Lifelong Learning or Learning for Life an Example of the Topic Psychology Essays by

Lifelong Learning or Learning for Life? by Expert Dr jack | 06 Dec 2016 The changing world is so competitive in which the potential learners for lifelong learning in fact live. The perspective for thinking concerning any form of post-school earning has changed so radically over the past twenty-five years that whatever it is that can make a difference has revolutionized too; and essentially so. Every feasible aspect of society is different from what it was a moderately short time ago. Work, home, family, leisure, and all the adult roles within them, are as different as chalk from cheese. It all tells the same story (Brown, 2002, 44). Need essay sample on "Lifelong Learning or Learning for Life?" topic? We will write a custom essay sample specifically for you Proceed More and more people are taking more accountability for what happens in their own lives as they live them, taking a greater concern in matters which can affect them, from food, how to grow it, shop for it, cook it, eat it to global warming, from obesity to simulated insemination. What is more, the opportunities for people to learn have extended exponentially. Television, radio, Web access is now accessible to knowledge and information for huge numbers of people who really wants it. Undergraduates Frequently Tell EssayLab professionals:I'm not in the mood to write my essay. Because I want to spend time with my boyfriendEssay writer professionals propose: Buy An Essay Which Will Lead You To Your Academic SuccessWrite My Essay Helper Write My Essay For Cheap Pay Someone To Write Paper Online Essay Writing Company And the shelves of self-help books in bookshops, hot lines for a range of people who are in pain for one reason or another, all point in the same direction. Learning has become an inpidual doings for inpiduals as never before. What is more, the sheer variety of topics on any list of what people are learning these days would have seemed ludicrous to former generations. But maybe the most significant aspect of all this is that most people would not illustrate what they are doing as learning as they look for to master whatever topic they keep with. Overall, therefore, a persity of social trends has enlarged the attractiveness and perceived significance of university for a far larger part of the population than in the past. Many analyses of these social changes in modern society, which are broadly mirrored in other Western societies, go on to argue that the more varied, flexible and atomized nature of society must be viewed within the framework of post-modernism. Everything is comparative, there are no universal laws, no meta-narratives', and certainly no place for ideological frameworks such as liberalism or collectivism. One of the various glaring fallacies of post-modernism is, as Peter Osborne has noted, its failure to distinguish that the narrative of the death of meta-narrative is itself grander than most of the narratives it would relegate to oblivion' (Osborne in Eagleton, 1996, p. 34). University, in this climate of post-modernism, has comprehensive roles, but the customary liberal framework is certainly challenged. A part of the post-modernist assault has been to refute the validity or even the prospect of academic objectivity. The possibility of securing objective knowledge and of pursuing truth in an impartial way can no longer be assumed' as of what Ron Barnett has termed the epistemological undermining' (Barnett, 1990, p. 189) of the bases of moderation. If the liberal basis of university is thus under attack, how much more so is the social principle perspective of continuing education. Yet this should be a key element of the Lifelong Learning. A defining trait of lifelong learning has to be a disquiet with and commitment to the widest possible contribution of the adult population in PCET, in order to put in to the development of a democratic, participative society and culture. This can be, and has been, articulated in a persity of liberal and socialist frameworks. However, they all have in general the a priori contention of the need for a value framework. Defining the knowledge and learning suitable to a university' is no longer the exclusive conserve of the universities themselves. Several other agencies are concerned such as government, employers, professional bodies and, not least, the students themselves. Modularity and credit systems are breaking down the old punitive empires, but this challenge is also the upshot of the ideological pressure from these exterior forces. Academic curricula and concerns require reflecting the realities of the outer world. Thus inter-disciplinary, problem or area based studies are often seen as much more pertinent than university-defined single punitive areas. In many ways, the ideological as well as