The Death Penalty: Right or Wrong?

The Death Penalty: Right or Wrong? The death penalty is one of the main solutions to prevent crime rates in different states. It should be legalized in all fifty states, to avert from crime, keep repeat offenders off of the streets, and to reduce taxpayers the cost of keeping those found guilty of immoral crimes in prison low. The death penalty can, in fact, prevent outrageous crimes from being committed when it is lawful in a state.Social scientists have stated, â€Å"The act of general deterrence, which is when the punishment dissuaded potential criminals from committing crimes, keeps criminals from going through with crimes† (Baird and Rosenbaum). Heinous crimes have been reduced highly in the states that have a capital punishment law such as Texas. Not only does it keep criminals from going through with the crimes, it causes the offenders to suffer for their wrong actions. Many states have passed the law of the death penalty, while other states, such as New York, claim tha t it is morally wrong and does not solve the problem.Though I can concur with the states that have not passed the law, by putting these deviant people to death, it will cause safer environments for the innocent. For a particular state such as Texas to be able to say they have less crime due to a solution is impressive; every state should want to have the ability to say the same. In Austin, Texas, the population is 768,970, the violence crime is 5. 23, and the murder and nonnegligent manslaughter is 0. 03 (Miller).Though the population is less in Buffalo, New York, with a population of 268,655, there is more crime here. The violence crime is 14. 59 while the murder and nonnegligent manslaughter is 0. 22 (Miller). There has to be a reason why crime is so high in New York and not as high in Texas; the answer is most likely the death penalty. Though it is a very dirty job to execute these criminals, it is ultimately more helpful then harmful. Part of what the death penalty is doing is s etting an example for those people who are also doing crime to consider their actions first. Evidence for capital punishment’s general deterrent effect comes from three sources: logic, firsthand reporters, and social science research† (Cassell and Bedau 189). Logic supports the conclusion that the death penalty is the most effective deterrent for some kinds of murders, those that require reflection and forethought by persons of reasonable intelligence and unimpaired mental faculties. Firsthand reports from criminals and victims confirm our logical intuition that the death penalty deters (Cassell and Bedau 190).Senator Dianne Feinstein recounted her experience in the 1960s sentencing of a women convicted of robbery in the first degree. She asked the women why was the gun that she brought unloaded, the women replayed, â€Å"So I would not panic, kill somebody, and get the death penalty† (Cassell and Bedau 190). This is a great example of how the death penalty does cause people to question their actions before they go through with them. Even if this was the only case where a life was saved, one innocent life is worth putting to death a psycho killer.Texas is one of many states showing the greatest relative improvements overtime due to the death penalty. Not only does the death penalty deter crimes but it also saves innocent lives. Individuals against the death penalty argue that it is not the cause of less crime, all the death penalty is, is murder. In reality, it has been proven otherwise that it does, in fact, save innocent lives. By keeping the criminals in prisons their whole lives, we are faced with other possible problems such as: breaking out of jail, killing of prison guards or other inmates. Statistical studies and common sense aside, it's undeniable that the death penalty saves some lives: those of the prison guards and other inmates who would otherwise be killed by murderers serving life sentences without parole, and of people who m ight otherwise encounter murderous escapees† (Stuart). States such as New York believe it is immorally wrong to execute criminals and they are better off â€Å"rotting† in prison. Yes, in certain cases, they deserve life in prison with no parole over the death penalty, but they are those other cases that deserve more harsh punishment.While capital punishment is a good thing to have, it is also not something we can mess up to wrongly accuse someone. In the movie Green Mile, crazy Bill deserved to die. He was evil and always trying to plot a way to break out or attack one of the guards. If he was successful in doing so, one of them could have been killed, or he would have been free to hurt and kill many other people. The way he raped and killed those girls was disgusting and he should never be able to affect any others. John, on the other hand, did not deserve to die.His whole case was a misunderstanding; he was caught trying to save the young girls while everyone thought he was the murderer. John’s case is exactly why the government needs to look deep into every situation before putting them on death row. Being put on death row is a long and dreadful process. In spite of this, â€Å"Public polls regularly reveal that at least fifty percent of the American people are in favor of the death penalty for crimes of murder† (Cassell and Bedau 20). The other fifty percent needs to look past the killing of one deviant person and look at all the lives that are being saved.John McAdams said it perfectly, â€Å"If we execute murderers and there is in fact no deterrent effect, we have killed a bunch of murderers. If we fail to execute murderers, and doing so would in fact have deterred other murders, we have allowed the killing of a bunch of innocent victims. I would much rather risk the former. This, to me, is not a tough call. † He is basically saying that by executing murderers to deter crime, it is better to kill them with no affects th en not kill them and allow criminals to go through with their crime.Many Americans argue not only about the death penalty not deterring but also the expense of it. A 1991 study of the Texas criminal justice system estimated the cost of appealing capital murder at $2,316,655 (Baird and Rosenbaum 109). Some expenses include money for the trial, state appeals, federal appeals and death row housing. In contrast, the cost of housing a prisoner in a Texas maximum security prison single cell for 40 years is estimated at 750,000 (Baird and Rosenbaum 109).Advocators that are against capital punishment argue that the death penalty is more expensive because of the appeals then life in prison without parole. Supporters of the death penalty, however, point out that, while they advocate proper review of the cases, both the lengthy time and the high expense result from innumerable appeals, many over â€Å"technicalities† which have little or nothing to do with the question of guilt or innoc ence, and do little more than jam up nations court system. If these â€Å"frivolous† appeals were eliminated, the procedure would neither take so long nor cost so much.After going over the math for the costs of both life with out parole and executions, there is still an issue with the space all of the inmates will be taking up. â€Å"The prison and jail population have risen to two million over the past decade† (Reynolds). By putting more and more people on life without parole is just causing there to be less room for people who did less of a harmful crime. What is the point of keeping them around when they are just going to die eventually anyway? If they did something really severe, then they deserve to die. They are waiting in rison for nothing, no hope to leave those prison walls. It might sound cruel to use that as a solution to the problem of an increasing amount of inmates in prison, but in defense, they are living for nothing. They wake up everyday with no goals , drive, or improvements that need to be made. They are not moving forward with their lives because they are only awaiting their deaths, while taking up space in the prisons that could possibly be for people that will eventually be free. Americans also argue that mostly everyone on death row is minorities.As of December 2005, there were thirty-seven prisoners under a sentence of death in the federal system. Of these prisoners, 43. 2 percent were white, while 54. 1 percent were African-American (Muhlhausen). The fact that African Americans are a majority of federal prisoners on death row and a minority in the overall United States population may lead some to conclude that the federal system discriminates against African-Americans. However, there is little rigorous evidence that such disparities exist in the federal system.African Americans make up thirteen percent of the nations monthly drug users, they represent thirty-five percent of those arrested for drug possessions, fifty-three percent of those convicted of drug offenses, and seventy-five percent of those convicted of drug offenses category (Cassell and Bedau 95). In reality, the reason African Americans are normally the ones to be in trouble with the government is usually because of the areas the majority of them grew up in. Racial minorities in the United States are also disproportionately poor.Because they are poor, they are faced with trying to survive and they will do whatever means necessary, including murder. Looking back on history, all executions were being done in public. They were hanged in the middle of the town for everyone to witness the killing of these criminals. The reason the executions were being done in public was because it was centered around the issue of deterrence. It was to inhibit anyone contemplating the same deed as the condemned (Baird and Rosenbaum 110). The people only saw what the government was doing, and saw it as cruel and inhuman.Because they did not also witness what t he criminal did they started to believe the government was wrong and it caused the government to look bad. â€Å"Granting his [Timothy McVeigh] request [for a public execution] allows the moral distinction between him and the rest of us to slip away. It makes it look as if we are all just as bloodthirsty as he† (ProCon). In other words, while this act is being done in the open, it makes the public believe that the government is just as much of a criminal as the one being executed. Now, we go about the death penalty in a different way.Today executions are done with a limited audience, the way it should be. Because the killer took a family’s loved one away, those family members should have the right to watch the criminal be persecuted. Opponents of Capital punishment are also wondering if state-sponsored killing is the best way for victims' family members to cope with their tragedy. â€Å"Life without the possibility of parole is severe, swift and less costly than the d eath penalty and allows victims' families to move on with their lives and healing† (â€Å"Death Penalty Cases†).Yes, it is a dreadful memory for the victim’s families to relive but it is worth the suffering for a little in order to make sure this criminal never has another opportunity to hurt another life. After the case is closed and the criminal is put to death the families of the victim will be able to have a sense of closure. Just like the sick man in Green Mile, Billy, raped and brutally killed two very young girls who did not deserve what he did to them. Although they killed the wrong man, John, the family of the two girls was there to witness it.While he was being put to death, the family was able to have a sense of relief that this man was not going to keep his life and get away with what he did. Though it does not bring the victim back, it is the next best solution and it will help the families sleep better at night knowing they got what they deserved, t he right consequences for their actions. In every murder case, the victims never have a voice to fight for themselves and to make sure the murderer gets what he rightfully deserves. It is the family of the victims’ responsibility to be that voice that fights for the victim, because their voice was taken from them.For example, Kenneth Allen McDuss raped, tortured, and murdered at least nine women in Texas in the early 1990s, and probably many more (Cassell and Bedau 183). The facts of just one such killing will reveal the horror of his crimes. On December 29, 1991, in Austin, Texas, McDuss and his accomplice manhandled 28-year-old Colleen Reed into the back of a car driven by this accomplice. Reed screamed in terror for him to let her go but McDuss forced her in the car and tied her hands behind her back. While the accomplice drove to a secluded location, McDuss began to strike and rape the defenseless women in the back seat.After he was done with the violation, he decided to puff cigarettes into a cherry glow, and inserted them into her vagina. Finally, as Reed begged for her life, he killed her by crushing her neck. He later says, â€Å"Killing a woman is like killing a chicken†¦they both squawk† (Cassell and Bedau 184). For a man to say that is utterly disturbing and horrific. Any man who violates and kills a woman for whatever reason deserves to have his own life taken away. Because of her aggressive family who became her voice when she did not have one, he was executed in 1998 (Cassell and Bedau 184).What exactly are we defending by abolishing the death penalty? States such as New York are allowing these monsters to go on living and possibly have the chance to walk free again. Twenty years prior to the rape and murder of Colleen Reed, McDuss was sentenced to death but was able to escape his sentence. He was released in 1989 by Texas authorities who indirectly caused him to finish his killing spree (Cassell and Bedau 184). If he was execu ted to begin with, all of the women he murdered would have been able to die normal, peaceful deaths home with their family and loved ones.By allowing sick criminals the ability to keep living, we are killing many more innocent lives, possibly one of our siblings, parents’ cousins or best friends. Bringing ourselves to agree to murder someone may seem unfair or morally wrong, but it needs to be our job to put the safety of our environment before our personal feelings. Some Americans view capital punishment as morally and ethically wrong; they equate the death penalty with legalized murder, and asks: â€Å"If the premeditated killing of another human being is wrong, how does the premeditated killing of the murderer make it right?Should not society repudiate the death penalty and emphasize mercy rather than revenge? † (Sarat 160). These questions asked by death penalty opponents are legitimate questions for society to consider. The debate surrounding the death penalty inc ludes discussion of the sanctity of human life, personal responsibility, and the role of the state in administering justice. Yet, for all this complexity, the death penalty remains primarily a form of punishment. It assumes that human life is sacred, and that the killers who take the lives of their victims forfeit the rights to their own.Capital punishment is viewed differently in every state in America. While states such as Texas are advocates of the death penalty, other states such as New York refuse to pass the law that allows the government to kill. Opponents of the death penalty argue about the affect it has on the victims’ families, the cost, deterrence, those wrongfully convicted and race discrimination. Though some of these are valid points, after doing research it is very fair and in all of these cases, they did not give the victim a choice so therefore we should not give them one.

