Sociology Theories of Deviance and Deviant Behavior

Sociology Theories of Deviance and Deviant Behavior Deviant behavior is any behavior that is contrary to the dominant norms of society. There are many different theories that explain  how behavior comes to be classified as deviant and why people engage in it, including biological explanations, psychological explanations, and sociological explanations. Here, we review four of the major sociological explanations for deviant behavior. Structural Strain Theory American sociologist  Robert K. Merton developed structural strain theory as an extension of the functionalist perspective on deviance. This theory traces the origins of deviance to the tensions caused by the gap between cultural goals and the means people have available to achieve those goals. According to this theory, societies are composed of both culture and social structure. Culture establishes goals for people in society while social structure provides (or fails to provide) the means for people to achieve those goals. In a well-integrated society, people use accepted and appropriate means to achieve the goals that society establishes. In this case, the goals and the means of the society are in balance. It is when the goals and means are not in balance with each other that deviance is likely to occur. This imbalance between cultural goals and structurally available means can actually encourage deviance. Labeling Theory Labeling theory is one of the most important approaches to understanding deviant and criminal behavior within sociology. It begins with the assumption that no act is intrinsically criminal. Instead, definitions of criminality are established by those in power through the formulation of laws and the interpretation of those laws by police, courts, and correctional institutions. Deviance is therefore not a set of characteristics of individuals or groups, but rather a process of interaction between deviants and non-deviants and the context in which criminality is defined. Those who represent forces of law and order and those who enforce the boundaries of proper behavior, such as the police, court officials, experts, and school authorities, provide the main source of labeling. By applying labels to people, and in the process creating categories of deviance, these people reinforce the power structure and hierarchies of society. Typically it is those who hold more power over others, on the basis of race, class, gender, or overall social status, who impose rules and labels on others in society. Social Control Theory Social control theory, developed by Travis Hirschi, is a type of functionalist theory that suggests deviance occurs when a person’s or group’s attachment to social bonds is weakened. According to this view, people care about what others think of them and conform to social expectations because of their attachments to others and what others expect of them. Socialization is important in producing conformity to social rules, and it is when this conformity is broken that deviance occurs. Social control theory focuses on how deviants are attached, or not, to common value systems and what situations break people’s commitment to these values. This theory also suggests that most people probably feel some impulse toward deviant behavior at some time, but their attachment to social norms prevents them from actually participating in deviant behavior.​ Theory of Differential Association The theory of differential association is a learning theory that focuses on the processes by which individuals come to commit deviant or criminal acts. According to the theory, created by Edwin H. Sutherland, criminal behavior is learned through interactions with other people. Through this interaction and communication, people learn the values, attitudes, techniques, and motives for criminal behavior. Differential association theory emphasizes the interaction people have with their peers and others in their environment. Those who associate with delinquents, deviants, or criminals learn to value deviance. The greater the frequency, duration, and intensity of their immersion in deviant environments, the more likely it is that they will become deviant. Updated  by Nicki Lisa Cole, Ph.D.