cultural traditions of informal learning are thus informing the new world of prospective mass university. Adult education has always had to, and certainly wanted to, respond to student perspectives and to exterior partners. It has also had little consideration to the inflexibilities of corrective boundaries. Cultural studies, and to a degree industrial studies and regional studies, for instance, had their origins in adult education provision. Perhaps more considerably, the general trend within mass systems is to focus less upon knowledge-based, corrective expertise and rather more upon vocationally on the one hand and the development of basic skills on the other. Again, this represents partly a return to the culture of the informal learning environment and a recognition both that the university does not subsist in a social vacuum and that it no longer has, if it ever did, the control on the definition and rights of the learning process in higher education. If universities move away into defensive mode and try to keep their pre-existing structures and cultures, they could be overtaken by the larger forces of the learning society. If they adapt to and work in partnership with the new agencies of lifelong learning development then they might become centrally important agencies of change and development. Certainly, this latter path has significant political dangers, not least the probable erosion of university autonomy, and a downgrading or even desertion of critical thinking and some commitment to social purpose, as vocational and instrumental pressures raise and as credentials' threatens to destabilize liberal educational objectives. Thus, the changing pattern of employment is that effort to think of lifelong learning on a bulk stipulation basis collides with the way more and more people are in fact living out their lives. For many, portfolios of employment fit better beside a personal pick-and-mix approach to any further learning which can be undertaken rather than formal courses listed in a college prospectus (Brighouse, 2002, 53). Tension between plans for improving lifelong learning through formal institutions and the way people are now leading their lives which so far does not appear to have been taken into concern when White Papers appear for discussion as precursors to Acts of Parliament. Indeed, it is almost satirical how lifelong learning is used in the rhetoric as something which can assist sustains a rational society when much of that society is moving in the opposite direction. It is as if the increasing inpidualization of society is happening anywhere else. But it is not. It is here with us now. It is another challenge. And it is hard to see why this propensity will not grow stronger, leading to changes in society which can simply be guessed at. There could be a premium on connections between prosperous lifelong learning and a strong democracy. This is perhaps why public oratory does not get transposed in public action which is tuned to present conditions. Perhaps tackling that tension is too hot a matter for politicians to grapple with. Cynics might say that just as schooling can be construed over the years as a means of wielding a form of social control, so talking concerning lifelong learning in terms of formal provision which is under tight control by government can also be a covert and conceivably nervous way of trying to do the same things with adults. If so, then lifelong learning could make to contain some rather inopportune social time bombs. Subsequently there could be much of rediscovery. Perhaps, too, there is a simpler explanation: that for all its good purpose the government has no clear idea of what it believes lifelong learning to mean. So many phrases get bandied around. Sometimes there is the 'true purpose of learning', the approach to learning'. It would be a motivating exercise to set a test for the civil servants accountable for the use of these phrases, requiring them to eloquent clearly the meaning of each one of them and to portray the differences which those meanings are anticipated to convey. This muddled thinking could rest on what Sally Tomlinson claims concerning education change in general: There is also confusion regarding political focus and ideological purpose behind educational change. This is partially due to rhetoric that the state has given more autonomy to inpiduals while in actuality central control has tightened (Tomlinson 2001, 54). Work Cited Barnett, R. (1990) The Idea of Higher Education, Milton Keynes: SRHE and Open University Press. Brown, K. (2002) The Right to Learn: Alternatives for a Learning Society, London: RoutledgeFalmer. Osborne, P. (1995) The politics of time' cited in EAGLETON, T. (1996) The Illusions of Post-Modernism, Oxford: Blackwell. Tomlinson, S. (2001) Education in a Post Welfare Society, Oxford: Oxford University Press.

