Factor For Successful Endodontic Treatment Health And Social Care Essay

Working length finding is a important factor for successful endodontic intervention. It is a corono-apical distance within the root canal system, which confines cleaning, determining and obturation ( 1 ) . The apical bound is the narrowest point of the canal, the alleged apical bottleneck or minor hiatuss, which normally coincides with the cemento-dentinal junction. It is the anatomical and histological passage of the mush to periapical tissues. The apical bottleneck is by and large accepted to be located at 0.5aˆ’0.75 mm wreath to the major apical hiatuss ( 2 ) . Underestimate of WL can take to deficient debridement of root canal infinite and subsequent failure of endodontic intervention, whereas overestimate of WL may interfere with healing procedure through chemical and mechanical annoyance of periapical tissues, ensuing in a relentless inflammatory status and foreign organic structure reaction. Optimum mending status occurs when the obturation stuff is in minimum conta ct with apical tissues ( 3 ) . Traditionally, the WL is determined by radiogram and/or electronic devices ( 4 ) . Radiograms have been normally used to find the root canal length. However, it is non rather predictable as a consequence of planar measuring of a 3-dimensional construction ( 5 ) . Besides, it is impossible to nail the exact location of the bottleneck, sing the fact that the apical hiatuss normally deviates to the side of the root and emerges at assorted distances within 3 millimeter from the anatomic vertex ( 6 ) . In add-on, the diagnostic value of radiogram is deeply influenced by superimposition of anatomical and cadaverous constructions, cone angulations, tooth disposition and movie processing, which can accordingly take to intra-operative variableness, magnification and image deformation ( 5,7,8 ) . Evidence has shown that when the file is introduced into the canal and estimated as short of the radiographic vertex, there is 93 % overestimate with the bisecting angle technique and 20 % with the paralleling technique ( 9 ) . Other disadvantages of the radiographic technique are j eopardies of ionising radiation, proficient mistakes and the clip needed ( 5,10 ) . Electronic vertex locaters ( EALs ) are now widely used to find the root canal length. They give more accurate measurings when compared to the radiographic technique ( 11 ) . The construct of electronic finding of the WL was foremost proposed by Custer in 1918 and followed by Suzuki, who discovered a changeless electrical opposition value of 6.5 ka„ ¦ between the periodontic ligament and the unwritten mucous membrane. In 1962 Sunada applied the rule to the clinical pattern and developed the first EALs ( 12 ) . Since so, four coevalss of EALs have been introduced. The first two coevalss had defects of hapless truth in the presence of electrolytes and needed standardization, which was overcome by subsequent coevalss ( 13 ) . The Root ZX vertex locater ( J. MoritaA Corp. , Tokyo, Japan ) measures the electric resistance ratio to turn up the apical bottleneck by utilizing two different frequences, irrespective of the type of the electrolyte in the canal, and requires no standardi zation ( 14 ) . The effects of assorted factors, such as file size ( 15 ) , file metal ( 16 ) , primary teething ( 17 ) , tooth type ( 18 ) , apex locater type ( 19 ) , apical hiatuss diameter ( 15 ) , canal diameter ( 20 ) , canal preflaring ( 21,22 ) , mush verve ( 23 ) , root reabsorption ( 24 ) , root break ( 25 ) , apical periodontal disease ( 26 ) , irrigant solution ( 27 ) and endodontic retreatment ( 28 ) , on the truth of EALs have been evaluated. Furthermore, tooth length fluctuations may impact the truth of EALs because a file is more likely to be interfered within long canals than short 1s in making the apical mention degree. There are no surveies available on the influence of tooth length, as a possible interfering factor, on the map of EALs. Thus, the purpose of this ex vivo survey was to measure the influence of tooth length on the truth of Root ZX vertex locater.Materials and MethodsForty extracted human maxillary eyetooths with a length scope of 27aˆ’29 millimeters were s elected. The dentitions were soaked in 5.25 % Na hypochlorite for three hours and rinsed in a bath with tap H2O for five proceedingss to take periodontic tissue leftovers. All the dentitions were checkedA for the absence of external clefts, unfastened vertexs, Restorations, root reabsorption, and old root canal intervention. The dentitions were placed in distilled H2O incorporating 10 % formol until needed. ConventionalA accessA pit was prepared with a unit of ammunition diamond bur and finished with Endo Z bur ( Dentsply Maillefer, Ballaigues, Switzerland ) under continuousA waterA spray. The same bur was used to make a level surface to hold a stable mention point. The leftovers of mush tissue and dust were removed with sizes 10 and 15 K-type files ( Dentsply Maillefer, Ballaigues, Switzerland ) . The coronal tierce of each canal was flared with sizes 2, 3, and 4 Gates-Glidden burs. The canals were irrigated with 2.5 % Na hypochlorite solution and normal saline utilizing a 27-gauge acerate leaf after each instrument. The patency of the apical hiatuss was confirmed with a size 10 K-type file. The full tooth length was mounted in self-curing acrylic rosin ( Vertex, Zeist, A Netherlands ) to ease sectioning except for the apical 3aˆ’4 millimeter of the root. In order to recover the entree pit throughA the acrylic rosin, it was covered with a cotton pellet followed by wax physiq ue up. The existent length was the distance from the coronal mention point to the major apical hiatuss, which was determined by infixing a size 10 or 15 K-type file into the canal until the file tip was merely seeable at the degree of the apical hiatuss under a surgical microscope ( OPMIA Primo, A CarlA Zeiss, Oberkochen, Germany ) at A-16 magnification. The silicone halt was carefully adjusted to the degree of mention point and the file was removed. The distance from the silicone halt to the file tip was recorded with an endodontic swayer to the nearest 0.25 millimeter under A-3A magnificationA of binocularA loupesA ( Heine, Herrsching, Germany ) . The electronic length was determined with a modified polythene box incorporating alginate ( Alginoplast ; Heraeus-Kulzer, Hanau, Germany ) asA describedA by Baldi et Al ( 29 ) . Two openings were made in the palpebras, one in the centre for puting the tooth, and the other laterally for puting the lip electrode of the electronic vertex locater. The root canals were irrigated with normal saline, with the extra being removed utilizing paper points before the electronic location process. The lip electrode was immersed in the several opening in the palpebra, coming into contact with the alginate ; a size 10 or 15 K-type file and 31 millimeter in length was so connected to the file electrode for electronic measuring. The file electrode was connected to the file at a distance of 1aˆ’3 millimeter from the mention point for all the measurings. The file was inserted into the canal until the device beeped the reading of â€Å" APEX † , bespeaking the major apical hiatuss. The silicone halt was so carefully adjusted to the mention degree. The file was removed and the distance from the silicone halt to the file tip was measured. The measurings were made within theA two toleranceA bounds of A ±0.5A and A ±1.0 millimeter. All the dentition ( runing from 27 to 29 millimeters in length ) were horizontally sectioned at 3 millimeter from the coronal mention plane to do the 2nd length group of 40 dentitions ( runing from 24 to 26 millimeters in length ) . The subdivisions were made with a water-cooled, slow-speed diamond saw sectioningA machine. In the same mode, decrease in the length by 3-mm cuts continued up to 6 subdivisions. Therefore, there were 7 groups with 40 dentitions in each group as follows: L1= 27aˆ’29 millimeter, L2=24aˆ’26 millimeter, L3=21aˆ’23 millimeter, L4=18aˆ’20 millimeter, L5=15aˆ’17 millimeter, L6=12aˆ’14 millimeter, and L7=9aˆ’11 mm ( Fig. 1 ) . After each subdivision, the existent and electronic root canal length measurings were made. All the measurings were made in triplicate, and the average value of the three readings was recorded.Statistical AnalysisDatas were analyzed utilizing SPSS package, version 15 ( SPSS Inc, Chicago, IL ) . Statistical analysis was carried out by the Pearson ‘s additive correlativity coefficient in two ways. First, the correlativity between the acceptable measurings at the 0.5- and 1.0-mm tolerance and the root canal lengths in the 7 length groups was analyzed. Second, the correlativity between the distance from the file tip to the apical hiatuss and the root canal lengths was evaluated. Correlation was important at 0.01 degree.ConsequencesIn 7 groups of 40 dentitions, a sum of 840 electronic measurings, three with each length, were made. Table 1 shows the per centum and figure of acceptable measurings for 7 length groups, determined by Root ZX vertex locater. Figure 2A shows scatter secret plan of the correlativity between the per centums of the acceptable measurings of the vertex locater and the root canal lengths in the 7 length groups for the two mistake scopes of A ±0.5 and A ±1 millimeter. There was a negative correlativity between the acc eptable measurings of apex locater and the root canal lengths in the 7 length groups for the two mistake scopes of A ±0.5 ( r=-0.975, P & lt ; 0.001 ) and A ±1 millimeter ( r=-0.889, P & lt ; 0.001 ) . Figure 2B shows scatter secret plan of the correlativity between the distance from the file tip to the apical hiatuss and root canal lengths. There was a positive correlativity between the distance from the file tip to the apical hiatuss and root canal lengths ( r=0.4, P & lt ; 0.001 ) .DiscussionIt has been reported that EALs are accurate in finding the working length in 31aˆ’100 % of the times ( 30,31 ) . The file intervention within the root canal infinite may act upon the truth of EALs. de Camargo et Al ( 21 ) and Ibarrola et Al ( 22 ) observed a better public presentation of the Root ZX vertex locater in the preflared canals. They reported that this may be attributed to the riddance of cervical dentin interventions. Herrera et Al ( 32 ) claimed that the preciseness of EALs might be influenced by the file size as smaller files leave infinite inside the canal whereas larger files fit tighter. Tooth length is another factor which can impact the file intervention within the root canal. There is a broad scope of tooth lengths for dentition in demand of root canal therapy. Maxillary eyetooths are the longest dentition with an mean length of 26.5 millimeters whereas maxillary 3rd grinders are the shortest dentition with an mean length of 17 millimeter ( 33 ) . Furthermore, factors such as dental cavities and injury can cut down tooth length. Since the file is more likely to be interfered within the canal in long dentitions than in short dentition, this survey was designed to find if the tooth length would act upon the truth of EALs. Since the purpose of this survey was to measure the influence of tooth length on the truth of the vertex locater, maxillary eyetooths were used as the longest dentition in the unwritten pit. Among these dentitions the long 1s with a length scope of 27aˆ’29 millimeters were selected. To extinguish the confounding factors, including apical hiatuss diameter, canal diameter, canal curvature, and to do the groups every bit homogenous as possible, the same dentition were used in the present survey with gradual length decrease to do dentitions with shorter lengths alternatively of utilizing different dentitions with a broad scope of lengths. Different apical mention points and experimental protocols have been established to measure the truth of EALs. Since the place of apical bottleneck and its relationship with the CDJ are extremely irregular ( 2,4,18,32 ) , the major apical hiatuss was a preferable apical mention point and †APEX † grade on the Root ZX show was used. Therefore, shaving the apical tierce of the root was unneeded. Baldi et Al ( 29 ) compared alginate, gelatin, saline, sponge, and agar as implanting media in the rating of the truth of EALs. They reported no statistically important differences between the media used. However, alginate provided the most consistent consequences. It has good electroconductive belongingss, reproduces the periodontium and is easy prepared. Therefore, the preferable embedding medium in this survey was alginate. Measurements attained within the A ±0.5-mm border of mistake, which is considered an acceptable tolerance scope, are extremely accurate ( 34 ) . However, A ±1-mm border of mistake is clinically assumed to be acceptable because a broad scope is seen in the form of the apical zone and due to the deficiency of exact limit of apical landmarks ( 35 ) . In this survey, both scopes of mistake were considered in measuring the truth of the electronic vertex locater. The average truth rates of Root ZX within A ±0.5- and A ±1-mm border of mistake were 72.86 % and 95 % , severally. Furthermore, the precise measuring with Root ZX apex locater was 4.07 % , consistent with the consequences of other surveies describing low proportion of exact measurings with the vertex locater ( 15,31 ) . The per centum of acceptable measurings to a tolerance of A ±0.5 millimeter was 52.50 % in the L1 group ( 27aˆ’29 millimeter ) , which increased by 10 % in the L2 group ( 24aˆ’26 millimeter ) . Overall, the truth of the electronic vertex locater increased bit by bit with consecutive tooth length decrease. It increased by 37.5 % in the L7 group ( 9aˆ’11 millimeter ) compared to the L1 group. Positive values mean that the file extended through the major apical hiatuss, whereas negative values mean the file tip was positioned before the major apical hiatuss. In this survey, high inclination of Root ZX was observed toward negative values. Besides of involvement was the specific form of distribution for acceptable measurings among the length groups. The high Numberss of the negative values in the first length group were bit by bit converted into positive values during the subsequent length decreases. Sing the technique used in this survey, which required consecutive tooth length decreases, it was non practical to execute an in vivo experiment. However, Duran-Sindreu et Al ( 36 ) demonstrated no statistically important differences in the truth of Root ZX electronic vertex locater between in vivo and in vitro theoretical accounts.DecisionUnder the conditions of the present survey, the truth of the electronic vertex locater was influenced by tooth length. The electronic vertex locater provided higher truth in short dentitions compared to longer 1s. FurtherA studiesA areA neededA toA confirmA these findings.

