Input and Output Devices Essay Example

Input and Output Devices Essay 1. Keyboards:Ad- Data can be entered quickly.- Most pcs come with a keyboard.Dis- It is easy to make mistakes when using a keyboard.- Hard to enter some data e.g. details of diagrams and pictures etc.2. Mouse:Ad- It is easier to move stuff around with a mouse than using the arrow keys on the keyboard.- Generally easy to use.- Its often faster to use a mouse of getting the tasks you want to start.Dis- They can stop functioning correctly if not cleaned and looked after properly.- People new to pcs can find it difficult to control the pointer on the monitor.3. Touchpad:A touchpad has all the same advantages as a mouse except it doesnt have the problem of getting dirty.4. Joystick:Ad- Games often take input from a joystick.- There is an immediate feel of direction due to the movement of the stickDis- There not particularly strong and can break.- Can be hard to use and some other methods are preferred5. Digital Camera:Ad- there is no expensive developing costs.- You can edit, enhance or e nlarge the pictures.- Dis- they are generally more expensive than ordinary cameras.- There not as convenient.6. Scanner:Ad- Any image can be converted from paper into digital format and later enhanced and used in other computer documents.Dis- Images can take up a lot of memory space.7. Magnetic stripe reader:Ad- Magnetic strips are built into many plastic cards such as cheque guarantee cards, cash-point cards and personal identity cards.- The magnetic strip on the back of the card can hold the personal details of the card owner and, with the necessary PIN, will allow access to secure information e.g. bank account details. Data stored on the strip is scanned and input into a computer system by a reader.Dis- they can get damaged.- Ordinary equipment can read but not change the data.8. Microphone:Ad- you can add your own recordings to presentations or emails etc.- People with a range of disabilities can use it for voice recognition and many appliances that can be used by voice control. Dis- it can become distorted when background noise is present.- Sound sampling often produces very large data files.8. MIDI:Ad- you can have a wide range of editing tools on the pc e.g. tune speed instrument etc.- The data is very compact.Dis- a musician is required to play the instrument to input in to the pc.- The main disadvantage is that it has a limited specialist use.9. Laser printer:Ad- produces a very high quality output.- are very quiet and very fastDis- quite expensive to buy.10. Inkjet printer:Ad- is cheaper to buy, offering black and white or colour printing with reduced levels of quality and speed.Dis- they are slower than laser printers.- Can dry out if left for long.- Expensive to change cartridges11. dot-matrix printers.Ad- low running costs and are cheap to buy.- Offer a cheap reliable method of getting a second copy of a printout.Dis- They are comparatively noisy and low quality- They are slow.12. Plotter:Ad- A plotter can be used to produce high quality, accurate, A3 size or bigger drawings. They are usually used for Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) applications such as printing out plans for houses or car parts.-Dis- they are slower than printers.- Often more expensive to buy than printers.- Not suitable for text although it can be produced.- limit to amount of detail.

SAN essays

SAN essays Topic: SAN implementation over Gigabit Ethernet A storage area network (SAN) is a dedicated, centrally managed, secure information infrastructure, which enables any-to-any interconnection of servers and storage systems. A SAN can be configured to provide a nearly infinite pool of storage that you can grow and move between servers, as they need it. The storage can be added to and removed without requiring the server to be rebooted. The services provided by the server continue to operate without interruption. The primary purpose for implementing a SAN is to provide a large storage pool that multiple hosts could access. Common storage configurations involve direct attachment of storage to a host. This storage is only available for use by that host. If there were another host that needed storage, you would need to buy additional storage to install on that host. The host with excess capacity would not be able to share its storage with another host. In a SAN, all networked devices share storage capacity as peer resources; they are not the exclusive property of any one server. You can use a SAN to connect servers to storage, Servers to each other, and storage to storage through hubs or switches. A SAN carries only I/O traffic between servers and doesnt carry any general-purpose traffic such as e-mail. Storage area networks remove data traffic, like backup processes, from the production network giving IT managers a strategic way to improve system performance and application availability. As SAN technology develops, it is growing beyond the use of any one kind of technology. A SAN can be configured to use a number of protocols such as IP or Fiber Channel over a network medium like Ethernet or ATM. Fiber Channel over Ethernet supports up to 1.06 Mbps. Emerging standards that are still being defined include Gigabyte System Network (GSN) which promises full-duplex 6.4 Mbps error free (SGI Networks). Storage area networks im...