7 Facts About Bacteriophages

7 Facts About Bacteriophages Bacteriophages are bacteria eaters in that they are viruses that infect and destroy bacteria. Sometimes called phages, these microscopic organisms are ubiquitous in nature. In addition to infecting bacteria, bacteriophages also infect other microscopic prokaryotes known as archaea. This infection is specific to a specific species of bacteria or archaea. A phage that infects E. coli for instance, will not infect anthrax bacteria. Since bacteriophages do not infect human cells, they have been used in medical therapies to treat bacterial diseases. Bacteriophages have three main structure types. Since bacteriophages are viruses, they consist of a nucleic acid (DNA or RNA) enclosed within a protein shell or capsid. A bacteriophage may also have a protein tail attached to the capsid with tail fibers extending from the tail. The tail fibers help the phage attach to its host and the tail helps to inject the viral genes into the host. A bacteriophage may exist as: viral genes in a capsid head with no tailviral genes in  a capsid head with a taila filamentous or rod-shaped capsid with circular single-stranded DNA. Bacteriophages pack their genome How do viruses fit their voluminous genetic material into their capsids? RNA bacteriophages, plant viruses, and animal viruses have a self-folding mechanism that enables the viral genome to fit within the capsid container. It appears that only viral RNA genome have this self-folding mechanism. DNA viruses fit their genome into the capsid with the help of special enzymes known as packing enzymes. Bacteriophages have two life cycles Bacteriophages are capable of reproducing by either the lysogenic or lytic life cycles. The lysogenic cycle is also known as the temperate cycle because the host is not killed. The virus injects its genes into the bacterium and the viral genes are inserted into the bacterial chromosome. In the bacteriophage lytic cycle, the virus replicates within the host. The host is killed when the newly replicated viruses break open or lyse the host cell and are released. Bacteriophages transfer genes between bacteria Bacteriophages help to transfer genes between bacteria by means of genetic recombination. This type of gene transfer is known as transduction. Transduction can be accomplished through either the lytic or lysogenic cycle. In the lytic cycle, for example, the phage injects its DNA into a bacterium and enzymes separate the bacterial DNA into pieces. The phage genes direct the bacterium to produce more viral genes and viral components (capsids, tail, etc.). As the new viruses begin to assemble, bacterial DNA may inadvertently become enclosed within a viral capsid. In this case, the phage possesses bacterial DNA instead of viral DNA. When this phage infects another bacterium, it injects the DNA from the previous bacterium into the host cell. The donor bacterial DNA then may become inserted into the genome of the newly infected bacterium by recombination. As a result, the genes from one bacterium are transferred to another. Bacteriophages can make bacteria harmful to humans Bacteriophages play a role in human disease by turning some harmless bacteria into agents of disease. Some bacteria species including E. coli, Streptococcus pyogenes (causes flesh-eating disease), Vibrio cholerae (causes cholera), and Shigella (causes dysentery) become harmful when genes that produce toxic substances are transferred to them via bacteriophages. These bacteria are then able to infect humans and cause food poisoning and other deadly diseases. Bacteriophages are being used to target superbugs Scientists have isolated bacteriophages that destroy the superbug Clostridium difficile (C. diff). C. diff typically affects the digestive system causing diarrhea and colitis. Treating this type of infection with bacteriophages provides a way to preserve the good gut bacteria while destroying only the C. diff germs. Bacteriophages are seen as a good alternative to antibiotics. Due to antibiotic overuse, resistant strains of bacteria are becoming more common. Bacteriophages are also being used to destroy other superbugs including drug-resistant E. coli and MRSA. Bacteriophages play a significant role in the world's carbon cycle Bacteriophages are the most abundant virus in the ocean. Phages known as Pelagiphages infect and destroy SAR11 bacteria. These bacteria convert dissolved carbon molecules into carbon dioxide and influence the amount of available atmospheric carbon. Pelagiphages play an important role in the carbon cycle by destroying SAR11 bacteria, which proliferate at a high rate and are very good at adapting to avoid infection. Pelagiphages keep SAR11 bacteria numbers in check, ensuring that there is not an overabundance of global carbon dioxide production. Sources: Encyclopà ¦dia Britannica Online, s. v. bacteriophage, accessed October 07, 2015, britannica.com/science/bacteriophage.Norwegian School of Veterinary Science. Viruses Can Turn Harmless E. Coli Dangerous. ScienceDaily. ScienceDaily, 22 April 2009. www.sciencedaily.com/releases/2009/04/090417195827.htm.University of Leicester. Bacteria-eating viruses magic bullets in the war on superbugs. ScienceDaily. ScienceDaily, 16 October 2013. www.sciencedaily.com/releases/2013/10/131016212558.htm.Oregon State University. A war without end, with Earths carbon cycle held in the balance. ScienceDaily. ScienceDaily, 13 February 2013. www.sciencedaily.com/releases/2013/02/130213132323.htm.

How to Write a Short Story in 2019 7 Steps to an Unforgettable Story

How to Write a Short Story in 2019 7 Steps to an Unforgettable Story How to Write a Short Story in 2019: 7 Steps to an Unforgettable Story From Rudyard Kipling’s â€Å"The Jungle Book† to the bone-chilling works of Shirley Jackson and Edgar Allan Poe, short stories have always had the power to captivate and profoundly move us. But how to write a short story that makes such an impact - especially when you’ve never done it before?Luckily, this form is an ideal medium for beginners, as well as those hoping to get back in the writing saddle. It allows you to dip a toe into the vast ocean of literary creation without drowning, while also challenging you to be effectively concise. This post will show you how to write a story by taking you through the full process: starting with your basic understanding of the form and ending with the big, beautiful bow you’ll put on your finished piece before sending it out to the world.If you'd like to download our free checklist on submitting your writing, skip ahead to the appropriate section below! Otherwise, read on.  What is a short story?For those unfamiliar with the form, here are some stats to help you out:A short story is a piece of fiction typically no longer than 8,000 words.Most short stories are only 2,000 to 5,000, butMicrofiction might be less than 500, andA longer â€Å"short† story might be as many as 20,000 (novellas start around 30,000 words).â€Å"You become a different writer when you approach or write a story,† says Zadie Smith. â€Å"When things are not always having to represent other things , you find real human beings begin to cautiously appear on your pages.†Writing a w ell-done story means that you've achieved a microcosm for humanity. Regardless of what you write about or how you choose to portray it, your story will be a success if you do so with genuine heart. It could be about aliens or elephants or inanimate objects - as long as it contains that key emotion, other people will find themselves moved by it. You may even end up turning it into a novel or novella someday.But remember: writing short stories is not merely a path to greatness. A truly heart-wrenching short story is greatness in and of itself.Are you a writer of short fiction? What are your tips for writing a story? Leave any thoughts or questions in the comments below!

