HIPAA & HITECH

Miss Veers abides by the initial plan to provide are to the men suffering from syphilis and to prove that black and whites were the same biologically in regards to disease. As Miss Veers initially believes that the government would provide the best medical support available to her patients, she rallies up a majority of the African American men of Macon County. Miss Veers becomes profoundly attached to the patients, as they are to her. Although the government funded project intended to treat the men, the funds for the study ultimately dissipate.Dry. Broods, the chief doctor of Tuskegee, heads to Washington where he is confronted by Washington D. C. Officials with an offer of a new underlying principle for funding. The gentlemen explain to Dry. Broods that the study of the African American men is intended to mimic the study that was done in Oslo, Norway that focused on Caucasian males who were infected. On the contrary, the Tuskegee men would no longer be patients who would be treated, but as human subjects of research. They would also not be informed of the transformation of the study.In disbelief, Dry. Broods learns the truth about the government experiment, but is intrigued and hopeful that the project would bring future funding for proper reattempts in order for the African American Men of Tuskegee and to establish the fact that a disease would bring about the same affects on people regardless of race. In disbelief and feeling distraught that the men will not be treated, Miss Veers sticks to her pledge and commitment to treating the men and feels as if she must not abandon them as she will be there for comfort and support.Dry. Broads and Miss Veers hoped that funding for treatment would be restored after several months, but the years sweep by. The men were given placebos and liniments and Miss Veers intended her effort to partake in the lie that eventually results in a four-decade period of deteriorated health for African American men. This eventually leads t o the 1973 Senate hearing in which Miss Veers testifies into the Tuskegee study which viewers are introduced to in the beginning of the film.From there, viewers are taken to the scenes of the four decade Journey, which depict the many examples of ethical issues that took place in the Tuskegee study. The decisions and actions of Miss Veers proved to be courageous, but at the same time, many unethical factors and situations occurred during the study. In the Ethics Lecture written by Lisa Hankerer, the concepts of ethics and ethical dilemmas are explained. Within a workplace or professional group, a code of ethics must be abided by. â€Å"A professional Code of Ethics will include how one should conduct themselves in an ethical manner† (Hankerer 1).Different types of codes of ethics include â€Å"Relations with Public†, â€Å"Responsibility to the Profession† and â€Å"Responsibility in the Research and Evaluation† (Hankerer 1), all of which Miss Veers was i nvolved with. Miss Veers took a pledge to care for, protect, and provide emotional support towards the infected men which is her code of conduct as a health professional. Time progressed and as the men continued to be untreated, symptoms began to develop and health starts to deteriorate. A dancer of the group named Willie, develops problems within his skeletal system as his bones deteriorate.Ben, another man of the group, begins to show signs of mental dysfunction as the syphilis infection spreads to his brain. Penicillin became available in the sass, but the infected men were not given any. Eventually, several of the untreated men die. Although Miss Veers had an initial ledge to care for and treat the men, she ultimately deceived them into thinking they would soon get better and continued to give them placebos and pseudo treatment such as spinal taps which she called â€Å"back shots† (Miss Veers' Boys).Miss Veers only did what she thought was right and fulfilled her duty of following the doctor's orders, but her conduct was unethical. She went out of the boundaries of the proper code of conduct as a genuine health care provider. Dry. Broads also had his fare share of unethical actions as he never informed the patients of the procedures and tests done upon them. Not once did Dry. Broods get informed consent from the men to obtain physical tests from them. Miss Veers' continued to tell the men â€Å"Listen to the doctors, because they know' (Miss Veers Boys). She did an accurate Job of instilling trust the infected men.Although Dry. Broods' sole purpose was to treat the infected men with syphilis and receive funding for proper treatment; purpose was never fulfilled resulting in a 4 decade failed research project drastically affecting and killing the innocent men in Macon county. In the Ethics Lecture by Lisa Hankerer, she states hat â€Å"the study (of the Tuskegee men) has moved from a singular historical event to a powerful metaphor that symbolizes racism in medicine, misconduct in human research, the arrogance of physicians, and government abuse of black people† (1).This touches on the â€Å"Barriers to Ethical Problems† in which Hankerer identifies in the Ethics Lecture. The economics from the sass to sass was complex, and African Americans certainly dealt with many economic barriers in that era because of their race. Resources for treatment were diminished for the men of Tuskegee as funding as never aided to the project acting as a barrier to receive legitimate treatment to cure the infection of syphilis.The concept of â€Å"Institutional racism† (Hankerer) contributes to the fact that the infected African American men were untreated for a long period of time and were never permitted by the U. S. Government to receive penicillin as treatment. Another factor contributing to the institutional racism portrayed in Miss Veers Boys was the common misconception that the African American men of Macon County, Ala bama would react differently to disease than Caucasian men.Miss Veers' Boys portrayed mordant events of health science in America from the sass to sass that led to legal action towards racism and abuse of humans as research subjects. The decisions Miss Veers faced had many pros and cons in regards to the infected men of the Tuskegee Institution with how they felt, what they went through, and the effects on their health. Throughout the movie, as a viewer, I consistently hoped that Miss Veers would defy the conventions of the doctors and obtain a cure for syphilis to treat the men lawfully. References Hankerer, Lisa. â€Å"Ethics Lecture†.Human Development Course. (2014) Miss Veers' BOYS. 1997 TV Movie Youth. Com: http://www. Youth. Com/watch? V=muddy OB8233BA1947FA forty year study and her reasons as to why she continued with it for as long as she did. The movie leaves the viewers to reflect on the ethical and the immoral issues of the Tuskegee Experiment. In conclusion, Miss Veers may have been one of the main focuses of evaluating the Tuskegee study in the 1972 Senate hearing, but it is the intentions of the U. S senators and government that should also be looked at for moral evaluation.

Counseling Assessment Paper

Counseling Assessment Paper Janell Brazeal BSHS 321 June 12, 2012 Joel Sadowsky Counseling Assessment Paper The life of a counselor is spent by talking with and listening to people. The main point of the counselors’ job is to interact with their patients and advise them on personal, family, educational, mental health and career problems they might be experiencing. Generally, counselors specialize in a specific field, such as; school counselors; rehabilitation counselors; mental health counselors; substance and behavioral disorder counselors; and marriage and family counselors.One important thing a counselor needs to have is active listening skills. In reviewing my practice counseling interviews, and the written feedback I received from my colleagues I was able to see my strengths and weaknesses. Behavioral research studies done over the past 40 years have isolated three key characteristics of feedback. They are classified as specificity, empathy, and inquiry. These three eleme nts represent key feedback skills so trainers can teach and assess effectively. Lawrence, 1995). My first interview, my client was sent to me for grades dropping. Before coming to see me, my client was a straight â€Å"A† student until she started working after school and joined a band which practiced three times a week. Her main concern was her parents finding out that she was failing three classes and that they would make her quit band, she didn’t care so much if she had to quit her job. My second interview, my client was referred to me for time management.She needed help figuring out how to manage her time, between being a full-time mom; student; and wife. She feels guilty for making time to work on her studies because it takes time away from her children and husband. Her husband is the main provider for the household, so the only time she gets to work on her studies is when he is home from work. The constructive feedback I received back from my colleagues was that I offered first-rate eye contact; my body language was focused on the client.I saw in my playback video, I sat straight and leaned in a little towards my clients, so I can hear them better. I asked direct questions, such as; how do you think your parents’ would react? How do you feel about your failing grades? What do you think you can do differently to improve your grades? Have you talked with your family about the importance of getting your studies and assignments done one time? Before ending my counseling sessions, I did set the expectations for my clients’ next visits.Watching the video playbacks, I did notice a few mistakes and what I need to work on next time. I missed sharing with my client the confidentiality codes, I was a bit out of words, and I know better not to chew gum during an interview. I also gave advice in one of my interviews, which we were not supposed to do. What I think went well during my interviews is I offered that first rate eye contact, I ha d a formal ending and set the expectations for my clients next visits.What I would’ve done differently during my interviews, is take make notes, asked more questions, and not offer advice. In conclusion, the life of a counselor is to have active listening skills. The counselors’ main job is to interact with their patients and offer advice/suggestions when needed. When we don’t use active listening skills, we’re not allowing ourselves to hear what the other person is saying. References Lawrence, Harriet V. Wiswell, Albert K. Training & Development, Feedback is a Two-Way street, July 1995, pg. 2

