Mutations Essy

If these genes mutate, then one is considered as having a hereditary risk of breast and ovarian cancer. The BRCAI and BRCA2 mutation means that a woman has an increased risk of breast and/or ovarian cancer before menopause. Sometimes close family members were diagnosed with cancer at an early age also. These harmful mutations also increase the risk of cervical, colon, uterine. stomach, melanoma and gallbladder cancer. There are no standard criteria for who should be tested for the BRCA gene mutation, but if you have family members who have had cancer, It is a deflnlte clue.If any of these family members were young; before menopause, it is a good idea to think about being testing for the ene. It would be a very good idea to ask the family member to test for the BRCA mutation, so that the rest of the family members would know ahead of time also. According the National Cancer Institute, the risk of having the mutation is higher if you are of Ashkenazlc Jewish descent. If this Is the cas e, pay attenuon to If a parent or sibling has been diagnosed with cancer.Also, find out if any grandparents, half- siblings, nieces or nephews had cancer. Pay special attention to relatives that are male, and whether the relative had cancer in both breasts (bilateral breast cancer,) nd a combination of two or more first or second degree relatives diagnosed with ovarian cancer, no matter what their age was when diagnosed. If you have been diagnosed with the BRCAI or BRCA2 gene mutation, you are really in need of support from family and friends.Some people turn to the national advocacy group called Bright Pink. This organization is specifically geared to young women at high risk of breast and ovarian cancer. Many young women are relieved to find out that they are not the only one suffering alone. Having a list of Advocacy groups is lifesaving because once you know; you understand what you must do. The protocol for women with the BRCA mutations is to do nothing until the age of 25 and after that begin a screening regimen between mammograms, ultrasound and a MRI every six months.At age 35 a woman is advised to consider a double mastectomy followed by a complete oophorectomy (removal of one or both ovaries) at age 40. The solution to the BRCAI and BRCA2 gene mutations is hard to do, but you can still live your life after having a mastectomy and an oophorectomy. Most women are done bearing and nursing their children by the time they are in their mid-30's. Mothers then want to be round to raise their children, they want to be around to see their grandchildren born and they want to live their life with their mate.

Abridging Cultural Differences in Learning Essay

The world is not only composed of different races that come from different countries but also comprised of innumerable cultures unique from each other. Races from all around the world are greatly diverse. The diversity includes differences in practices, traditions and other cultural manifestations. Culture is one of the distinguishable characteristics of a group of people living in society. Culture is embedded in the community and is illustrated in various forms. In fact, even architectural design depicts culture of people in a particular place. Culture shapes and reshapes a person’s individuality. It is influenced by various factors including socio-political, sociological, religion, and historical. Culture continually conform and mold to provide the ever-changing needs of the people in the society. The difference in cultural identity of the people could be attributed to the inherent beliefs, traditions and practices they adhere or grew up with. It is also due to the geographical locations of where we live because culture should match or fit to the geographical and topographical characteristics of the place. For these characteristics greatly affects some aspects of the culture. Learning Styles Learning plays a big role in the lives of people for it is essential in acquiring knowledge that is utilized in understanding things. Learning is an inherent human ability that is honed by factors that affects this particular human process like parenting, formal schooling, experience etc. The process of learning is never-ending, as people reach old age they still acquire new things like information and knowledge they will be able to utilize in some way. Learning has biological and sociological aspects or dimensions. These aspects affect learning either in a positive or negative way. Students may have different processes in taking in information and different ways of learning. Teaching strategies and methods also vary among teachers. Whenever teacher-student education style methods and preference are the same, learning is more likely successful. When there is an existing discrepancy in the learning style preferred by both students and teachers, the students tend to get bored and become inattentive to the lessons (Felder). Every individual have their preferred way of learning things. They are often unaware of this particular preference, they are just aware that they learn more of things that way. People tend to learn more using certain activities and methods than others (Melkman & Trotman, 2005). The learning style preferences determine how people learn and the comfortable way in which they were able to learn more. These preferences exert influence learning efficacy (Melkman & Trotman, 2005). Some of the biological aspects of learning are sound and light (Shalaway & Beech, 1998), some people could not digest the things they should learn in the presence of loud noise and dim light, while there are some people who understand more of the lesson under that certain circumstances. The perception of an individual also affects the learning process of an individual. State of mental health is also another aspect that affects the learning process in which we determine if a person could easily learn the things being taught to them. This is where we could separate fast, average and slow learners. Developmental and sociological aspects that affect the cognitive processes include motivation (Shalaway & Beech, 1998), in which some persons need to be motivated in order to digest what is being taught. Being in the in-group also one of the factors that is mostly seen in the school setting where students are more eager to go to school when they are not ostracized by the cliques or social groups. In most classroom settings, noise is not tolerated. Teachers react negatively whenever students squirm or wriggle in their seats, whenever they tap their desks with their pencils or whenever they show restlessness. However, studies prove that some children need such activities for then to able to concentrate, think and learn (Shalaway & Beech, 1998). Research shows that when the learning preference of the children, either their biological or sociological aspect, there is a notable increase in achievement and behavioral response. Teachers also have individualized learning styles that affect their way of teaching. When the learning styles of the teacher and students happen to be the same, the more the students will learn (Shalaway & Beech, 1998). Various sources discussed many types of learning style preferences. The three main learning style preferences are the auditory, visual and kinesthetic. The auditory learning style explains that some students learn more using their sense of hearing. They tend to get oral instructions easily. The visual learning style, on the other hand, explains how some students tend to learn more using their sense of sight. They are the students who frantically take down notes and copy down keywords from visual aids in class. The kinesthetic learning style explains why some students opt to learn on their own. They tend to learn more through experience and discovery (Learning Styles, 2005). Cultural Differences and Learning Culture and learning are two inseparable things (Moore and Anderson, 2003). The innate cultural identity of a person tends to affect their learning capabilities through influencing their learning styles. Researches find out that cultural groups tend to have unique learning styles that are different from other ethnic groups. But there is also a contrasting finding that members of the family tend to have different learning styles. Instructors and learning facilitators should be aware of three important things. 1. There are existing universally accepted learning principles, 2. Culture greatly influences the learning styles of individuals, 3. Every person has their distinguishable learning style preferences that affect their potential achievement and acquired knowledge (Moore & Anderson, 2003). Culture could be held responsible in the developed learning style of an individual. Culture determines the preferences and values a person holds. United States is a multiracial and multicultural society in which the normal classroom is composed of people coming from the different ethnic groups (Shalaway & Beech, 1998). Oftentimes, we are having a difficult time understanding people who have dissimilar taste and preference, because we know that there is no commonality or common ground that that two person could talk about. We tend to be biased in some way. Cultural differences are persons’ strengths, knowing the cultural background of the student will greatly help us to facilitate and induce classroom learning (Shalaway & Beech, 1998). The knowledge in the cultural diversity and how it influences the learning process is very important especially to the course designers because there is an inevitable possibility that a group of individuals have different learning styles preferences (Moore & Anderson, 2003). The negative implication of the culturally diverse classroom setting is composed of individuals with various learning style preferences. The instructor or learning facilitator have no control over the heterogeneous mixture of learning styles for it is difficult to develop a mixture of training methods and teaching strategies for all the students to learn in class. Conclusion Learning is among the fundamental human process very essential in life. The process of learning occurs in every setting and outside the confines of school and we are unaware that it happens. Culture is the embedded characteristic deeply rooted in society. It somehow defines the social identity of a person. Culture shapes individuality and influences the different aspects of a person, including tastes and preferences. Variety is the spice of life. The global society is composed of different races and cultures. Cultural differences are reflected in learning style preferences. The negative implication of cultural diversity in a classroom and having too many learning styles is that the teachers do not know what teaching methods they should used in order the students to learn the subject. Knowledge in this particular matter is very important especially to learning facilitators and course designers to develop a comprehensive and efficient teaching method to be utilized in classrooms in which ever student’s learning style is utilized. In this way we will be able to abridge cultural differences in learning. References Felder, R. Learning Styles. Resources in Science and Engineering Education. Retrieved June 25, 2008 from http://www4. ncsu. edu/unity/lockers/users/f/felder/public/Learning_Styles. html. Learning Styles. (2005). Student Development Services. University of Western Ohio. Retrieved June 25, 2008 from http://www. sdc. uwo. ca/learning/index. html? styles. Melkman, A. & Trotman, J. (2005). Training International Managers: Designing, Deploying and Delivering Effective Training for Multi-Cultural Groups. England: Gower Publishing Ltd. Moore, M. G. & Anderson, W. G. (2003). Handbook of Distance Education. New Jersey: Lawrence Erlbaum Associates, Inc. Shalaway, L. & Beech, L. (1998). Learning to Teach: Not Just for Beginners: The Essential Guide for All Teachers. New York: Teaching Resources/ Scholastic Professional Books.

