The History And Rise Of Internet In The Business World Essays

The History And Rise Of Internet In The Business World Introduction The history of the Internet traces its roots to the United States government. The original use of the information system was to maintain communication during the cold war, with the Soviet Union in 1969, by the Department of Defense, incase of a nuclear attack or a major catastrophe. The National Science foundation created the Internet based on the ARPAnet. The first mass connection was between the University of California Santa Barbara, Stanford Research Institute, the University of Utah and the University of California Los Angeles.Ray Tomlinson develops E-mail in 1972.The ARPAnet became obsolete in 1982, but the basis for the program is still used at the present time. The Web began in 1989;it wasn't released to the world till the early 90's that's when it became the World Wide Web. In 1993 Marc Andressen created software for the Internet to publish text, images and sound. Andressen also introduced the first graphical Web browser, called Mosaic, still in use today. The United States runs most of the access to the Internet with 62% of all the routers, next closest is the United Kingdom with 5.2%. That is just an example of what America controls much on the Internet. 70% of the writing on the Internet is in English, next is Japanese. Statistics say 1 in 3 people use the Internet for E- Mail, 1 in 6 use it because they want to find out how it works, 1 in 8 want business information and 1 in 2 go to the Internet for education, hobbies, job listings, and entertainment. In 1993 less than 1% of users paid for use of the Internet. By 1995, it rose to over 200% due to the profits companies made from the providing this service. This became a common change that businesses have made since the beginning of the information highway. It was then clear that the Internet wasn't going anywhere anytime soon. This stared a trend, which is still being felt today and into the near future. Because of the demand for the Internet around the World, and the amount of capital a business could make that provides this service, is astounding, a good example of this is Cisco, a once Silicon Valley based business, which is now a Internet technology provider, reaped in $10 billion in 1986 without an IPO (initial public offering), and this is 14 years before the Internet became what it is today. In 1999 they became the third company in history to surpass $300 billion in market capitalization, second is Microsoft, and first is General Electric. Out of 150 million people who have access to the Internet 80 million of them are looking for opportunities to make a profit on the Internet. The entrepreneurs, small business owners, and large corporations are changing the Internet. Some of the information that use to be free is now being held for a price to subscribe to a companies web site. This is mainly because of the money involved in the E-commerce businesses and the amount of information acquired everyday in the use of the Internet, whether it's a question about a service or a complaint about a product. Internet based businesses have went from poor to rich overnight, this is the reason most people are in search of the goldmine of answers and money the Internet provides to the public through business on the Internet. Internet based businesses have went from poor to rich overnight and have a market full of consumers that are financially stable and are in demand of services and information from the Internet, this is the reason most businesses are in search of the goldmine the Internet provides. I.The three main reasons for people using the Internet. A. Communication 1.lower long distance charges than the telephone 2.technology being developed to make long distance phone calls free 3.E-mail 4.less expensive than postage stamps and paper 5.is less time consuming 6.availbe 24 hours a day 7 days a week 7.unlimited boundaries B. Business 1.80 million out of 150 million are on Internet for business opportunities 2. No geographic boundaries 3.access to more consumers 4.150 businesses join the Internet every day 5. Open 24 hours a day 6. Less labor force needed 7.able to answer question 24 hours a day 8.a bigger and cheaper way to

Within the African American community, leaders have debated the efficacy of industrial education versus liberal education to determine the most effective means of securing African liberation.

Within the African American community, leaders have debated the efficacy of industrial education versus liberal education to determine the most effective means of securing African liberation. Throughout the life of Booker T. Washington expressed in his autobiography, Up From Slavery, that one cannot succeed solely on a liberal education, but must accompany this with that of an industrial education as well. He believed that with this type of education, the black man could provide necessary services not only for himself, but also for those in his community as well.According to Washington, "We wanted to teach the students how to bathe; how to care for their teeth and clothing. We wanted to teach them what to eat, and how to eat it properly, and how to care for their rooms. Aside from this, we wanted to give them such a practical knowledge of some one industry, together with the spirit of industry, thrift, and economy, that they would be sure of knowing how to make a living after they had left us. We wanted to teach them to study actual things instead of mere books alone."Photograph of Booker Washington and Theodore Roose...This expresses his standards for education, but also the standards for what he felt every person should live by. Washington opened a school, Tuskegee Institute, where architecture, construction, and brick making were taught. In addition, students also learned such industries as landscaping, farming, and laundry.Booker T. Washington's idea of education presents a huge dilemma because it accepts the alleged inferiority of blacks and represents the old attitude of adjustment and submission as the only means of survival of the race. This presents a paradox because being submissive in terms of political and civil rights does not allow blacks to better himself and propagate his heritage. Instead it completely undermines the identity of his soul and threatens to lose it for the sake of making blacks a contestant in the race.DuBois was not an early opponent of...