Peace and Conflict Essay

While the term conflict generally is associated with negative encounters, conflict itself is neither inherently good nor inherently bad. In fact, engaging in conflict can have positive effects on relationships and organizations. Conflict among people, institutions, organizations, nations and in all relationships are a normal, natural and inevitable part of life. In itself, it is to a great extent a necessary tool that enhances development and can be regarded as normal and a prerequisite under certain conditions. In view if this, this paper will labor to clearly examine the conditions in which peace is said to be a normal phenomenon. The term conflict will exhaustively be defined from different school of thoughts and its kinds or types outlined, followed by cited conditions that advocate for the presence of conflict as being normal. Thereafter, a comprehensive conclusion will be drawn from the entire discussion. Conflict can be defined in many ways and can be considered as an expression of hostility, negative attitudes, antagonism, aggression rivalry and misunderstanding. It is associated with situation that involve contradictory or irreconcilable interests between two opposing groups. The term conflict is derived from a Latin word that means to clash or engage in a fight. It is a confrontation between one or more parties aspiring towards incompatible means or ends, Miller (2005). ‘’Conflict is a multi-dimensional social phenomenon which is an integral feature of human existence, essential to the ongoing processes of history, to social change, and transformation,’’ International Alert et al. 1996, 3). Swanstrom and Weissmann (2005) define conflict as being the result of opposing interests involving scarce resources, goal divergence and frustration. This is outside the traditional military sphere and is based on behavioral dimensions. The process begins when one party perceives that another party has negatively affected, or is about to negatively affect, something that the first party holds in great esteem or importance. In the same sense three forms of conflict have been identified. This implies that it has levels to influence namely; Interstate, which is the disputes between nation-states or the violation of the state systems of alliance; Internal conflict, is type of dispute that happens within a given society or part of the given society such as territorial disputes, and civil and ethnic wars; and State-formation, this is the battles over control of government. These are internationally recognized as challenges, which to some extent have been classified as a normal phenomenon as people are heterogeneous in their interests and desires, Wallensteen (2002). Differences in interpretation of the conflict result from different orientations in an effort to resolve and overcome conflicts. One thing that different approaches agree on is that conflicts are essentially clashes among people. These clashes arise from differences of values and interests of opposing parties, those parties being individuals, groups or entire organizations, (Adler, 2002). Conflict also has a positive dimension as normal forms of social interaction which may contribute to the maintenance, development, change and overall stability of social entities. Many social scientists hold that periods of change, be it economic growth or decline, political transitions, or social innovation are associated with conflict. A Dutch scholar by the name of Bonger, believed that theirs is a causal link between conflict and economic and social conditions. Existing institutions come under pressure and may be unable to control or integrate new forces, demands, and collective actors. Change is likely to be uneven and to create a sense of relative deprivation, injustice, and threat among the losers. A recent example is the pressure mounted on the government of Chad in ensuring there is proper accounting procedures in the management of the country’s oil revenue. The activities of these organizations have been both positive and negative. From the positive side, they have been able to curb some of the excesses of governments in many developing countries, (African Centre for the Constructive Resolution of Disputes [ACCORD], 2008). Traditional human rights theories seldom took conflict theories to exam the conflicts between different rights and social movements. Under conditions that human rights are violated or a particular class in society feels their rights are not fully being exercised, conflict can be seen as a normal phenomenon. In 1997, the Taiwan feminism movement was separated by the sex worker’s issue. The major feminism groups denied sex could be seen as a right to work, but more tended to see it as a product by exploitation. To those support sex workers, they addressed sex workers have their rights to use sex or body as a work, and even further claimed that sex work is a radical sexual movement, (Ho, 2005). In such a situation, conflict is normal and beneficial as it acts as a podium of debate and its advantages of fostering an awareness of problems that exist and leading to better solutions is clearly seen. Above all the norms of society are readjusted. The more diversified and heterogeneous a society becomes, the greater the probability of more frequent conflict as subgroups who live by their own rules break the rules of other groups (Best, 2004). Conflict is a natural part of relationships. While relationships are sometimes calm and predictable, at other times events and circumstances generate tensions and instability. This phrase suggests that life gives us conflict, and that conflict is a natural part of human experience and relationships. Rather than viewing conflict as a threat, the transformative view sees conflict as a valuable opportunity to grow and increases our understanding of others and ourselves. Conflict helps us stop, assess and take notice. South Africa for example has a multiracial and multiethnic population. â€Å"Blacks constitute 77% of which the Zulu make up 22. % of the overall population,† (ACCORD, 2008, 15). The liberation struggle during the years of white minority rule cemented the Blacks, Asians and coloured people together. The unity forged by the blacks, Asians and colored people under white oppression collapsed when state power was to be competed for by all groups. The conflict of power here is seen as a means of uniting these different groups for the purpose of achieving a common goal, (ibid, 2008). Furthermore, conflicts with some groups bring about fraternity. It maintains and revises the balance of power among antagonists. When conflict breaks out, the former accommodation between the parties involved is rejected, the relative war of each group is tested and a new equilibrium can be established. Such arrangements in the balance of power thwart any one group from being dominant over other groups. As long as their power is continually challenged, members of the ruling group will be blocked from exclusive control of the social system. In most African states where the fight for independence was intense, most ethnic groups worked together to secure independence. Conflict continually creates new norms and modifies old ones. It bringing about situations to which the usual rules do not apply, conflict stimulates the establishment of appropriate guides to action. Moreover, the threat of attack, preparation for war or any hostile challenge from outside can strengthen a group’s solidarity and cohesiveness (Galtung, 1990). Conflict within and between social groups disturbs habits of thought and behavior and creates an atmosphere for innovation and creativity. This is another positive attribute of conflict that can be regarded as normal is that it facilitates the ovement or flow of one generation to the next. This is achieved in that society evolves over a period of time as values and norms of people continue to class and oppose each other within society. The changes may be positive hence benefiting humanity at large though in most cases these benefits are unanticipated and long-term. Finally, Weber contended that it will always exist, regardless of the social, economic, or political nature of society, and that it was functional because of its role in bringing disputes into the open for public debate. Even though individuals and groups enjoying great wealth, prestige, and power have the resources necessary to impose their values on others with fewer resources, Weber viewed the various class divisions in society as normal, inevitable, and acceptable (Curran & Renzetti, 2001). However, it must be noted that if conflict is not managed, it pauses a great danger to humanity. If conflict is to be accepted as a normal phenomenon, it has to be managed or resolved quicker and more efficiently than letting it fester. For Mial and Wood House (2001), by conflict resolution, it is expected that the deep rooted sources of conflict are addressed and resolved, and behavior is no longer violent, nor are attitude hostile any longer, while structure of the conflict has been changed. Desmond Tutu, the Anglican Archbishop emeritus of South Africa, is reported to have commented from within the situation of social revolution in South Africa that â€Å"without reconciliation, there is no future† (Wustenberg, 1998, 5). It is therefore now right to conclude that peace is a normal phenomenon but not when it is poorly managed or resolved. Issues such as the rearrangement of the balance of power, readjustment of group norms and the maintenance of group unity have been examined as the product of conflict even though conflict can be destructive in nature. Contemporary understanding of conflict represents a belief that conflict is not only a positive force of one group, but it is also absolutely essential for achievement of the efficiency of the group.

Bill Clinton Essay Example | Topics and Well Written Essays - 1250 words

Bill Clinton - Essay Example Clinton woke himself up on Sunday mornings, wore his best clothes then walked to Park Place Baptist Church, which was half a mile away from his home to attend services alone. Gospel music performed by the church choir was among the important influencing factors to Clinton’s love for the church, which also inspired him to start playing the jazz saxophone. By the time Clinton was through with his high school education, he had developed his skills in playing jazz saxophone where many recognized him as the best saxophonist in the city (Finkelman and Wallenstein 80). Clinton went to Hot Springs High School, which was a segregated high school for the whites where he became a stellar student in addition to being an integral member of the school’s jazz band. Clinton went to the Arkansas Boys State in 1963 and was successfully elected the Arkansas representative to the American Legion's Boys Nation. Each representative had a chance to meet the USA president which gave him an opp ortunity through an invitation to meet the then President John F. Kennedy. As a result of the photo shoot the young Bill Clinton had shaking hands with President Kennedy; the photograph has since become an iconic image signifying a passing of the leadership baton between generations of modern Democratic leadership (Benson 11). His political nature having taken roots in his high school years, Clinton instantly entered university politics at the Georgetown University being elected president of his freshman and sophomore classes but later lost the election for student body president in his junior year. Clinton then shifted his focus from campus politics to his work as a clerk for the Foreign Relations Committee, which at the time was under Senator Fulbright (Benson 19). Clinton’s immediate availability to take the Rhodes scholarship to attend Oxford University he had won while at Georgetown University became uncertain shortly after his arrival in Oxford as he was required back t o Arkansas when he received a draft notice. To ensure he attends Oxford, Clinton enrolled in the ROTC program at the University of Arkansas Law School to avoid military service, but did not attend law school that fall, as he returned to Oxford to take up his scholarship (Benson 27). It was while attending the Yale Law School after seeing out his Rhodes scholarship, that Clinton met Hillary Rodham, a bright young woman whose political objectives were in harmony with those of Clinton (Finkelman and Wallenstein 80). The Clintons moved to Arkansas after their graduation, where Bill took up a teaching position at the University of Arkansas but since his heart was in politics, he right away entered the world of politics. His first shot at an elective seat after graduating from Yale was in 1974 when he faced the Republican incumbent U.S. House of Representatives John Paul Hammer Schmidt in an election Clinton lost. Clinton lost the election in by a small margin to the surprise of many mark ing his stature as the fast rising political star of the Arkansas Democratic Party. Clinton was to feature again the election campaigns two years later this time getting elected the state attorney general a position he held until 1978 when he ran for the governor’s position defeating Republican Lynn Lowe to become one of the youngest governors in American history at 32 years of age (Gaines 16). Having secured his