Patient Safety and Medication Administration in Nursing Research Paper

Patient Safety and Medication Administration in Nursing - Research Paper Example The understanding that is developed is that in order for a nurse to avoid medication errors, the nurse ought to ensure that whatever medication is being administered is being given in the right format (Elliott M and Liu Y. Zhang, Patel & Johnson believed that nurses must ensure that all these right procedures are followed but Conrad et al. (2010, p. 141) on the other hand stated that it may not all medications that would have to go through all the 9 rights but at least in all cases, 5 of these should be used. Reflecting on the 9 rights, Palmieri et al. (2009, p. 36) noted that the 9 rights have been made to cover aspects of medication, which when ignored, can lead to serious errors with the administration. To have a better understanding of how the 9 rights helps to prevent or minimize errors, Elliott M1, Liu Y. stated that one may simply turn the ‘right’ to ‘wrong’ and know the effect that a refusal to abide by the procedures can bring. Another important int ervention that has been noted to be very effective with the minimization of errors is the organization of medications within the medication room (Alldred et al. 2008, 320). In order jurisdiction, this is referred to as sorting, labeling, or nomenclature (Alldred et al. 2008, 321). Nurses have been noted to make the Accidental mistake of confusing the labels of some medical products for others. Because of this when there is a mixture of drugs with similar packages, the chances that there will be mix up leading to errors are higher.

An Allegory of Divine Wisdom and the Fine Arts by Paolo de' Matteis & Essay

An Allegory of Divine Wisdom and the Fine Arts by Paolo de' Matteis & Pictura by Frans van Mieris the Elder - Essay Example The essay "An Allegory of Divine Wisdom and the Fine Arts by Paolo de' Matteis & Pictura by Frans van Mieris the Elder" explores paintings by Divine Wisdom, Paolo de' Matteis and Frans van Mieris the Elder. Divine Wisdom is a conglomeration of many subjects to include men, women, angelic beings, and artifacts of a compass and a drawing, clock, laurel wreath, and paddle while Pictura is of a lone woman holding a palette, brushes, and a small plaster sculpture for a model for larger works. Hanging from her neck is a mask on a chain. Divine wisdom suggests a hierarchy of the disciplines where Science is paramount before Painting and Architecture, which may point to the necessity for these two fields of human interest to uphold principles, facts, and knowledge. But these may have to be tempered with Virtue, Time (the clock) and Truth (the unfolding canvass). On the other hand Pictura is said to refer to the Arts and seems to warn of the capacity of art itself to deceive sights through th e art of illusions as suggested by the mask. Both paintings expectedly were influenced by the stylistic characteristics of their period, the masters with whom the painters worked, and the clients of these painters. Paolo trained under Luca Giordano which explains his leanings toward naturalism, a trademark of the Neapolitan school. In his Divine wisdom, he employed the delicate graceful manner (the hand of Science, for example), an influence of a French master, but â€Å"broke into baroque† as exemplified by the rich his work.

