Systems Theory and Small Group Communication Essay

Systems Theory and Small Group Communication - Essay Example As the paper discusses  the changing of one part of the system will lead o the change of the entire system because they are interdependent. For instance, one family member who is dysfunctional will affect the entire nuclear family. If one family member has issues with drug abuse or passes away, the rest of the entire family will be impacted. The subsystems and individual family members who comprise of the family system are mutually dependent and influenced upon one another.This discussion highlights that the concept of synergy in the family system occurs where the performance of the entire system collectively will exceed expectations based on the individual ability of each family member. According to the family systems theory, a family will accomplish more by interacting together rather than each member working alone. For example, when the family members work together to improve their financial status, they will easily achieve the common goal as a unit. It is because of the deep di versity that exists among the family members such as the differences in task skills that include abilities, values, perspectives and problem-solving strategies. Negative synergy will also occur where the family members working together will produce a worse result on the basis of the perceived unconstructive abilities and skills of the members.  The systems theory argues that a small or a minimum group size is the best needed group size so as to complete tasks because when the group is too large, problems develop.

Various Components Of Computer Network Structure Information Technology Essay

Various Components Of Computer Network Structure Information Technology Essay What are the various components of Computer Network structure. Explain in brief. Write down the differences between connection oriented and connectionless services. Explain in brief the topologies that are used for broadcasting type of communication. Television channels are 6MHz wide. How many bits/sec. can be sent if four levels digital signals are used? Assume a noiseless channel. Which of the OSI layer handles each of the following: Breaking the transmitted bit stream into frames. Determining which route through the subnet to use. Providing compatibility in data and text. Providing terminal compatibility. Providing facility for remote login. Sketch the Manchester and Differential Manchester encoding for the following bit stream: 0111000111001101 For differential Manchester encoding assume the line is initially in the low state. UPTU 2007-08 Attempt any two parts of the following: (102=20) What do you mean by a computer network? Explain in detail various goals and applications in real life of computer networks. Give different categorization of the computer networks. What are internetworks? How you will categorize internetworks using above categories of computer networks. Give a detail description of the functionality of different layer of OSI model. UPTU 2008-09 Attempt any two parts of the following: (102=20) (i) What do you mean by network topology? Explain in brief any three such network topologies. (ii) What is difference between TCP/IP and OSI model? What are channel types in ISDN to construct the transmission structure of any access link? Explain them. Which types of transmission media are used at physical layer transmission? Give a comparative study of different transmission media in guided media. When unguided media is suitable for transmission? UPTU 2009-10 Attempt any two parts of the following: (102=20) What are the reasons for using layered protocol? A system has an n-layer protocol Hierarchy. Applications generate messages of length M bytes. At each of the layers, an h-byte header is added. What fraction of the network bandwidth is filled with headers? (i) If a binary signal is sent over a 3-kHz channel whose signal-to-noise ratio is 20 dB, what is the maximum achievable data rate? (ii) What is the percent overhead on a T1 carrier; that is, what percent of the 1.544 Mbps are not delivered to the end user? Explain the advantages and disadvantages if any of the following topologies: (i) star (ii) ring (iii) bus (iv) mesh UNIT II UPTU 2006-07 Attempt any four parts of the following: (54=20) Suppose that the string 0101 is used as the bit string to indicate the end of a frame and the bit stuffing rule is to insert a 0 after each appearance of 010 in the original data; thus 010101 would be modified by stuffing to 01001001. In addition, if the frame proper ends in 01, 0 would be stuffed after the first 0 in the actual terminating string 0101. Show how the following would be modified by this rule? 11011010010101011101 Measurements of an infinite user slotted ALOHA channel show that 10% of the slots are idle: (i) What is the channel load, G? (ii) What is throughput? (iii) Is the channel underloaded or overloaded? Consider an error free 64-Kbps satellite channel used to send 512 byte data frames in one direction, with very short acknowledgement coming back the other way. What is the maximum throughput for window sizes of 01 and 07? A bit stream 10011101 is transmitted used the standard CRC method. The generator polynomial is x3 + 1. Show the actual bit string transmitted. Suppose the third bit from the left is inverted during transmission. Show that this error is detected at the receivers end. Explain Basic-Bit-Map (a collision free protocol) used at MAC sublayer. Sixteen stations, numbered 1 through 16, are contending for the use a shared channel by using the adaptive Free Walk Protocol. If all the station whose addresses are prime number suddenly becomes ready at once, how many bit slots are needed to resolve the contention? UPTU 2007-08 Attempt any two parts of the following: (102=20) What is Hamming code? For the following word pattern (message) find out the number of check bit and the bit at eleventh position. If any error is detected, show it. M = 1111 1010 0000 1110 What are medium access control (MAC) protocols? Discuss salient feature of CSMA/CD protocol. Describe the bit stuffing rule used the HDLC protocol. Consider a CSMA/CD network running at 200 Mbps over a 1 Km cable with no repeaters. The signal speed is 2 * 108 m/sec. Compute the minimum frame size. UPTU 2008-09 Attempt any two parts of the following: (102=20) What do you mean by ALOHA? How does slotted ALOHA improve efficiency? SEC(7,4) hamming code can be converted into a double error detecting and single error correcting code (8,4) by using an extra parity check. Construct the generator matrix for the code and show that the code is quasi perfect. Design a decoder for the code. Explain the IEEE 802.3 MAC sublayer frame format. What is the binary exponential back off algorithm? UPTU 2009-10 Attempt any two parts of the following: (102=20) A large population of ALOHA users manage to generate 50 requests/sec, including both originals and retransmissions. Time is slotted in units of 40 msec. What is the chance of success on the first attempt? What is the probability of exactly k collisions and then a success? Explain the working of CSMA/CD protocol. Why there is a minimum frame length restriction in CSMA/CD? Explain the working of GO-BACK N ARQ protocol. How it is different from selective repeat ARQ? UNIT III UPTU 2006-07 Attempt any two parts of the following: (102=20) Write and explain the kinds of shortest path routing Algorithm in brief. Find the shortest path in the following subnet using Dijsktra Algorithm, when the source is fixed but destination is not fixed. Describe the choke-packet method of congestion control. You are also required to explain the variation in the above mentioned algorithm. Explain the concept of Tunnelling in Internetworking. Write down the difference in IPv4 and IPv6. UPTU 2007-08 Attempt any two parts of the following: (102=20) Answer the following question: How is IPv6 different from IP protocol? Convert IP address whose hexadecimal representation is C22F1582 to dotted decimal notation. A class B class network on the internet has a subnet mask of 255.255.240.0. What is the maximum number of hosts per subnet? Explain the purpose of subnetting. What is Link Control Protocol? Give the format of LCP packet. Also how authentication is supported in PPP? Explain. (i) A computer on a 6-Mbps network is regulated by a token bucket. The token bucket is filled at a rate of 1 Mbps. It is initially filled to a capacity with 8 megabit. How long can the computer transmit at the full 6 Mbps? (ii) Discuss the token passing technique used in FDDI. UPTU 2008-09 Attempt any two parts of the following: (102=20) What is the congestion in network layer? Differentiate and explain Leaky-Bucket algorithm and Token Bucket algorithm? What is the role of routing algorithm? Explain the working of Distance Vector Routing algorithm with the help of a suitable example. (i) Explain various phases through which a PPP connection goes using transition state diagram. (ii) What is the significance of IP address classification? What problems of IPv4 are being addressed by IPv6? UPTU 2009-10 Attempt any two parts of the following: (102=20) A computer on a 6-Mbps network is regulated by a token bucket. The token bucket is filled at a rate of 1 Mbps. It is initially filled to capacity with 8 megabits. How long can the computer transmit at the full 6 Mbps? Give a classification of IP addresses used in the Internet. Suppose that instead of using 16 bits for the network part of a class B address originally, 20 bits had been used. How many class B networks would there have been? (i) The protocol field used in the IPv4 header is not present in the fived IPv6 header. Write your justification. (ii) IPv6 uses 16-byte addresses. If a block of 1 million addresses is allocated every picosecond, how long will the addresses last? UNIT IV UPTU 2006-07 Attempt any two parts of the following: (102=20) Describe Transmission Control Protocols (TCP) Transmission policy. Explain the Remote Procedure Call with suitable diagram. You are also required to explain the use of RPC in Transport layer. Imagine that a two-way handshake rather than a three-way handshake were used to set up connections. Are deadlocks now possible? Give an example or how what none exist. UPTU 2007-08 Attempt any two parts of the following: (102=20) Why does UDP exist? Would it not have been enough to just let user processes send raw IP packets? What are two army problem and a three way handshake? State the elements of transport protocol. Describe the feature of the following devices: Routers Bridges Gateway UPTU 2008-09 Attempt any two parts of the following: (102=20) A TCP connection is using a window size of 1000 B and the previous acknowledgement no was 22,001. It receives a segment with acknowledgement no 24,001. Draw a diagram to show the situation of the window after and before the acknowledgement is received. If the window size is change to 11000B and 9000B separately, than what will be the situation? Discuss the issue to be considered in designing different layers. (i) What is user datagram protocol? Give its datagram format. (ii) Would it not have been enough to just let user processes send raw IP packets? Give reason in support to your answer. UPTU 2009-10 Attempt any two parts of the following: (102=20) Draw the TCP header format and explain its various fields. A TCP machine is sending full windows of 65,535 bytes over a 1-Gbps channel that has a 10-msec one way delay. What is the maximum throughput achievable? What is the line capacity? Explain Connection Management at the transport layer in detail. UNIT V UPTU 2006-07 Attempt any two parts of the following: (102=20) Explain the architecture of Electronic Mail (i.e. E-mail). Describe the concept of Domain name System in brief. Explain the working of server side in the architectural overview of World-Wide-Web (WWW). UPTU 2007-08 Attempt any two parts of the following: (102=20) One secret key encryption method involves the permutation of bits. For example an 8 bit plain text is permuted, bit 8 becomes bit 3, bit 1 becomes bit 2 and so on. Draw a diagram to show the mapping of each bit to its new designation. Scramble the bits as you please. What is encryption and decryption algorithm? What do you mean by following : HTTP SNMP How MPEG file format is different from JPEG file format? Encode the following message using Huffman coding: INDIAN INNING Write short note on one of the following : Network security and cryptography Electronic mail and FTP. UPTU 2008-09 Attempt any two parts of the following: (102=20) One secret key encryption method involves the XOR operation. A bit patter (plaintext) of a fixed size in XORed with a block of bits of the same size to create to fixed sized cipher text. What is the encryption algorithm here? What is the decryption algorithm here? Remember that an XOR algorithm is a reversible algorithm. (i) Why do we need Domain name space when we can directly use an IP address? (ii) What is trivial file transfer protocol? How it is different from simple FTP? (i) What is the role of digital signature in cryptography? (ii) What is JPEG standard? How it is different from JPEG 2000? UPTU 2009-10 Attempt any four parts of the following: (54=20) Can a query message in DNS have one question section but the corresponding response message have several answer sections? Describe the addressing system used by SMTP. Describe the functions of the two FTP connection. What is anonymous FTP? Compare the way SMTP and HTTP transfer images. Which one do you think is more efficient? Why? The Diffie-Hellman key exchange is being used to establish a secret key between Alice and Bob. Alice sends Bob (719, 3, 191). Bob responds with (543). Alices secret number, x, is 16. What is the secret key? Can IPsec using AH be used in transport mode if one of the machines is behind a NAT box? Explain your answer.