A Mountain Run

From the perspective of many practical figures, at the top of the mountain: 1407 feet above sea level, 5 miles on the trail (4 kilometers), on a steep road, the 4 foot steps are shorter and at 2 months (400 miles) summer training ) GT-2020 ASICS running shoes weighed 110 pounds; Digital triathlon Timex, 8 laps memory, 18 minutes 17 seconds, 3 hours ago, 420 calories of breakfast (cereal bowl, half a) bagels and bananas ); Adding free fatty acids in the blood to energy using muscle cells stored in glycogen from this food; chemical process of releasing oxygen from oxygen-requiring muscle Baej and I want to go to Szyndzielnia Mountain (1020 m) to celebrate the most happy season of the year, spring and to do our first mountain run. For PR you need to assume that there is no rest, if you want to hear the real version of all those simple, we are almost there! Please come, you need to listen to the entire story (and all subsequent stories - the beginning of the season!) By drinking coffee o r Lit Beer (actually the runner should not do this). By default it is lazy. Of course I stand up and run to the mountains, but when it becomes difficult, I will be late. It was the best time with my wife when I ran on a local hill. Looking, she is a runner and walking around for a long time. When it's very steep, I am very fast, but when it's just a steep rolling she makes it faster. In the last part of the run she let me keep working so hard that under the push I reduced my running time by 20 minutes. This is 20 minutes longer than 10 kilometers. For those who do not run, this is a big advantage. I could not regain profit When I say mountain, I mean Rocky Point Rock. This is real mountain of Baby Mountain. But for me, it was a mountain early in 2013. I began to participate in running and it's time to start falling in love with hiking. But mountain? This is still a concept of outpatience for me. The top of the rock of the Great Sugar Loaf is so steep that I need to raise myself to m y last point with my own hands. It was fun to remember and it was scary then. The mountain is still new to me and I was still afraid of everything. But from the top it is worth it. On February 6, 2004, Lumarck was in the mountain in spite of the next storm. As the sun faded, Lumarck took the unknown path of Mammoth Mountain. When he reached a flat part he began to walk in the direction he thought would return him safely. It's not. He is in doubt. LeMarque is doing its best to survive. He eats bark and pine needles. He drank his urine. He ate some of his meat and fell from frost. He digged the trench in the snow and tried to avoid the element. Although there are unnecessary layers, he is jerky and uncomfortable, but he crammed the leaves into his clothes. He abandoned the rest and used a plastic bag as a container to dissolve snow in consumable water.

Choose a company that you know well Essay Example | Topics and Well Written Essays - 750 words

Choose a company that you know well - Essay Example This project will try to look at the foundation, the mission and vision of the company and its history in the last five years (Shibaloy, 2011). The mission statement follows its philosophy that states: devoting the talent and technology to produce superior products and services that continue and contribute to better the global society. The vision is to â€Å"inspire the world and create the future† (Shibaloy, 2011). According to the founder, its name Samsung was used to denote a big, power and a numerous entity. True to its name, Samsung are legends in their won field having grown from a small company dealing with groceries, securities and to a multinational company owning all sorts of investment in the world ranging from electronic to health and insurance companies. The last decade has been a crucial moment for Samsung. They have extended their roots in technology deep down the spine of their competitors such as Nokia and Apple Company overtaking them through their massive innovations. This has, however, come not without a fair share of challenges. In 2000, a computer programming laboratory established in Warsaw, Poland was the start of its journey. The work began with set top boxes technology before advancing to digital TV and smartphones. According to statistics, Warsaw base is Samsung engine in terms of Research and Development Center. It has lead to the magnificent innovations which have seen it rise to a global company commanding a big market share in the electronic industry (Shibaloy, 2011). The company expanded its market by becoming the sole supplier of Rolls-Royce Trent combustor module used in Airbus A380. Samsung Company was also part of the engineering work of Boeing’s 787 Dream liner which derived some profits to the company. In the year 2010, Samsung publicly announced a ten-year growth strategy that was focused around five major businesses. Among the

Political Science 10 Term Paper Example | Topics and Well Written Essays - 1000 words

Political Science 10 - Term Paper Example The aim of this paper is to understand and evaluate whether, in American politics, Paul Frymer’s theory relates to or explains Larry Bartels’ observations about the poor, per se, considered as one of the â€Å"captured groups.† In Uneasy Alliances, Frymer challenged how people, especially the Americans, view alliances, different races or groups, politics and its parties, and the American politics itself. All over the world, in politics, it is a standard principle to appeal to all kinds of groups in order to win an office. Frymer showed the opposite. He showed that all groups, majority and most especially the minority, are treated poorly and not equally. Politicians spend much of their time, efforts, and resources on white voters, thus damaging or disabling the African-American group. As the Republicans and Democrats try to appeal to White voters, they however, distance themselves from the group of Black voters. Black voters are then ignored and often left with bleak alternatives. The African-American group is a dominant example of a ‘â€Å"captured group.† Frymer strongly discussed America’s political system in which having only two parties is the one to blame for the inequality of the treatment of groups in the country. Just as the former president Bill Clinton did, he disassociated himself from the African-American voters so that he could win the Oval Office. Frymer juxtaposed the Black voter’s position with that of other social groups: lesbians, gays, and the Christians. They, too, have been â€Å"captured† and ignored. In his research and findings, Bartels focuses on the data and representation of the U.S. senators between the late 80s and early 90s – how they respond according to the income distribution of their constituents. Bartels aimed to deliver a distinctive study of how politicians, especially senators during the specified period and/or year, made policies

Interconnectivity of organ systems Research Paper

Interconnectivity of organ systems - Research Paper Example If the physiological balance in the body is disturbed or interrupted, the body’s organ systems react in a way that seeks to compensate for the imbalance (Swales, P. 45). Physiological studies and researches have discovered that a homeostatic imbalance or interruption in one organ, characterized by various signs and symptoms, not only affects that particular organ but also interferes with the functionality and the well-being of other organs connected to it. When the body reacts to compensate for the imbalance caused by a disease through various regulatory mechanisms, in most cases, not a single organ is involved (Swales, P. 45). Instead a group of organs are often found to play integral roles in maintaining the body’s homeostatic stability. This paper explores the concept of organ interconnectivity during the regulation of blood pressure and hypertension. High blood pressure, sometimes referred to as the ‘silent killer’ is one of the conditions that make an individual prone to heart attacks and strokes. In fact, studies indicate that high blood pressure is the major cause of stroke and heart attacks in many regions of the world. It is therefore important that the body’s organ systems are best placed physiologically to regulate high blood pressure and hypertension. The connectivity of the organs involved in the regulation of blood pressure is evident as early as during the causative stages of high blood pressure. For example, some of the major causes of high blood pressure are kidney complications, which result in a type of high blood pressure condition known as secondary hypertension (Swales, P. 45). These kidney-related causes of high blood pressure connects it with the main organ systems involved with blood pressure such as the major arteries, the minor arteries, the heart, veins, and the capillaries. These are just the few organs that are involved

The Political Economy of Chinas Development Model Essay

The Political Economy of Chinas Development Model - Essay Example oom is a great of pride from a Chinese perspective, the rapidly growing economic crisis that has besieged world economics calls for a fresh reconsideration of this phenomenal growth. 1While some commentators argue that greedy Wall Street financial firms are to blame, others point fingers much higher at the former chairman of the US Federal Reserve Board Alan Greenspan. Other scholars with socialist orientations see in the entire crisis as the inherent weaknesses of the capitalist system imploding as it inevitably would. It is some of these views that are sampled in this paper. Certain economic analysts in China are angry. They point out that the cause of this crisis is the irresponsibility of the rich Chinese who have thrown good money after bad with crazy speculative investments of foreign reserves on failed foreign financial organizations. Despite these criticisms China has joined hands with the US, Europe and other countries to spur recovery. The measures it has taken include a rescue package of 4 trillion Yuan and increased investment in American treasury bonds. The International reserve currency, usually measured against American dollars, helps to regulate international trade. All countries involved in international trade reserve some foreign currency for the sake of trade with one another. When supply exceeds demand however, a crisis of international proportions arises as is happening today. The strength of international trade relies on stability in the bigger economies such as the US, the EU and lately China. Most money in these economies is kept in the stock market and banking systems. However, when these very systems of currency storage are hit by a depression, the entire world economy is affected, Jacques Rueff, 1971. The factors playing out in China may therefore be too complex for some of its domestic critics to conjecture. But in very simple terms, their country is now a major player in the world economy and crises of this nature come with the

Convergence of Accounting Standards Essay Example | Topics and Well Written Essays - 1750 words

Convergence of Accounting Standards - Essay Example The world markets are increasingly converging due to globalization, and there is a constant flow of investments from one part of the world to another. The use of different accounting standards in a highly globalized world has hampered the flow of investment across borders, which drags the world economic growth and security valuations in its turn. As a result there has been a move among the regulatory bodies to converge the accounting standards globally, and steps have been taken towards this aim. Sir David Tweedie, The Chairman of IASB, says that research shows that if companies are familiar with a country's accounting standards, then they would invest more there than if they are unfamiliar with it. Any company entering another country's market has to learn its accounting principles and even then they remain concerned that they may have overlooked at some points. This increases the risk premium and cost of capital, as well as the interest charged on it. This might lead to a company cutting its investment, thus cutting employment and hence cutting its growth. Hence, a common set of international accounting standards becomes very important. (Heffes, Apr 2006) A global set of principles based accounting standards is the final goal of this international convergence in accounting standards. ... Of these, the most important is the Financial Accounting Standards Board (FASB) of the United States. There has been a marked difference in the accounting standards of FASB and that proposed by IASB. The latter is propagating a principles-based accounting standard, while the former has been following a rule-based accounting standard. A lot of effort has gone into bringing the FASB to the IASB's line of thinking. And a lot of progress is being made. The UK accounting standards have traditionally been principles based and so have not had much disagreement with the efforts to converge with an international accounting standard, which is based on principles. In this paper we analyze the convergence projects undertaken between the IASB and the FASB, and the UK accounting standards and the International Accounting standards. History The FASB is the private sector standard-setting body in the USA. It was established in the year 1972. The standards that FASB sets put recognition, measurement and disclosure principles to be at the heart of preparing the financial statements. The IASB was created when the erstwhile IASC was restructured. The IASB was delegated the responsibility of producing a single set of high quality, understandable and enforceable IFRS's and to encourage convergence on these standards. The first step taken towards convergence between FASB and IASB accounting principles was the Norwalk Agreement, which discussed how the two bodies could work together to "get rid of the reconciliation between US GAAP and International standards." The second step has been the European Union adopting International Financial Reporting Standards (IFRS), which has meant a 100 or more countries adopting it. (Heffes, Apr 2006) In 2002, the EU approved a regulation,