Why Obama Won Assignment Example | Topics and Well Written Essays - 2500 words

Why Obama Won - Assignment Example By taking into concern the current situation of this contemporary world, it can be stated that the political parties need to become market-oriented, by recognizing public demands and most importantly, by designing an effective party product. In this similar context, the party product may comprise certain important factors including policies, constitutions, symbols, organizations and ideologies. It has been apparently observed that an effective political marketing imposes significant impacts upon several important aspects which include political decisions, market orientation strategies, online association marketing and media coverage initiatives (Marshment & Rudd, n.d.). Besides, the notion of political marketing is also viewed as a sort of commercial marketing that emphasizes upon forming, preserving as well as improving long-term interrelation with the voters for the purpose of attaining significant success and expected objectives (Shaughnessy, 2001). In addition, an effective polit ical marketing is all about shaping and delivering accurate message to the key audiences in order to obtain considerable success, especially in the political field (Ren Scott Creative Marketing, n.d.). In this discussion, a detailed analysis will be taken into concern regarding how an effective political marketing supported US President Barack Obama succeed in defeating Mitt Romney to earn a second term. Analysis Brand Difference of Obama and Romney Considering the recent changes in the US political environment, it can be stated that it is the democratic brand which mainly differed Obama from Romney who possessed republican brand. A major difference that can be viewed in this regard is that Obama largely supported the ideas as well as the policies based on Democratic Party while conversely, Romney deciphered strong concern towards Republican Party’s theories and concepts. Furthermore, US President Obama, from the very beginning, was observed as much keen towards introducing a s well as developing significant democratic policies concerning international relations, supporting legalization particularly for illegal immigrants and augmenting employment opportunities among others. These quality facets of democratic policies can be viewed as a significant factor which contributed to the success of Obama helping the common people to interpret the policies as mainly formulated for the interests of the nation (Carothers, 2012). This significant aspect, i.e. the democratic brand of Obama might have significantly assisted him to attain success and win for a second term as US President by a large extent. The democratic branding of Obama evolved over the course of the campaign when he included republican idea into his proposal relating to health insurance reform. According to the proposal, a few of the initiatives based on republican ideas have been taken into concern under the guidance of Obama. In this regard, the initiatives included facilitating varying health ins urance premiums on the basis of participation in programs relating to employer wellness, establishing standardized mechanisms to enhance healthcare quality and superior access towards different community based health centers (The White House, n.d.). Conversely, the republican branding of Romney evolved over the course of the campaign when he acclaimed prior to the election that it is possible to mitigate the loss of revenue resulting from tax cuts by eradicating different deductions as well as exemptions, especially for the upper-income individuals of the US. However, a few of the republicans were significantly criticized regarding the viewpoint of Romney regarding the