Dr. Abdus Salam :: biographies biography bio

Dr. Salam was born in the small village of Jhang, present day Pakistan in 1926 where he attended the first few years of school. His father was an official in the Department of Education for the poor farming district. A fast learner Dr. Salam attended the University of the Punjab at the age of 13 and at the age of 14 he received the highest numbers ever recorder for the Matriculation Examination at the university. Due to his outstanding grades he received a full scholarship to the Government College, University of Punjab. In 1946 he obtained his MA in physics and then that very same year he was awarded with a scholarship to St. John's College, Cambridge where he got a double BA with honors in mathematics and physics in 1949 and then a Ph. D in Theoretical Physics from Cambridge in 1952. At this point in his he had already received the Smith's Prize by the University of Cambridge for the most outstanding pre-doctoral contribution to physics (1950). Then in 1951 Dr. Salam returned to his roots to teach mathematics at the Government College, Lahore, Pakistan. Since Dr. Salam was a man who was very devoted to his religion and because he belonged to the Ahmadiyya Muslim sect, considered heretical by many Muslims, he decided to leave his beloved Pakistan when the stigma of being a part of the Ahmadiyya sect became too much and the realization that he would not be able to continue his research in physics in such conditions. So in 1954 Dr. Salam left Pakistan for a lectureship at Cambridge. After many years of contributions to the world of physics at many different schools and institutions, including, Cambridge, London University, Imperial College of London, Institute of Advanced Study in Princeton, and many others, in 1979 Dr. Salam received a Nobel Prize in physics for the work he had done in the electroweak theory, "which is the mathematical and conceptual synthesis of the electromagnetic and weak interactions-the latest stage reached until now on the path towards the unification of the fundamental forces of nature. Salam, Sheldon Glashow, and Steven Weinberg arrived at the theory independently and shared the prize." (http://en.wikipedia.org/wiki/Abdus_Salam). At this point he finally felt he had gotten the love of his beloved Pakistan and served on many Pakistani comities. Quantum Electrodynamics or QED is the quantum field theory which describes the properties of the electromagnetic forces. All forces or interactions of nature are thought to be comprised of 4 basic forces, Gravity, Electromagnetism, Strong nuclear force, and the Weak nuclear force.

Social Effects of the American Revolution

The Patriots’ victory of the American Revolution changed the lives of the colonists. The effects of the Revolution were both positive and negative. Women were positively changed because of the American Revolution. They obtained more rights; property rights moved within reach. Women were granted more than they ever had. Women, like Abigail Adams, hoped to have men remember that they had talents and abilities beyond those of a housekeeper. In addition to women, the lives of slaves were affected by the Revolution. Because many slaves had enlisted in the Continental Army, slaves in the north were liberated; however, the south viewed slaves as a necessity to benefit the economy and were not so generous in freeing slaves. Slaves that served with the British left with them at the end of the war. Many slaves left America and journeyed to the British West Indies, Canada and Africa. Although the Revolution positively affected the lives of women and African Americans, there were negative consequences for Native Americans. Because the Proclamation Line was no longer valid, white settlers rushed into Native American territory. The flood of settlers induced conflicts with groups like the Cherokee and the Shawnee. Since many Native Americans had joined sides with the British in the Revolution, America claimed that the Native Americans had lost all their rights. Because of this, Native Americans were considered a â€Å"conquered† nation. The Native Americans didn’t have a representative at the Treaty of Paris and felt that they were not part of the ‘surrender’ agreement. The American Revolution drastically changed the lives of many. It positively affected women and African Americans, but it proved to be detrimental to the Native Americans.

Shc 3.4 Health & Safety, Risk Additional

CYP Core 3. 4 Support children and young people’s health and safety 1. Understand how to plan and provide environments and services that support children and young people’s health and safety. 1. 3Identify sources of current guidance for planning healthy and safe environments and services. As a childcare provider it is my responsibility for the safety of the children in my care. There are a number of legal and regulatory guidance to help protect children and adults in my setting.All staff should be made aware of any potential hazards such as, security, fire, food safety, physical, personal and keeping up to date training on how to deal with these and maintain every one safety, including visitors, family and other colleagues in my setting. The most important legislation in a child care setting is the EYFS that covers all aspect of the welfare of children and young people in all early years setting. NICMA Public Liability Guidance/ Insurance The child minding body which un dertakes public liability insurance for all children within my setting for any claims of injury against the provider.Private Business Car Insurance Car Insurance which covers minded children in my setting for outings and travel between providers home and school environment. Smoking Ban In my setting there is non- smoking policy. Healthly Eating Within my setting I promote a healthly eating plan and advise parents on healthly snacks/foods. Daily Exercise On a daily basis I promote daily exercise weather permitted, for example walking or activities in the garden. Access NI Checks These are carried out on all persons that are entering premises during working hours and children living within the childcare setting over the age of 11 to be vetted also.BSI Kitemark All play equipment within my setting comply with BSI Kitemarks Once every year my setting gets a yearly inspection by a social worker to make sure I meet all the requirements of an early years setting to provide a safe environme nt for children and young people. 3. Understand how to support children and young people to assess and manage risk for them. 3. 2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements. The UN convention on the Rights of the Child clearly identifies the rights of children and young people to learn and develop into adults and be protected from harm† Tassoni 2010 page 145. You can also refer to the Children’s NI order 1995 which refers to all childrens rights to development, and safety rights. Childcare providers have a responsibility to be active in creating the conditions that make children feel that almost anything is possible and achievable. â€Å"The challenge for carers is balancing the need for safety of the child against the need for children and young people to explore risks. Meggitt page 150 Children learn a lot from trying out new experiences for themselves. Many children do not have the experience an d knowledge to judge whether it is a safe choice to explore their own levels of risk taking. Parents and carers have the responsibility to decide the activity is safe and identify possible hazards as children and young people may not make the correct judgement, however children and young people should be given the opportunity to explore in a safe environment under supervision.If we do not enable children to explore risk taking activities they will seek them out when adults are not around. Children and young people need to explore their own levels of risk, but always in a safe environment and with an adult who is able to administer first aid if an accident should happen. We aim to make children aware of health and safety issues to minimise the hazards and risk to enable the children to thrive in a healthy and safe environment. We ensure that the environment that the children are playing in is regularly checked before and during activities. . Understand appropriate responses to accide nts, incidents emergencies and illness in work settings and off site visits. 4. 2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Reporting and recording accidents and incidents, signs of illness and other emergencies: The occurrence of an accident should be reported immediately to the parents/emergency contact name given to me the childcare provider. A procedure for reporting and recording accidents goes in the Accident Report Book.In my setting I need to ensure that I know all relevant procedures and how to deal with them, as I work alone and it’s my sole responsibility to report, record and inform parents and other professionals of all issues relating to the welfare and well-being of children in my setting. It is a legal responsibility to record any incidents or accidents that occur during my day as a childcare provider, as well as the steps taken to manage the incident. Recording these deta ils will help to identify any trends or common incidents that occur, as well as areas that could be addressed to improve safety.This record will be vital in the possible event of legal action. A copy of the illness and injury report form should be submitted to the relevant person. When documenting the occurrence of an illness or injury, briefly note it in the relevant box on the session plan and then record the full details on an illness and injury report form or in an accident record book. At least the following details should be recorded: 1. Date, time and place of incident. 2. Name of ill/injured person. 3. Details of ill/injured and any first aid given. 4. What happened to the casualty immediately afterwards (e. . did the child continue to participate in the days activities, or where they sent home/admitted to hospital, etc) 5. Name and signature of person dealing with the incident. If a child, or member of staff or other visitors goes to hospital from my setting I must inform R IDDOR. If a child is seriously injured I must report the accident/incident to the Health & Safety Executive. I always go back to current policies and procedures within my setting as they can and do change. I take guidance and advice from the social worker in charge of my local area.

buy custom Developing Long-Term Physical Activity Participation essay

buy custom Developing Long-Term Physical Activity Participation essay Topic of Study - Developing Long-Term Physical Activity Participation: A Grounded Theory Study with African American Women. The purpose of this study was to show how regular physical activities are linked to a reduced risk of obesity and chronic diseases. The study will bring out an understanding of the behavioral process among the African American women by developing a theoretical framework, which would explain the pathways that links the key factors together, resulting into a subsequent integration of physical activity into their lifestyle. The study will be limited in scope in the sense that the general problem of lack of physical activity, which contributes to numerous health problems and rising obesity rates is narrowed down to focus on a specific problem of lack of physical activity for African American women and the consequences of this lack. The reasons for limiting the study to a specific group of people include the following: - Limiting down the scope of the study enables the researcher to focus on a specific group of people, the African American women. - Narrowing down the study provides a realistic outcome than a broad topic. - A general and broad topic of study may result into introduction of new and unexpected results during its course and this may lead to a different direction of study. - It was also important to be specific because it was difficult to generalize the topic of study to fit the whole population. The following are the potential limitations of the study: - Although the research provides an insight of why African American women do not participate in physical activities, the study does not weave these factors together in order to portray an overall understanding of how Afrrican American women become physically active. - The study does not elucidate the pathways which links the key factors and steps in a behavioral process that results in subsequent physical activity participation. - The study does not focus on illustrating the behavioral process of physical activity maintenance and adoption which would be more effective in informing interventions to enhance physical activity participation. - The study does not explain a behavioral theory or framework that would explain the whole process from adoption through maintenance in the domain. This study will be important to potential audience such as those who might come up with health prevention programs for African American women. The research would also be used by other researchers who might be interested by the issue African American health problems Buy custom Developing Long-Term Physical Activity Participation essay