Place-Names: Its Cultural Significance Among the Western Apache Essay

Between 1979 and 1984, Professor Keith Basso of he University of New Mexico conducted a study of Apache places and place-names. Specifically, this stud focused on the ways in which the Apache refer to their land, the legends behind these places, and the ways in which these place-names are used in everyday conversation. Basso’s ethnography can be considered as an attempt to correlate social landscape with culture. Basso attempted to examine the effects of landscape to the everyday social interaction of Apache men and women. The Western Apache construction of history is a ‘worn trail’ created by the tribe’s first ancestors. It was also the same path that several generations of Apache undertook. It was in these places that ‘special events’ took place. The ancestors gave names to landscapes based on the events that happened there. These place-names were passed down from one generation to another to serve as a bridge between the Apache and their ancestors. It was in every sense, a memorial of the past, a dedication to the ancestors. Even if the landscape changed, its name remained alive in Apache culture. Basso then examined the specifics of the language used by the Apache to refer to place-names. Basso found that the Apache usually manipulated language (with regard to place-names) in order to elicit acceptable behavior and moralistic values from the members of the tribe. It can be said that the creation of place-names tales was generally moralistic in nature. It was intended to influence patterns of social collectivity. Its purpose was multi-faceted: 1) to provide enlightenment, 2) to criticize, and 3) to warn. The general implied purpose of place-names was to promote the general interest and unity of the Apache tribe. This is the reason why place-names remained a central force in Apache cultural life. As in every tribe, a historical tale is intended to create a critical and remedial response to specific situations, mostly on the individual level. An individual ho committed crime would have to be judged based on its implied offense to the historical value of place-names. The Apache examined whether such offense created a gap between the individual and the place-names. The landscape, therefore, served as the moral guide of the Apache. It generally outlined the dos and don’ts of an ethical and moral living. It was in every sense, the Apache view of moral life (a reference to ancestral events that occurred in specific places). The place-names when spoken evoked moral truths. Those who spoke it must know its essence. By judging it to be morally relevant, an Apache was expected to proclaim it from the heart. The process of knowing the truth must be silent and critical. One need not study it. Only an invocation from the heart would provide images of the truth and serve as an infallible guide to moral life. This â€Å"evoking of images† provided a direct form of criticism or advice without so much linguistic references. Thus, it can be said that the value of place-names to Apache life is both direct and indirect. It is direct because it served as a guide to the ideal life. It is indirect because the individual understood it from the heart. It was, in every sense, a bridge not only between the individual and the past, but also between the individual and the society. For example, the place-names of ‘great dog mountain’, ‘pillar of fire’, and ‘hill of discontent’ provided the means by which the individual may connect to the past. The anchorage of his actions could not be independent of the ‘will’ of these places, since these places are the only ones which give meaning to life. For an Apache, the ‘pillar of fire’ signified the foundation of life and the solitude of existence. The Apache mind rested on the edifice of these place-names both as a testimony to the greatness of their ancestors as well as the worth of its society. Reference Basso, Keith. 1996. Wisdom Sits in Places: Landscape and Language Among the Western Apache. New York: MacMillan Publishing Company.