Nukes; Who Has the Power Essay Example | Topics and Well Written Essays - 500 words

Nukes; Who Has the Power - Essay Example State Department 1). In addition, the agency also ensures that there is peaceful exchange of equipment and use of nuclear energy (U.S. State Department 1). The Nuclear Weapons Council (NWC) plays a major role in maintaining the U.S. nuclear weapons stockpile. The department ensures that U.S. nuclear weapons are safe, secure, reliable, and effective. The NWC department facilitates cooperation and establishes priorities that govern the management of U.S. nuclear weapons stockpile through the Department of Defense and the Department of Energy (Natural Resources Defense Council 1). Indeed, the Department of Defense (DOD) administers the countrys military units prepared to work nuclear weapons and their delivery vehicles (Natural Resources Defense Council 1). The department oversees the uniformed military and agencies handling nuclear weapons issues. It also drafts arrangements for utilizing nuclear weapons and oversees the transaction of nuclear arms control understandings. On the other hand, the Department of Energy researches, produces, and dismantles nuclear warheads and materials (Natural Resources Defense Council 1). The National Nuclear Security Administration oversees the nation’s nuclear weapons design facilities and safeguards the safety, reliability, durability, and security of U.S nuclear weapons and naval nuclear reactors (U.S Department of Energy 1). The National Nuclear Security Administration responds to nuclear emergency in America and addresses global nuclear nonproliferation issues. The agency seeks to reduce global danger from weapons of mass destruction and offers safe and effective nuclear propulsion to the American Navy (U.S Department of Energy 1). The National Security Council is an executive branch in the Office of the President that coordinates efforts among government offices trying to control the spread of nuclear weapons and to address nuclear deterrence and security

Discuss the role of technology in translation and its effect on the Essay

Discuss the role of technology in translation and its effect on the translation process - Essay Example Early researchers (Weaver 1949; Booth 1953; Dostert in IBM 1954) were excited about MT for its technological potential. They marveled at the prospect of one day automating translation thereby providing an alternative to human translation. Translators, on the other hand, felt their craft was being undervalued and depreciated. They retaliated with feelings of fear and anxiety. As it became evident that machines would not soon take the place of human translators, attention shifted to forms of computer-assisted translation (CAT) technology. Kay (1980) and Belby (1982) in particular motivated research for computer aids to assist the translator. Books by Bowker (1998) and Somers (2003) contain articles about many aspects of computer technology for translation while Astemuhl (2001) and Bowker (2002), as well as parts of Sofer (2004), target the professional translator interested in acquiring the necessary technological skills. In addition to an increased focus on computer assistance for translators, the rise of globalization further increased the need for efficient computer support in view of making translation quicker and more cost efficient. One the best examples is Sprung (2000). The change in focus from replacing to assisting translators marked the beginning of a shift from technology-centered to human-centered applications in the translation industry. Whi le a theoretical framework has been well been documented by psychologist Donald A. Norman (1998), truly human-centered technology has yet to come. Considering the changes the translation industry has experienced over the past 50 years, the objective of this paper is to asses the role of the technology in translation and its effect on translation process. In this context I will start by defining machine translation (MT) and computer-assisted translation (CAT), evaluate their impact on translation process and finally will discuss Toredo as a means to complete my translation project that I recently done. Computer-based translation technology roughly falls into two categories, Machine Translation (MT) and Computer Assisted Translation (CAT). Broadly speaking, MT is "the application of computers to the task of translation texts from one natural language to another". MT is mostly associated with stand-alone systems that seek to automate the entire translation process. CAT, on the other hand, are software programs designed to assist or aid the human translator by automating certain translation sub-processes such as terminology search and the reuse of previous translations. MT and CAT have no clear-cut boundary but rather belong to a continuum with varying levels of computer automation and human involvement. This process has been illustrated in the figure 1 below. Toady a translator working with word processing software and assessing various electronic resources such as online dictionaries may still be considered to producing 100% human translation. The key criterion is whether any part of the target text is automatically generated. There are many computer tools available to translators and almost as many ways to classifying them. Some tools consist of generic applications that have been adopted in many areas including the translation industry. Others focus specifically on the needs of translators and offer ways to run the business and support the

Decision Making Process Essay Example | Topics and Well Written Essays - 2250 words

Decision Making Process - Essay Example On a practical note, decision making involves identifying all possible choices of solution, analyzing the pros and cons of choosing each decision and finalizing on the appropriate one. The choice of appropriateness is further befuddled by number of other aspects. The perfect choice depends on identifying the stakeholders involved in the decision, the impact of it to them, the moral values, the ethical goodness and finally, the desired result. So, decision making even in its ubiquitous explanation, involves so much complication. In addition, if there is an added pressure that human lives are at stake at every decision being made, then every simple decision needs a humongous amount of thinking and courage to be put in by the decision maker. Such is the profession of nursing where the nurses are made to make decisions, day in and day out. Over the years, the facilities and teaching processes that back the profession of nursing have improved so much that the current generations of nurses are equipped very well on how to execute any decision that is made but there is still an element of uncertainty involved in their profession – the real time decision making process. Several researches have been done and methods have been proposed that guide the nurses in these decision making processes. ... The patient was operated for inguinal hernia mesh repair and had a LMA (laryngeal mask airway) in-situ to allow him to breathe as he recovered from the operation. The problem that she encountered in this setting was when the senior nurse decided to leave her in-charge for few minutes as she had decided to take a break. The fear of facing any emergencies alone; the possibility of aftermath that she had to face in case of any mishaps and, her inexperience prompted her to make the decision of questioning the senior staff. The inquiry included a question about the repercussions of leaving an inexperienced nurse alone with a just operated patient and a suggestion of possible replacement till the senior nursing staff returns. Patterns of Knowing Barbara Carper, in 1978, established four fundamental patterns of knowing in the belief that it could help a great deal for the betterment of the nursing profession both in teaching as well as learning aspects. It becomes mandatory to give a brief description about the four patterns of knowing before divulging more about their relationships with the decision made (Carper, 1978). Empirics: The science of Nursing According to this knowing, nursing is a science where the knowledge mainly focuses on empirical data. According to Barbara, nursing in this aspect is researched and theorized in terms of factual data so that most of the empirical knowledge can be analyzed to form laws and regulations that could provide a structure to the study of nursing. There is a strong urge among the nursing practitioners and researches in identifying the structures and models of nursing. And the output of

International Marketing Strategy for Multinational Company Essay - 1

International Marketing Strategy for Multinational Company - Essay Example This paper illustrates that the global expansion helps a company in many ways. It increases the brand value in the global market, due to globalization an organization can earn huge revenue and can maximize the profit. Moreover, global expansion can give a huge market share to the operating company. The companies may face several internal and external challenges while practicing international business. Depending on the core competency, strengths, and competitive advantages the particular organization has to develop their global business plan. Wal-Mart is the largest American multinational retail chain established in the year 1962 currently headquartered in Bentonville, United States. The company has ranked top in the list of fortune 500 in two consecutive years. It is the third largest public limited company in the global market. The employee strength of Wal-Mart is more than two million internationally. Wal-Mart has made its position on New York stock exchange in the year 1972. The c ompany operates on their own in countries like Canada, Brazil, and Argentina. They have the outlets in China, South America, UK. They have ventured into countries like South Korea and Germany. ASDA, one of the leading UK based retail chain is the Subsidiary of Wal-Mart. Wal-Mart offers different luxurious and consumer durable goods to its customers. The broad range of different product categories that include crafts, movie DVDs, gift items, shoes, jewelry, cosmetics, garments, home appliance, video games, outdoor living, grocery, college essentials, toys and much more are available in a Wal-Mart outlet globally. The various product ranges have increased the core competency of Wal-Mart in a global market.