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples – Essay Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors – radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples:Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role mod els and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†.And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve. QUESTION 2 2. 1. A Hearing Impairment For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003:158):Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in front of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possible) and pay attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will begin with concrete, example working from concrete to abstract. The use of visual aids will be most helpful since vision is the primary means of receiving information to the hard-of-hearing learner.For reinforcement, new vocabulary words would be repeated in different contexts and written in sentences, many words presented look al ike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be avoided.I will not talk while writing on the chalkboard.When writing materials:Long sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of resi dual vision of the learner, assistance would be given (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the print in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook – instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki – this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, con crete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are sensitive to light, therefore:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either opened or closed because open doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003:152). 2. 3. Cerebral palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopaedic aids.Take time to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and tea ch the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head. The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another starts right after the first, I would call for emergency services. The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs. The rest of the class would clear and create space. QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different behaviours. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners who:Show aggressive behaviour and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately destroy other's property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light when:They occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unaccept able when they prevent:Other learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance. These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive reinforcement is one of the most important techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.   It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel it’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If th e Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not yet have the ability to express themselves.Redirection can be used for a two year old by directing the child’s attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarra ssed about an outburst. I would therefore find a quiet, calm place and discuss the situation and work with the child to find a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy.   I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.   Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD). Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are unable to concentrate on one particular thing for a long time. They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when spoken to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make. It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbalising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246) Who is going to be tasked with integrating music & math? Who's going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school *mumble mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didn't really understand, musically, the meter of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that they'd be the best folks to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even wi thin the â€Å"intrinsic barriers to learning† approach of Curriculum 2.0 – and they see the kids once per week, assuming no field trips/assemblies/standardized testing/snow days/holidays, AND they have to spend time assessing what they're teaching already because â€Å"Data-Driven.† When could they possibly find time to do this in addition to what they're already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?