Wave-current interaction Essay Example | Topics and Well Written Essays - 750 words

Wave-current interaction - Essay Example These powerful and varied forces can wreak considerable damage on a wide variety of human activity, making â€Å"reliable prediction of wave motion in coastal areas †¦ crucial to coastal engineering applications associated with nearshore morphologic change and harbor/inlet maintenance †¦ In some areas, however, ambient tidal and other currents can be strong and their effect on wave transformation can be substantial. They create a Doppler shift and cause wave refraction, reflection and breaking, which can result in overall redistribution of wave energy† (Chen, Panchang & Demirbilek, 2005). An understanding of several key terms is necessary to the discussion. The term wave-current interaction is used to describe the various ways in which wave height, wave length and wave energy are affected when a wave encounters a current (French Research Institute for Exploitation of the Sea, 1998). â€Å"Wave height is the distance from a waves trough to its crest †¦ The crest is the top of an unbroken wave, the trough is at the bottom of the front of the wave† (Wave Basics, 2006). Wave length is generally accepted to mean â€Å"the distance in a periodic wave between two points of corresponding phase in consecutive cycles† (Stewart, 2005) or a measurement of â€Å"the length between the top point of one wave, and the top of the next† (Explaining Waves, 2005). Wave energy can be explained as a concentrated form of solar energy as swells are created by the interaction of wind on the water surface, transferring solar energy to the water (Ocean Wave Energy, 20 05). Prediction of these wave motions are made complicated with the introduction of refraction, reflection and breaking. Refraction is â€Å"a process in which the wave crests tend to parallel the depth contours† (Coastal Change, 2003) upon entering shallow waters. â€Å"The reflection of

Sub-Saharan Africa Essay Example for Free

Sub-Saharan Africa Essay A â€Å"little more than a hundred years ago much of Africa was a vast unknown† (Gestrin xix). It is different and has many untapped natural resources such as cobalt, gold, chrome, platinum, and uranium. The most significant turning point in Africa’s history is the G8 plan. The G8 plan, Leaders of the Group of Eight, signed an agreement with African leaders to support development. Economic growth there is credited to 80 percent of poverty reduction. Each Sub-Saharan Africa country has its own native language; however, there are usually other secondary languages. â€Å"Lingua franca† is a language that is systematically used to communicate with those not speaking the native language. Sub-Saharan Africa is comprised of forty-eight countries with a population of more than 500 million (Gestrin xx). The population has been doubling every twenty-four years; â€Å"more than half of the population in most sub-Saharan countries is under the age of fifteen† (Gestrin 57). So, one can say that sub-Saharan Africa is very â€Å"developed† in that way. The region of Sahel stretches â€Å"from Mauritamia and Senegal in the west across Mali, Burkina Faso, Niger, northern Nigeria, and Chad in the east† (Gestrin 185). Cultural differences among the Muslims and Christians cause political divisions and military conflicts. There has also been a long history of drought, famine, and depopulation. Thus, people are involved in farming and food processing to ease the situation. The same cultural differences existed in Nigeria. As a result, the country was governed as two separate ones. In 1997, Nigeria was named â€Å"the most corrupt country to do business in† since many Nigerians were known as con artists and hustlers (Gestrin 178). Ethnic turmoil in Rwanda resulted from conflicts from the Hutu and the Tutsi peoples. The Hutus were cultivators and comprised 85 percent of the population; the Tutsis were herders and were the remaining 14 percent. Both groups are Catholic, spoke the same language, and shared customs. Both the German and Belgian colonialists allowed the Tutsis to rule over the Hutus; the Hutus resented them because of their wealth (Gestrin 15). Apartheid began in 1948 in South Africa as a means of political separation. People were classified into four racial groups: black, white, coloured (mixed races), and Indian or Asian. Resistance to apartheid began in 1974 when Portugal withdrew forces from Mozambique and, Angola. Anti-apartheid movements were happening in the United States and Europe; the countries began boycotts against South Africa. An election was held on April 27, 1994. As a result, Nelson Mandela became South Africa’s president on May 10, 1994. As of January 15, 2009, there are 11 million refugees in Africa; Congo, Somalia, and Sudan are the worst cases. Many of these refugees are driven from their homes due to ethnic conflicts and civil war (2). In 2007, 75 percent of all AIDS deaths occurred in Sub-Saharan Africa. Unprotected anal sex between men is the biggest reason for the majority of AIDS cases. In addition, condom use is rare among heterosexual couples. About 90 percent of couples say that they do not use condoms. Sharing infected drug needles also spreads the disease (3). Sex work is also common. Unfortunately, â€Å"health services in many countries are swamped by the need to care for increasing numbers of infected and sick people† (Gestrin 69). Only the affluent can afford the medications. Works Cited Gestrin, Phyllis and Yale Richmond. Into Africa: Intercultural Insights. Yarmouth: Intercultural Press, Inc. , 1998. Peacekeeping: Eleven Million African Refugees (2009). Retrieved June 23, 2009 from http://www. strategypage. com. Sub-Saharan Africa: 2008 Report on the Global AIDS Epidemic. Retrieved June 15 2009 from http://www. inaids. org.