Commercial Law Essay Example | Topics and Well Written Essays - 1500 words - 1

Commercial Law - Essay Example and acceptance can be reconciled with the implied notion that contracts reflect the actual intention of the contractual parties, particularly in commercial contracts and contemporary contracting methods1. This issue has often arisen in misrepresentation claims and breach of contract claims disputing pre-contractual negotiations, which are often viewed as by commercial parties as evidence of contractual intention2. However, the intention indicated in pre-contractual negotiations can pose problems if not accounted for in the body of the signed contract itself. The problem of intention is further compounded by the general judicial presumption of the sanctity of contract particularly in commercial contract cases3. The focus of this paper is to critically evaluate whether the doctrine of offer and acceptance can truly reflect the intention of contracting parties particularly in commercial contracts. This is particularly evident with regard to the contemporary methods of communication and the evolution of business transactions in the 19th century however required the reshaping of existing offer and acceptance rules to ensure a reasonable degree of precision and certainty in contractual negotiations4. This led to the introduction of the postal rule, which in general terms stipulates that contractual acceptance becomes effective once posted rather than when it is received by the offeror5. The overriding purpose of the rule was to create certainty in contractual transactions, however the current methods of communication such as internet, fax and telephone has rendered the postal rule a difficult model to apply in practice. However, the reality of commercial contracting has led commentators to question whether the entrenched rule of acceptance and the postal rule can validly represent contractual intention, particularly with the increasing use of email in contractual negotiations6. For example, Capps suggests that â€Å"given the advances in communication systems since

Comparison of The Raven and The Erlking Essay Example for Free

Comparison of The Raven and The Erlking Essay In this essay, I am going to compare and contrast the two famous poems, The Raven by Edgar Allen Poe and The Erlking by Johann Wolfgang von Goethe. The Raven is a one hundred and eight line poem about a lonely man who is unstable after losing his wife and comes across a raven who only speaks the word, nevermore. The Erlking is a poem about a man in a small girls nightmare as he torments her but nobody else can see him. There are many similarities and differences between the two poems. Both poems have a gothic atmosphere and can be compared strongly in this way. However, both are of different lengths and differ fro9m each other. In this essay, I am going to discuss how the two poets create tension and suspense and make a conclusion after studying these poems. The first element I am going to compare and contrast is the storyline of the poem and the impression it is meant to have on its reader. I am going to start by analysing each poem individually and then make a small conclusion when I will see how they are similar and how they differ. I will be using this structure for each point I will discuss. I will start by analysing The Raven. The main principle of Edgar Allen Poes poem was to have a lasting effect on its reader. Shortly, before he wrote The Raven, Poes wife had been diagnosed with an illness. This illness was later the cause of her death soon after he had finalised is poem. It is said that this poem is his forecast of what was going to happen to his wife. This is, therefore, the reason why he chose a raven to be the main character, because it was thought to be the most evil bird. The Raven is meant to be a representation of Edgar Allen Poe reflecting his responses to the bad news of his wife. The Erlking is a very dark poem and starts by giving a notion that the boy is simply imagining the Erlking and is dying of a strange disease. However, the poem takes a sinister twist when the boy dies at the end of the poem. Goethe had many reasons of writing such a dark poem. Such a reason is that the night before he wrote the poem he saw a local farmer carrying a bundle. This turned out to be a man who was carrying his sick child to hospital. This was where the main inspiration for the storyline for the poem of the Erlking came from. Also in German mythology there is meant to be a spirit/ supernatural power that is meant to cause controversy and ruin the minds of children. These two factors were merged together to make the Erlking. They are both dark poems and want to create a mysterious mood for the reader. Both had an individual reason of why they were written but then their similarity grew because they had the same atmospheric impression. The second point I am going to examine is the linguistic techniques used by the poets. The Raven has a lot of alliteration and is used very frequently. Examples of this alliteration is:- While I nodded, nearly napping, suddenly there came a tapping, And the silken, sad, uncertain rustling of each purple curtain Both are examples of alliteration but in different ways, one very simple and the other has more complexity. The first quote is just three consecutive words starting with the same letter. The second quotation, on the other hand, uses two words consecutively starting with the same letter. However, the third word is part of the alliteration. The un is not part of the alliteration but the second part is. Although this part of the word starts with a c, it is pronounced as the letter s. This is still part of the alliteration because this poem was obviously written to be read aloud. The Erlking is very different to the Raven, in this way, as it does not contain hardly any alliteration used for boosting the atmosphere. The Erlking does use a linguistic technique that the Raven does not use as much is repetition. An example of this is:- Dear father, oh father, and do you not see, This is a technique very similar to alliteration as it created the same type of tension and both are meant to be read fairly slowly. Later on in The Erlking, this repetition phrase is repeated, showing that there is internal repetition (with the word father) and also phrasal repetition. The third I am going to consider is the rhyming scheme of each of the poems. The Erlking has a different rhyming scheme to the Raven. The Erlkings rhyming scheme is a very common one but the one of the Raven is very peculiar. Many poems have the rhyming scheme the same as the Erlking because it is very basic. This rhyming scheme is:- 1. A 2. A 3. B 4. C An example of this rhyming scheme in the poem is:- 1. Who rides so late where winds blow wild? 2. It is the father grasping his child; 3. He holds the boy embraced in his arm 4. He clasps him snugly, he keeps him warm. The rhyming scheme of the Raven is very different and unusual, not many poems have the same rhyming scheme. This rhyming scheme is:- 1. AA 2. B 3. CC 4. CB 5. B 6. B An example of this rhyming scheme is:- 1. Once upon a midnight dreary, while I pondered, weak and weary, 2. Over many a quaint and curious volume of forgotten lore- 3. While I nodded, nearly napping, suddenly there came a tapping, 4. As of someone gently rapping, rapping at my chamber door- 5. Tis some visitor, I muttered, tapping at my chamber door. 6. Only this and nothing more. The two poems differ greatly in their rhyming schemes and have similarities. The Erlking has a very simple rhyming scheme with only two lines that rhyme out of the four. However, the Raven has a much more complex rhyming scheme with internal rhymes as well as end-of-line rhyming. The Ravens rhyme scheme, however, has an effect on how the poem is read. The Raven is a very gothic poem and this rhyme scheme changes the way the poem is read, especially when the enunciation is used. The Erlking is very different and is a lot easier to read, compared with the Raven. This could mean that the poem is meant for a younger audience because of the simplistic reading ability needed. The other issue I am going to study is the excess of patterning. The Raven uses this several times, however, the Erlking does not. Excess of patterning is when a sound is repeated in a line to give an emphasis of those particular words. An example of this in the Raven could be:- Open here I flung the shutter, when, with many a flirt and flutter, This quotation from Poes poem gives emphasis on the description to make this highlighted when the poem is read. This could have been a good technique that could have been added to the Erlking poem to make a part of the poem more prominent. The final factor I am going to consider is the length of the poems. The Raven is considerably longer than the Erlking. The Raven being 108 lines long compared to the Erlking which is a mere 32 lines long. The length of the Raven allows Poe to go into a lot of depth in his descriptions. However, this style of writing does not suit the Erlking as well. The reason for this is that the Erlking is meant to leave questions unanswered and a sense of mystery. If it had gone into the depth that the Raven did in its length, this would have been taken away. Over all, I can see that both poems are very individual but still contain some similarities. Both poets had very different inspirations of why they wrote their poem but they still had a very similar atmosphere that was created. They also use different linguistic techniques, although they create a very parallel effect. I can see that Edgar Allen Poe uses many more techniques in his poem than Goethe does, this may be because the Raven is longer and may have more room to use more effect without over-doing them.