Racial Profiling

Racial Profiling Racial Profiling Abstract This manuscript will take an in-depth look at racial profiling. Many studies have been conducted on this type of practice and a few of these studies will be observed. Concerns for racial profiling such as racial tax, impacts on minorities, and police citizen partnerships will also be addressed and how it affects the individual, criminal justice field and the community. Some sanctions will also be discussed to find ways on how to combat this practice. Finally the cases of Atwater v. City of Lago Vista and Terry v. Ohio will be compared. Racial Profiling The debate involving racial profiling is been around for many years. There have been many studies of about this issue over the past 20 years. Some researchers believe that racial profiling does not have a place in the criminal justice system. Although others disagree with this claim and believe that it does have a place in the criminal justice field and does stop crime. This manuscript will take an in-depth look at the constitutional issues, correctional initiatives, and compare two cases dealing with racial profiling. Literature Review Higgins, Gabbidon and Vito (2009) conduct a study focusing on the public opinion on racial profiling during traffic stops. They collected data from Gallup there runs a poll every few years on the perception of whites and minorities on several issues. The sample size was 2,000 randomly selected Americans of many different races and ethnic backgrounds. Dependent variables were tested by using two different questions that include the following: â€Å"is it ever justifiable for police use racial or ethnic profiling, and if they felt that racial profiling was widespread when motorists are stop on roads and highways† (Higgins, Gabbidon, and Vito, 2009). The independent variables were tested by finding out what the relationship between each race was. The demographics for the study found that 47% of the survey respondents were male with an average income of $50,000 to $75,000. The sample also showed that 37% were black and 22% Hispanic (Higgins, Gabbidon, and Vito 2009). The results o f this study showed that there were mixed results when dealing with race relations and safety concerns. The researchers show that race relations had an influence on racial profiling, while safety did not. A study conducted by Parker, McDonald, Alpert, Smith, and Piquero (2004) focuses on the contextualized examination of racial profiling. This study basically looks at multiple studies conducted by many other researchers on the topic of racial profile. The authors conclude that community level characteristics and their relationship to racial profiling are unknown. They also argue that the clarity and meaning of racial profiling is lacking (Parker et al., 2004). The study also shows that more analysis should be done to see the relationship between police discretion and racial profiling. Kim (2004) examines how religious individuals feel towards racial profiling. The researcher collected data from the ABC News/The Washington Post Afghanistan Attack Poll #2. The sample size consisted of 1,009 adult participants ranging from the ages of 18 and older and living in the United States (Kim, 2004). In a survey that was conducted the participants were asked their religious identification, their race, and feelings about racial profiling. The researcher found that religious Americans are more likely to support the racial profiling of Muslims or people Arab descent. The author believes that this is true because of the public safety because of the events that occurred on September 11, 2001. Ramirez, Hoopes, and Quinlan (2003) also look at racial profiling in this definition after the events that occurred on September 11, 2001. They first take a look at the case of Wilkins v. Maryland State Police. This case was brought up by the American Civil Liberties Union (ACLU) about statistics of stops done on Maryland Turnpike. It showed a big contrast in the amount driver searched by the Maryland State police because a study showed that 79.2% were African-American (Ramirez, Hoopes, and Quinlan, 2003). The authors then look at different definitions for the phrase racial profiling of pre-September 11 and post-September 11 and believe that they are not easily understood. They believe that a more distinct definition should be developed for law enforcement officials to use. Oliver (2003) discusses constitutional concerns when dealing with the topic of racial profiling. The author takes a look at Fourth Amendment and how it affects racial profiling. This article takes an in-depth look at Atwater v. City of Lago Vista. The case was brought forth because Gail Atwater felt that she was illegally stopped by police because of a race. This case made its way to the United States Supreme Court and the justices found the officers actions did not violate the Constitution. The majority of five justices said that it did not violate the Fourth Amendment because a warrantless arrest is legal for minor criminal offenses (Oliver, 2003). The author believes that this case reshaped the fourth amendment of the United States Constitution. In an article written by Simmons (2011) racial profiling is examined for some definitive solutions. The author discusses some of the harms that racial profiling has on the victims. The researcher believes that racial profiling imposes a racial tax on individuals and groups that are subject to this practice (Simmons, 2011). Other harms that the author discusses are the impacts on monitory communities, and impacts on police citizen partnerships (Simmons, 2011). The author also discusses how there have been some push for legislation to help stop racial profiling, but the legislation failed to pass. The researcher believes the more studies need to be performed to help resolve the issue of racial profiling. Smith and Alpert (2002) discuss how the use of social sciences can help the court system resolve the issues of racial profiling. The authors also discuss some of constitutional constraints when dealing with racial profiling in the legal system. The researchers state â€Å"That most stops done by law enforcement officers based solely on race are generally found unconstitutional in the courts† (Smith and Alpert, 2002). The authors also discuss some legal remedies racial profiling. They claim that this type of practice done by law enforcement officers is a violation of the Equal Protection Clause of the United States Constitution. Smith and Alpert (2002) also discuss how the fourth amendment is rarely applicable in cases dealing with racial profiling because of the Supreme Courts decision of Whren v. United States. They conclude by stating the most court cases that deal with racial profiling ultimately fail because the plaintiffs do not have enough solid research. Durlauf (2006) wrote an article discussing some of the problems of racial profiling in traffic stops. The author shows that there been no benefits identified for the use of racial profile. He believes that the harm to the individuals is greater than the benefits for the use of this practice. He concludes by stating that he rejects any form profiling in traffic stops as a public policy (Durlauf, 2006). In a study conducted by Glaser (2006) the author says is difficult to test the effects of racial profiling because the data is difficult to secure. The researcher during his study simulates racial profiling to see how it affects two different groups. In his first scenario the two groups had the same incarceration rate of 10%. In this scenario no profiling is done in the results come out say the same for both groups. In the next scenario the researcher changes criminality rate for one group to 25% and lowers the second group to only 6.25% (Glaser, 2006). The researcher shows when this occurs and profiling is put into the equation that the group with a higher criminality rate is five times more likely to be incarcerated than the other group. Risse and Zeckhauser (2004) published an article looking at the moral aspect of racial profiling and how to eliminate from ones thoughts of the subject. The authors give a brief history and some conflicting definitions of the phrase racial profiling. They believe that some of the definitions that other researchers use can be confusing and hard to understand. Risse and Zeckhauser (2004) shows it is hard to prove racial profiling because law enforcement use the defense of suspicious activity not solely stopping somebody because of the race. The researchers believe that racial profiling can be used in some cases for