Increase Of Concentration Of Ethyl Acetate

Increase Of Concentration Of Ethyl Acetate Firstly the aim of the experiment is to determine the yield, conversion and reaction rate by employing the principles of material balance with chemical reaction for batch reactions. The purpose of the experiment is to find out the factors affecting the rate of reaction to increases the conversion rate the yield of product produced. The hypothesis of the experiment is that the increase of concentration of Ethyl Acetate would also increase the rate of reaction. From two different concentrations of Ethyl Acetate (0.01M and 0.02M) have shown that the 0.02M of Ethyl Acetate shows a increase in the rate of reaction and conversion rate of Sodium Hydroxide to Sodium Acetate. Secondly the theory part shows the definitions of terms like saponification, batchwise reactions and factors that affect the rate of reaction. The most important definition is the saponification which is the hydrolysis of an ester under basic conditions to form an alcohol and the salt of a carboxylic acid. Thirdly, the procedure section shows how to carry out the 3 major steps which are preparation of the reactant, the experimental setup and the procedures to carry out the experiment. This is followed by the results and calculations which is about the calculation of the conversion percentage and yield of the reactions of different concentrations of Ethyl Acetate carried out in the experiment. After the results and calculations, is the discussion part which discusses the results obtained, states some precautions to be taken while carrying out the experiment and the factors that affect the results. Lastly the conclusion concludes the report by stating if the aim of the experiment had been reached and it also states that the hypothesis that the higher the concentration of the reactant, the faster the rate of reaction and conversion, has been proven. REPORT ON MATERIAL BALANCE WITH CHEMICAL REACTION 1. Introduction 1.1 Background Literature Conversion of sodium hydroxide into sodium acetate is called saponification. It is the process of making soap. It is the reaction between an ester with a metallic base and water. It is also related to the process used to convert natural fats into soap. (Donohue 2009) An alkali is a soluble salt of an alkali metal like sodium. It is used in soap-making whereby it was obtained from the ashes of plants. Now, the term alkali describes a base which neutralizes an acid. (Donohue 2009) Alkalis used in soap making are sodium hydroxide (NaOH), also called caustic soda; and potassium hydroxide (KOH), also called caustic potash. (Donohue 2009) Example: An example of the reaction is: (Therese Lotts Saponification Calculator Standalone spreadsheet for calculating saponification values in handmade soapmaking. ) (http://www.freepatentsonline.com/6751527.html) 1.2 Aim The aim of this experiment is to determine the yield, conversion and reaction rate by employing the principles of material balance with chemical reaction for batch reactions. This will also enable us to find out factors to improve the yield and the rate of conversion and reaction. 1.3 Hypothesis The hypothesis of the experiment is that if the concentration is high, the yield together with the rate of conversion and reaction would also increase. Thus, from a 0.02M concentration of Ethyl Acetate and 0.01M concentration of Ethyl Acetate, the 0.02M concentration would have a higher yield, rate of conversion and reaction. This is because at the start of the experiment the conductivity value was high but as the reaction precedes the conductivity value decreases showing the concentration and number of moles. 2. Theory 2.1 Saponification Saponification is the hydrolysis of an ester under basic conditions to form an alcohol and the salt of a carboxylic acid. Saponification is commonly used to refer to the reaction of a metallic alkali with a fat or oil to form soap. Saponifiable substances are those that can be converted into soap. In the experiment the desired product is sodium acetate. (Donohue 2009) 2.2 Batchwise Reaction A batchwise reaction is a reaction where by reactants are put in and the reaction is started. After the reaction has ended, the products are taken out and the equipment and all are washed to be prepared for the next experiment. Unlike steady state reaction it does not have a continuous input and output. (Singapore Polytechnic 2009) 2.3 Percentage Conversion Xa = moles of A reacted Moles of A fed into the reactor x100% It is defined as a fraction of reactants or feed that successfully reacted to form the desired product. The above formula calculates the amount of reacts converted into products. (Singapore Polytechnic 2009) 2.4 Yield of A Product YP = Moles of desired product formed Moles of reactant fed into the reactor Yield has 3 definitions. Firstly it is amount of desired product formed based on the amount of limiting reactants feed into the reaction. Secondly it is the amount of desired product obtained divided by the amount of reactant consumed. Lastly, it is also defined as the amount of product obtained divided by the theoretically amount of limiting reactant consumed. The above reaction calculates the amount yield based on just the limiting reactant. (Singapore Polytechnic 2009) 2.5 Rate of Reaction The rate of reaction is the amount of time taken for the chemicals to react totally. (Singapore Polytechnic 2009) 2.6 Surface Area To Volume Ratio The surface area to the volume ration affects the rate of reaction. The smaller the particle, the larger its exposed surface area. With a larger exposed surface area more particles can collide with one another causing more reactions to take place within a shorter amount of time. (Purchon 2006) 2.7 Presence of a Catalyst If a catalyst is involved in a reaction, the amount of energy needed to start the reaction (activation energy) decreases. Thus, the molecules in the reactions will gain more energy that is equal to or more than the activation energy. The higher amount of energy a molecules has, the more active it will become and more collisions will occur increasing the rate of reaction. However a catalyst is not involved in this experiment. (Purchon 2006) 2.8 Pressure Pressure is another factor that affects the rate of reaction. Pressure mainly affects gases. Gases can be compressed. Thus, as pressure increases, gaseous molecules are closely packed together which allows them to collide more frequently with one another. This is almost the same as changing the concentration as the number of molecules is increased within a specific area. However the reaction is a liquid-liquid reaction so pressure does not affect the reaction in this experiment. (Purchon 2006) 2.9 Concentration Concentration affects the rate of reaction. The higher the concentration, the number of particles within a specific area increases. Thus, molecules are closely packed together and this increases the number of collisions between molecules so the rate of reaction increases. Concentration is similar to pressure where by the number of molecules in a specific area increases. (Purchon 2006) 2.10 Temperature Temperature also affects the rate of reaction. If the temperature is higher, the energy levels of the molecules increases and they would tend to more faster. Thus, this results in more effective collisions in a shorter amount of time. (Purchon 2006) 2.11 Conductivity Unlike Sodium Hydroxide, Ethyl acetate, Ethanol and Sodium acetate have negligible conductivity. Thus the conductivity value of the reaction is measured by the conductivity of Sodium Hydroxide. The conductivity is used to find the concentration of Sodium Hydroxide as the reaction proceeds. (Singapore Polytechnic 2009) Fig.1) Graph of conductivity values of Sodium Hydroxide against the concentration of Sodium Hydroxide.) 3. Procedure 3.1 Preparation of chemicals The MSDS of sodium hydroxide and ethyl acetate was read and the handling and disposal of the chemicals must be familiarized before the start of the experiment. Disposable gloves and chemical goggles were put on when preparing and handling the chemicals.500 ml of 0.01 M sodium hydroxide solution and 500 ml of ethyl acetate solution to the required concentration as discussed in Questions 1 and 2 of Pre-experiment Assessment was prepared. (CP4047 Lab Manual) 3.1.1 Preparing 500 ml of 0.01 M sodium hydroxide solution: The required volume of 0.1 M NaOH stock solution was measured using a measuring cylinder and pour into the 500 ml volumetric flask. The solution in the volumetric flask was topped up with de-ionized water to the 500 ml-mark. A Stopper was placed on the flask, and it was shaken and inverted to mix the solution. (CP4047 Lab Manual) 3.1.2 To prepare 500 ml of ethyl acetate solution: About 250 ml de-ionized water was poured into a 500 ml volumetric flask first. The required volume was measured using the micropipettor. The stock solution was dispensed into the 500 ml volumetric flask.The solution in the volumetric flask was topped up to the 500 ml-mark. A stopper was placed on the flask, and was shaken and inverted to mix the solution. (CP4047 Lab Manual) 3.2 Experimental setup (CP4047 Lab Manual) 3.3 Carrying out the Experiment The prepared sodium hydroxide solution was poured into the reactor. The reaction conditions were adjusted to the predetermined levels (based on experimental methodology discussed with Lecturer). The reaction conditions were recorded, Eg. temperature, stirring speed, concentrations and volumes of reactants. Conductivity meter probe was positioned into the reacting mixture. The ethyl acetate solution was poured in and the timer was started immediately. The conductivity values (mS/cm) at a regular interval of 1 minute for 30 minutes of reaction time was recorded. After 30 minutes of reaction, the stirring device was stopped and the magnetic stir bar was removed from the mixture using the magnetic rod. The conductivity probe was also removed and rinsed thoroughly with de-ionised water. The reaction product mixture was poured into the plastic waste container. The glassware was rinsed and the experiment was repeated based on experimental methodology discussed with the Lecturer. At the end of the experiment, the conductivity probe was removed from the reacting mixture and rinsed thoroughly with de-ionised water. All chemicals were disposed in the plastic waste container and were brought to the waste together with any unused reactants to W314 for proper treatment and disposal. All the used glass-wares was rinsed and tidied up the work space. (CP4047 Lab Manual) 4. Results and Calculations 4.1 Determining the Yield of Sodium Acetate at 15 Minutes The yield of Sodium Acetate at 15minutes is determined with the concentration of Sodium Hydroxide as with the concentration, the number of mole of sodium hydroxide can be found out. Also, with the molar ratio of Sodium Hydroxide and Ethyl Acetate, the number of moles of Ethyl Acetate can be determined. With the use of the yield formula, the yield of Ethyl Acetate can be calculated. 4.2 Yield When 0.01M of Ethyl Acetate Used 5. Discussion 5.1 Factors Affecting Rate of Reaction Firstly the concentrations of Ethyl Acetate used were 0.01M and 0.02M which means that for 0.01M of Ethyl Acetate was obtained by diluting 0.49cm3 of pure Ethyl Acetate and 0.02M was obtained by diluting 0.92cm3 of pure Ethyl Acetate. By comparing the graphs (Fig 3 and 4) above, the reaction (0.02M) was the fastest. This was due to the concentration factor. The higher the concentration, the faster the rate of reaction as the increase in concentration means that there are more molecules in a specific area. Other factor like temperature and pressure were keep at a constant (standard room conditions). There was no catalyst involved the experiment. Thus, these other factors did not affect the rate of reaction. 5.2 Factors Affecting Conversion and Yield The conversion of Sodium Hydroxide and the yield of Sodium Acetate will never be a 100% due to the technical equipment and unforced human errors. It is also due to constrains in the lab like equipment or the duration of the experiment. The longer the reaction, more conversion and yield could have been produced. 5.3 Factors Affecting the Conductivity Values The concentration of Sodium Hydroxide affects the conductivity value of the reaction. If the concentration of Sodium Hydroxide is high, the conductivity value will also be high. Thus, as the reaction proceeds, the conductivity drops as the concentration of the Sodium Hydroxide decreases as it is being reacted away. For the 0.01M reaction, Fig 4.2.2 show that the concentration decreases significantly. However, for the 0.02M reaction, Fig 4.3.2 shows some fluctuations in the drop of the concentration of Sodium Hydroxide. This could be because of the equipment. The equipment, the conductivity probe and the machine has been known to turn off randomly during the reaction. Thus there was some irregularities in the drop of concentration for the 0.02M reaction. 5.4 Precautions to Be Taken During the experiment the Ethyl Acetate should always be handled in the fume hood as it would decompose in the open, thus affecting the concentration of the Ethyl Acetate and to prevent it from spilling anywhere else in the laboratory. Gloves should also be worn to prevent bacteria from contaminating the reaction or chemicals and to also protect our hands from the chemicals. Goggles should also be worn to protect our eyes from chemicals splashing into our eyes. 5.5 Comparison of conversion and yields of different concentration of Ethyl Acetate The yield of the reaction of 0.01M Ethyl Acetate is 0.62 while the yield of the reaction of 0.02M Ethyl Acetate is 0.76. The second reaction of 0.02M has a higher yield due to the higher concentration of Ethyl Acetate. This is because the concentration of the reactants is more due to the increase in concentration of Sodium Hydroxide thus, producing more products whereby the yield of Sodium Acetate increases. However both the experiments did not produce a 100% yield because of human error and constrains of technical equipment. Even if a catalyst was added, the yield will be the same as the catalyst will only increase the rate of reaction and affect the yield. 6. Conclusion In conclusion, the higher the concentration of Ethyl Acetate used, the faster the rate of reaction together with a higher conversion percentage of Sodium Hydroxide. The concentration of Sodium Hydroxide affects the conductivity values of the reaction because the results show that the conductivity decreases as the reaction proceeds because the concentration of Sodium Hydroxide also decreases as the Sodium Hydroxide was being reacted away. Therefore, the hypothesis is proven to be true. The aim of the experiment was met as results state that with a higher concentration of Ethyl Acetate, the rate of reaction together with the rate of conversion increases. The concentration of the Ethyl Acetate reacting with Sodium Hydroxide in a reactor as time passes by was studied. However the experiment could be improved by adding in a catalyst or increasing the temperature to increase the rate of reaction and conversion rate.