Child Development Theories Natural vs Social Process

Child Development Theories Natural vs Social Process To what extent has childhood been viewed as a social and cultural process rather than a natural process? Illustrate your discussion with reference to Book 1, Chapter 1, Children and development. Childhood is such a fundamental and integral part of humanity that on first considerations, we may take it for granted as an entirely natural process. The biological journey of maturation is a universal shared experience.   Yet even if childhood is recognised only in these limited biological terms, it is still influenced by social factors i.e. the health and life choices of the mother during pregnancy. In the civilised world, there are very few who would be prepared to argue that childhood should be viewed as an entirely natural process. Contemporary developmental theorists recognise the child as an active agent whom is developing both physically and psychologically; the individual experience of childhood is dependent upon how they interact with their environment and how that society understands their specific nature and needs. The attitudes to children and views of childhood vary dramatically between different periods in history and different cultures, and are also actively evolvi ng within our own culture; therefore it is, currently, more accurate to view childhood as a social and cultural process rather than a natural one: â€Å"The immaturity of children is a biological fact but the ways in which that immaturity is understood is a fact of culture†¦.childhood is †¦.constructed and reconstructed both for and by children† (James and Prout, 1997, p.15) Woodhead (2005) illustrates that historically, throughout Western culture, childhood has been viewed as both a natural process and as a social and cultural process. It has also been viewed as an interactive process between the two. These changeable and evolving attitudes confirm James and Prout’s assertion that â€Å"childhood is constructed and reconstructed†. By comparing and contrasting the origins of the four main Psychological perspectives of Child Development and acknowledging their legacies to modern day practices, I intend to conclude that childhood has probably been viewed to a greater extent as a social and cultural process than it has a natural process. It has been proposed that ‘childhood’ is in itself a recent invention. Philippe Aries (1962) is chiefly accredited with underlining the socially constructed character of childhood. He studied the history of literature and paintings and concluded that in mediaeval times childhood didn’t exist. Obviously younger members of the species existed but they were not granted any special or distinctive status.   Once weaned, they were thrust into adult society. Aries claimed that the awareness of children’s distinctive nature did not emerge until the end of the fifteenth century. This can de illustrated in the emergence and gradual rise of schooling and paediatrics. Aries has been criticised for making general conclusions which rely on limited sources. The largest group of children would have been the poor, and they would not have been represented. However the broad framework of his argument (the socially constructed nature of childhood) is the foundation of subsequent studies: â€Å"The idea of childhood must be seen as a particular cultural phrasing of the early part of the life course, historically and politically contingent and subject to change†. (James and James, 2001) There are four main perspectives of child development. These theories stem from three opposing philosophies which attempt to define the essential nature of humanity as embodied in the newborn child. Thomas Hobbes (1588-1679) believed children to be inherently sinful. He believed that development should be shaped by control and discipline. Jean-Jacques Rousseau (1712-1778) believed children to be inherently innocent; his supporters advocate that development is shaped by following children’s natural stages. The theories of Hobbes and Rousseau are classified as nativist theories; maintaining that childhood is a natural process. John Locke (1632-1704) didn’t view children as either inherently sinful or innocent, but rather a ‘tabua rasa’ (blank slate) to be written on by experience; those influenced by him maintain the chief factor of development is experience.   Locke’s Theory is classified as empiricist; advocating that childhood is a social and cult ural process. Immanuel Kant (1724-1804) believed children to be born with mental structures specifically designed to interpret information from the environment; the essence of development being interaction. Kant sets the tone for the ‘transactional models’ of development; not viewing childhood as exclusively a natural or exclusively a social process, but a combination of the two. Thomas Hobbes believed that all human beings were born with original sin, therefore all children were born evil and had to be ‘saved’. The prime factors of development were control and discipline. He was an important influence to the formation of the Methodist church. The theory that children were inherently sinful was very desirable and easily identifiable from an Armenian perspective; people believed that children learned obedience to God through obedience to their parents. Childhood was a time of strict parenting and harsh discipline: â€Å"Severe beatings of children in the name of discipline were common occurrences. Heaven was sometimes described to children in Sunday school as a place where children are never beaten†. (Newman and Smith, 1999) This view was apparent in the early nineteenth century in Hannah More’s evangelical writings on child rearing. She too argued that it was a fundamental error to view children as inherently innocent and it should be down to society to curb their evil dispositions. The omnipresence of God and Satan in every person’s life was an unchallenged premise: â€Å"The hard line view of infants as limbs of Satan persisted throughout the eighteenth century†. (Ezell, M.J.M, 1984) This harsh and unsentimental view of children was not just religiously, but also demographically and economically motivated. Infant mortalities were extremely high; between twenty and fifty percent of babies died within their first year. Many parents referred to their child as â€Å"it† until they reached an age when survival was probable.   Although it is problematic to speculate, it seems plausible that parents were consciously detached from their children as a coping mechanism, should they not survive into adulthood. Although Hobbes advocated a nativist perspective on the essential nature of children, the religious attitudes which he and his contemporaries would have taken for granted as truth are now dormant in the majority of Western societies (apart from some remaining puritan cultures).   Any who did share the popular religious view would not have been recorded.   This validates James and Prouts assertion that childhood is â€Å"constructed and reconstructed†. Hobbesian views of childhood did not unfold naturally, but were constructed through social discourse. Jean-Jacques Rousseau believed the exact opposite to Hobbes; that children are not inherently sinful, but are inherently innocent, and would develop naturally in positive ways if allowed to do so. He referred to children as ‘noble savages’, this romantic notion supposes that all humanity is born pure and good until corrupted by civilisation. The environment does not have a positive, but has a negative affect on development: â€Å"Everything is good in leaving the hands of the Creator of Things; everything degenerates at the hands of man†. (Rousseau, 1762) During the eighteenth century, views of childhood began to change; children were seen as innocent and in need of protection, (not unlike the way we see them today) consequently though, they were also viewed as weak and susceptible to temptation. Along with the notion of protection came the notion of discipline, as parents taught their children to avoid the enticements of their social world. Until the late 1800s, child labour was commonly practiced and accepted. It is reported that up to half of all workers in northern factories were children under the age of eleven. Children worked as long and as hard as adults. Because of their small size, they were sometimes given difficult and hazardous jobs, like cleaning out the insides of narrow factory chimneys. In poor urban families, parents often forced their children to engage in scavenging and street peddling.   Rousseau’s observations were not surprising given that the desire to protect children was coupled with their seemingly inevitable exploitation. Although chiefly belonging to the realms of Romanticism, Rousseau’s theory did have practical psychological applications. He is attributed with presenting the first truly developmental account of childhood, through his emphasis on maturation and stages of development. His book; â€Å"Emile† (On Education)(1762) suggests children should be allowed an ‘Age of Nature’ covering the period from birth to twelve years. This should be a time in which children be allowed to play and have their natural innocence respected.    It is Rousseau’s emphasis in allowing the child to indulge their natural stages of development which is his legacy to child development. Fredrich Froebel (1782-1852): the pioneer of the kindergarten movement and designer of toy building blocks shared Rousseau’s vision: â€Å"The child, the boy, man indeed should know no other endeavour but to be at every stage of development wholly what this stage calls for† (Froebel 1885). The idea of natural stages of development sets the tone for contemporary teaching templates by setting guidelines for what is considered ‘developmentally appropriate’ practice, especially the balance of play and teaching within early years education. Although Rousseau’s legacy can be illustrated in modern day views of childhood, it is his practical advice about nurturing the Childs natural development, and not his nativist perspective which persists.   John Locke’s theory contrasts both Hobbes and Rousseau’s. He didn’t believe that children were born inherently evil or innocent, but rather a blank slate. He saw the character of childhood as extremely malleable; experience being the sole factor of development. He recommended parents as tutors, responsible for providing the right environment and offering moral guidance in which to shape and nurture their children into mature, rational adults.   Locke was the pioneer of the Educationalist movement. His essay,† Some thoughts concerning education† (1693)asserts that; â€Å"a Childs mind must be educated before he is instructed†.   Although some of his critics accused Locke of â€Å"despiritulising† childhood, his theory permeated throughout society: â€Å"The root of all corruption is poor Education† (Osborne London Journal, 1732.) Locke’s theories echo contemporary debates concerning modern family values. The infamous ‘Back to Basics’ conservative campaign of the early 1990’s suggested that a breakdown in traditional family values was responsible for a degenerating Britain. In May 2002, Patricia Amos was jailed for sixty days because of her daughter’s persistent truancy. Most recently, in response to a spate of teenage shootings in East London in February 2007, leader of the opposition; David Cameron controversially proposed that absent fathers are responsible for an emerging class of feral children.   These attitudes don’t assume that children are passive receivers of their environment as Locke believed, but do demonstrate the huge onus of social responsibility he proposed. Immanuel Kant viewed the key influence on development to be interaction. He agreed with Locke that experience plays a crucial role in learning but argued that knowledge could not arise from what is taken in by the senses alone. Kant acknowledges the child as an active agent in their own development. He deems it unreasonable to assume that children are just passive receivers of external stimuli or blind followers of a pre-determined biological pattern. The precipitator of development becomes the continuous interaction between the two. Both nature and the environment are equally significant. Kant creates the framework for the transactional models of development which assume the child to be an active autonomous agent in their own development and attempt to explain this relationship of cause and effect that they have with their environment.   This is the most popular start point for modern child development theories, such as social constructivist theories.   The religiously dictated views of Hobbes and Romanticism motivated views of Rousseau are unconvincing to a modern audience. Their legacies are derivative of their child rearing advice and not their rigid perspectives. James and Prouts assertion that â€Å"childhood is constructed and reconstructed is convincing enough to dispel these solely nativist theories. Locke’s emphasis on education (although not to the extent he proposed) is echoed by today’s politicians.   It seems reasonable to assume that the real character of childhood is an interactive process between the two as proposed by Kant. .   In the civilised world, the onus of social responsibility to our children has always been great and is growing. Underlining the socially constructed character of childhood has had a great influence on our attitudes; therefore childhood has probably been viewed to a greater extent as a social and cultural process than it has been viewed as a ‘natural process’.