Butterfly Houses in the US

Butterfly Houses in the US Butterfly houses offer enthusiasts of all ages the opportunity to observe a variety of species in an indoor exhibit. Most butterfly houses mimic tropical environments​ and showcase tropical species from Asia, South America, Australia, and other warm, humid locations. A few butterfly houses listed here feature species native to North America. Usually, youll see some showy moths, such as luna moths or Atlas moths, perched on foliage as well.​ Before you visit a butterfly house, it might increase your enjoyment to learn a little about the lepidopteran, or butterfly, including tips for observing and photographing butterflies, the differences between butterflies and moths, and why butterflies drink from puddles, a behavior you will likely observe in a butterfly exhibit. Most butterfly houses have an area where you can see new adult butterflies emerge from their pupae, and some display larval food plants as well. Some butterfly houses listed here are seasonal, meaning they are open for only a part of the year. Be sure to call before you visit to be sure the butterflies are on display. This is a list of enclosed butterfly houses, not outdoor butterfly gardens. Alabama Huntsville Botanical Garden4747 Bob Wallace Ave.Huntsville, Alabama 35805(256)-830-4447 Seasonal. Call before you visit. California Natural History Museum of Los Angeles CountyButterfly Pavilion900 Exposition Blvd. Los Angeles, California 90007(213) 763-DINO Seasonal. Call before you visit. San Diego Zoo Safari ParkHidden Jungle15500 San Pasqual Valley RoadEscondido, California 92027(760) 747-8702 Seasonal. Call before you visit. Six Flags Discovery Kingdom1001 Fairgrounds DriveVallejo, California 94589(707) 643-6722 Year-round Colorado Butterfly Pavilion6252 W. 104th Ave.Westminster, CO 80020(303) 469-5441 Year-round Delaware Delaware Nature SocietyBarley Mill RoadHockessin, Delaware 19707(302) 239-2334 Seasonal. Call before you visit. District of Columbia Smithsonian National Museum of Natural HistoryButterfly Pavilion10th Street and Constitution Ave., NWWashington, D.C. 20560(202) 633-1000 Year-round National ZooPollinarium3001 Connecticut Ave., NWWashington, DC 20008(202) 633-4888 Year-round Florida Butterfly World3600 W. Sample RoadCoconut Creek, Florida 33073(954) 977-4400 Year-round Butterfly RainforestFlorida Museum of Natural HistoryUniversity of FloridaSW 34th Street and Hull RoadGainesville, Florida 32611(352) 846-2000 Year-round Key West Butterfly and Nature Conservatory1316 Duval St.Key West, Florida 33040(800) 839-4647 Year-round Panhandle Butterfly House8581 Navarre ParkwayNavarre, Florida 32566(850) 623-3868 Seasonal. Call before you visit. BioWorks Butterfly GardenMuseum of Science and Industry (MOSI)4801 E. Fowler Ave.Tampa, Florida 33617(800) 995-MOSI Year-round Georgia Callaway GardensCecil B. Day Butterfly Center5887 Georgia Highway 354Pine Mountain, Georgia 31822(800) CALLAWAY Seasonal. Call before you visit. Illinois Brookfield ZooChicago Zoological Society 8400 31st St.Brookfield, Illinois 60513(708) 688-8000 Seasonal. Call before you visit. Chicago Academy of SciencesThe Peggy Notebaert Nature MuseumJudy Istock Butterfly Haven2430 N. Cannon DriveChicago, Illinois 60614(773) 755-5100 Year-round Peck Farm Butterfly House4038 Kaneville RoadGeneva, Illinois 60134(630) 262-8244 Seasonal. Call before you visit. Iowa Reiman GardensIowa State University1407 University Blvd.Ames, Iowa 50011(515) 294-2710 Year-round Kansas Butterfly/Pansy House701 Amidon StWichita, Kansas 67203(316) 264-0448 Seasonal. Call before you visit. Louisiana Audubon InsectariumButterflies in Flight6500 Magazine St.New Orleans, Louisiana 70118(800) 774-7394 Year-round Maryland Brookside Gardens South ConservatoryWings of Fancy Butterfly Exhibit1500 Glenallan Ave.Wheaton, Maryland 20902(301) 962-1453 Seasonal. Call before you visit. Michigan Detroit ZooWoodward Avenue and 10 Mile Road (I-696)Royal Oak, Michigan 48067(248) 541-5717 Year-round Original Mackinac Island Butterfly HouseMcGulpin StreetMackinac Island, Michigan 49757(906) 847-3972 Seasonal. Call before you visit. Wings of MackinacSurrey Hills Carriage MuseumMackinac Island, Michigan 49757(906) 847-9464 Seasonal. Call before you visit. Dow Gardens1809 Eastman Ave.Midland, Michigan 48640(800) 362-4874 Seasonal. Call before you visit. Frederik Meijer Gardens Sculpture ParkLena Meijer Tropical Conservatory1000 E. Beltline, NEGrand Rapids, Michigan 49525(888) 957-1580 Seasonal. Call before you visit. Missouri Sophie M. Sachs Butterfly HouseFaust Park15193 Olive Blvd.Chesterfield, Missouri 63017(636) 530-0076​ Year-round New Jersey Camden Childrens Garden Philadelphia Eagles Four Season Butterfly House 3 Riverside DriveCamden, New Jersey 08103(856)-365-8733 Year-round Stony Brook Millstone Watershed AssociationKate Gorrie Butterfly House31 Titus Mill RoadPennington New Jersey 08534(609) 737-3735 Seasonal. Call before you visit. New York American Museum of Natural HistoryButterfly ConservatoryCentral Park West at 79th StreetNew York, New York 10024(212) 769-5100 Seasonal. Call before you visit. National Museum of PlayOne Manhattan SquareRochester, New York 14607(585) 263-2700 Year-round Sweetbriar Nature Center62 Eckernkamp DriveSmithtown, New York 11787(631) 949-6344 Seasonal. Call before you visit. North Carolina North Carolina Museum of Life Science433 Murray AveDurham, North Carolina 27704(919) 220-5429 Year-round North Carolina Museum of Natural SciencesLiving Conservatory 11 W. Jones St.Raleigh, North Carolina 27601(919) 733-7450 Year-round Ohio Krohn Conservatory1501 Eden Park DriveCincinnati, Ohio 45202(513) 421-4086 Seasonal. Call before you visit. Cox Arboretum Metro Park 6733 Springboro PikeDayton, Ohio 45449(937) 434-9005 Seasonal. Call before you visit. The Butterfly House Obee RoadWhitehouse, Ohio 43571(419) 877-2733 Seasonal. Call before you visit. Pennsylvania Academy of Natural SciencesDrexel University1900 Benjamin Franklin ParkwayPhiladelphia, Pennsylvania 19103(215) 299-1000 Year-round Hershey Gardens170 Hotel RoadHershey, Pennsylvania 17033(717) 534-3492 Seasonal. Call before you visit. Phipps ConservatoryOne Schenley ParkPittsburgh, Pennsylvania 15213(412) 441-4442 Seasonal. Call before you visit. South Carolina Cypress Gardens3030 Cypress Gardens RoadMoncks Corner, South Carolina 29461(843) 553-0515 Year-round South Dakota Sertoma Butterfly House4320 Oxbow Ave.Sioux Falls, South Dakota 57106(605) 334-9466 Year-round Tennessee Tennessee AquariumOne Broad St.Chattanooga, Tennessee 37402(800) 262-0695 Year-round Texas Moody Gardens1 Hope Blvd.Galveston, Texas 77554(800) 582-4673 Year-round The Houston Museum of Natural ScienceCockrell Butterfly Center5555 Hermann Park DriveHouston, Texas 77030(713) 639-4629 Year-round San Antonio ZooCaterpillar Flight School3903 N. St. Marys St.San Antonio, Texas 78212(210) 734-7184 Seasonal. Call before you visit. Texas Discovery GardensRosine Smith Sammons Butterfly House Insectarium3601 Martin Luther King Jr. Blvd.Gate 6 at Fair ParkDallas, Texas 75210(214) 428-7476 Year-round Wisconsin Beaver Creek ReserveS1 County Highway KFall Creek, Wisconsin 54742(715) 877-2212 Seasonal. Call before you visit.

Structured Essays Essay Example | Topics and Well Written Essays - 4500 words

Structured Essays - Essay Example The fear of a German uprising was no longer in the minds of the French as all the land that Germany was required to hand over was returned; the most important regions being Alsace and Lorraine. Germany's army was down sized to a maximum of 100,000 men; they were denied the use of tanks. The air force was disbanded and the navy was only allowed to staff and operate six ships; however, no submarines were allowed to remain operational. The land fifty kilometres east of the Rhine was pronounced a demilitarised zone, where no soldier with a weapon could enter. Overseas land previously owned by Germany was given to different European countries. The Saar, Danzig and Memel were put under the control of the League of Nations. One of the more important outcomes was the "War Guilt Clause" that required Germany to take on full responsibility for starting the war. This was important as it would show the world France's reason for participation in the war was only to defend against the German attacks. This also meant that Germany would have to pay reparations to France for the physical damage caused during the war. Wilson was very pleased because as a result of the Paris Peace Conference his vision of the League of Nations had become a reality. ... He said as much: "To promote international co-operation and to achieve international peace and security." (Wilson) The cost of creating the League was losing his other 13 original ideology points to gain the global support that was necessary to start the League and make it a success. As the post-war world was in struggle of finding peace, there were a lot of countries intrigued by the international organisation that promised to bring the world peace. Wilson was of a peace loving nature and was clearly angered by the great number of restrictions Germany had to agree to in the Treaty as well as all the reparations they had to make. The harsh conditions that were imposed on Germany embarrassed and shamed Wilson. Nevertheless, he was very satisfied with the start of the League of Nations. One fact to be noted is that reparations to the United States were not mandated in the Treaty. It is true that the losses of the United States were not on the same scale as Britain and France because of their late entrance into the war. Lloyd-George was perhaps the least satisfied with the final terms of the treaty because of Clemenceau's persistence to bankrupt the German economy. As Lloyd-George's key point was to keep Germany's economy as stable as possible so as to increase European market strength, he was not happy with the end result. Most people in Great Britain had wished for revenge on Germany, and indeed received satisfaction as many of Germany's colonies went to Lloyd-George such as Egypt and parts of China, including important, major trading ports. These acquisitions greatly enriched great Britain's economy, a large amount of wealth coming from the