How did African American and Native Americans shape Colonial America Essay

How did African American and Native Americans shape Colonial America and how were they shaped by Colonial America - Essay Example At the same time, with their divergent social and cultural beliefs, the colonial America also contributed immensely in shaping the practises of both the two races. The twenty first century American culture can be highly attributed to the struggle and input of the black and Native Americans. The black Americans received a very hostile reception in which they were treated more like underdogs. They were barred from participating in societal activities, nor even serving in a position of authority above a white American. Random killing by racial groups became an order of the day for the black Americans. However, despite the bleak future that faced them, the African Americans changed the course of their history and that of the continent for good. The fight that the African American embraced enabled them to change from being the American slaves and workers to being the American citizens, this became the basis of democratic struggle in colonial America. Despite of the weaknesses that nature presented them with, the African Americans embody the true struggle of democratic freedom and equality for all Americans (Breen and Innes 74). According to Breen and Innes 77, the eastern shores of Virginia developed during the colonial America because of the black presence. ... son, known mostly as ‘Antony the Negro’ is used by the authors to illustrate the spirit of hard work and struggle that the black Americans cultivated. He had a great ability to interact with other whites setting the pace for cross-cultural relations and friendships (Breen and Innes 74). The notion of more property equals more freedom and power among the American people was also built by these interactions by Antony the Negro. The Native Indian population were subjected to the aggressive rule of the European colonisers. The arrival of the guest from the west meant a complete change of lifestyle and freedom within their society. The Indians were the original farmers in the American continent and this encouraged the Europeans to create agricultural settlements in the continent. As a result, the growth of farming and huge crop plantations in the continent was borrowed from the practises of the native Indians (Richter 84). The development of the slave trade and immigration of the blacks into the American continents traces its roots to the activities and cultures of the Native Americans. As the need for more raw agricultural materials grew, the need for more strong and hardy workers developed. Africans became the only alternative due to their vulnerability and the European invasion at the time. The Indian Americans were also considered weak as compared to the blacks, this is how the native Indians shaped the history of the colonial America (Richter 90). Colonial America was characterised by a number of activities that defined the behaviours of the native and African Americans way of life. The mass movements of the population from the African continent into a new land and life marked transition in the lives of the black Africans. From a completely different cultural

Benjamin Franklin Research Paper Example | Topics and Well Written Essays - 750 words

Benjamin Franklin - Research Paper Example His father was a soap maker, Josiah Franklin and his mother was Abiah Folger. In the age of 12 Franklin started his career at his brother’s print shop in Boston. He realized that in order to become successful he had to work hard and, first of all, learn hard, so he started self education, learning different languages and scientific subjects. Thus he managed to learn Latin, Italian, Spanish, and French; moreover, he learned some of physics, biology, and chemistry all by himself. When his brother refused to hire Benjamin as a correspondent in his own news paper The New England Courant, Franklin adopted the pseudonym Mrs. Silence Dogood, and â€Å"her† 14 imaginative and witty letters were published in his brother’s newspaper, which the readers of the news paper liked a lot (â€Å"Benjamin Franklin Biography† n.pag.). However, Benjamin’s brother gone wild when he discovered that the letters were Benjamin’s, so young Benjamin Franklin was forced to escape to another city, looking for luck; he settled down in Philadelphia and considered the place as his home for the rest of his life. â€Å"Franklin furthered his education in the printing trade in Philadelphia, lodging at the home of John Read in 1723. Nevertheless, the following year, Franklin left for London under the auspices of Pennsylvania Governor William Keith, but felt duped when letters of introduction never arrived and he was forced to find work at print shops there† (â€Å"Benjamin Franklin Biography† n.pag.). He managed to publish his first pamphlet, "A Dissertation upon Liberty and Necessity, Pleasure and Pain†. In 1726 Franklin got back to Philadelphia and changed a lot of job positions, like he had been a bookkeeper, a shopkeeper, and a currency cutter (â€Å"Benjamin Franklin Biography† n.pag.). In late 1727, Franklin established his own print shop and later he purchased The Pennsylvania Gazette, which became one of the most popular in the colonies (â€Å"A Quick