Reason and faith in religion

Reason and faith in religion Reason and Faith are sources of authority whereby the belief of an individual can rest. Belief is referred to as the values that emanate from a methodological process of inquiry. This process can either be religious, aesthetic, moral or even intellectual. On this basis, reason does not emanate from the wisdoms of traditional authority, or oracles, or assumptions. However, reason requires the existence of real life evidence to proof a fact. Once there is a clear demonstration of this evidence, a claim can be understood and justified as either to be false, or true. Faith is the opposite of reason, and it does not require any evidence for an individual to believe in a given issue or authority. On this basis, faith is a demonstration of assent or trust (Albl, 22). Faith therefore involves an action of commitment that emanates from the believer, in relation to a given belief. Religious faith involves the belief of an individual to a supernatural deity, or God. The root cause of this faith always comes from an individual revelation of God, or the workings of God (The Bible, 3). On this note, revelation can either be direct, personally experiencing the powers of God. It can also be indirect, that is experiencing the powers of God through the testimonies of other people. Faith that emanates from religion is of two types, namely evidence insensitive faith, and evidence sensitive faith. Evidence sensitive faith is built upon by demonstrable truths, which includes testimonies brought forth by believers or people who ascribe to the same Faith. Mueller (27) denotes that this type of faith is also built on the teachings and lives of people who believed in God. On the other hand, Mueller (29) denotes that evidence-insensitive faith is built upon the individual experiences of a person with his God. Albl (26) explains that it is very possible for a person to believe in God, through faith, or through reason. This paper take a stand that the bible is the main book that provides guidance on an individual’s Christian faith. Reason is only used to confirm and provid e support on the various religious beliefs. Prickett and Robert (36) denote that the main factor that led to the problems associated with reason and faith comes from the concept of revelation. All religious believes are based on revelations. Revelations always entails an individual’s experiences with God, which in turn they are described through sacred pronunciations (Prickett and Robert, 33). These revelations are then written in canonical writings or are passed through oral traditions. An example of a person who experienced revelation and passed the message through canonical writings is apostle Paul. Paul had a personal experience with God, and wrote the messages which are always reffered to as epistles. Hicks (36) denote that these writings are always immune from a rationale critique, or evaluations. On this basis, any attempt to evaluate and critically analyze these messages is a mistake. However, in the current century, Hicks (41) denotes that various religious organizations encourage a rationale critique of the Bible. One main issue that surrounds the problems regarding reason and faith is to find out how the authority of reason, and that of faith interrelate with one another in this process whereby a religious belief is either justified or not. There are four major ways in which reason and faith can interact. The first method of interaction is the conflict model. Under this model of interaction, the objects, aims and methods of faith and reason usually depict different notions and concepts. On this basis, there is a rivalry between reason and faith. An example of this rivalry is depicted in the different explanations of the existence of earth. Christian’s belief that God created the world, scientists on the other hand belief that God did not create the world, but it came as a result of evolution (Hicks, 56). The story of creation is effectively explained in the book of Genesis chapter number 1. Charles Darwin on the other hand denotes that the world came as a result of evolution of species. Darwin elaborately explains this concept through his theory of evolution. He came up with this concept of evolution after a careful study of the various species of animals, including mankind. On this basis, his evolutionary theory was developed out of a methodological study, satisfying the principles of reason. This view by Darwin directly conflicts the views of the origin of man, as prescribed by the Bible (Mueller, 28). This therefore challenges the existence of God, putting faith and reason in a conflict with each other. The next mo del of interaction between reason and faith is the incompatibility model. Under this model, objects, aims and methods of faith and reason are distinct. Under this model, faith concerns itself with seeking the divine truth, while reason on the other hand concerns itself with seeking for an empirical truth. On this basis, rivalry between faith and reason does not exist. This relationship between reason and faith is divided into two main categories. The first category is transrational (Hick, 43). Under this category, believers denote that faith is higher than reason, and reason can only be used to explain certain religious practices that occur within an individual’s religion or sets of believes. The second category holds that religious believes are irrational, and on this basis, it is not appropriate to examine it through a rational evaluation. Under this principle, it is only possible to understand God, by analyzing what God is not. People who ascribe to this principle believe that there is no need of subjecting faith to a rational justification. This is because it is beyond human understanding (Mueller, 41). The weak compatibi lity model on the other hand believes that it is possible for there to be dialogue between faith and reason. This is even though reason and faith maintain different methods of evaluations and clarity. Under this model, faith is developed from the existence of miracles, while reason on the other hand involves scientific evaluations of the miracles under consideration. The final relationship between faith and reason can be termed as the strong compatibility model. Under this relationship, faith and reason have some parity. Proponents of this relationship denote that it is possible to demonstrate articles of faith, by applying reason within it. It is possible to demonstrate articles of faith by using either inductive method, which is depending on experiences to justify faith (Prickett and Robert, 51). It can also take a deductive approach, which is depending on the teachings of faith to justify a belief. An example of an inductive approach is the miraculous healing of a lame man, whom science could not cure. An explanation to this concept is that God has a healing power, thus he healed the man under consideration. Science on the other hand would denote that there wasn’t any scientific method of healing the man under consideration; hence it is only the power of a divine deity that did the job (Prickett and Robert, 51). An example of a deductiv e approach would always start with an argument that the principles of science would not have existed, unless the power of God was there to ensure that the science under consideration is successful. For example, God gave men the capability and wisdom of making vehicles, and airplanes. In conclusion, Christians normally rely on the bible as a basis of their faith. For a long period of time, the information contained in the scriptures have never been challenged or critiqued. They are always held as true, no matter how controversial they may be. However, in the 21st century, there is always a demand of evidence and reason in the various teachings of Christianity. This paper manages to effectively explain this concept of reason, and how it used to justify certain aspects of faith. For instance, in this paper, we are able to denote that reason can directly contradict faith. This is by use of science to proof certain aspects of the scriptures as untrue. This paper explains how the Bible depicts the origin of the universe, and how science explains the origin of the universe. The Bible denotes that God created the world, while science denotes that the world came about out of evolution. These two areas are very contradicting and rival each other, and those who believe in t he evolution story, do not have any faith in God, nor religious beliefs. In as much as reason can contradict certain aspects of faith, reason is also used to explain certain religious practices or elements of faith. For example, how can one explain the movements of birds in the air, or even the existence of rivers, mountains, and lakes? Initially, the practices of a religious belief were not questionable. Whatever the scriptures said, was always true. However, in the 21st century, religious organizations encourage a rationale critique of their practices. Works Cited: Albl, Martin C. Reason, faith, and tradition: explorations in Catholic theology. Winona: Saint Marys Press, 2009. Print. Hick, John. Between faith and doubt: dialogues on religion and reason. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010. Print. Mueller, J. J.. Theological foundations: concepts and methods for understanding Christian faith. Winona, Minn.: Saint Marys Press, 2007. Print. Prickett, Stephen, and Robert Barnes. The Bible. Cambridge [England: Cambridge University Press, 1991. Print. The Bible. Harlow, England: King James Version, 2010. Print.

Civil War Essay -- American History Civil War

The election of Lincoln, secession of the southern states and the Confederate States of America Constitution set the stage for the bloodiest and saddest war in American history. Before the Civil War even began the nation was divided into four very distinct regions; Northeast, Northwest, Upper south and the Southwest. With two fundamentally different labor systems, slavery in the south and wage labor in the North, the political, economic and social changes across the nation would show the views of the North and the South. The civil war was based on the abolitionists' ideas of emancipation and liberation of slavery the North wanted the war in order to create a society without slavery. The North's aggression to control the south lead to the where were it was no longer tolerable for the South. With the election of the anti-slavery Republican Abraham Lincoln, the southern states decided they had to take drastic action in order to protect their own interests. The south had been waiting fo r an excuse to secede form the union, the election of Lincoln by the North was their chance. The Northern abolitionists' states were mainly responsible for the Civil war in many political, social and economic aspects. Politically, the Northerners contributed immensely to the opening of the Civil War. John Brown's Raid at Harpers Ferry made the south believe the Northerners had a whole scheme to ban slavery. The South wondered how or why they would remain in the Union when a "murderous gang of abolitionists" were running around. Southerners also believed that this violent abolitionist's view was a common one shared by the entire North. This act of the North made the South resent the North's pushy ways and begin to think of leaving the Union. The Dred... ...nt to the south to free the slaves from their masters and the Underground Railroad that secretly moved slaves from safe house to safe house until they were in Canada, tremendously angered the South. They realized that they needed to fight in order to get the independence they wished for, so then there could therefore do what they wished. Politically, the North further split the views on issues and developed more laws against slavery in the South. Socially the North strengthened their own cause in the because of things like Uncle Tom's cabin; that lead to Northerners forming the Underground Railroad. Economically, the South was crushed with protection tariffs that emptied out southern pockets. The North most definitely contributed to the Political, Social and Economic issues that divided and angered the country in the time before 1861; eventually leading to Civil War.

Colonialism and Imperialism in Africa Essay examples -- Exploratory Es

Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32. Colonialism and Imperialism in Africa Essay examples -- Exploratory Es Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32.

