not forget about a danger associated with an emission of gadgets and an emergence of psychological dependence. But any phenomenon conceals in itself both positive and negative sides. In the context of technology, it is necessary to observe moderation in their applying and to remember their subsidiary rather than a dominant role in our lives.

The Flogging Of Jesus :: essays research papers

John 18:39- but it is your custom for me to release to you one prisoner at the time of the Passover. Do you want me to release `the king of the Jews'?"King of Jews- He's not the king of the Jews, He's slapping them in the face.The same thing Jesus was being accused of Barnabbas did.JN 19:1 Then Pilate took Jesus and had him flogged. [2] The soldiers twisted together a crown of thorns and put it on his head. They clothed him in a purple robe [3] and went up to him again and again, saying, "Hail, king of the Jews!" And they struck him in the face.Then Pilate took Jesus and had him flogged.This is your Messiah people, this is not VBS, or bible study, this is the Messiah that is in love with you.MT 27:27 Then the governor's soldiers took Jesus into the Praetorium and gathered the whole company of soldiers around him. [28] They stripped him and put a scarlet robe on him, [29] and then twisted together a crown of thorns and set it on his head. They put a staff in his right hand and knelt in front of him and mocked him. "Hail, king of the Jews!" they said. [30] They spit on him, and took the staff and struck him on the head again and again. [31] After they had mocked him, they took off the robe and put his own clothes on him. Then they led him away to crucify him.Flogging- basically they tied his hands and tied him against a pole. And his buttocks were shown to the audience. He is completely and totally naked. They have the whip of the 'cat of nine tails'. It has bones and steel balls in it. The bones are put in so that, when he is whipped the bones will stay in his body. And they will rip it back and rip his skin apart. He's been awake for over 24 hours. And now he's standing there, as the steel balls hit him and start hammering away at his bones. And as they rip it back there is blood and skin flying all over his body. His bones start sticking out of his chest and his back. As they continue to hit him†¦ 1, 2, 3,†¦ 35, 36, 37, 38, 39 times. Each time they hit Him and bring it back the bones from the whip continue to rip His skin apart.

Mind Over Matter Essay -- essays research papers

Mind over Matter Out of the myriad of religions that encompass the earth, one of the least understood is Buddhism. In the pursuit of a higher plane of existence, a Buddhist monk will renounce his worldly secular life, instead embracing a life of meditation and study. While attempting to achieve enlightenment, and therefore nirvana, a Buddhist must first come to eradicate his sense of self, effectively destroying his ego. By doing this, "durkha," (pain and suffering), end and one can be at peace and harmony with the world and all who reside in it. A practice that helps monks achieve this enlightened state is meditation. By clearing the mind of mundane clutter and distractions, a monk can become in tune with his inner being and body, which results in a greater understanding of the barriers that need to collapse before nirvana can be achieved. This practice of meditation was the Buddhist practice that I participated in, with the intent on a greater understanding of what being a Buddhist means. This exercise taught me the inherent difficulty in calming the mind, along with the negative effects outside influences like other people have on the practice. The first place I attempted to meditate was outside my dorm next to a tree. This proved to be a comfortable place, yet full of distractions. I have meditated before in my martial arts classes, yet it was difficult calming my mind. While concentrating on my breathing, I was easily distracted by outside occurrences such as leaves falling and people walking by. The more I attempted to shut out the outside world, the more my mind focused on the little things around me. I gained immediate appreciation of the Buddhist monk's ability to shirk the outside world and focus on his inner self. When I had meditated before in my dojo, it was as a group and in silence. This greatly helped the exercise and I can see why this is the modus operandi at most temples. The second place I attempted to meditate was in the basement of Reid Hall. I hoped that the familiar surroundings would calm the mind easier and allow me to concentrate on clearing my mind. While not an ideal setting, it was better than outside. As I concentrated on my breathing and felt myself unwind, I was able to tune into the sound... ...lp guide and direct the learning of the monks. They offer subtle forms of encouragement, often disguised in hardship, that aid the monks in their struggle toward understanding. This is a boon, allowing enlightenment to occur quicker than in the solitary meditation I experienced. A Buddhist way of life is a lot harder than one may suspect, for while they are released from the worries of everyday life, the mental tasks assigned to them are far greater than worrying about what to cook for dinner tonight or paying one's electricity bill. Furthermore, a Buddhist lifestyle is not very conducive to an American lifestyle. I give a lot of credit to the founders of the Zen Mountain Center in San Francisco, creating a microcosm which can support the solitude necessary for personal growth is a daunting task. From my limited venture into the life of a Buddhist, I learned that controlling one's mind and then harnessing this power to delve out truths and desires from oneself is a feat almost inconceivable by the normal mind. Those who accomplish this task are truly Buddha's, master's of the world and therefore outside the grasp of time, free at last.

Video games do not cause violence

Video games do not cause violence BY jur525 Video Games: Beneficial or Cause Violence Do modern video games contribute to the increasing level of Violence that is all around us? Can we really attribute the shootings and bombings we see on the news to the increased violence and realism in video games ? These are the questions reporters should be asking. Instead the first question out of their mouths If the suspect Is an adolescent will most certainly be ‘ Was he addicted to playing violent video games ? ‘ If the answer is yes, they look no farther.They should Investigate the suspect's background to see If he was violent before he started playing games. Then look at the studies done on violent video games and they will find that 98. 7% of all teens regardless of gender have played violent games(Klrsh, Steven J. ). What Is truly remarkable is that less than one percent of all teens go out and commit a violent act. Therefore this will prove that it is the violence in the susp ect not the violence in the game that has led to so many deaths. The findings of many studies prove it is society not video games who has let the gamer down.It is society who has given them a ‘bad wrap'. The media and most continued to drop as the sales of violent video games has climbed dramatically. Researchers have considered role playing games a double edge sword. They say they are excellent teaching tools but the violent ones teach violent conditioning. This is NOT so! According to Christopher Ferguson of Setson University and the independent researcher Cheryl Olson in her study published in Springer's Journal of Youth and Adolescences it is exactly the opposite.Their research found that playing games actually had a very calming effect on the outh's with attention deficit symptoms and helped to reduce their aggressive and bullying behavior. They also stated that video games could be helpful when used to distract and relax children and adolescence during painful medical pr ocedures. If you decide to do research on your own be careful. Some studies have carefully rigged the results to only give the answers they want to prove correct.They recorded only the data the showed they were right, that the games can and often does lead to aggressive and violent behavior. If their findings did not show the prime reason being aggressive onditioning and that being exposed to this violence in the games was the prominent reason for the increase it was left out. You also need to check the background of the adolescents they Did they carefully choose only those adolescents that already had a tendency told behavior even before they played the games.Both these facts could greatly change the outcome of the study. When you are listening to the media take into account they are giving attention grabbing headlines and if portraying video games in a bad light gets them the audience hey crave they will say or do anything to achieve their goal. The media loves to make outrageous claims that video games either â€Å"inspired† or â€Å"trained† the suspect to commit these violent acts.They use the rigged studies as their backup even calling them in to act as experts on the subject. For instance Guy Porter and Vladan Starcevic who claim that â€Å"while playing video games outwardly appears to be an innocuous activity, the limited data available suggest playing video games may be related to aggressive and/or antisocial behavior. So next time you hear about a video game â€Å"causing† an adolescent to â€Å"commit† violence remember look up your facts yourself.You may see that while some psychologists want to include video game addiction in the Diagnostic and Statistical Manual for mental disorders most doctors do not agree. Most can see that video games do have considerable potential to enhance the lives of all adolescents. I believe that violent video games directly cause aggression. I also believe gaming is a very social activity which when given the chance can greatly improve adolescent's lives. Gaming is becoming a common way for the adolescent to communicate with the outside world.The gamer could very well have friends all over the world as I do. Society and the Media need to deal with the violent aggression in the adolescents that have shown a predisposition for such violence. That until this is done the real cause of all the shootings won't be addressed and handled accordingly. Video Games Do Not Cause Violence Video games have come a long way since they were first introduced in 1967. In addition to the impressive improvement in graphics, the increase of the violent content has become quite the hot topic amongst parents and politicians alike. The most popular aspect is whether or not violent video games inhibit aggressive behavior. Early research that suggested there was a link between the two has been deemed problematic. However, in recent studies â€Å"research has not found that children who play violent video games are more violent than other kids, nor harmed in any other identifiable fashion.† (Ferguson, 2011) Violent video games do not lead to violence in society because they improve other skills, many other factors heavily contribute to making society violent, and they are a tool for social interaction. Of course the most obvious skill that video games improve would be visual skills. Video games allow gamers to be more attune to their surroundings and â€Å"greatly enhance th e ability to effectively distribute attention over space and time, as well as the number of items that can be attended.† (Achtman, 2008)A press release from the American Psychological Association declares â€Å"Playing video games, including violent shooter games, may boost children’s learning, health, and social skills. † Playing simulated war games such as â€Å"Call of Duty: improves spatial navigation, reasoning, memory, and perception. These types of games also inhibit enhanced abilities to problem solve. Without a doubt, the contents of today’s media are constantly on display for any man, woman, or child to see.Specifically, television, bringing the violent filled news and movies to any home with an open outlet. The homicide rate has doubled after television was introduced in the U. S. (Faria, 2013) Exposure to this form of media and the glorification of violent behavior on television has a great influence on society. Another factor to consider when reviewing the violence in society is the biological factors and environment one is exposed to. Heritage and temperament, and parental rejection-acceptance are considered common underlying causes of anger and aggression.(Blake & Harmin, 2007)Additionally, peer pressure can try to influence behaviors or try to influence thinking or values. Peer pressure can leave children with an enormous amount of stress which can lead to aggressive and violent behavior. At the same time, video games are a great tool for social interaction. Games such as â€Å"World of Warcraft† connect players to a virtual world where literally millions of other gamers are playing at the same time. These games allow you to talk to these other players via chat, either text or voice, and sometimes both.For that reason, gamers develop friendships online and as a result, keep away from drugs and other negative activities presented to them outside of the game, Also, the social aspects of the game promote teamwork and cooperation. (Frostling-Henningsson, 2009) Furthermore, the opportunity to strike up conversation presents itself in a less stressful manner so gamers are able to improve their social skills in this form as well. Besides that, with players from all around the world, English is a second tongue to many gamers.Chatting online with other gamers presents the opportunity to practice their language skills and pick up on â€Å"slang† words to help them become more fluent in their speech. To that end, video games do not cause violence in society because they improve cognitive skills, other media forms are more correlated with aggression, and they are a building block in social connectedness. Psychological studies purporting to show a connection between exposure to violent video games and aggression do not prove that any connection is evident.Any effects that may be displayed are indistinguishable from the effects of other types of media. (Brown, 2011) Video games have transformed the way generations can learn and have opened up a whole new world to the socially isolated. Moreover, video games have simply become society’s scapegoat when it comes to placing the blame for violence and aggressive behavior. When tragedy strikes, people want answers and will join forces in placing the blame. In the end, video games are merely a form of entertainment, as they were intended to be.