Interpreting the Servant Song of Isaiah 52:13-53:12 Essay -- Literar

Introduction: In this essay we shall undertake the above assignment title in the following way. Firstly; we shall look briefly at some exegetical issues, which may affect, the actual translation of the text. Secondly we shall endeavour to examine the differing opinions of interpretation concerning the passage and the identity of the servant in particular, interacting and engaging with both the perceived strengths and weaknesses of the prospective views. Thirdly; a brief conclusion will be given. In this essay, the arguments with regards date and authorship of Isaiah, will not be dealt with, as the subject is vast and the above title does not expressly demand it. Exegetical issues: The purpose of this section will be to study some exegetical issues which could affect ones interpretation of the fourth servant song. The first real problem in exegesis is found in 52:15 in the phrase 'so will he sprinkle many nations' (NIV emphasis mine) or alternatively 'so he shall startle many nations.' (JPS TNK emphasis mine). The word in question is hZ nÄ zà ¢ signifies a spattering or (Hiphil) sprinkling of blood, oil, or water either with one’s finger (Lev 4:6) or a â€Å"sprinkler† (Lev 14:7). (1999 Theological Wordbook of the Old Testament (electronic ed) Page 566) Everywhere else hZ The LXX reading my also influence the 'startle' translation, the LXX renders hZ ...(ed). New Bible dictionary (3rd ed.) . InterVarsity Press Leicester. France, R.T. 'The Servant Of The Lord In The Teaching Of Jesus' in Tyndale Bulletin 19:1 1968 pages 26-52. Harris, R. L., Harris, R. L., Archer, G. L., & Waltke, B. K. (1999). Theological Wordbook of the Old Testament (electronic ed.) (566). Chicago: Moody Press. Motyer, A.J. 1993, Isaiah, IVP Leciester. Rae, M. 2007 'Scripture and the Divine Economy' in Journal of Theological Interpretation 1.1 pages 5-6. Watts, J. D. W. 2002. Vol. 25: Word Biblical Commentary : Isaiah 34-66. Word, Dallas. Westermann, C. 1969, Isaiah 40-66, SCM, Philadelpha. Whybray R.N. 1990, 'Servant songs', in R. J. Coggins and J.L. Houlden (ed) The SCM Dictionary of biblical Interpretation. Young E. J. 1949, 'Of Whom Speaketh The Prophet This?' Westminster Theological Journal 11:2, pages 133-156.

Frankenstein essay :: English Literature

Frankenstein essay The monster is called such because of his appearance; Frankenstein could be judged a monster because of his actions. Who do you think is most monstrous and why? Support your opinion with references to Shelly’s book, Pullmans play and any other interpretations you have seen. To answer this question we must first define the term monster. There are many ways a person can be a monster. If someone does not look good they are defined as a monster, if someone kills people they are defined as a monster, and if their beliefs are different to ours we also call them a monster. Keeping all this in mind it is very hard to label someone or something a monster, but in this essay I will try to describe who is more monstrous- the creator Frankenstein or his creation the monster. Frankenstein could be called a monster because he is trying to play god. He created the monster from the bodies of the dead so this makes him a monster because he will be causing masses of emotional pain to the relatives of the dead. However this could also be a strong proof of his humanity because his experiments show the curious nature that is in every human; he has just taken it one step further and decided to act on his curiosity. Atheist’s who don’t believe in life after death could even call him good hearted because he is recycling! Another reason for Frankenstein being monstrous is that he decided to try and play god a second time when he wanted to create the monster a bride. However this was done at the monsters request so it could be argued that this shows the humane side of Frankenstein because it shows compassion for others. He realized the monster was lonely so decided to create him a companion. The monster could be called more monstrous than Frankenstein because of two reasons. One he looks like a monster and as he is made from the rotting flesh of dead he probably smells like one too. The second reason is because he kills innocent people; this is portrayed in all versions of the story that I have seen/read so far. Pullmans play explains the murder by saying it was a revenge act against Frankenstein who in abandoning him caused him lots of emotional pain. The monster wanted to see him hurt. Most versions of the story agree with this view but brook’s version explains the murder of the child as an experiment. The monster had seen flowers can float so wanted to see if humans could float as well.

It Doesnt Matter Summary :: Nicholas Carr Article Summary

Electricity, the telephone, the steam engine, the telegraph, the railroad andÂ…..IT? In his HBR article, "IT Doesn't Matter," Nicholas Carr has stirred up quite a bit of controversy around IT's role as strategic business differentiator. He examines the evolution of IT and argues that it follows a pattern very similar to that of earlier technologies like railroads and electricity. At the beginning of their evolution, these technologies provided opportunities for competitive advantage. However, as they become more and more available Ââ€" as they become ubiquitous Ââ€" they transform into "commodity inputs," and lose their strategic differentiation capabilities. From a strategic viewpoint, they essentially become "invisible." Carr distinguishes between proprietary technologies and what he calls infrastructural technologies. Proprietary technologies can provide a strategic advantage as long as they remain restricted through "physical limitations, intellectual property rights, high costs or a lack of standards," but once those restrictions are lifted, the strategic advantage is lost. In contrast, infrastructural technologies provide far greater value when shared. Although an infrastructural technology might appear proprietary in the early stages of buildout, eventually the characteristics and economics of infrastructural technology necessitate that they will be broadly shared and will become a part of the broader business infrastructure. To illustrate his point, Carr uses the example of a proprietary railroad. It is possible that a company might gain a competitive advantage by building lines only to their suppliers, but eventually this benefit would be trivial compared to the broader good realized by bu ilding a railway network. The same is true for IT - no company today would gain a cost-effective competitive advantage by narrowing its focus and implementing an Internet only between their suppliers to the exclusion of the rest of the world. To further shore up his "IT as commodity" theory, Carr cites the fact that major technology vendors, such as Microsoft and IBM, are positioning themselves as "IT utilities," companies that control the provision of business applications over "the grid." Couple this IT-as-utility trend with the rapidly decreasing cost of processing power, data storage and transmission, and even the most "cutting-edge IT capabilities quickly become available to all." Although IT may seem too diverse to be compared to commodities such as electricity and the railroads, Carr points out three specific characteristics that guarantee rapid commoditization: IT is a transport mechanism; IT is highly replicable; and IT is subject to rapid price deflation.

Prison Gangs Essay

In our prison environments, there are many kinds of threats to inmate and officer safety daily. The correctional system in our country contains many gangs within the walls and connected to our streets. These groups, known as Security Threat Groups, are usually operated by race, and are active in our Federal Bureau of Prisons and in at least 40 state correctional systems. Inmates are pretty much forced to join their racial group or gang to ensure their personal safety while in prison. In the 1980’s and 1990’s, inmates were more racially twisted than ever before, and each race in a facility had a leader if not more than one. Inmates isolate themselves from other racial groups. While this was producing more racial tension in the environment, it was also producing Security Threat Group’s that were getting more organized and skilled at running the drug trade and social environments within the walls of the correctional facilities. Some of these gangs are more organized than others are, and produce the most followers. Because of organizational factors and growing numbers of members, the Aryan Brotherhood, Ku Klux Klan, the and MS-13 have emerged as our biggest security group threats in the American corrections system. The Aryan Brotherhood originated in San Quentin in the mid-sixties and was founded by Barry Mills and Tyler Bingham. This group is one of the best known gangs with many crews in our correctional facilities. The Aryan Brotherhood started to protect white inmates from black inmates during the time that the prisons were integrated. The Aryan Brotherhood is primarily located in the southwest and pacific areas of the country and is weakest in the northeastern areas where blacks are the strongest. The creed of the Brotherhood is, â€Å"I will stand by my brother. My brother will come before all others. My life is forfeited should I fail my brother. I will honor my brother in peace and war. † Members of the Brotherhood are lifetime members who commit to a blood in, blood out oath. This basically means that in order to get in you must kill an enemy and the only way to get out is to be killed. Most members support the white nationalist model, but crime is the real motivator and support for the group. The group, divided into two crews, operates both in the Federal Bureau of Prisons and at the state level. They operate in a fashion consistent with organized crime. Beginning as a local prison gang, the Aryan Brotherhood have grown into one of the most dangerous gangs in our prisons today, with ties to the Mexican Mafia, and Asian gangs originating in Thailand. These gang ties help fuel their growing narcotics trade. Members are expected to carry out these crimes within the walls and to continue the activities to further the interests of the group upon release. It would also seem that the Aryan Brotherhood has close ties to the non-prison security threat group the Ku Klux Klan due to the doctrinal similarities. The Ku Klux Klan was established by some ex-confederate soldiers in Pulaski, Tennessee in 1866. The groups name came from the Greek word kuklos, meaning â€Å"group or band,† and took the third as a variant of the word clan. The Klan started as a large recreational group and soon turned to intimidating the newly freed African Americans. While riding around at night, the Klan terrorized and sometimes murdered the ones that they were against. The members started to wear a hooded white costume, a disguise that represented the ghosts of the dead Confederates, to avoid being identified and to scare people during their raids. The Klan is the strongest in the South and in the Midwest. Today the KKK has been greatly weakened as their views have become more and more radical. They consider themselves a Christian organization and base their doctrines upon their own reading of the Bible. Their theology is strongly influenced by Christian Reconstructions – they hope to â€Å"reconstruct† the United States along biblical lines and to establish a white-dominated theocracy. While MS-13 is one of our newer gang problems in the United States with MS 13 forming in the Los Angeles area in the mid 1980’s this security threat group is one of the biggest problems we face in our communities and correctional facilities today. They grew out of El Salvadorian immigrants that came together forming MS to protect themselves from other Latin gangs already present in Los Angeles. Later they aligned with the Mexican Mafia, La Eme, adding the 13 to note the allegiance to them. This gang operates out of 42 states, along with the District of Columbia. In the 1990’s, MS-13 came to law enforcements attention as they were targeting violent areas in Hispanic neighborhoods. When law enforcement deported the violent gang members, they took their gang to their home countries such as El Salvador, while spreading their ways into other Central American countries, Mexico, and furthering their following in the United States. Today they are known for their excessive use of violence and are considered to be the worst of the worst security threat group’s known for their adaptability where law enforcement operations are concerned. The hierarchy is based on status, which is based upon how many acts have been committed for the gang. There is no national leaders recognized, instead leadership is based on local leaders. Originally, all members were El Salvadoran nationality; however, they currently accept any Hispanic heritage in their ranks. Among the crimes these gangs have been charged with are murder, robbery, stabbings, drive by shootings, assault, sexual assault, rape, and extortion. They have also, been charged with witness tampering and intimidation crimes. One of the biggest concerns of law enforcement is that this is one of the fastest growing gangs today. Because of organizational factors and growing numbers of members, the Aryan Brotherhood, Ku Klux Klan, and MS13 have emerged as our biggest security group threats in the American corrections system. These groups have different ideologies and methods of operations, but they all have some similarities. These can be the fact that they are all either directly or indirectly affiliated with violence and drug trafficking, or that all believe that their way is the only right way. Law enforcement agencies have their work cut out for them, considering the rate of growth of some security threat group’s is large enough in some areas to cause the FBI to raise their threat assessment levels higher, as in the case of MS13.

