A Research Report On Identity Theft - 1846 Words

IDENTITY THEFT Presented To Dr. Patricia LaRosa Professor of Business Communication Prepared By Inez Frias BA 105W Student May 17, 2017 iii DATE: 5/14/17 TO: Dr. LaRosa Professor of Business Communication FROM: Inez Frias Castro BA 105W Student SUBJECT: Transmittal Identity Theft Report Enclosed is the research report on Identity Theft that you requested I turn in to you on Wednesday, May 17, 2017. To prepare this report, I limited my research to six criteria: Crime of Identity Theft, Prevalence of Identity Theft, Costs Associated with Identity Theft, Popular Identity Theft Scams, Penalties Waged Against Perpetrators, and Preventative/Protective measures one should take. I used the research resources found in†¦show more content†¦Scope of the Report The scope of this report examines a) Crime of Identity Theft, b) Prevalence of Identity Theft, c) Costs Associated with Identity Theft, d) Popular Identity Theft Scams, e) Penalties Wages Against Perpetrators, and f) Preventative/Protective measures One Should Take. Data Collection Methods Secondary research was used to collect the information included in this report. The researcher used the Henry Madden Library databases to access journals and news articles. Additionally, the researcher used Internet websites to gather articles and statistics about the topic. Limitations There were three major limitations that affected the quality of this report. First, the researcher has never written a formal business report before. Second, the researcher has limited experience using the APA citation style. Lastly, the researcher has limited time due to other course, employment, and home obligations. Definitions Utilizing these definitions will help the reader effectively understand this report. 1. Credit freeze A credit freeze is when the credit holder freezes their credit report so that it cannot be accessed without their permission. 2. Account takeover An account takeover means that a fraudster has stolen a victim’s account password using a scam and has taken control of their account. 3. New account fraud New account fraud is when a criminal uses a victim’s personal information to open a new accountShow MoreRelatedComputer Fraud And Identity Theft1705 Words   |  7 Pagesmaintaining ones identity can be a challenge. In 2012 the United States population was 314.1 million people, in the same year, 75.6 percent of households reported having a computer. (Government Census, 2012) With this high population and electronic use, one could extrapolate that there is high risk for computer fraud and identity theft. For example consider these statistics in 2013, identity theft complaints accounted for 14% of all complaints. The most common form of reported identity theft was governmentRead MoreIdenitty Theft1102 Words   |  5 PagesEver wonder how that can be? Well you might have been a victim of identity theft. What is identity theft you ask? It is a form of fraud or cheating of another persons identity in which someone pretends to be someone else by assuming that persons identity, typ ically in order to access resources or obtain credit and other benefits in that persons name. According to the national association of the attorneys general, â€Å"Identity theft is one of the fastest growing crimes in the nation with an estimatedRead More Identity Theft Essay examples1315 Words   |  6 Pages Introduction nbsp;nbsp;nbsp;nbsp;nbsp;There is currently a huge growing number of criminals that now do greater and more widespread damage to their victims without ever meeting them. Identity theft surfaced in the early 1990s and turned peoples everyday transactions into a data gathering game. Bits of personal information such as bankcards, credit card accounts, income, social security numbers or just someone name, address, and phone numbers are now collected and could be used illegally byRead MoreThe Social Problem Of Crime978 Words   |  4 PagesThis information analysis focuses on the social problem computer crime, but more specifically identity theft. In this paper, I analyzed six different articles from various sources. I chose cyber crime as my topic because I have an interest in computers and coding. I also like to watch documentaries and a television show on cybercrime scene investigations. Analyzing articles on this topic will help me develop further knowledge on this topic and how it is considered a social problem in our societyRead MoreQuestions On Identity Theft And Theft894 Words   |  4 Pagesproject is identity theft. What is identity theft? How do I find out if anyone is spying on me or has stolen my information? What should be the next steps after finding out that you’re the victim? How do I report a fraud activity from my credit report? How can I prevent identity theft? 2) How is the topic important to you and how does it affect you? What do you personally hope to gain or accomplish by writing about this topic? My topic is identity theft. I’ve been a identity theft victim beforeRead MoreIdentity Theft964 Words   |  4 PagesRasmussen College | Identity Theft | The long term issue | | Caden Ross | 2/17/2013 | Authors Note: This research is for Professor Rob Paixao B234/BUL2241 Section 01 Business Law Course written by Caden Ross on 02/17/2013. | Jeffrey Gerald Jackson, otherwise known as Troy Lee Evans, was arrested on September 4,2012 for identity theft. Mr. Jackson used the identity of Troy Lee Evans to gain employment at Credit Concepts Inc. Mr. Jackson had worked at Credit Concepts Inc. underRead MoreIdentity Theft Paper903 Words   |  4 PagesIdentity Theft and Cards There is many of the America nation that says their identity can’t get stolen, but it can. There is even ways for your identity to be stolen with your credit cards now. Anyone can be the next victim of identity theft. That is why in this research I will tell you how you get identity theft and how to prevent identity theft, because most Americans never know it is happening. Americans need to allow themselves to come to know the cautions of identity theft. There areRead MoreHow Technology Has Made Individuals Identity More Susceptible From Be Stolen920 Words   |  4 Pages In the past several years, technology advancement has made individuals identity more susceptible to be stolen. I find this topic to be very interesting because I have had my identity compromised. Several years ago when I was nineteen I was completing credit reports on several popular credit reporting websites. Each time I would finish answering the questions and putting all of my personal information into the website I would be directed to another questionnaire where I would be asked to list propertiesRead MoreIdentity Theft : Trends And Issues1224 Words   |  5 Pages Identity Theft: Trends and Issues Identity Theft: Trends and Issues Identity theft is the fastest growing fraud crime in America (Finklea, 2009). Gaining knowledge in preventing theft will better the economy and lower the crime rates in America. There are reported 9.9 million victims of identity theft and this number is increasing rapidly as the years go on. It has been reported that an estimate of fifty billion dollars has been charged to our consumersRead MoreThe Prevention And Control Of Medical Identity Theft1441 Words   |  6 Pagesof Medical Identity Theft INTRODUCTION Identity theft is the fastest growing crime that continues to claim thousands of victims each year. It is the deliberate use of someone else s identity without their knowledge or consent to gain a financial advantage or obtain credit and other benefits in the other person s name, and perhaps to the other person s disadvantage or loss. (Hoofnagle, 2007) According to the Canadian Identity Theft Support Centre, in 2008 the cost of identity theft in Canada was

Apollo 13 Movie Analysis - 1198 Words

I have chosen to write about the Movie Apollo 13 Mission. This is one of our family favorite movies. The main cast of The Apollo 13 are Two main characters that are mentioned in the film Apollo 13, were Gene Kranz, played by (Ed Harris) and Jim Lovell played by (Tom Hanks). Both actors exhibit a style of leadership that we have been leading throughout this course called transformational leadership. Jack Swigert was also played by Kevin Bacon, and Ken Mattingly played by (Gary Sinise). The movie is based on mission called the Apollo 13. The purpose of the mission was to conduct an expedition to the moon. Throughout the mission the crew encountered several setbacks. Astronaut Jim Lovell played by (Tom Hanks) received a message from†¦show more content†¦Gene’s job was to make sure that the Apollo 13 crew made aback home safely to their families. Sometimes been a leader you must make tough decisions, even when those decisions mean that you may not achieve the goal that you set out achieving. The Apollo crew all wanted to go to the moon and experience what it felt like. I like when Gene said, â€Å"failure is not an option† after he look at the odds of the Apollo 13 returning to earth atmosphere. Gene pull the team of scientist and mission control staff and laid out the expectations, he inspired and motivated his team to do whatever it takes to get Apollo13 best to earth safely. As the leader Gene knew that he couldn’t waiver in his confidence, everyone was looking to him for direction, sometime leaders must be able to get their followers on board with a new vision, and that was what was needed at this juncture. I love how Gene lead his team, he was not full of himself, he was open to feedback, he looks at the data from the data analysis to see what they had to say, and then he made the decisions to formulate a workable plan, the whole team was a part of the process in getting Apollo 13 back. Back on the ship emotions and doubt begin to set in and Jim knew that he needed to a source of inspiration for his 2 crew members. Jim remained hopeful his tone and language was one of encouragement. The other two crew members began to fall apart they becameShow MoreRelatedApollo 13 Leadership Essay832 Words   |  4 PagesApollo 13 and Leadership On April 10th James Jim Lovell, John L. Swigert, and Fred W. Haise embarked on one of the most historic missions in NASA history. Three days later on April 13th, while performing a routine stir on the O2 tanks, the Apollo 13 mission suffered a terrible electrical malfunction and was forced to make an emergency return mission. The movie has forever contributed two phrases to our everyday cultural vocabulary, Houston we have a problem, communicated by Jim Lovell, and FailureRead MoreApollo 13 Leadership Essay834 Words   |  4 PagesApollo 13 and Leadership On April 10th James â€Å"Jim† Lovell, John L. Swigert, and Fred W. Haise embarked on one of the most historic missions in NASA history. Three days later on April 13th, while performing a routine stir on the O2 tanks, the Apollo 13 mission suffered a terrible electrical malfunction and was forced to make an emergency return mission. The movie has forever contributed two phrases to our everyday cultural vocabulary, â€Å"Houston we have a problem†, communicated by Jim Lovell, and â€Å"FailureRead MoreEssay on A Successful Failure in Apollo 13 Project829 Words   |  4 PagesAfter watching the Apollo 13 movie, it is interesting to know that this was a â€Å"Successful failure† of a project. This is due to the fact that astronauts returned to Earth safely but they never made it to the moon. After the crew headed for the moon they had to disappointedly cancel the mission before it could be completed and return to earth, when the oxygen tank that exploded caused the spacecraft to malfunctioning. A brief history to puts things in perspective, Apollo program was establishedRead MoreApollo 13 - Paper 52671 Words   |  11 PagesINTRODUCTION Apollo 13, the 1995 motion picture directed by Ron Howard, is the true story of Jim Lovell, Fred Haise, and Jack Swigert, a team of astronauts reassigned to a space flight with diminished preparation time. This routine mission to the moon suddenly becomes a survival mission to safely return home to Earth. The film details the circumstances affecting two separate but cohesive teams. The purpose of this case analysis is to identify the critical events, explain the underlying causes ofRead MoreApollo 13 Case Analysis1599 Words   |  7 PagesGreen Team Apollo 13 Case Analysis The primary questions and issues you debated and discussed (i.e., what did your team think was most relevant about the case?). First, the green team discussed the success of the mission. We had a split jury on whether or not we thought the mission was successful. Both sides of the argument were well supported and we agreed to disagree with the following conclusions: one side took the stance that the mission was not successful because they did not make it to theRead MoreApollo 13 Case Study Essay2349 Words   |  10 PagesLeadership Theories Analysis using the movie Apollo 13 Vision and Value Apollo 13 demonstrates the richness of leadership principles and values, especially focusing on team solidity. The movie illustrates how the leaders can develop a vision and values, and how the teams can collaborate under high stress situation. In the beginning of the movie the vision of the Apollo 13 project was to land the astronaut’s on the surface of moon. But the unexpected explosion in the service module created aRead MoreExecutive Summary Essay7305 Words   |  30 Pagesin today’s workplace. As film is one of the more engaging mediums, this allows for abstract theories to be presented visually and in a dramatic manner. The film Apollo 13 was selected to showcase such models including the communication process model, types of decision making models, and the five-stage model of team development. Apollo 13 chronicles the events of the 1971 lunar mission involving three astronauts; Jim Lovell, Fred Haise, and Jack Swigert. After a successful launch, a critical errorRead MoreUse Of Power And Rationality On Strategic Decisions1910 Words   |  8 Pagesextent is strategy influenced by power and rationality and how does the strategic decision-making come into play when deciding about long run strategy-making. In the following, I will apply strategy models and theories to the scenarios of the film ‘Apollo 13’ (1995) in order to evaluate how the strategy-making is affected by strategic decisions and vice versa. Therefore, I will consider the influence of power and rationality on strategic decisions in relation to the resulting outcome. To start with,Read MoreApollo 13 Paper3844 Words   |  16 PagesApollo 13 Film Analysis | Andrew Hendrian | MG306/CO342Dr. Kruml amp; Dr. Curtin | | Apollo 13 Final Paper Outline 1. Culture (Subculture) a. Collaborative i. Work constantly done or completed in teams b. Innovative ii. Find ways to do impossible things – make the O fit into the square c. Arrogant iii. We will not fail, â€Å"Failure is not an option† – Gene Kranz d. Comfort level within teams iv. They did not want toRead MoreE Commerce Web Design1619 Words   |  7 PagesREINVENTED ITSELF THROUGH ECOMMERCE â€Æ' TABLE OF CONTENTS Table of Contents 2 Introduction 3 Business / Client Description 4 Netflix’s history business 4 Netflix’s customers 5 SWOT Analysis 7 Strengths 7 Weaknesses 8 Opportunities 8 Threats 9 Strategy Management Factors 10 Ecommerce Business Model 11 Conclusion 12 References 13 â€Æ' INTRODUCTION In many ways, Netflix is an amazing company to analyze. By being disruptive, the company has changed drastically the disc rental business and the streaming industry