Essay on How to Make Teaching and Learning Intresting in Class Room Essay

It’s interesting to observe, isn’t it, how much higher education is still driven by a â€Å"brute force† model of delivery? As much as we might wish it were otherwise, postsecondary courses and degree programs are still largely delivered in a one-size-fits-all manner, and those students who can’t keep up are simply left behind, sometimes irretrievably so – the higher education equivalent of natural selection, some might say. (I once had lunch with a colleague, for example, who told me with no small amount of pride that he only taught to the 10 percent of the class who â€Å"got it.† The others, it seemed, were not worth his effort.) But surely anyone – teacher, student, or otherwise – who has ever sat in a classroom has seen glaring evidence of the fact that not all students move at the same pace. Some are prepared to move more quickly than the majority while others require greater attention and more time to master the same mate rial as their classmates. The limits of mainstreaming diversely skilled students are obvious to all and yet we largely persist in the vain hope that greater numbers of students will learn to move at â€Å"class pace† if only we underscore their responsibility to do so in syllabuses and first-class lectures. Of course, when teachers face classes of 20 or 40 or 200 students, personalized instruction isn’t much of an option. It’s simply too expensive and impractical – until now, perhaps. Witness the countervailing perspective emerging these days that the curriculum is the thing that needs to change pace. Indeed, after a number of years of quiet experimentation we may now be on the cusp of an evolutionary moment – one that promises greater personalization, deeper engagement, and stronger outcomes for students of many types. And it may even be affordable. In fact, it may even be cost-efficient, by virtue of allowing instructors to use their time more ju diciously. Welcome to the emerging realm of adaptive learning – an environment where technology and brain science collaborate with big data to carve out customized pathways through curriculums for individual learners and free up teachers to devote their energies in more productive and scalable ways. What promises to make adaptive learning technologies an important evolutionary advance in our approaches to teaching and learning is the way these systems behave differently based on how the learner interacts with them, allowing for a variety of nonlinear paths to remediation that are largely foreclosed by the one-size-fits-all approach of traditional class-paced forms of instruction. To put it simply, adaptive systems adapt to the learner. In turn, they allow the learner to adapt to the curriculum in more effective ways. (See this recent white paper from Education Growth Advisors for more background on what adaptive learning really looks like – full disclosure: I had a hand in writing it.) If the early results hold, we may soon be able to argue quite compellingly that these forms of computer-aided instruction actually produce better outcomes – in certain settings at least – than traditional forms of teaching and assessment do. In the future, as Darwin might have said were he still here, it won’t be the students who can withstand the brute force approach to higher education who survive, but those who prove themselves to be the most adaptive. A recent poll of college and university presidents conducted by Inside Higher Ed and Gallup showed that a greater number of the survey’s respondents saw potential in adaptive learning to make a â€Å"positive impact on higher education† (66 percent) than they saw in MOOCs (42 percent). This is somewhat surprising given the vastly differing quantities of ink spilled on these respective topics, but it’s encouraging that adaptive learning is on the radar of so many college and university leaders. In some respects, adaptive learning has been one of higher education’s best-kept secrets. For over a decade, Carnegie Mellon University’s Open Learning Initiative has been conducting research on how to develop technology-assisted course materials that provide real-time rem ediation and encourage deeper engagement among students en route to achieving improved outcomes. So adaptive learning is not necessarily new, and its origins go back even further to computer-based tutoring systems of various stripes. But the interest in adaptive learning within the higher education community has increased significantly in the last year or two – particularly as software companies like Knewton have attracted tens of millions of dollars in venture capital and worked with high-visibility institutions like Arizona State University. (See Inside Higher Ed’s extensive profile of Knewton’s collaboration with ASU, from January of this year, here.) Some of our biggest education companies have been paying attention, too. Pearson and Knewton are now working together to convert Pearson learning materials into adaptive courses and modules. Other big publishers have developed their own adaptive learning solutions – like McGraw-Hill’s LearnSmart division. But a variety of early-stage companies are emerging, too. Not just in the U.S., but all around the world. Take CogBooks, based in Scotland, whose solution’s algorithms permit students to follow a nonlinear path through a web of learning content according to their particular areas of strength and weakness as captured by the CogBooks system. Or consider Smart Sparrow, based in Australia, whose system supports simulations and virtual laboratories and is currently being deployed in a variety of institutions both at home and here in the U.S., including ASU. There is also Cerego, founded in Japan but now moving into the U.S., with a solution that focuses on memory optimization by delivering tailored content to students that is based not only on a recognition of which content they have mastered but also with an understanding of how memory degrades and how learning can be optimized by delivering remediation at just the right point in the arc of memory decay. These adaptive learning companies, and many others working alongside them, share a common interest in bringing brain science and learning theory into play in designing learning experiences that achieve higher impact. They differ in their points of emphasis – a consequence, in part, of their varying origin stories. Some companies emerged from the test prep field, while others began life as data analytics engines, and so on. But they are converging on a goal – drawing on big data to inform a more rigorous and scientific approach to curriculum development, delivery, and student assessment and remediation. In the months ahead, you should expect to be seeing more and more coverage and other discussion of companies like these, as well as the institutions that are deploying their solutions in increasingly high-impact ways. Last month, the Bill & Melinda Gates Foundation iss ued an RFP inviting institutions to collaborate with companies such as these in seeking $100,000 grants to support new adaptive learning implementations. The grants are contingent, in part, on the winning proposals outlining how they’ll measure the impact of those implementations. Before long, then, we may have much more we can say about just how far adaptive learning can take us in moving beyond a one-size-fits-all approach to teaching and learning – and in achieving better outcomes as a result. And for some students, their survival may depend upon it. source: Nityanand Mathur 9165277278 365/22Vidhya Nagar Colony Shujalpur Shajapur(465333)

Life and Death Essay Example | Topics and Well Written Essays - 750 words

Life and Death - Essay Example In other words, as Brookes (20) says, it is the infinite in the finite. Before joining the class, I was of the belief that war is justifiable as a means to protect the innocent. However, the pacifist ideology made me confused as that is against any kind of violence. There are various opinions in this class of thought as some people in the pacifist group think war is justifiable if it is used for defense purposes while some are totally against any violence. However, the question arose in my mind if it is justifiable to stay silent and inactive when one witnesses atrocities in society, say in another country. I thought of the military action undertaken by NATO in various nations when there are large scale human rights violations. Then, one will have to admit that abstaining from war against the erring will cause more damage to the innocent than resorting to war. Thus, I reached the realization that in the case of war, the only possible conclusion is ‘end justifies means’. In total, my opinion seemed closer to Just War Theory that intends to set some moral and political criteria that justify war. At this juncture, some people opine that if this is the case, terrorism too gains justifiable grounds. However, in my opinion, terrorism is in no way justifiable. There are two reasons that make terrorism unacceptable and different from war. Terrorism intentionally aims the innocent while the kind of war I support intends to protect the innocent. Moreover, while war is intended to impose the wish of the majority on a minority, terrorism is the attempt to achieve the goals of a minority against the wish of majority. Thus, terrorism does not have a rational ‘end’ to justify the means. In total, while war enjoys the support of Utilitarianism, terrorism enjoys the support of none. Regarding Euthanasia, I realized how difficult it is to reach a logical conclusion about the morality in it. Firstly, there is the Utilitarian theory of John Stuart Mill ac cording to which the action that produces maximum happiness to the greatest number is the best approach. Thus, it becomes evident that the acceptability of mercy killing, according to Utilitarianism, is purely dependent on how the patient and his family accept it. However, as Warburton (57) points out, someone who advocates deontologist ideology may claim that one should not think about the consequences and must strictly adhere to the commandment ‘Thou shalt not kill’. Here, it becomes evident that while taking moral judgments in euthanasia, one will be forced to strictly follow one ethical theory and forget the rest. So, as in the case of war, there are instances where killing is the best solution and hence justifiable. In addition, there is the issue of the morality of abortion. In fact there are a number of ethical questions associated with abortion. The first is when a fetus should be considered as a human being. As far as this question remains unanswered by the sci ence fraternity, I find it difficult to answer the question. If the fetus is considered as a human being, the question will be if it is right to kill a human being. However, it seems that all ethical theories agree on the fact that an innocent person should not be killed. However, various groups possess various assumptions about when to consider a fetus as a human being. Even if a fetus is considered as a human being, there are circumstances like war when human beings are killed. So, in my opinion, abortion is justifiable, but depends on the ‘end’ the action wants to achieve. Thus, in total, it seems that all

Market strategy, Market positioning and Marketing-Mix Assignment

Market strategy, Market positioning and Marketing-Mix - Assignment Example Furthermore, Metrao faces increasing competition from other calorie calculators being sold in the market. Generally, this means that Metrao is obliged to differentiate its products from others in the market by being innovative and unique. In addition to, the calorie calculator market is growing showing that there are likely to be diverse consumer needs and expectations. Consequently, Metrao should utilize strategic marketing tools to get an actual picture of the level of competition in the market and the customers’ needs. A marketing strategy is a process that enables a company to focus its limited resources on the strategic opportunities to attain a sustainable competitive advantage and increase their sales volumes (West, Ford, and Ibrahim 57). A marketing strategy should be based on consumer satisfaction. A marketing strategy is made up of different aspects such as pricing, product development, promotion, distribution and relationship management. Further, it establishes the choice of marketing mix, positioning, target market segments and relationship management. Some of the strategies adopted by the company include the PESTLE and the SWOT analysis. Marketing Mix This primary marketing strategy adopted in the promotion of Metrao. Generally, four aspects in the 4Ps strategy include product, place, price and promotion. The first element of the marketing strategy is product (Schroeder 11). Product refers to the product or service being offered in the market. Metrao is a calorie calculator that enables people keep track of the calorie intake on their daily basis for healthy purposes. This device includes a database approximates the protein, calorie, fat and carbohydrate intake. In addition to, the device offers a recommendation of the appropriate diet for different users. The device is also used o approximate how many calories an individual can cut down on a daily basis. Consumers buy products based on their perceived value of it. For this reason, Metrao en sures product value for its consumers by ensuring consumer satisfaction. Price is the second aspect that greatly influences customers’ decision to buy give product or service. Furthermore, it the only aspect in the Marketing Mix that generates profits. However, the company resolved not to put a selling price on Metrao but opted to get profits from the product’s promotion. In other words, the company is undertakes promotional pricing to generate profits and compete with other players in the market (Robinson 78). However, the company intends to set a reasonable price once the consumers are fully aware of the existence of the product in the market. Promotion is the way in which information about a product is brought to the attention of the consumers. The company has a brand name and intends to raise its awareness using a wide range of advertising campaigns staged on offline and online marketing channels. The company also promotes its products on its website that was recen tly established to target the online market segment. The final aspect of the marketing mix is place and it relates to where a certain product can be purchases and how the buyers can easily access it. The product will be available in the company’s stores, the company’s website and other shops that sell health related products. The product will be sold in the UK and if it performs well, it will be introduced in other parts of the world. SWOT analysis The company

Corporate Accounting Essay Example | Topics and Well Written Essays - 2000 words

Corporate Accounting - Essay Example In this paper we look at impairment of assets from the view point of Transfield Services. The report starts with an introduction about Transfield Services and the business they are in. then it goes on to analyze the impairments done in 2009 wand 2007 and provides a brief explanation of the differences in the same. A detail analysis about the impairments done in the year ending 2009 has alson been provided alongwith the reasons for the sudden increase in the amount of impairment loss, a comment on the methods of impairment followed by Transfield Services and its sync with the AASB 136 standards. The report ends with a view on Impairment of Assets as a whole. Transfield Services Limited provides various services to key industries in the Resources and Industrial, Infrastructure Services and Property and Facilities Management sectors. (Transfield Services (Australia) Pty Limited, 2008) It provides maintenance, and asset and project management services globally. (Transfield Services (Australia) Pty Limited, 2008) Providing a range of structured business processes together with skilled management to help clients achieve maximum value from their existing assets. (Transfield Services (Australia) Pty Limited, 2008) Undertaking of significant maintenance, shutdown, turnaround and engineering projects to optimize clients capital expenditure and achieve goals efficiently within budget. (Transfield Services (Australia) Pty Limited, 2008) Providing information to clients regarding the best practices followed in the industry as well as outside it to instill a culture of continuous improvements in the client. (Transfield Services (Australia) Pty Limited, 2008) Providing Operations Systems Manual (OSM) to monitor issues relating to health, safety, environment, quality and risk to effectively manage and control HSE risks within the workplace. (Transfield Services (Australia) Pty Limited, 2008) Yes, Transfield Services did undertake