Anthrax Article Summary essays

Anthrax Article Summary essays Anthrax is a spore forming bacterium that comes from the Greek word for coal. It got the name because of the rashes and legions that look like coal dust. Most people get anthrax from infected animals. Anthrax has been around since biblical times and has been responsible for the fifth plague or cattle disease and the sixth plague, which would be known now as boils. Anthrax is found in domestic animals like deer, buffalo, elk, and wildebeest and so on, there have been incidents with anthrax in 82 countries. Not many have happened in the states, but the latest concerning animals was in North Dakota in 2000 in which 5 cows were infected. But in dirty countries anthrax is a household name, in fact, in 1945, one million sheep died in Iran. The hotspots for anthrax are South and Central America, Eastern and Southern Europe, Asia, the Middle East, Africa and the Caribbean. Most of the time, meat-eating animals are the hosts for anthrax. The endospores in anthrax are heat resistant, as well as resistant to drought, radiation, chemicals, disaffection, and time. In fact a jar of 50-year-old anthrax spores can still produce live bacteria. Anthrax is usually spread through the soil. Most amphibians, reptiles, and fish are naturally resistant to the symptoms of anthrax but they may still act as carriers, also, you can get anthrax by insects that bite you. If you are a human, which you should be, it will take approximately 8000 to 10000 spores to infect you, but its a pretty big number compared to the 10 bacteria it will take you to get the plague. Anthrax bacteria have a generation time of merely 15-20 minutes. That allows for very rapid spreading of the bacteria. If you do get anthrax you will start to see symptoms between 1 and 7 days. But most often it will happen before 48 hours have passed. Most often, anthrax is contracted through the surfaces of the head, forearms ...

Implementation Of Multi Protocol Label Switching LSP Information Technology Essay Essay Example