Life Spans Development And Learning Children And Young People Essay Essays

Life Spans Development And Learning Children And Young People Essay Essays Life Spans Development And Learning Children And Young People Essay Essay Life Spans Development And Learning Children And Young People Essay Essay In this article Time is best gift for childs at Christmas, says experts author, Beck Vass introduces grounds for grownups to pass clip with kids. Vass advises parents to non purchase expensive playthings but to merely pass clip with household. Children do non retrieve the nowadayss they received when they were eight old ages old but they will retrieve they clip they spent with their household on vacation. Children need a supportive environment ; they need clip with parents to construct a relationship and trust. Time together as a household will be good for all members of the household. Beck suggests that the usage of electronic amusement is non necessary in kid s development and kids s imaginativeness is a large portion of acquisition and should be encouraged. Vass advises parents to pass more clip with their kids as it is better for their development instead than purchasing them expensive playthings at Christmas. Vass interviewed registered clinical psychologist, Megan Fowler, who suggests grownups put a batch of force per unit area on themselves to supply certain things nevertheless maintaining it simple is the best manner. Fowler recommends that parents can pass clip with kids without playthings and suggests that it is the quality of clip which is required. This article writes childs do nt be given to retrieve the present they got when they were 8, but they might retrieve the vacation they had with the household at the beach or the clip they went bivouacing . Famed psychoanalytic theoretician Sigmund Freud focussed on kids s development being greatly formed by early experiences in the household ( Sigelman A ; Rider, 2009 ) . Freud focussed on the nature side of the nature-nurture statement in his theories, nevertheless Freud viewed e arly experiences in an person s life as a big subscriber to their personality. Inspired by Freud s theories, Erik Erikson the neo-Freudian psychoanalytic theoretician believed that the health professional s general reactivity was critical to subsequently development. If health professionals neglect, reject, or react inconsistently to babies, babies will distrust others ( Sigelman A ; Rider, 2009 ) . Children need a supportive environment, they need clip with parents to construct a relationship and trust. This will determine their personality and features into the grownup they will go with good relationships and strong trust. In the usage of encephalon imagination engineering, Single-Photon Emission Computed Tomography ( SPECT ) , which explores how encephalon map relates to behaviour, merely about one in 25 encephalons is absolutely normal. An unnatural encephalon could be caused by a figure of factors including physical and emotional disregard can do or lend to encephalon abnormalcies, including ADHD ( Jacobelli A ; Watson, 2008 ) . Vass encourages parents to give kids the physical and emotional support they require. This is to guarantee their development is non affected in a negative manner by non holding the physically and emotionally supportive environment kids require. Vass suggests that clip with household will be good for all members of the household. Kathryn Geldard A ; David Geldard write in Counselling Children about household boundaries and how they are by and large transmitted from coevals to coevals. They describe disengaged households as unsociable with small communicating whereas enmeshed households live in a more community life style with household and friends being often involved in their lives. This allows kids to larn how to portion better, how to compromise and to construct trust. ( Geldard A ; Geldard, 2002 ) . This would besides promote the kid to depend on more than merely their parents entirely. This is healthy for the kid as they will develop a trust on others than merely their parents entirely. This will promote kids as they grow up to do friends, socialise good in big groups and this would be good for when they are older in working life. Spending clip with household additions your communicating accomplishments to each other, because you know each other, this is making your relationship. It is of import to make this relationship and cognize each household member in order to hold a well pass oning household, this is particularly of import when the kid is younger in order to hold the relationship already built for when they are traveling through ambitious teenage old ages. In this article Toyworld purchaser Repeka Haurua advised household games and out-of-door playthings could non be substituted by electronics. Children of today are being exposed to many electronic devices such as telecasting, cyberspace and games. Electronic amusement has no benefit for kids under the age of two and for older pre-schoolers ; it has been proven that educational telecasting can perchance make more injury than good. For illustration, kids who watched Dora the Explorer or Blue s Hints at age two and a half had better linguistic communication accomplishments than those who watched Teletubbies who had worse linguistic communication accomplishments than norm ( Aamodt A ; Wang, 2011 ) . Beck suggests that the usage of electronic amusement is non necessary in kid s development, censoring electronic amusement wholly could be damaging as you are seting kids at the hazard of a societal disadvantage such as strong-arming from equals but besides deficiency of experience with compu ting machines which could take to professional troubles subsequently on. Enforcing clip bounds on electronic amusement could be a scheme which may work for households nevertheless when the kids are on down clip this is a good clip for parental interaction. Haurua is right in believing that household games and out-of-door playthings can non be substituted nevertheless these are of import for kids during their schooling old ages to help their accomplishments in information engineering develop. Parents need to utilize their discretion when it comes to computing machines. Computers are here to remain nevertheless they should non devour all of kids s clip. A kid should utilize no more than 30 proceedingss a twenty-four hours whilst at place, this is adequate to fit the kid with calculating accomplishments without over-exposing him to the cyber universe ( Dr Nithy, 2010 ) . Haurua mentioned that a kid can non sit in a corner with no friends, with their iPad. Haurua is accurate with this statement that if a kid was given this chance over and over they could go accustomed to sitting in the corner by themselves and this would consume their societal accomplishment set every bit good as disjoint them from their equals nevertheless, if their equals besides had iPads and the kid did non, this state of affairs could bring forth the same negative consequences so it depends on the child place at the clip. If Haurua is merely speaking to relation to clip at place this is right in proposing that it is no benefit for kids. Haurua provinces that five twelvemonth olds will ever desire Lego and the latest amusing books and trading cards this is most likely because they have seen other kids at pre-school with these points. Some of the gifts thoughts in the article are described as open-ended and inventive points such as pigments, pens and paper, dress-ups for fanciful drama, board games and balloons. Playing with imaginativeness heightening points such as these helps kids s personality, ethical motives and values develop and besides help them to larn. This is the same in the schoolroom ; kids learn when they see the information, hear the information, understand the information and eventually conceive of, visualise and experience the information ( Dr Nithy, 2010 ) . Children s imaginativeness is a large portion of acquisition and should be encouraged. This article concludes grounds for grownups to pass clip with their kids and advertises it as a cheaper option to purchasing disbursal electronic amusement devices. The article suggests that it is more good to all members of the household, non merely the kids. It becomes clear when lending factors such as Freud and Erikson s theories suggest that is contributes positive stimulation which aids the development of kids s societal accomplishments. These accomplishments will profit kids subsequently in their life in societal scenes within the work force. It proposes that inexpensive playthings are an alternate and more good than expensive points, but this depends on the state of affairs in which the kid is put in. Children should hold entree to some information engineering to increase their computer science accomplishments which will profit them subsequently in life as it will go 2nd nature. This article encourages parents to pass quality clip with their kids to let their societal accompl ishments to beef up and allow them to be ready for societal challenges they may be faced with in their hereafter. Mentions Cited Aamodt, S. , A ; Wang, S. ( 2011 ) . Welcome to your kid s encephalon. New York: Bloomsbury USA. Dr Nithy, T. ( 2010 ) . Your kid your mastermind. Singapore: Marshall Cavendish Editions. Duffy, B. ( 2006 ) . Supporting Creativity and Imagination in the Early Old ages. Berkshire: McGraw-Hill Education. Geldard, K. , A ; Geldard, D. ( 2002 ) . Reding Children. London: Sage Publications Ltd. Jacobelli, F. , A ; Watson, L. A. ( 2008 ) . ADD/ADHD Drug Free. New York: Amacom. Meggitt, C. ( 2012 ) . Understand kid development. London: Hodder Education. Sigelman, C. K. , A ; Rider, E. A. ( 2009 ) . Life-Span Human Development, ( 7th ed. ) . Belmont, CA. : Wadsworth, Cenage Learning. Beginnings Annotated Aamodt, S. , A ; Wang, S. ( 2011 ) . Welcome to your kid s encephalon. New York: Bloomsbury USA. 1. Sandra Aamodt, PH.D, A received her undergraduate grade in biophysics from Johns Hopkins University and her Ph.D. in neuroscience from the University of Rochester. She is the former editor in head ofA Nature Neuroscience, the taking scientific diary in the field of encephalon research. During her calling, she has read over 5000 neuroscience documents, given talks at many universities, and attended over 40 scientific meetings in 10 states. Her scientific discipline authorship has been published in theA New York Times, A Washington Post, A El MundoA and theA London Times. Sam Wang, PH.D. , attended theA California Institute of TechnologyA and graduated in 1986 with a B.S. in natural philosophies with honours at the age of 19, doing him the youngest member of his graduating category. Wang went on to gain a Ph.D. in neuroscience atA Stanford University. Wang is an associate professor of neuroscience at Princeton University. He has published over 50 articles on the encephalon in taking scientific diaries and has received legion telecasting and wireless visual aspects. Aamodt and Wang s first book, A Welcome To Your Brain: Why You Lose Your Car Keys But Never Forget How To Drive, was a best-seller. It was named 2009 Young Adult Science Book of the Year by the American Association for the Advancement of Science and has been translated into more than 20 linguistic communications. Their 2nd book ( this book ) , A Welcome To Your Child s Brain: How The Mind Develops From Conception To College, will be translated into 16 linguistic communications. Aamodt and Wang have successfully presented existent informations in a manner which the reader can understand and set into practise. They discuss every twenty-four hours experiences and how it can impact kid development. Dr Nithy, T. ( 2010 ) . Your kid your mastermind. Singapore: Marshall Cavendish Editions. 2. Dr Theva Nithy is a lector with the School of Educational Studies at University Sains Malaysia. Dr Nithy is a Malayan neuroscientist and instruction specializer, who focusses on memory and larning systems. Dr Nithy is presently involved in constructing a Corporate Intelligence engine that will tackle the power of Artificial Intelligence, Data Mining, Knowledge Management and Federated Searches, among others, to do sense of informations and present it as cognition. Dr Nithy could hold given more real-life illustrations in the book which would help parents in understanding kid development better. Because the book had spelling errors it took away the credibleness of the research. Duffy, B. ( 2006 ) . Supporting Creativity and Imagination in the Early Old ages. Berkshire: McGraw-Hill Education. 3. Bernadette Duffy is Head of the Thomas Coram Early Childhood Centre. Duffy originally trained as an early old ages instructor and has worked in a assortment of early old ages scenes. She is Vice-Chair of the British Association for Early Childhood Education and was portion of the Working Group for the Birth to Three Matters Project, every bit good as of the QCA Foundation Stage working party which devised the Guidance for the Foundation Stage. Duffy was made and OBE in 2005. Duffy s book Supporting Creativity and Imagination in the Early Years was published in 2006 and has contributed to a scope of publications and is the writer of Supporting Creativity and Imagination in the Early Old ages published by the Open University Press. She is co-editor with Dame Gillian Pugh ofA Contemporary Issues in the Early YearsA published by Sage. Bernadette is a talker on a broad scope of Early Old ages issues in this state and abroad. Bernadette has done some good research on the history of imaginativeness for this book. I found it to be somewhat alternate nevertheless this can be expected when reading about imaginativeness. This book is different to other books about kid development as it focusses on what non to make instead than what to make. Geldard, K. , A ; Geldard, D. ( 2002 ) . Reding Children. London: Sage Publications Ltd. 4. Dr Kathryn Geldard, A Ph.D. , A M.Couns. , Dip.O.T. , MAAOT is an Accessory Senior LecturerA in Counselling in the Faculty of Arts and Business at the University of the Sunshine Coast. PreviouslyA she was Senior Lecturer and plan leaderA at USC. Earlier she worked as a full clip lector in the School of Psychology and Counselling at the Queensland University of Technology in Brisbane, Australia. Earlier working as an academic she was in private pattern as a Child and Family Therapist and besides worked at the Child and Youth Mental Health Service in Queensland as a Psychotherapist. KathrynA carried out research on Adolescent Peer Counselling to derive her PhD, hasA a Masters Degree in Counselling, A andA isA a registeredA Occupational Therapist. She worked and trained in the United States and in Australia to work with kids and striplings psychotherapeutically. David Geldard, A BSc, DipPsych, MASA, worked for many old ages as a Counselling Psychologist utilizing and advancing an int egrative guidance attack for working with kids, grownups, and households. His peculiar involvement was in preparation counselors to work with emotionally and behaviourally disturbed kids and adolescents.A Jacobelli, F. , A ; Watson, L. A. ( 2008 ) . ADD/ADHD Drug Free. New York: Amacom. 5. Frank Jacobelli, MSW, LCSW. Frank has been a healer since 1988, working alongside his married woman Lynn Ann Watson, with grownups, childs and households. Frank has treated both kids and grownups in a assortment of clinical scenes including inpatient psychiatric, private pattern, and community mental wellness. Since 1994, Jacobelli has served as a Clinical Coordinator for Enki Health and Research Systems, Inc. in Northern California. Lynn Ann Watson has been an early-learning instruction manager, multiple-subject instructor, particular pedagogue, special-education decision maker, and resource specializer. This brace have put old ages of their ain personal experience into this book. They give illustrations on real-life experiences which makes it easy for the reader to associate with. Meggitt, C. ( 2012 ) . Understand kid development. London: Hodder Education. 6. Carolyn Meggitt studied sociology and psychological science at university followed by a calling in nursing. After 10 old ages as a nurse every bit good as being a practicing accoucheuse, Carolyn began learning. Carolyn has been composing books on kid wellness and development for many old ages. Carolyn has a passion for assisting equip child care workers with the cognition and apprehension required to look after kids. Carolyn has good points in this book in relation to child s development as she focusses on researching the plants of theoreticians such as Piaget, Freud, Erikson and Bowlby. This book gives you a practical apprehension of the topic and illustrations to endorse up cardinal points.