Intermediate Accounting 2 answeres Essay Example | Topics and Well Written Essays - 1000 words

Intermediate Accounting 2 answeres - Essay Example (Maxwel, 2010) The lease receivable will be revealed as an asset on the balance sheet, and the interest revenue is recognized over the term of the lease, as paid. Normally, the company will record its sale on its books, removing the asset from its books and replacing it with a receivable from the lease. During the lease term, the lessor receives interest income. The cash inflow equals the lease payments and the cash outflow is equal to the book value of the asset. (Paul, 2007) Legally, the lease expenses are usually treated as operating expense and the operating lease is not revealed as part of the capital of the firm. When a lease is classified as a sales type lease, the present value of the lease expenses is treated as debt, and interest is imputed on this amount and shown as part of the income statement. Changing from operating leases to sales type leases increases the debt shown on the balance sheet significantly. (Paul, 2007).It is therefore wise for the company to use operating lease since there would be no increase in debt. The operating lease payments in future years, which are revealed in the footnotes to the financial statements for US firms, should be discounted back at a rate that should reflect their status as unsecured and fairly risky debt. As an approximation, using the firm’s current pre-tax cost of debt as the discount rate yields a good estimate of the value of operating leases. Note that capital leases are accounted for similarly in financial statements, but the significant difference is that the present value of capital lease payments is computed using the cost of debt at the time of the capital lease commitment, and is not adjusted as market rates change. Using straight line method Depreciation = (Cost - Residual value) / Useful life/salvage value. Suppose the cost of airplane is p, then the salvage value of x and y under 15 and 25 years