Implementation Of Multi Protocol Label Switching LSP Information Technology Essay Essay Example Implementation Of Multi Protocol Label Switching LSP Information Technology Essay Paper Implementation Of Multi Protocol Label Switching LSP Information Technology Essay Paper With the addition in popularity of the Internet, the demand for internet applications is turning twenty-four hours by twenty-four hours. This turning demand consequences in addition of web traffic and web congestion. Therefore, there is a demand to implement web traffic direction strategy to pull off web traffic better, to better its public presentation and to present a better experience. Multiprotocol label shift is the strategy used for reconstructing web traffic over the web if a failure occurs in a label switched waies. In this study, I try to imitate the above scenario in NS2 and I calculate the different public presentation matrices to demo my consequences that how they vary over different MPLS waies. [ To be Completed 2010 ] With the promotion in computing machine engineering and development of engineerings like cyberspace, the demand for applications based on the World Wide Web is increasing twenty-four hours by twenty-four hours. This turning demand is doing a retarding force on the limited web resources, doing an inferior user experience. An cyberspace user typically faces high latency clip when the user requests a web page from a web waiter. A simple solution to this job is to increase the web bandwidth to better the user experience. The job with this attack is that, internet application are developed that consume greater web resources. Therefore, there is demand to execution of a package strategy to better the direction of web resources. 1.1 Introduction to MPLS Multiprotocol label shift is used in computing machine webs and telecommunications, for reconstructing web traffic with high public presentation over the web when a failure occurs in a label switched waies over Wide Area Networks nodes. MPLS reroute the informations by making practical links over the web, without sing the protocol of the encapsulated information. 1.1.1 MPLS Architecture Simple MPLS web with four LSRs and three LSPs ( AaBaC, AaBaD, and CaBaD ) . First and last LSRs over an LSP are called the immersion and emersion, severally. LSP A is ingress and LSR C is the emersion. The operation LSRs is different from that of intermediate LSRs. Fig 1.1.1a Simple MPLS Network illustration ( Arunesh Joshi, 2010 ) Label stack: The MPLS allows more than one labels in a package and this is besides called as label stack, it is organized as a last in first out ( LIFO ) which is used in to back up nested tunnels. Label exchanging Table: It is a tabular array and is besides called as entrance label map ( ILM ) , which maintains the function between incoming label to the outgoing interfaces and surpassing labels. When new labels enter it is called as following hop label send oning entry ( NHLFE ) .The information nexus and hop count jointly used for conveying the package. Label distribution tabular array: The function of any entrance and surpassing label or interface is called as LSP apparatus or label distribution. A label distribution protocol is a set of actions in which two LSRs is used to maps the capablenesss of the two LSRs and hence it interchange there mapping information. Incoming label Surpassing label Following Hoop reference Peer label State Table 1.1.1 Labels of send oning tabular array ( Arunesh Joshi, 2010 ) Label assignment and distribution: The label assignment and distribution in MPLS is the determination which is to adhere a label with the FEC is ever executing in downstream LSR with regard to flux of the packages. Then the downstream informs the upstream LSR about the binding. Thus the control traffic and information traffic flows in opposite waies. As in the figure we have LSR A to LSR B and label assignment is decided by the LSR A to LAR B. We have two ways in which download distribution takes topographic point i.e. download watercourse on demand or unasked downstream. Label meeting: In label meeting we can unify two or more labels with each other as in the figure we have LSP 2 and LSP 3 we can make so if we have same label on the package which we have to reassign from one beginning to the finish so we can unite them hold it organize a switched label tree and can be transmitted over the web, which reduced the demand of the label infinite. Route choice and expressed routing: In this LSR is used to find that to which the following hop is I am directing the package so these can be done by two techniques. 1. Hop by Hop routing 2. Explicit routing. So the path choice is done by these two techniques. How MPLS work over the web? Fig 1.1.1 B How MLPS works ( Arunesh Joshi, 2010 ) MPLS plants by labeling packages with an identifier to separate the Label switch waies over the web. When a node over the web receives a package, it looks in its forwarding tabular array to happen the best nexus over the web and forwards the standard package over that nexus with the label for its following node. Each node uses a different label to reassign package. This work is either carried out by the router or switch. This consequences in a simple forwarding process, as the usage of router minimizes the processing. The package s finish reference is used to find which LSP to utilize. LSP labels are used inside the web to send on the packages to the Host router. 1.2 Label Distribution Protocol Overview Label Distribution Protocol is the most of import protocol in the Multi Protocol Label Switching architecture. In the MPLS web, two label-switching routers should hold on the significance of the labels that are used to send on traffic between them. It defines a set of processs and messages by which one LSR will inform other about the label bindings made. The LSR maps the web bed routing information straight to data-link bed switched waies with the aid of this protocol. ( Javvin.com ) The Label Switched Routers, which uses LDP to interchange label-mapping information, are the LDP equals. In a individual session, each equal is able to larn about the others label functions. 2 bytes 2 bytes Version PDU Length LDP Identifier ( 6 bytes ) LDP Messages Fig 1.2 a LDP construction ( Javvin.com ) Version: LDP version figure is 1. PDU Length: The entire length of the PDU excepting the version and the PDU length field. LDP identifier: It unambiguously identifies the label infinite of the sending LSR for which this PDU applies. Uracil Message type Message Length Message ID Parameters Fig 1.2 B LDP message ( Javvin.com ) Uracil: The U spot is an unknown message spot. Message type: it is a type of message. The following are the message types that exists: ( protocol.com ) 0x001 Presentment 0x100 Hello 0x200 Low-level formatting 0x201 Keep Alive 0x300 Address 0x301 Address Withdraw 0x400 Label Mapping 0x401 Label Request 0x404 Label Abort petition 0x402 Label Withdraw 0x403 Label Release default Unknown Message Name Message length: The length in eights of the message ID, compulsory parametric quantities and optional parametric quantities Message Idaho: 32-bit value used to place the message. Parameters: The parametric quantities contain the TLVs. There are both compulsory and optional parametric quantities. Some messages have no compulsory parametric quantities, and some have no optional parametric quantities. 1.3 Background on NS Simulator NS simulator covers big figure of applications that includes protocols, web types, web elements and traffic theoretical accounts. These in other words are called as fake objects . These simulators can be written in two linguistic communications viz. object oriented simulator written in C++ and a tcl translator. NS simulator is distinct event based. The TCL book defines the occurance of the event. Both the visual image hint and an ASCII file hint matching to the events that are registered at the web can be produced by the event. The default construction of the ASCII hint file is as follows: Event Time From node To node Pkt. Type Pkt. Size Flags Fid Src addr Dst. addr Seq Num Pkt. Idaho Table 1.3 Structure of ASSCII hint file Event can be any one of the followers: enqueue, dequeue, bead or receive. The term Time defines the happening of the event. The term From node defines the input node of the happening of the nexus. To node defines the end product node of that nexus. Pkt. type and size describes the package. User can put the nexus figure via Fid . Beginning and Destination reference defines the beginning and finish nodes of the package given in the signifier: node.port . The user is allowed to specify a usage hint format to track all the system parametric quantities of his involvement. NS besides allows making of random variables with different distribution. It besides allows bring forthing the same random sequence of random Numberss in different tallies. This consequences in same behaviour. For illustration, a typical distribution for bring forthing packages with different sizes is Pareto. This distribution inter arrival clip of new connexion is often taken to be exponential. After following the simulation, the user can utilize tools such as awk or perl to treat the end product files and so gnuplot or xgraph to demo graphs of the interesting parametric quantities. Network Model A web theoretical account is designed to imitate MPLS protocol over the wired web which contains three Senders, three Receivers and seven Intermediate nodes to route the packages. Design Of Simulation Fig 2.1 a initial simulation Design ( Arunesh Joshi, 2010 ) Fig 2.1 B NAM simulation Design ( Arunesh Joshi ) NS2 MPLS tcl Code In fig 2.1b nodes 3, 4, 5, 6, 7, 8, 9 are the LSR s here # set up links between all nodes: Bandwidth, Delay, Queue type $ ns duplex-link $ n0 $ LSR3 1Mb 10ms DropTail $ ns duplex-link $ n1 $ LSR3 1Mb 10ms DropTail $ ns duplex-link $ n2 $ LSR3 1Mb 10ms DropTail $ ns duplex-link $ LSR3 $ LSR5 1Mb 10ms DropTail $ ns duplex-link $ LSR5 $ LSR4 1Mb 10ms DropTail $ ns duplex-link $ LSR5 $ LSR7 1Mb 10ms DropTail $ ns duplex-link $ LSR5 $ LSR6 350Kb 10ms DropTail $ ns duplex-link $ LSR4 $ LSR6 350Kb 10ms DropTail $ ns duplex-link $ LSR7 $ LSR8 1Mb 10ms DropTail $ ns duplex-link $ LSR8 $ LSR6 1Mb 10ms DropTail $ ns duplex-link $ LSR6 $ LSR9 1Mb 10ms DropTail $ ns duplex-link $ LSR9 $ n10 1Mb 10ms DropTail $ ns duplex-link $ LSR9 $ n11 1Mb 10ms DropTail $ ns duplex-link $ LSR9 $ n12 1Mb 10ms DropTail Note: Here if one node has packet loss so packets change the way and path through another node. This can be done by following bids in NS2 # Install or configure LDP agents on all MPLS nodes, # and put way Restoration map that reroutes traffic # around a nexus failure in a LSP to an alternate LSP. # Adjust cringle length to turn to all LSRs ( MPLS nodes ) . for { set I 3 } { $ I lt ; 10 } { incr I } { put a LSR $ I for { put J [ expr $ i+1 ] } { $ J lt ; 10 } { incr J } { set B LSR $ J eval $ ns LDP-peer $ $ a $ $ B } set m [ eval $ $ a get-module MPLS ] $ m enable-reroute bead } LDP messages are represented by different colourss used in NS2 # Set ldp-message colorss in NAM simulator $ ns ldp-request-color blue $ ns ldp-mapping-color ruddy $ ns ldp-withdraw-color magenta $ ns ldp-release-color orange $ ns ldp-notification-color yellow MPLS informations for LSP tunnels these are formed when congestion is at that place # MPLS informations for LSP tunnels $ Ns at 0.5 [ $ LSR5 get-module MPLS ] make-explicit-route 9 5_7_8_6_9 1003 -1 $ Ns at 1.2 [ $ LSR3 get-module MPLS ] flow-erlsp-install 10 -1 1004 $ Ns at 2.2 [ $ LSR3 get-module MPLS ] ldp-trigger-by-release 10 1004 Performance Prosodies Performance prosodies to mensurate Average Throughput over different MPLS channel. Average Packet loss over different MPLS channel. Average End to End Delay over different MPLS channels The public presentation Metrics in MPLS can be calculated on assorted factors like. Throughput: It can be calculated as an mean package rate by which information has been transferred over the web and it can be measured in spots per second. End to End Delay: The clip taken for the package to convey from transmitter to receiver across the web and the hold brush during transmittal is said as terminal to stop hold. This factor can be calculated as: Delay terminal to end= N [ Propagation Delay + Transmission hold + Processing hold ] Here N is figure of packages that are transferred. Packet Loss: Whenever during transmittal we lost a datagram we have to retransmit that datagram once more, which use excess bandwidth. This factor can be calculated as: Packet Loss= [ Packet send ] [ Packet receive ] 3 Consequences The purpose of the undertaking is to implement MPLS over a web topology in which we have transmitters and receiving systems which exchange s informations in between them and if one of the MPLS way fails during execution so the LSP tunneling is used to alter the way so that the service is maintained in between transmitter and receiving system. This purpose is achieved and can be easy interpret from the X-graphs below. 3.1 Simulation Consequences Here for simulation we use UDP agent with package size of 20 bytes and bitrates for transmitters as 100, 200 and 300 kbps and the simulation clip is 3 sec. Here in this, X-graphs are used to demo the mean bandwidth, mean package loss and mean End to End hold of different MPLS channels which are used in between transmitter and receiving system to reassign the packages. X-graph for mean throughput Fig 3.1 X-graph of throughput ( Arunesh Joshi, 2010 ) X-graph for mean End to End hold Fig 3.2 X-graph of End to End Delay ( Arunesh Joshi, 2010 ) X-graph for mean Packet loss Fig 3.3 X-graph of package loss ( Arunesh Joshi, 2010 ) Note: -We can change the bitrates and package size to acquire the more optimized values in X Graph for public presentation matrices. 3.2 Decision With this simulation we have learnt about the NS2 installing and how to work in NS2, how to imitate assorted web topologies. Our simulation contains 3 transmitter 6 LSR s and 3 receiving systems in a wired scenario. The size of a familial package is 20 bytes. Transmission rate of a node is 300, 200 and 100 Kbps. We have simulated assorted public presentation prosodies over this topology like terminal to stop package hold, throughput and package loss. In the simulation procedure assorted NAM Graphs and X-Graph are generated which illustrates the information about public presentation prosodies. Here the throughput of the first way is max as all packages are transferred through this but due to packet loss at node 5 the paths are changed and that is why the 2nd way has less throughput and the last way has the least because really less packages are transfer by utilizing this way. Packet loss is more when all the traffic is traveling over a individual way between 0.5 1 sec and from 2-2.5sec because at that clip all informations is reassigning over a individual way.