Assignment Example | Topics and Well Written Essays - 250 words - 15

Assignment Example According to Linda Alchin, William Shakespeare invested in the Globe Theatre and it was in his interest to write as many plays as possible! Six men became the joint owners of the Globe Theatre, the largest stakes were put up by the Burbage brothers. The initial investment by William Shakespeare made him a wealthy man and successful man due to his share of the large profits which were made at the Globe Theatre. The traditional camp (Stratfordian’s) maintains that the famous Bard was indeed a poet, playwright and an actor. Critics known as "Oxfordians" argue that a more likely contender may have been Edward De Vere (1550-1604), Christopher Marlowe, Sir Francis Bacon, Derby or even Queen Elizabeth herself! Polonius is councillor to King Claudius and the father of Ophelia and Laertes in Shakespeare’s tragedy Hamlet. He is especially known for his maxim-filled speech (â€Å"Neither a borrower nor a lender be†). His meddling garrulousness eventually costs him his life. Polonius hides himself behind an array in Gertrudes room, in his last attempt to spy on Hamlet. Hamlet deals roughly with his mother, causing her to cry for help. Polonius requests to help and is heard by Hamlet, who stabs through the array and kills him (due to mistaking him for Claudius). Fights between Catholics and Protestants led to the Civil War in 1642 between the aristocratic, royalist â€Å"Cavaliers† and puritan, parliamentarian â€Å"Roundheads†. The conflict ended with victory for parliamentary forces. In 1649 Charles I was captured and executed after formal trial for crimes against his people. The country became republic. The religious problems took place in Ireland a conflict between Catholics and Presbyterians. Anglican Church was restored, but the conflict between Monarch and Parliament was going on. 24. Identify the underlined words/phrases in the following passage from â€Å"The Great

Ethics Coursework Example | Topics and Well Written Essays - 1000 words

Ethics - Coursework Example This may cause unhealthy conflict among the team members who may not be comfortable with the scrutiny and strictness that results from this kind of thinking. Understanding ones preferences as a leader are important in helping establish healthy leader-subjects relationship. It is a part of the self-awareness that is known to create a bridge between people with different personalities. Diversity being an expected aspect of teams and organization, understanding and being able to control ones thinking preferences makes one an engaging and respecting the leader (Marcic & Daft, 2013). When, for instance, a leader knows that he or she prefers imaginative thinking, they will be able to control it in such a way that it does not affect their focus on reality. In emotional intelligence, a leader can focus attention on the most important aspect of leader-subject relationship this is the emotional congruence and relationship. Any leadership process involves interacting with people at various levels. These interactions create emotions on the side of the leader as well as on the side of the subjects. According to Hughes et al. (2011), emotional intelligence does not only entail knowing or learning about the emotions of other peoples but self-awareness is an important principle. With self-awareness, the leader is able to focus on the personal emotions and feelings and hence align directly with the expectations of the subjects while still maintaining a cordial but professional relationship (Hughes et al., 2011). With self-regulation, an attribute of emotional intelligence, the leaders can successfully identify their personal values and those of their subjects. This develops within the relationship the notion of being accountable and knowing the limits of one another. The importance of this is that there is self-restraint from within the leadership structure and between the

Effect of Advertising and Mass Communication to the Society Research Paper

Effect of Advertising and Mass Communication to the Society - Research Paper Example This view, though still pandemic, was largely reproached by the research conducted in the 1940s and 1950s. These studies found that the voters with strongest political interests were the most likely to pay contemplation to the campaign and therefore were least likely to be affected by the campaign. Recently, research has aggrandized to move beyond looking only at the effects that media and contents of media have on individuals and society to observing on how living in a world with all-inescapable media change the nature of our interactions and culture. This essay will mainly focus on the effects of media on the interaction and culture of the society as a whole. (Ryan, J., & Wentworth, W. M. 1999) Mass Communication (media) is a strong force in the modern culture, particularly in the United States. Sociologists refer to this as a mediated culture where the media illustrates and creates the culture. Communities and individuals are assailed constantly with messages from a several source s including TV, billboards, and magazines etc. These messages endorse not only the products, but moods, attitudes and behaviors of the people of the society. Mass communication makes the possible visualization of celebrity: without the ability of films, magazines, and news to reach across thousands of miles, people could not become distinguished. As a matter of fact, only political figures and businessmen as well as some few notorious fugitives were famous in the past. (In Schramm, W., & In Roberts, D. F. 1971) The present level of media saturation has never existed before. As recently as the 1960s and 1970s, the television, for instance, consisted of mainly three networks, public broadcasting and a few local independent stations. These channels targeted their contents and programs primarily at the small, middle-class families. Even at that time, some middle-class families did not own a television. But today, one can find a television in the most poor of the homes and more than one TVs in the middle-class homes. Not only the availability has increased but the programming is increasingly assorted with shows aimed to satisfy the viewers of all ages, incomes, backgrounds and attitudes. The vast availability makes the television the cardinal focus of major mass-media discussions. And recently, the Internet has alleviated its role exponentially as more businessmen and ordinary working and non-working people â€Å"sign in.† While TV and Internet has dictated the mass communication (media), movies and magazines, specifically those lining the egress at grocery checkout points – also play an important role in culture as other forms of media do. (Ekstrom, R. R. 1992). The culturist theory, which was developed in the 1980s and 1990s, combines the previous two theories and illustrates that people interact with media to establish their own meanings out of the pictures and messages they receive. This theory observes the viewers as playing an active rather than a passive role in relation to mass communication. One research focuses on the audiences and how they interact with media while the other research focuses on those who create the media, especially the news. (Yssing, H. L., Handelshojskolen 2000) The researchers emphasize that the viewers choose what to watch among a wide range of channels and also how much to watch, and may choose the mute option or the VCR remote over the channel

On the Sidewalk Bleeding Monuloge Essay Example for Free

On the Sidewalk Bleeding Monuloge Essay All I feel is the excruciating pain entering my aching body. The irritation and agony makes me feel defenceless. I have a multitude of varied thoughts racing through my confused mind. As I am helplessly laying on the cold, wet concrete, with the rain drilling down on me, I am thinking if this is how I am going to die, my life over at the age of just 16. I can think back and faintly remember someone saying, â€Å"that’s for you royal!† and just thinking to myself, if I was not wearing this stupid jacket that I once thought was so important, I perchance wouldn’t have even been in this discomforting situation. All I can do at this point is helplessly lay here praying for someone to find me. Then finally I take a great effort and look over to the end of the street though the rain blurring my vision and see the bright neon lights of a vehicle binding me. I feel a massive relief, I see two figures coming toward me I try to yell again but they seem to just be talking to each other. I want to get their attention but all the sound I can make is the bubbling of blood filing my mouth, as if I am drowning in my own vital fluid. It sounds like the grunt of an animal and that’s the only sound I am capable of making in this state. I start to panic because the people aren’t recognising that I am there, after I take all my energy and frustration to get their attention they look at me for a little then they mutter to each other, I can’t understand much they are mumbling about. I just feel powerless hoping he will make the right decision and just get a cop or hep me. He looks at me, my cut body and the rain soaking my purple royals jacket. He sympathetically says, â€Å"Sorry royal,† and walks away. At this very moment I feel frustrated, overwhelmingly confused with anger and abundance. Is it that big of a deal that I am a royal? I am not just a royal, I am Andy. I feel drastically judged and labelled. Right now I will do anything and everything I am physically capable of just to take this jacket off, the only thing that jacket ever did to me was rob me of my life.