Is JC Penney’s Makeover the Future of Retailing? Essay

Is JC Penney’s Makeover the Future of Retailing? Kim Girard, Harvard Business Week, March 2012 The over a century old retailer JC Penney (JCP) has been losing business and customers for a long time. Though it once had a great reputation for value and loyal customers the competition of high volume, low value stores such as Wal-Mart or the higher end stores such as Macy’s have completely over taken it and threatens to force them out of the market. What can be done to revive the 110 year old retailer, who is the right person for that task and how will they do it? These questions were addressed in this article. In the article â€Å"Is JC Penney’s Makeover the Future of Retailing†, the author (K. Girard) focuses on Ron Johnson, the new CEO of J.C. Penney and his innovations and plans to transform the store. Mr. Johnson comes to JC Penney with an impressive record of success transforming businesses and their retail strategy. He is credited with the transformation of the Target chain and for leading Apple’s retail effort with such innovations as the Genius bar. The task faced at JCP is a huge one, the company has been experiencing lagging sales and financial losses of $87 million in the final quarter of last year and a 4.9% overall loss of revenue for the year. Mr. Johnson took the helm of the company in November of 2011. His main task in to reinvent the chain and focus on an all new client base that includes everyone as his target market. Of the innovations that he instituted immediately, he focused on pricing and making them what he termed as â€Å"fair and square†. To do this, he first eliminated sales (he called them insulting to the customer), he also eliminated coupons; a move a competitor had attempted unsuccessfully about 5 years earlier. Another innovation in pricing was to end all prices in â€Å"00† instead of â€Å"99† and take away the â€Å"suggested retail price† tag. All of these changes were done to change the perception of the customer, from waiting until an item goes on sale to believing they are paying a fair price all the time. Mr. Johnson also has a vision of overhauling the entire shopping experience by adding new â€Å"brand shops† within the store so that the customer can easily find the item they are looking for in what is called a â€Å"Main Street† approach. The plan is to reinvent the displays (letting the designer decide how their product is displayed within the store) and have new brands that speak to different clients. Some of the new brands include Martha Stewart and a budget friendly teen line called Nanette Lepore. Johnson has also changed the store logo  and named a new contemporary spokeswoman (Ellen Degeneres) in an effort to create a buzz. There are also plans to create a â€Å"town square’ inside each store that could potentially be used to provide customers with complimentary services. The transition began in February and he states that his plan will be fully implemented by 2015. In the article, Rajiv Lal, the Stanley Roth, Sr. Professor of Retailing at Harvard Business School comments on the probability of Johnson’s new idea succeeding. He calls this a very tough task and says that it will not be easy but that the marketing strategy could work. He agrees with Johnson’s 3 to 4 year timeline for implementation and feels that should be enough time to decide if the plan is working. After reading this article, I took a completely random poll of 5 women in my office ages 26 – mid 50’s, who all said they had shopped at JCP within the past 6 months. Of the 5 only 1 said she did not like the changes but she also stated that she went to the store for certain brands and type of items that she could no longer find on her last trip but that she would give the store another try based on the opinion of the other 4 women. This article is a perfect example of the type of strategic approach to gaining consumers that this course talks about. It contained examples of concepts like market strategies and targeting particular customers. Girard, Kim, (2012, 05 March) Is JC Penney’s Makeover the Future of Retailing, Harvard Business Week Retrieved from http://hbswk.hbs.edu/item/6944.html

A Weapon for Self Defense

A Weapon for Self Defense The following celebrities have stated his or her stance on gun control in the following quotes. Ted Nugent states, â€Å"To my mind [sic] it is wholly irresponsible to go into the world incapable of preventing violence, injury, crime, and death. How feeble is the mindset to accept defenselessness? How unnatural. How cheap. How cowardly. How pathetic. (Buckeye Firearms Association 2009). Clint Eastwood also states, â€Å"I have a strict gun control policy: if there is a gun around, I want to be in control of it. (Buckeye Firearms Association 2009). Finally, James Earl Jones was quoted as saying, â€Å"The world is filled with violence. Because criminals carry guns, we decent law-abiding citizens should also have guns. Otherwise [sic] they will win and the decent people will lose. † (Buckeye Firearms Association 2009). Are these quotes to be considered opinionated views? Perhaps, but each is logical and valid. Should law-abiding citizens have the opti on to own and carry a gun for the use of self-defense? The answer is yes.While gun control advocates fight for stricter gun control laws; anti-gun control supporters believe that stricter gun control laws will limit and prohibit a citizen’s Constitutional right to â€Å"keep and bear arms†. There are enough extensive gun control laws already. Creating and passing stricter gun control laws would only make it more difficult for law-abiding citizens to protect his or herself. Self-Defense Guns are used 2. 5 million times a year in self-defense (Gun Owners of America 2004). What is this organization and who are they to provide such a startling statistic?The Gun Owners of America is an organization created in 1975 and currently has 300,000 members. Gun Owners of America was founded, â€Å"to preserve and defend the Second Amendment rights of gun owners. † (Gun Owners of America 2004). With a statistic like that, what law-abiding citizen would not want to own a gun fo r self-defense? The Gun Owners of America (2004) further states that: Law-abiding citizens use guns to defend themselves against criminals as many as 2. 5 times every year – or about 6,850 times a day.This means that each year, firearms are used more than 80 times more often to protect the lives of honest citizens than to take lives. (Gun Owners Foundation, 2004 p. 1) To support the issue of self-defense further, the article, â€Å"Is Gun Ownership Dangerous† (2009) describes the reasons for the right of an individual to own and use a gun in self-defense. The most significant dispute that supporters of gun rights argue consists of the right for each individual in our American society to be allowed to have possession of a gun and is allowed to exercise the right to use a gun for means of self-protection.Gun right advocates suggest that police officers are unable to defend individuals in their house, vehicles, or communal places from criminal offenders, because the offic ers usually enter the scene of the crime subsequently to the crime taken place. In concurrence with this observation, an individual’s only defense if he or she fall victim to burglary, sexual attack, or murder; is having a device that will permit him or her to defend him or herself.In many arguments, gun supporters suggest, if an individual presents a firearm in observation of a criminal, this simple act might be all it takes to discourage and inhibit an offense from occurring. If an assailant persists, supporters of gun rights state that an individual possessing a firearm still has the opportunity to avoid any risk of being assaulted (Guns and Crime, 2009). Gun Control Laws According to the above stated statistics, why do gun control advocates continue to fight for stricter gun control laws? The National Rifle Association Institute for Legal Action does not believe that stricter gun control laws are necessary.Who is this group and what do they stand for? The National Rifle A ssociation Institute for Legal action was founded in 1975 and currently has 300,000 members. This group consists of anti-gun control advocates who are dedicated to protecting the right of all United States citizens to procure, own and utilize firearms for lawful reasons as pledged within the United States Constitution within the Second Amendment. Andrew Arulanandam, the National Rifle Association’s Director of Public Affairs stated, â€Å"We have adequate gun laws on the books and if a crime occurs, those criminals need to be prosecuted to the fullest extent of the law.The question becomes how do you [sic] make something that is already illegal more illegal. † [sic] Jost (2008). Furthermore Jost (2008) reveals the following: Gun advocates – including the powerful, 3-million-member National Rifle Association – defend what they view as an individual constitutional right to use firearms in hunting, sport shooting and self-defense. They argue that gun owners and dealers are already subject to a web of federal, state and local firearms laws and regulations. The key to reducing gun violence, they say, lies with tougher penalties against criminals who use guns, instead of more restrictions on gun owners. Jost, 2008, p. 2) The resolution lies in stricter laws and enforced punishments for illegal gun usage and sales, not stricter laws that prohibit or exclude law-abiding citizens from obtaining and owning guns for self-defense. However, the Brady Center to Prevent Gun Violence is determined to prove individuals and officials otherwise. The Brady Center to Prevent Gun Violence is an organization that guides the fight to prevent gun violence, along with other grassroot organizations. The Brady Center to Prevent Gun Violence originated from an organization known as Handgun Control, Inc.Jim and Sarah Brady are the founders of the Brady Center to Prevent Gun Violence. Jim Brady was the Whitehouse Press Secretary when Ronald Reagan was in office. Brady and the former President were both shot by John Hinckley who attempted to assassinate President Ronald Reagan in 1981. (Brady Center to Prevent Gun Violence 2009). According to the Brady Center to Prevent Gun Violence (2009), its goal is stated that, â€Å"As the Brady Center, we work to reform the gun industry by enacting and enforcing sensible regulations to reduce gun violence, including regulations governing the gun industry. What has this organization accomplished? The answer is The Brady Law. The Brady Handgun Violence Prevention Act, also known as â€Å"Brady Law† was signed into law on November 30, 1993, and went into effect in February 1994. In its original form, the Brady Law required a five-day waiting period and background check before completion of the sale of a handgun. Unfortunately, the gun lobby was able to weaken the Brady so that on November 30, 1998, the five-day waiting period for handgun purchasers expired.It was replaced by a mandatory, computeri zed National Instant Check System, which provides the information for criminal background checks on all firearm purchasers, not just those buying handguns. The results were devastating. (Brady Campaign to Prevent Violence 2007) What have stricter gun control laws contributed to so far? Death, as explained in the following cases. Erich Pratt is the Director of Communications for the Gun Owners of America. Pratt (2001) stated that, â€Å"ten years ago this month, a Brady –style waiting period resulted in the death of Bonnie Elsmari of Wisconsin. † This is Bonnie Elsmari’s story:In March of 1991, Bonnie had inquired about getting a gun to protect herself [sic] from a husband who had repeatedly threatened to kill her. She was told there was a 48 hour waiting period to buy a handgun. But unfortunately, Bonnie was never able to pick up her gun. She and her two sons were killed the next day by an abusive husband of whom the police were well aware. (Gun Owners of Americ a 2001). This is Rayna Ross’s story: On June 29, 1993, at three o’clock in the morning, a 21-year-old woman named Rayna Ross was awakened by the sound of a burglar who had broken into her apartment and entered her bedroom.The burglar was her ex-boyfriend, a man who had previously assaulted her. This time, having smashed his way into her apartment, he was armed with a bayonet. Miss Ross took aim with a . 380 semi-automatic pistol and shot him twice. The burglar’s death was classified as a â€Å"justifiable homicide† by the Prince William county commonwealth’s attorney, which determined that Miss Ross had acted lawfully in shooting the attacker. Here’s the real scary part to this story, Miss Ross had bought her handgun one full business day before the attack, thanks to Virginia’s â€Å"instant background check. Virginia’s 1993 Democratic candidate for the governor, Mary Sue Terry (endorsed by Handgun Control, Inc. ), proposed th at although the Virginia instant check already checks all handgun buyers – Virginia handgun purchasers should undergo a â€Å"cooling-off period† of five business days. Had the proposal been law in Virginia in 1993, Rayna Ross would now be undergoing a â€Å"permanent† permanent cooling off period. This is Catherine Latta’s story: In September [sic] 1990, Catherine Latta went to police to obtain permission to buy a handgun. Her ex-boyfriend had previously robbed her, assaulted her several times, and raped her.The clerk at the sheriff’s office informed her that the gun permit would take two to four weeks. Ms Latta told the clerk, â€Å"I’d be dead by then†. That afternoon she went to a bad part of town and bought an illegal $20 semi-automatic pistol on the street. Five hours later, her ex-boyfriend attacked her outside her house, and she shot him dead. Fortunately in this case, the county prosecutor decided not to prosecute Ms. Latta f or either the self-defense homicide, or the illegal gun. Now why is it, that stricter gun control laws are needed? Gun control laws have contributed only innocent people dying.Gun control advocates believe that stricter gun control laws will reduce violence, prevent accidental deaths, and deter crime. There has been no proof to show that by enforcing stricter gun control laws, violence will decrease. There has been no evidence that enforcing stricter gun control laws criminals will be deterred from committing violent crimes. However, it is evident that the enforcement of stricter gun control laws will hinder a law-abiding citizen the ability to own a firearm for self-defense. The citizens of the United States have the right to protect themselves and their families.Although many gun control advocates will continue to try to infringe on the gun rights of the law-abiding citizens of the United States, Americans who take advantage of their Constitutional right to bear arms, will continu e to legally possess a firearm and furthermore continue to support anti-gun control advocates in their on-going efforts to defend our freedoms. Do individuals want to be part of the effort to defend our freedoms, therefore choosing the right to possess a gun in order to protect themselves and their families? The answer is yes.