Jack London and His Wild Side Essay Example for Free

Jack London and His Wild Side Essay Many of Jack Londons novels have the unique characteristic of portraying survival of the fittest, the humanizing of animals, and a contrast of savagery and civility in their protagonists. Subsistence was the number one priority for heroes and villains in many of Londons books. This quest for existence and life was a difficult one in the harsh environments Jack London favored as settings in his books. Therefore survival of the fittest was the law and it sparked the transitions between savagery and civility in its wake. Those affected were traditionally the lone animal heroes prevalent as protagonists in Londons works. To portray these characters, the humanizing of them was a necessary and well-employed tactic that London also utilizes to hold the readers interest. As most of Londons works take place in the wild, it is only natural that his heroes and heroines should be individualists to be able to survive. They challenge the wrath of nature, and those who are strong enough generally live (Ludington). Although the natural world plays a grim role in Londons works, it plays no favorites, and requires those existing in it to meet its demands. This proves to be a central conflict and consistent theme in many works. To Build a Fire demonstrates the conflict of Man versus Naturereveal[ing] Londons sense of the awesome appearance of Nature, sometimes harsh but always impressive (McEwen). On Londons famous novel, White Fang, Earle Labor comments it is structured on ideas rather than upon myth, [it] is a sociological fable intended to illustrate Londons theories of environmentalism (79). Londons works focused on what he considered his philosophy of life. Through his canine protagonists in The Call of the Wild and other books, he expresses the themes of survival, courage, strength, determination, and respect for the truth (McEwen). Jack Londons so-called Klondike Heroes were an independent but still compassionate group who showed respect to the eternal laws of nature and to the overwhelming presence of conscience (Labor 50). Those who took to these values and lived by them at the very least survived, and at the most became leaders of their surroundings. In The Call of the Wild, Buck is snatched from an easy life and submitted to brutal treatment and a harsh environment in the Klondike, [and only] survives because he is the superior individual (Ludington). The dogs learned that kill or be killed, eat or be eaten, was the law. Almost above these laws is Buck. When he was made, the mould was broke, says Pete, a sleigh driver in the book (Ashley). The dog was not instantly a leader however, he first overcomes terrible hardships and falls into brutal skirmishes with both men and other animals, displaying the level of courage and cunning required in Jack Londons philosophy to become a hero (McEwen). Among the lessons learned by Buck are treachery and nobility, faithfulness unto death, and a conviction that moral nature is a vain thing and a handicap in the ruthless struggle for existence' (Ashley). Part I of The Call of the Wild, the most naturalisticsection of the book, deals with physical violence and amoral survival of the dogs which paves the way for their progression into the heroes that London wished to portray them as (Labor 73). In Londons book The Sea Wolf, Wolf Larsen is an arrogant individualist who survives for awhile on an island without many provisions. Though he later perishes, supposedly as an indirect result of his moral flaws, his prolonged existence on the island can only be attributed to his admiral strength and skill- two characteristics that London holds in high esteem (Ludington). These are, however, not the only traits necessary to survive in a harsh environment as London stresses in In a Far Country. Survival of the fittest is expressed as not only a matter of physical fitness, but also of ethical integrity (Labor 53). Individualism, though sometimes detrimental to the character, is also a major theme in many of Londons works. Few persons who have ever encountered his work can totally forgetthe lost miner who wanders across the Arctic waste land in a nightmarish odyssey of starvation and exposure, sustained solely by an incredible will to live; or either of the magnificent dogs: Buck, captivated by the call of the Northland Wild, and White Fang, tamed by the loving-kindness of a gentler master. (Labor 49) Wolf Larsen, in The Sea Wolf, goes beyond survival to domination. He is the captain and master of his vessel and its crew. What gets in his way goes overboard whether its a scullion or his first mate. Larsens motives of ambition and absolute superiority dominate his character to form a totally different connection between him and his pack than did Buck with his (Sandburg 30). Another dominant theme in Londons works is the humanizing of animals. By giving animals characteristics of a man, basically personifying them, London makes it easier and more enjoyable for the reader to relate to the animals situation. His ability to have the reader connected with creatures, to have the reader peer into their minds and hearts, makes their struggles, triumphs, and defeats all the more poignant (McEwen). Both The Call of the Wild and White Fang are beast fables because they provoke peoples interest -whether we know it or not- in the human experience, not in the plight and hardships of lower animals (Labor 69). Buck, in The Call of the Wild, takes on an almost human personality, not because of his actions or thoughts but because the reader can see his thoughts and understand his actions (McEwen). The difference is [the books] radical departure from the conventional animal story in style and substance- the manner in which it is overdetermined in its multilayered meaning, letting readers understand the dogs better than they may understand themselves (Labor 72). Not only are dogs humanized in Londons canine novels, but the humans are significantly de-humanized. This personification of animals gives them very flexible personalities than those of the humans, which tend to lack depth. This reversal of roles makes it entirely possible for the dogs, which are even given names, to be characters in the sense that the humans of the novels will never achieve. Even Judge Miller, by whose Santa-Clara, California, fireside the young Buck lay in innocence and peace before he was dognapped, has more of a function than a character at all. The humans in The Call of the Wild such as John Thornton, Black Burton, and other bad guys are stock characters for which the reader provides their qualities from other reading rather than discover them in the novel (Ashley). The only real character is the dog who displays the humility and natural wisdom which the man fatally lacks: Its instinct told it a truer tale than was told to the man by the mans judgementThe dog did not know anythingBut the brute had its instinct (Labor 64). Perhaps the most dominant and glaringly obvious message in Londons work is the conflict of savagery versus civility and the transgressions and progressions between the two. In a letter Jack London wrote to George Brett in 1904, explained the plan behind his book White Fang. He decided to compose a complete antithesis and companion book: Im going to reverse the process. Instead of devolution or decivilization of a dog, Im going to give evolution, the civilization of a dog- development of domesticity, faithfulness, love, morality, and all the amenities and virtues (Labor 78-79). The noble dogs in White Fang and The Call of the Wild revolt against their roots. White Fang shifts from an untamed life in the wild to one of civilization, while Buck eventually turns on his domestic background towards the wilderness (McEwen). The law of club and fang present in many of Londons wilderness novels is approached and embraced by Buck and cast away for a tamer life by White Fang (Ashley). The Call of the Wild is a study of one of the most curious and profound motives that plays hide-and-seek in the human soul. The more civilized we become the deeper is the fear that back in barbarism is something of the beauty and joy of life we have not brought along with us (Sandburg 29). So it is in fact, not all transgression for Buck, he gains something a domestic being could never achieve. On the other hand, White Fang, too, involves contrasting values: life, love, civilization, the Southland; and the protagonist dogs progression towards these (Labor 79). Although the most noticeable transformations in Londons novels are in that of animals, the civil to savage metamorphosis is well-developed in humans too (McEwen). Among [Londons] various studies of the Northnothing will set you thinking about how far the human race has progressed, the gulf between savagery and civilization, than the tale of Nam Bok the Unveracious. (Sandburg 29). In Nam Bok the Unveracious, Nam Bok, after an absence of many years returns to his isolated fishing village on the shores of Alaska. Late into the night they talk, and Nam Bok, who has been to California, tells them he has been upon a boat larger than all the boats of the village in one; he describes the sails of the vessel and the avers it made head against the wind as well as with it; he describes an iron monster that sped upon two streaks of iron faster than the wind, was fed up on black stones, coughed fire, and shrieked louder than thunder. Early the next morning he is informed that his sense of truth is mournfully degenerate. Their message runs this wise: Thou art from the shadow-land, O Nam Bok. With us thou canst stay. Thou must return whence thou camest, to the land of the shadows. So much for Nam Bok. (30) The raging forces of human and natural forces that battle in these works erode the layers of civilization to reveal the glimpse of the most primeval impulses inherent in men and their environments (McEwen). When a being is thrust into an unfamiliar environment, it must learn to adapt to and coexist with everything around it. In The Sea Wolf, Wolf Larsen eventually dies despite his strength and skills; he was an utterly egotistical an immoral character on an isolated island. Londons point was that Wolf could not have survived in a modern society with the traits he possessed. Buck, on the other hand, is returned to the wild from a tamed existence. He eventually joins a pack of wolves, but he is at the head because of the combination of intelligence he gained in the civilized world and the strength he acquired as part of his transgression to primeval instinct and the wild (Ludington). Even when ill treatment has the adverse affect of not taming Buck but sparking his change, he shows what dog (and man) can do to get past its hardships and become a leader (Ashley). His mistreatment was not the only factor in Bucks transformation, the sense of a call back to nature and her primal sanities is felt by even the rankest degenerate, this is the cal of the wild (Sandburg 29). And with a fitting ending, The Call of the Wild closes: When the long winter nights come on and the wolves follow their meat into the lower valleys, he may be seen running at the head of the pack through the pale moonlight or glimmering borealis, leaping gigantic above his fellows, his great throat a-bellow as he sings a song of the younger world, which is the song of the pack. (Ashley) Throughout these novels, there can be seen a pattern of the same prevalent three prevalent themes. Each interrelated with one another, forming the same types of scenarios, and the same consistent fantastic plots that made Londons works famous. The main characters discovery of themselves sets in motion the readers own self-discovery. The fact that this lesson lies in the lives of canines and not other humans is the true test of Londons ability to humanize animals. In the end this combination forms for a more potent emotional attachment to these dogs than to any other type of fictional character. All these attest to Londons novels being viewed as timeless classics. Works Cited Ashley, Leonard R. N. The Call of The Wild: Overview. Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] Labor, Earle. Jack London. New York: Twayne Publishers, Inc., 1974. Ludington, Townsend. Jack London: Overview. Reference Guide to American Literature. 3rd ed. Ed Jim Kamp. St. James Press, 1994. [Galenet] McEwen, Fred. Jack London: Overview. Twentieth-Century Young Adult Writers. 1st ed. Ed Lauren Sandley Berger. St. James Press, 1994. [Galenet] Sandburg, Charles A. Jack London: A Common Man. Critical Essays on Jack London. By Jacqueline Tavernier-Courbin. Boston: G.K. Hall and Co., 1983.

Eli Wiesels Night and Charles Dickens A Tale of Two Cities :: Synthesis Essays

Eli Wiesel's â€Å"Night† and Charles Dickens' â€Å"A Tale of Two Cities† Life is not always fair. There is no real explanation for this. In almost all constitutions people are created equal but very rarely are all of them treated this way. But before the French revolution happened very few people even had these rights. Then when WW II came around the Jewish people were targeted by the Nazis. They were stripped of all their rights and basically became slaves to the Nazis party. The Nazis tried to rid Europe of the Jewish people and if they had their way eventually the whole world would be free of this religious group. The character that people show through times of adversity can define them individually and as an entire group. In â€Å"Night† Eli Wiesel faces life and death everyday in the Nazis concentration camp. While in â€Å"A tale of two cities† by Charles Dickens, Carton saves Darnay’s life twice once during a trial and another at the guillotine even though Carton resents Darnay shows mans true potential. â€Å"It was the best of times, it was the worst of times† (Dickens), this famous quote can be applied to more than just the opening of A Tale of Two Cities. In this very moment there are great things going on all over the world. Things like scientific discovers and diplomatic resolutions to international problems are being done right now. There are however many problems happening too. Civil wars and ethnic cleansings occurring in Africa the tsunami that devastated many Asian islands were people are struggling to survive. Yet with all of these things man does not give up we fight on through and that could be mans greatest asset. To fight on even though there doesn’t seem to be a light at the end of the tunnel. The most horrific of tragedies ever to happen to man was due to mans evil. The holocaust was a tragedy where over 11 million innocent people were killed for no other reason than there religious beliefs. The most amazing thing though is not the cruelty of man but instead the strength of the human race to fight through even though so many have lost their lives for no reason. Not to say that they never had doubts of whether they were going to make it through. Even the people who before this never had a waiver in their faith had trouble staying strong in belief that God will save them.