This is a COMPANY LAW AND CAPITALISM (LLB) problem question; the Essay

This is a COMPANY LAW AND CAPITALISM (LLB) problem question; the question is on the assignment criteria field of this application form below - Essay Example and Boris are the executive Directors of the Company, but from the perspective of ownership of shares, it may be noted that Clarke Bros has a greater ownership stake, since they own 5% of the shares while Boris and Amber own 2% each. Berle and Means point out that with the growing size of corporations, ownership and management have been separated1 however companies are now so dominated by directors that their shareholders may be denied an effective say in the decisions of the Company. Justice Plowman in the case of Parke v Daily News Ltd2 held that the primary duty of the directors of a corporation is to their shareholders, superseding their duty to their employees. In the execution of his duties, it is inevitable that a Director will face a conflict of interests, but he is required to be self regulated by a strong code of ethics in his dealings. The Executive Director is the principal agent of the Company but under the law, has been held to be subject to the same standards of loyalty and good faith in his duties as that expected from trustees3 and therefore has a fiduciary duty to the shareholders4. However, the functions of directors originated as a flexible concept in the courts in the nineteenth and twentieth centuries. For example in the case of directors in Turquand v Marshall, the Court held that it â€Å"could not interfere with the discretion exercised by them†.5 In the case of Re Dunham and Co, the Court found that the director has been guilty of â€Å"considerable negligence† yet held that he had not breached his duty of diligence and care.6 However the duty of skill of a Director was best laid out by Romer J in the Re City Equitable Fire Insurance Co Ltd7 where he stated that while a Director was expected to exercise a certain level of skill and diligence that an ordinary reasonable man would apply under the circumstances, this did not mean that he was required to demonstrate a level of skill that was not commensurate with his experience. Moreover, a

The Directors and Management of the Limited Company Research Paper

The Directors and Management of the Limited Company - Research Paper Example The disadvantages of the Material Requirements Planning system has been its coherency with the data, therefore the flaws present in the inventory data, the bill of material, or master production schedule will be transparent in the output, to avoid such failure and malpractice the vendors adapted to Material Requirements Planning demand minimum ninety-six per cent data integrity. The Material Requirements Planning system requires the user to identify the period it will take for the establishment of the factory, from the ordered component parts. The Material Requirements Planning system further assume the period of the establishment as lead time, which will share similar quantitative significance for every item, irrespective of the quantity produced, and other simultaneous operations conducted within the factory (Thomas, 2002). In comparison, the Enterprise Resource Planning system has been able to organize the inventory, and successful in the identification of the requirements of the individual factory. The system further ensures that the medium of communication exist between the units of the factory so that the redistribution of the components is achievable, which correspondingly 'serve the overall enterprise' (Thomas, 2002). The Material Requirements Planning system requires that the corresponding system are intact, effective and efficient, the system is expected to result in failure if it handles the variety reduction and engineering in a manner through which the availability of the product can be ensured. The push system is considered to be the system which is based on factors of demands i.e. Customer Orders within the present and future scope.

Provide nursing care for clients requiring palliative care Case Study

Provide nursing care for clients requiring palliative care - Case Study Example Such a care is known as palliative care. In this project various aspects of palliative care will be discussed which are individualised and tailor-made to a 85 year old patient by name Lora with advanced breast canccer in terminal stages. Lorna is in the terminal stages of advanced Breast cancer. She has gone through mastectomy and chemotherapy, but in vain. At this stage what she requires is palliative care. The aim of palliative care must be to relieve the patient of suffering, promote function of the patient, deliver help to meet the daily living needs of the patient, provide psychosocial support to the patient and also the family of the patient and clarify goals of care and associated treatments. The objective of palliative care in Lora must be to support her to live as actively as possible until she is alive, help the family members cope with their illness of their loved one and prepare them for death of Lora. The four cardinal principles of palliative care are non-malificence, beneficience, patient autonomy and justice. These principles need to be applied in the perspective of respect for life, acceptance of the fact that death is inevitable, provision of treatments which take care of the ongoing suffering, str iving to preserve life only as long as life is not a burden and beyond that only asserting life, and also individual needs and that of the society (National Cancer Control Programme, 2005). Currently, Laura has has increased pain, chest swelling and progressive weakness. She has also developed a decline in her cognitive ability. Her chest swelling is uncontrollable as is her pain at present. Thus, the corner stone of palliative care in Laura would be pain relief. The pain management in her must be guided by the cancer pain management protocols. The analgesic ladder approach of pain managment by the World Health Organisation (WHO, 2009)is an useful guide to

Critical Thinking in Business Essay Example | Topics and Well Written Essays - 1000 words - 2

Critical Thinking in Business - Essay Example There is an ongoing debate over whether a firm should exist solely for making profits or whether it should pay heed to the social and environmental concerns that accompany the practice of Corporate Social Responsibility or CSR. The proponents of the view that a firm exists solely for making profit argue about the market being the final arbiter of allocating resources and point to the market as the place where incentives for allocating resources for social and environmental causes is to be found. The opponents of this view take the stand that everything cannot be left to the market and there needs to be a mechanism in place whereby the environmental and social causes need to be taken care of. (Smith, 2003) If we examine both sides of the debate as well as take into account superficial attempts by businesses to pay lip service to CSR, the first strand of thought that comes to mind is about the need for businesses to invest in CSR as a way of mitigating the deleterious effects of the industrial paradigm on the environment. The practice of CSR by industrial companies is in vogue these days because of the fact that they have contributed to polluting the environment. As Maak and Pless point out in their article, â€Å"If this world is to be a decent world in the future, Martha Nussbaum contends, ‘‘we must acknowledge right now that we are citizens of one interdependent world, held together by mutual fellowship as well as the pursuit of mutual advantage, by compassion as well as self-interest, by a love of human dignity in all people, even when there is nothing we have to gain from cooperating with them’’ (2005, p. 217) Hence in this interconnected and flat world (Friedman, 2005) there is a need for concerted action by the businesses to take steps that would alleviate the pressing issues of the day. However, the opponents of this view are some of the multinationals themselves as can be seen from

Reflective paper Essay Example | Topics and Well Written Essays - 250 words

Reflective paper - Essay Example Getting to lead the youth in church, in some of the activities, was an honour. However, problems came as a result of failure to understand many of the peers in the group. In the book, by Dr. Allender, Leading with a Limp, there is talk of how leaders do not rise to power in spite of their weaknesses; rather they rise because of their weaknesses (Allender, 2008). This gave inspiration to group members. The thought of getting to understand people made it easier to relate to them. Adopting a positive attitude through all that increased the chances of finding favour among peers and the elders around the church. This response was welcome from all quarters, and people appreciated the effort to lead through the identified weakness. In conclusion, the lesson learnt is that whatever thing one might think will pull them down, it is wise to try it out first (Allender, 2008). If one fails, it means they know of one way of how not to do something. After all, if nobody makes a mistake, it means they have never tried anything

Abortion Should Be Illegal Essay Example | Topics and Well Written Essays - 1500 words