Guide to ACT Calculators Expert Tips

Guide to ACT Calculators Expert Tips SAT / ACT Prep Online Guides and Tips Knowing when where and how to best use a calculator on the ACT can be tricky. You are allowed to bring a calculator on test day (none will be provided for you), and it can mean the difference of several points on the ACT to have a calculator versus having none. But what kind of calculator should you bring and how should you make best use of it during the test? In this guide, we’ll cover everything you need to know about calculators on the ACT, from when you're allowed to use them, to what kinds are allowed, to how to avoid the most common ACT calculator mistakes. What Section Can I Use a Calculator On? You may only use a calculator for the ACT math section. Despite the fact that some ACT Science questions require basic calculations like addition or division, a calculator is strictly forbidden on every section except for ACT Math. Do I Need a Calculator? Technically, you do not need a calculator for the ACT. This is because the ACT is a standardized test and it would be unfair of the makers of the test to discriminate against anyone who could not afford to buy a calculator. That said, you should definitely bring a calculator! Though you'll only ever need to perform basic calculations for the test, it's much less time consuming (and often far more accurate!) to plug $64*3.14159$ (or $π$) into your calculator than it is to solve it long-hand. If you’re doing every ACT math question by hand, you will most likely NOT complete the full section within the allotted time. So do bring your calculator (as well as an alternate calculator and/or extra batteries). Always keep this information in mind as you go through the test: a calculator isn't technically needed for the test. Think about how that applies to how you approach each question. If you think you're being asked to find the perimeter of a cube with side lengths of $√15$ and none of the answers are in root form (i.e., $4√15$), chances are you misread or misunderstood the question. Are they actually asking you for the cube's area? Or did you calculate the sides of the cube inaccurately? If you find that there is no way to find an answer to a problem without a calculator (basically, if you need to do something more than basic calculations, which we will discuss later in this guide), you are on the wrong track! Take a step back and reevaluate what you're being asked. One of these paths takes you much farther away than you wanted to be. What Calculators Are Allowed on the ACT? The ACT is a little more strict than the SAT is when it comes to the calculators you're allowed to bring. For example, the SAT allows the TI-89 (a popular calculator), while the ACT forbids it. For the ACT, you can bring any calculator that does NOT have computer algebra system (CAS) functionality. A CAS calculator can solve problems algebraically, which would defeat the purpose of many of the ACT questions. If your calculator is not on the restricted list, it's allowed. According to official ACT guidelines, you must clear all documents on your calculator (so that you cannot bring notes), all programs with CAS capability, and all apps with CAS capability. They specifically mention that it is not enough to disable these programs- they must be fully removed. That said, most proctors aren't as strict as the ACT guidelines are. If you have a restricted calculator or functions, it won't hurt you to try to bring it to the testing center. But do bring a back-up calculator that you're used to using in case your proctor won't let you use your first-choice calculator. Types of Calculators NOT Allowed on the ACT This is the forbidden valley list of calculators and devices. Anything NOT on this list is considered an ACT-approved calculator by default: You are NOT allowed to bring any kind of laptop, phone, tablet, or PDA to use as a calculator. You CANNOT have anything with a paper tape readout. Exception: If you can remove the paper tape for the test, you can use it. You CANNOT have anything that plugs in. Exception: If you can remove all power/electrical cords for the test, you can use it. You CANNOT have anything that makes noise or can communicate with another device. Exception: If you can turn off the sound for the test, you can use it. You CANNOT have anything that has a QWERTY keyboard on it. You CANNOT use anything with an infared data port Exception: Cover the infared data port with heavy opaque material like duct tape or electrician's tape. You'll need to do this for calculators like the HP 38G series, HP 39G series, and HP 48G. Texas Instruments You CANNOT have any model that begins with TI-89 You CANNOT have any model that begins with TI-92 You CANNOT have the TI-Nspire CAS (The TI-Nspire non-CAS is allowed) Hewlett-Packard You CANNOT have the HP Prime You CANNOT have the HP 48GII You CANNOT have any model that begins with HP 40G You CANNOT have any model that begins with HP 49G You CANNOT have any model that begins with HP 50G Casio You CANNOT have the fx-CP400 (ClassPad 400) You CANNOT have the ClassPad 300 You CANNOT have the ClassPad 330 You CANNOT have the Algebra fx 2.0 You CANNOT have any model that begins with CFX-9970G No official word on whether or not you're allowed to bring an abacus, but my advice is to stick with devices that were designed after 1980. What's the Best ACT Calculator? In terms of calculator use for the ACT, familiarity is better than gadgetry. Because you're only going to be asked to perform basic calculations on the ACT math section, you won't need the most high-tech and advanced calculator model in the world. Fancy calculators are more likely to slow you down while you try to figure out their quirks and functions than they are to help you. That said, if you are most familiar with a high-tech (and ACT-approved) calculator, definitely bring it! What's most important is that your calculator is one you know well and are used to using. So pick one calculator and use it for everything. Use this same calculator for your math classes as well as on the ACT, so that you can become familiar with it before test day. If, on the other hand, you have no preference and are looking for advice on a calculator model, I'd personally recommend the TI-30X as the best calculator for ACT Math. The TI-30X great if you’re on a budget (no matter where you shop, you can get it for less than $18) and will do everything you need- parentheses, negatives, exponents, square roots, four basic functions, etc.- without getting into the overly complex functions and capabilities (which you won’t need anyway). But no matter what, make sure you familiarize yourself with your calculator before test day! Do some practice problems with your calculator at home before you take your official test. Don't just reach for the fanciest device you can find- make sure you really know your machine! How to Avoid Common ACT Calculator Mistakes Although you should definitely bring a calculator (again, preferably the calculator you feel most comfortable with), it is far more important to understand the question than it is to immediately reach for a calculator. Many problems are actually much simpler than they appear and can be done in seconds without a calculator. So don’t automatically reach for the calculator before you analyze the problem. With a problem like this, there are several approaches, each taking more or less time than the other. Option 1: Fastest way, no calculator. The question tells you this is an isosceles triangle. If you remember your formula for isosceles triangles, you can immediately say that the hypotenuse is $s√2$ or, in this case, $10√2$. So the answer is E. Option 2: Medium-fast, no calculator. You can quickly see that $10^2+10^2=200$. The hypotenuse, therefore, is: $√200$ or $√100*√2$ This becomes $10√2$. So the answer is E. Option 3: Slowest way, with calculator. If you forget both your isosceles triangle formula and how to reduce square roots, you can still do this problem (though it will take longer). $10^2+x^2=c^2$ You know that this is an isosceles triangle, so each side will be equal: $10^2+10^2=c^2$ $200=c^2$ $c=√200$ If you do not remember how to reduce the square root of 200, find the answer in your calculator (approximately 14.14) and then find the answer that matches. A, B, and C are eliminated, as they are integers. The square root of 20 will be far too small (4.47), since you are trying to find the square root of 200. The square root of 2 is 1.414. $(1.414)(10)=14.14$. So the answer is E, $10√2$ As with the above, some questions can be solved much faster in your head (or on scratch paper) than on a calculator. If the question requires a calculation you cannot do quickly or easily in your head, definitely use your calculator. But make sure to always double check your input line (the part where you type into your calculator) before you calculate the results! Plugging in the wrong values (or forgetting that crucial negative sign or parentheses) can make all the difference between a right and a wrong answer. For example, if you have $x=−5$ and an equation $f(x)=x^2+12$, make sure that you're plugging in your $x$ correctly. There is a huge difference between plugging in $−(5^2)+12$ and $(−5^2)+12$ into your calculator! The first equation is inaccurate and gives you -13. The second equation is correct and gives you 37. Make sure you are calculating for $x$ equals -5 here, not the finding the negative of 5 squared. If you’re making numerous errors in your practice tests, write down the equation by hand first. Even if it’s a problem that looks simple, doing it entirely on a calculator (or in your head) can lead to errors. Write down your steps before you whip out the calculator. When to Use Your Calculator You will never need your calculator to do more than a few basic calculations. You will only ever be asked to: Add Example: $213+456$ Subtract Example: $3500−1200$ Multiply Example: $33*10$ Divide Example: $54/3$ Take a Number to an Exponent And, even so, you'll only need to express a number to an exponent in a way that someone without a calculator could also do. For example, you may need to manipulate $x^23$ or $y^10$, but this is based on your understanding of exponent rules: Based on your knowledge of how exponents work, you know that $x^a*x^b=x^(a+b)$. So we have: $(2)(3)=6$ $x^4*x^5=x^(4+5)=x^9$ $y^1*y^8=y^(1+8)=y^9$ So the final answer is H, $6x^9y^9$ As you can see, this can all be done without a calculator. The ACT will never ask you for the answer to large exponent values, so you'll never need to find the value of $3^23$ or $2^10$, for example. The ACT math example above is typical of an exponent question you'll see on the test. Find the Square Root Square root problems will only be as complicated as making you find the value of perfect squares (e.g. $√81$), or having you reduce square roots (e.g. $√18=3√2$). If you know your basic squares ($2^2=4$, $3^2=9$, etc) and if you know how to reduce a square root, then you won’t need a calculator. Combine Different Kinds of Calculations The hardest part of your calculations will be in keeping them straight and putting them together. Again, you can solve this problem in one of two ways- with or without a calculator. Option 1: Fastest way, no calculator. Think about the percentages in terms of solid units of something. In this case, think of them as marbles. If you have four marbles and increase the amount by 25%, you are adding one marble (25% is equal to $1/4$th). So now you have five marbles. Then, you must take away 20% of those five marbles. Well, 20% is $1/5$th, so you're now back to four marbles. You began with four marbles and you ended with four marbles; you have exactly what you started out with. So the answer is C, 100% Option 2: Slower way, with calculator. You could also solve the problem algebraically. $x+0.25x=1.25x$ $1.25x−(0.2)(1.25x)=1x$ or 100% Either way, you are left with answer C, 100% Bottom line: if you find that you're trying to perform more complicated equations than these basic ones, you're likely going down the wrong path! Put your calculator down and examine what the question is really asking. Don't allow your time and energy to get sucked into doing unneeded calculations. The Take-Aways A calculator can be a great asset on the ACT, but only if you know how to use it properly. Make sure first that you're interpreting each problem correctly and develop the correct approach before you reach for your calculator. It’s far more important that you have a solid understanding of the mathematical concepts you’ll be tested on for the ACT than it is for you to be an expert at manipulating your calculator. Double check that you're using one of the ACT-approved calculators and familiarize yourself with your calculator model before test day. Finally, know that if you’re going down the rabbit hole of functions for each question, there's likely a much easier way to solve the problem. Keep all of these ACT calculator tips in mind, and you'll be good to go on test day! What's Next? Looking to boost your ACT Math score? Make sure you know exactly what's tested on ACT Math. And review your list of ACT Math formulas to make sure you know everything you need to before test day! Looking for an ACT math tutor? Read up on what makes for a good ACT math tutor, or find out more about PrepScholar's ACT tutoring options here. Aiming for a perfect score? Look no further than our article on how to get a 36 on the ACT math, written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Entrepreneurship and Business Management (I) Essay