Outline of the key models of working memory

Outline of the key models of working memory Memory has long fascinated cognitive psychologists and cognitive theories as to the nature of memory go as far back as the late 19th century and William James (James, 1890). He was the first to propose a multi-store model of memory. In it he distinguished between primary and secondary memory. He stated that primary memory consisted of information that remained in the consciousness immediately after it had been perceived and secondary memory which constituted memories that had left the consciousness but were still readily obtainable. His theories became the benchmark for cognitive research in the area of memory and were expanded upon with the terms short-term memory and long-term memory soon becoming coined instead of his primary and secondary memory model. This was then developed into a three stage model by Atkinson and Shiffren in 1968 (Passer Smith, 2009). This multi-store model was a quite a large advancement; however it was very basic in design as regards the workings of short t erm memory (Eysenck Keane, 2010). It wasnt until the 70s and Baddeley and Hitchs model of working memory, that a more developed theory on short term memory was properly explored (Baddeley and Hitch, 1974). They believed that the three stage model of memory was too passive in its explanation on short term memory. This was the most complex theory in this area that had been put forward at the time, however Baddeleys Working Memory theory is not universally agreed upon and other contrasting views exist. For example Shah and Miyake disagree with some of Baddeleys assumptions in a paper published in 1996 (Eysenck and Keane, 2010). In this essay different theories on working memory will be explored, also to be taken into account is how they compare and contrast. It will also be evaluated whether working memory can be understood in terms of attentional control by taking into account various studies. The Working Memory model has been greatly expanded on over the years since it was first published yet its core arguments remain the same. Working memory is a limited capacity system that temporarily stores and processes information (Passer Smith, 2009). According to Baddeley, working memory is split into four components, a phonological loop, a visuo-spatial sketchpad, a central executive and an episodic buffer. The phonological loop is where sounds are briefly stored in working memory. It is active when listening to spoken words or sounding out words while reading. Baddeley and Hitch proposed that the phonological loop is made up of two mechanisms, a phonological store and an articulatory rehearsal system. The articulatory rehearsal system silently repeats the information in order to access the phonological store which is connected with the perception of speech. As shown in Eysenck Keane (2010) there is fairly good evidence to support its presence through research with brain damaged patients. However the point should be raised that the phonological loop seems to have little purpose as people with deficient phonological loops seem to manage very well. The visuo-spatial sketchpad oversees the brief storage of visual and spatial information (Passer Smith, 2010). Similar to the phonological loop Baddeley proposed that it also can be separated into two mechanisms, the visual cache which stores information concerning the image from and colour and the inner scribe which processes spatial and movement information. It also transfers the information from the visual cache to the central executive. It should also be noted that the Baddeleys working memory theory allows for the phonological loop and the visuo-spatial sketchpad to be used simultaneously, this can be seen when a word is linked with an image in memory. Evidence by a variety of researchers supports the idea of separate spatial and visual components including research by Quinn and Mc Connell in 1996 and Beschin et al in 1997 however very little is yet proven about the processes which integrate both of these (Eysenck Keane, 2010). The central executive is the most important, yet least understood, of Baddeleys four components in his working memory model. It directs the overall action of the other components and is theorized to be contained in the frontal lobes of the brain. It is also theorized to be responsible for the switching of attention between tasks, the planning of sub-tasks to achieve a goal, the updating and checking of the contents of the working memory system and coding representations in working memory for time and place of appearance (Eysenck Keane, 2010). Baddeley used the impairments displayed by individuals who suffered from damage to the frontal lobes on their brain as evidence to support the presence of the central executive. He hypothesised that it was because of a malfunctioning central executive that these individuals acted as though they lacked a system to control their processing resources appropriately. Baddeley called this dysexecutive syndrome (Eysenck Keane, 2010). The final component of Baddeleys model is the episodic buffer; this was only added to the working memory theory in 2000. It was believed that the model was lacking a general storage system that is not limited to just one form of information but can manage several types. This is the role that the episodic buffer fills. It takes information from both the long term and working memory and integrates and manipulates it so that it can be consciously used. Baddeley also believed that the episodic buffer comes into play when chunking information. He proposed that the episodic buffer expands on the phonological loops limited acoustic range and allows the brain to remember larger chunks of information in the short term by putting them into meaningful phrases and linking them together with what is already known in the long term memory (Passer Smith, 2009) Baddeley and Hitches working memory model is extremely comprehensive and is a very valid alternative to Atkinson and Shiffrens short term store model as it has more evidence to support its theories then the other way around (Eysenck Keane, 2010). However not all researchers agree with all aspects of this working memory model. Shah and Miyake (1996) disagreed with Baddeleys notion that there is only one central executive. They put forward the theory that there are in fact separate central executives that deal with verbal and spatial working memory systems respectively. They obtained evidence that supported their view through a study in which students were presented with tests of verbal and spatial working memory, in their results the correlations between reading span and spatial span seemed to agree with their hypothesis on separateness. This showcases that Baddeley and Hitches model is not omnipotent. Another working memory model is Cowans Integrated Framework theory (Cowan, 1995). Here Cowan doesnt regard working memory as a separate system, but as a part of long-term memory and he believes that working memory is organized into two levels. The first level is made up of the activation of long-term memory stores; he believes that there can be many of these and that there is no limit to activation of these stores in long-term memory. The second level is called the focus of attention. The focus is regarded as capacity limited and holds up to four of the activated stores. Cowans model is not as expansive as Baddeleys and it goes against the grain as it promotes a single-store model which could be viewed as dated by many researchers today. However it does attempt to understand working memory in terms of attentional control, a view shared by many. A study on adults with ADHD sought to prove whether working memory ability could explain group differences in brain activity between those with ADHD and a control group during attentionally demanding situations (Burgess et al, 2010). Their results seemed to suggest that a link does indeed exist between working memory and attentional control. Also, Baddeley himself said that the central executive and the supervisory attentional system (SAS) described by Shallice (1982) were one and the same. According to Shallice, the supervisory attentional system is a limited capacity system that is used for a variety of purposes, including the monitoring of tasks involving planning or decision making. In conclusion this essay examined the working memory model and some of its offshoot models. Baddeley and Hitchs original model has been developed and most researchers use it as the base model for their studies in this area. It has been expanded upon many times over the years and seems to be able to incorporate more modern ideas into its basic structure. As a result the argument can be put forward that it is currently the best model of working memory. As regards working memory and attentional control, they appear to be linked and studies seem to have shown that link as shown by

Social Security Act of 1935: Causes and Effects

Social Security Act of 1935: Causes and Effects Social Security Act of 1935 Before 1935, there were no benefits for the old and other financially challenged persons in America. The only people liable to benefits after their service were veterans who received pensions. The remaining occupations had no benefits after their service (DeWitt, 2010). In every occupation there is a retirement age upon which the employee is considered unable to contribute positively towards the organization. As a result, when employees attain such status they are cut off as employees. Unfortunately, when one had not made savings during their service they would up in the streets as beggars. Alternatively, the elderly would ultimately become dependents especially if they had low wages during their active duty. The fortunate people were those who had been employed in high paying jobs and managed to make huge savings while they were working. Being dependent would mean that you either rely on your siblings or children to cater for your financial needs. In August 1935, Franklin Roosevelt signed the Social Security Act which improved life for the elderly in the society (Gareth and Derthick, 2007). The Act ensured benefits to elderly citizens in the US. As a result, United States of America become one of the first countries in the world to provide support for the elderly in their country. In life, there are complex challenges that are accompanied with old age, based on these challenges most people tend to avoid old people instead of helping them. The US stood out as one of the communities that would rather provide support to the elderly than to lock them out of national benefits. Therefore, this paper discusses  the Social Security Act of 1935, describing factors that led to the development of the legislation (history) including the amendments made to it. In addition it discusses its effects and relation to the American Economy. Social Security history The federal government of America had isolated itself from elderly benefits before the legislation of social security Act. Primarily this responsibility was handled by family members since they are the only social unit most reluctant to abandon their kin. Moreover, this responsibility was accustomed to the local and state governments Social security concerns from the federal government were initiated by the Great depression. During and shortly after the Great depression most Americans especially the elderly were exposed to harsh living conditions. The depression led to the increased unemployment rates ever in the US history (DeWitt, 2010). The elderly who had lost their jobs during this time had no chance of seeking employment elsewhere. In addition, the few remaining vacant spots were consequently filled by the younger work force who had also been sacked as a result of the Great Depression. In January 1935, Franklin Roosevelt decided to write to the congress seeking legislation for social security in the country. Despite of the positive influence that the legislation would have made on humanity, the bill was greatly opposed. Since the president was so eager to pass this bill, he lobbied several senators and even appointed six judges who consequently approved the bill. The president signed the bill seven months late after drafting the later to the congress and it became a law. Social Security Act of 1935 On 14th August 1935, America passed a bill which ended up in the development of social security system that provided benefits for the elderly unemployed, causalities of industrial accidents, unemployed persons, vulnerable mother, children and the physically handicapped. The Act was not specific to the elderly alone but also other economically challenged persons in the society as described. A society is composed of both negative and positive attributes of human nature. Whilst a society is made vibrant by the youth and the young adult through their workability, it should not disgrace the elderly or those unable to fend for themselves (Cogan and Mitchell, 2013). Both entities should coexist together in harmony supporting and encouraging each other where and when necessary. Social Security Act of 1935 is composed of 11 different titles which express support for the economically challenged America citizens. The first title entails grants to states for old-age assistance. The second title encompasses federal Old-Age benefits. Third, grants to states for compensation for the unemployed. Fourth is a grant to states for aid to dependent children. Fifth is grants to states to maternal and child welfare (Cogan and Mitchell, 2013). Sixth is title for public health. Seventh is title for social security board. Eighth is title to taxes with respect to employment. The ninth tile is to tax on employees of eight or more employees. The tenth title is grants to states for aid for the blind. The eleventh title is general provisions. These grants are contributed by both the government and the working population. Both employees and employers contribute differently towards these grants. The federal government then allocated the grants to states based on the quality of a state’s population based on the number of dependent children mothers, unemployed persons and the elderly. This statistics are extracted from the most recent census to aid the allocation process (Cogan and Mitchell, 2013). The social security board manages the collection of revenues attributed to social security funds. Amendments to the Social Security Act of 1935 The first amendment was instituted four years after the signing of the original amendment. In 1939, the act was modified and the beneficiaries were not only the retired worker but also the children and spouse of the retired worker. Initially, the benefits were solely allocated to the retired worker and it was upon them to utilize the benefits on their family. However, after sometime it was discovered that a portion of retired workers misused the funds from their benefit scheme. Instead of using the funds in enriching their lives they wasted the money on personal needs as irresponsible consumption of alcohol (King and Wayne, 2009). To minimize these, the federal government decided to recognize both the children and spouse of a retired worker and they were also affiliated to the retired worker’s benefit. The first amendment was later preceded with a series of changes until the 2008 during Obama’s reign, there have been addition to the social security trustees. For instance Medicare has been slotted together with social security (Hodges, 2013). Not only financial benefits are allocated to the beneficiaries but also medical benefits. This is as a result of current concern for high quality Medicare which is expensive. Therefore, dependent mothers and children were more likely to miss out. But with the amendments of the current administration the poor and the physically challenge would also have equal chances in obtaining high quality healthcare as the rich in the society (King and Wayne, 2009). Effects of the Act Production in any system is determined by the morale manifested by the working force. The standard age of retrenchment is not an indicator of senescence in human resource capability. Retrenchment is a tactic used by the government to create employment opportunities for the youth. Therefore, when people retire form civil service, they might still productive in their present locations (Cogan and Mitchell, 2013). Grants allocated to the old serves as an inspiration to these elderly population. This money can be used in establishing small scale enterprises which serve as injection to the economy. Grants allocated to dependent children helps these children obtain education and end up as positive resource for the economy. Education is a positive contributor to strong economy. In addition, education is directly proportional to the economic strength of a country. As a result, the US poses as the strongest economy in the world based on positive human resource which is due to high quality education in the country (Hodges, 2013). Children without education or those who lack other basic needs end up in the streets. Once on the streets they are more likely to indulge in criminal activities to meet their needs. Consequently, this result to increased crime rate which ruins an economy. When dependent mothers lack sufficient financial support it leads to strenuous consequences. The first problem is associated with delivery of pregnant mothers. Since they are not capableof financing safe delivery costs in hospitals, they would opt for unsafe birth avenues which are cheaper and require lesser or no paper work (Gareth and Derthick, 2007). Unfortunately, this might lead to the  death of either the mother or child or both. High mortality rates also negatively impact the economy. However, with grants being offered to states for dependent mothers and children in the United States as a result of the social security Act negative attributes associated with dependent mothers and children are lower compared to other regions in the world (King and Wayne, 2009). In conclusion, Franklin Roosevelt unveiled a formidable mechanism of ensuring that all members of the society are catered for. In addition, the system also contributes positively towards the economy. Despite the amendment made to the act the primary objective has been maintained. References DeWitt, L., (2010) The Development of Social Security in America, Social Security Bulletin, Vol. 70(3) Hodges, K., (2013), Debating Social Security: Understanding and Evaluating Perspectives on the Social Security Act of 1935, Academy for College Career Exploration, Baltimore City Public School System King, T. and Wayne, C., (2009), The History of Major Changes to the Social Security System, The CPA Journal May Issue Gareth, D. and Derthick, M., (2007), Race and social welfare policy: The Social Security Act of 1935. Political Science Quarterly 112(2) Cogan, F. and Mitchell, O., (2013), Perspectives from the President’s Commission on Social Security reform, Journal of Economic Perspectives Vol. 17(2)