Abortion Should Be Illegal - Essay Example A woman's body is her personal sanctum. Once that sanctum is violated by a brutal act of sexual intercourse, the woman should have every right to â€Å"deal† with any problems arising from that encounter. Let's call it what it is, women should have the right to an abortion when she is raped. The modern day woman also fights for her right to control her body, rather than having a cultist sect or government control what she can and cannot do with her body. There are even a greater number of reasons that a sector of women in today's society support a woman's right to have legalized abortion. It is disturbing how all of the attention when it comes to abortion is cast solely upon the rights of women and what they believe to be their rights to their body. But what about the unborn child? The unborn child also has rights of his own. The minute he is conceived, the woman's body becomes his inner sanctum as much as his mother's. Why would a woman, even if she is impregnated by abusive sexual behavior, be willing to kill an innocent child who has yet to see the good that this world has to offer, even though his entry into it would be under less that acceptable circumstances? A child has the right to life and no woman, no mother to an unborn child, has the right to dictate who will and who won't be able to live the life that the universe has offered him. It is therefore my stand that this paper shall present evidence to prove the reasons as to why abortion should remain an illegal and criminal act. Let me start off this paper by immediately presenting the counter argument to my stance. Although there are a number of highly valid reasons to consider leaving the act of abortion an illegal activity, there are still a number of people who would rather have abortion declared legal. One of the reasons that a person would support abortion has to do with the existence of back-alley abortion clinics that do the procedures in a less than sanitized environment. Due to the lac k of government supervision, the woman puts her own health and life at risk when she goes to one of these clinics to have the fetus taken out. Government regulation would make the practice of abortion regulated and force the abortion doctors to adhere to a higher standard of practice than they currently have. As such the cost of abortions could also be lowered or, even better, the procedure might even be covered by health insurance under specific situations. If the unborn child is to enter this world under less than acceptable circumstances, as in the case of rape or incest, or any scenario wherein the child would be forced to live a life shunned by his mother and her family, then it would be in the best interest of that child to not be born at all. The abortion supporters say that babies born under violent sex circumstances do not feel the love of a parent growing up and therefore becomes a part of the criminal problem of our society. Rather than creating new state wards or problem s for the state, it would be in the child's best interest to never make an entry into our world. The aforementioned arguments are some of the most common that ends up being used by pro-abortionists. However, the most compelling argument that they use asks people to become de-sensitized to the act of abortion and consider the fetus nothing more than a lump of flesh or blood, a cyst if you will, in the body of a woman since there is no heartbeat in the fetus due to an undeveloped heart for a number of weeks. Thus having an abortion within that time frame does not make it murder since there is no heartbeat existing that would change the classification of the child from fetus to unborn child (â€Å"Should Abortion Be Banned (Except in Special Circumstances

Final Project Essay Example | Topics and Well Written Essays - 250 words - 1

Final Project - Essay Example heir clinic visits, store and retrieve information on the patient’s current diagnosis and to provide user interface for performing the above stated tasks. Considering the above stated requirements, the database structure will be designed in such a way that it has a table for registering new patients, a table that stores diagnosis information for the patients and finally, a table that stores booking information for the patients. The registration table will have the following fields; Patient Identification number, patients first name, patients surname, patients phone number, patients email address, patients location, patients ZIP address, patients Date of Birth, and patients date of registration. On the other hand, the table that stores diagnosis information will contain the following fields; Patient Identification number, patient name, Date of the diagnosis, diagnosed condition and the recommended treatment. Finally, the table that stores scheduling information will contain the user identification number, the patient’s name, and the patient’s date of visit, the name of the doctor to visit and the room number to visit. To prevent data redundancy and to normalize the database, the patients Identification number will be utilized as the primary key in all the tables and also as a foreign key of the database. To retrieve the data, appropriate SQL statements will be used together with a chosen scripting

Creation Perspective Essay Example for Free

Creation Perspective Essay The account of creation as described in the Bible in Genesis 1-3 is totally different to what evolutionary theories of origin have been propagating – which themselves (i. e. non-biblical theories) have been successfully made a part of the populace’s theoretical presupposition in terms of man’s or the universe’s origin. Today, rarely, if there’s any, can one find a completely sold-out creationist (one who hold to the biblical view of creation’s origin). This is basically due to the fact that the government sanctioned standard educational curriculum does not allow for biblical creationism’s view to be taught in schools – even to posit it as one possible theory among many theories like evolution. This state of affairs among schools is indeed unfortunate for students to whom every opportunity for true balanced learning should be promoted. What if there really is a Creator who created all these things? And, if this is a fact in contrast to the supposed origin posed by atheistic presupposition, namely, evolution, then, the deprivation in terms of factual presentation of realities would be immense. Facts About â€Å"Original† Creations Genesis 1-3 did not defensively argue for intelligent design (another technical term for biblical creationism). These three beginning chapters of Genesis, which introduce the readers to the fact of creation, do not have a hint of a feel of laborious presentation as to how it all happened to be. The record just assumes a wise and powerful Creator. For example, the first verse simply stated the fact that before everything ever had their existence there was God (Genesis 1:1), and He is the One who caused the creation – the Uncaused Cause who generated the â€Å"first effect† (the universe). Thus, Moses points his readers to God as the unmistakable Originator of all things. After assuming the presence of the Creator, the next thing he proceeded to tell was the fact of the nature or the way God the Creator created the original universe. By observation, a keen reader would not have failed to notice the repeated expression, â€Å"It was good,† from the mouth of the Creator. In just one chapter (Genesis 1), the phrase was reiterated six times. Note that the emphasis being made here is the perfection of the whole environment of the then newly created world. It was perfect as habitat for all living creation – the whole biological world. Creation researchers today labor to highlight the evidences for this perfect environment just for today’s generation to see the facts of Genesis account. Now, believers of biblical creation can speak scientifically of Intelligent Design because the bulk of the available proofs are staggering (check for example http://www. creationscience. com). In the third chapter though, the Genesis narrative turned sour. Genesis three attests to the historical fact of the first couple’s Fall (â€Å"the Fall† is theologians’ name for that Event of Adam Eve’s defiance of God’s clear command). It was at this point in human history that all of the ugliness and abnormalities of life were introduced. In the New testament, in Romans 5:12-19, the Apostle Paul refers to Genesis 3 as the access point of death. Actually, the doctrine of how sin entered the world is crucially important for understanding the evils of this world. Although it might not explain everything about the problem of evil, it is an essential part of the whole treatment of the subject. And so, one of the major presuppositions of biblical theology is the fact that the world for what it is today – humanity and the entire creation – is not what it was then as recorded in Genesis 1 and 2. The one truth about the human race and the created world which is stressed all throughout the Bible from Genesis 3 onwards to the book of Revelation is: the human race and the whole creation are in their fallen state and therefore in the process of redemption. Genesis 1-3 As The Foundation truth As one reads succeeding biblical records regarding creation, it is notable that the basic elements about creation are retained and therefore sustained all throughout. Psalm 104 is one example among many Scriptural passages. God is affirmed as the Creator and Sustainer. Comparing the psalmist’s attestation to the fact of God’s creating of certain features of creation, like how the Creator ordered certain aspects of ecology (Psalm 104:14, Genesis 1:29-30), and how God set the moon and sun as â€Å"time setters† to indicate seasons, days, and years (Psalm 104:19, Genesis 1:14), the inspired psalmist only buttressed the fact that the opening chapters of Genesis are foundational knowledge as to the facts of the origins of everything about creation. Now, when other biblical narrative such as those recorded by Matthew as Jesus’ teachings like the so-called Sermon on the Mount (Matthew 5:43-48, 6:24-34), the focus turns to the fact of Adam and Eve’s fall into sin (Genesis 3) which made the realities of Jesus’ day understandable. Apostle Paul’s teaching on rapture, where believers according to him, will be changed â€Å"in an instant† (1 Corinthians 15:20-28, 15:35-56), supports the fact that redemption is in its process. Paul’s letter to the Romans (Romans 8:18-30) confirms the effects of the curse on earth uttered immediately after the couple sinned (Genesis 3). Thus, different records of various biblical writers are not supposed to be seen as contradictory but rather confirmatory and complimentary when taken together as a whole. The book of Genesis serves as a preface to the whole Bible given its primacy as to its place in the canon (it is the first book of the Bible). It is therefore helpful to interpret and balance the succeeding biblical records to the basic presuppositions found in the first three chapters of Genesis. Jesus, as the Living Word and as the Creator (John 1:1-3), who revealed all these basic truths of creation to Moses should not be taken at His teachings recorded in the four Gospels as contradicting the Genesis record. It is only right to understand Him as affirming the foundational truths of Genesis. The same with other inspired biblical authors; their writings should be understood (especially when they are dealing with sin and its problem inflicted on man and nature), in the light of what they previously understood from early revelations. Works Cited: 1. ) Accessed at http://www. creationscience. com/onlinebook/ 2. ) The Holy Bible. New King James Version. 1982. Published by Thomas Nelson, Inc.