Public Schools Vs. Home Schooling Essay Example For Students

Public Schools Vs. Home Schooling Essay When Americans think of education, they almost automatically think of public education. Through the years it is slowly changing. Many parents today are deciding to home school their children. Although most people think that a public education is better, most statistics and facts tend to show that home schooling is beneficial in more ways. It is estimated that parents are now teaching over two million children at home, rather than in public or even private schools. Education in our public schools has been on the down slope for over twenty years now. Public schools have lost all values and biblical morality. This was what our country was founded on and it has been replaced with humanism. One example of humanism in our schools is that they teach evolution, not creationism. Some people believe that this problem is happening because of the removal of God and prayer in public schools; the U. S. Supreme Court did this in 1962. Beginning in 1962, SAT scores plummeted. Teen pregnancies, teen sexual diseases, teen suicides, teen alcohol, drug abuse, pornography, and illiteracy rates abruptly increased 200 to 300 percent. Violence is one of the main factors effecting are schools today. Rape is a growing problem among juveniles. A juvenile commits one out of every five rapes that occur in the United States. There is also a higher use of drugs and alcohol among kids in public schools. Over 80 percent of public high school students drink alcohol and 45.7 percent have used marijuana. Drugs and alcohol make most people extremely violent. That is also on of the reasons why our violence and crime rates are so high. Over hundreds of millions of dollars are spend on the security of our Nations public schools. The Seattle Times once said, In Washington, D.C., drugs and violence were such a problem in one elementary school, that the principal banned regular recess, and the children are only allowed to play outside in a pit enclosed by eight-foot concrete walls, or on a small section of playground monitored by the police. The disciplinary problems of children usually start even before they reach public school. In the last ten years, research shows that infants raised in daycare are more prone to behavioral problems as young children than their home-reared cousins. If you keep your child at home from the start, you will be able to discipline and raise your children with the right morals. Because so much time is spend trying to clean up and keep our schools safe, we are more or less falling behind in our education. Americans are farther behind in educational status than countries such as Japan, Taiwan, and China. The teachers spend too much time on the little things and forget the real reason why the children are there. Not only that, but some of the textbooks hold inaccurate information and do not contain the whole story. Some textbooks stated that the atomic bomb ended the Korean War (instead of World War II) and that only 53,000, rather than 126,000 Americans, were killed in World War I. One book summarizes Abraham Lincolns and George Washingtons life in approximately six lines each. Not only are the wrong things written in the textbooks, they teach the children wrong values. In public school textbooks, marriage is never mentioned as the foundation of the family, and yet these books are supposed to be the textbooks that introduce the child to an understanding of American society. The idea of home schooling started many years ago, but it really began to flourish in the 1970s. .ue1c94ee5a2478cf482b09791671cc11d , .ue1c94ee5a2478cf482b09791671cc11d .postImageUrl , .ue1c94ee5a2478cf482b09791671cc11d .centered-text-area { min-height: 80px; position: relative; } .ue1c94ee5a2478cf482b09791671cc11d , .ue1c94ee5a2478cf482b09791671cc11d:hover , .ue1c94ee5a2478cf482b09791671cc11d:visited , .ue1c94ee5a2478cf482b09791671cc11d:active { border:0!important; } .ue1c94ee5a2478cf482b09791671cc11d .clearfix:after { content: ""; display: table; clear: both; } .ue1c94ee5a2478cf482b09791671cc11d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue1c94ee5a2478cf482b09791671cc11d:active , .ue1c94ee5a2478cf482b09791671cc11d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue1c94ee5a2478cf482b09791671cc11d .centered-text-area { width: 100%; position: relative ; } .ue1c94ee5a2478cf482b09791671cc11d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue1c94ee5a2478cf482b09791671cc11d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue1c94ee5a2478cf482b09791671cc11d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue1c94ee5a2478cf482b09791671cc11d:hover .ctaButton { background-color: #34495E!important; } .ue1c94ee5a2478cf482b09791671cc11d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue1c94ee5a2478cf482b09791671cc11d .ue1c94ee5a2478cf482b09791671cc11d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue1c94ee5a2478cf482b09791671cc11d:after { content: ""; display: block; clear: both; } READ: The Tell Tale Heart Essay For many people this was the only option, because either public schools lacked or the schools were too far away for them to attend. In the present day, there are over two million children being home schooled by their mothers and fathers, over a fifteen percent rise in home school students each year. A majority of home school students are white middle class families, but minorities are finding that this option is also better for their children rather than the public schools. Some of the main factors parents find from home schooling are: the children often become more independent and more responsible with their behavior, the influence of peer pressu re is reduced, vacations and trips can be planned at the families convenience, families can spend more time together, and there is usually less stress because the children dont have to rush out of the house every morning. These factors and many more, are why parents of todays society are choosing this method. Critics of home schooling attack it on many fronts, arguing that children are not taught by qualified professionals, homes often do not possess the resources of schools, home-schooled children tend to be isolated from their peers, and systematic evaluation of childrens learning rarely occurs in the home. Yet, research does show that home schooled children are equal, if not better than, those students in public school environment are. Almost all reports have shown that home schooled students score above average on standard achievement tests. This could be because children have more one-on-one experience. Children that are taught at home tend to have stronger relationships with his or her family. This is because first, the children only usually spend, on the average, two to three hours per day receiving instructions. The typical student at a public school spends 367 hours (more than two hours a day) in activities such as lunch, recess, and class changing. There is a lot of time wasted each day that a child could be learning something else. At home also, the curriculum can be geared to fit the individuals need. The child can spend more time on what they need help in the most and this leaves more time for hands-on activities for the children to learn by. All in all, the children have more time to spend, at home, building relationships with their family. Many people are concerned about the social factor of home schooled children. Its a common belief that home schooled children will not develop the proper social skills to enable them to interact with others later in life. Many children that are home schooled today have formed their own social clubs. There are things ranging from their own basketball teams to 4-H Clubs. Some children even get together and go on field trips together almost once a week. Social skills are no longer a problem for home schooled children. The idea of public education has been debated for years. Students are being faced with so much violence and crime in todays public school system that parents are forced to find a suitable alternative. In the past few years, home schooling has had a tremendous rise and has proved to be very successful in providing effective education. Home schooling is just an option that parents have to get their children away from corrupted public education system. Though this is not always the case for all students and all public school systems, it has shown true many times. Speech and Communication Essays