Engineering management Essay

1. Department/Program Mission The mission of the Engineering Management and Systems Engineering Department is to Equip individuals with engineering, management and systems expertise to prepare them to be leaders in the identification and solution of technical and organizational problems that are complex and evolving Conduct innovative and pioneering research that continues to expand the body of knowledge in Engineering Management and systems engineering while maintaining engineering discipline diversity. Expand the boundaries of Engineering Management and systems engineering through our service to the professional community at large and through relationships with industry. 2. Student Learning Outcomes (SLO) a. Campus-Wide Student Learning Outcomes: Programs must demonstrate that their graduates have: I. an ability to communicate effectively both orally and in writing. II. an ability to think critically and analyze effectively. III. an ability to apply disciplinary knowledge and skills in solving critical problems. IV.an ability to function in diverse learning and working environments. V. an understanding of professional and ethical responsibility. VI. an awareness of national and global contemporary issues. VII. a recognition of the need for, and an ability to engage in, life-long learning. b. Engineering Management Program Outcomes developed to address ABET outcomes a – k and campus wide outcomes (a) Engineering Management graduates will have an ability to apply knowledge of mathematics, science, and engineering in the solution of Engineering Management problems. (b) Engineering Management graduates will have an ability to design and conduct experiments related to operations, marketing, management and finance, as well as to analyze and interpret data. (c) Engineering Management graduates will have an ability to carry out the design of an operational system and its various components and processes for Engineering Management applications. (d) Engineering Management graduates will understand the importance of teams, know how to develop effective teams and have an ability to function on teams. (e) Engineering Management graduates will have an ability to identify, formulate, and solve Engineering Management problems. (f) Engineering Management graduates will have an understanding of professional ethical responsibility. (g) Engineering Management graduates will have an ability to communicate effectively individually and in teams. (h) Engineering Management graduates will have the broad education necessary to understand the impact of engineering and enterprise solutions in a global and societal context. (i) Engineering Management graduates will recognize the need for and have an ability to engage in life-long learning. (j) Engineering Management graduates will have knowledge of contemporary issues related to Engineering Management. (k) Engineering Management graduates will have an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 3. Curriculum Mapping to Campus and/or Program Outcomes Performance Criterion Evaluated in Course(s) Maps to Campus Learning Outcomes a Engineering Management graduates will have an ability to apply knowledge of mathematics, science, and engineering in the solution of engineering management problems. a. 1. Creates and analyzes quantitative charts and graphs and incorporates information into managerial decision-making systems. 266/299 3 a. 2 Identifies and uses appropriate modeling tools in the solution of quantitative problems. 251/253 3 a. 3 Applies quantitative models to specific problem categories and classifications. 253 3 a. 4 Uses a firm’s accounting system in making management decisions. 147 3 a. 5 Uses financial ratio analysis, financial forecasting, valuation of assets, time value of money, capital budgeting and cost of capital concepts to solve engineering management problems. 147 3 b Engineering Management graduates will have an ability to design and conduct experiments related to operations, marketing, management and finance, as well as to analyze and interpret data. b. 1 Designs an operation system and analyzes and interprets data relative to the designed system. 253 2 b. 2 Analyzes operational and financial data of organizations in case studies and organizational profiles. 251/260 2 b. 3 Conducts research related to publicly traded firms and applies financial tools to evaluate the firm as a possible investment choice. 147 2 c. Engineering Management graduates will have an ability to carry out the design of an operational system and its various components and processes for engineering management applications. c. 1 Identifies operational problem and design solutions to the problem using the appropriate quantitative and qualitative models and methods. 253/266 2 c. 2 Designs and critiques a marketing plan with typical components, while recognizing intra-firm involvements and implications. 251 2 d Engineering Management graduates will understand the importance of teams, know how to develop effective teams and have an ability to function on teams. d. 1 Functions as team player by fulfilling appropriate duties, sharing workload, communicating well and taking initiative. 251/254/260 4 d. 2 Conducts effective and efficient meetings. 254 4 e Engineering Management graduates will have an ability to identify, formulate, and solve engineering management problems. e. 1 Develops model for making management decisions. 251 3 e. 2 Identifies and analyzes engineering management problems related to case studies, current events, and real-life scenarios, and recommends solutions to problems. 251/260/266. 3 f Engineering Management graduates will have an understanding of professional ethical responsibility. f. 1 Demonstrates knowledge of engineering code of ethics or other relevant code and applies code to case studies. 134 5 f. 2 Identifies an ethical dilemma and suggests a general course of action. 134/251 5 f. 3 Recognizes far-reaching implications of ethical behavior with respect to all organizational stakeholders. 299 5 g Engineering Management graduates will have an ability to communicate effectively individually and in teams. g. 1. Effectively communicates in oral presentations. 254/299 1 g. 2 Demonstrates proficiency in communication through team presentations. 254/299 1 g. 3 Demonstrates command of the written and spoken word in required technical reports and presentations. 254 1 g. 4 Understands impact of how difference in communication styles can lead to barriers in communication. 134 1 h Engineering Management graduates will have the broad education necessary to understand the impact of engineering and enterprise solutions in a global and societal context. h. 1. Understands concept of Corporate Social Responsibility and can give examples to illustrate concept. 134/299 6 h. 2 Effectively analyzes case and determines the impact on all stakeholders. 260 6 h. 3 Comprehends pertinent issues in global marketing and the impact of these issues on marketing decisions. 134/251 6 I Engineering Management graduates will recognize the need for and have an ability to engage in life-long learning. i. 1 Recognizes benefits of continued learning through attendance at professional presentations and through reading professional publications. 134/251 7 i. 2. Identifies, reads about, analyzes and reports on â€Å"world view† issues that are opposed to own view. 253 7 j Engineering Management graduates will have knowledge of contemporary issues related to engineering management. j. 1 Demonstrates awareness of, knowledge of, and respect for contemporary issues in engineering management, business and economics. 134/251 6 j. 2 Understands the importance of engineering to the future of society. 253 6 k Engineering Management graduates will have an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. k. 1. Utilizes electronic resources to acquire external data to solve engineering management problems. 134/251 2 k. 2 Understands and utilizes computerized accounting systems to solve engineering management problems. 147 2 k. 3 Uses Excel financial functions to solve time value of money problems. 137/147 2 k. 4 Uses Excel in the solution of operational problems. 253 2 4. Methods/Instruments and Administration Data assessment methods vary by instructor and course. However methods employed include the following: -Student response to exam questions -Student response to specific homework assignment. -Student team evaluations related to case studies and capstone senior design -Instructor assessment of case study assignments -Instructor assessment of assigned student paper -Instructor assessment of capstone senior design projects Data collection occurs during the spring (January – May) semester and last occurred during the Spring 2010 semester. If all outcomes pass according to the department agreed upon metric, no collection will occur during the fall semester. 5. Results and Changes Implemented or Planned a. All outcomes passed during the Spring 2010 assessment cycle. According to our department assessment plan as detailed during the last ABET accreditation cycle; the next assessment cycle will occur during the Spring 2011 semester. No data was collected for the Fall 2010 semester. b. Use of results No specific curriculum changes have been made due to quantified assessment results. However, curriculum change will be forthcoming as we have observed the performance of capstone senior design student members and project results. It should be noted that a more traditional capstone senior design course was added as a core/required course in the department. The department has â€Å"partnered† with several different companies in the development of problems/projects that sufficiently meet the culminating experience as required by ABET. c. Results Brought by the Changes Due to observations and overall performance of senior design capstone projects, a new course will be added to the current 26 hour core set of courses. The undergraduate curriculum committee, which is the committee that evaluates outcome and assessment data, has approved adding a course which will focus on generalized problem solving and critical thinking. We are currently evaluating potential course resources for this class. We anticipate gaining campus wide approval for the course effective for the Fall 2011 semester. It should also be noted that our Academy of Engineering Management has been very supportive of our efforts and has contributed constituent input in this process. One final note to be made to this report is that even though we will perform a full outcome evaluation during the Spring 2011 semester, concurrently we will be re-evaluating our outcomes/ performance criteria, and assessment methods.