The modern computer system specification

The modern computer system specification Im one of the Managers of the Royal Star Company, also a programmer. When I visited to the Carmel Library, I found how to benefits the computers. So, I wanna report some information. First, we shouldnt need to use the systems of the old computers because of the following reasons. We cant install nowadays software because the systems of old computers will distinguish nowadays computers. If the old computer doesnt have network card, we cant transfer the files or folders to the other computers. Nowadays software need graphic to install, I think that the old computers doesnt have required graphic. As they are old computers, there are many problems to install nowadays softwares such as the memory required, hard-disk required and so on. Especially previous windows such as Windows NT, Windows 98, Windows ME and others. Above the reasons, we should use the modernized computers. I think that the minimum required of the hard-disk is 80GB. To install the windows, the minimum required of the memory is 128MB. And then windows OS (operating system) is important too. The minimum microprocessor rate is 1.0GHz (Giga Hertz).Ill report some modernize specifications to you. They are: Windows XP or later Open Office 3.1 GIMP or Irfan view A free Antivirus like AVG Antivirus or Avast Mozilla Firefox 3.5, Google Chrome 2.0 and Internet Explorer 8.0 Mozilla Thunderbird 2.0 Wireless Broadband gateway for internet connectivity Installation of Printers, optical Media and Scanner. First, we should install windows XP or windows Vista and latest version (Ultimate version) windows 7. These windows have enough memory, graphic and hard-disk. As the modernized version, they can install the latest software. So, we should need to use these versions. The microprocessors of these versions are very good. They can do everything fast. And we should install a free Antivirus like AVG Antivirus to protect our data from the virus attacking. As a good library, we always connect with the foreign customers. So, internet is necessary need. Wanna the internet connectivity good, we should use wireless connection such as Wi-Fi or Wi-Max. I wanna suggest about the internet. I dont wanna use the Dial up connection because this connection needs to renew again. We should install the Mozilla Firefox 3.5, Google Chrome 2.0 and Internet Explorer 8.0.And then; we need to install the printers, optical media and scanner. When we use the printers, we shouldnt use dot-matrix to have good quality. We shouldnt to use the floppy disk because the floppy disk will store small amount of data. So, we need to use memory stick or external hard -disk. Task (2) New systems and peripherals available are: System Board MB725 Intel ® DP55WG Media Series Desktop Boards price = $ 195.00 MB740 Intel ® DG43NB Classic Series Desktop Boards price = $ 151.00 Processor and Memory Architecture As example: -Processor Intel Core i7-870 (2.93 GHz, 8MB)s price = $794.00 Intel Core 2 Duo E8600 (3.33 GHz, 6MB)s price = $ 408.00 Intel Core 2 Quad Q9550 (2.83 GHz, 12MB)price= $ 393.00 -Memory 2GB DDR3-1333 Memorys price = $ 87.00 512mb DDR2-800 Memorys price = $ 22.00 Disk Drive systems 2.5 Serial ATA (SATA) Hard Disk Drive 320GB 7200RPMs price = $ 120.00 E-Disk Altima E2A3 Serial ATA (SATA) solid state flash drives price = $143.00 Peripherals (USB, Fire wire, Bluetooth and Wi-Fi access) -USB (Universal Serial Bus), they are very popular in these years. Every computer includes USB PORT. -Fire Wire is a capable of using the high-speed isochronous transfer mode to support data-transfer rates up to 400Mbps. -Bluetooth example are: Worlds Slimmest Lightest Bluetooth USB Dongle for Wireless connectivity 100 Meters, with 2 years warranty 2.4 GHz of wireless communication Usage. Price is $489.00 (2 years warranty) Bluetooth 100 Meters range Transfer data like Software, Images, Ringtones; Games to you Bluetooth enabled Mobile Phone/PDA. Transfer Voice data Connect to your Phone/PDAs Modem. Price is $499.00 GNET Presents to you USB Hub Bluetooth Dongle Mega Combo Deal. Now taste this deal before it is gone Kit Contents 1 Bluetooth Dongle worth Rs.600 One Four Port Hub worth Prince $499.00 Printers Canon Pixma MP 560 printers price = $89 to $157 HP LaserJet 1320 printers price = $89 to $499 HP Photosmart Premium Touch Smart Web printers price = $279 to $464 Network Hardware and cabling/ Wireless LAN Network Hardware and cabling -Network hardware and cabling is not too hard. -First, we need to clip the cables. -Then, plug them into a system or a computer. Wireless LAN -Wireless LAN is useful in nowadays. -Mostly, it is used in Internet cafes and Game Shops. -LAN (Local Area Network) is a form of networks. -Installing the LAN is like a network. -I will show you the installation of network in Task (4) Task (3) Problems from using old computers.. -At first, the systems will distinguish nowadays computers. So, we cant use nowadays software. -Second, if the old computer doesnt network card, we cant transfer the file or folder to other computers by using network. -Third, the memory and graphic will need to more install. As they are old modernized computers, there are many problems to install nowadays software such as the memory required, hard-disk required and so on. So, we should need to use Modernized Computers because of the above reasons. Software List -windows XP/Vista/7 -Open office 3.1 -GIMP or Irfan view -A free Antivirus like AVG antivirus or Avast -Mozilla Firefox 3.5, Google Chrome 2.0 and Internet Explorer 8.0 -Mozilla Thunderbird 2.0 -Wireless Broadband gateway for internet connectivity -Installation of Printers, Optical Media and Scanner. Hardware List Some hardware lists are as follows: -Intel(R) Core 2 Duo CPU T5750 2.0GHz Pentium 4 -DDR2 4GB -HP Jornada 420/430 Hitachi SH3 (SH3) Palm-size PC 1.2 (SH3) -Microsoft Windows PC (International Unicode) Pentium or compatible (x86) Windows XP -Microsoft Windows PC Intel Pentium or compatible (x86) Windows Vista or Windows XP -Toshiba Genio e550 Intel StrongARM SA-1110 (ARM) Pocket PC (ARM) -HP Jornada 820 Intel Strong ARM SA-1110 190MHz (ARM) HPC Pro (ARM) -Compaq Aero 2150/2180 NEC VR4121 (MIPS) Palm-size PC 1.2 (MIPS) -Apple Macintosh (x86 based) x86 (x86) Apple Macintosh (with Crossover) -Asus AH100 Intel StrongArm SA1100 (ARM) HPC 2000 -Hitachi ePlate HPW-600ET Hitachi SH4 (SH3) HPC Pro (SH3) Project Plans are as follows: -Removing the old system -Install Motherboard -Install CPU -Install RAM -Install Network Card Removing the old system -At first, remove the external I/O Systems. -And then, remove the System Units Cover and remove the Adapter Cards. -Second, removing the cables from the System Board and System Board. -Finally, remove the Power Supply. -Removing the Power Supply Disconnect the exterior power connections from the system unit a system Disconnect the interior power connections Remove the power-supply unit from the system Install Motherboard Motherboard is the physical arrangement in a computer that contains the computers basic circuitry and components. On the typical motherboard, the circuitry is imprinted or affixed to the surface of a firm planar surface and usually manufactured in a single step. In both the AT and ATX designs, the computer components included in the motherboard are: * The microprocessor * (Optionally) coprocessors * Memory * Basic input/output system (BIOS) * Expansion slot * Interconnecting circuitry -Motherboard is the basic component of the PC system. -Motherboard is the main circuit board of a computer. A motherboard, known as the central or primary circuit board makes up a complex electronic system such as a computer. -The motherboard contains the connectors for attaching additional boards. -The physical arrangement in a computer that contains the computers basic circuitry and components. Install the System Board (Motherboard) Verify the whole pattern alignment for the new system board and insert it into the system unit chassis. Install the grounding screws that hold the system board to the brass standoffs in the chassis floor. Reconnect all the cables to the system board (such as Power Connections Front-Panel Connections and Disk-Drive Connections.) Install the option adapter cards in the appropriate expansion-slot connectors (remove slot covers from the back panel of the chassis to accommodate any new cards.) Replace the system units outer cover or side panels. Reconnect all external I/O systems. Start up the system and reconfigure any CMOS Settings required to return the system to its original performance settings. And Then Installing Microprocessors Installing the Memory Modules Installing Support ICs Central Processing Unit (CPU) -The Main Component of a personal computer. -It contains the major structures that make up a computer system. -It performs mathematical and logical computations at incredible speeds. -It is also the brain of the computer. -And install the CPU. Memory -There are (2) types of memories. They are: RAM Random Access Memory ROM Read-only Memory RAM Random