Entrepreneurship and Business Management (I) - Essay Example The SME in Singapore is supported largely by the Government but it fails to get the financial support that would have helped it scale new heights. Capital is always shy to support the new entrants especially that are small in size. The Singapore SME has made up for this deficiency by way of its entrepreneurial skills and abilities and has entered the International arena seeking resources it could not get at home. They have realized their potential and will be doing better in the future too. Singapore presents a paradox. It is a one nation state that has enormous prosperity but still ranks among the developing nations of East Asia. It is devoid of all natural resources, dependant on imports and yet has a high GDP and an astonishing per capita income. It has only two resource; human capital that has been exploited to the hilt and has catapulted it to its present eminent position. Its labour is qualified and with political stability the system is successful. The second is the port of Singapore; it is Asias largest harbour and is used as a trading hub by numerous Asian countries. Singapore has no agriculture and it relies on four major industrial/trading activities; electronics (60% of non petroleum exports are electronic products), petrochemicals (20% of industrial production), Information Technology (IT) and logistics. Biotechnologies and pharmaceutical industry are becoming prominent as Greenfield areas. The country also has a financial sector that is world class. Small and Medium Enterprises (SME) play a major role in any economy. They also employ a high figure of 50-60% of the labour force of the country (Luetkenhorst 2004). This fact contributes greatly to their support of the general economy in providing livelihood to a vast number of the population, even in countries like Singapore. Here they sustain a majority of the working population as well as provide sustained assistance

Explain the relationship between power and pornography in Carter's The Essay

Explain the relationship between power and pornography in Carter's The Bloody Chamber - Essay Example Marquis subjugates the girl by means of a pornographic linkage. Marquis controls the girl by means of her pornographic image in her own eyes. After reaching Marquis’ bed chamber, the girl sees so many mirrors on the walls. Marquis informs the girl about her inferior status as compared to his own by undressing her. When the girl after being undressed watches herself in the numerous mirrors, she regards herself as a piece of assessment and no more. When she is being assessed extremely by the Marquis, she considers herself as a lamb chop as she says that he â€Å"examined her, limb by limb† and she also considers her confrontation with her husband as â€Å"the most pornographic of all confrontations†. Therefore, because of her nudity and pornographic exposure, she regards herself in the power of Marquis with no self will. The choker that the Marquis asks the girl to continue putting on can also be seen as a tool for controlling the girl. The girl tells, â€Å"He made me put on my choker†. She put on the choker while she did not want to as â€Å"it was cold as ice and chilled† her. The choker can be seen as a subjugation symbol that is employed by the Marquis. He asked the girl to put it on as he wanted to exercise his full control over her. As far as the pornography in this scene is concerned, it is wholly pornographic. The choker is a symbol of power that Marquis exercised over the girl by making her put on the choker always. When the Marquis tries to kill the girl, he orders her to be there and informs her that he will kill her. In that scene also, he asks the girl to put on her gems as a symbol of his power over the girl and tears her clothes away and subjugates her in her pornographic imagery. Marquis exercised control over the girl by means of her pornographic images. He maintains his control over her by making her put on the choker that works as a symbol of his power over him while he continues to assess the girl

Influence of Ideology on the criminal justice system and how criminal Essay

Influence of Ideology on the criminal justice system and how criminal justice policies are created from ideology - Essay Example The use of ideology is a permanent hidden agenda because it masks the reality and not even scholars question that. There is general confusion between ideology and criminological theory and which influences the structures and the processes of the criminal justice system, People are made to believe they are influenced by ideology while all the answers lie in the criminological theory as it is the one that is based on research and not beliefs and assumptions like the ideology (Williams and Robinson, 2004). The first assumption is that ideology controls the criminal justice process and system but this does not seem to be the case from research. The reality of this situation is that ideology is just as a mask and term coined by scholars to confuse them of the real happenings in the criminal justice system. The other assumption of ideology is that it will be able to bridge the gulf present between the reality and what actually happens in the criminal justice system. This is assumed to be possible by incorporating the humanity aspect which has all along been lacking in the criminal justice system. This is a great assumption on the part of the proponents of the criminal justice system and they only have to move from the theoretical aspect to the practical aspect of the assumption to see if it will actually work. The other assumptions according to the article are that ideology will be able to encourage the critical analysis of criminal justice system, it will be able to assess the implications of crime in as far as issues of social and political nature are concerned. The other major assumption is that ideology will be able to lead the process of rethinking about reorganization of the present criminal justice as it is and make different approaches. Ideologies are used in various areas of policy making such as ethics, punishment, law making, justice, in economic and power, in