Career as Probation Officer

Career as Probation Officer Joseph P. Dupre Jr. Everest University Online Author’s Note Joseph P. Dupre, Introduction to Criminal Justice, Everest University Online Contact Email: [email  protected] com Becoming a Probation Officer How long have you known what you wanted to become when you grew up? Some people have had their minds made up about either what they wanted to become or study for a long time. I myself have just recently discovered my true calling in life; becoming a Probation Officer.For years, I have been trying to make my mind up about the career I wanted to pursue because I wanted to make sure I put my time into a field that I would be comfortable in and also do well in. The reason I believe that I would make a good Probation Officer is because I experienced a great deal of adversity in my life, and also grew up in an area that allowed me to gain great insight for a job like this.Probation Officers also make a good living and make a difference in their communit ies. Probation officers must have to have strong communication skills, because they will be working with offenders, judges, victims, their families, and many specialists. They must be prepared to handle high-stress situations, and must also be highly organized. Probation officers often write reports. That being said, they have to write a lot of reports and written documents (CriminalJusticeUSA. om, 2013). Probation Officers are in charge of monitoring convicted felons who are released from prison on probation or parole. They have a lot of duties that include: seeking treatment options, helping them find jobs, and monitoring their progress. They document the progress and conduct meetings to discuss different options for their probationers. Probation Officers act as mentors and guidance counselors to felons who are trying to get back on their feet.