Access Memory -It is quick enough to operate directly with the microprocessor. -It can be read from and written to as often as desired. -It is a volatile type of memory. -Its Contents disappear when power is removed from the memory. ROM Read-only Memory -It contains the computers permanent startup programs. -It is non-volatile type of memory. -Its contents remain with or without power being applied. Cache Memory -It is one type of memories. -It performs to use the Data quickly. -An area of special high-speed RAM reserved for improving system performance by holding information that the microprocessor is likely to use. Then, -Install the Power Supply and Install the Video/Monitor Systems. -Install Storage Devices such as Hard-Disk Drive Installation, CD-ROM/DVD Devices Installation and so on -Install Adapter Card-Basic Peripherals (E.g. Installation of the Sound Cards.) -Install Wireless LAN components As a result, -We should need to use modernized computers for the nowadays software. -We should know what is a Motherboard? We should know the Software lists and Hardware Lists. -We should know how to remove or install system Boards steps by steps. Task (4) Installing the windows -Install the windows steps by steps with Installer CD. -As an example, Ill show the installation of the windows XP. Installation of the windows applications Install the Open Office 3.1 -Install the Open Office 3.1 steps by steps. -Ill show with my download pictures. Install A Free Antivirus (AVG) Installation of a Free Antivirus (AVG) is as follow: Installing The Mozilla Firefox 3.5 Mozilla Firefox 3.5 need to install following steps Installing Internet Explorer 8.0 Installing Internet Explorer 8.0 with the following steps. Installing the Mozilla Thunderbird 2.0 Ill show Mozilla Thunderbird 2.0 with my print screen photos. Network Installation -Network installation starts with clipping the network cables. -Then, the clipped cables plugged to the main computer. -For internet, we need to connect with internet modem or wireless router. -For work, we need to distribute with work stations (network sharing computers). -And then, we should install the scanner and network printer. Installation of the network printers A network printer installation allows multiple users and computer to share a single printer, and then having numerous personal printers throughout the home or office. When we install a network printer, make sure it is located in a centralized place so that all users can access it conveniently. Then install the software on each machine. -We may find that newer versions of Windows may already have the necessary drivers installed. Installation of a printer is following steps. Task (5) Common Printer Problems A printer is a peripheral which produces a hard copy (permanent readable text and/or graphics) of documents stored in electronic form. -A printer should have some paper to copy for ready. -Printer needs a officer or a worker to do its processings. -As an electronic device, a printer can use when the electric is powered up. 5 Essentials utilities Using the Device Manager -The Device Manager utility is basically an easy-to-use interface for the Windows 9x/Me and Windows 2000/XP. -We can use the Device Manager utility to manually isolate hardware and configuration conflicts. -In this utility, the presence of plus (+) and minus (-) signs in the nodes of the devices indicates expandable and collapsible information branches at those nodes. -An exclamation point (!) inside a yellow circle whenever a device is experiencing a direct hardware conflict with another device in this utility. -Similarly, a red X appears beside a devices icon when the device has been disabled due to a user-selection conflict. System Editors -The Windows operating systems contain three important editors:System Editor (SysEdit), the Registry Editor (RegEdit and RegEtd32), and the Policy Editor (PolEdit).Windows 2000 also includes a very powerful Group Policy Editor (GPE). -Later versions of MS-DOS contained a small text editor program (EDIT.COM) that enabled users to easily modify text files. -We can start this utility by typing the EDIT command along with the filename at the command prompt. -The editor is particularly useful in modifying the CONFIG.SYS and AUTOEXEC.BAT files. -The MS-DOS Editor is an unformatted text file editor. -To start the SysEdit function, select the Run option form the Start menu. Windows Task Manager -This utility can be used to determine which applications in the system are running or stopped, as well as which resources are being used. -We can also determine what the general microprocessor and memory usage level are. -We can access the Windows 2000/XP Task Manager by pressing Ctrl+Alt+Del or Ctrl+Shift+Esc or we can aso access the Task manager from the pop-up context menu. Ctrl+Shift+Esc key sequence moves directly into Task Manager ,whereas the Ctrl+Alt+Del selection opens the Windows Security menu screen, which offer Task Manager as an option. -To use this utility, select the application from the Applications tab and click the End Task button. If prompted, click the End Task button again to confirm the selection. -The processes tab provides information that can be helpful in tracking down problems associated with slow system operation. -The performance tab provides a graphical summary of the systems CPU and memory usage. Disk Cleanup -Another disk-management tool available in Windows operating systems is the Disk Cleanup utility. -This utility can be used to remove certain types of normally disposable files and optional components from the system to clear additional disk space. -We can access the Disk Cleanup utility through the System Tools entry by selecting Start, Programs, and Accessories. -When it is activated, the Disk Cleanup utility calculates the amount of space that can be regained by emptying the Recycle Bin. -It also examines the space saved by removing downloaded files, temporary files and temporary Internet files. Backup -Backup utilities enable the user to quickly create extended copies of files, groups of files, or an entire disk drive. -The backup and Restore functions can be used to back up and retrieve one or more files to another disk because a backup of related files is typically much larger than a single floppy disk , backup programs normally allow information to be backed up to a series of disks; they also provide file-compression techniques to reduce the size of the files stored on the disks. -It is impossible to read or use the compressed backup files in this format. To be usable, the files must be decompressed (expanded) and restored to the DOS file format. -The Microsoft Backup and Restore disk-management utility is found in both Windows 9x/Me and Windows 2000/XP. -It is not automatically installed when Windows is set up. If the user decides to install this feature, the actual Backup file (Backup.exe) is placed in the C:Program_FilesAccessories directory. -Windows also creates a shortcut icon for the Backup utility in the C:WindowsStart MenuProgramsAccessoriesSystem Tools directory. Task (6) The Operating System Here is the fundamental of Operating System: -The Operating System also called OS is for creating the link between the material resources, the user and the applications (word processor, video, game, etc) -It does not need to send specific information to the peripheral device but it simply sends the information to the operating system. The Operating System also conveys it to the relevant peripheral via its driver. To Benefits the Operating System -To benefits the operating system, we should correctly the roles of the operating system. -Roles of the Operating System Management of the Processor Management of the RAM Management of Input/output Management of execution and application Management of authorizations Files management Information management Pros and cons of Wireless Internet connectivity Not all Windows XP computers with Wi-Fi wireless support are capable of automatic wireless configuration. To verify your Windows XP computer supports this feature, you must access its Wireless Network Connection properties. -It is more comfortable to use than other Internet Access like ADSL, MPT etc -The Lap-tops are easily to connect the Internet with wireless access. -Wireless is very necessary for each company or office. Common boot sequence Error codes, their interpretation and correction The system BIOS is what starts the computer running when you turn it on. -This will vary by the manufacturer of your hardware, BIOS, etc., and especially by what peripherals you have in the PC. The BIOS performs the power-on self test (POST). If there are any fatal errors, the boot process stops. POST beep codes can be found in this area of the Troubleshooting Expert. -The BIOS does more tests on the system, including the memory count-up test which you see on the screen. The BIOS will generally display a text error message on the screen if it encounters an error at this point; these error messages and their explanations can be found in this part of the Troubleshooting Expert.