5 Myths about an Essay Writer Who Does Model Papers for You

5 Myths about an Essay Writer Who Does Model Papers for You 5 Myths about an Essay Writer Who Does Model Papers for You Have you ever wondered what an essay writer has in terms of qualifications? Many students are curious about hiring an essay writer but they are hesitant because of the many myths out there relating to the services they provide. There are 5 myths which will be debunked for you about an essay writer who does model papers for you: All Writers Are from India While it is true that there are many writers from India who handle model papers on behalf of students, not all writers come from that area. In fact, many writing services allow students to choose between native speakers and non-native speakers. Native speakers are generally more expensive while non-native speakers are cheaper. Those who fall under the category of non-native writers do not come necessarily from India but might be from Pakistan, Bangladesh, or Kenya. These are all popular places for non-native speakers to work online. Essay Writers Have Bad English It is not fair to state that any writer you select online will have bad English. There are many who do, but you need to carefully choose a custom writing service with good reviews, good feedback, good experience, and writers who have an extensive resume as a part of the company. Writers, who have extensive experience in the academic field, and positive feedback from happy clients, will have good English skills and are typically native speakers. Writers Don’t Make Any Changes This is not necessarily true. It happens with bad services and companies which fail to offer comprehensive and experienced providers. But those companies which are good will make changes if you ask them, and, in fact, many services have substantial revision policies as a part of the original agreement which means that a custom writer is required to provide you with the revisions you want. Writers Give Pre-Written Essays If you select a good writing service as well as a great writer, they will make sure that you get a high quality essay which has been written from scratch. Essay Writers Take Little Money for Their Work If you really want an experienced writer, you will have to pay for the cost of high quality work. If you are paying a cheap price, it is probably for a pre-written essay. So be prepared to get high quality work at a price. That being said, there are many writing services which offer custom essay writers who are qualified, provide unique papers, and speak English as their native language. It is really up to you to search for the best companies available based on reputation and experience before you hand over your payment for a model paper.

Deciding whether to use flexible staffing Case Study

Deciding whether to use flexible staffing - Case Study Example Flexible Staffing Services, FFC, is a late entrant into the staffing industry priding itself in the provision of qualified human resource. Kaiser Manufacturing Company on the other hand is an experienced company operating in the manufacture and sale of agricultural products. The company that has operated for the past fifty ears remained stuck in the traditional system of managing human resource thus resulting in the modern operational stalemate in the company. Kaiser Manufacturing Company, KMC, continues to experience diminish demand for its products while the labor costs in the company continues to rise owing to the fact that the company has an older workforce. Such a workforce boasts a well of experience in the traditional mechanisms of both production and marketing but do not appreciate the changes in the market a feature that validates the company’s dwindling fortunes. The company therefore requires the services of a contemporary staffing company, one that understands the industry and will sustain the provision and effective management of employees at the organization thus enhancing the company’s profitability. Flexible Staffing services provide employees in unique packages that safeguard the interests of the client. The situation at KMC requires a pool of employees hired in appropriate mechanisms in order to low the escalating cost of labor at the company. The Flexible Staffing Services promise the diverse workforce that the company require. The company furnishes its clients with numerous classes of employees qualified in varied sections of an organization including production, management, technical and clerical. KMC requires such a wide range of employees a feature that makes the staffing company essential. The company promises a group of unified employees besides the fact that the company will provide KMC with a large pool of possible employees to choose from (Klemmer, 2009). Among the primary

HOW DOES INTERNATIONAL INSTITUTIONAL ARRANGEMENTS SUCH AS WORLD TRADE Research Paper

HOW DOES INTERNATIONAL INSTITUTIONAL ARRANGEMENTS SUCH AS WORLD TRADE ORGANIZATION (WTO), EUROPEAN UNION (EU) AND NORTH AMERICA - Research Paper Example Free trade has highly devastated American industries and American jobs at large. The Senator Barrack Obama in 2007 indicated his believe in free trade (Raskin, et al. 42). He however acknowledged that the burdens that came with this trade highly outweighed the benefits especially for millions of Americans. The trade has contributed to adverse working conditions. Underdeveloped countries will want to cut down on costs in a bid to benefit from price advantages but on the other hand, many employees in the respective countries end up facing low pay, bad working conditions and forced labor including abusive child labor. As underdeveloped countries attempt to cut costs to gain a price advantage, many workers in these countries face low pay, substandard working conditions and even forced labor and abusive child labor. Yet the WTO states that it does not consider a manufacturer’s treatment of workers reason for countries to bar importation of that manufacturer's products. The WTO howe ver notes that developing countries insist any attempt to include working conditions in trade agreements is meant to end their cost advantage in the world market. This trade often contributes to environmental damage. An increase of corporate farms in developing countries tends to increase pesticide and energy use, and in turn host countries ignore costly environmental standards. The Global Development and Environmental Institute, however, find the environmental impact mixed. The WTO is criticized for not allowing barriers to imports based on inadequate environmental standards in countries where goods are produced (Richardson 76-9). Yet the WTO points to its ruling in the 1990s allowing a U.S. ban on shrimp imports because fishing methods threatened endangered sea turtles outside U.S. borders. The extent to which environmental standards should be considered in free trade is an ongoing debate within the WTO. The trade agreements tend to draw protests from the U.S. public as a result o f feared job loss to foreign countries with cheaper labor. Yet proponents of free trade say new agreements help to improve the economy on either side. There is no clear picture of whether the trade significantly affects U.S. employment levels, given all the economic forces that affect job rates. Proponents of free trade contend that even if the economies of developing nations improve under free trade, those economies are still too small to have any real effect on the U.S. economy and job market (Goldstein 21). Unions have strongly criticized the North American Free Trade Agreement (NAFTA) between the United States, Mexico and Canada as critically harmful to workers and the U.S. economy. The AFL-CIO argues NAFTA has harmed consumers and workers thereby contributing to a loss of jobs and drop in income while strengthening the clout of multinational corporations. The unions contend that the increased capital mobility facilitated by free trade has hurt the environment and weakened gover nment regulations. The Council on Foreign Relations (CFR), reports that many economists agree NAFTA has caused some overall improvement in U.S. jobs but with harmful side effects. Free trade can cause turbulence in sectors of a domestic economy, such as long-established

Management Accounting at Hospital Essay Example | Topics and Well Written Essays - 1500 words

Management Accounting at Hospital - Essay Example According to the survey, there is more than 60 percent of them have been in the Hospital for less than one year. Among the HR professionals, there was 38 percent of them had an increased employee turnover in the past 12-18 months; 53 percent stayed the same, and only 9 percent had decreased. For the laundry supervisor, there was 23 per cent of individual contributors, professionals, first-level leaders, and mid-level executives somewhat or likely to leave within the next year. This study shows that employees in Chinese firms are likely to change their job quite often. This is because it is hard for them to stay in the Hospital for a long time. Moreover, studies done by Owens (2006) argue that finding and remaining high qualified laundry supervisors is the greatest problem in the Hospital. Therefore, turnover rates in the Hospital are quite high. This creates room for the prediction that turnover rates in the Hospital’s SMEs may be even higher than the results of this survey. T his is because SMEs are more informal and unstable than MNCs. (Owens, 2006, p. 71). Hence, it is necessary to research the aspects that could influence turnover in SMEs. In Chinese manufacturing firms, voluntary employee turnover is becoming an expensive problem. The issue is even worse for SMEs (Owens, 2006, p. 101). If SMEs have the power to compete against the larger ones, working conditions for employees are poorer than larger companies, and poorer working environment would be an obstacle to retain employees. The characteristics of employment relations in the Hospital’s SMEs are different from State Owned Enterprises (SOEs), Joint Ventures (JVs) or large private the Hospitals (Owens, 2006, p. 112). SMEs have limited resources, both compensation packages and career enlargement, which can be the key motive for high employee turnover rates in SMEs. However, SMEs could remain employees through other methods and do not depend only on compensation packages. According to the hie rarchal of needs theory (Owens, 2006, p. 71), human beings have different levels of needs. There are basic levels which could be fulfilled by extrinsic rewards. Nevertheless, people could only be motivated by intrinsic rewards at higher levels. Hence, firms could remain employees by recognition, care, and career advancement, which are all intrinsic motivators. Thirdly, the laundry supervisor turnover intention after training could be influenced by alternative job opportunities. When there are increased external job opportunities, employees are more likely to leave the Hospital after training. In other words, skilled employees are more attractive to employers. This makes him more likely to seek Hospitals that provide better extrinsic and intrinsic rewards. In (Owens, 2006)’s study, it argues that respectable performers are more probable to depart from the firm than awful performers. Outstanding performers have more job alternatives than those who do not perform well. Not surpr isingly, there are studies focusing on the positive correlation between training and turnover intention. However, studies in this field are still not enough. It has been proven that the more training provided by firms in Asia, the higher level of employee turnover. One of the reasons to explain this is the ‘expense of cheap labor’.