Dreams for My Future: College and Beyond Essay

My dreams and aspirations to go to college and further enhance my knowledge have always been with me since I was child. Both my parents taught me that I have to use my mind if I want to lead a happy and prosperous life without any problems, and that has always been my motivation to persevere, no matter how difficult the road may be. After high school I will attend a university and continue my education further in the field of computer engineering. With that, I will apply in various careers involving my major, such as in the business, automobile, video game and software industries. My goal is to have both a successful and fulfilling career that I can be happy with while still supporting a small family of my own and living the American dream. My intentions are to help the general populace by providing more efficient computer systems and software because I know we live in an age where computers are very important and dominating all industries with handling information. I know that we all live in a time where technology has become essential to human life, so if I can make a positive impact with my major, then that’s what I am going to do. Having a strong, fun career and having a wonderful family has always been a priority to me and I have been taking every step and precaution along the way to ensure that I meet these goals timely and productively. With help from the Apple Scholarship Foundation, I can meet my goals with more relative ease and I can worry less about any monetary hardships that I might encounter. I believe that I deserve this scholarship because I have always worked diligently in and out of school my entire life preparing myself to be a part of society. Without the assistance of this scholarship(s), going to college and achieving my goals will be that much more difficult. My father is the only source of income in my family and unfortunately, I cannot rely on him to make a monetary contribution to my college education. Scholarships haven’t just been optional, but are necessary in aiding my goal of going to college. With the financial assistance of federal aid and scholarships I will be able to achieve my goal of attending a university. My family would not be burdened with financial troubles or be worried for my future. My future relies on the aid of this scholarship and I would be appreciative to have all the help and support that can be given.

Metaltom

English Lit Act 3 Questions 1) Giles Corey is expelled from the court because he won’t tell the court the name of his informant which is also why Daneforth won’t hear his evidence. He was arrested because of contempt the court. 2) Marry Warren is in court because she was charged with witchcraft and she tells Daneforth that Abigail is lying but he is suspicious of her because it’s her word against the other girls and he thinks she could be possessed by the devil. Proctor reminds her of the Angel Raphael because he took her in and tries to save her from Abigail and the other girls. ) Parris nullifies proctors testament by pointing out that if Mary could pretend to faint before she should be able to faint now but since marry couldn’t faint then and there she couldn’t have faked it before. 4) The professed purpose of the court is to deal Justice but the court becomes very unjust because it doesn’t even need witnesses. It doesn’t need witne sses because of the idea that a Witch can unconsciously call forth her spirit to harm someone. 5) Proctor confesses lechery because it would portray Abigail as a harlot and he believes that Daneforth and Hathorne will know that he wouldn’t ruin his good name.Daneforth and Hathorne don’t believe him though because it’s his word against Abigails. 6) Elizabeth tells the court that she didn’t throw out Abigail for a harlot but she only says this because she doesn’t want to ruin Proctors name but this is an unfair test because it’s a natural lie to tell. 7) Abigail turns the court against Marry Warren by mimicking all that Mary says as to make it look like her Phantom is controlling them and then Abigail and the other girls all pretend to run away in fear from Marry Warrens Phantom. 8) Hale denounces the proceedings because he believes them to be unjust and that there are no witches in Salem.

Reduce stress in life Assignment Example | Topics and Well Written Essays - 2500 words

Reduce stress in life - Assignment Example For example, not enough time of the day to deal with personal issues and work; need to find another higher pay job to afford endless bills. In my case, working fulltime while attend school full-time; a baby is on the way at the same time and not to mention I am a first time mum. However, I do not believe that a stress free life is possible and realistic. Stress is a response to challenges in life that occurred around us and many of these challenges cannot be avoided. As adult, we need to learn to confront the stressful situation, learn to find causes and to escape or cope with the stress around us. Mitigating of stress remains a major concern in every individual and this can only be achieved through the development of new behaviors. However, breaking from the old habits and adopting best practices remains a major challenge to a number of people due to the comfort that the old offers despite the stress that we face as a result of them. In this paper, shading of old traits as a way of mitigating stress will be discussed in line with a number of psychological theories and application (King, Singh, Bernard Merianos, & Vidourek, 2012). The management of stress is essential in the development of a normal life and this makes the description of cognitive approaches essential. Stress is considered as an event that has different variables and is influenced by individual’s behaviors and exposures in life. This makes interpretation of fear to differ from one person to another with some viewing the construal of stress and as either positive or negative. Four cognitive factors have been identified to influence fear reception and response in individuals, which ultimately determines their ability to change old habits. Appraisal, retribution, self-efficacy and general stress perception are four cognitive elements essential in the development of stress responses in an individual (Voisin, Stone & Becker, 2013). Initial response to

Digital electronics Essay Example | Topics and Well Written Essays - 2000 words

Digital electronics - Essay Example Another application for Flip-Flops is division frequency devices. From J-K flip-flop can be used to build a frequency divider by taking the output of one cell to the clock input of the next. The J and K inputs of each flip-flop are set to 1 to produce a toggle at each cycle of the clock input. For each two toggles of the first cell, a toggle is produced in the second cell, so its output is at half the frequency of the first. Specifically, the combination J = 1, K = 0 is a command to set the flip-flop; the combination J = 0, K = 1 is a command to reset the flip-flop; and the combination J = K = 1 is a command to toggle the flip-flop, i.e., change its output to the logical complement of its current value. Both PS and CLR HIGH, a negative-going CLK, and J and K at 0, or LOW. In this condition the FF holds the previous condition of the output. In this case the FF is reset. If the circuit were set when these inputs occurred, it would remain set. In the following experiment we build a binary counter using J-K flip-flops by taking the output of one cell to the clock input of the next. The J, K inputs of each flip-flop are set to 1 to get toggle at each clock pulse. For each two toggles of the first cell, a toggle is produced in the second cell, and so on. This produces a binary counter device. The count can be in forward or backward direction making a modification like shown below. The BCD counter showed above can be build using several binary counters but with a small modification, by terminating the count when the count reaches decimal 9 or binary 1001. Since the next toggle would set the two most significant bits a NAND gates tied from those two outputs to the asynchronous clear line will start the count over after 9. A 2-bit binary counter using two J-K flip-flops is done by taking the output Q of one J-K flip-flop to the clock input of the next. The J, K inputs of each flip-flop are set to 1 to