Woolfs Vision in A Room of Ones Own Essay -- Room of Ones Own Essay

Woolf's Vision in A Room of One's Own      Ã‚  Ã‚  Ã‚  Many years have lapsed sinee Virginia Woolf spoke at Newnham and Girton colleges on the subject of women and fiction.   Her remarkable words are preserved for future generations of women in A Room of One's Own.   This essay is the "first manifesto of the modern feminist movement" (Samuelson), and has been called "a notable preamble to a kind of feminine Declaration of Independence" (Muller 34).   Woolf writes that her modest goal for this ground-breaking essay is to "encourage the young women--they seem to get fearfully depressed" (qtd. in Gordon xiv). This treatise on the history of women's writings, reasons for the scarcity of great women artists, and suggestions for future literary creators and creations accomplishes far more than simple inspiration and motivation for young writers. Woolf questions the "effect . . . poverty [has] on fiction" and the "conditions . . . necessary for the creation of works of art" (25), and she persuasively argues that economics are as important as talent and inspiration in the creative process.   She emphatically states and, with brilliant fiction, supports her thesis that every woman "must have money and a room of her own if she is to write fiction" (4). Woolf's witty and beautifully crafted essay has a practical message for aspiring women writers: as pioneers in the virtually unexplored frontier of women's literature, and to create timeless, powerful works of art, they must forsake the established mores of masculine creativity and forge their own traditions and styles.      Ã‚  Ã‚   Woolf introduces this new literary tradition through the structure of her lecture.   Rather than follow the traditional format established through centuries of male lect... ...vel: A Forum on Fiction 23 (1990): 229-46. Delony 10 Muller, Herbert J. "Virginia Woolf and Feminine Fiction." Beja 73-84. Paul, Janis M. The Victorian Heritage of Virqinia Woolf: The External World in Her Novels. Norman: Pilgrim,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1987. Rosenman, Ellen Bayuk. The Invisible Presence: Virginia Woolf and the Mother-Daughter Relationship.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Baton Rouge: Louisiana State UP, 1986. Schwartz, Beth C. "Thinking back Through our Mothers: Virginia Woolf Reads Shakespeare." SLA 58 (1991):   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   721-46. Samuelson, Joan.   Lecture.   English 2323.  Ã‚   Kingwood College.   Kingwood, 13 April 1993. Simpson, Catharine R.   Introduction.   Benstock 1-6. Woolf, Virginia. A Room of One's Own. 1929. New York: Harvest-Harcourt, 1989. Zwerdling, Alex. Virginia Woolf and the Real World. Los Angeles: U of California P, 1986.      

The League Of Nations And Its Impact On World Peace Essay examples --

Through my studies and research I have come to the following conclusion about the League of Nations: despite all of President Woodrow Wilson's efforts, the League was doomed to fail. I feel this was so for many reasons, some of which I hope to convey in the following report. From the day when Congress voted on the Fourteen Points, it was obvious that the League had a very slim chance of being passed in Congress, and without all of the World powers, the League had little chance of surviving. On November 11, 1918 an armistice was declared in Europe. Wilson saw the opportunity to form an international organization of peace to be formed. He acted quickly. On January 18, 1919 he released his fourteen points. The Fourteen Points consisted of many things, but the most important was the fourteenth-the establishment of a league of nations to settle international disputes and to keep the peace. After congress had voted, only three of Wilson's fourteen points were accepted without compromise. Six of the others were rejected all together. Fortunately the League was compromised. Wilson then went to Europe to discuss the Treaty of Versailles. Representatives from Italy, France, and Britain didn't want to work with the nations they had defeated. They wanted to hurt them. After much fighting and negotiating, Wilson managed to convince them that a league of nations was not only feasible, it was necessary. The Senate supported most of the Treaty of Versailles but not the League. They thought it would make the U.S.A. too involved in foreign affairs. Wilson saw that the League may not make it through Congress, so he went on the road and gave speeches to sway the public opinion. Unfortunately, Wilson's health, which was already depleted from the negotiations in France, continued to recede. Wilson's battle with his health reached its climax when Wilson had a stroke on his train between speeches. After Wison's stroke, support of the League weakened, both in Congress and in the public's opinion. In 1920 G. Harding, who opposed the League, was elected as president. The League formed but the U.S. never joined. The first meeting of the League was held in Geneva, Switzerland on November 15, 1920 with fourty two nations represented. During twenty-six years the League lived, a total of sixty-three nations were represented at one time or ano... ...to effect its own dissolution, whereupon much of its property and organization were transferred to the United Nations which had resently been founded. Never truly effective as a peace keeping organization, the lasting importance of the League of Nations lies in the fact that it provided the groundwork for the United Nations. This international alliance, formed after World War 2, not only profited by the mistakes of the League but borrowed much of the organizational machinics of the League of Nations. The League of Nations and its impact on world peace John James Mrs. Hippe History March 7, 1996 Bibliography: Mothner, Ira. Woodrow Wilson, Champion of Peace. New York Watts Inc., 1969 Mason, Lorna; Garcia, Jesus; Powell, Frances; Risinger, Fredrick. America's Past and Promise. Boston McDougal Littell, 1995 Albright, Madeleine. "America and the League of Nations, Lessons for Today" Speech United States Department of State 1994 McNally, Rand. Atlas of World History. New York Reed International Books Limited, 1992 Microsoft. "The League of Nations." Excarta 95. 1995