No Child Left Behind

The government’s legislative body has made a number of programs aimed to deal with education problems without knowing the impact of these programs to the local needs. Every child and parent is greatly affected with the quality of education being given in public schools. The No Child Left Behind Act (2001), generally acknowledged as NCLB, is a United States federal law signed by President Bush on January 8, 2002 reauthorizing several federal programs endeavoring to advance the performance of American primary and secondary schools through escalating principles of accountability for school districts and states as well as offering parents supplementary flexibility in preferring which schools their children will go to (U.S. Department of Education, 2003). Its main objective is improving the standard of education for all schools in America. The three key provisions of the act are: annual reading and math assessment of students in grades 3 to 8; awareness of parents, teachers, administrators and students regarding the test results, including the quality of the education provided by the school and the qualifications of teachers; and putting or assigning students according to categories such as economic status, sex, and learning ability to determine the school capacity to cope with the needs of learners. (The White House, 2007). NCLB has four important goals: †¢Ã‚   Increase accountability for student performance Each state must have standards in math, reading, and science, annual testing for all students in grades 3-8, and adequate yearly progress (AYP) objectives for all student subgroups. Successful schools will be rewarded; continually failing schools will eventually be restructured. †¢Ã‚   More choices for parents and students Students attending schools identified for improvement, corrective action, or restructuring must be offered a transfer to a better public school and/or supplemental academic services. †¢Ã‚   Greater flexibility for states, school districts, and schools This pertains mostly to streamlining federal funding, including grants. †¢Ã‚   Putting reading first More money will be available for scientifically based reading instruction programs (phonics) so that all children will read by third grade. Competitive grants are available through the Reading First Initiative and Early Reading First program. Overview and Purpose The USCO or Unsafe School Choice Option (Elementary and Secondary Education Act, section 9532) of 1965, as improved by the 2001 No Child Left Behind Act, states that each State getting finances under the ESEA should employ and create a state-wide rule obliging that students who are enrolled in a continually unsafe public elementary or secondary school, or learners who happen to be victims of a violent illegal offense while in or on the public school premises that they attend, be permitted to attend a safe public school (Department of Education United States of America, 2004).   Each State in America should write a letter to the Secretary confirming that the State has complied with the requirements, as a condition of obtaining funds from ESEA. Local and school board policy/rules Policy is a very important role of the school board in our education system. Like the city coucils, state legislatures and Congress, school boards created the structure and direction of their schools by implementing policies through the power granted by the state representatives. The Board of Education is dedicated in upholding a secure and drug-free location in all school districts. Policies of school boards have the same power as decrees and ordinances. They set objective, assign authorities and create rules that make school management and authority possible (Canal Winchester Local School District Bylaws & Policies, 2007). Policies and Guidelines of School Boards are checked as it deals with the 2001 No Child Left behind Policy. School Board Policies should include: safety measures at school and while learners are on the way to and from school, suitable and effective school regulations that forbid the illegal custody of weapons, unruly behavior and the illegal distribution, use and possession, and trade of drugs, tobacco and alcohol by students; prevention actions designed to keep the environment safe and drug-free; and a system policy for all students that affirms the tasks of administrators, instructors and students in preserving a safe classroom environment (Canal Winchester Local School District Bylaws & Policies, 2007). NCLB is the most recent federal legislation ratifying theories of standards-based schooling restructuring, previously acknowledged as outcome-based education that is derived from the principle that high prospect and setting of objectives will bring about achievement for students (U.S. Department of Education, 2003). The act requires that schools allocate the name, address and home phone number of all students enrolled to armed forces recruiters. The district will use the school choice option as one response to incidents of victimization.   Additionally, the district will develop and implement appropriate strategies for addressing the circumstances that contribute to or support victimization, as well as consistently and proactively manage individuals who have victimized pupils.   The district will promote the importance of school safety and respond to the needs of pupils and staff.   Pursuant to the law, the district will provide an opportunity for pupils, parents and school district and law enforcement personnel to discuss methods for keeping schools safe from violence; to create school safety plans; and to recognize pupils in need of help. The district will organize activities to prevent school violence, including, but not limited to, age-appropriate opportunities for pupil discussion on conflict resolution, issues of pupil diversity and tolerance.   Law enforcement personnel will be invited to join members of the teaching staff in the discussions.   Programs shall also be provided for school district employees that are designated to help school district employees recognize warning signs of school violence and to instruct school district employees on recommended conduct during an incident of school violence. Each State Educational Agency or SEA must increase objective standards to apply in classifying persistently dangerous schools, which are merely not influenced by assumption, emotion, and impartiality.   Such standards should include areas that parents would consider in deciding on a level of safety for the school, and the number of violent offenses. Objective information that could be used as objective criteria consist of records that detail the number of recommendation to law enforcement group for carrying a firearm to school, physical fights or presence of gang on school premises. On the contrary, subjective data might consist of information gathered in a focus faction concerning community-wide view of safety. The gathered objective data that aid each State to identify persistently dangerous schools will have to be attributable to individual school locations and must be both reliable and convincing (Department of Education United States of America, 2004). The objective of the statute is to avoid unnecessary hindrance to student’s learning and to promote a better safety and security for the children. Elementary teachers have to pass state tests indicative of their subject familiarity and teaching proficiency in writing, reading/language arts, mathematics and further subjects of basic elementary school syllabus.   The teachers of middle grades and high school have to pass state examinations in all academic subject categories they teach, along with an undergraduate major, graduate degree, coursework corresponding to undergraduate major or higher qualifications. Teachers are not new to the occupation must have a bachelor’s degree and should pass state test indicating teaching skills and subject knowledge. These credentials have caused some dispute and complexity in implementation particularly for the special education teachers and teachers in rural schools who are commonly requested to instruct various subjects and grade levels (U.S. Department of Education, 2003). Schools acknowledged as needing enhancement are requisite to give students with possibility to make use of public school selection no later than the start of school year following their credentials for school enhancement. NCLB sanctioned (and Congress has consequently appropriated) a considerable boost in financial support for Title I aid, to give subsidy for school districts to put the law’s parental option requirements into practice. Advocates of the Act state the legislation offers parents better educational options for their children, supports accountability within public schools, and helps close the accomplishment gap between white students as well as the minority. The NCLB aims to demonstrate achievement en route for these goals through federally directive standardized assessment therefore, this Act should extend to levels of learning (The White House, 2007). Opinios and Views In summary, I support No Child Left Behind because it gives importance on methods and instruction that have been confirmed to work. Making billion-dollar investments yearly, this policy ensures children on their third grade, learn how to read. Since the law’s reaction if the school fails to make sufficient development is not simply to offer further aid for students, but to entail as well disciplinary measures on the school, the encouragements are to place expectations lesser than higher and to augment separation by race and class and thrust low-performing learners out of school in general. References Canal Winchester Local School District Bylaws & Policies (2007). School Safety. Retrieved August 31, 2007, from http://www.neola.com/canalwinchester-oh/search/policies/po8400.htm Department of Education United States of America (2004). Unsafe School Choice Option. Retrieved July 18, 2007, from http://www.ed.gov/policy/elsec/guid/unsafeschoolchoice.doc NCELA (2006). Montana and No Child Left Behind. Retrieved July 18, 2007, from http://www.ncela.gwu.edu/policy/states/montana/04_nclb.htm The White House (2007).  Ã‚  Ã‚   Foreword by President George W. Bush. Retrieved July 18, 2007, From http://www.whitehouse.gov/news/reports/1 U.S. Department of Education (2003). No Child Left Behind A Parent’s Guide. Retrieved July 18 2007, from http://www.ed.gov/parents/academic/involve/nclbguide/parentsguide.pdf    No Child Left Behind The school has failed the â€Å"No Child Left Behind† requirements for the past 2 years. In order to change the situation, the strategy of appreciative inquiry was implemented. Owing to this step, all of the school’s employees got a new vision of what cultural activities children really need. The concentration of past successful experiences instead of problems was very useful to achieve present success. Since the school has failed the â€Å"No Child Left Behind† requirements for the past 2 years, it requires an efficient change strategy in order to achieve positive results in future. The strategy of the appreciative inquiry is the most efficient in culture change in the public school. The strategy consists in making investigations of all the cultural activities which have been successful in this school during the last couple of years, identifying their positive influence on children, and looking for ways to repeat the previous success through the series of new cultural activities. The strategy of appreciative inquiry is the only strategy which would be efficient in such a case. Traditional change management activities are not going to help because they focus on the problem. In order to make a radical culture change in this school, it’s necessary not to focus on the problem but to investigate pervious positive experience in order to inspire the members of the team. The strategy of appreciative inquiry is applicable in this case because it â€Å"takes a different approach by focusing on what works in an organization and creating a series of statements that describe where the organization wants to be, based on the high points of where they have been. Because these statements are grounded in real experience, people know how to repeat the success and thus have a greater energy to make more moments of success than when presented with a nebulous vision of the future.† (Geof Cox, 1998, p.1) In order to achieve maximum success, the team has include school teachers of all levels, school’s principal. The project has to begin with making all of the teachers in the team remember all kinds of cultural events which took place at school and were enjoyed by students. During this meeting, all of the children’s needs have to be identified through the prism of the results of previous activities which they were engaged in. In the research process the following activities would be identified as the most interesting for children: acting in plays, participating in poetry and music contests, taking part in sports competitions. All of these activities had a great success among kids in the previous years, therefore the success of them in future can be predicted easily. f) The intervention of the new vision would have to last for about 2 months during which all of the mentioned activities had to take place. Many teachers were involved in the process of preparing the activities for children, and their current vision would adapt to the new one in the period of around 2 months. g) The results of appreciative inquiry strategy could be seen in the next half a year because all the teachers got a new vision of their role in the school- not only as people who have to bring knowledge to kids about different subjects, but also as leaders of different cultural activities in which kids could apply all of their talents and abilities. The chosen strategy has turned out very successful, and brought positive results. The strategy of appreciative inquiry is very efficient in such a case because â€Å"by focusing on the successful examples in the past and present, we build a picture of the themes and ideas that we know we can do, and that work. We develop an individual and collective mindset of what we are capable of that is grounded in reality.† (Geof Cox, 1998, p.2) The main implications which could occur in the strategy implementation consist in some teachers’ resistance to change and their little desire to participate in the change process. However, by making them realize the positive influence of the strategy on the cultural life at school, this resistance could be brought to the minimum. The strategy of appreciative inquiry has turned out very efficient in making the school fit into the requirements of the â€Å"No Child Left Behind† vision because owing to it, all of the school’s employees got a new vision of what cultural activities children really need. The concentration of past successful experiences instead of problems was very useful to achieve present success.                                              Bibliography. Geof Cox. Appreciative inquiry. Edinburgh, Scotland., 1998. www.aradford.co.uk      