William Blake Poem Essay Example

William Blake Poem Essay Writing for the Humanities Flaka Sejdaj English 21001, Section P Due: December 17, 2009 Professor: Zach Samalin William Blake Poem William Blake, the worlds famous English poet (1757- 1827). He never limited himself to a title where you would say he’s poet of only romance or drama but whatever went wept through his soul he would engrave it in words. Joy and sorrow are opposite each other yet Blake develops poems from each aspect. The two poems I will be talking about are Infant Joy and Infant Sorrow. Infant Joy seems as if it’s a poem about an Infant named Joy. It is very perky and jolly. It appears as if there are two speakers one the Baby and the other asking how should they name the baby which probably would be the mother. It’s an exchange of words yet not having a hard time responding to each other and just going with the flow. Also, that they are talking about a new life very happily and it shows that they are not alone. In contrast of the Infant of Joy is the Infant of Sorrow. The Infant of sorrow is all about weeping and how dangerous things are and how unhappy the infant was. We will write a custom essay sample on William Blake Poem specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on William Blake Poem specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on William Blake Poem specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In infant sorrow, the baby is alone and telling how sad everything is describing the mother and fathers experiences but it’s not the same as Infant Joy where the mother shares the happiness with the infant. Noticing both poems, In Infant Joy since the mother is happy and luminous and pure Joy the baby turns out the same, meanwhile in Infant sorrow the Infant describes the mother and father in sorrow and you could just get that negative feeling of them and therefore the Infant turned out the same with out Joy but with being unthankful of the world and life itself. In infant Joy there are 4 syllables in the first line and the shortest syllables in the poem are 3. There are two stanzas and Blake uses ABCAAC for the first stanza and DBCEEC for the second stanza. In Infant Sorrow there are 8 syllables in the first line and there is a pattern the first two lines are 8 syllables and the next two lines after are 7, until the last two line which are 7 and 8 syllables. In this poem he used AA BB for both of his stanzas which were very rhythmic. The poems have an internal rhyme because there is a story between the lines. It’s not just about any story but it shows a connection of how Joy and sorrow shows different aspects of life and how there are different interactions in these two situations. In Infant Joy I did not see any assonance, consonance or alliteration; the same in Infant sorrow have different aspects of life of an infant have different aspects of life of an infant. Both, Infant sorrow and Joy have a rhyme scheme. In infant Joy, the syllable count is very random and doesn’t go into any order. It goes form 4 to 6 to different orders again, in the other hand for the Infant sorrow there is a syllable count. In infant Joy there is a rhyme scheme between the stanzas. In Infant Joy the rhythm is disrupted because at some points it starts rhyming and then it ends. However, In the Infant sorrow it looked very organized and the rhyming was well in order. Its kind of ironic how Blake uses order in his poem to describe the sorrows and he’s almost all over the place with the Infant Joy poem. In my opinion this concludes that when the infants or when happiness comes to the game, then you can’t really be in order and have that monotone and not everything should be in its place. Infant joy as mentioned before, it seems as there are two speakers. The speakers would be the baby and the mother based on the way Blake wrote the poem. It’s almost as if it’s a dialogue and it is throwing us back and forth from the adults and babies perspective on a new life. It also shows that when an environment is with more spirit in it and involves happiness then more than one person finds a way to express it together. In Infant Sorrow, there is only one speaker. It is the babies’ point of view and how depressing life is and talks about the parents as well. The theme of the poems is to show us the two different ways life could be looked at. Joy and Sorrow. It shows the feelings towards a new life. In infant Joy I could picture a baby’s face smiling and sun shining with a lot of happy faces around because that’s the type of imagery message this poem makes me detect. For example in the poem when it says â€Å"Thou dost smile† I picture smiling, the poem just gives you that warmth feeling and you feel all snuggled up. In the other hand Infant sorrow is quite the opposite. Infant sorrow has me picturing tears and danger; it would definitely be an environment no one would like to be in. Infant sorrow has very clear imagery. It’s very descriptive of how the baby for examples says struggles in its father’s hands; everyone can picture that small sentence. The poems do not subvert the reader’s expectations in any way. The title of both poems says it all and though out the poem the reader would not be confused in any way and it wouldn’t overthrow our idea of what we would think the poems are about. Infant Joy explains itself of the infant is just at peace and has no worries. This brings out to show that since there is no definite name but Joy it still doesn’t have any worries or any negative thoughts. It’s simply brought out to the new world and that’s partly Joy to a newborn and the mother. Infant sorrow uses a simile, â€Å"Helpless, naked, piping loud, like a fiend hid in a cloud. † Similes help us imagine of how things might be like, because it’s comparing it to something else that we might be more familiar with. The baby is saying for itself, it’s helpless and loud and naked and all those cases just like a little devil creature hidden in a cloud. We know that the devil is below the grounds, how ironic for Blake to use the clouds. Both poems are using hyperbole. The largest hyperbole is the baby talking. The Infant is nothing but two days old as stated in Infant Joy, and to know all these words and to notice all of this is amazing. Usually two days old babies just smile and roll around and eventually cry but they have their moments of joy and sorrow but not as dramatic as Blake puts it to be. There doesn’t seem to be any personification, everything that is mentioned is real it just might be exaggerated a little bit. Infant Joy and sorrow are not addressing these words or poems to anyone in particular. It’s for all readers who intend to read it. There is no designated person or thing that it is addressed to. Since the baby is a living human and it will grow to speak one day until it gather it’s words and knowledge of how to use them, Prosopopeia doesn’t apply to the infant for it is not a fake object that can not speak; Blake only makes the infant speak a little ahead of its time. The deviations in the poems meter correspond to the turns or changes in the poems meaning. Infant Joy doesn’t have a constant flowing meter and I can’t determine whether it’s an Iambic or trochaic meter. Although for the Infant sorrow I think it’s a Iambic meter, it’s a rising meter, and connects everything together with the poems meaning and the meter. There is no tension between the poems formal aspect and its meaning. However we read it and is seen on paper, is the meaning of the poem. The formal aspect tells and shows us how the poem would be interpreted and by doing that we find the meaning of the poem. Both poems sounds augment the rhetorical tropes. It gives the rhetorical tropes a boost and an edge. Life always has its ways and comes in pairs. Just like a man and a woman as a pen and pencil, salt and pepper and so do Blakes poems Infant Sorrow and Infant Joy. Both are opposite of each other giving both perspectives of the two different positions an Infant would be in. We also have to think in what position we would like to be in, so our Infants which hopefully we will have our own one day, how would you want to see them, in which poem would you like o see you infant in. William Blake has a unique style of writing because some of them are simple, yet when you break them down you see all the work into it.

The Effect of Gender on Body Image Essay

The Effect of Gender on Body Image Essay The Effect of Gender on Body Image Essay Example The Effect of Gender on Body Image Essay Example Nowadays, we put a lot of efforts to correspond beauty standards. Depending on our kind of image, we occupy a certain position in society. Succumbing to cultural pressure, trying to get a thin â€Å"ideal† body, especially for woman means facing the risks of developing mental disorders like low self-esteem, eating disorder, anorexia, and depressive symptoms. As media spreads the message of how the world has to be, it mentally suppresses the manifestations of variety. Attractive people are less often found guilty, receive higher salaries and get more inclined, get more favorable reaction and the privilege of â€Å"beautiful is good† stereotype (Fox Kate, 1997). Statistics shows that most people follow the social understanding of beauty that is based on the view that thinness is the main component of ideal looking. A Harvard University study showed that up to two thirds of underweight 12-year-old girls considered themselves to be too fat. By 13, at least 50% of girls are significantly unhappy about their appearance. By 14, focused, specific dissatisfactions have intensified, particularly concerning hips and thighs. By 17, only 3 out of 10 girls have not been on a diet – up to 8 out of 10 will be unhappy with what they see in the mirror. (Fox Kate, 1997) The picture of beauty becomes more and more extreme regarding thinness with time. By now, women have to weight 23 % less than in the 19th century. It will go on until we review our own attitude. Race plays an important role in self-identification. Comparing body image among the women of African-American, Asian, and Caucasian origin, studies show that Caucasians prefer a smaller ideal body size and have more disordered eating behaviors as well as more body discrepancy than African-Americans or Asian-Americans. Caucasian woman are more dissatisfied with their body image than other ethnic groups. â€Å"While young Caucasian women were affected more by anorexia and bulimia, African-American women were more likely to be affected by binge eating disorder. According to past studies, anorexia nervosa and bulimia nervosa are up to six times more prevalent in white women than black women. The new study revealed a strong indication that racial preferences in regards to body perception may affect the incidence of eating disorders.† African-Americans had a larger body size than Asians and Caucasians, but later the rate of it lost significance. It is likely that African-American wo men are more satisfied with their larger bodies, because they experience less pressure for thinness within their culture. â€Å"In one study, Euro-American men chose significantly thinner female figures and reported wishing their girlfriends would lose weight, more so than did African American men† (Greenber LaPorte, 1996). Powell and Kahn (1995) found that black and white men selected a similar size attractive female figure, yet black men reported greater willingness to date women with a larger body size and felt less concerned than white men that they would be criticized for doing so. Men and woman are not equally concerned about their appearance, because female beauty standard is narrower. For comparison, females of almost all ages try to comply with beauty standards, and males usually pay attention to their appearance when they get first signs of aging. In both cases, they are trying to look younger while young girls try to become more attractive and mature. The concept of ideal body image is a template that generates media culture. We can see pictures of people of all ages, and they draw our attention visually by their model look. Mass media usually send us only unrealistic and unattainable image of women that are underweight. This image thus effects women’s attitude and changes opinions about their own bodies, because these images push people to comparison. Nearly 2 % of all women correspond to this body image. The danger of beauty standard perception is that people who often look at these images subconsciously start feeling themselves unworthy or even worse than people from those pictures. It changes not only the opinion about their own body, but make people set priority of good-looking on the first stage. Of course, it entails bad consequences. At least, they stay themselves but dissatisfied about how they look; at worst, they can get impaired health. I think people should rethink their submissions about beauty, reject racial prejudices, change media perceptions about the world, and extend the way we see the world as the media is one of the most important translators of sexualizing images. For instance, it is not normal if we remark any kind objectification on TV, in music videos, video games, movies, music lyrics, the Internet, magazines, and billboards that first and foremost forms our subconscious view of ourselves. Adults can suffer while conforming younger beauty standards that also increases the rates of sexual harassment, violence, demands, and child pornography. Also, we should rethink what moral values are laid in educational process. For example, parents may contribute to sexualization maintaining an attractive physical appearance more than achieving success in learning, allowing to buy clothes designed to look physically appealing which may be imposed by teen-magazines, etc. On the contrary, parents should stop the intention of children’s self-objectification speaking about the consequences. We also should pay attention to self-objectification and deal with it through the discussion with close people; if you are deadlocked with any question, refer to a specialist. Being a black woman, I consider that fighting discrimination is still relevant until all prejudices, hostility, doubts, and stereotypes disappear and until we learn how to recognize and deal with media impositions, manipulations, different cases of physical and emotional violence, etc.