Perfect Competition and Monopoly Essay Example | Topics and Well Written Essays - 2500 words

Perfect Competition and Monopoly - Essay Example 1. The size of the firm relative to the market is small. Hence, it has no influence on price. The firm is a price taker. 2. The product is homogeneous meaning to the consumer the product of one seller is same as the product of other seller. 3. There is freedom of entry and exit for each firm. 4. There is free mobility of resources. 5. All the participants in the market have perfect knowledge, meaning that everyone is aware of his benefit, consumer knows prices, and producer knows cost and so on. If even one condition is not fulfilled, the market will not be perfect anymore, it will be imperfect. An extreme case of such imperfection is monopoly. Monopoly is that market in which there is only one seller (or a group of sellers acts as one - cartel) of a commodity that has no close substitute. The seller has complete control of the supply of the commodity and hence is the price maker. We shall now see where the equilibrium of the firm lies and also which conditions are necessary for it. Equilibrium of the firm We shall use the marginal revenue1 and marginal cost2 approach to study the equilibrium of the firm. There are two conditions to this equilibrium: 1. MR = MC 2. Slope of MR < Slope of MC. Price MC P T P MR=AR=P Quantity (output) 0 Z? Z As we can see in the above graph, there are two points where marginal revenue is equal to MC but at Z? if the quantity is increased, the firm is still earning profit. But after Z, the cost of per unit is more than its price. Hence Z is the equilibrium output. The equilibrium can be proved mathematically. Let Z be the output, TR the revenue and TC the cost. Profits are calculated as ? = TR – TC. To maximise the profits we need i.e. MR = MC, and i.e. Slope of MR < Slope of MC. Equilibrium in Perfect Competition and Monopoly in the Long Run As we are trying to see how both markets generate different profits in the long run, we shall assume that the market demand and costs do not change due to entry and exit of a firm from t he industry. Also, to simplify the analysis constant average cost is assumed. These assumptions give us MC = AC and the supply curve for perfect competition is equal to both costs. The equilibrium in perfect competition will be at the point where demand is equal to supply as this is where the price3 will set. The output will be according to this level. At this level price will be equal to MC and AC. In general, we can state the equilibrium in perfect competition as P = AR = MR = MC = AC Where P = Price of the commodity AR = Average Revenue MR = Marginal Revenue MC = Marginal Cost AC = Average Cost4. In case of monopoly the equilibrium will take place where marginal revenue is equal to marginal cost and the marginal cost curve cuts marginal revenue from below but there is an additional clause here that states that the marginal revenue will be less than the price. We can see both the equilibriums – for perfect competition and monopoly, in the figure. Comparison of Profit betwee n Perfect Competition & Monopoly The comparison can be seen in the figure above. In perfect competition the price is fixed. Only the output varies and therefore supply curve is horizontal. The equilibrium price for competitive firm is Pc, where MR=MC. But the output level is Qc where MC= AR, meaning supply is equal to demand. For monopoly, the equilibrium position is same, where MR=MC, but the output leve

Argue a position Essay Example | Topics and Well Written Essays - 750 words

Argue a position - Essay Example Even though many people have expressed their dissatisfaction with the engagement of the United States in the war against terrorism, American was right to enter the war because the benefits far much outweighs the costs of being in the war. In this terrorism age, it was prudent for America to enter in the war against terrorism in order to be in the upfront of protecting humanity as the world superpower. After the September 11 terrorist attack on the United State, there was panic all over the world and the only way to dispel the fear that terrorist under the leadership of Osama Bin Laden had planted in the heart of Americans and the entire globe, it was necessary for America to invade the boundaries of Afghanistan in search of the dangerous group (Heymann 19). The United States initiated the war against Afghanistan with the support of allies. America together with its allies in the war never aimed at retaliation following the September 11 terrorist attack on innocent civilians, but the main focus was to destroy a safe and supportive operation ground for al-Qaeda in Afghanistan. The main focus was to oust the Taliban out of power so as to dismantle and disable the al-Qaeda group that had been a nightmare in the region an d to the United States and the rest of the world. The al-Qaeda treated women and children in a brutal way aiming to subject them to a lifetime misery and abject poverty. Also, the Al Qaeda and the Taliban regime used civilians as shields while perpetuating their atrocities, which highly contravene humanity. Taliban commanders seized humanitarian aid offered to innocent civilians in the war torn region and cared little about human life (Oshunrinade 160). The al-Qaeda committed wanting humanitarian crimes and propagated drug trade to finance their acts of terrorism around the world. Was these not enough reason for a country that believes in human rights and freedom to intervene? The