Advantages and Disadvantages of the Cell Phone Essay Example for Free

Advantages and Disadvantages of the Cell Phone Essay In the world we live in today, everyone owns a cell phone. Whether it is pre-paid, contract, or a jitter bug they have it. Some are so easy to use while others might take a week or so to learn. Children as young as six or seven even own this very common form of technology. These things do almost everything. They have games, texting, GPS, MP3 players, and much more. Cell phones have many great advantages well as many disadvantages. As for me, the GPS on my cell phone is one major advantagee. By me traveling all over the place to attend many out of town church services, looking for hotels, and more my cell phone makes it so I will never get lost. Not only does the GPS on my cell phone tell me where to go, it also speaks back to me. Buying a cell phone with a GPS has saved me money by not having to by a navigation system. It is also easy and simple to use. I love the convenience of it too. Very often, I travel alone. If I have car problems my cell phone is there so I can call for help. Just last week my car broke down on a dark back road. Thank God I had my cell so I could have called for help. This awesome form of technology was put to use. Cell phones are always good to have when you leave the house or simply traveling alone. By my phone coming with a camera is also a great advantage. They save money and again I love the convenience of it. Just like a normal camera, you can print pictures out through your cell phone. Not only that, you can share them on Facebook or Twitter so everyone else could see. These cell phone cameras are not just any ole camera. Some are even better than the ones one would buy at a camera store. Sometimes we might want to search the internet and at the time we are away from a computer. Most cell phones today have internet access. We can check emails, shop, and everything else we can on the internet with a cell phone. I find this a big advance for those who love the internet. It can also cut off an internet bill at home. Like most things with many good advantages there are also disadvantages. One major disadvantage of a cell phone is texting while driving. Research proves that tons of people die every year as a result of texting while driving. I too find texting and driving very dangerous. It keeps your focus off the road. While driving, one’s focus should be on the road at all times. It is always important for anyone to keep their focus on the road. Cell phones also can take ones attention off their studies. With all the things a cell phone has to offer, it is easy to get carried away with it. There are always new games and fun apps that one can find on their cell phone. The fact that these things are hand held and can go pretty much anywhere can get many students into trouble at school. It can also become a distraction for learning. While most teachers are teaching, many students wish to use there cell phones instead of taking notes or learning. Another common disadvantage of a cell phone is that it keeps you from seeing your friends and family face to face. With the text messaging and calling you can do on a cell phone cuts back the face to face talks with family and friends. Spending time with family and friends should be very important in a person’s life. With a cell phone it is very easy to send a text messages or call them instead of seeing them in person. One should practice less texting and talking on a cell phone and more face to face conversations. Over all, cell phones have many great advantages. They have GPS, camera, and are great for traveling. Also they have many bad disadvantages such as texting and driving, distracting students from their studies, cut away face to face time with family and friends. To me cells phone are great to have and seem to get better each day. As long as you are careful and mindful of the harm a cell phone can do, you will be good.

Macbeth: Imagery Of Animal Behavior And Class Status Advances :: essays research papers

Macbeth: Imagery of Animal Behavior and Class Status Advances In Macbeth, the imagery of animals behavior and class status advances the theme of animals in relation to human characteristics. The examples discussed in my paper will make it quite clear that this imagery is evident, throughout the play.   Ã‚  Ã‚  Ã‚  Ã‚  In Act 1 sc. 3 line 8, the first witch chants and says that the sailor is the master of the Tiger. The witch is comparing the man to a Tiger. The tiger is a very good animal and is near the top of the Elizabethan World Picture. Hence the man is good. Furthermore the witch say's that she herself is like a rat without a tail. Thus she is missing something important. The witch is incomplete, just like the rat. Furthermore I believe she is hiding something because when you are missing something you are apt to be very self conscious and hide it. In addition the rat is veer low on the chain of being.   Ã‚  Ã‚  Ã‚  Ã‚  The next passage is Act 1 sc. 7 line 49. In this passage Lady Macbeth is quoted saying â€Å"like the poor cat I ‘th' adage† (1, vii., 49). That means â€Å" the cat who eats fish but will not get his feet wet † (Folgers, p 40). Lady Macbeth is telling Macbeth that he is like the cat because he wants to become king but he won't get his hands bloody. However Lady Macbeth would find someone else to get their feet wet, someone to do her dirty work.   Ã‚  Ã‚  Ã‚  Ã‚  In act 2 scene 4 line 15, the old man and Ross talk about the recent murder. The old man says that the killer, an owl made sure no one was looking and attacked the falcon and killed it. The owl, lower then the falcon on the chain of being usually eats mice, which is low on the hierarchy. But this time the owl eats the falcon whom is usually on the top of the hierarchy.   Ã‚  Ã‚  Ã‚  Ã‚  Later in the play during act 3 Macbeth talks bout the list of dogs and the list of men. On line 140 in sc.1 Macbeth compares the murders with the lowliest of dogs. In the next act, Act 4 three witches use very lowly animals to describe Macbeths kingship. In sc. 1 lines 1-30 the witches say that