Poverty in Canada Essay

Despite having one of the highest  standards of living among all the developed nations, and despite being voted numerous times in recent years by the United Nations as the best country in the world in which to live, experts agree that poverty is prevalent in Canada today. Unfortunately, that is more or less where the agreement ends. Exactly how prevalent and how serious a problem poverty is in Canada is an open question that has been hotly debated for the last 10 years. There have been two times in the past 300 years when economic structural changes have occurred in the world that have been so massive and so far-reaching, that the impact on societies has been nothing short of monumental. The first time was in the Industrial Revolution which began in the early 1700s and caused massive societal transformations, especially in the western world, changing life from agrarian-based societies to industrial-based societies. The second time was in the early 1980s with the beginning of the â€Å"Information Revolution.† Today, a rapid, world-wide, economic transformation is taking place that is changing our societies from industrial-based societies to information-based societies, the 3rd wave. These changes are part of a greater phenomenon called â€Å"globalization† . The improvement in technology lead to a desire to make trades with other countries, and therefore allowing foreign companies to sell in Canada and thereby compete with Canadian companies, and vice versa (â€Å"Laisser faire, laisser passer† – Adam Smith).This increased competition lead to ever greater pressures on Canadian companies to reduce their costs of producing goods. Companies closed down and went looking in third world countries because labour is cheaper. At the same time, technology was replacing human labour; employees lost their jobs, being replaced by machines that could do the job faster and more efficiently. This eliminated the manufacturing, low-to-medium skills, well-paying jobs, which didn’t require a very high level of education. While now, our labour markets into high-skills, high-paying jobs on one end of the spectrum, and low-skills, low-paying jobs  on the other end. Therefore, one way would be for people have to get a better education to get a better job, get better money, and get themselves out of poverty, which runs along the views of Plato. But who are the poor in Canada? Are there any identifiable persons or groups who are more likely to be poor than others? Is age a factor? What about gender, race? What about geographical factors? Does living in certain parts of the country make you more likely to be poor than living in other parts? According to Smith, there is in every society an absolute minimum standard of living which consists of survival necessities (shelter, food and clothes), plus additional non-survival necessities as determined by each society’s customs (such as owning a linen shirt and a pair leather shoes in his day). Together these necessities meet not only a person’s basic survival needs, but also allow that person to participate in society with dignity and without the shame and stigma often attached to being poor. To allow any person to live below this minimum standard would, to use Smith’s term, render that society â€Å"indecent.† The following studies have been made by Kevin Lee from the Canadian Council on Social Development: â€Å"1. From 1990 to 1995 the total number of poor people in Canada increased dramatically. During this period, Canada’s total population increased by 6.1 percent, whereas the population of those considered poor increased by 28.6 percent, far outstripping the overall growth. 2. Poverty is largely an urban phenomenon. In 1990, 66.6 percent of the poor population in Canada lived in metropolitan centers. 70 percent of all poor people live in Montreal, Vancouver or Toronto. Between 1990 and 1995, poverty rates rose in every city examined. 3. Poverty rates varied substantial between cities. Cities in Quebec had the highest poverty rates while cities in southern Ontario had the lowest. For example, Montreal had the highest rate in Canada, 2.5 times higher than Oakville, which had the lowest rate. 4. Certain population groups were more likely to be poor than others. These included: * Single-parent families, whose poverty rate was 2.45 times higher than the average. * Aboriginal persons, whose poverty rate was 2.26 times higher than the average. * Recent immigrants, whose poverty rate was 2.17 times higher than the average. * Visible minorities, whose poverty rate was 1.53 times higher than the average. * Persons with disabilities, whose poverty rate was 1.47 times higher than the average. 5. Poverty rates varied considerably according to age and gender. The young and the elderly are more likely to experience poverty. The incidence of poverty declines with age until age 45 to 54, after which it rises again. Women in every age groups are more likely to live in poverty, and women seniors above age 75 are the most like of any group. Among males, boys up to age 14 had the highest poverty rate. Children and youth made up one third of the total poor population. 6. Poverty rates varied based on education levels. As expected, in every city examined persons with less than high school education were more likely to be poor than those with a post-secondary level education. However, at least 6 percent of post-secondary graduates in every city lived in poverty, and in six cities that rate was over 20 percent. 7. Poverty rates varied based on occupational skills levels. As expected, persons with lower skills levels had a higher incidence of poverty, however  high-skills workers still had high poverty rates in some cities. For example, in Montreal almost 20 percent of high-skills workers were living in poverty as compared to 4.5 percent in Gloucester or Burlington. 8. The average income for working-age families in Canada was $60,400. 9. The average income for working-age â€Å"poor† families in Canada was $14,500.† Taken from http://www.ccsd.ca/pubs/2000/up/ But another question prevails here: How should we help them? Canada has been using a lot of different methods to try and help them. We can find numerous shelters for the homeless, which also provides them with food and water. All this is free for them, but it’s not helping them get out of poverty, it is like a breathing device for them. Without it, they would die. There are other people who do have a home, as humble as it might be, but they are having troubles paying for it, since they cannot find a job. The government supplies those people with an amount of money weekly. This is called the Welfare system, but it is not working as well as in Sweden. This may be because the people are taking this money, and instead of spending it on food and vital needs, some of them go and buy cigarettes, alcohol, and drugs. On the other hand, some people are wisely investing it in education, and vital needs. This makes us wonder if our tax money is being spent wisely. Should the government tax the working people to give and income to the non-working people? There are many points of view about this subject. We may think that it is unfair that you are working to help them, without getting anything in return. We may feel like we are being obliged to care for the less well off. But in fact, by giving them little boost, they are helping us back. If they get a chance at a better education, they could get a job, or even open their own company, which would create employment, and in its turn would increase consumption, and make the economy go round. We would all benefit from this. If this starts off, there would be enough jobs for everyone, thus getting the present poor people out of poverty and help the next generation be poverty free. Of course I am exaggerating, there would  never be 0% poverty, but there might be a possibility of a 100% educated population. Once this has been reached, more innovations will be accessible, and the updated Adam Smith wo uld come in play: â€Å"Laisser innover†, also known as R&D. This could help in many ways, a good example would be space technology. The exploration of space has, ever since it began in 1962 with the launch of Yuri Gagarin, been a controversial subject among the peoples of this planet. The controversy surrounds the spending of billions and billions of dollars on the pursuits of space exploration. The thread of the most common argument against space is that there are more pressing problems here on our planet such as pollution, overcrowding, disease, poverty etc. that this money could be spent on. Will taking moneys from space exploration and investing more money in these immediate problems help them? There is no doubt that by investing more in these problems that there will be measurable improvements in all problems. In fact given a conscious effort to spend wisely any problem could be helped. So the question becomes does space exploration help this planet? Can exploring space on its own justify the investment? The most obvious area where space exploration has benefited our immediate lives is right in every ones own living room. The television newscasts which you watch have been more than likely been transmitted via satellite. The satellite has also allowed trans-continental telephone calls, emergency tracking and a host of other uses. These are measurable benefits in the present, but the question begs as to why we spend money on theoretical research on quasars, missions to the moon, and experimental technologies which seem like science fiction to most people. The answer to this question lies in the benefit of space exploration that we see today, that is, in satellite communications. More than thirty years ago when Sputnik was first launched that was deemed a marvel of science and technology, almost science fiction. No one person could foresee the benefits that could be gleaned from the launch of this simple spherical metal ball which bounced radio signals back to earth. The point here is that the investment in this project paid off, in what we see today in the form of TV  news, phone calls and direct broadcasting television. It is important to point out that the Sputnik launch and all other attempts including the American Echo project were good investments but there are space projects which failed miserably such as the Russian attempt at building a Super Booster, now called Energia. Millions of dollars were wasted in this failed project. What I am trying to illustrate is that there are good and bad ideas, good and bad investments not only in space exploration but in any field of science. This is what drives the advancement of knowledge. Space exploration in the broadest sense gives us the future. It is an investment not for the short term but for the long term. It allows us to study different environments, allows technology to develop and allows ideas to be tested. No one can argue that Sputnik was not a wise investment so how can we possibly know that sending missions to the moon is not. The responsibility lies with us to determine what is important and worth pursuing.