Heartfelt Heart Quotes

Heartfelt Heart Quotes If you think with your head, a heart is just an organ that pumps blood. But if you think with your heart, you know that a heart is the core of human existence. A heart feels, emotes, and expresses. With a heart you can perceive, understand, and judge. Often, a heart is accorded more importance than the brain. Read these heartfelt heart quotes. Sir John VanbrughOnce a woman has given you her heart, you can never get rid of the rest of her.Michael NolanThere are many things in life that will catch your eye, but only a few will catch your heart. Pursue those.Robert ValettThe human heart feels things the eyes cannot see, and knows what the mind cannot understand.Blaise PascalThe heart has reasons that reason cannot know.Mary SchmichDont be reckless with other peoples hearts, dont put up with those who are reckless with yours.Timothy ChildersTo hide the key to your heart is to risk forgetting where you placed it.BuddhaYour work is to discover your world and then with all your heart give yourself to it.Franà §ois de la RochefoucauldThe heart is forever making the head its fool.Kahlil GibranBeauty is not in the face; Beauty is a light in the heart.ConfuciusWherever you go, go with all your heart.James Earl JonesOne of the hardest things in life is having words in your heart that you cant utter.Robert TizonI would rather have eye s that cannot see; ears that cannot hear; lips that cannot speak, than a heart that cannot loveLao TzuLove is of all passions the strongest, for it attacks simultaneously the head, the heart and the senses. Jacques Benigne BossuelThe heart has reasons that reason does not understand.Blaise PascalThe heart has reasons, which the reason cannot understand.Zig ZiglarAmong the things you can give and still keep are your word, a smile, and a grateful heart.Benjamin FranklinThe heart of a fool is in his mouth, but the mouth of a wise man is in his heart.Libbie FudimKnow in your heart that all things are possible. We couldnt conceive of a miracle if none had ever happened.Swami SivanandaPut you heart, mind, intellect and soul even into your smallest acts. This is the secret of success.William ShakespeareGo to your bosom; knock there, and ask your heart what it doth know†¦James LowellOne day with life and heart is more than time enough to find a world.Edward George Earle Bulwer-LyttonA good heart is better than all the heads in the world.

The Music of Michael Jackson Essay Example | Topics and Well Written Essays - 750 words

The Music of Michael Jackson - Essay Example There could be no answer as icons never are something or other solid. Great artists can create something significant and new, sometimes it can be a break out. Michael Jackson was quite a modern phenomenon, working inventively for and with a view of a modern mass audience, but within a general history of music I can compare him to Amadeus Mozart, a great classical composer of Baroque times. The reason is that Mozart was making a personal combustion to everything in music working in many different genres of coeval times. Similarly, Michael Jackson was working mixing genres of coeval music, and similarly to Mozart Michael Jackson never knew a life without music. Both artists were performing since a very early age, both were encouraged by fathers. The only great difference was that Mozart composed a classical elite music (it was a different social structure in Mozart times) while Michael Jackson was working in a popular music for a mass audience. There were other popular singers and band s in later 20th century, some of them being quite ahead of time from Michael Jackson (like Elvis Presley, or Frank Sinatra, maybe Freddy Mercury, and all the members of The Beatles), but no one made such a widespread, a cross-genre and cross-cultural contribution as Michael Jackson. The point is that Michael Jackson was a mass media phenomenon, a great showman, despite being a musician. Friends and producers say Michael Jackson was always reaching out to audience, and often appreciated a public image before music.

Negotiation Essay Example | Topics and Well Written Essays - 500 words - 4

Negotiation - Essay Example The functions of communication are another feature that is important within the context of the negotiation process. Facilitation of the exchange of ideas and opinions between the negotiating parties is one of the functions of communication in negotiation. The functions of communication interact with other features such as the rules and the objectives of communication to influence the achievement of the goals of the negotiation. Chronemics are a non-verbal feature of communication that interacts with the willingness and commitment of the negotiating parties to resolve their conflict. Chronemics encompass aspects such as punctuality and patience that are crucial to the successful completion of every stage of the negotiating process (Wood, 2008). Finally, intentions are an important feature of communication that can affect the direction and success of the negotiation. Intention interplays with interpretation because most negotiators assume that whatever their opponent does or says is purposive and is meant to communicate something. As such, there is need for negotiators to be fully aware of their intentions when saying or doing something in every stage of the negotiating process in order to avoid being construed inappropriately (Wood, 2008). Nicholas Anderson’s post is an insightful piece that presents quite accurate information on the modes of communication. The idea that written communication helps make up the shortcoming of verbal communication to come out as abrasive is correct because the person communicating has more room to read and correct what he or she has written wrongly. His assertion that verbal communication is the mode of communication that many people are familiar with is acceptable. However, he overlooks the idea that it takes much interest and attention to catch sadness or happiness in a person’s voice because some people do not announce these things explicitly but only imply them. Anderson’s idea on

UAE School Learning System Essay Example for Free

UAE School Learning System Essay The education structure of UAE was formalized in 1953, with establishment of government funded public school system. Since then, this structure has been implemented across all the seven Emirates. Today, there are 780 public schools with approximate strength of 3 hundred thousand students across the entire UAE. The pattern of school system is formulated on standard western approach that consists of primary and secondary schools (Samaha and Shishakly, 2008). Students start their educational journey by enrolling in primary schools, which takes five years complete. The second stage spans over four years followed by the secondary schools that take another three years to complete. During the same phase, the emphasis of education has also shifted underwent a profound change to reflect the advances made in recent years in fields of information technology, shared learning, collaborative participation and leadership development among students. This paper focuses on these changes experienced by UAE education system that have helped to keep it robust and synchronized with evolving concept of education and pedagogy world wide (Felner et al. 1997). Reasons for Change in UAE School System With the advent of information technology, the former isolated model of education faced challenges that have stimulated it to transform side by side with events of rapid globalization, information technology, knowledge-driven economy, international change towards sustainable social and community developments, increased level of international interaction, competition and collaboration (Samaha and Shishakly, 2008).. Under the immense impact of these changes the UAE educational system also felt the need to incorporate numerous educational reforms and to keep it up to date and upgrade. The efforts of UAE policy-makers and educators to reform education and prepare next generations for meeting challenges of the future must be seen and understood in this context. (Cheng, 2003a, b; Hirsch Weber, 1999; Kogan Hanney, 2000; Mingle, 2000). Consistent with this approach in change is also the understanding that in a fast hanging era that educational reforms can not limit themselves to mere incorporation of information technology in its static form, but that they must absorb the philosophy of continuous action learning, creativity enhancement, and multiple intelligence development as the key elements for continued development of entire student community in view of information technology and evolution of a knowledge-based economy ((Samaha and Shishakly, 2008). Therefore, the concepts of organizational learning, collaborative partnership, shared experience, knowledge management and institutional intelligence are being inculcated the institutional level to oversee their effective transformation from confines of board room to class room(Langer, Colton, Goff, 2003). Another important facet of latest educational reforms is emphasis on creativity and lateral thinking, which are believed to be instrumental in setting up platform for lifelong accumulation of learning, action learning and continued development of intelligence. It is believed that through assimilation of these new approaches, students could be better equipped to meet with the challenges of globalization and technological changes. As a matter of fact, the major thrust of educators, both in policy and implementation, is towards action learning which is construed as fundamental in increasing the learner’s capacity to take a higher learning curve, both from intelligence and knowledge point of view (Felner et al. 1997). Schools as Learning Communities The concept of schools as learning communities has gained ground internationally where educators have come forward with idea of creating a system that would include a focus on academic achievements along with wholesome development of children, covering their emotional, analytical and personality development to help them attain a productive role in the society (Felner et al. 1997). These ideas have come forward from learning form former educational system, whose curriculum, educators felt, created a gap between intellectual, emotional and interpersonal needs of students and academic education. Thus, it impeded their learning and preparatory abilities for adulthood, along introducing a degree of vulnerability against rapid pace of global technical changes. Collaborative Learning: From the experience gained from various models of teachings practiced around the world, educators have learned that collaborative learning is among the most effective tool for imparting effective and lasting teaching to children. The premises behind collaborative learning is that students learn best when they learn together through active collaboration and participation (Felner et al. 1997). Class room research has shown that collaborative learning, which inspires students to learn in small groups is much more effective than any other form of instruction in helping them understand and retain the content. It also imparts greater degree of satisfaction to students. Adult Learning Theory: Understanding the encompassing role of education, educators have also focused on evolving new models of adult learning, in recognition of the fact that maturity and understanding level of adults sits in a completely different zone as compared to children. According to the rules set by Malcom Knowles, adult learning approaches takes in cognizance of that fact that adults are autonomous and self directed and hence the teachers need to create an expansive environment where adults are able to appreciate their own independent role in directing their course of study. Thus participation, leadership and delegation of responsibilities become effective strategies in course of adult learning models, all which aiming to provide maximum degree of self control and reliance (Langer, Colton, Goff, 2003). Meanwhile, educators have also learned to take in the life experience and knowledge factor of adults to further the goals of learning. One of the great benefit with adult teaching is that each adult has, at one point or other, something relevant to share with others, drawn out by his/her own experience pool and knowledge. Thus, the learning gets more effective and comprehensive. Also, adults are very goal oriented and practical (Samaha and Shishakly, 2008).. The time they are investing in education is either their productive time or time away from their family and hence they want maximum utilization and returns for their efforts. Educators, who have learned to appreciate these facts, have truly provided a very meaningful angel to concept of adult learning philosophy (Felner et al. 1997). Community: The present educational model lays a heavy emphasis on concept of community and shared learning. Information technology and internet has played fundamental role in furthering the concept of community where people with similar interest areas, like thinking and shared concepts get together to felicitate each other’s learning in a collaborative approach. Community is a inclusive approach in educational field where one to one instructional approach is replaced by learning through group interaction and active participation and sharing of knowledge among the members of the community. Even the role of educator, at times is not more than a member of the community. Community is an extremely useful concept in field of adult learning, specially for young adults who have high degree of familiarity with informational technology tools. Leadership: Modern educators have shed the ideas of passive education and pedantic teaching. The dynamics of global change have impressed them with creating leadership potential in every student. While certainly, there are no definite copy-book rules to construct a leader (Langer, Colton, Goff, 2003). The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise ordinary people who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it. Therefore although it might be difficult to ‘teach’ a person quality of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of successful leaders. Leadership is then about inspiration, motivation, encouragement and direction that pulls people to accomplishments that they would not had managed if left alone (Felner et al. 1997). However, effective leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline. There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a successful leader. Quite often the leadership is situational and the leader is required to act purely through intuition and circumstantial requirements. However there are certain essential skills and characteristics that are rather mandatory for effective leadership are (Day and Halpin, 2004)