A comprehensive protection plan

The primary objective of drawing a comprehensive protection plan is to enable an individual or an organization to survive or avoid a disaster (security threat) and therefore continue with his/her normal daily activities smoothly. To be able to achieve the above, one has to fully access the existing vulnerabilities in relations to the present, and predict future trends. As such therefore, comprehensive protection planning is tedious, complex, and requires careful and proper strategizing. In order for the plan to be relevant, both the security agent and the client have to make sure that, the plan is adhered to, up to the dot.Protection plans are not a two-month project neither is it a plan that once completed one can forget about it. The plan must be maintained, and tested regularly to gauge its efficient.Any security protection plan has to be systematic so that in the end, security threats can be avoided. The following steps need to be followed in order to come up with a comprehensive protection plan. 1) Plan description; this involves things like; (I) Pre-planning, which deals with the understanding of the immediate environment of an individual or an organization. (ii)Vulnerability assessment:- This concentrates on activities which can reduce the possibility of   a disaster occurrence.(iii) Disaster impact:- A detailed study should be carried out to determine the outcome, should a disaster occur.(iv) Definition of tasks:-this deals with the real course of action should a disaster occur(v)Plan development:-during this phase, recovery plans are tackled and clearly documented.(vi) Testing phase:-the above plan is now   put into real test so as to gauge its feasibility and if possible alternatives are evaluated.(vii)Maintenance of the plan is a very critical phase as   it determines the success of the whole plan should a security threat take place.(viii) Implementation of the plan:– this is   the most important phase of a comprehensive protection pla n since the plan will be of no use if it will not be fully implemented. As such implementation includes the following; defining the plan approach, identifying plan implementers, and modifying the plan when need be.The next step, number (2) plan objectives, which as said earlier the main objective of security protection plan is to enable an individual to survive a disaster and therefore carry on with their duties. As such, it requires critical operations trough out the course of plan. These critical operations can only be achieved by establishing of clear objectives.The objectives to any protection plan includes the following; (I) provision of safety to people incase of a disaster. (ii) Continuation with normal activities after a disaster. (iii) Minimize immediate damage and losses. (iv) Minimizing of disruption time. (V) Identify critical support incase the situations are out of control. These objectives help both the security agent and the client to be fully acquainted with the sco pe of the plan and the general security and safety procedures.Number three in this order is the plan organization and staffing. For the plan to be efficient, it needs to be effected by a number of people. Every level of the plan needs to be taken care of by professionals e.g. guards, drivers etc. initially we had said that protection planning is a tedious, complex, and labor-intensive program.This is so because it will be of no use to draw a detailed plan of action and fail to assign duties to specific people. Professionals as said earlier need to be in full time contact to execute the plan incase of a disaster happening.Lastly in this order are recourse requirements; people or organizations who have tried to develop or implement protection plans without providing the necessary recourses have been largely unsuccessful.Therefore, it is imperative that in order to successfully carry out a protection plan, the essential recourses must be employed to the maximum. Of importance also is t he regular testing of plans due to changes of time, and environment. These recourses can be divided into three categories; personnel costs, capitals costs, and on-going costs.( http://www.utoronto.ca/security/documentation/business_continuity/dis_rec_plan.htm)The above steps when followed keenly, then a comprehensive security protection plan can be drawn and successfully executed when need arises. In our contemporary society, security threats have become the order of the day and therefore there is a need to come up with protection plans to combat these threats.Some of the most areas, which are frequently affected when disaster strikes are communication networks, personal security, and transport systems. The following is a detailed plan of action to undertake in relation to communication, personal security, and transportation of a client.

Aftershock: World War I and its Political, Social and Economic Legacy to America Essay