Womens Rights and the Nineteenth Amendment

Womens Rights and the Nineteenth Amendment Free Online Research Papers I believe one of the greatest historical events in American history was the passage of the Nineteenth Amendment to the United States Constitution. This â€Å"woman question† spurred a wide-ranging debate about the social role of women that grew out of several major developments that occurred in America. Americans had been unwilling to acknowledge the importance of a woman’s role in society until 1920. Women’s lives were undergoing rapid change due to technological change, industrialization, the expansion of education and the movement of people into the cities. In referring this subject to Prentice Hall’s history textbook, America, Pathways to the Present, that was printed in 1999, I found a surprising little reference to the groundwork that the Women’s Suffrage Movement had made for many years prior to ratification of the amendment. I would like to write this paper on the vast history of the movement that is not presented in the textbook. Many significant events in the women’s movement occurred that led the way to a woman’s right to vote. The text does not mention that in 1869 the National Woman Suffrage Association was formed. The object of this organization was to secure an amendment to the Constitution in favor of women’s suffrage. Another organization, the American Woman Suffrage Association was also formed at this time by those who believed that suffrage should be brought about by constitutional amendments within the various States. In 1890, these two bodies united into one national organization, the National American Woman Suffrage Association. Several women had spoken about suffrage since 1826, but not until this large organization was formed, was a concerted effort made to bring about change. A headquarters was established in New York City. This move made the organization a legitimate body. Three western states, Wyoming, Colorado and Utah adopted state constitutions recognizing voting rights to women. Under the leadership of Grace Wilbur Trout in 1912, the organization began to build a strong lobbying network. She organized a dedicated group of lobbyists who kept the pressure on state representatives, Congressmen and governors. This culminated in Illinois voting passing a bill allowing women the right to vote for President, but not for any other office. This single victory made a great effect on the nation. When the first Illinois election took place in April, 1914, the newspaper headlines noted that over 250,000 women had voted in Chicago alone! This proved to politicians that women represented a huge power in politics. This is not found in the text. One would think that this momentum would alone bring about change, but it took other significant events to gain the country’s attention. These events are also not noted in the textbook. The first is the Woman Suffrage Parade of 1913. This well organized demonstration was held in Washington D.C. Nine bands, mounted entries, more than twenty floats and over 5,000 marchers paraded down Pennsylvania Avenue. The participants were carefully selected to represent women and the many areas in daily life that women effect. Nurses in uniform, women farmers, homemakers, women doctors and pharmacists, actresses, librarians and teachers marched with pride. These women came from around the country to march in protest against the political organization of society, from which women were excluded. Of course, all of this was planned for the day before President Woodrow Wilson’s inauguration. Thousands of visitors, mostly men, in town to celebrate President Wilson’s victory watched the women parade. Suddenly, many in the onlookers pushed forward and began to physically jostle the marching women. Verbal insults were hurled. The unruly men nearly stopped the parade but the women pushed through almost in a single file to the concluding spot, the Treasury Building. All of this was done while police officials looked on and, in some cases, joined in on the verbal assault. Many of the women were hospitalized. The crowd at the parade was so large that when president-elect Woodrow Wilson arrived at the train station a few blocks away, very few people were there to greet him. The women who were able to complete the march listened to speakers reiterate the movement’s main points. Thousands of women from around the country came to march in a spirit of protest against the present political organization of society, from which women were excluded. Of course all of this created a great deal of publicity for the movement. Just as we have found in the American civil rights movement, these acts of violence against a non violent protest create publicity and a renewed vigor in the movement. In this case, women had been struggling for the right to vote for more than 60 years. Even though some progress had been made on the state level, it took this non violent march and the attack on the marchers for the national press to take notice. The mistreatment of the marchers by the crowd and the police indifference roused great indignation by the public and led to congressional hearings. These hearings included more than 150 witnesses who made their own statements. One of the outcomes of these hearings was the firing of the superintendent of police of the District of Columbia. The newspaper and magazine headlines were filed with outrage at the men’s behavior. Less than two weeks following President Wilson’s inauguration, a delegation of the movement’s leaders met with the President in regards to their issues. He could see the political benefits by at least recognizing their protests. The wheels of change were beginning to turn which would truly be recognized seven years later. The text book does not mention this important milestone in 1913. There is a time line showing events following the ratification in 1920. It shows Labor Secretary Frances Perkins becoming the first woman to hold a cabinet post under President Franklin Roosevelt’s leadership. It shows how women, in 1942, filled the nation’s factories, making planes, tanks and other goods during World War II. In 1963, Feminist Betty Friedan’s book, The Feminine Mystique, helped inspire a new generation of women’s rights activists. In 1992, Carol Mosely Braun became the first African American woman elected to the United States Senate. Five women were elected to the Senate that year. None of the events on this time line would have taken place without the events leading up to the ratification of the Nineteenth Amendment. I would like to take a little time to write about the social changes that were taking place in America during that time. Despite the economic and political inequality that women faced, new jobs, new educational opportunities and new roles in the home existed. All of this created the â€Å"woman question† that I mentioned earlier. The question came down to whether women should be able to vote? Should they be paid the same as men for doing the same work? Should they be able to control their own property and income? Should they have equal access to higher education and professional jobs? Could a woman control her own social patterns such as appearance, marriage and even birth control? I have already written a great deal about the voting issue. This issue drew huge numbers of women to campaign and support the suffrage movement. Women from various walks of life could agree on this issue and ultimately bring about success. The other questions were more of a personal matter for women. Each woman had a different set of circumstances in her life which dictated her opinions of the issues. American’s lifestyles were becoming easier in some ways and more difficult in others. New technology was making home life easier. As simple as a thing as running water in the home, freed up some additional time in the typical woman’s day. Gradually, the introduction of electricity in the home continued this trend. Electrical devices such as washing machines, quickened a homemaker’s chores and decreased the time spent doing housework. Women did not have to bake or butcher in order to prepare meals. Technology prepared food and clothing, previously a role for the homemaker. Even taking care of the ill, nursing, became a profession and hospitals expanded. This increase in time allowed women to earn advanced degrees and enter professions. As there roles in the job force increased, should they receive the same pay as their male counterparts? In some cases, that debate still exists; however, American women were receiving a paycheck and dealing with sums of money previously out of their control. Dependence of a woman on a man for her financial security became less of an issue. With this came her freedom to make social choices about family, travel, leisure and birth control. Without a woman’s right to vote, all of these issues would have no being, for Congress could have legislated away, or at least controlled, women’s issues. If women could vote for politicians who would address their issues in Congress or even City Hall, they could really control their own destiny. None of this is mentioned in textbooks! Unfortunately, textbooks are becoming picture books. Text writers are lowering their sights for general education. Too many students either cannot or do not want read. Perhaps the visual learning center, the television, is responsible. Bright pictures in textbooks are replacing the written word. If you are not able to produce a photo or creative picture about a subject, the subject is lost and not written about. I believe this has happened in several areas of American history, but especially women’s rights. Like the processed food we buy in the supermarket, we spend very little time thinking about how the resulting product that we are enjoying, made its way into our life. We just want the results and do not appropriately appreciate the effort it took for us to enjoy it. Mr. Loewen questions educational publishers’ motives when they produce textbooks that seem to lose real historical value and turn into photo albums. These publishers are charged with the public’s trust, especially children and young adult’s education. Perhaps less glossy and therefore less expensive books are the answer. These books could be text filled, simpler in design and more honest in their content. Something needs to be done to better educate Americans on America. I chose this subject because I believe that recognizing the rights of women is a major factor in American society. The long struggle was started by a few and has grown throughout the years. History textbooks should really spend more time telling about the early issues and circumstances that brought the issues to the forefront of American social, political and historical attention. I have spent a great deal of time describing the 1913 march in Washington D.C. that I believe was a pivotal point in the movement. History textbooks like to point out significant events that shaped an era or segment of time in American history. This march and the controversy that surrounded it was not mentioned in the text. One would think that it had all the factors that would make it interesting for students to read. It involved two competing foes, at least Americans with totally diverse points of view on the subject. There was action and violence. And then there was an outcome that revolutionized the way America treated half of its population. The results of this parade have shaped American social culture for the last 100 years. The struggle still continues in many areas of American life. Something this momentous should be included in America’s history textbooks. Research Papers on Women’s Rights and the Nineteenth Amendment19 Century Society: A Deeply Divided EraThe Fifth HorsemanAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesAnalysis Of A Cosmetics AdvertisementHip-Hop is ArtCanaanite Influence on the Early Israelite ReligionMind TravelQuebec and CanadaResearch Process Part One