What is the hejab Why has it become so popular in recent decades, Essay

What is the hejab Why has it become so popular in recent decades, France banned hijab in 2004 - Essay Example It is important to consider all these aspects because the hijab has grown to be a weighty and contested symbol that needs thoughtful decoding. Owing to its connections with various political as well as cultural representations in different circumstances, any analysis of the function of the hijab also has to take into account political as well as social elements that modern Muslim communities are faced with on a daily basis. Islam supports the notion that devout men as well as women ought to wear extremely conservative clothing in order to be able to focus on the aspect of daily communication with and worship of ‘Allah’. For women, this translates to wearing an outer garment that completely obscures the female form. This garment, the ‘Abaya’, is then rounded off by the ‘Hijab’, which is a veil that covers the neck and forehead (Bowen, 2010). This garment is primarily worn by women when they are in public places. However, there are even women who wear them in their homes. The more devout female devotees even add an additional net-like cloth, known as the ‘niqab’, over the eyes in order to completely cover all surfaces of the body. Such severity of dress is more common in nations with fundamentalist governments such as Saudi Arabia. However, in Western nations, women are more likely to don the simple veil, the ‘hijab’, to cover their hair an d neck area. According to Freedman (2004) in Muslim societies, it is considered that any girl born into the world experiences two births. The first takes place when the girl is physically bornand the second takes place upon reaching the age of puberty, upon which she is encouraged to adopt the hijab. The wearing of the Hijab is believed by many Muslims to have religious origins. According to Bowen (2010) the hijab was actually a gift from Allah to women. In a verse in the Holy Quran, Allah stated, ‘O Prophet! Inform your spouses

A fountain pen Essay Example | Topics and Well Written Essays - 1250 words

A fountain pen - Essay Example Companies source raw materials required in the production process from various stockholders and international suppliers. Before distribution to various target markets, assembling of the components occurs at specific sites (Anklesaria 211). The design of fountain pens is in various ways and styles. A fountain pen may be custom made or produced in bulk. In designing custom fountain pens, an individual generally decides the elements and style that he wants to be incorporated in the product, thus may include specifications like, color, laminating strips, the engraving of particular patterns on the surface, or inlaying materials like gemstones into surface. A custom pen usually has a different and unique look from the design of other fountain pens produced in bulk. Mass produced pens usually resemble in design and shape but may differ in color. This is because custom pens are generally expensive to produce than the mass-produced pens. A fountain pen incorporates various materials in its production process. The pen’s barrels are made from a series of materials including gold, silver or copper; however, these materials are utilized for custom pens. Consequently, mass produced pens are produced out of inexpensive materials including Lucite also referred as acrylic resin, cellulose acetate among other moldable polymers. Consequently, hand-made fountain pens use stable and solid materials including plywood, leather, antlers, and crushed velvet. These affordable materials utilize simple tools in production. Moreover, the nib is also a vital component of the fountain pen, which is usually made out of stainless steel, gold, or sterling silver as the former is the widely utilized material. On the other hand, the pen fittings and clips are made out of electroplated gold alloys while custom pens may make use of gold (Anklesaria 211). The ink is also an important

What is the hejab Why has it become so popular in recent decades, Essay

What is the hejab Why has it become so popular in recent decades, France banned hijab in 2004 - Essay Example It is important to consider all these aspects because the hijab has grown to be a weighty and contested symbol that needs thoughtful decoding. Owing to its connections with various political as well as cultural representations in different circumstances, any analysis of the function of the hijab also has to take into account political as well as social elements that modern Muslim communities are faced with on a daily basis. Islam supports the notion that devout men as well as women ought to wear extremely conservative clothing in order to be able to focus on the aspect of daily communication with and worship of ‘Allah’. For women, this translates to wearing an outer garment that completely obscures the female form. This garment, the ‘Abaya’, is then rounded off by the ‘Hijab’, which is a veil that covers the neck and forehead (Bowen, 2010). This garment is primarily worn by women when they are in public places. However, there are even women who wear them in their homes. The more devout female devotees even add an additional net-like cloth, known as the ‘niqab’, over the eyes in order to completely cover all surfaces of the body. Such severity of dress is more common in nations with fundamentalist governments such as Saudi Arabia. However, in Western nations, women are more likely to don the simple veil, the ‘hijab’, to cover their hair an d neck area. According to Freedman (2004) in Muslim societies, it is considered that any girl born into the world experiences two births. The first takes place when the girl is physically bornand the second takes place upon reaching the age of puberty, upon which she is encouraged to adopt the hijab. The wearing of the Hijab is believed by many Muslims to have religious origins. According to Bowen (2010) the hijab was actually a gift from Allah to women. In a verse in the Holy Quran, Allah stated, ‘O Prophet! Inform your spouses

American Reinvestment and Recovery Act (ARRA) and Violence Against Literature review

American Reinvestment and Recovery Act (ARRA) and Violence Against Women in US - Literature review Example In this paper, therefore, the dynamics of violence against women will be judged with reference to socio-economic pattern of the USA. In Declaration on the Elimination of Violence against Women, the United Nations (1993) defined violence as â€Å"any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or in private life† (Article 1). Decoding this definition reveals the fact that violence against women includes all types of physical, verbal and sexual assaults that can cause harm to the physical body, sense of trust, of liberty and that of private life of women (Runyan & Peterson, 2013; Alhabib, Nur & Jones, 2010). In the USA, the Violence Against Women Act (VAWA) was established in 1994 in order to create a protective shield, restricting rise in violence against women in the country. The VAWA (1994) defined violence as the exertion of any physical force intended to cause an injury or abuse to women. Such definitions ar e applicable regardless of nationality, age, racial orientation and ethnicity of women. In the USA, more than 2 million women are either physically assaulted or raped by their intimate partners (Tjaden & Thoennes, 2000; Matthews, 2004; Grovert, 2008). Alhabib, Nur, and Jones (2010) found that â€Å"the lifetime prevalence of domestic violence† changes significantly with that of geographic locations across the USA. For example, â€Å"the lifetime prevalence of domestic violence† is just 1.9% in Washington, while it is more than 68% in case of countryside in the USA. In the context of the USA, physical violence is probably the most common type of violence that is committed against women (Turner, 2002). In case of physical violence, one person intentionally hurts physical parts of woman that can cause outcomes such as, murder, femicide