Though the major fighting in World War I was largely confined to a relatively limited area (Western Europe, the Balkan peninsula, Russia and the Alpine frontier of Austria-Hungary and Italy, and what is now known as the Middle East), millions people all over the world felt the effects of war. In its wake, the war left over10 million people dead, with the men lost in combat leaving a deep chasm in the socio-economic milieu of the post-war world (Ellis and Cox 20). On the American home front, significant changes were forged upon the nation. Primarily World War I created labor shortages, which led thousands of African Americans to migrate to the North and work on its steel mills, ammunition plants and stockyards (Tucker 250). This migration in turn provoked racial tensions and led to rioting in some cities, as was the case in Illinois, when race riots erupted in East Saint Louis (July 1917) and Chicago (July 1919). The labor shortages also profoundly altered the traditional roles of men and women, as men were called to the battlefields and women had to step up into traditionally male occupations in industries – women learned to become railroad workers, shipbuilders, among others. They thus achieved a certain degree of independence and self-reliance through the opportunities provided by the war, and ultimately mustered enough support for women suffrage with the 19th Amendment finally passed by Congress in 1919, granting women the right to vote (Venzon 118). On the political front, the war had greatly increased the responsibilities of the federal government, leading to the creation of new government agencies to persuade the public’s voluntary compliance in support of the U.  S. cause. New ways for revenue generation in order to finance the war were also in order, leading the federal government to increase income and excise taxes, the institution of a war-profit tax, and selling of war bonds (Venzon 128). With countries involved having to borrow heavily to pay for the war, either from their own citizens of foreign lenders, such deficit-financing led to high levels of inflation, which in turn impoverished many citizens earning fixed incomes. Such pressures wrought by the war evoked hostility and suspicion, particularly antagonism toward immigrants, especially those of German and Italian descent. Repressive laws were passed by Congress for fear of sabotage and retaliation, such as the Espionage Act of 1917, followed by the Sedition Act of 1918, resulting in thousands of arrests and convictions for antiwar activities (Venzon 1995). People on the left were hard pressed, following wartime concerns on dissent and hostility toward the Bolshevik revolution of 1917 in Russia. Fear of radicalism, horror at Soviet communism, and the impact of wartime hysteria led to a series of attacks on radicals, i. e. the Palmer Raids of January 1920 led to arrests of thousands in 33 cities. Though the postwar Red Scare eventually abated, suspicion of foreigners, dissenters, and nonconformists prevailed well into the 1920s (Venzon 1995). The spirit of vindictiveness among the Allies influenced the drafting of the Treaty of Versailles in June 1919, leaving Germany shackled by the armistice and angered by the peace treaty (Taylor 291). The deplorable conditions in postwar Germany would later give rise to a fascist leadership in the 1930s, which would ultimately plunge the world to another war of a greater scale. The American experience of the Great War, brief and distant from the nation’s shores as it might have been, proved the turning point for the United States to realize its might – it had effectively mobilized its industrial forces and held its own in world affairs. At the end of the war, the U. S. was recognized as a world power (Taylor 315). While Europe tried to rebuild from the ashes of war, the U. S. ained overseas territories, access to markets and raw materials to fuel its industries. On the domestic front, the economy expanded with improvements in assembly-line production. The gains from improved auto production spread beyond car factories into the steel, glass, rubber and petroleum industries (Taylor 326). The federal government funded programs to build roads and highways, with previously isolated rural areas filled with tourist cabins and gas stations, leading to a growth in the construction industry as new suburbs rose at the outskirts of cities, transforming the nation’s landscape. The 1920s became characterized by mass consumption, particularly in the leisure and culture industries, easy credit, and advertising (Venzon 135). Yet even as profits soared, American zeal for reform waned, and business and government resumed their long-term affinity, and not everyone benefitted from these gains of economic prosperity. The mixture of economic change, political conservatism, and cultural conflict made the 1920s a decade of contradictions.

Free Essays on Class Vs. Race

Class vs. Race – The True Determinate We live in a society built of classes. These classes are necessary in a capitalistic society because no matter how rich a nation we become we will always need a lower class to clean the offices we work in and pick the strawberries we eat. Minority groups have found themselves stuck in this class of working poor and because people stereotype and perceive minority groups to fill this need of a lower class it makes it very difficult for these groups to advance from one socio-economic level to the next. DuBois understood this problem in America and decided that it was necessary for Blacks to break this mold they would first need to dispel the stereotypes that haunted them. His answer to this difficult situation was â€Å"the talented tenth.† The idea behind the concept was that a group of the top ten percent of blacks would excel, raising the entire black social class. Many people have criticized DuBois for these opinions, claiming they are without merit and unrealistic. I do not believe, however, that these people (men like West and Gates) fully understood what DuBois was meant by his talented tenth. In order for a social class to advance the way DuBois wanted Blacks to raise up they must first be perceived as equal and in today’s society we judge the masses and base our opinions of groups of people on the generalizations and stereotypes that we see in the media and we create in our minds. That is the mistake people make in interpreting DuBois. He did not think the newly created Black elites would live in Harlem and help the Black race by encouraging people in their communities. He knew the Black elite would separate themselves from that element of Black culture just as White elites have done for years. He wanted the black elites to change the perceptions of the upper middle class. Changing their perceptions of blacks, which in turn would free the black lower class from those stereoty... Free Essays on Class Vs. Race Free Essays on Class Vs. Race Class vs. Race – The True Determinate We live in a society built of classes. These classes are necessary in a capitalistic society because no matter how rich a nation we become we will always need a lower class to clean the offices we work in and pick the strawberries we eat. Minority groups have found themselves stuck in this class of working poor and because people stereotype and perceive minority groups to fill this need of a lower class it makes it very difficult for these groups to advance from one socio-economic level to the next. DuBois understood this problem in America and decided that it was necessary for Blacks to break this mold they would first need to dispel the stereotypes that haunted them. His answer to this difficult situation was â€Å"the talented tenth.† The idea behind the concept was that a group of the top ten percent of blacks would excel, raising the entire black social class. Many people have criticized DuBois for these opinions, claiming they are without merit and unrealistic. I do not believe, however, that these people (men like West and Gates) fully understood what DuBois was meant by his talented tenth. In order for a social class to advance the way DuBois wanted Blacks to raise up they must first be perceived as equal and in today’s society we judge the masses and base our opinions of groups of people on the generalizations and stereotypes that we see in the media and we create in our minds. That is the mistake people make in interpreting DuBois. He did not think the newly created Black elites would live in Harlem and help the Black race by encouraging people in their communities. He knew the Black elite would separate themselves from that element of Black culture just as White elites have done for years. He wanted the black elites to change the perceptions of the upper middle class. Changing their perceptions of blacks, which in turn would free the black lower class from those stereoty...