Human life-span Essay

The answer in my own broad based opinion based on what I have read, is that the term, â€Å"Learning† is a cognitive process of acquiring new concepts and skills, in order to complete a task which in-turn increase’s knowledge and understanding of the subject area to be learnt. In addition, individuals will be able to build on past experiences to identify how a situation could be improved, and then with this knowledge make actual improvements. Furthermore, learning is influenced from the environment in which we find ourselves, which reflects greatly in our behaviour. Moreover, it is continuum throughout the human life-span. In comparison the term, â€Å"Development† refers to the biological process by which a human organism grows and functions through its life-span. Development can be monitored by physical growth, and a marked change in performance which is usually associated with progression of increasing knowledge and skills. Development happens gradually over a period of time, allowing achievements to be built upon and improved, which is similar to the learning process. Development seems to be sequential with age, and I believe what happens in the early stages of development can have a significant affect in the later stages of development. Furthermore, development can be influenced by our own personal experiences within the environment. It is important to understand that there is a clear difference between learning and development. Learning occurs within specific situations and development is linked to functionality and physical growth, however, they are closely related, but have separate meanings. Educational pioneer, Friedrich Froebel (1782-1852) urged early year’s educators to respect the sanctity of children learning and developing new skills through this statement: â€Å"We grant space and time to young plants and animals because we know that, in accordance with the laws that live in them, they will develop properly and grow well. Young animals and plants are given rest and arbitrary interference with their growth is avoided, because it is known that the opposite practice would disturb their pure unfolding and sound development; but the young human being is looked upon as a piece of wax or a lump of clay which man can mould into what he pleases,† (www. Geocities. com). The origins of learning theory are in an area of philosophy called â€Å"Epistemology,† a field concerned with how we acquire knowledge. Two philosophical traditions emerged from the writings of the ancient Greek philosophers, Plato and Aristotle. These traditions are nativism, (Plato) and empiricism, (Aristotle). In the early seventeenth century before the beginnings of modern Psychology, there was a philosophical debate between the empiricists and the nativists, known more commonly today as the nature-nurture debate. The nature-nurture debate is another example of determinism. The debate is concerned with what causes something to develop. On one side, nativists see development as arising from innate factors – from inherited characteristics. On the other side, empiricists see development occurring because of experience and learning. British philosopher John Locke, (1632-1704) the founder of empiricism, advanced the hypothesis that children learn primarily from external forces, he implied: â€Å"Without nurture, we are nothing† (Haralambos & Rice 2002, p. 761). Empiricists believed that the human infant is born with no skills or knowledge; they refer to the infant as a, â€Å"Tabula rasa,† or â€Å"Blank slate. † The rationale behind this idea is that the knowledge and skills will be, â€Å"Written on† the child by the knowledgeable hand of experience, and influenced by environmental factors. Furthermore, the infant will learn through instruction from others, in addition too their own direct experiences, which in-turn will determine their achievements. Nativists (such as Jean- Jacques Rousseau 1712- 1778) in contrast, argue that we are born with innate intelligence, in addition to genetic inheritance which determines intellectual achievement and, to some extent, personality. William Mcdougal, (Nativist- 1908) states: â€Å"The human mind has certain innate or inherited tendencies which are the essential springs or motive powers of all thought and action, whether individual or collective, and are the bases from which the character and will of individuals and of nations are gradually developed,† (Haralambos & Rice 2002, p.761). A modern form of the, (Nurture debate) relating to learning theory was proposed by B. F Skinner (1904-1990) in the form of behaviourism. The Behaviourists believed that human behaviour is learned. Behaviourism is primarily concerned with observable and measurable aspects of human behaviour, in relation to what we can see, how people react, in addition to how people behave. Behaviour theorists define learning as nothing more than an acquisition of new behaviour. Skinner’s theory is based on the idea that learning occurs through a process of reinforcement. He believes changes in behaviour are the result of an individual’s response to events, (stimuli) that occur in the environment. A response produces a consequence, for e. g. when children utter sounds and words which are to become their native language, and are greeted with a positive response. This positive response is the reinforcement which encourages the child to repeat the sound of the word, which in turn reinforces learning. Furthermore, behaviourists support the, Transmission Model of learning (Nurture) as the model uses the hand of experience, the knowledgeable adult to nurture the child through the learning process, enabling them to control what learning takes place. The Social Learning theory developed from behaviorism. Albert Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura, (1977) states: â€Å"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. â€Å"

Human Resource Management in Context Essay Example | Topics and Well Written Essays - 2250 words

Human Resource Management in Context - Essay Example The review of the literature related to this subject has revealed the following problem: the criteria on which the recruitment and selection policies are based can be highly differentiated across organizations. In practice, this means that the decisions of HR managers in regard to these activities cannot be controlled either in regard to their credibility or in regard to their reasoning. The values and the rules applied in each organization are critical, at the level that they can set the limits of key organizational practices, such as the recruitment and selection practices. 2. People resourcing and business environment 2.1 HR planning – overview and key characteristics The first step for developing an effective HR strategy is to secure that the whole process will be carefully designed. HR planning helps HR managers to secure the success of their decisions. According to Rahman (2010) HR planning is a demanding process. Errors during the development of a firm’s HR plans could result to severe problems in regard to employee performance and communication (Rahman 2010). For eliminating the chances for such failures, Rahman (2010) suggests the gradual development of HR planning. It is suggested that the process should incorporate three key phases: ‘the quantitative HR planning, the qualitative HR planning and the planning of personal actions’ (Rahman 2010, p.158). The quantitative HR planning focuses on the identification and the evaluation of the needs of the organization in terms of the number of employees (Rahman 2010, p.158). The qualitative HR planning refers to the attitudes of employees and the nature of the tasks assigned (Rahman 2010, p.158). The issues of time and space, as related to the HR needs of a particular organization are addressed through both the above processes (Rahman 2010, p.158). Another critical part of HR planning is the planning of personal actions (Rahman 2010, p.158), a process that focuses on the transformati on of ‘actual performance into the target performance’ (Rahman 2010, p.158). From another point of view, the HR planning can be used for making the connection ‘between recruitment/ selection strategies and the organisation strategies’ (Millmore 2007, p.286). In other words, HR planning verifies the relationship between the recruitment/selection processes and the business environment. Amos et al. (2009) note that HR planning does not focus solely on the needs of the organizations in terms of staff but also on the philosophy and values on which the recruitment of the staff would be based (p.99). According to the above view, HR planning defines the framework used for the recruitment and selection processes (Amos et al. 2009). Moreover, HR planning should be developed using specific criteria: a) the rules on which various HR processes will be based, as decided by HR planners, should be flexible enough so that they can be changed if necessary (Amos et al. 2009), b) the structure of HR plans should be also open to changes; this means that HR planning should set alternatives, available in cases of emergent organizational needs or of unexpected pressures in local or the global market (Pravin 2010). In regard to the above, Amos et al. (2009) note that rules are necessarily included in all HR plans. It is noted that these rules help

Drug Courts Research Paper Example | Topics and Well Written Essays - 1250 words

Drug Courts - Research Paper Example Conversely, when those forces are unequal, some economics focus on the 'supply side' of the equation, while others view the 'demand' side as that which needs to be focused on. The history of economics is one that shifts in emphasis from supply to demand and back again. It will be argued in the following that the use of 'diversion' in the courts represents a good step toward tackling the 'demand' side of the drug equation. And, what is important beyond the success or failure, is that it is an attempt to deal with demand rather than continuing the war on drugs that aims mostly at supply. This said, while it is a step in the right direction, there are some important limitations. Community based drug rehabs have had a largely positive outcome. One of the tertiary side effects of wide scale drug use, is the increase in crime as a consequence. While it is the case that drug use itself is largely illegal, that is not the sole crime committed by drug users. There is a large incarceration rat e of individuals who did crimes to support their drug habits [Stone and Stone 95]. This can mean something as simple as a house-robbery, to the large scale distribution of narcotics, to neglecting the welfare of one's children because of the time constraints and debilitating effects of addiction. These three examples stand to show how diverse the consequences of drug addiction is. Policing and thus, the criminal justice system are pretty burdened by drug abuse both in its primary sense, but also in the secondary or tertiary consequences of addicted behaviors. The cost of this involvement is formidable. For instance, where a community based drug rehab was in place in Washington State, the cost to the community for every dollar spent varied from over $ 18 benefit from investing in a community program, just over $ 5. dollars for investing in criminal prosecution and just $ 2.08 for diversion courts [Velazquez 14]. The dollar investment in community based programs is economically much m ore successful than other approaches, and yet, it is estimated that among the population in the US, nine percent of Americans are addicted to some type of narcotic on the one hand, and on the other hand, less than a quarter of those receive substance abuse treatment, and finally, among that quarter, about 37 % of those treated were mandated to do so [Velasquez 14]. Before looking at how and where the drug court system presents itself as limited, as compared, for example, with the optimal course of treatment which is community based, some remarks on the success of drug courts will be presented. Likewise, the rationale behind the very practice will get outlined. The very purpose of drug courts, is to avoid the costly endeavor of criminal incarceration. There is a cost built into housing an individual in jail, but also a larger cost than that when one considers what a criminal record is going to cost that individual [Nolan 129]. For instance, one could describe a 'vicious circle' of cr iminality associated with drug behavior. When a convicted individual returns to the regular world, so to speak, they will find themselves with a very diminished capacity as far as basic opportunities go. A criminal record means that many opportunities that might have once been open to them, are no longer available because of the conviction and incarceration. For instance, when we look at the recidivism rate among individuals who have been convicted, the rate is much higher for people who have a prior criminal conviction [Wolfe,