Management of underperforming surgical trainee Essay

Management of underperforming surgical trainee - Essay Example Work place based assessment 15 Annexes: Forms template Foreword The purpose of this handbook is to provide a guide for the clinical supervisor in the performance of his/her duties in the hospital. This is designed to give the supervisor with resources and models for the supervision work and to orient the supervisor on the clinic supervision program. This is also a manifestation of our expressed commitment to provide students with excellent academic preparation. The materials contained in this manual are not intended to substitute existing ones, but rather to supplement the information. Relevant forms are attached for supervisor’s use. The Clinical Supervision The clinical supervision is a professional preparation. The experience gathered in this exercise provides the student with an opportunity to carry out professional responsibilities. The clinical supervision allows the student to integrate the academic theories learned from school to actual practice under the guidance of a clinic supervisor Clinical Supervision is defined as â€Å"formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance patient protection and safety of care in a wide range of situations (â€Å"clinical supervision†). ... Shared clinical responsibility ensuring that the client’s treatment goals are addressed. A rigorous process that ensures ethical and legal responsibility. An individualized approach based on the learning needs and style of the supervisee. Congruence with the values and philosophy of the agency. Adopted from: Part 2, Chapter 2, NCBI Resources The Clinical Supervision Defining the characteristics of an Effective Clinical supervisor a. The Clinical Supervisor’s objectives The clinical supervisor’s foremost objective is to establish a positive supervisor-supervisee relationship that promotes client’s welfare a nd professional development of supervisee. The Clinical Supervisor has a well rounded personality as he acts as a teacher, coach, consultant, mentor, evaluator and administrator (TIP 52). The Clinical Supervisor has the following objectives in doing his jobs: 1. To help the less experienced worker improve his/her skills. 2. To ensure that patients receive the best medical care . 3. To have e clear contract of expectations, ongoing review and feedback; and a commitment to professional developments. These objectives will be discussed more thoroughly in succeeding sections of the manual. The Clinical Supervisor b. The Clinical Supervisor’s Duties and Responsibilities Responsibilities The clinical supervisor is committed to work with other departments in order to provide an outstanding customer experience. The role calls for coordinating management and clinical activities. Responsibilities include the following: Staffing Budgeting Personnel management Staff development Occasional clinical coverage and weekend house supervision Source:

Reflective Practice And Risk Social Work Essay

Reflective Practice And Risk Social Work Essay A good risk decision requires both good risk assessment and good risk management (Carson and Bain, 2008: 156). The intention of this assignment is to critically evaluate this statement with reference to my own practice experience. With the focus of this piece of practice being on children, this assignment will predominantly explore risk from the perspective of children. The assignment will start with a brief outline of the practice experience that will be referred to and will explore the social, cultural and political concepts that shape practice in relation to risk. The concepts of risk, risk assessment and risk management will be examined along with what makes them good. The assignment will then explore how Brearleys (1982) risk assessment was used before looking at theoretical frameworks of reflection. The practice experience that I will be referring to throughout this piece of work is the assessment process in preparation for a Full Assessment Report that had been requested from the Childrens Reporter Administration due to concerns for the safety of a child. During a domestic incident between Mr and Mrs Hassan, their son Raj (aged 12) was struck on the side of the face by Mr Hassan. As a result of bail conditions Mr Hassam was not allowed within a certain distance of the family home and he was not present during the first half of the assessment process. However halfway through the assessment process Mr Hassam was charged and convicted a Schedule 1 offender, with bail conditions no longer in place Mr Hassam returned to the family home. Towards the end of the twentieth century risk became a major concern within western society; Beck (1992) argues that we live in a risk society that has an emphasis on uncertainty and blame, and there is no longer a focus on succeeding in doing something good but where we are preventing the worst. Parton (1996) would agree with Beck and believes that globalisation has separated society and in turn created more uncertainty within social and economic life. As a result of the blaming culture professionals are finding themselves avoiding taking risks and feeling that they have to defend their practice and risk decisions (McLaughlin, 2007 and Barry, 2007). The media and public blame practitioners, particularly when there is a child death, and state that they put children at unnecessary high risk as they fail to intervene quickly enough. Examples of high profile child death inquiry cases include Jasmine Beckford (1985), Caleb Ness (2003) and Baby P (2008). Baby P is an excellent example of how the media and public blame practitioners and received high media attention. Media coverage of how risk assessments and risk managements have failed along with demands for minimising risks and organisational and professional accountability has constrained the role of a social worker and The 21st Century Review of Social Work (2006) acknowledges this (Barry, 2007). It implies that social work professionals were lacking in confidence when it came to taking risks in what has become a risk adverse society. One of the main areas highlighted in the report was the need for a new organisational culture and approach to risk assessment and risk management wh ich would promote merit (Scottish Executive, 2006). Official policies and guidance have been developed in recent years with the aim of improving practices and knowledge where high risks can be identified (DOH, 1991 cited in Parton, 1996). This is evident in documents that influenced my practice and I referred to them before making risk decisions, some examples include; Getting it Right for Every Child: Proposal for Action (Scottish Executive, 2005), Every Child Matters: Change for Children (HM Government, 2004) and Its everyones job to make sure Im alright: Report of the Child Protection Audit and Review (Scottish Executive, 2002). The word risk is a complex and comprehensive concept and there is no clear definition when it comes to defining what would be a low, medium or high risk (Stalker, 2003 and Barry, 2007). Many of the problems that arise during risk taking is a result of there being no exact definition of risk (Titterton, 2005). This in turn creates difficulties when defining definitions of risk, risk assessment and risk management. The Oxford English Dictionary (2002) describes the noun risk as a situation that could lead to a bad outcome or the likelihood of something unpleasant happening, and the verb risk as being exposed to danger or loss or act in a way that something bad could happen. All dictionary definitions will give the word risk negative meanings. Alaszewski and Manthorpe (1991) would agree with the negative dictionary definitions of risk and define it as, the possibility that a given course of action will not achieve its desired outcome but instead some undesired and undesirable situation will develop. Similarly Blackburn (2000) views risk as being a loss or cost as a result of uncertainty (cited in Carson and Bain, 2008). Carson and Bain (2008) and Titterton (2005) disagree with negative meanings of the word risk; they argue that such definitions are not good enough as they pose more difficulties when taking risks with peoples lives. They both argue that risk needs to be explained as looking at the potential benefits and also the potential harms. Alberg (1996) provides a useful definition of risk as, the possibility of beneficial and harmful outcomes and the likelihood of their occurrence in a stated timescale (cited in Titterton, 2005:25). Risk assessment is the stage in risk decision making where information on the elements of risk is collated and assessed, they are usually made to inform risk management. Risk assessment is concerned with collecting information on the two key risk elements; these are known as the outcomes (also known as the consequences, harm or damage) and their likelihood (also known as chance or exposure) and to assess a risk we must consider both (Carson and Bain, 2008, Titterton, 2005). The two basic assessment tools used to assess risk are; clinical which involves professional judgement and information from research on risk factors, and actuarial is based upon statistical calculations of risk and is used in the insurance industry (Barry, 2007 and Davies, 2008). Although not exclusively, actuarial data tends to be used during risk assessments and clinical during risk management (Carson and Bain, 2008). In order to undertake a good risk assessment we should include all the outcomes that could occur as a result of the risk decision and which could happen in the period that the risk is being assessed. If an outcome would happen regardless of a risk assessment being made then it did not happen as a result of a risk decision. The risk decision must have made the outcome more likely or serious; both the seriousness of the outcomes and their likelihood must be considered (Carson and Bain, 2008). When assessing the likelihood of a situation it should be based upon the best knowledge available and whether the decision would have been the same had a responsible body (i.e. SSSC) had considered it (Carson and Bain, 2008). A good risk assessment has a purpose and this is to explore the potential benefits over the possible harms. If the value of the likely benefits outweighs the value of the likely harms then we will be able to justify taking a risk decision (Titterton, 2005). We need to be able to justify taking a risk before we can learn whether harm will result. If harm does result then it is not bad risk assessment, similarly if a risk decision leads to successful outcomes we cannot say it is good risk assessment. A risk decision needs to be judged on the risk decision processes and procedures, not by the outcomes (Carson and Bain, 2008). It could be argued that there are no benefits of taking a risk and this would be deemed as bad risk assessment and must be challenged (Carson and Bain, 2008). After a risk assessment has been carried out a decision needs to be made on how to manage the situation. Risk management is discovering and controlling the dimensions of the proposed risk into a plan to manage the risks; it is involved with implementing, monitoring, influencing, controlling and reviewing the risk decision (Carson and Bain, 2008). Risk dimensions are features of risk that could be influenced by the practitioner, for example the available resources to manage the risk and uncertainty (Carson and Bain, 2008). Risk management also means making the most of the potential benefits and including service users in managing risk decisions (Stalker, 2003). In order to have good risk management we must be able to make effective use of all the dimensions of the risk assessment. This includes the time during and the amount of time of a risk decision being made and the time available to intervene if necessary. We need to be able to identify people and their skills as a resource and use their qualities, knowledge