Charles H. Keating :: essays research papers

Charles H. Keating Jr. has been the focus of criminal investigations by the Federal Bureau of Investigation, the Internal Revenue Service, the Justice Department, The Securities and Exchange Commission, and the House Banking Committee for a six-year shadow of the nation’s biggest savings-and loan debacle. The federal government proclaims that he fraudulently managed California’s Lincoln Savings into its closure, and in the process profited for himself and his family an estimated thirty-four million dollars. Consequently, taxpayers may suffer a loss of two billion dollars. The federal government is suing Keating, his family and associates for one billion dollars. Despite Keating’s denial to the charges, evidence proves that his misconduct began since the early 1980s. Shockingly, Charles Keating worked for an extended amount of time without being investigated or caught. Keating did not have a very credible background, which should have led to some suspicion. About a decade ago, many incidents should have foreshadowed Keating’s malicious intentions. At that point Keating was under the leadership of Carl Lindner at American Financial Corp., a city conglomerate with interests in insurance and banking. In 1979 SEC, better known as the Security & Exchange Commission, cited Keating and other officials of the American Exchange Commission for failure to reveal particular loan transactions with their employer. Keating, a national championship swimmer, attended the University of Cincinnati on an athletic scholarship and continued in law school. Along with help from his brother, Charles Keating founded the prominent Cincinnati law firm of Keating, Muething and Klekamp. In 1972 Keating abandoned the profession of law, turning to work for the publicity-shy multimillionaire Carl Linder. Lindner served as a guide and mentor in the life of Mr. Keating. Many similarities can be traced between the business style of these two men; preeminently they both built their empires on savings and loans.1 Charles Keating exceeded Mr. Lindner’s expectations, which persuaded Mr. Lindner to extend an offer to the forty-eight year-old lawyer a position with American Financial in 1972 as the executive vice-president. Under Lindner’s supervision at American Financial in the mid-1970’s, Keating found a resourceful strategy to raise money from the public without the interference of the Wall Street underwriters. The success of this strategy resulted from sharp decline in profits that Lindner’s company was experiencing. Keating’s success revolved around him raising fifty million dollars for American Financial from the public without using an underwriting syndicate.

Qualitative Anion Tests Essay

Procedure 1. Before beginning, set up a data table similar to the Data Table: Qualitative Anion Tests in the Lab Report Assistant section. 2. Each anion tested will require the use of three separate test tubes. Complete all of the following tests on one solution, record your observations, and then thoroughly clean and dry the test tubes before beginning tests on the next solution. 3. After consecutively testing the identified anions, perform the same tests on the unknown solution to conclusively determine its identity. 4. First test tube: a. Put 8 drops of the anion to be tested in a clean small test tube. b. Add 8 drops of hydrochloric acid to the anion solution. Note the appearance of the solution plus any evolution of gas and odors of gas. 5. Second test tube: a. Put 8 drops of the anion solution in a second test tube. b. Add 3 drops of silver nitrate solution. c. Note the colors of any precipitates formed. d. Write a net ionic equation for any reaction that produces a precipitate. e. Acidify the test tube by adding a few drops of nitric acid. f. Mix well and note if the precipitate dissolves or remains. 6. Third test tube: Per the following, perform the appropriate confirmation test for this anion. NOTE: Where the following instructions call for â€Å"gently warming† a chemical place the test tube containing the chemical into a 50-mL beaker of hot tap water for a few minutes. ââ€"  Bromide (Br-) and Iodide (I-): (First make fresh chlorine water by combining in a graduated cylinder approximately 1ml of bleach, 5ml of tap water, and 6 drops of HCl; stir or shake. Then label an empty pipet and suck up this chlorine solution for use here.)To 10 drops of the test solution add 2 to 3 drops of the organic reagent (hexanes or similar) and several drops of chlorine water. Shake well and allow the lower layer to settle out. Note the color in the organic reagent layer. A brown or gold color indicates bromine and a reddish-violet or pink color indicates iodine. Carbonate(CO32-): Acidify 20 drops of the solution with 2 drops of HCl. Carbonates produce an odorless gas (CO2) which should produce a precipitate when bubbled through a saturated calcium hydroxide solution. For the purpose of this experiment you may distinguish this gas from hydrogen sulfide by its lack of odor (See sulfide test, S2-). ââ€"  Chloride (Cl-): To 6 drops of the test solution add 2 drops of AgN03, silver nitrate solution. A white precipitate that dissolves readily when the solution is made definitely basic with aqueous ammonium indicates the presence of the chloride ion. ââ€"  Phosphate(PO43-): Acidify 10 drops of the test solution with 1 drop of HNO3, nitric acid, and add 7 drops of ammonium molybdate solution (shake it well before using). Wait 30 seconds. The phosphate should produce a yellow precipitate. Gentle warming may be necessary to obtain the precipitate. ââ€"  Sulfate (SO4 2-): To 10 drops of the test solution add 5 drops of the BaCl2, barium chloride solution. A white precipitate that is insoluble in HCl indicates the presence of sulfate. ââ€"  Sulfide (S2-):Acidify 10 drops of the test solution with HCl. The odor of hydrogen sulfide (H2S) should be apparent (it smells like rotten eggs!). Warm the solution moderately and then hold a small piece of moist lead acetate paper at the mouth of the test tube. If the paper turns black (caused by PbS) this indicates the presence of sulfide. Thoroughly clean and dry the test tubes before beginning tests on the next solution. Cleanup: Tightly cap the bottle of silver nitrate solution and put it in the Experiment 11 bag so it will be easy to find when you need it for the next experiment. Flush any other remaining solutions down the drain with lots of water. Properly rinse all equipment used, then dry and store for future use. Data and Observation Data Table: Qualitative Anion Tests Name Test tube 1 w/HCI Test tube 2 w/AgNO3 w/HNO3 Test tube 3 Confirmation Bromide Gas and no smell Precipitate, didn’t dissolve Didn’t dissolve Iodine separated from Bromide Carbonate Gas and no smell Cloudy Precipitate Clear gas present Clear and no smell Chloride Gas and no smell, No precipitate Cloudy precipitate present Didn’t dissolve Dissolve with precipitate present Iodine Gas and no smell Precipitate, didn’t dissolve Didn’t dissolve Iodine separated from Bromide Phosphate Gas and no smell Cloudy and yellow precipitate present Dissolve Yellow with precipitate present Sulfate Gas and no smell Precipitate present Didn’t dissolve White precipitate present Sulfide Gas and clear Precipitate present Didn’t dissolve Had an odor with precipitate present. Turned Black Unknown No change No change White precipitate present Sulfate didn’t dissolve Questions: Group 1: Anions that WILL NOTPRECIPITATE in the presence of silver nitrate. Sulfate Group 2: Anions that WILL PRECIPITATE in the presence of silver nitrate and the resulting precipitates WILL DISSOLVE upon acidification with nitric acid. Carbonate, Phosphate Group 3: Anions that WILL PRECIPITATE in the presence of silver nitrate and the resulting precipitates WILL NOT DISSOLVE upon acidification with nitric acid. Bromide, Chloride, Iodide, Sulfide A. Write a net ionic equation for any reaction that produces a precipitate. Sodium Bromide: Ag+(aq) + Br-(aq) ( AgBr(s) Sodium Carbonate: 2Ag+(aq) + CO32-(aq) ( Ag2CO3(s) Sodium Chloride: Ag+(aq) + Cl-(aq) ( AgCl(s) Sodium Iodide: Ag+(aq) + I-(aq) ( AgI(s) Sodium Phosphate: Ag+(aq) + PO4-(aq) ( Ag3PO4(s) Sodium Sulfide: 2Ag+(aq) & S-2(aq) ( Ag2S(s) B. Identify the anions that produce gas upon addition of HCl. Carbonate, Sulfide C. Identify the anions that do not precipitate with silver nitrate. Sulfate D. Identify the anions that react with silver nitrate to form precipitates that dissolve when acidified with nitric acid. Carbonate, Phosphate E. Identify the anions that react with silver nitrate to form precipitates that do not dissolve when acidified with nitric acid. Bromide, Chloride, Iodide, Sulfide F. What simple test (other than a specific confirmation test) would distinguish between CO3 2-and NO- ? Add Barium Chloride. If there is CO32- a white precipitate of BaCO3 will appear. Conclusions: Through this experiment, I learned how to identify commonly occurring anions. I also learned how to use the characteristics of their reactions with HCl and AgNO3 to identify an unknown solution. Using my observations with the different anion mixtures, I was able to identify the Unknown anion to be Sodium Sulfate. I figured this out because when HCl was added, no gas was formed. This ruled out Sodium Carbonate and Sodium Sulfide. The gas I observed for the Sodium Carbonate & Sulfide was very subtle. Even then I was not 100% sure. This is where I think there could have been room for error because I did not read the results correctly, therefore possibly interfering  with my unknown. However, the unknown did not form a precipitate and there was only one other anion that did this.