Values vs. The American Educational System :: bell hooks College Education

Values vs. The American Educational System In "Keeping Close to Home: Class and Education," bell hooks suggests that the American educational system forces individuals to hide, change, or mask the values that they bring with them to college by sharing her perception of the sickening class division at Stanford. Perhaps "influence" makes a better term than "force"; this change in terminology allows a better argument and saves the readers from a misleading idea of the American educational system. hooks explains that "education as the practice of freedom becomes not a force which fragments or separates, but one that brings us closer, expanding our definitions of home and community" (95). The University of Georgia does not force its students to hide, change, or mask the values that they bring with them to college; instead, the university offers them the choice of keeping their values or letting these values slip away by giving them the freedom to express themselves in every aspect. This freedom allows the students to be who the y want to be. If brought to trial, the institution of the University of Georgia remains innocent; it has not exercised pressure on me to change my values, but has drawn me unconsciously into altering my values. I believe inner strength can hold an individual and his or her values together. A person's values are factors that create the person’s identity; without these values, one loses his or her connection to the past. Many students, however, fall in the hands of the influential social interactions and university expectations that often lead to the unpleasant change in their lives. I have been a victim of this change because of my freedom to choose. It will be hypocritical of me to state that I possess the strength to fight the university's influential activities. It hurts to see a person lose connection with his or her past; without his or her past, he or she remains incomplete. It hurts me more to realize that I am one of those people who remains incomplete and weak, and that I was not strongly connected to the values taught by my parents. Born and raised as a Catholic, I expected my religious values to be of great importance; I was wrong. When I lived under my parents' supervision, going to church was my job. I still remember those Friday nights when the whole family would sit together in front of our homemade altar to pray the rosary.

Why Do Convenient Stores Have Locks On Their Doors If They Are Always :: essays research papers

Why Do Convenient Stores Have Locks On Their Doors If They Are Always Open? At 1:30 in the morning you are driving down Walton Road when you pass the 7-11. You decide to stop in and treat yourself to a nice big slurpee. As you pull in the parking lot you notice that the sign says, "We're open 24 hr's, 7 days a week, 365 days a year." However, when you reach the door you notice that they have locks on the doors and you think to yourself, why do convenient stores have locks on their doors if they're going to be open 24 hours a day, 7 days a week, and 365 days a year? If they're never going to close then they have no need for locks on the doors. This will only cause an inconvenience for employees and customers. The idea of adding locks onto the doors is only going to cost the store more money. Also, it would give the managers one extra key on their already big key chain that they really have no use for. Since they are open every second of the year, they never need to lock the doors between shifts. When one person's shift is over then the next person will come in and take over. It's not like most stores where at night when the store closes they lock the doors and go home. Then, in the morning whoever is going to be opening comes in and unlocks the store and gets it ready for the first customers of the day. This situation would never happen at a store that is open all the time because there always has to be someone working. On a rare occasion, the store might need to the lock the doors if someone outside is causing trouble. However, if they locked the doors and wouldn't let any customers in they would be lying saying that they're open 24 hours a day, 7 days a week, and 365 days a year. Doing this would cause the store to lose money because no one could then get into the store. By adding locks onto the doors would also make people think that sometimes they do close, like on holidays. On almost all national holidays like Thanksgiving and Christmas, stores will be closed to allow their valued employees time off to spend with family. If this was the case then some people might avoid shopping there on holidays in fear that when they get there they will be closed. Then they would have to drive all the way to another store

Is the National School Lunch Program a Success or Failure? Essay

Recently there has been revisions to the National School Lunch Program (NSLP) and schools were required to overhaul their entire menus to provide the students with healthy and nutritious foods including fruits and vegetables. The new school lunch rules are part of the Healthy, Hunger-Free Kids Act of 2010 which has been implemented this fall. (Post Standard) The Hunger Act allows the USDA the opportunity to make reforms to the school lunch and breakfast programs. With these revisions come strict guidelines from the federal government that each school district must follow in order to receive funding and reimbursement (National School Lunch Program, 2012, August p. 1). In this essay i will be comparing the positive and negative effects of these recent revisions to the NSLP. I will then discuss whether or not these changes are beneficial to the children receiving the meal and whether NSLP is leaving children hungry or helping children make healthy food choices. The NSLP was established by President Truman in 1946 and has expanded ever since (Congressional Digest, 2010, p. 292). In its first year of the program 7.1 million children participated in the NSLP. Today, thirty-one million children each day get their lunch through NSLP. The cost of this program is approximately $6.1 billion annually and continues to rise with the cost of food (Congressional Digest, 2010, p. 293). The new NLSP standards aim to combat childhood obesity, malnutrition and educate children on how to make healthy food choices. The requirements for kindergarten to fifth grade are as follows: limited sodium and saturated fat, must be trans-fat free,  ½ cup of fruit,  ¾ cup serving of vegetables, 8 oz of fat free milk, 8-10 ounces of meat/meat alternates a week or 1 ounce daily, and 1 oz serving a day of grains and half of the grains offered per week must be whole grain. The calorie range for a lunch, kindergarten through fifth grade is a minimum 550 calories and the maximum is 650 calories. Schools are also required to serve  ½ c dark green,  ¾ c red/ orange, 1/2c legumes and 1/2c starchy vegetables weekly. The revisions have increased the fruits by a  ½ c, vegetables by  ¼ c, decreased the meat from 2 oz to 1 oz, and milk must be fat free or 1% low fat ( Dietary Guidelines 2012). These revisions have been met with positive and negative responses. I decided to discuss this by interviewing Terry Warwick the Director of Food Services at my son’s school Granby Elementary. She is responsible for planning and implementing the changes from the NSLP. She designs the menu, orders the food and continues to attend workshops to stay current with the new guidelines. The first question i asked was, what difficulties did you have implementing the changes to NSLP? She explained that it is difficult to meet the needs of all students with one standard. Many students such as athletes require more calories, so they leave the cafeteria hungry. The school cannot discriminate one group of students over another, so they encourage the students to take everything offered not skipping fruits and vegetables. I then asked her if they are noticing a lot of food waste, students taking the extra fruits and vegetables and then throwing them out. She replied that the students are hungry at lunch, they want to eat therefore they haven’t seen very much waste. Students are given the choice of fruits and vegetables they can refuse two but are required to take three and if they want they can take all fruits and vegetables offered. Terry Warwick informed me that the cost of buying lunch had gone up twenty five cents from last year, i asked her if this is a result of the changes to the NSLP and she said yes. The cost of fruits and vegetables has escalated so they had to increase the cost of lunch. The government subsides our school by $1.50 per meal served if they meet the NSLP requirements. She explained the new guidelines are very strict and require a specific computer program to follow all restrictions based on color, food and serving size. She has seen many positive results to these changes including students are trying more fruits and vegetables that they don’t always get at home. Students are learning to make healthy choices and it is encouraged to see them load up on fruits and vegetables (Interview Terry Warwick, 2012, November, 15). I found this interview very informative. As a parent I was very pleased to know the amount of effort that is being made to plan and prepare the lunch that is served at my son’s school. The changes to the NSLP have had many positive effects on the students that can be seen in their daily performance at school. Children who eat healthy perform, learn, have more energy and are generally happier kids. It is reassuring as a parent to know your child is eating healthier foods at school. The main focus of the NSLP is to teach children to make healthy choices and help combat childhood obesity. Students are learning to eat more fruits and vegetables and to try things they might not have at home. They are more likely to be fit and active and participate in activities like school sports, develop socially and have self confidence. The revision to the NSLP have also had some negative effects on students and parents. Students who do not eat enough fruits and vegetables leave the lunchroom hungry. Parents have children coming home from school starving and this is when the complains begin. Many students who are athletic require more calories than they are given and therefore, needs are not being met by the new NSLP revisions. A recent article in the Post Standard talks about the boycott a student has organized at our local high school. This student is trying to bring attention to this growing problem of students still being hungry after lunch. He states â€Å" 850 calories is ridiculously low,† he said. â€Å"If you get salad, it’s just lettuce and the green beans don’t taste good. So it means I come home and binge eat because I’m so hungry.† (The Post Standard, 29 Oct. 2012). This boycott has been especially difficult for students who receive free lunch. Peer pressure has prevented some from getting sometimes the only meal they eat that day. Another big problem is the decrease in entree size, foods such as meatballs portions have been cut in half so instead of 4 meatballs they get 2. Some articles written on this have said there is a big percentage of food waste especially in high schools as much as 30%. Schools that prepare their meals from scratch have noticed that there is little waste because the food is not processed and fresh. The revisions to the NSLP have had many hurdles to overcome and it is very difficult to have one standard for everyone to follow. As a parent I have listened to both sides of this topic and will evaluate whether or not i think the NSLP is beneficial to the students. I noticed shortly after the first week of school, my son was coming home from school starving. He indicated there wasn’t enough food on the days he bought lunch. After a phone call to the school, i learned about the revisions and talked with him about taking all the food that was offered to him whether or not he liked them. The outcome from this conversation has been great, he has started eating more fruits and vegetables that he wouldn’t even try at home. He has talked more and more about making healthy choices and is asking questions about what foods are healthy and what are not. I really think age is a big factor in implementing the NSLP, children at a young age are more likely to learn how to eat healthy than at a high school age. I think the negative effects we are seeing to these revisions are largely in part because students did not learn how to eat healthy at a young age and it is difficult to change those unhealthy eating patterns as young adults. Teenagers eat an amazing amount of food and it is very hard to have one standard for all, students do have the option to buy a second meal and parents should pack an extra sandwich for athletes so they don’t come home starving. Childhood obesity is growing at an alarming rate and something needs to be done to stop it, if children aren’t learning how to make healthy choices at home then at least they are learning that at school. I think the National School Lunch Program is beneficial in decreasing the rate of childhood obesity and assisting our children adopts healthy eating patterns that will follow them through life. Works Cited Page Concannon, K., (2012). National School Lunch Program. Website: http://www.fns.usda.gov/cnd/lunch/ Retrieved on November 16, 2012. Lincoln, B., (2012). Federal Child Nutrition Programs Food Assistance and Dietary Education. Congressional Digest Debates. Retrieved from http://congressionaldigest.com/issue/ on November 17, 2012. McGregor, J., (2012). â€Å"Federal School lunches ruled that started this fall leave many Center New York students hungry.† The Post Standard 29 (10). Warrick, T., Personal phone interview on November 14, 2012. Fulton, New York. Dietary Guidelines and the School Nutrition Program from Terry Warwick 11/15/12