and ability to recognise problems and opportunities should they arise. We should identify and consider both positive and negative opportunities that arise at different stages as we go along a risk path. Before making a risk decision we must explore the quality and quantity of available knowledge and its significance. Knowledge is a form of power and this creates degrees of control, this includes recognising our professional, ethical and legal limits to intervene and control a risk. Good risk management is being able to use all of these resources however there is a barrier, they all cost money. Risk management is political as it is about resources, we require adequate resources for a good risk management plan and lack of resources will have an impact on this (Carson and Bain, 2008). Risk decisions are complex and may be based on unreliable or uncertain knowledge. If harm could not occur then it would not be a risk, if harms do occur then decision making and risk management will need to be examined and a risk decision that was justifiable before the event must remain justifiable after the event. The practitioner will also need to show that any decisions they did make were in line with best current practice on risk assessment and risk management. Many risk decisions will be good irrespective of poor risk management. (Carson and Bain, 2008 and Davies, 2008). Risk management is often overshadowed by risk assessment, despite the fact that it can only identify a risk and not lessen it (Stalker, 2003 and Titterton, 2005). It is important to give risk management more credit as it can prevent bad risk assessment. If a poor risk assessment is made then it can result in harm, inquiries and court proceedings. As risk management comes after the risk assessment has been made it can in turn prevent a poor risk assessment from causing harm (Carson and Bain, 2008). Also risk management concerns the implementation of the risk decision and can therefore protect against the consequences of poor risk assessment. In order to make a good risk decision we therefore require good risk assessment and good risk management (Carson and Bain, 2008). Titterton (2005) argues that risk assessment and risk management should be interconnected within the same risk framework. Brearleys (1982) definition of risk focuses on the negative outcomes of risk (i.e. damage and harm) however despite its restrictions it is argued that it is relevant as he has provided a framework that provides a good starting point for understanding and assessing risk, and that helps assist workers to recognise risk factors when faced with risky situations (Watson and West, 2006 and Kemshall and Pritchard, 1996). Brearleys risk assessment framework is interactive and uses concepts of the systems approach, task centred approach to the actuarial assessment of risk. His framework identifies two types of hazards which he refers to as general predictive hazards (background hazards) and situational hazards (current hazards); a hazard is the possibility of loss or damage that will result in danger. These hazards need to be weighed up with the strengths in order to identify if a risk decision has to be made (Kemshall and Pritchard, 1996). I incorporated Brearleys (1982) framework with the assessment triangle (DOH, 2000 and Aldgate and Rose, 2006) during my risk assessment and I identified that identified that there were no general predictive factors for Raj, he was not known to social work prior to this assault and there was no evidence to suggest that there had been any issues in the past. The situational hazards for Raj were; he had been assaulted by Mr Hassam, his behaviour changed and he became withdrawn and angry, poverty and poor housing. His strengths were; he was resilient, he attended and enjoyed school, he openly spoke out about how he felt. The danger for Raj was that he was at risk of further physical and/or emotional abuse for being open and honest with me after his father had warned him not to speak to any professionals. During my risk assessment I had to consider how capable Mr Hassam was of further assaulting Raj and how likely it was to happen. I thought about the severity of the outcomes, for example if I thought there was a chance that the outcome would be death then the likelihood would be lower than if I thought the outcome could be assault. I therefore considered the outcome of my assessment to be that Mr Hassam could assault Raj again and although the outcome could be very serious but I felt that the likelihood of it happening was very low as Mr Hassam had never been violent towards his son before and showed true signs of remorse for his actions. However just because it was extremely unlikely that Mr Hassam would assault Raj again did not mean that I could consider it a low risk. An unlikely event does not become any more likely merely as it could have serious outcomes (Carson and Bain, 2008). During my assessment I referred to The Children (Scotland) Act 1995 as I had a duty to safeguard an d promote the welfare of Raj and his welfare is paramount (SCLC, 1995), and also to the values of the SSSC (2005), particularly codes 4.1 and 4.2. When considering the risk period to work within and how we are basing our assessment we should examine research based upon that period. During my risk assessment I looked at research on domestic violence and child abuse and several studies show that there is a high association between domestic violence and child abuse (physical and emotional); Morely and Mullender (1994) found that between 40-60% of children are physically assaulted by the perpetrator and Epsein and Keep (1994) found that 38% of children who called Childline had been assaulted by the perpetrator. To make the use of the highest knowledge available I also consulted with my practice teacher and PTL and considered their recommendations before making my decision. My risk decision was that it was safe for Raj to remain in the family home with his father, as the potential benefits (e.g. prior to the assault Raj and his father had a good relationship) outweighed the likely harms. I was able to work in partnership with Mr and Mrs Hassan and the school and they were all resources that assisted me with identifying opportunities for Raj. On reflection I felt confident that I had used the resources available to me well, particularly research and knowledge and I could justify my risk decision if harm was to occur and would be able to explain how I came to my risk decision. Reflective practice involves being able to think holistically and in turn this includes exploring facts and feelings, the knowledge and understanding of the situation and being able to look at perspectives subjectively and objectively (Wilson et al, 2008). Schà ¶n (1983), Kolb (1984) and Boud et al (1985) have given reflective practice currency in recent years by developing ideas and using and applying them to reflecting on experience and improving action and practice (Brown and Rutter, 2008). I based my reflective accounts in practice on Kolbs (1984) model of experiential learning. Kolbs model explores having concrete practice experience which we then reflect and observe on, construct new ideas on and then experiment with. His model emphasises the importance of using observation and testing our reflection on what we see and experience and being able to build upon how we experience the real world (Adams et al, 2002). Kolbs model has helped me understand that learning is individual a nd I have to make the connections to existing knowledge, theories and legislation when reflecting on what I have learned. A number of self evaluation questionnaires derived from Kolbs learning cycle with the aim of helping people identify their learning styles. I used Honey and Mumfords (1992) learning style questionnaire to discover that I am a reflective learner; I will watch and reflect, gather relevant data and examine all the possible options available before making a decison. Using my learning style as a reflector and incorporating Kolbs model of learning I was able to confidently make a risk decision for Raj. I used the supervision process to discuss my learning style and how this assisted me when I put plans of action in place with the Hassam family and how I went through the cycle of experience, reflection, conceptualisation and experimentation (Parker, 2006). To conclude this piece of work has proved that in order to have a good risk decision then we must have a good risk assessment along with good risk management and my own practice experience was integrated throughout as an illustrative. Todays risk society has a lack of confidence in professionals and this has an impact when they need to make risk decisions, although after using risk and reflective frameworks along with supervision I was confident to be able to make my risk decision and justify it. With the right policies, procedures and support professionals will be able to make good risk decisions and feel confident when doing so.