Investigating Factors That Affect the Rate of Reaction

Investigating Factors that Affect the Rate of Reaction of the Decomposition of Hydrogen Peroxide Emilio Lanza Introduction- In this experiment, the rate of reaction, calculated in kPa sec-1, of the decomposition of hydrogen peroxide will be investigated to see how the change in concentration of hydrogen peroxide and the change in temperature affect the rate of reaction. The data will be collected by measuring the gas pressure. The product of Hydrogen Peroxide is oxygen in a gas state thus it is mandatory to use the gas pressure sensor.By calculating the difference of the gas pressure divided by the amount of time from the raw data collection it is able to find the rate of reaction of the decomposition of hydrogen peroxide. * Control Variable- 1mL of yeast (catalyst) is being used in every trial. The volume of H2O2 is always 4 mL, even though the concentration changes and the sizes and type of test tube was the same because it can change the pressure. * Independent Variable- Concentra tion of H2O2 (M) and the temperature (Â °C) * Dependent Variable- The rate of reaction of the decomposition of hydrogen peroxide > rate of reaction = ?Pressure (kPa)Time (sec) . * Research Question- it is needed to calculate the rate of reaction (kPa sec-1) of the decomposition of H2O2 to understand how different factors such as the change in concentration and the change in temperature of H2O2 affect the rate of reaction. Materials and Method- Materials: * 0. 5 M Yeast solution (the catalyst) – 15 mL * 45 mL of 3 % H2O2 solution * A thermometer * A computer with LoggerPro Program. * A Vernier computer interface * A Vernier Gas Pressure Sensor * A 1 liter beaker * A match to light up the bunsen burner * A tripod Two 10 mL test tubes * Two 10 mL pipette * Distilled water – 15 mL * A matt/cover that is fire resistant * 700 mL of room temperature water from a sink * A one-hole rubber stopper with stem * Two test tube holders * Two 10 mL graduated cylinders * A bunsen burn er * Two solid rubber stopper * Plastic tubing containing two Luer-lock connectors * A one-hole rubber stopper with stem * A test tube rack Procedure: Part 1 of the experiment: Decomposing 3 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1. Take the 1-liter beaker and add 700 mL of room temperature water.Take the tripod, place a matt/cover that is fire resistant on top of the tripod and onto the matt/cover place the 1-liter beaker that has been filled up with 700 mL of room temperature water from a sink. 2. First hook the rubber tube from the Bunsen burner to a gas source, then take a match and turn on the gas source. Once the gas is on light the match and then light the bunsen burner. (MAKE SURE TO NOT BURN YOURSELF)!! 3. Place the lit bunsen burner underneath the tripod so it can begin to heat the 1 liter beaker with the 700 mL of room temperature water from the sink. . Insert a thermometer into the 1 liter beaker that is being heated and adjust the flame of the bunsen burner so it will heat the water to a temperature of about 30Â °C. 5. Take the 10 mL pipette and the 10 mL-graduated cylinder use the pipette and transfer 4 mL of H2O2 and using a 10 mL pipette transfer 4 mL of H2O2 from a container into the 10 mL graduated cylinder. 6. Take a 10 mL test tube and add fill 4 mL of H2O2 from the 10 mL graduated cylinder into the 10 mL test tube. Once that is done, take a rubber stopper and seal the 10 mL test tube containing the H2O2.Use the test tube holder to hold the test tube into the 1 liter beaker the is being heated to a temperature of about 30Â °C. Make sure that the majority of the test tube is submerged in water. 7. Using the other 10 mL pipette, transfer 1 mL of 0. 5 M Yeast into the other 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M Yeast to a new 10 mL test tube; seal the test tube with a new solid rubber stopper. With the other test tube holder, place this test tube containing 1 mL of 0. M Yeast into 1 liter be aker that is currently being heated to a temperature of about 30Â °C. 8. Turn on a computer and start the LoggerPro Program. 9. Connect the Gas Pressure Senor to Channel 1of the Vernier computer interface and with the correct cable attach the Vernier computer interface to the computer. 10. Take the plastic tubing with the Leur-lock connectors at either end of the tubing, connect the tubing to the base on the one-hole rubber stopper and the other end of the plastic tubing, it must be connected to the white stem on the end of the Gas Pressure Sensor called a Luer-lock. MAKE SURE THE PLASTIC TUBING TIGHTLY SECURED OR THE GAS WILL ESCAPE AND IT WILL LEAD IT IN ACCURATE READINGS). 11. Once the LoggerPro Program has been opened make sure that the label on the x-axis is time in seconds and that the units on the y-axis is pressure in kPa before collecting the data. 12. Leave the test tubes in the water bath for at least two minutes so that the solutions in the test tube have a temperature of around 30Â °C. Once the water is about 30Â °C, record this temperature into a data table. When two minutes have passed by, commence the reaction and collect the pressure data.Remove both test tubes from the water by holding onto the test tube holder, place them in a test tube rack and remove each seal from the test tubes. Transfer the yeast solution from its test tube into the test tube containing H2O2 solution and shake lightly to mix the two solutions together. 13. As quick as possible seal the test tube with the one-hole stopper connected to the Gas Pressure Sensor and place the test tube back into the water by holding the test tube with the test tube holder. Next click collect data on the LoggerPro Program to begin collecting data. THE LAST TWO STEPS ARE CRUCIAL AND MUSTBE DONE AS QUICK AS POSSIBLE TO AVOID ANY EXTERNAL INFLUENCES). 14. It is needed to collect the data for three minutes once three minutes is up, carefully remove the test tube from the water by holding onto the test tube holder and set it in the test tube rack. Next slowly and carefully begin to tale out the stopper from the test tube allowing the gas pressure to escape. 15. Store the results from the first trial by selecting Store Latest Run from the Experiment menu. After doing this a table of data and the graph will be saved.Then make sure to clean and trash the solution that is in the test tube. Repeat the first part another two more time so you can have three trials in total. Then print the graph and the full data table from each trial. Part 2 of the experiment: Decomposing 1. 5 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1. Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the same pipette for the H2O2 as in previous trials and don’t interchange this pipette for the one being used with Yeast) fill 2 mL of H2O2 from the same container like it was done in part 1 into the 10 mL graduated cylinder.Once that is done insert 2 mL of distil led water as well into the graduated cylinder containing H2O2. 2. Now grab the 10 mL test tube (which has been thoroughly washed with water) and insert the 4 mL of H2O2 which has been mixed with the distilled water from the 10 mL graduated cylinder into the 10 mL test tube. Then take the 10 mL test tube and with the H2O2 seal it with a rubber stopper. Use the test tube holder so you can place the test tube in the 1 liter beaker that is being heated to 30Â °C. Be sure that the test tube is deep enough in the 1 liter beaker. . Using the other 10 mL pipette, take the 1 mL of 0. 5 M yeast and our it into the other 10 mL graduated cylinder. Then grab the graduated cylinder and put the 0. 5 M yeast to a new 10 mL test tube; close the test tube so no air comes in with a new rubber stopper. With the other test tube holder, place this test tube containing 1 mL of 0. 5 M KI into 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Repeat steps 13-18 from part I. P art 3 of the experiment: Decomposing 0. 75 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1.Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the same pipette for the H2O2 as in previous trials and don’t interchange this pipette for the one being used with KI) transfer 1 mL of H2O2 from the same container like in part I into the 10 mL graduated cylinder. Add 3 mL of distilled water into the graduated cylinder containing H2O2. Mix the solution gently. 2. Take a 10 mL test tube (which has been cleaned after previous trials) and transfer 4 mL of H2O2 mixed with distilled water from the 10 mL graduated cylinder into the 10 mL test tube.Then seal the 10 mL test tube containing the H2O2 with a solid rubber stopper. With one of the test tube holders, place the test tube into the 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Make sure that the majority of the test tube is submerged in water. 3. Using the other 1 0 mL pipette, transfer 1 mL of 0. 5 M yeast into the other 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M yeast to a new 10 mL test tube; seal the test tube with a new solid rubber stopper.With the other test tube holder, place this test tube containing 1 mL of 0. 5 M yeast into 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Repeat steps 13-15 from part 1. Part 4 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 35Â °C 1. For this part repeat the steps 6-7 and 13-15 from part 1. The only thing that is needed to be changed is that the water needs to be about 35Â °C. Part 5 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 40Â °C 1. For part 5 redo the steps 6-7 and 13-15 from part 1.The only thing that is needed to be changed is that the water needs to be about 40Â °C. Steps once all the five parts of the experiment are complete 1. Now look at the data table that has been filled in for each trial from each and calculate the average reaction rate (kPa sec-1) of the decomposition of H2O2 that occurred over 3 minutes for each part and put it into the analysis table 2. Insert the concentration of H2O2 and yeast from each part into the analysis table as well. 3. Make sure to find the average temperature (Â °C) and include it in the analysis table. . Then compare and contrast the different effects the rate o reaction caused by the change in concentration of H2O2 and in the change of temperature. (The data table is an example of the data table that will be printed from the computer after each trial and part is done from LoggerPro Progam. The only thing is that it will record the gas pressure until 3 minutes. Again only an example how it should look like). The Gas Pressure from the Decomposition of H2O2 After Every Second| Time (sec)| Gas Pressure (kPa)| 1| | 2| | 3| | 4| | 5| | 6| | 7| | 8| | | | 10| | Data Analysis Table for the Decompositio n of H2O2| Part #| Average Temperature (Â °C)| Average Rate of Reaction (kPa sec-1)| Concentration of H2O2 in %| Concentration of Yeast (M)| Part 1| | | | | Part 2| | | | | Part 3| | | | | Part 4| | | | | Part 5| | | | | The Temperature (Â °C) of the Water During Each Part of the Lab and Each Trial | Parts of Experiments| Trial 1| Trial 2| Trial 3| Part 1 Temperature (Â °C)| | | | Part 2 Temperature (Â °C)| | | | Part 3 Temperature (Â °C)| | | | Part 4 Temperature(Â °C)| | | | Part 5 Temperature (Â °C)| | | |