the better public safety. The authors conclude that they do know that racial profiling does hurt the African American community, but also believe that it does lower crime rates. Discussion Constitution and Law The topic of racial profiling has constitutional and criminal law issues need to be addressed. Oliver (2003) identifies the major constitutional issues the Fourth Amendment and the Fourteenth Amendment. The fourth amendment can be summarized as illegal search and seizure. In the case of Atwater v. City of Lago Vista the Supreme Court role that the police officers stop on this Atwater did not violate the fourth amendment because for minor criminal offenses a warrantless arrest is permitted (Oliver, 2003). The 14th amendment is known as the Equal Protection Clause and was developed for the protection of individuals no matter what their race or ethnic background was. This is been an issue because the 14th amendment has not been very adequate to help the victims of racial profiling. The reason for this is because racial profiling is very hard to prove. Another issue when dealing with racial profiling is many plaintiffs lose cases dealing with racial profiling because they have not gather ed enough solid research (Smith and Alpert, 2002). Concerns Many concerns can arise when dealing with racial profiling because they can affect many people. Simmons (2011) discusses three of these concerns and they are as follows: imposes a racial tax, impacts minority communities, and impacts police citizen partnerships. When dealing with racial profiling the so-called â€Å"racial tax† many people in the community can suffer psychological and emotional harms. This can be devastating to the individual because they can make them feel unwanted in the community. The community also suffers because word can spread the police officers are profiling a certain race and then trust the criminal justice field falls. The concern that racial profiling has impacts on minority communities can be justified for some of the same reasons stated above. This is also concerned because the practice of racial profiling may lead to higher incarceration rates among the community (Simmons, 2011). This can be harmful to the criminal justice field for some of the same reasons stated above and can have an impact on correctional facilities because it may cause more overcrowding. Racial profiling impacts police citizen partnerships because the trust of the police falls to the individual and the community as a whole. Another concern the may arise with the topic of racial profiling can be the issue of airport security. The impact of not using racial profiling on certain races can have a huge impact on the communities at large. This author believes that racial profiling is wrong in most cases but when it comes to protecting large groups of people should be used. If an individual board the plane with a bomb and was not racial profile this could have an impact on the criminal justice system as well. The country as a whole may feel that the criminal justice system do not do their job properly in stopping such an attack. One more concern could be the racial profiling of the teacher at a University. This can impact the victim because it makes them feel not welcomed at the institution because of the race and ethnic background. If students do not trust the teacher just because of their race, this can have an impact on the school community because lawsuits may arise. These lawsuits in turn will have an impact on the criminal justice field is a may tie up the courts. Initiatives Some initiative should be put into place to stop the practice of racial profiling. Most of the public believes the racial profiling should not be used in any shape or form. In order to combat this some sort of punishments may need to be put in place to stop profiling. One way to combat this practice could be to impose community service on individuals who commit racial profiling. This would not be a hard punishment to impose because it could help the community as a whole. Some logistical issues would be to find the appropriate project for the individual to work on. This project could be in the minority community that the individual committed racial profiling against. A second initiative to help stop the practice of racial profiling is to impose fines. This would be easy to apply once the law was set into place. One of the issues that may occur though, is setting the correct amount of money they should be fined against the individual who committed racial profiling. A third and final initiative could be shaming. This may be harder to implement because it is not well-known to the community. One of the logistical issues that may arise is getting adults to cooperate with the initiative. Most adults are not going to stand on the side of the road holding a sign that says â€Å"Im a racial profiler†. These types’ individuals would rather pay the fine first. Another issue is to find the appropriate place to hold shaming, such as a community square or popular mall. This author believes that if shaming should occur in the community that the individual committed racial profiling. Cases There are many cases that involve racial profiling, but Atwater v. City of Largo Vista is one that has been studied many times. Gail Atwater was driving a pickup truck and was pulled over due to what the officer said was a seatbelt violation (Oliver, 2003). This is brought forth to the Supreme Court as a racial profiling case because a few weeks before the same officer pulled over Gail Atwater for the same violation. The issue was that all the passengers were belted in properly. Although the seatbelt violation on how to find $50, the Atwater family felt that they were racially profiled. The Supreme Court later ruled that the case did not involve racial profiling because warrantless arrests are permitted and minor offenses (Oliver, 2003). In a similar case of Terry v. Ohio police officer stopped three men that he thought and committed the crime just moments before. When the officer asked what their name was, they just kind of mumbled. The officer then proceeded to search the men and found a weapon on one of them in an inside pocket. Two the men were charged with carrying a concealed weapon and taken to the police station. The defense for the two men one of the charges dropped because of illegal search and seizure. This case made to the Supreme Court and later developed a Terry stop. This was the case that did not involve racial profiling but involved reasonable suspicion. The outcomes of these two trials did affect individuals because in one case someone was fined, and in the other they were put in jail. Conclusion As discussed throughout this manuscript there are many problems and concerns that arise when dealing with racial profiling. This type of practice is still used very hard to prove. The concerns that were mentioned previously are one of the reasons that racial profiling should be stopped. This author believes that more research needs to be done in order to find the right way to combat this practice. References Durlauf, S., (2006). Assessing racial profiling. The Economic Journal. 116. Glaser, J., (2006). The efficacy and effect of racial profiling: a mathematical simulation approach. Journal of Policy Analysis Management. 5(2), 395-416. Higgins, G., Gabbidon, S., Vito, G., (2009). Exploring the influence of race relations in public safety concerns on public support for racial profiling during traffic stops. International Journal of Police Science Management. 12(1). 12-22. Kim, P., (2004). Conditional morality? The American Behavioral Scientist. 47(7), 879-895. Oliver, S., (2003). The role profiling American society: racial profiling: Atwater v. City of Largo Vista: the disappearing fourth amendment and its impacts on racial profiling. Journal of Law and Social Challenges. 5(1). Parker, K., Macdonald, J., Alpert, G., Smith, M., Piquero, A., (2004). A contextual study of racial profiling. The American Behavioral Scientist. 47(7), 943-962. Ramirez, D., Hoopes, J., Quinlan, t., (2003). Define racial profiling in a post September 11 world. The American Civil Law Review. 40(3), 1195-1233 Risse, M., Zeckhauser, R., (2004). Racial profling. Philosophy and Public Affairs. 32(2), 131- 170. Smith, M., Alpert G., (2002). Searching for direction: courts, social science, in the adjudication of racial profiling claims. Justice Quarterly. 19(4). 673-703 Simmons, K., (2011). Beginning to end racial profiling: definitive solutions to an elusive problem. Washiington and Lee Journal of Civil Rights and Social Justive. 18(25).