Towneley Cycle Story of Noah and Gill Essay Example for Free

Towneley Cycle Story of Noah and Gill Essay The Towneley cycle is a story line created in the seventeenth centaury with playwrights who expressed a significant amount of hatred against. Hatred was the major theme put forwad by the playwrights. Male superiority, is another element of the Towneley cycle as the as this stories portrayed the male as angelic representations of human beings whose only major problem were their wife’s who had to fully depend on their guidance. Settings The play Noah and Gill is depicting the age before Christ set in the period where the male were portrayed as angelic and holy. the duration where secularism was considered unclean and the women were considered to have to be under the control of men Characters Noah who is a man of God married to Gill. Noah constantly complains about his wife and in the play he is portrayed as holy. Second character in the play is Gill who plays Noah wife as nagging woman, who constantly causing stress to her husband and the same time seems shrewish. Plot development The story starts between two married partners Noah and Gill the plot develops from an ancient Christian traditional way of life. Surrounded by both the traditional and bibilical myths, the play holds a strong attraction to the relation with the way of life in the 17th century. To develop the story line the playwright borrows from new fields mostly the the themes expressing hate against women and the mere traditional way of life which are treated dramatically in the age before Christ (B. C) Symbolism There is a lot of use of symbolism in the story cycles as the women are used as that mark of weakness that constantly pulls down the male in the society while the male symbolizes the angelic pillar of the society. The male also symbolize authority that has to be followed by the female in the society so as to keep the balance in the society. Combination of the above styles creates the following When this elements are used in combination with each other we see the development of a storyline which symbolizes a mixture of the period Before Christ and the period during the 17th century marking a blend of two civilizations an ancient and a modern age civilization as the settings of its occurrence and the character presentation which shows perceptions of the 17th century reasoning. Aspects of the 17th century reflected by the story are the illustrations on how women were looked down upon in the 17th century and the hatred that was mated on women by the. The clothing used in the play also shows the marked difference in the belief system which the play is set up as it correlates with the 17th century way of life not the original Before Christ would be setting A classic story done in the settings of the early 17th centaury at the verge of a shift to secular acting from the more conservative Christian story line, illustrated in the Towneley cycle: Noah and Gill in the second shepherds play depicts women as saints which other readers have portrayed to illustrate women negatively but without expression of double standards in your reading it is found that women are not expressed as negatively as men in the story (Dane, 2000). In this play significant attention has not been paid to other women characters that appear in the cycle as they are important in the understanding of women the crucial women’s role in the plays. for example the women who have been virtually ignored in the production of the cycle include Mary Magdalene and even virgin Mary. The play write intentionally presents this women as shrews for example instead of choosing examples in the scriptures the playwright chooses to use fictional characters as in the case of Noah’s wife and Gill where Gill is his own creation (Grafstein, 2002). Hatred of women in the culture in those times is illustrated by the negative interpretation of the women characters. Through a recently carried out research it has been shown that the position of the women was not as bad as the misogyny has lead us to believe . As the women who expressed great hatred for women missed out on be best chances to picture women negatively. Instead of using Sarah in the play Abraham and Isaac to portray mans rebellion against God as originated from the woman scoffing the best picture could have been illustrated by Miriam treating Moses with contemptuous disregard (Kolberg, 2004). It’s also seen that despite the women of those times were oppressed they had a greater control of their lives than the women of the seventeenth century when this plays were written. The play recognizes the scoffing teachings as Noah complains of his wife and the general nature of women. During the first two thirds of the play the theme is centralized on Noah’s wife lack of respect for authority, this depicts her in comparison to the nature of the fallen angles and as materialistic and worldly. In the play Noah is presented angelic family head that has to bear with a stressful wife, who is simply another display of a woman needing the direction of the male. Women are also illustrated comically and more negatively than men. The writer came up with women in these stories to show that women were second class citizens in the eyes of God Reference Dane W. (2000) Collections Of the16th and 17 centurybest Stories Chicago: American Library Association Grafstein, Ann. (2002). Towneley Cycle Story: Noah and Gill. Mcgrawhill: New York. Peter ,Kolberg (2004) Towneley Cycle Story of Noah and Gill : Foundation inn the literary skills Longman publishers (2) 22-27

Different Issues About Sex Education

Different Issues About Sex Education Introduction Sex education is possibly one of the most talked-about topics nowadays, especially among concerned citizens and the government. Sex is a natural thing for all of us and it is just right for the researchers as well as the readers to know and learn more about it. But the question is, is it right for sex education to be taught in primary schools? This research paper tackles the different issues about sex education. It contains the pros and cons of teaching sex education in primary schools. Opinions from different sides such as teachers in primary and secondary schools are considered. With such divisions, the reader can approximate their own comprehension of the topic and thus contribute ways to assist the primary students regarding this matter. In this research paper, the researchers would like to show the readers the importance of teachers perception on teaching sex education in primary schools. The researchers are convinced that this paper will be of great value to students and teachers. Conceptual Framework Sex Education Teachers Secondary Primary Perception Statement of the Problem The study aimed to find out the teachers view on teaching sex education in primary schools. What is the general profile of the respondents in terms of: Age Civil Status Gender Subject teaching What are the teachers views of teaching sex education in primary schools? What are the issues/concerns of teachers in the teaching of sex education primary schools? Is there a significant difference on how the teachers view the teaching of sex education when compared by primary and secondary schools? Hypothesis There is no significant difference between the perspectives of the teachers from primary and secondary schools. Assumptions of the Study The researchers assume that the questionnaires distributed to the respondents are answered honestly and truthfully, and that all data that will be gathered is reliable to the study. The researchers also assume that the personal values may affect the respondents reaction to the questions given and personal experiences may influence the response to the question. Research Locale The study will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St., BF International, Las Pià ±as City, Philippines. The school will be the focus of the study because it is more convenient to the researchers, it has a big population and it is suited for the study. Significance of the study Parents: They will be guided on making the decision of letting their children study sex education in the school where their children are studying. Students: They will have an idea about what they can get from learning sex education. They will be aware that the very heart of this issue is for their future. Scope and Limitations: The research focused on the perceptions of the teachers towards teaching sex education in primary schools. The respondents are the teachers in primary and secondary level of school year 2010-2011, from Southville International School and Colleges. Definition of Terms Curricula- are the courses offered by an educational institution. It is also a set of courses constituting an area of specialization. Mandatory- can also be compulsory the teaching of sex education is obligatory. Optional- the teaching of sex education for young people is not compulsory. Perception- is a result of perceiving, observation, a mental image, or concept. Primary school- includes grades one to six. Secondary school- a school usually including years 7 to 10. Sexuality- is an expression of sexual receptivity or interest especially when excessive. Sex wise- it is a 12 part series which discussed sex education, family life education, contraception, family life education, contraception and parenting. Sex Education- is an education about human sexual anatomy, reproduction, and intercourse and other human sexual behaviour. Young people- are also referred to as teenagers or children ages between to 10 to 12. Review of Related Literature Sex Education It is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing sex education helps to meet young peoples rights to information about matters that affect them, their right to have their needs met and to help them enjoy their sexuality and the relationships that they form. It aims to reduce the risks of potentially negative outcomes from sexual behavior, such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases including HIV. It also aims to contribute to young peoples positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their lifetime. Sex education that works, by which we mean that it is effective is sex education that contributes to both these aims thus helping young people to be safe and enjoy their sexuality. (http://www.avert.org/sex-education.htm, 2010) Beliefs Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern peoples behavior these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that bind sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one s et of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence peoples feelings and options. They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. . (As also stated at the website: http://www.avert.org/sex-education.htm, 2010) Sex education worldwide Africa Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations. The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the Glob al Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission. Europe Finland In Filand, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story. England and Wales In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception. France In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students. Germany In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. It normally covers all subjects concerning the growing-up process, body changes during puberty, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low only 11.7 per 1000 population, compared to the UKs 27.8 births per 1,000 population, and-in first place-Bulgarias 39.0 births per 1,000. Poland In the Western point of view, sex education in Poland has never actually developed. At the time of the Peoples Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life it is currently an exclusive subject (called wychowanie do Ã…Â ¼ycia w rodzinie/family life education rather than edukacja seksualna/sex education) in several schools their parents must give consent to the headmasters so their children may attend. It has much due to the strong objection against sex education of the Catholic Church; the most influential institution in Poland. It has, however, been changed and since September 2009 sex education will become an obligatory subject in the number of 14 per school year unless parents do not want their children to be taught. Objecting parents will have to write special disagreements. North America United States Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts. Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive. Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their schools main message was abstinence-only. The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is healthy and constructive and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. Funding for one of the federal governments two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date. The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects. According to a 2007 report, Teen pregnancies in the United States showed 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000. Virginia Virginia uses the sex education program called, The National Campaign to prevent teen and unplanned pregnancy. The National Campaign was created in 1996. The program focuses on preventing teen and unplanned pregnancies of young adults. The National campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15-19 in 2006. The Healthy people 2010 goal is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17. Asia The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs aimed at children aged nine to sixteen years. In India, there is a huge debate on the curriculum of sex education and whether it should be increased. Attempts by state governments to introduce sex education as a compulsory part of the curriculum have often been met with harsh criticism by political parties, who claim that sex education is against Indian culture and would mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.) In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka they teach the children when they are 17-18 years. However, in 2000 a new five-year project was introduced by the China Family Planning Association to promote reproductive health education among Chinese teenagers and unmarried youth in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide. Acrimonious Debate over Sex Education in the Philippines The educational module Adolescent Sexual Health, though not yet released to all high schools in the Philippines, has already drawn heavy criticism from the Roman Catholic Church, pro-life activists, and some parents. The way it is being taught lacks the reverence, the refinement that the subject matter demands, said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to teach children about sex should be left to their parents, he said. But Professor Corazon Raymundo, director of the University of the Philippines Population Institute (UPPI), said sex education in schools is necessary because it is not in the nations culture for parents to discuss sex with their children. The education department, which presented the module as a response to the nations booming population growth, emphasized it is not a sex manual but rather a teaching guide dealing with family planning, reproductive health, and the dangers of early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27 percent in 2002. Further, this age group now accounts for 17 percent of all induced abortions in the nation. Its high time that the ignorance of adolescents be addressed in a way that will allow them to make an informed choice, said Solita Monsod, former economic planning secretary. Now, however, education officials have responded to the criticism by withdrawing the module for further communications among stakeholders. Before it is returned to schools, some sections will be revised, said Lolita Andrada, the modules editor and the director of the Bureau of Secondary Education. In particular, the section on safe sex, which some viewed as a promotion of promiscuity, will be rewritten, Andrada said. (http://www.thebody.com/content/news/art23803.html, 2010) Dep.Ed. sued over sex education plan MANILA, Philippines (UPDATE) The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for incorporating sex education in the curriculum of elementary and high school students. In an interview, lawyer Jo Aurea Imbong said she filed the case in behalf of 30 concerned parents who opposed the sex education plan. She described the sex education program as a form of contraceptive imperialism that assaults moral sensibilities and values of young people and actually encourages sexual promiscuity. We have examined the modules being used by DepEd and found that it promotes family planning, reproductive health and demographic development in subjects such as Mathematics, Science and English. It is specifically designed to transform the attitudes, behavior and social norms of young people based on a foreign model, she told abs-cbnNEWS.com. Imbong said the class suit aims to stop DepEd from implementing Memorandum No. 26, which integrates sex education in the curriculum for private and public schools. She said the program changes the attitudes and values of children especially in Christian families. Imbong said sex education was already being implemented in the basic education curriculum 12 years ago, and the new DepEd memo only updates the modules. She said adopting the sex education plan will fast-track moral decay among young people who are exposed to sex at an early age. While curiosity is normal for young people, it is still the primary responsibility of the parents and families to inform their children about sex, she said. She also noted that the sex education program is receiving funding from the United Nations Fund for Population Activities (UNFPA). In response, Education Secretary Mona Valisno said the sex education program is still being pilot-tested and that the discussions will focus on the science of reproduction, physical care and hygiene, correct values and the norms of interpersonal relations to avoid premarital sex and teenage pregnancy. She said the Deped consulted different sectors about the program including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the program were very happy with it especially since it provides relevant information to children. She also questioned why a court case was filed especially since the program does not contradict the mandate of DepEd to protect childrens rights to quality education. Our curriculum doesnt talk about condoms and such. Its only exposure to the children to the right information in order for them to make the right decisionKung hindi natin kailangan, then the new secretary of education can change it, she told ANC. She said the sex education plan seeks to battle the high percentage of unwarranted pregnancies in the country, which is one of the 10 highest in the world, and prevent dropouts as a result of teenage pregnancies. She said the topics integrated into the modules will be scientific and informative and are not designed to titillate prurient interest. In Science, sex education topics will cover the reproductive system, parts of the body, reproductive cycle, and puberty. Under Edukasyong Pantahanan at Pangkabuhayan (EPP), proper behavior among and between peers of different genders will be discussed. In Health classes under MAPEH (Music, Arts, PE and Health), personal hygiene and reproductive health will be part of the lessons. In Heograpiya, Kasaysayan, at Sibika (HEKASI) classes, discussion will include the position of religion on premarital sex and the norms when people of opposite sex interact. In Math classes, data on issues like premarital sex, teenage pregnancy, and sexually transmitted infections will be used in studying mathematical analysis and statistics. (Dizon, 2010)