Critical thinking paper Essays - Thought, Epistemology, Free Essays

Critical thinking paper Essays - Thought, Epistemology, Free Essays Critical thinking paper MGT/350 April 22, 2013 Teri Tregoning Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (National council, 1987) Thinking Critically When it comes to thinking critical we have many different levels. Most of the thing we do throughout our lives such as walking, and blinking, we dont have to do much think about, it just something that happens naturally, but there are things that require more thought, for instance deciding the right diet, or choosing the best clothing for a special occasion. Some levels of thinking can be higher which include our critical thinking can be higher which include our critical thinking abilities. A lot of people have noted that critical thinking is more of a skill then a process and consists of mainly evaluating arguments. Critical thinking is a mental activity of individuals evaluating arguments or propositions and making the proper judgments that can help the development of beliefs and actions taken. It has been found the experts from economy and education nominated critical thinking as the most important skill in knowledge management (Astleitner, 2002) It is very important that you are knowledgeable about making the right decision before making a decision, because it usually requires critical thinking to make the right decision. Decision can be very simple, from deciding where you want to live. It is very complex like deciding how to build your house. Some decisions can be very critical, especially if it involves a business. It is very important that managers take responsibility for their actions and learn to make the right decisions for the company sake. Also when making a decision you have to remember that taking a long time to make a simple decision and making a complex decision to fast can have drastic effects on anything. Critical thinkers have the ability to think on a much higher level. The process of a individual thinking critically is required to go about decisions and ideas that will help provide for a better life for ourselves and others around us. A lot of people take thinking for granted, but in order to develop as a critical thinker, we have to open ourselves to recognizing the strengths and weakness of our own thinking. Higher thinking comes into play when people are choosing a presidential candidate, being on stand for jury duty for a murder trail, or determining the effects of global warning. As a critical thinker one becomes a more responsible, contributing member of society (Schafersman, S.D., 1991). In order to be out on the road of being critical thinkers, we must acquire the attributes of a critical thinker and learn to be open -minded and recognize our own ignorance. Critical Thinking Experience Being the manager at my job, I was face with a problem last week. One of my employees came into work reeking of alcohol. I didnt know if he was drinking before he got to work or the night before. I didnt want to send him home because Fridays are usual super busy, and he was doing his work as usual nothing seem wrong, just the smell. You can smell the alcohol from a mile away. I am not the type of person to judge, so I pulled him to the side and ask him what happen? He explained that he was going through something last night and had a couple of drinks. I didnt know what to say at that moment, so I sent him back to work and watched him very closely. Realizing that the store would be opening in just about 30mins I was forced to make a decision. I thought should I keep him there and risk breaking our policy because I need the help, or send him home and get through the day with the three employees I had. I though long and hard, my decision was to warn him about drinking and our policy and sent him home without pay. I dont like to be hard on my employees because they all do such a great job, and rules are rules. As a manager you must

JUST GETTING STARTED

JUST GETTING STARTED Put down that pen! Dont you even think about starting off your writing career with a book. Why? Because you havent become a writer yet. In all my conference classes, the first thing I tell people is this . . . BECOME A WRITER FIRST. A lot of people skip that part of the career the educational process, the word order, the flow, the friggin VOICE that so many people ignore. Thats why so much writing just muddies together. One big mass of earthworms, tangled together in a Kindle world. Just finished reading a short book about a ghost in Savannah. The writer has great potential. Shes even educated. Some comment she made on a blog made me buy the book. (Let THAT be another lesson for you.) However, she head hopped. She switched characters, disassociating pronouns. She skipped descriptions. It was so obvious that the material was in her head, but somewhere between her gray matter and her fingers, it got waylaid. So now, I associate her name with less-than-stellar writing. Premature writing is like a bad marriage. Its always in the background. Always a reminder. Sure, after enough years its remembered less, but seriously . . . do you want to wait years for a bad piece of work to fade away? Magazines. Start with magazines. No matter what you write, there are magazines you can write for. Yes, youll be rejected, as you should. Yes, youll get frustrating coming up with unique ideas, as you should. But magazine writing is the jumping off point for all writers, in my opinion. That and/or newspapers. No, Im not belittling either profession, but your opportunities are more and you learn lessons faster when you have to meet deadlines, or have to eat from the articles you sell. Romance, mystery, sci-fi, nonfiction, all exist. But write about anything . . . everything. Test yourself. If you think you have the guts, um, prowess, to write anything book-length, then magazine articles should not be daunting. Reasons to start with magazine writing: You learn how to carefully choose your words in a small space. (i.e., writing tight) YOu learn how to adhere to an editors needs. You learn how to write faster. You learn how to research, and cull that research since youll never need it all. You earn money, always a good thing. You earn clips, which actually show that . . . you are a writer. Tough love time. If an editor sees your

Facing the enigma of Californias Water Crisis Essay

Facing the enigma of Californias Water Crisis - Essay Example These include water conservation, recycling and ground water desalination. The San Francisco/Bay Area's agribusinesses, wildlife habitats, and fisheries are gravely endangered by state and federal agencies' plans to increase water diversions from the Sacramento-San Joaquin Delta, rivers, and estuaries. Already, water exports are killing fish indigenous to the area and poisoning water quality in upstream rivers and the delta. Increasingly, these diversions will only add to the problem, while subsidizing corporate produce growers in the San Joaquin Valley and urban sprawl in Southern California. The planned diversion is unnecessary because there are possible solutions through conservation, water recycling, and ground water desalination. The growing demand for water, at a low cost, can be met without further imperiling Northern California's wildlife and water quality. Water use in California is very high due to a combination of factors. One, it being an agricultural state, and the other, is its population rate continues to rise rapidly. Keene's (2003) research finds that, "California's population is projected to increase by 600,000 every year." Water is a precious and limited resource. Yet there are few who are aware of this. We waste our water down the drain all the time. Since it is a public resource, we treat it as our property and not value it as much. California, like many other places, is well known to face problems related to power and oil. Yet what is much less known is the growing water crisis. As California's population keeps growing and new industries emerging, the demand for water and consumption also increases. So diversions were created in "the Bay-Delta Estuary, which includes the Sacramento-San Joaquin Delta, Suisun Marsh and the embayments upstream of the Golden Gate. The Delta and Suisun Marsh are located where California's two major river systems, the Sacramento and San Joaquin rivers, converge to flow westward through San Francisco Bay" (State Water Resource Control Board, 1998). California diverts more than half of the water that naturally flows through this ecosystem. The water was drained faster than the rain could refill it. As billions and billions of gallons were diverted, there appeared to be concerns about the quality and shortage of water. This idea of water diversions is not something new. "For 150 years, the Bay-Delta has suffered from human activity. Frequent pumping from the Bay-Delta has made it no longer function adequately as either a water supply or a healthy habitat for fish and other wildlife" (The Bay-Delta, 2004). So what are these diversions According to the hyper dictionary the word diversions have three different meanings. 1. The direction of water in a stream away from its natural course. 2. The draft of water from one channel to another 3. The interception of runoff by something which discharges it through unnatural channels In plain words these water diversions are man-made and unnatural. The Delta is an important part of California. Reviews of research on the Bay-Delta (2004) find, businesses from Sacramento to the Bay Area and all the way down to southern part of California in San Diego--all rely on the Bay-Delta water. Whatever the kind of industry--computer sciences, healthcare or construction--most need large volumes of

Compare Chinese monster and American monster Essay

Compare Chinese monster and American monster - Essay Example Chinese holds the Spring Festival to commemorate Nian Monster. Besides, they consider the Spring Festival as the grandest, most magnificent festival in the history of the country’s culture. On the other hand, Momo the Missouri Monster is a hairy, foul-smelling monster. According to Taylor (130), Momo, in simple term refers to Bigfoot. It was first reported in 1971 and identified to live in Missouri. Since that time, the monster has been spotted up and down the Mississippi river. In the first scenario, two picnickers asserted that they saw the monster come out the woods nearby. The foul-smelling creature allegedly ate their food while they locked themselves inside the car. In the second scenario, local children (Doris, Wally and Terry) reportedly saw Momo walk regally past them hauling a dead dog. The fundamental differences between the two legends, Nian and Momo, highlight the deep-seated cultural variation and beliefs between Chinese and Americans. In this regard, this paper tries to compare the existence of Nian vs. Momo the Missouri Monster and their importance to Chinese and American cultures respectively. Nian was a furious monster that allegedly descended from the mountains or under the sea to hunt people every 1st and 15th of the lunar month. Thus, people locked their doors very early before nightfall on the days the creature was likely come (Wong 27). Although the monster attacked anyone regardless of gender, it mainly preferred children. Parents were terrified of a possible fatal attack on their children who often played outside their homes. The old man in the village thought the panic in people perhaps made the monster furious and so bold. He asked the people to come together and find a way of conquering the monster. According to the old man, burning of bamboo, beating gongs and drums, lighting off fireworks would be an effective approach to conquering Nian (Wong 27). He believed that large noises would threaten and scare away the horrible monster.