Integration of Focused Assessments and Review of Systems using QCPR Essay

Integration of Focused Assessments and Review of Systems using QCPR - Essay Example A typical QCPR system has an automatic physician order entry, interoperability service packages, barcode medication administration, date report and analysis and integrated medication management. QCPR also has the potential to transform the techniques nurses and physicians in hospitals create, disseminate, store or carry out an inventory of progress notes. This research proposal proposes Focused Assessments and Review of Systems using QCPR in Adult Emergency/ Critical Care Trauma Unit of a major Level 1 Trauma Hospital. Currently, the ED physicians and nursing staff at the hospital are using paper (written) documentation for progress notes. The research will also examine the problems associated with the paper-based progress notes, how QCPR has the potential to improve decision-making processes, as well as ensure a cost effective, time-efficient and quality health care. It will further discusses the methods of information organization in ensuring the documents are safe and accessible i n an organization, the possible methodologies Trauma Hospital can seek in designing classification in documents, the reflective effect the technology would have on the operations of a health institution. It will also examine a possible amethodology for implementation of the technology using cost benefit analysis, business analysis, the project plan, vision and scope and the specifications of the system. The research will analyze the merits and demerits of the QCVR as well as propose automation of other documentations where necessary. In addition to establishing the criteria for electronic progress notes, it will examine their implementation and implications critically. The research will in addition explore the matters such as the role of EDMS to the hospital s, the extent of attention given to them and the deliberate use of the progressive notes to the physicians and nurses. Researchers acknowledge that one of the essential needs of the hospital is the provision of consistent theore tical structure for action. The mere practicality in most hospitals is a problem that has to be dealt with instantly. Key disciplines: health records management, organizational behaviour, performance management, organizational management, management control, patient management. I. Introduction Health care services providers are shifting towards integrating fully functional electronic medical records (EMR) that guarantees improved quality care, information security and improved documentation. However, even as the concept of using EMRs started in the early 1990s, some hospitals are yet to introduce electronic documentation in a number of their information gathering processes such as creating progress reports (Faustine & Austin, 2008). The capacity of the EMR systems to change the health care delivery has been recognized over the past two decades, including its potential to improve decisionmaking processes in the health care institution. A number of benefits include accuracy in medicat ion list, instantly available charts, legible progress notes and prescriptions. However, despite advances in hospital information systems management, the concept of integrating infomration systems technologies has inconsistently been translated into practice in many hospital. II. Objectives Health care systems worldwide are currently faced with pressures to

Alfred Hitchcock Essay Example | Topics and Well Written Essays - 1250 words

Alfred Hitchcock - Essay Example Biography, Cultural Background Alfred Hitchcock, an engineer in his early life, was born in London England on the 13th of August, 1899. Graduating out of St. Ignatius College at the University of London, he would become involved with the film industry by 1920 after that early engineering stint, eventually creating a body of work that would earn for him a Lifetime Achievement Award from the American Film Institute in 1979 among many other accolades, as well as the Academy Award for Best Picture for his very first foray into making a film in America. That first Academy Award bid would cone for the film â€Å"Rebecca†. His early path would also leave him out of London and into Hollywood by 1939, where he would eventually be the creator of more than fifty movies, chief among them a number of icons and classics in film: â€Å"Psycho†, â€Å"Rear Window†, and â€Å"39 Steps†. He passed away in 1980, in California (A+E Television Networks; Rampton). Some of his o ther notable works that have stood the test of time include 'The Man Who Knew Too Much', 'The Lady Vanishes', 'Spellbound' and 'Notorious' (The Criterion Collection); 'The Lodger', 'Sabotage', 'The Wrong Man', 'Vertigo', 'North by Northwest', and 'Strangers on a Train'. In the genre of thriller movies, he is the unsurpassed master, having been credited with essentially giving birth to the genre, even as his other achievements included technical breakthroughs in the making of films, such as the use of the MacGuffin device. He made use of various artistic devices too, pioneering in the use and interplay of elements that include humor, suspense and sexuality to make his memorable and groundbreaking films (Turner Entertainment Networks). Meanwhile, as can be gleaned from his biography and early education, his cultural influences have elements that include his early strict Christian upbringing and education, spiced with his experience as an English film maker, technician and craftsman in America (Schwartz; A+E Television Networks; Rampton; Brooks). On the other hand, it is worthwhile to note that while he is well-known in America and made many of the movies that have earned him his reputation on that side of the Atlantic, his influences also extend to his British cinema period, that time in the 1920's when he made British art films that were said to hew towards the sensibilities and aesthetic of the European cinema as art movement. Two of his works during this period, 'The Lodger' made in 1926 and 'Blackmail' made in 1929 bear these influences (Ryall 7; Derry 3-9; Sterritt 2-5; Sloan 15-18). II. Historical Period, Culture Represented by Hitchcock and His Work Properly speaking one speaks of not one cultural period but four periods as far as the reach and breadth of the work of Alfred Hitchcock is concerned. Historically he is situated in that period from the start of the 20th century to 1980. On the other hand, in terms of the sweep of his work and the compass that that sweep covers culturally, there are properly four periods in his work. One is the silent period, which immediately precedes or overlaps with what has been discussed above as his British period, in the 1920's. Seminal films during this time associated with the silent period include 'The Lodger'. The second phase would be characterized by a string of so-called espionage films, made in the 1930's, and includes such works as '39 Steps' in 1935, 'Sabotage' in 1936, and 'The Secret Agent' also in 1936. Films like 'Rebecca', 'Foreign Correspondent', 'Shadow of a Doubt

Role of the Father in a Family Essay Example | Topics and Well Written Essays - 1500 words

Role of the Father in a Family - Essay Example He was happier than ever when Paul born. He used to say me that it was his dream to see his grandchildren. As he is on the deathbed, all I wanted to say him is that "Father I love you, and thank you for all that what you did for us". And this was what I did. I went to him and I said "Father I love you, and thanks for all that what you did for me". At this time we have different types of families in the society. Single career, dual career, married, unmarried and homosexuals. But all these families comprises of children, mother and father. although single mothers are also considered to be a family but actual definition of family isn't completed without father. This shows the importance of father. As father is the root of the family. Or we can say a nuclear of the family. As few years back, father's role in family was confined to the one who go out and earn money and mother had to stay at home to take care of children. Fathers usually were not concerned about children's bringing up. Religiously it's appreciated that fathers should pay proper attention to their families and they should never abandoned them just to their mothers. As it's said in Bible: "See, I will send you the prophet Elijah before that great and dreadful day of the LORD comes. He will turn the hearts of the fathers to their children, and the hearts of the children to their fathers; or else I will come and strike the land with a curse." (Mal 4:5-6) One frequently finds thoughts like the following, which are those of Stephen Pasquier: "We should consider our fathers like gods on earth, who were given to us not only to transmit life to us and conserve it, but also to sanctify us by a wise instruction."But now we can see that this traditional father's role is changed. Mother's are in the work force same as fathers, so both of them divided the tasks equally. Fathers are becoming more involved in child care and family as compare to their own fathers. Different schools are offering home classes to boys as well. So that they should face less difficulty in future while dealing with their own kids. Mothers today are giving space to their husband's so that they can give some proper time to their families. They are sacrificing their time with friends to their families. But father's own upbringing also matters in it. If he got a caring father who understands that mother alone cannot take care of family as well as her career. Then of course he can bring up a good family. But if he thinks that his masculinity is affected becau se of spending time with his children then it can be the other way. Dr. Lawson says what you might guess: "The father's role in the drama between the borderline mother and her child is crucial in determining the outcome for the child." p.178 In regards to a father's duty, President Benson also taught us that: Those in the Book of Mormon who were taught nothing concerning the Lord but only concerning worldly knowledge became a cunning and wicked people (see Mosiah 24:5, 7). All truths are not of the same value. The saving truths of salvation are of greatest worth. These truths the

Alfred Hitchcock Essay Example | Topics and Well Written Essays - 1250 words

Alfred Hitchcock - Essay Example Biography, Cultural Background Alfred Hitchcock, an engineer in his early life, was born in London England on the 13th of August, 1899. Graduating out of St. Ignatius College at the University of London, he would become involved with the film industry by 1920 after that early engineering stint, eventually creating a body of work that would earn for him a Lifetime Achievement Award from the American Film Institute in 1979 among many other accolades, as well as the Academy Award for Best Picture for his very first foray into making a film in America. That first Academy Award bid would cone for the film â€Å"Rebecca†. His early path would also leave him out of London and into Hollywood by 1939, where he would eventually be the creator of more than fifty movies, chief among them a number of icons and classics in film: â€Å"Psycho†, â€Å"Rear Window†, and â€Å"39 Steps†. He passed away in 1980, in California (A+E Television Networks; Rampton). Some of his o ther notable works that have stood the test of time include 'The Man Who Knew Too Much', 'The Lady Vanishes', 'Spellbound' and 'Notorious' (The Criterion Collection); 'The Lodger', 'Sabotage', 'The Wrong Man', 'Vertigo', 'North by Northwest', and 'Strangers on a Train'. In the genre of thriller movies, he is the unsurpassed master, having been credited with essentially giving birth to the genre, even as his other achievements included technical breakthroughs in the making of films, such as the use of the MacGuffin device. He made use of various artistic devices too, pioneering in the use and interplay of elements that include humor, suspense and sexuality to make his memorable and groundbreaking films (Turner Entertainment Networks). Meanwhile, as can be gleaned from his biography and early education, his cultural influences have elements that include his early strict Christian upbringing and education, spiced with his experience as an English film maker, technician and craftsman in America (Schwartz; A+E Television Networks; Rampton; Brooks). On the other hand, it is worthwhile to note that while he is well-known in America and made many of the movies that have earned him his reputation on that side of the Atlantic, his influences also extend to his British cinema period, that time in the 1920's when he made British art films that were said to hew towards the sensibilities and aesthetic of the European cinema as art movement. Two of his works during this period, 'The Lodger' made in 1926 and 'Blackmail' made in 1929 bear these influences (Ryall 7; Derry 3-9; Sterritt 2-5; Sloan 15-18). II. Historical Period, Culture Represented by Hitchcock and His Work Properly speaking one speaks of not one cultural period but four periods as far as the reach and breadth of the work of Alfred Hitchcock is concerned. Historically he is situated in that period from the start of the 20th century to 1980. On the other hand, in terms of the sweep of his work and the compass that that sweep covers culturally, there are properly four periods in his work. One is the silent period, which immediately precedes or overlaps with what has been discussed above as his British period, in the 1920's. Seminal films during this time associated with the silent period include 'The Lodger'. The second phase would be characterized by a string of so-called espionage films, made in the 1930's, and includes such works as '39 Steps' in 1935, 'Sabotage' in 1936, and 'The Secret Agent' also in 1936. Films like 'Rebecca', 'Foreign Correspondent', 'Shadow of a Doubt

Industry Placement Essay Example | Topics and Well Written Essays - 2000 words

Industry Placement - Essay Example The paper "Industry Placement" analyzes the structure of the international retail company "Toys R Us" and offers some suggestions how to make motivation, reporting, and organizational culture better. The values of the organization make up its culture. I have learned that the company values hard workers that represent the organization's promise of rapid, responsible and reliable service. Based on Fleishman’s interpretation of leadership in which I hold in high regard, modeling this to my staff is one of the best ways I can lead the team in the eyes of myself and Toys R Us. The idea I have of Toys R Us culture was communicated to me through a booklet informing me of what the organization was about, read on my own accord. For Toys R Us to ensure that organizational culture is well known and implemented into the work of management running a program over half a day would be recommended. Interpersonal value compatibility is necessary with the staff because motivation is most effective as an influential leader. It is here that one of many examples of the inter-relatedness of management concepts is displayed. Reward for work through remuneration is the standard return but it is motivation to get the best out of the employee. This can pose quite a challenge for a leader as different types of motivational methods would need to be used for different subordinates. Motivational issues can be found through a number of methods, one of these being reporting. Employee issues can also be found through reporting.