The Left Membrane Vs. The Right Membrane :: essays papers

THE LEFT MEMBRANE VS. THE RIGHT MEMBRANE â€Å"Most people equate learning with studying, but psychologists define it more broadly, as the process by which experience or practice results in a relatively permanent change in behavior or potential behavior. This definition certainly encompasses academic learning, but it covers many other forms of learning as well: learning to turn off lights when we leave a room, learning which way to put the key into the front door lock, learning how to avoid falling down on skis, learning how to dance† (Morris & Maistro, 185). The largest part of the human brain is the cerebrum. It is divided into two haves, or hemispheres, each of which controls is opposite half of the body, The hemispheres are connected by a band of some three hundred million nerve cell fibers called the corpus callosum. Covering each hemisphere is a one-eighth-inch-thick, intricately folded layer of nerve cells called the cortex. The cortex first appeared in our ancestors about two hundred million years ago, and it is what makes us uniquely human. Because of it, we are to organize, remember, communicate, understand, appreciate, and create. The brain regulates all bodily functions. It controls our most primitive behavior; eating, sleeping, keeping warm, it is responsible for our most sophisticated activities; the creation of civilization, of music, art, science, and language. Our hopes, thoughts, emotions, and personality are all lodged-somewhere-inside there. â€Å"After thousands of scientist have studied it for centuries, the only word to describe it remains Amazing† (Ornstein & Thompson, 15). In normal people, the switch with manic depression, allows either the left or right hemisphere to be dominant during different mental tasks, with the two sides constantly taking turns. In people with manic depression, one hemisphere becomes locked into a dominant position in periods of depression while the other hemisphere is locked at times of mania. â€Å"The notion that the human brain has two halves and that the left side is associated with logical, analytical thinking while the right side is more intuitive, emotional and creative was popularized about 20 years ago, and soon became received wisdom about how the brain works† (Castro). â€Å"The new theories are also appealing to many experts because they take on a question that has divided researchers for decades. Do people have one overarching mind that spans the two hemispheres? Or are they born with two separate minds -- one on the left and one on the right -- which operate so seamlessly that the person simply does not notice that there are two?