Reflection paper about course Entrepreneurship101 Essay

Reflection paper about course Entrepreneurship101 - Essay Example In addition, I was hopeful that I would meet a good number of successful entrepreneurs, engage them in debate with an intention of having a clear understanding of their lives and work. In this course, we received a number of guest speakers who also included successful entrepreneurs hence my expectations were achieved. It is of significance to posit that I was also hopeful that I would gain relevant skills, knowledge, and abilities that would be necessary in my career as an entrepreneur. Subsequently, I was also hopeful that I would gain expertise on how I can apply my acquired skills and abilities in my areas of interest in entrepreneurship. I was able to achieve these through being actively engaged in learning, and engaging in dialogues with instructors. This course is intended to help students incorporate all modules comprised in liberal arts education such as critical thinking, comprehension of various situations, teamwork, and reflecting. As a result, I was optimistic I would comprehend how to integrate all these modules in learning. These expectations were all met. In my course, I was exposed to different aspects of entrepreneurship and asked to reflect what I have learnt, as well as how that could impact me and the society. Through this, I was able to comprehend how to integrate these modul es of liberal arts education What I liked most in this course is the structure and sessions. The structure involved a lot of interactions and lectures. I have always been able to learn more through engaging myself actively and also engaging in chats and discussions with lecturers and other instructors. Guest speakers helped break the monotony created by our lecturers. Having guest speakers is a new experience that all students look forward to. Guest speakers give first hand experiences in the work and the problems they have encountered in their work. Therefore, I liked it more learning various components and skills in entrepreneurship from

Orthodox Interpretation of Japanese War Memories Essay

Orthodox Interpretation of Japanese War Memories - Essay Example The other argument is based on the assumption of the Allies that the government of Japan has declined in properly addressing the country’s war responsibilities during the war. It is also the view of the English speaking Allies that the people of Japan do not adequately acknowledge the responsibility of Japan during the war. Hence, the Japanese should accept the responsibility of the country during the war and this will propel the Japanese government doing the ‘right’ things in context of the war (Seaton 2). Seaton is of the view that this interpretation is flawed. He attributes this to the fact that there are two varying proportions of the interpretation. One of the proportions is described as the ‘state-centered approach’ whereby there is the political and parlance of the war memory (Seaton 2). The other is described as the ‘culturally determinist’ approach where it is analyzed in both sociological and anthropological focusing on the cha racteristics of the Japanese society as unwilling and conforming (Seaton 3). Why this Interpretation is flawed According to Seaton (p. 9), there are three aspects of how this interpretation is flawed. One of the aspects is that it moves precariously between war responsibility and war memories. This is because war responsibility in the current context is highlighted by constantly by political, moral and legal implications of war conduct. On the other hand, war memories are concerned about the way people see past events from the perspective of today’s context. Although the two aspects are related to some aspect, it is important to note that they are very distinct from each. Seaton (p. 9) asserts that while the Japanese government may refuse to compensate, there are Japanese people and the government that remembers the war. Hence, the way Japanese people feel about the way their government compensating could be based on their memory of the war. The development of memory studies has been greatly enhanced by the society acknowledging the fact that history is based on the environment that is changing constantly. Hence, technological, political, and social environments have affected the way many people are viewing past events. Hence, the Japanese cannot be limited to the environments that were present during the Second World War. There are two paradigms within which war memory and commemoration are studied which are; the political and psychological paradigms (Seaton 9). Seaton in Chapter 3 further argues that although Japan has been accused frequently of failing to address the past, the orthodoxy fails to note the main fact that ‘addressing the past’ is kind of unhelpful because it puts the roles of responsibility and memory into one and in so doing smudges the difference between individual, collective and official narratives. The orthodoxy has put across many texts that argue about Japan failing to address the war responsibility issues officially which has in turn spilled over to the orthodoxy claiming that Japan has an inadequate memory. This has led to observers of the Japanese people on how they remember the war being obscured. It is in this context that the orthodoxy has also ignored to look into how other nations handles their war memory including the English speaking Allies. Hence, the Japanese people are held responsible and in so doing, other nationals who were also responsible for the war have