Roy Cohn from Angels in America :: Personal Narrative Writing

Roy Cohn from Angels in America The trip to Brooklyn didn’t turn out the way I expected this morning. I went back to Brooklyn looking for the life I had left when I went to college. My father, the Judge Albert Cohn of the New York State Supreme Court always wanted me to go away and find a life outside of Brooklyn. It meant a lot to him to have his only child to go out of Brooklyn and continue what he called his judge’s legacy. However, I always miss what I had left. Life for me has been a struggle since I became an aide for Senator Joseph McCarthy. I’m an American patriot and my job those days was to prove to the country that the State Department was full of communist infiltrators, but the Senator and I had become what the Communists and Liberals call "discredited." The Senator influence in the country’s politics had decline but my influence is still strong. I didn’t fade away as he did. I always wanted to walk the streets that I walked when I was a child one more time to reassure myself that the struggle had been worth it. I yearn when I’m alone to feel again the joy I felt when I walked by the big houses of Rugby Road on my way home after school. Walking those streets one more time, I wanted to feel Brooklyn the way it felt to me then. Like a magical kingdom. Like the Jews in the promise land after wandering in the desert for forty years. Time seems to stretch endlessly on those days; ten minutes felt more as an hour and summer felt like the whole year. Nevertheless, this time, it hadn’t worked out that way to me. The magic feeling that felt as a boy looking at those houses from the sidewalk was no longer there. It seems that my clock had stared working right again. A minute was a minute and an hour was sixty minutes as it was everywhere else. Tick, tick, tick... tick. I couldn’t stretch time again or at least not today. After my conversation with the old man, I didn’t feel I could continue walking those streets anymore. He had taken away in minutes the feeling of anticipation I had in the subway while it went over the Manhattan Bridge on its way to Brooklyn.

One child policy of China Essay

The issue of population growth has been one of the major problems faced by world over past century. The exponential population growth, popularly termed as population explosion, has led to unprecedented rise in human population, which has numerically grown by over 4 billion to 6 billion in the last hundred years itself. This enormous growth in human numbers has spawned social and economical problems of severe complexity, especially considering the fact that most of this growth has happened in economically underdeveloped countries of Asian and African region, particularly India and China, both of whom have seen their population growing past a billion mark. Supporting such huge number of ever rising population is indeed a challenge for any country, as natural resources threaten to run short, and economic privations become a general norm. Under such circumstances, population control becomes a necessary government objective, the validity, importance and meaningfulness of which are undisputable from environmental, economic and social angels. However, population control policies have always generated controversies from humanitarian and ethical viewpoints, the most noted example of them being the population control policy of People’s Republic of China that restricts couples to having just one child (Xue, 1996). Although highly effective under China’s strict state policies, it is indeed an extreme measure that has invited criticism from all over the world because for its forceful rather than coercive implications. Issues involved As stated earlier, unchecked rise in population is indeed an invitation to complex and unmanageable problems that no nation state can handle irrespective of its size and resources. However, the issues involved with China’s one child policy are very complicated and affect some basic concepts of right to life and existence China launched its aggressive family planning scheme in mid of 1970s when suddenly its policy makers realized the dangers of a rapidly growing population that had reached one billion mark by 1980s (Smith, 1991). In the previous two decades the government had failed to take in cognizance of growing population due to stability and improvement economic conditions, availability of medical facilities, medicines and drop in child mortality. More ominously, as demographers realized, the rapid growth of population in previous decades implied that by 1980 more than half the population was approaching marriage age, which meant that even under decreasing fertility rate, the Chinese population would reach 1. 4 billion by end of the century (White, 2003). This realization launched Chinese policy makers and government in a frenetic attempt to implement some of the strictest population measures that included a one-child policy per couple to contain the population under 1. 2 billion (Richards, 1996). This draconian measure was explained and justified from various social and economical angels, one of which was arguable shortage of cultivable land (Smith, 1991). As government argued, the cultivable land per person had come down from . 20 hectare in 1949 to . 10 hectare in 1980 due to almost doubling of population in the same period and hence the ensuing crisis demanded critical measures (ibid). Moreover the state infrastructure and its capacity to support such large population, provide adequate medical and educational facilities and ensure jobs for it would become increasingly difficult. As claimed by supporters of the one child policy, the policy was merely concerned with providing economic incentives and preferential treatment to families with one child such as paid pregnancy leave, lucrative salary bonus, and state sponsored or free educational and medical facilities, facilities that families with more than one child lack. Further disincentives created for larger families include financial penalty on birth of second and third child that are respectively 20 and 30 percent of the annual income of the family (Richards, 1996). The policy was tooth and nail opposed by a large proportion of Chinese people, and especially by those in rural areas but government decided to continue with it seeing its possible benefit in controlling the population question. One of the main problems disturbing Chinese leaders was China’s low GNP and very simple calculations showed them that to increase GNP in the longer run, they required to reduce or contain the number of people, which was the easy way against the hard route that involved working towards increasing the economic output (Feng, 1996). Containing population growth was presented was the single panacea that could increase per capita income, help achieve modernization plans, give impetus to the economy and solve the problem of additional resource requirements that rising population presented (Feng, 1996). The one child policy is considered officially successful and instrumental in significantly reducing birth rates, fertility rates, growth rates and death rates and its expected that soon the population would began to decline at a faster rate as children born after the implementation of the policy would have less desire to have a family of more than one child (Richards). Also to wash off its hand from the negative effect of the policy, such as increased number of female feticide, and suicides among Chinese females, the government insistently attributed them to backward and obsolete Chinese culture and customs. Conclusion Despite the claims of the supporters and the official government, it cannot be denied that the very concept of the one child policy involves flagrant violations of the rights to live, procreate and live socially. In its zeal to implement the policy, Chinese authorities permitted such extreme measures as forcible abortions and sterilization, which were openly illegal in every humanitarian statute (Xue and Xiaokang, 1996). By making childbearing an illegal act, the government forcibly tried to change the demographic dynamics with dangerous social consequences that threatens to create a mundane and homogenous society bereft of any relation except parents and in-laws. Also the one child policy triggered a large number of female-infanticide that threatened to dangerously alter male-female sex ratio in China. Of course the most cruel fate was reserved for those who were born outside this policy, that is the second and third child of the family who were denied any state support and facility in a perfectly state controlled society. In the wake of an economically prospering and comparatively stabilized China, it’s the call of the hour for Chinese government to finally abandon and bury its anti-people one child policy and work on creation of a more informed society.