Fundamental Principles to Adult Education Essay

Adult education’s principal and fundamental principle is to harness and enhance adult individual’s skill and knowledge to be productive contributors to the society. Adult learners are provided then with programs and adult education movement for granting more opportunities for their advancement, as their success is regarded as the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. Fundamental Principles to Adult Education Being a teacher of a particular credit-based community college course is a very serious and tedious task. Since there would be a variety of 35 students’ whose age range vary from 17- 70 years old, this would certainly mean a† big challenge† for the instructor’s part, in order to teach and provide learning effectively. Malcolm S. Knowles, a prominent writer and instructor, advocated the theory of non-formal (informal) andragogy or adult education in the United States. He taught various principles and wrote numerous detailed accounts discussing on how to facilitate learning especially for the adults. Applying clinical Rogerian psychology in his writings and teaching; in result, he was able to train his students to acquire the attitude of being self-motivated. Furthermore, Knowles initiated the interest for implementation of informal adult education and he differentiated the advantages of the informal education, to the standard, traditional formal education. According to Knowles, formal education are mostly implemented and commonly used in secondary educational schools, commerce schools, and universities; whereas in informal adult education, students are just likely to complete credits on particular vocational or training courses and their classes are to be held on â€Å"community center unions, and other industries and even churches. Moreover, formal education requires that of being stable for completion of long term four-year course or more; when the latter (informal education) serves to be more temporary and flexible. However, it does not mean that informal education is not serious, the system just purports to be flexible enough to meet the needs of the adults who may be busy with their lives (job, family, religious and other activities). And these cases meet the demands of several adults who would want to re-educate themselves and to refresh their knowledge and learning from their vast experience, or to simply increase and gain more knowledge and training from their desires course of interest. In brief, Malcolm Knowles acknowledged the increasing demand and importance of adult education in the present 20th century. Knowles objective of real learning in adults, he emphasizes that an adult learner should acquire self-concept, readiness to learn, experience, orientation towards learning, and especially, the motivation to learn (Smith, 2002). On the other hand, a professor in New Zealand named, T. A. Hunter, also propounded the proliferation and development of an adult education movement. Hunter’s principle of education is grounded on his belief that education is depicted to the successful adjustment of a man to physical and social changes in one’s environment. His blueprint for adult education is the successful integration of biological, physiological, sociocultural, and cognitive knowledge derived from the informal training or education (Hunter, 1929). Adult education should mainly function to harness and enhance adult individual’s skill and knowledge. Adult learners at the same time should still be given the opportunity for advancement since their success is the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. In addition, this adult education is more of an inspiration among individuals who are in search for more adequate and applicable learning, and is regarded as an opportunity to success with one’s endeavors and purpose of serving the society (UNESCO, 1960). Fundamental principles of adult education then, should be grounded on the â€Å"realistic† and objective goal of learning. Education as embedded in the infinite realm of knowledge should be available to everyone regardless of age, sex, race, ethnicity, and culture. Adult education, as it plays a significant role and is the demand of most populace, should be taken seriously to address the learner’s need for proper, adequate, and effective learning. Moreover, there is a call for the government, to increase attention for the provision of the proper adult education. Increase of funding for the adult learners’ facilities, venues, and other learning tools is urgent to make this effective learning possible (UNESCO, 1960). References Hunter, T. A. (1929, July 1). Adult education. The New Zealand Railways Magazine, 4, 3. Retrieved from October 13, 2008, from http://www. nzetc. org/tm/scholarly/tei- Gov04_03Rail-t1-body-d7. html Smith, M. (2002) Malcolm Knowles, informal adult education, self-direction and Anadragogy. Tthe encyclopedia of informal Education. Retrieved October 13, 2008, from http://www. infed. org/thinkers/et-knowl. htm UNESCO. (1960). World conference on adult education. Retrieved October 13, 2008, from http://www. unesco. org/education/uie/confintea/montre_e. pdf

Do we have a defensible account of what is to be a person?

To support the assertion that a person exists as a person in their individual unique position and that, they do not, cannot and can never occupy the space and position of another person must be proven using unchallengeable, unquestionable or unchanging evidence. Before we begin answering this question, we must first of all establish who and what a person is: i.e. what are the basic and universal characteristics of a person?Where does the definition of a person begins and ends along the continuum that is occupied by all species – they could be hominoids – monkeys, baboons, apes, chimps, or non-person species etc†¦.† When does a person cease being a person to become a non-person? Is this a reversible process – if so, why? If not, why?According to Wiktionary a person is a human being, then a human being is defined as man, the characteristics of man are identified from the later â€Å"human being† being signifies existence, human means belonging to the species of Homo sapiens some of the characteristic that would be associated to this is ability to express, feel, all humankind characteristics like being weak or fallible. Where then do we find the person in the human being is it the physical body of an individual being?Aristotle says man is a logical â€Å"word using† animal and a featherless two footed animal. These however, are not the only differences.A lot of other animals share these characteristics for instance insects and apes though remotely but it emerges that people are distinctly quite distinctive, befitting account of what it is to be a person could give the core of this distinction hence illustrating why certain characteristics are important and the others but incidental John Haugeland Noà »s, Vol. 16, No. 1, 1982.We are told, that modern philosophers and Christians interpreted Aristotle’s â€Å"logical† as â€Å"rational† thus proposing this rationality as our principle differentia, th erefore Descartes maintains that people can talk because they reason and he could have stated the same on other characteristics.Contrary to other animals humans have a highly developed brain with an ability to reason abstractly, use words and examining thoughts, it is due to this mental capacity together with their body structure that allows their upper limbs to make more use of tools than other animals. Human beings are social by nature a characteristic of most primates; nevertheless they are more skillful in using systems of communication for self-expression, interaction, exchange of ideas and planning.Man has put in place social structures made of competing and cooperating groups such structures are, families marked by blood relations and other relations, nations originating from geographical boundaries, social groups and so on.These interactions between humans have put in place a wide variety of traditions, rituals, ethics values laws and social norms which are the foundation of a human society. Man has a clearly noticeable recognition for beauty and tastefulness which is compounded by the human desire for self-expression has given rise to cultural inventions and innovations such as art, literature and music.Humans are distinct for their desire to understand and influence the world around them, man seeks to explain and manage natural occurrences by science, mythology, philosophy and religion, this curiosity in man has led to development of tools and skills, this may be one of the most significant characteristic of human beings. It is by these characteristics:Anatomical structures, mental abilities, social responsibility, cultural norms, conscious and unconscious will and freedom of choice, innovativeness that we define a person. This may be the basic and universal characteristics of a person.