Endangered Species Criteria and Definition

Endangered Species Criteria and Definition What Are Endangered Species? Rare, endangered, or threatened plants and animals are elements of our natural heritage that are declining rapidly or are on the verge of vanishing. They are plants and animals that exist in small numbers that may be lost forever if we do not take quick action to stop their decline. If we cherish these species, like we do other rare and beautiful objects, these living organisms become treasures of the highest magnitude. Why Preserve Endangered Plants and Animals? Preservation of plants and animals is important, not only because many of these species are beautiful, or can provide economic benefits for us in the future, but because they already provide us many valuable services. These organisms clean air, regulate our weather and water conditions, provide control for crop pests and diseases, and offer a vast genetic library from which we can withdraw many useful items. Extinction of a species could potentially mean the loss of a cure for cancer, a new antibiotic drug, or a disease-resistant strain of wheat. Each living plant or animal may have values yet undiscovered. Scientists estimate there are thirty to forty million species on earth. Many of these species are represented by dozens of genetically distinct populations. We know very little about most species; less than two million are even described. Oftentimes, we do not even know when a plant or animal becomes extinct. Game animals and a few insects are watched and studied. Other species need attention too. Perhaps in them may be found a cure for the common cold or a new organism that will prevent millions of dollars of loss to farmers in their constant fight against crop diseases. There are many examples of a species value to society. An antibiotic was discovered in the soils of the threatened New Jersey Pine Barrens Natural Area. A species of perennial corn was found in Mexico; it is resistant to several diseases of corn. An insect was discovered that when frightened produces an excellent insect-repelling chemical. Why Have Species Become Endangered? Habitat Loss Loss of habitat or the native home of a plant or animal is usually the most important cause of endangerment. Nearly all plants and animals require food, water, and shelter to survive, just as humans do. Humans are highly adaptable, however, and can produce or gather a wide variety of foods, store water, and create their own shelter from raw material or carry it on their backs in the form of clothing or tents. Other organisms cannot. Some plants and animals are highly specialized in their habitat requirements. A specialized animal in North Dakota is the piping plover, a small shorebird which nests only on bare sand or gravel on islands of rivers or shorelines of alkali lakes. Such animals are much more likely to become endangered through habitat loss than a generalist like the mourning dove, which nests successfully on the ground or in trees in the country or city. Some animals are dependent on more than one habitat type and need a variety of habitats near each other to survive. For example, many waterfowl depend on upland habitats for nest sites  and nearby wetlands for food supplies for themselves and their broods. It must be emphasized that habitat does not have to be completely eliminated to lose its usefulness to an organism. For example, the removal of dead trees from a forest may leave the forest relatively intact, but eliminate certain woodpeckers that depend on dead trees for nest cavities. The most serious habitat loss totally changes the habitat and renders it unfit for most of its original resident organisms. In some areas, the greatest changes come from plowing native grasslands, draining wetlands, and constructing flood-control reservoirs. Exploitation Direct exploitation of many animals and some plants took place before conservation laws were enacted. In some places, exploitation was usually for human food or furs. Some animals, such as Audubons sheep, were hunted to extinction. Others such as the grizzly bear, maintain remnant populations elsewhere. Disturbance The frequent presence of man and his machines may cause some animals to abandon an area, even if the habitat is not harmed. Some large raptors, like the golden eagle, fall into this category. Disturbance during the critical nesting period is especially harmful. Disturbance combined with exploitation is even worse. What Are The Solutions? Habitat protection is the key to protecting our rare, threatened, and endangered species. A species cannot survive without a home. Our first priority in protecting a species is to ensure its habitat remains intact. Habitat protection can be done in a variety of ways. Before we can protect a plants or animals habitat, we need to know where this habitat is found. The first step, then, is to identify where these vanishing species are found. This is being accomplished today by state and federal agencies and conservation organizations. Second to identification is planning for protection and management. How can the species and its habitat be best protected, and once protected, how can we make sure the species continues healthy in its protected home? Each species and habitat is different and must be planned on a case-by-case basis. A few protection and management efforts have proven effective for several species, however. Endangered Species List Legislation was passed to protect the most endangered species in the United States. These special species cannot be destroyed nor can their habitat be eliminated. They are marked in the endangered species list by an *. Several federal and state agencies are beginning to manage threatened and endangered species on public lands. Recognition of private landowners who have voluntarily agreed to protect rare plants and animals is underway. All these efforts need to continue and be expanded to keep our natural heritage alive.​ This resource is based on the following source: Bry, Ed, ed. 1986. The rare ones. North Dakota Outdoors 49(2):2-33. Jamestown, ND: Northern Prairie Wildlife Research Center Home Page. npwrc.usgs.gov/resource/othrdata/rareone/rareone.htm (Version 16JUL97).

Monopolies in the Media Buisness Essay Example | Topics and Well Written Essays - 1250 words

Monopolies in the Media Buisness - Essay Example (Federal Communications Commission, 2008a) Under the Wireline Competition Burea and the Media Bureau of FCC, the researcher will discuss the regulation in terms of promoting free market competition in different markets of radio, television, wire, satellite and cable radio, TV and Internet. Eventually, the researcher will discuss how monopolies could negatively affect the media businesses in the United States. Prior to the main discussion, the researcher will determine whether Clear Channel is considered as a monopoly or not. The Wireline Competition Bureau is mainly responsible for developing rules and regulation as well as the future goals and objectives with regards to telephone companies that provides an interstate and intrastate telecommunications service to the people with the use of wire-based transmission facilities. (Federal Communications Commission, 2008a) have several choices and opportunity and fairness in the wireline telecommunications services. (Federal Communications Commission, 2008b) Through its implementation of a deregulatory initiatives under the Telecommunications Act of 1996 (Telecommunicatins Act of 1996, 1996a), the Bureau was able to promote market competition necessary in keeping the infrastructure and services of the local wireline telecommunications efficient and competitive. In line with the promotion of market competition to all telecommunications company, the Bureau could maintain a high economic growth in the local telecommunications industry by increasing the quality of services at a reasonable and affordable market prices. (Telecommunications Act of 1996, 1996b) In the end, the Bureau could easily make the telecommunications services available and accessible in all regions in the U.S. Considering the high-cost of telecommunications infrastructure, FCC encourages new operators or carriers for the telecommunications business by extending a high-cost universal support to qualified

Culture Essay Example | Topics and Well Written Essays - 500 words - 1

Culture - Essay Example The cultural characteristics are the nationality of the group members, their age, their socio economic status, race, their profession, their literacy level, their gender as well their ability to learn new developmental changes. The primary characteristics that is important while teaching this group about breast cancer is their language skills, their literacy rate, their profession, their age and their focus on giving considerations to developmental changes. All the other factors are secondary characteristics such as their nationality, their socio economic status and their race. These attributes are significant because they portray as to at what level the audience will absorb the message that is delivered to them. While conducting a teaching session, the background of the audience is required so that the teaching aspects can be delivered accordingly (Montana and Charnov 2008). The literacy level and their language skills are the most important elements as this will show whether they are able to comprehend the message in the lecture. Their profession will depict how well they will grasp the importance of the lecture or the message that is being delivered to them. Breast cancer in females is a very serious problem and its knowledge should be available to all females. While teaching this topic, the female that is 30 years old may be able to understand the lecture well as she is still in the learning and development phase of her life, the woman of age 51 may not learn about the details in such depth as she may have difficulties in the learning and development phase of this issue but on the contrary the women age 53 will understand the topic well as her profession is of a nurse. The teaching approach may be descriptive in nature and the elderly woman may have some difficulties on focusing on the lecture as compared to the middle aged woman. The socio- economic status may not have that high of relevance as all three of them are educated. The