Awarness and Attitude of Primary Teachers Essay

Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is m alnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.†[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.†[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young.† [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence.† Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

The History of License Plates in the U.S.

The History of License Plates in the U.S. License plates, also known as vehicle registration plates, are required for every car in the United States these days, but when automobiles first started to appear on the road, there was no such thing! So who created license plates? What did the first one look like? Why and when were they first introduced? For these answers, look no further than the turn of the 20th century in the Northeastern United States.   The Very First License Plate Although New York was the first state to require automobiles have license plates in 1901, these plates were made by individual owners (with the owners initials) rather than being issued by state agencies as they are in modern times. The very first license plates were typically handcrafted on leather or metal (iron) and were meant to denote ownership via the initials.   It wasnt until two years later, in 1903, that the first state-issued license plates were distributed in Massachusetts. The very first plate, featuring the number 1, was issued to Frederick Tudor. (One of his relatives still holds an active registration on the plate.)   What Did the First License Plates Look Like? These early Massachusetts license plates were made of iron and covered in porcelain enamel. The background was colored a cobalt blue and the number was in white. Along the top of the plate, also in white, were the words: MASS. AUTOMOBILE REGISTER. The size of the plate was not constant; it grew wider as the plate number reached into the tens, hundreds, and thousands. Massachusetts was the first to issue license plates, but other states soon followed. As automobiles began to crowd the roads, it was necessary for all states to find ways to start regulating cars, drivers, and traffic. By 1918, all states in the United States had begun issuing their own vehicle registration plates.   Who Issues License Plates Now? In the U.S., vehicle registration plates are issued solely by the states Departments of Motor Vehicles. The only time a federal government agency issues these plates are for their federal vehicle fleet or for cars owned by foreign diplomats. Notably, some Native American tribes also issue their own registrations to members, but many states now offer a special registration for Native Americans.   When Did It Become a Requirement to Annually Update License Plate Registrations? Although the first license plates were meant to be semi-permanent, by the 1920s, states had begun mandating renewal for personal vehicle registration. At this time, individual states began experimenting with different methods for creating the plates. The front would typically contain registration numbers in large, centered digits while smaller lettering on one side dictated the abbreviated state name and a two- or four-digit year the registration was valid during. By 1920, citizens were required to obtain new plates from the state each year. Oftentimes these would vary in color year to year to make it easier for police to identify expired registrations.

Counseling Theories essays

Counseling Theories essays This essay will critique the efficacy of Psychodynamic and Cognitives of practical techniques will be explored to illustrate the therapeutic effectiveness and expected outcomes of each model. Finally, it will be demonstrated that both the psychodynamic and cognitive-behavioural counselling theories, in the hands of trained, professional helpers, occupy important roles in the spectrum of counselling philosophies. An irrefutable element in contemporary psychological and counselling practices is the seminal work of Sigmund Freud, who originally conceptualised the notion of the unconscious and its effect on human behaviour (Kovel 1987: 96-98). A core principle in Freuds theories espoused that unpleasant or traumatic childhood experiences - if suppressed in the unconscious and denied by means of defence mechanisms - could subsequently surface as inexplicable thoughts or behaviours in adult life (Geldard 1998: 12-13). Corey (1991: 96-99) succinctly describes the three systems that make up the structure of personality as the biological (id), psychological (ego), and social (super-ego), and that ego defence mechanisms whilst having the potential to warp reality, are normal processes operating on an unconscious level to protect the ego from being overwhelmed. Psychodynamic therapy, whilst firmly established in Freud&a...

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