Wilmot Proviso

It could be said that the American Civil War was brought on by Americans need to expand its territories and the one sided Mexican War. The whole debate or controversy over this expansion was David Wilmot’s (and his squad of backers: Hamlin, Brinkerhoff, and King) trying to implement the Wilmot Proviso into the funding for the Mexican territories we acquired. The proviso actually fueled the debate over slavery into the newly acquired territories by trying to make the territories slave free acquisitions. The Wilmot Proviso was a simply desire to make newly acquired territories free from slavery.As pointed out in the opening of this discussion however, banning slavery in these territories was a mute point in the fore front. So what impact did the Wilmot Proviso have on the debate over slavery in America? It actually seemed to create a debate were one did not actually exist. The debate or desire to ban slavery was created by Democratic House members (anti-slavery members) who were afraid that the Whig party would spin the War with Mexico into their desire to expand slavery. [1] So the very party that supported slavery issues had the desire to ban slavery in the new territories anyway.Although these few anti-slavery Democrats did not represent the whole, the desire was there and they wanted the territories to be free. Given, this move was to keep the Whig party from making the accusations that the Democrats were moving to expand the real estate for slavery. McPherson, Battle Cry of Freedom: The Civil War Era, even points out that Congressman from the northern states tried to enact a proviso banning from the territories acquired by a war in which two-thirds of the volunteer soldiers had come from slave states. General Taylor was a slaveholder but opposed the expansion of slavery when he became president. 2] McPherson examines the irony of this fact as well as many other ironies that were to do with the Mexican War and the Civil War.Another point that McPherson makes is that the men won the Mexican War because of the marksmanship and elan of their mixed divisions of regulars and volunteers and above all because of the professionalism and courage of their junior officers. Yet the competence of these men foreshadowed the ultimate irony of the Mexican War, for many of the best of them would fight against each other in the next war. 3] This is pretty powerful stuff that McPherson is feeding us, pointing out the fact that nearly the same group of men who fought the Mexican War would face one another again during the Civil War. The fact that they were so successful in the first led them to face one another in the second partly due to the Wilmot Proviso and other factors that revolved supposedly around the slavery issue. Taking a different avenue of approach on the supposed fact that slavery and the Wilmot Proviso was the cause and sole factor of the Civil War.During and in the heat of the Wilmot Proviso debate, many southern lawmakers began to question the right of Congress to determine the status of slavery in any territory. According to John Calhoun, the territories belonged to all the states. Why should a citizen of one stated be denied the right to make his property, including slave, into territory owned by all? This line of reasoning began to dominate the southern argument. [4] So here now enters the government encroaching on the rights of the southern states and overreaching its authority to tell them what they could and could not do in their territories.So, although slavery was the catalyst, the southerners began to turn the whole issue into â€Å"rights† issue that revolved around properties. The federal government began meddling in the rights of the states to govern its domain. So the fact that the Wilmot Proviso was trying to govern who and who â€Å"could not† have slaves was a violation of the state’s rights. The issue moved from one of abstraction to one involving practical matters. The n ature of the Constitution, slavery, the value of free labor, political power, and ultimately political realignment were all involved in the debate. 5] The southerners started to become enraged at the fact they were being told what to do and how to do it. So what was the impact of the Wilmot Proviso on the debate over slavery in America? Some would say that the Wilmot Proviso is one of the top five reasons or causes for the Civil War and I might have to agree with that as well. In my opinion, the proviso just fueled the fire on the slavery debate simply due to the fact that it was pointless in the sense they were trying to impose a ban on in area that would have not really benefited from the use of slaves anyway.The areas of Texas, Arizona, and California were not geographic areas where slaves would have made a great deal of difference anyway so the proviso was pointless to them. The proviso was trying to impose a ban on slavery in areas where there was to be little need for slaves a nyway. So the proviso was just a platform to them to impose slavery bans in the south and expand their agenda on the issue. The southern states saw the proviso as an insult to the Southern states and their stand on slavery.Of course, I do think they were moving in the right direction from a humanitarian standpoint they were going about it the wrong way. The debate should have been over the constitutionality of the issue all together and the rights of all men/women. They even entertained the thought of popular sovereignty but that would just have let the issue as is because the southern states would have left it like it was and the northern states would have moved to abolish it all together. Let us not forget that the southern states were not the only areas that possessed slaves.The northern states and citizens did indeed possess slaves in large numbers and many of the politicians pushing the issue of banning it were slave owners themselves. So, in a hypocritical fashion, they were p reaching one thing and practicing another. This could not have been favorable to their standpoint at all. Sounds a lot like our politicians today and the way they practice government of late. The point made and known today is that slavery was wrong, inhuman, and unjust and we know that today. The reasons or thought process they used then to justify what they were doing boggles the mind and makes you wonder.It should have been made law without question and the Wilmot Proviso was a move towards that fact. The only ones that were offended or involved were the ones that were practicing this and most of those were wealthy farmers and beau crates and the most common of people could have cared less.[1] http://blueandgraytrial. com/event/Wilmot_Proviso [2] James McPherson, Battle Cry of Freedom: The Civil War Era. Oxford Press 1988, p. 4 [3] Ibid, p. 4 [4] www. ushistory. org/us/30b [5] Michael F. Holt, The Political Crises of the 1850 s. 1978, p. 50

Feature writing Essay Example | Topics and Well Written Essays - 1000 words

Feature writing - Essay Example The feature by Emily Yoffe on her experience in a nudists’ camp is a captivating, descriptive, reflective and a colourful article that utilises a myriad of stylistic devices. The introduction sets the stage for the narration by giving a clear background of the content of the article (Armada 2013). A powerful analysis by the author at the beginning of the article clearly makes the reader to get aroused to reading the entire article (Pape and Featherstone 2006, p 1). She presents the entire situation briefly using very concise sentences and very clear articulation. She gives details of she came to learn about the Hidden Bush camp through a member of the camp called Dick. This helps the readers to connect with the situation and understand the reason why the author get to be exposed to such an experience. The introduction has been added more value with good sentence construction, use of vocabularies and stylistic devices. While talking with Dick she refers her talk as â€Å"chitc hat† to demonstrate that her attention was fully lost when she saw her nudity in Dick’s sunglasses. Symbolism has been used in the narration to depict the situation of nudism. Yoffe opens the article invoking the thought of the reader by colouring it with many symbols. The use of the word â€Å"Hidden Bush† to refer to the nude camp has a deeper meaning. The name is very descriptive. This place is not only a hidden place but it seems to be in the wild, the place itself is wild, meaning human habitation is limited. Another symbol is the name of the person who the author talk to,â€Å"Dick†. In its real terms, dick is a word that expresses a lot of nudity since it is a synonym to penis, male genitalia. The use of the name also expresses the disregard for shame that comes from nudity, the fact the author mentions it publicly to her readers demonstrates that it is viewed as a normal thing to strip before everyone else in the camp. The reflection of her nudity in Dick’s sunglasses is also symbolic of the situation at Hidden bush (Yoffe 2010, p 1 ). All these symbols add extra meaning to the passage hence making it readable and interesting. The author’s reflections are amazing. She tells of an event that took place some times back as if it had happened the day before. She precisely remembers what happened at every particular moment without fails. While at the cafe for dinner she remembers the debate, she had with herself concerning whether to use the napkin to cover her nudity or not, to her amusement nobody seemed to care about eating while nude. Such reflections promote the understanding of the story, helping the reader to focus and relate with the personal experience that is narrated by the author (Strunk and White 2000). Such reflective thoughts prompt her to get deeper into imaginations. At some point, she is imagining if Isaac Newton were a member of Hidden Bush, â€Å"he would not have needed a falling apple to help h im arrive at the theory of gravity".(Yoffe 2010, p 3 ). This comical and imaginary statement expresses the deep understanding and the keen interest the author had concerning the whole aspect of nudity. The article is very descriptive in all manners, through words and the picture. The graphic representation of the occurrence in the first page of the article demonstrates

USA-Census 2010 Essay Example | Topics and Well Written Essays - 500 words

USA-Census 2010 - Essay Example es have added new sets of questions such as nativity and industry as well as questions about occupations, military service, income, education and other important information. And so, besides its original mandate of providing data to be used in congressional apportionment and redistricting, it now collects information for organizations and individuals who make decisions and policies in a wide range of issues. These issues are usually about matters of public relevance including health and education, transportation planning, housing, community service, welfare, economic strategies, among others. The US Census Bureau’s website displays the questions in the 2010 Census form. If it would not be modified, the form would be considered the shortest in the Census history. (The Census Form 2010) It would not use the previous forms and, instead, only 10 questions will be asked. These would include the person’s name, background, house, family and ethnicity. The census form will be sent through mail to be returned once it is filled. The 2010 Census is important for several reasons. Again, it determines the correct representation of Americans in the House of Representatives especially in the coming 2012 elections. Then, the data collected would also help the government allocate the $400 billion dollars of federal funding released each year. (Groves 2010) Because of the Census, this fund is going to be appropriately allocated on infrastructure (i.e. roads, bridges), welfare services (i.e. hospitals, job training centers, schools, senior centers), as well as other emergency services. Participation in the 2010 Census is vital to the US national interest. The US government would not be able to function well because the outdated Census information would make it difficult to: 1) fund projects that are most needed; and, 2) support community decisions about their own future. This is the reason why taking the census is mandatory. Section 6 of the Census Act provides that, â€Å"each