Treatment Options for an Incurable Disorder Essay -- Health, Diseases,

Millions of people around the world suffer from incurable diseases and disorders. Everyday brings a new challenge, a new obstacle to overcome as they search in vain for a way to ease the pain brought upon them by the disease or disorder they carry. Autism is one of the many mental disorders that plagues the planet. Autism is defined as, â€Å"A set of symptoms that include limited social abilities and highly patterned behavior† (â€Å"Autism† 1), and though many treatments are available world wide, as of now, there is no cure. This mental disorder is growing rapidly. In fact it is growing so quickly that now every 1 in 110 children is diagnosed with autism and there is a new case diagnosed every twenty minutes. The scariest statistic to date states that this year more children will be diagnosed with autism than AIDS, cancer, and diabetes combined (â€Å"Autism Support† par. 4).Due to this developmental disability’s rampant increase, parents are desperate t o discover a treatment that will help their children. Treatment options for autism are growing rapidly, however only a few handfuls prove reliable and affective. Autism is not one clear cut disorder. Cases of autism range in levels of severity. The autism spectrum defines the different intensities of autism, ranging from Asperger syndrome to childhood disintegrative disorder, also known as CDD (â€Å"Autism† 1). Symptoms defining the autism spectrum include, â€Å"difficulty maintaining eye contact or looking directly at objects of interest; repetition of sounds or physical motions; difficulty adapting to changes in environment or schedule; and inability to understand and participated in â€Å"make believe† scenarios† (â€Å"Autism† 1-2). However, before the autism spectrum came about, the disorder itself had ... ...the world moves forward to discover new technologies and advances in medicine, new autism treatments are being revealed as well. Unfortunately not all of these treatments are considered effective and or respectable. Autism Speaks Incorporated and the National Autism Center are two of the most respectable sources for families who have children with autism to search for possible treatment options suitable for their children. Both these organizations list applied behavioral analysis one of the most successful treatment options. Shock therapy (a therapy not included in either Autism Speaks Incorporated or the National Autism Center) is a highly debated treatment due to ethical reasons. Autism affects more people every year. For now, there is no cure for autism but if families choose the correct treatment method for their children, the symptoms can be greatly reduced.

The Lion and the Mouse

A Kion was awakened from sleep by a Mouse running over his face. Rising up angrily, he caught him and was about to kill him, when the Mouse piteously entreated, saying: â€Å"If you would only spare my life, I would be sure to repay your kindness. † The Lion laughed and let him go. It happened shortly after this that the Lion was caught by some hunters, who bound him by st ropes to the ground. The Mouse, recognizing his roar, came gnawed the rope with his teeth, and set him free, exclaim You ridiculed the idea of my ever being able to help you, expecting to receive from me any repayment of your favor; I now you know that it is possible for even a Mouse to con benefits on a Lion. † In The Lion and the Mouse fable, the audience can not only be young generation, but also old generation. In this specific fable, young generation can get some benefits, such as how to trust other people, how can we let other people trust us, what can the young people do to the old people, and w hat is the importance of having friends. In the other side, the older generation can use this fable to dress their children by showing them how great friends can help them in the difficult or impressments situation. The fable prevent from being seen is that the young people can not only help the old people, but also they can do something valuable to society, such as creating new technology and developing an old system. As people growing up, they tend to think that they are becoming stronger and they could do anything they want, which tend to be wrong. They should use their power to protect their families and help other people. For example, if you go to work out every day to build your muscles, you become a strong man that can carry heavy things or equipment. However, some strong men when they have the right or if someone did something bad and he did not mean to, they would hurt him and sometime they would kill him. The idea is really oblivious, which is the people are in this life is to help each other, that’s mean the Vulnerable people can help the people who have the power is one way or the other, so the people who has power should not hurt Vulnerable people because you may need their help in the future.