EXPLAIN WHY AL-GHAZALI ATTACKED PHILOSOPHY SO FIERCELY Essay

EXPLAIN WHY AL-GHAZALI ATTACKED PHILOSOPHY SO FIERCELY - Essay Example This paper will explicate on the essential question of whether al-Ghazali attacked philosophy out of self ambitions or he was safeguarding Islam from moral corruption by Islamic philosophy. First, The Incoherence of Philosophers, a text via which he voices his disregard for Islamic philosophy, must be analyzed. Despite the fact that philosophy had a small following, it was swiftly gaining momentum. Second, it is essential to point out that al-Ghazali did not harbor any qualms with the philosophy, falsafa, rather he had reservations pertaining to its application in answering certain religious questions. He questioned the methodology with which philosophy was being applied in the Islamic religion. His attack on Islamic philosophy might be sourced from; his ambitions for reviving Islamic science, his belief that Islamic philosophers did not comprehend the basis for third, it s important to show that Aristotle’s teachings and his opinion that Islamic philosophy was propagating mor al corruption. Third, the analysis will show that his critique of philosophy is fashioned in three fronts: eternity of the world, resurrection of the body and knowledge of God on particulars. In an effort to comprehend the framework within which al-Ghazali attacked philosophy, it is essential to understand the history of philosophy in the Islamic religion. Philosophy was introduced into the Arab world via translation of Greek texts by Christian scholars (Armstrong, K. 2002). This act of translation was further compounded by writing commentary texts on the Greek articles. All these factors, combined, culminated in a slow but steady assimilation of Greek scientific and philosophical learning. The explanation for the significantly low number of adherents of this discipline is sourced from the difficulties that were encountered when training in this philosophy. Al-Ghazali’s main target in his attack of philosophy was centered on philosophers Ibn Sina and al-Farabi (Netton,

Literature Review on Stress and Stressors in Bangladesh

Literature Review on Stress and Stressors in Bangladesh A Critical Review on Stress Scenario in Bangladesh Jannatul Ferdous Introduction Stress is a disruptive physiological and psychological reaction to events that make us feel vulnerable. A certain amount of stress is a foreseeable part of life; but acute stress can hinder our daily activities. It may causes disintegration of general health, frustrations, depression, anxiety, hysteria, cardiovascular accidents, muscular aches and pains, insomnia, hypertension, high blood pressure, cancers, sexual dysfunctions, allergies and other mental disorders (Rahman et al., 2012). Childhood cancers are increasingly becoming a matter of growing apprehension. In Bangladesh, yearly 5000-6000 children have been developing different type of cancers. Diagnosis of a chronic disease like cancer or coronary heart disease (CHD), and its treatment has a massive impact on all aspects of a patient’s life, their acquaintances and families. Sometimes these may cause post traumatic stress syndrome (PTSS) to the parents of the sufferer (Basher et al., 2012). Stress due to mental retardation is another significant area to focus. Parents experience epidemic physical and mental stress in the process of nurturing the mentally retarded children (Islam, Shanaz, Farjana; 2013). Socio-demographic factors play a crucial role in stress and coping mechanisms (Siddiqui, 2014). Psycho-education can be effectual in alleviating somatic symptoms, anxiety, insomnia, and social dysfunction of exaggerated family members or caregivers at a greater percentage (Ara Chowdhury, 2014). There are some contradictory in research findings about the impact of age, sex, occupation, education, type of family, socio-economical status on stress. Differences in the design, sample and measures used in those studies also exist. The aim of this critical review is to understand the stress scenario in Bangladesh, their strengths and weakness in general. Method of Review A critical review was applied to explore the stress scenario in Bangladesh. In order to find out the appropriate published literature for the current review, available journals for psychological research: Bangladesh Psychological Journal, Dhaka University Psychological Journal, Dhaka University Journal of Biological Science, and Google Scholar, were consulted. The key words used in this literature search were â€Å"stress†, â€Å"education†, â€Å"psychology† and â€Å"Bangladesh†. A number of studies were initially found, but not all were appropriate for this review. Finally, a total of 5 original and most applicable published articles were incorporated for the review. These articles reflected studies conducted only in Bangladesh. Table 1 shows the studies with necessary information such as sample size, design, variables, and data analysis techniques. Table 1. Descriptions of the study Results Stress and Cancer Cardiac Patients Rahman et al. (2012) investigated the attitude toward stress of cancer and cardiac patients. They found that both cancer and cardiac patients expressed higher stress attitudes as compared to normal individuals. Regardless of gender and SES, cancer patients expressed higher stress attitude. In spite of type of individual and SES, female patients expressed higher stress attitude than their male counterparts that is partially supported by Islam et al. (2013). They also found that lower middle SES subjects expressed higher stress attitudes than upper middle SES subjects despite of type of individual and gender which are consistent with the findings of Havik et al. (1986). Childhood Cancer Parents Stress Basher et al. (2012) assessed the intensity of stress of the parents with a child anguishing from cancer. Their study may attempt to assess psychological misery and post traumatic stress reactions among the parents. They found leukemia in the highest frequency among all age groups of the sufferers. About 63.8% of the parents had certainly affected, 6.7% had severely affected due to the cancers of their children. 21.8% of the middle class parents (6-10 class educated, 31-40 years of age) with one child suffering from cancer in between 7-12 months, at the time of assessment, were found certainly and severely suffering from post traumatic stress syndrome (PTSS). These findings are partially supported by Siddiqui (2014). Mental Retardation Parents Stress In a study, Islam et al. (2013) found that parents of children with mental retardation (PCMR) shared greater stress score than the parents of children with no mental retardation (PCNR). Mental stress score was significantly higher among PCMR. Moreover, mothers had significantly higher mental stress score than the fathers of mentally retarded children that is partially in consonance with the findings of Rahman et al. (2012) which indicated that female patients were more exaggerated in coping with stress than their male counterpart. Parents shared more mental stress than physical stress which was supported by Gupta, 2010. But the overall study suffers from adequate generalizations due to convenient selections of schools. Socio-demographic Profile of Families Stress Siddiqui (2014) assessed the relation between various socio-demographic variables of families with mentally retarded children and stress. He found that mild to severe stress was perceived by the families of mental retardation. None of the families showed very severe stress. No statistical significance was found between family stress and affected children’s age, sex. Rahman et al. (2012) also reported no relation between stress and the sufferer’s gender. This may be due to rising information resources and amend in social attitude. But in a study Peshwaria (1995) have indicated significantly greater impact on parents due to having a girl retarded child. As regards the age of the child, some studies have shown lower age of the retarded child to have significant relation with stress (Upadhyaya et al., 2008), while Peshwaria (1995) have shown more psychosomatic problems as the age of their child increases. In this study, no significant relation was found between child’s severity of retardation and stress in the families that is supported by Upadhyaya et al. (2008). But Pisula Gorska (2002) indicated that parents of severe and profoundly retarded children have higher stress. Except maternal education, there were no significant relations between stress and mothers’ and fathers’ demographic variables. The reason behind the significant association of stress with maternal education may be because educated mothers can better understand the clinical aspect of their child’s condition. This is consistent with findings of Behari (1995). Another finding of this study is that stress is not significantly related with the family variables (nuclear/joint family, SES, presence of sibling). In contrast, Rahman et al. (2012) found that lower middle SES subjects expressed significantly higher stress attitude. Hornby (1994) shows that grandparental support decreases stress. Moreover, no significant difference was found in families with or without presence of siblings. But lower stress is reported by Leyser (1990) for higher number of siblings. Psycho-education Stress Ara Chowdhury (2014) investigated the impact of psychoà ¢Ã¢â€š ¬Ã‚ educational intrusion for care givers of children with autism. They found that care givers, who acknowledged psychoà ¢Ã¢â€š ¬Ã‚ educational interventions, showed significant decline in the score of mental health commotion on the GHQà ¢Ã¢â€š ¬Ã‚ 28 except Ê ¹severe depressionÊ ¹ than those who did not. That means psychoà ¢Ã¢â€š ¬Ã‚ educational intervention is effective in training the care givers to handle their children and in enhancing their quality of life. It may also be beneficial to deal with cancer cardiac patients, mentally retarded children. Conclusions Accessible literature on stress reports mixed evidence. In the first two studies, purposive sampling technique was used, and data of cancer and cardiac patients were collected from different reliable sources. So, research findings can be generalized for entire population of our country. Purposive sampling technique was also used for collecting data from two special schools of autism of Dhaka city in the last study. But the other two studies suffer from adequate generalization due to convenient sampling. Further ample studies are needed to conduct with a representative sample to determine more reliable information. Both prospective and retrospective studies are required to enumerate the incidence and prevalence of unfavorable consequences in delegate allies of survivors. Information about possible late-effects and psychological supports need to be provided by the treatment care providers to the parents and survivors (Sloper, 2000). Familial support, social support, positive emotional regulation, self help networks etc. act as defensive shield during times of crisis. Apposite program may be facilitated to help people managing crisis and their stresses. References Ara, J., Chowdrury, K. U. A. (2014, January). Impact of psycho-education on care givers  mental health and perceived stress of children with autism. Dhaka University Journal of  Biological Science, 23(1), 39-45. Basher, M. A. R., Karim, M. R., Sultana, N., Hossain, K. J., Kamal, M. M. (2012). Parents  stress in childhood cancer. Bangladesh Medical Journal, 41(1). Behari, R. (1995). The maternal attitude- Child rearing link for mentally retarded children: A case study. Disabilities and Impairments, 9, 44-51. Gupta, R. K., Kaur, H. (2010). Stress among Parents of Children with Intellectual Disability.  Asia Pacific Disab. Rehab, 21(2), 119- 126. Havik, O. E., Maeland, J. G. (1986). Dimensions of verbal denial in myocardial infarction.  Scandinavian Journal of Psychology, 27, 326-339. Hornby, G., Ashworth, T. (1994). Grandparents support for families who have children with  disabilities. Journal of Child and Family Studies, 3, 403-412.   Islam, M. Z., Shanaz, R., Farjana, S. (2013, January). Stress among parents of children with  mental retardation. Bangladesh Journal of Medical Science, 12(1). Leyser, Y., Deckel, G. (1990). Stress in Parents of Mentally Challenged Children. The Journal  of Psychology,125(4), 251-254. Peshwaria, R. (1995). Understanding Indian Families having Persons with Mental Retardation.  National Institute for the Mentally Handicapped (NIMH), Secundrabad. Pisula, E., Gorska, S. (2000). The childs intellectual disability and the parents marital quality.  Studia Psychologiczne, 40, 87-106. Rahman, A., Ara, S., Haque, E., Shahrier, A. (2012). Attitude towards stress of cancer and  cardiac patients. Journal of Life Earth Science, 7, 33-41. Siddiqui, A. F. (2014, October). Socio-demographic profile of families with mentally retarded  children and its relation to stress. Bangladesh Journal of Medical Science, 13(4). Sloper, P. (2000). Predictors of distress in parents of children with cancer: a prospective study.  Journal of pediatric Psychology, 25(2), 79-91. Upadhyaya, G. R., Havalappanavar, N.B. (2008). Stress in Parents of the Mentally Challenged  Journal of the Indian Academy of Applied Psychology, 34, 53-59.