Theories On Discourse Ideology English Language Essay

Theories On Discourse Ideology English Language Essay INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Language, that makes us the Crown of Creatures, empowers us with an expressive medium which we exploit to communicate, understand, interpret, negate, acknowledge, appreciate, influence, persuade, dominate, control, etc. Metaphorically speaking, language helps us to caress and comfort our feelings, excite and thrill our spirit, rattle our nerves, kill our desire, and so on.   Language is a variegated phenomenon. It can emotionally move and affect us as powerfully as physical actions. This is the power of language.   1.1   What is Discourse?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The term discourse has been derived from French word  discours  meaning talk. In linguistics, discourse is a sequence of utterances. Grammarians define discourse as large pieces of speech and writing: stretches of language longer than a sentence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Language is used to mean  something and to do  something, and this meaning and doing  is determined by the context of its usage. As discourse is dialogic in nature, the things which make it different from ordinary language use are context, creation, reception and interpretation. It should not be confused with either of the Chomskys or Saussures categories. It is neither  performance or parole  which is concerned with language in its actual utterances, nor  competence or languewhere language is a code system and a system of communicative conventions. Although it contains both the elements, it goes beyond the distinction of  performance or parole  and  competence or langue;  it is the study of language use. If language is speech act and social behavior, discourse is a form of social practice. Foucault defines discourse as ways of constituting knowledge, together with the social practices, forms of subjectivity and power relations which inhere in such knowledges and relations between them. Discourses are more than ways of thinking and producing meaning. They constitute the nature of the body, unconscious and conscious mind and emotional life of the subjects they seek to govern. (Weedon, 1987) à ¢Ã¢â€š ¬Ã‚ ¦ a form of power that circulates in the social field and can attach to strategies of domination as well as those of resistance. (Diamond Quinby, 1988)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In other words, discourse is a string of utterances concerned with the production of meaning. Discourse is a socially organized way of speaking. According to Foucault, discourse constructs the topic. It governs what can and cannot be said about the topic.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Apart from governing the topic, it is also used to influence people to change ideas into practice (be it personal or others ideas), and to regulate the conduct of others. As discourse is concerned with the production of meaning, the utterances have a relation to common sense assumptions. Cultural hegemony is maintained through common sense assumptions which become universal ideologies through language or in other words discourse. Language exerts hidden power, like a moon on the tides. (Rita Mae Brown,  Starting from Scratch, 1998)   1.2   What is Ideology?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ideologies are those ideas, values, attitudes, and (general or cultural) ways of thinking that shape our belief systems and mind sets about what is /isnt correct, and how it must be. Ideologies, be they religious or political or social, maintain power structures and social hierarchies and remain dominant and prevalent in the society through rhetorical discourse or hidden power in discourse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The main purpose of ideology is not only to change the existing structures, but also to maintain already existing set of ideals. Ideas, beliefs, and attitudes which maintain status quo become dominant or prevalent ideologies of the society. These ideologies are so powerful that they ignore and sideline those ideas which are against its very existence through a normative thought process and politics of the language.   Ã‚  Ã‚  Ideologies when become shared experiences start making sense. People start making sense of their lives while observing them. In other words, they are no more false beliefs and ideas, rather a true and lived experience. THEORIES ON DISCOURSE IDEOLOGY     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The social theory has contributed in many ways to explore the role of language in exercising, maintaining and changing power. Firstly, the work in the theory of ideology talks about ideology as a mechanism of power without using coercive means and language as a locus of ideology which is significant in exercising power. Secondly, Michel Foucaults work ascribes central role to discourse in the development of power structures of forms. Thirdly, Jurgen Habermas theory of communicative action which challenges Marxist focus on economics or alienated labor- is considered as the sole determining factor of oppression. He argues that key to liberation is rather to be found in language and communication between people. 2.1   Marx and Ideology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Karl Max, a social thinker of 19th  century, talked of ideology in terms of an instrument of social production. He gave economic base and superstructure model of society, where base denotes the relation of production and superstructure denotes the dominant ideology. Base shapes the superstructure of any society, while the superstructure maintains and legitimates the base.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Marx, bourgeoisie create and reinforce particular ways of thinking, in other words, particular ideology which in turn reinforce the structure of the society, thus maintaining status quo and existing hierarchies of status and power.   Fig. 1: Marxs Base Superstructure Model of Society   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Karl Marx, social ideologies not only cause  status quo or hegemony  in the society, but also a conditioning where false consciousness created by the ruling class is justified. This conditioning makes us think that the way our society operates is for the best, and lower class justifies its own lower position in society.      Michel Foucault in The Order of Discourse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In The Order of Discourse,  Foucault argues that the discourse is controlled by certain functions, actions and rules. In particular, certain topics are prohibited and who speaks is limited. Reason is valued and madness is ignored. It is also controlled by what we choose to comment on and by the will to truth. [T]he highest truth no longer resided in what discourse was or did, but in what is said: a day came when truth was displaced by from the ritualized, efficacious, and just act of enunciation, towards the utterance itself, its meaning, its form, its object, its relation to its reference. (1462)   In every society, the production of discourse is at once controlled, selected, organized and redistributed by a certain number of procedures whose role is to ward off its powers and dangers, to gain mastery over its chance events, to evade its ponderous, formidable materiality (p.210).     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Foucault also talks about procedures of exclusion and procedures of inclusion. He states that prohibition of including or discussing certain topics very soon reveal [discourses] link with desire and with power (p.211).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  At another place he says that discourse is not simply that which translates struggles or systems of domination, but is the thing for which and by which there is struggle; discourse is the power which is to be seized (p.211).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In Weedons (1987) in interpretation of Foucault is: A dynamic of control between discourses and the subjects, constituted by discourses, who are their agents. Power is exercised within discourses in the ways in which they constitute and govern individual subjects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Foucaults focus is upon questions of how some discourses have shaped and created meaning systems that have gained the status and currency of truth, and dominate how we define and organize both ourselves and our social world, whilst other alternative discourses are marginalised and subjugated, yet potentially offer sites where hegemonic practices can be contested, challenged and resisted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Foucault developed the concept of the discursive field as part of his attempt to understand the relationship between language, social institutions, subjectivity and power. Discursive fields, such as the law or the family, contain a number of competing and contradictory discourses with varying degrees of power to give meaning to and organize social institutions and processes. They also offer a range of modes of subjectivity (Weedon, 1987). It follows then that, if relations of power are dispersed and fragmented throughout the social field, so must resistance to power be (Diamond Quinby, 1988).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Foucault argues though, in  The Order of Discourse, that the will to truth is the major system of exclusion that forges discourse and which tends to exert a sort of pressure and something like a power of constraint on other discourses, and goes on further to ask the question what is at stake in the will to truth, in the will to utter this true discourse, if not desire and power? (1970, cited in Shapiro 1984, p. 113-4).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thus, there are both discourses that constrain the production of knowledge, dissent and difference and some that enable new knowledges and difference(s). The questions that arise within this framework, are to do with how some discourses maintain their authority, how some voices get heard whilst others are silenced, who benefits and how that is, questions addressing issues of power/ empowerment/ disempowerment.  Ã‚   2.3   Louis Althussers view of Ideology   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Louis Althusser builds on the work of Jacques Lacan to understand the way ideology functions in society. He thus moves away from the earlier Marxist understanding of ideology. In the earlier model, ideology was believed to create what was termed false consciousness, a false understanding of the way the world functioned (for example, the suppression of the fact that the products we purchase on the open market are, in fact, the result of the exploitation of laborers). Althusser revised Marxs view of ideology, which he described as: thought as an imaginary construction whose status is exactly like the theoretical status of the dream among writers before Freud.   Ã‚  Ã‚  Ã‚  Ã‚  He saw human individuals being constituted as  subjects  through  ideology. Consciousness and agency are experienced, but are the products of ideology speaking through the subject. Above all, ideology is an imaginary construction that represents the real world. However, it is so real to us that we never question it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Althusser posits a series of hypotheses that he explores to clarify his understanding of ideology:   Ideology represents the imaginary relationship of individuals to their real conditions of existence (Lenin  109).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The traditional way of thinking of ideology led Marxists to show how ideologies are false by pointing to the real world hidden by ideology (for example, the real economic base for ideology). According to Althusser, by contrast, ideology does not reflect the real world but represents the imaginary  relationship of individuals to the real world; the thing ideology (mis)represents is itself already at one remove from the real. In this, Althusser follows the Lacanian understanding of the  imaginary order, which is itself at one step removed from the Lacanian  Real. In other words, we are always within ideology because of our reliance on language to establish our reality; different ideologies are but different representations of our social and  imaginary  reality not a representation of the  Real  itself.  Ã‚   Ideology has a material existence (Lenin  112).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Althusser contends that ideology has a material existence because an ideology always exists in an apparatus, and its practice, or practices (Lenin  112). Ideology always manifests itself through actions, which are inserted into practices (Lenin  114), for example, rituals, conventional behavior, and so on. It is our performance of our relation to others and to social institutions that continually instantiates us as subjects.  Judith Butlers understanding of performativity  could be said to be strongly influenced by this way of thinking about ideology.  Ã‚   all ideology hails or interpellates concrete individuals as concrete subjects (Lenin  115).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  According to Althusser, the main purpose of ideology is in constituting concrete individuals as subjects (Lenin  116). So pervasive is ideology in its constitution of subjects that it forms our very reality and thus appears to us as true or obvious. Althusser gives the example of the hello on a street: the rituals of ideological recognition [] guarantee for us that we are indeed concrete, individual, distinguishable and (naturally) irreplaceable subjects (Lenin  117). Through interpellation, individuals are turned into subjects (which are always ideological).