The Impact of Music on Intellectual Development :: Free Essays

The Impact of Music on Intellectual Development Listening to music has given people the opportunity to develop different types of appreciation and understanding for the music being played. Through the skills obtained one can develop qualities for their self for future development. Music allows people to grow intellectually by delivering the fundamental aspects of basic emotions or thoughts onto a page of music. When a symphony is playing an orchestrated piece of music, you can hear the large kettledrums setting the mood. Quick taps that crescendo to a loud abrupt halt or the steady, slow thundering thud of the bass drum can give us a sense of what the composer is trying to convey. This, along with the orchestra, allows us to feel the emotion in ourselves by the music that is being played. The music allows us to feel fright, anger, anticipation, or happiness, or other emotions that we have. When we are young, we are learning to recognize and label such emotions and thoughts. As we mature we are better able to comprehend and voice our feelings better by being able to recognize these feelings when they come upon us. Music gives us a way to develop and grow in ways that other intellectual stimulus cannot do for us. When hearing different scores of music we begin to develop an appreciation for the music pieces being played. We then may want to learn about who composed this piece of music, and where did that person live, and other vital information about the composer. We then may want to learn more about the different instruments being played in the orchestra. The drums are large and impressive and the woodwinds or the string instruments may seem delicate to use. Over a period of time our thinking has broadened and our intellectual capabilities have broadened. Music has a way of planting seeds for

Comparing the Love of Romeo and Juliet, Twelfth Night and the Bible Ess

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No emotion has such universal meaning as love. It is an integral part of the human condition. Love is the basis for by which all other emotions can be gauged. Friendship and even grief are steeped in love. Love is so central to our lives that it is fitting and proper that it should be the topic of so much discussion. Every culture and every writer has some commentary or evaluation of love. The New Testament has its share of love commentary. The entire basis of the Christian tradition is God's love for humanity. "God so loved the world that he gave his only Son." (John 3:6) Jesus preached a great deal about love of neighbor, love of God and even love of enemies. (Matt 5:44) Shakespeare's Biblical knowledge is well known and he was certainly familiar with these concepts as he wrote his plays on the subject of love. By looking closely at his works, we can analyze the nature of true love. In Romeo and Juliet, Shakespeare gives an example of true love overcome by tragic fate. His "star-crossed lovers" are so madly in love with each other that they cannot live without being together. (RJ Prologue, 6) By contrast, in Twelfth Night the characters are so fickle that they switch love interests in the span of a few lines. By comparing the true love of Romeo and Juliet with the shallow love of Twelfth Night, it becomes clear that Shakespeare agrees with the Biblical assessment of love.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is necessary, of course, to begin by explaining what the Biblical evaluation of love is. Of all the references to love in the Bible, and there are many, three sources apply best to this discussion. In the Old Testament, Song of Songs, a descriptive love poem between a woman and her true love, has many parallels to love in Romeo an... ...nd Juliet, Critical Essays. Garland Publishing, New York: (c)1993 Palmer, D.J. "'Twelfth Night' and the myth of Echo and Narcissus.'" in Shakespeare Survey 32. Cambridge University Press, Cambridge: (c)1979 Parker, Barbara. A Precious Seeing, Love and Reason in Shakeswpeare's Plays. New York University Press, New York: (c)1987 Shaheen, Naseeb. "Shakespeare's Knowledge of the Bible -- How Aquired" in Shakespeare Studies XX. Burt Franklin & Co., New York: (c)1988 Shakespeare, William. Romeo and Juliet. Cliff's Notes, Lincoln: (c)1965 Shakespeare, William. Twelfth Night. Cliff's Notes, Lincoln: (c)1965 Summers, Joseph H. "The Masks of Twelfth Night" in Twentieth Century Interpretations of Twelfth Night. Prentice-Hall, Englewood Cliffs: (c)1968 Vyvyan, John. Shakespeare and the Rose of Love. Chatto & Windus, London: (c)1960   