Thanking in French - Merci et Les Autres Remerciements

Thanking in French - Merci et Les Autres Remerciements You all know â€Å"merci†. But there are different ways to say thank you in French, as well as different meanings to the word. Merci: The Common Way of Saying Thank You in French â€Å"Merci† is ‘thank you’. Its pronounced â€Å"mair see† with an open ‘ay’ sound not a closed ‘ur’ sound. You can make it stronger by saying â€Å"merci beaucoup† – ‘thank you very much’. Note that the very is included, you cannot say â€Å"merci trà ¨s beaucoup†. To say ‘a thousand thanks’ we say â€Å"mille mercis† or â€Å"merci mille fois†. It’s pretty common in French as it is in English. You usually accompany a vocal â€Å"merci† with a smile, and it implies that you accept whatever is being offered to you. However, if you want to refuse something, you could say â€Å"non merci†, or even just say â€Å"merci† with a hand gesture, showing your palm to the person in front of you in a kind of stop gesture.  You make shake your head â€Å"no† at the same time. You may smile or not, depending on how firm you want the  refusal to be. When you thank someone, they may answer merci toi / vous - in English, youd say thank YOU, with the emphasis on the you, meaning I am the one thanking you. Je Vous/Te Remercie Pour... I Thank You For in French Another way to say ‘thank you’ is to use the verb â€Å"remercier†. â€Å"Remercier†, ‘to thank’ is followed by a direct object (so it will take the pronouns me, te, le, la, nous, vous, les), and then by â€Å"pour† ‘for’, just as it is in English. Je vous/te remercie pour ce dà ©licieux dà ®ner. I thank you for this delicious dinner meal. Note that the verb â€Å"remercier† has a stem in â€Å"i†, so the final sound will often be a vowel, just like the verb â€Å"à ©tudier†. Je vous/te remercie pour les fleurs – I thank you for the flowers.Je voulais vous/te remercier pour votre/ta gentillesse – I wanted to thank you for your kindness. Using â€Å"remercier† is very formal in French, much less common than using â€Å"merci†. Click here for more ways of expressing gratitude in French. Les Remerciements - The Thanks When talking about the thanks, the noun, you’d use the noun â€Å"le/les remerciement(s)†, usually used in the plural. Tu as les remerciements de Susan – you have Susan’s thanks.Je voudrais lui adresser mes remerciements – I would like to send him/her my thanks. No Thanksgiving in France Thanksgiving  is not a French holiday at all, and most French people have never heard of it. They may have seen some Thanksgiving dinner on a sitcom on TV, but probably discarded the info. There is no Black Friday sale in France either.   In Canada, Thanksgiving is called â€Å"l’Action de Grà ¢ce(s)† with or without an S and is celebrated pretty much in the same fashion as in the US, but on the second Monday of October. Thank You  Notes in France Its somewhat less common in France to write une carte de remerciement. I mean, its not uncommon, and its very polite, but its not like in the Anglo-Saxon countries  where Thank You cards are a huge market. If youve been treated to something really special, you can absolutely send a thank you card or a handwritten note, but dont expect your French friend to necessarily reciprocate. Its not rude of them, its just not that deeply rooted in our politeness.

emotions with internet essays

emotions with internet essays Emails, emails and emails... Since the initialization of Internet, everybody throughout the world started communicating in what came out to be the 21st centurys new world of interaction. Internet is a revolution of communication for mankind. It creates boundless possibilities and distance is a subject of no concern. It has become a vital means in personal, business, and professional sectors due to its omnipresence and speed. It is quite evident that Internet, at the same time, develops and set hurdles to our lives. For skeptics, it can be a mode of perpetrating deception or even criminal fraud(Behrens healthy form of play and self-development through assuming alternate identities (Behrens Have you ever questioned yourself how does this simple though complex system functions? I personally am still perplexed and puzzled by the fact that with only a cable hooked in the computer, ending into the wall, creates an instant message communication between two people with thousands of miles apart...as a result I query myself. The Journey of an E-mail by John Dyson is the personal journey of the author in which he follows the course an email he sends. Dyson narrates, Along with more than 150 million others around the world, I use e-mail all the time and cant imagine living without it. How it actually works, of course, is a mystery (243). The author explains in detail how the email is turned in pieces of bytes and sent to Internet headquarters across the world until reaching the designated recipient. Referring to the quote, we see that all users of Internet pass through this stage of inquiry to self-explain how this phenom...