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Althussers example is the hail from a police officer: Hey, you there!' (Lenin  118): Assuming that the theoretical scene I have imagined takes place in the street, the hailed individual will turn round. By this mere one-hundred-and-eighty-degree physical conversion, he becomes a  subject (Lenin  118). The very fact that we do not recognize this interaction as ideological speaks to the power of ideology: what thus seems to take place outside ideology (to be precise, in the street), in reality takes place in ideology [.] That is why those who are in ideology believe themselves by definition outside ideology: one of the effects of ideology is the practical  denegation  of the ideological character of ideology by ideology: ideology never says, I am ideological. (Lenin  118) individuals are always-already subjects (Lenin  119).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Although he presents his example of interpellation in a temporal form (I am interpellated and thus I become a subject, I enter ideology), Althusser makes it clear that the becoming-subject happens even before we are born. This proposition might seem paradoxical (Lenin  119), Althusser admits; nevertheless, That an individual is always-already a subject, even before he is born, is [] the plain reality, accessible to everyone and not a paradox at all (Lenin  119). Even before the child is born, it is certain in advance that it will bear its Fathers Name, and will therefore have an identity and be irreplaceable. Before its birth, the child is therefore always-already a subject, appointed as a subject in and by the specific familial ideological configuration in which it is expected once it has been conceived (Lenin119). Althusser thus once again invokes Lacans ideas, in this case Lacans understanding of the Name-of-the-Father.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Most subjects accept their ideological self-constitution as reality or nature and thus rarely run afoul of the repressive State apparatus, which is designed to punish anyone who rejects the dominant ideology.  Hegemony  is thus reliant less on such repressive State apparatuses as the police than it is on those Ideological State Apparatuses (ISAs) by which ideology is inculcated in all subjects. (See the next module for an explanation of ISAs.) As Althusser puts it, the individual  is interpellated as a (free) subject in order that he shall submit freely to the commandments of the Subject, i.e. in order that he shall (freely) accept his subjection, i.e. in order that he shall make the gestures and actions of his subjection all by himself' (Lenin  123). Louis Althussers ISA   Ã‚  Ã‚  Ã‚  Ã‚  Althusser proposed a materialistic conception of ideology, which made use of a special type of discourse: the lacunar discourse. A number of propositions, which are never untrue, suggest a number of other propositions, which are true. In this way, the essence of the lacunar discourse is what is not told (but is suggested).   Ã‚  Ã‚  Ã‚  Ã‚  For Althusser, beliefs and ideas are the products of social practices, not the reverse. What is ultimately important for Althusser are not the subjective beliefs held in the minds of human individuals, but rather the material institutions, rituals and discourses that produce these beliefs.     Ã‚  Ã‚  Ã‚  Ã‚  Althusser identified the  Ideological State Apparatus  (ISA) as the method by which organizations propagate ideology primarily. Violence or threat of violence is secondary.   ISAs for Althusser were religious, educational, family, cultural institutions. This is in contrast to the  Repressive State Apparatus  (RSA), by which compliance can be forced and includes the army, police, government, prisons. Force or threat of force is primary, while ideology is secondary. For example, arrest imprisonment, corporal punishment, etc.   2.4   Discourse as Social Practice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Social relations of power and domination are sustained through ideology. To Fairclough, ideologies construct realities which give meaning to discursive practices. Through power relations implicit in orders of discourse, discourse becomes invested ideologically. Hence the discursive practices, loaded with ideologies not only produce, but also reproduce or transform social identities, social relations and systems of knowledge and belief.  Ã‚   2.4.1   Fairclough and Ideology:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are two ways of exercising power: through coercion and through consent. According to Fairclough, Ideology is the key mechanism of rule by consent, and discourse is a favored vehicle of ideology. It functions to establish, sustain or change domination or power relations in the society. For Fairclough, ideologies are constructions of reality which are built into various dimensions of the forms and meanings of discursive practices. Through power relations implicit in orders of discourse, discourse becomes invested ideologically. Through being ideologically invested, discourse is a mode of producing, reproducing or transforming social identities, social relations, and systems of knowledge and belief.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fairclough (1992) makes three claims about ideology, based in part on the French Marxist philosopher, Althusser: Ideology has a material basis in the social practices of institutions. As a form of social practice, discourse practices are material forms of ideology. Ideology interpellates subjects. It works by constituting people as subjects within the framework of ideology. Patriarchal ideology interpellates individuals as more powerful men or less powerful women. Racist ideology interpellates groups as ourselves and the Other (see Hall 1997 The Spectacle of the Other). Ideology operates through powerful ideological state apparatuses. Althusser contrasts what he terms the repressive agencies of the police, the military, prisons and the courts, with the ideological state apparatuses of the mass media, education and popular culture. In Faircloughs theory, all of these give rise to institutional and societal orders of discourse (the societal order of discourse is a condensation of the institutional orders of discourse). 2.4.2   Fairclough and Discourse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Discourse involves two kinds of social conditions:  social conditions of production and social conditions of interpretation.  These social conditions are naturalized through the ideological functioning of the practices of dominant class. Fairclough describes underlying conventions of discourse which in fact determines discourse in terms of what Foucault refers to as orders of discourse. To Fairclough, these orders of discourse embody particular ideologies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fairclough refers to the three dimensions of discourse. They are discursive practice (discourse practice), social practice (socio-cultural practice), and text. Social practice  includes discourse which not only reflects reality, but also effect social structures which play active role in social change. Different subject positions determine different discoursal rights and obligations of individuals. Discourse practice  refers to the production and reception of messages. Participants indulged in discourse construct their social identities and relations by knowing how to act in certain situations. For this participants draw on what Fairclough refers to as members resources (MR). This include internalized knowledge of social structure and social practices; knowledge about production and interpretation of discourse types; and detailed knowledge of particular linguistics and textual structuring devices. Text  is the record of a communicative event. It can be written, spoken or visual. While analyzing text in terms of ideologies embedded in it, two things are very important: firstly, representation of ideological facts and beliefs and construction of participant identities (writer and reader), and secondly, textual function which frames the message. 3.How Ideologies are Embedded in Language     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Language produces, maintains and changes social relations of power. It also contributes to the domination of some people by others. Power is exercised through language in conversations and other forms of text or talk. When people interact linguistically, the conventional talk embodies common sense assumptions where power structures are treated as legitimized. According to Fairclough, these assumptions are ideologies which are closely linked to power and language. Power relations determine the conventional ideological assumptions, which in turn legitimize existing social relations and unequal power. Language, a social behavior, relies on common sense assumptions. The exercise of power in modern society is increasingly achieved through ideology, and more particularly through the ideological working of the language. (Fairclough, 1989) Further he says, Ideology is the prime means of manufacturing consent.   3.1   Memory Resources   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ideological assumptions are mere common sense  assumptions, and contribute to sustain existing power relations. To Fairclough, these common sense assumptions are memory resources (MR). when sender encodes a message, the receiver not only decodes it, but also interpret it by comparing and contrasting features of utterances with representations stored in long term memory. Fairclough refers to these prototypes as member resources: grammatical forms, structures, shapes of words, sequence of events, systems of meaning, sounds, etc. Interaction between interpreted utterance and MR results in comprehension. According to Fairclough, understanding how language, power, and ideology are interrelated requires attention to the processes of production and comprehension because MR/ representations/ prototypes are socially determined and ideologically shaped. They are so automatic, natural, legitimate and common sense assumptions that they remain in disguise. The sociologist Harold Garfinkel, describes the familiar common sense world of everyday life as a world which is built entirely upon assumptions and expectations which control both the action of members of society and their interpretation of the action of others. Such assumptions and expectations are implicit, back grounded, taken for granted, not things that people are consciously aware of and rarely explicit. Effectiveness of ideology depends to a considerable degree on it being merged with this common sense background to discourse and other forms of social action.   3.2   Language Ideologies in Text   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Language ideologies are not just ways of explaining language and language use for economic reasons, but are the language ideas of the dominant groups in society. They may equally be inter-changed with discourses about language. Ideologies are not untrue indeed, like stereotypes, there may be a degree of truth in them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ideology is to study its effects on discourse forms and meanings and how discursive structures may in turn contribute to the formation and transformation of ideologies. However, ideologies are also at play when language users engage in the ongoing construction of context as subjective, as well as group sensitive, interpretations of social situations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  While talking about ideologies embedded in text, we can say that this genre of discourse is a level of language use which is super-ordinate to sentences and texts. Text is not something having a beginning and an end. It involves exchange of meanings. Text are created by speakers and writers who share societys beliefs concerning what is right and what is wrong or about the way things should be for the best in society. When they want to maintain their belief systems or ideologies, they take the help of language. These ideologies remain implicit in the text as they seem natural or common sense. The ideologically loaded language of the text grants it the ideological power. Such langue has judgmental value and meaning as well. Many ideologically loaded words have their judgemental value because their meaning is rational. They exist as binary pairs: master/mistress, housewife/working mother, middle class/working class, freedom fighter/terrorist, hero/coward, etc. So me linguists maintain that all language all meaning is an ideological construct.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Following are few texts which are all related to social problems for one and social beliefs for the other. In other words, they contain social ideologies which are neutralized in the society.   CONCLUSION   Ã‚  Ã‚  Long-range social changes are driven by changes in ideology. But at a local level, change in actual discourse practices can be cumulative in effect. Both discourse and ideology are based on the relationship between power and knowledge. We tend to think of knowledge as empowering ourselves (Sarup, 1993).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Besides this, knowledge is the ability to exercise power over others. So, power is both positive (productive in creating identities), and negative (destroy identities). In productive power, one is not reduced to one dimension as in ideologies and power is not held by one person or group for good. Rather, it exists as a circuit, something which is exercised by everyone in different situations. As where there is power there is always resistance, power can be challenged.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We might not say certain things in certain situations, but by breaking the rules, we can re-define the limits of discourse. Hence, redefining the limits of discourse is something  productive about power.