Adult-Incarceration

When young people commit crimes, there are usually reasons behind their behavior and these reasons need to be addressed with care and thoughtfulness and not the severest form of punishment. During the 1990s, several states decided to try juveniles as young as 17 years old as adults, and to use adult-incarceration facilities for those who were convicted. I think that was a negative trend.Young people have a lot happening inside their bodies and minds, this is not to excuse them but it’s a fact. A lot of internal changes are taking place and by that I mean, hormonal changes, bodily changes and mood swings.Apart from major internal physical changes taking place, they also have to deal with peer pressure and behave in a certain way so that they fit in with their friends’ idea of being cool and normal.Researches and studies on the juvenile brain show that teens sent to adult court result in being worse than those who are not. They have a tendency to get in to trouble more of ten and the offenses are more severe. (Patrick, 2005)An Example of the Law Being Too Harsh:Reginald Dwayne Betts was executed at the age of 16 and spent more than eight years in prison, in Virginia for an armed carjacking. He was an honors student who had never been in trouble with the police before; he thought he would either be sent to a juvenile detention center or in an extreme case would receive a suspended sentence. But astonishingly, he was tried as an adult and was originally sentenced to 23 years of imprisonment. (Sharon, 2007)Locked up at the young and tender age of 16, Betts spent 8 years in adult prisons. At such a young and impressionable age, he wasn’t prepared to deal with the horrors and harsh realities of an adult prison. He was quite vulnerable to the happenings around him both physically and emotionally.It was hard for him to get used to being away from home and at the same time to deal with the isolation and stress that comes from being in an adult prison. To make matters worse, violence haunted him day and night; he witnessed other prisoners having their heads split open and getting stabbed. He was exposed to disturbing conditions at a very young age whereas most people would never have to face such incidents in their entire life.Even though Betts served 8 years in prison, he now has a fulfilling career as a writer but he knows that he is an exception and he believes that youngsters who end up in prison usually don’t make it as successful human beings.Another example of a juvenile being tried is Zack, who was recently released after serving 27 months for being involved in the robbery of an Oregon convenience store. His mother says Zack (then 15) was struggling with a bipolar disorder at that time. At present, he’s 17 and although his school was hesitant to welcome him back, he is once again a student there.His mother says that Zack will always be a criminal in the eyes of the society and he still finds it hard to put th e past behind him and it was exceptionally hard for him to find work as a lot of people did not want anything to do with him.Zack’s mother admits that he deserved punishment but probation and counseling would have been better for him rather than serving time in jail (Sharon, 2007)Why Passing Harsher Laws Against Juveniles Is Wrong?An assumption made by legislators in passing harsher laws in order to make it easier to try juveniles as adults, has been that juveniles would be less likely to become involved in criminal behavior if there were tough laws and hence a message would be sent to offenders that crime would not be tolerated. (Brian, 2006)Though, research has proven this assumption wrong. Numerous prominent studies have proved that juveniles tried as adults tend to engage in criminal activities more often, more quickly and more seriously than those tried as juveniles.Fagan (1996) looked at the relapsing to criminal activities rate of eight hundred juveniles. The 15 to 16 year olds were convicted of first degree robbery, second degree robbery or first degree burglary. Half of the cases came from two counties in New York and the other half were from two counties in New Jersey. (Brian, 2006)  Due to New York’s Juvenile Offender Law, all the New York based cases were automatically handled by the criminal court, whereas New Jersey based cases were handled by the juvenile court. A comparison of the cases of both states showed that there were significant differences found in the re-arrest rates of those convicted of robbery.A higher number of robbers from New York were rearrested as compared to the robbers from New Jersey. Furthermore, robbers from New York who were sentenced to incarceration in a criminal court tended to re-offend considerably sooner than those from New Jersey who were sentenced to incarceration in juvenile court.A research, Podkopacz & Feld (1996); carried out a comparison of recidivism rates for offenders from Hennepin County, Minnesota that had had their cases referred for possible transfer to criminal court from 1986 to 1992. They finding outs were that those offenders who were tried as adults had a considerably higher recidivism rate (58 %) than those offenders who were tried in a juvenile court (42 percent). (Brian, 2006)Therefore, this shows that if juveniles are convicted as adults and face adult punishments, then they feel alienated from the society and their connection with the community over all weakens and this leads them to relapse to criminal activities once they have served their time in prison Also possible juveniles tried as adults are more likely to view criminal court proceedings as unfair and unjust and hence they relapse to criminal activities to rebel or avenge the unfairness.Researches have also found that those tried as juveniles generally had a positive view of the juvenile court. They were happy with the overall treatment of the judges towards them since they sincerely seemed to ca re about their well being.In addition, the majority of the people interviewed for the research   saw the juvenile court proceedings as fair and only a very few saw the juvenile court proceeding as unjust.Majority of the offenders who were tried for the criminal court believed that the judges they faced didn’t seem to care much about them nor about their problems.They complained that the court proceedings were formal and rushed and quite a lot of them reported difficulty in understanding the legal terminology that was used in the court proceedings. Many that were tried for the criminal court thought that the criminal court’s process sent a strong message that the offenders were of very little importance.Research has also shown that juveniles held in adult prisons were one and a half times as likely to be assaulted with a weapon and five times more likely to be sexually assaulted as compared to the inmates held in juvenile facilities.An earlier research by Flaherty (19 80) showed that the suicide rate of juveniles held in adult jails was 7.7 times higher than the suicide rate of juveniles held in juvenile detention centers and if you compare it with the normal youth population than its 4.6 times higher. (Brian, 2006)Effective Ways of Dealing with Juvenile Offenders:To combat juvenile crimes/offences, judges and courts need to understand what provoked the juveniles to commit such offences in the first place.The best way to deal with them is gently and in order to improve their over all behavior gentler punishments should be given and not harsh, adult punishments, as the juveniles are in the process of growing up and aren’t full grown adults hence they need to be dealt with gently but firmly to eradicate their wrong habits for once and all.Judges like Michael Corriero, who is based in New York, are well aware of how adult treatment of juvenile offences affects most of the juveniles. He supervises a special court by the name of Manhattan Youth Part and resolves cases of juveniles that belong to the ages 13-15 and have been tried as adults for serious crimes. He tries to steer as many as possible away from the criminal court. (Sharon 2007)According to his ideology, a youth’s character is flexible. Kids in their early teens (13-15) are supposed to learn from their mistakes. If we lock them up, what will they become in 10 years time? They won’t possess any special skills. And nothing can be expected of kids that have been put in to adult prisons therefore have been criminalized before their time.65% of the cases he handles are either sent for counseling or other such alternative programs, most of those programs are private and if the kids succeed, their records are sealed. Only the kids that commit major offences are tried in criminal courts (Sharon 2007)Although these treatment programs are very expensive, but they are worth every penny as if you correct a juvenile in a juvenile justice program then the socie ty will have less adult criminals.Therefore it’s essential to see what kind of crimes or mistakes the youth are committing and to treat them accordingly. In cases such as minor shoplifting or joy riding the juvenile should be counseled and should not be given the same punishment as an adult. Since the youth may have committed that particular crime due to immense peer pressure.Although juvenile crimes make most of us think of gangs, rape and murder; violent teens are the exception. Whereas in reality, according to various studies, violent teens only makeup 5% of all juvenile arrests.The more common reasons for prosecuting juveniles in adult courts are drugs, burglary, theft, taking cars for joy ride (Sharon Cohen, N.D. http://www.usatoday.com/news/nation/2007-12-01-tryingkids_N.htm).Being in an adult jail increases a child's risk of being exposed to sexual abuse and assault. Educational opportunities are usually very limited and inadequate.Juveniles that Commit Major Offences: The other side of the picture is that some prosecutors argue about kids that are too dangerous to be considered juveniles as if tried as a juvenile, they maybe freed of all sorts of charges and imprisonment as soon as they turn 21. (Sharon 2007)An example of such dangerous juveniles will be Matthew Niedere and Clayton Keister, who murdered Niedere's parents in cold blood.The murder was planned carefully by the 17 year olds. Niedere’s father was shot five times and his mother four times by him. Keister shot Patricia Niedere, when she ran outside the family store, calling out for help. The two 17 years olds were prosecuted as adults and rightly so. In such extreme cases, where youth nearing adulthood have committed cold blooded murders, they should be punished severely. (Sharon 2007)Conclusion:To conclude, I’d like to say that juveniles for mild and petty crimes should not be prosecuted as adults. As in the case of being convicted, they suffer from poor conditions, horre ndous health care to inappropriate lock-ups and very few efforts to help them (youth) re-enter society.Furthermore they are exposed to sexual abuse and forced to grow up before their time and may face psychological problems later on their life, due to exposure to brutal activities such as stabbings, or even murders taking place in the prisons.Once these juveniles serve their time in the jail and are released, it’s also hard for them to re-enter the society and be acceptable by the rest of the society. They would always have that tag attached with them that they once committed a crime and went to prison for it.Therefore for minor crimes, its better to have them counseled or to assign them certain hours of community service, as their minds and personalities are still being shaped and hence its better to correct them by allowing them to ponder over their mistakes and to make them serve the society through community service in order to have them realize their mistakes.ReferencesB rian E. Oliver, ‘Does Trying Juveniles as Adults Work?’ An Analysis of the Evidence, June 2006 http://www.aicharleston.com/JuvenileJustice1.htm Accessed March 14, 2008Juvenile crime statistics, http://www.onlinelawyersource.com/criminal_law/juvenile/statistics.html Accessed March 14, 2008 Juvenile justice system,http://education.stateuniversity.com/pages/2142/Juvenile-Justice-System-JUVENILE-CRIME-VIOLENCE.html Accessed March 14, 2008Patrick Boyle (2005). Articles Section of Perspectives on Youth, http://www.perspectivesonyouth.org/Pages-Archive/CurEditionsPerspectives-Summer-Fall2005.htm Accessed March 14, 2008Sharon Cohen (2007). Prosecuting kids as adults: Some states ponder changeshttp://www.usatoday.com/news/nation/2007-12-01-tryingkids_N.htm Accessed March 14, 2008