Pizza Hut Franchise Essay Example | Topics and Well Written Essays - 4000 words

Pizza Hut Franchise - Essay Example 2002 Tricon Global becomes YUM! Brands Inc. The Quad Pizza is launched in the UK. Pizza Hut opens its 500th restaurant. A & W and Long John Silver’s join the Yum brand. 2001 Pizza Hut begins a franchising programme with its delivery stores 2000 Pizza Hut introduces The Edge, a thin pizza with toppings all the way round the edge 1999 Pizza Hut has over 400 restaurants, employing 14000 people. The Italian Pizza is launched in the UK 1998 Pan Pizza is relaunched as Grand Pan in the UK 1997 PepsiCo decided to focus on their (sic) drinks business. As a result, Tricon Global Restaurants is born, creating the largest restaurant brand in the World. Tricon became the partner company with Whitbread. The Sicilian Pizza is launched in the UK. There are 277 restaurants and 100 delivery stores in the UK 1995 Stuffed Crust is launched in the UK 1994 10,000 Pizza Huts are open world-wide 1993 There are 300 restaurants and delivery stores in the UK 1992 There are 9000 restaurants in 84 countri es 1990 Pizza Hut reaches Russia. In the UK there are now 200 restaurants 1989 The first restaurant is converted into a Restaurant Based Delivery store 1988 The UK’s first delivery unit opens in Kingsbury, London 1987 An average of one restaurant opened each week in the UK 1986 100 restaurants in the UK and 5000 world wide 1984 50 restaurants so far in the UK 1982 UK joint venture commences between PepsiCo and Whitbread 1980 Pan Pizza Introduced 1977 PepsiCo buys Pizza Hut 1973 Pizza Hut goes international with restaurants in Japan, Canada & England. The first UK Pizza Hut opens in Islington, London 1972 1000 restaurants are open throughout the USA 1958 Frank and Dan Carney open the first Pizza Hut in Wichita, Kansas.†Ã¢â‚¬â„¢ (www.pizzahut.co.uk). As part of a consortium, Yum! Brands,... In recent years, the economic downturn in the world has impacted the restaurant industry. Thus, quick and cheap service restaurants like Pizza Hut cater to the needs of pocket tight consumers by offering quality food with a wonderful dining experience. As a national and international brand name, Pizza Hut maintains its position as the leader in the pizza industry, providing great food at reasonable prices. Moreover, it offers new tactics to retain and enlarge on its market share among its customers. In addition, through effective advertising and marketing strategies, it maintains a reputation of brand recognition (www.pizzahutfranchise.com). At Yum! They have developed a growing international dominance by emphasizing four major business strategies: 1). promote industry-leading, long-term franchise and shareholder value; 2). design dominant brands in China of every major classification; 3). encourage forceful global development and establish powerful brands; 4). significantly enhance U.S. brands in returns, consistency, and positions. Its focuses on four principal strategies as pictured below: In addition, Yum maintains reliable figures of achievement in 2010 with 17% Earnings Per Share (EPS) growth. This commercial success underscores the fact that Yum has obtained at least a 13% percent growth for nine consecutive years, which surpassed its 10% EPS growth expectations. Moreover, for that year alone, it established almost 1,400 new restaurants on the international scene. Significantly, Yum has retained its Return on Investment Capital (ROIC) of 20%+ and still is the market leader in the industry.

War is Kind - Stephen Crane Essay Example | Topics and Well Written Essays - 750 words

War is Kind - Stephen Crane - Essay Example War is Kind - Stephen Crane Corroborating this, the poet writes: â€Å"Great is the battle-god, great, and his kingdom-- A field where a thousand corpses lie†. This is the unending story of wars. The tone of the poem is sarcastic but it is not sarcasm alone but mixed with helplessness of the situation created by war. Apart from the material destruction caused by war which can be replenished, what can never be recouped are the loss of precious lives and the soldier leaves the memories of what has been and what never more will be for his immediate family members, acquaintances and the society at large. As such when the poet mentions that â€Å"war is kind† one must understand the hidden meaning of cruel kindness ingrained in the process of war. One death in the family is like the introduction of the muffled drum in the melodious symphony of an orchestra. The poet reveals this situation by introducing an element of sarcasm specifically in the lines fourteen through sixteen: â€Å"Raged at his breast, gulped and died, Do not weep. War is kind†. When two unrelated words or having contradictory connotations are employed together in structure, but they give a dissimilar meaning, it is a case of oxymoron. Some of the examples in this poem are: â€Å"virtue of slaughter†, â€Å"excellence of killing†, â€Å"splendid shroud†, â€Å"drill and die† and â€Å"blazing flag†. In this poem the poet has made the judicious use of oxymoron and the contrast is effective and likeable and the words the poet has placed together generate vivid meanings.