Wednesday, October 30, 2019
Case Study Plaskor Inc.Accounting Information Systems Internal
Plaskor Inc.Accounting Information Systems Internal Controls and Risks in IT Systems - Case Study Example Thus, Plaskor Inc. has underscored implementation of this strategy in carrying out manufacturing of automotive parts since it needs to trade with other partners. a) This section of the paper seeks to describe the extra IT system risks that Plaskor should consider as it evaluates whether to buy or develop an Internet EDI system. According to Segev, Porrar, and Roldan (n.d.), the main risk that can be faced by Plaskor is related to the aspect of security. Whether to buy or develop the system, there are certain risks that are likely to be faced. For instance, the system can be intruded by hackers who are bent on stealing business information belonging to other organizations. The security risk is more threatening to the viability of business since this can impact its operations. The system is also likely to be infiltrated by spyware which can affect the operations of the company. The company can lose vital information as a result of spyware that can be picked from the Internet. Therefore, there is a need to build strong firewalls in order to protect data from being stolen by other unscrupulous people. Plaskor can choose to develop the EDI system, which implies that it should also develop translators which can code the data so that it can be exchanged smoothly between two different companies. However, the risk likely to be encountered is that the translators may not be compatible with transmission and security systems and back end systems that ultimately process EDI instructions (Segev, Porrar, & Roldan, n.d.). This may affect the seamless flow of information, hence the need to put concerted efforts in order to ensure that the translators are compatible with the internal systems of the company. Failure to do so may impact the smooth flow of information between linked computers. b) This section of the paper seeks to describe IT internal controls that should be incorporated into an Internet EDI system. Systematic scheduling has to be put in
Monday, October 28, 2019
Immanuel Kant Essay Example for Free
Immanuel Kant Essay Deontological Theory The deontological theory state that the consequences or outcomes of actions are not important, what actually matter is that the actions are morally justified. For example drunken driving is wrong, now if a person argues that he safely navigated his way back home and for that reason he/she should not be held accountable by law, they are wrong because their action was wrong in the first place and was breaking the basic principle for morally correct behaviour that a person should not drive while being drunk. The contribution of Immanuel Kant towards development of Deontological theory Immanuel Kant proposes that in taking a decision â€Å"Duty†carries the foremost importance. Kant is of the view that a person’s actions will only be regarded as morally and ethically correct when they are taken keeping in mind the sense of duty and responsibility in mind. Teleological Ethical Theory The teleological ethical theory put the primary focus on the â€Å"Consequences†i. e. â€Å"What are those actions that produce the best possible results†? Along with attaching importance to the consequences the teleological theory also suggests that the decisions framework that is developed for achieving the desired consequences should also be managed with care. Consequentialist Theory According to the â€Å"Consequentiality Theory†, the basis for determining how moral a person’s actions are the consequences. The consequences of actions can be good or bad, and they can be damaging or favourable. The contribution of Jeremy Bentham towards development of a person’s actions can be a classified as good or bad depending on what consequences the action has produced. According to Bentham’s opinion the good things are classified as â€Å"pleasure†and the bad ones as â€Å"pain†.1. 2 Absolute ethics has only two sides: Something is good or bad, black or white. Some examples in police ethics would be unethical behaviours such as bribery, extortion, excessive force, and perjury, which nearly everyone would agree are unacceptable behaviours by the police. Relative ethics is more complicated and can have a multitude of sides with varying shades of gray. What is considered ethical behaviour by one person may be deemed highly unethical by someone else. The Absolutist theory is the theory that certain things are right or wrong from an objective point of view and cannot change according to culture. Certain actions are intrinsically right or wrong, which means they are right or wrong in themselves. This is also known as deontological. The relativist theory is the theory that there are no universally valid moral principles. All principles and values are relative to a particular culture or age. Ethical relativism means that there is no such thing as good â€Å"in itself†, but if and action seems good to you and bad to me, that is it, and there is no objective basis for us to discover the truth. This theory is also known as teleological. An example of an absolutist ethical system would be if a single mother with a very young child had no money and therefore no food to feed the child, and she stole some food from the shop and the mother was caught and had a trial, an absolutist would argue that its morally wrong to steal and should suffer the consequences of the crime. They don’t take into account the situation the person might be in and use an absolute law. However, this is in contrast to the alternative ethical system, called â€Å"relativist†, because this system is really the complete opposite. Again I’ll use the same example as I did for absolutist. If a relativist was looking at this they would take into consideration the situation the woman might be in and empathize with her and try to find an outcome that is the most fair. One reason to support the absolutist approach as the only defensible approach is that it provides justification for acting which means that morality seems to demand some sort of obligation. If there’s a fixed moral code then there is no obligation to act in a way. Another strength is that it gives clear guidelines, which basically means the rules are fixed and clear to apply. 1. 3 Ethics refers to a prescribed or accepted code of conduct. Ethical issues are a set of moral values that need to be addressed while carrying out business. Businesses operate in a society that is structured around moral values. Therefore, when conducting its operations, a business has certain responsibilities which are to provide the society with quality goods and services that will improve the people’s living standards. In order to survive, a business needs to maintain its customers. Product packaging is one way of ensuring a business maintains its existing customers and also acquire new customers. Some companies are known to allow underweight packaging of products which are then highly priced and this is a rude way of increasing profits. However this negative trend will affect the business in the long run as customers will eventually come to learn that they are being swindled. In an attempt to boost sales, some businessmen adapt promotional methods that mislead customers as the message conveyed may not give the exact details of the product. Businesses should desist from increasing prices without valid reasons. In doing so, they will be taking advantage of the customer and this is unethical. Businessmen should also desist from taking part in corrupt practices such as selling low standard goods while bribing government officials in order to continue operating. Entrepreneurs should consider the effects of their activities on the society they serve. In the long run, wrong dealings and corruption will tarnish the image of the business and have a negative effect on sales. Business people ought to comply with the law requirements and observe laid down principles of morality in their dealings. They should seriously consider expectations of the community they serve. (http://www. lawrencegmcdonald. com).
Saturday, October 26, 2019
networks :: essays research papers
1.     An openwork fabric or structure in which cords, threads, or wires cross at regular intervals. 2.     Something resembling an openwork fabric or structure in form or concept, especially: a.     A system of lines or channels that cross or interconnect: a network of railroads. b.     A complex, interconnected group or system: an espionage network. c.     An extended group of people with similar interests or concerns who interact and remain in informal contact for mutual assistance or support. 3.     a.     A chain of radio or television broadcasting stations linked by wire or microwave relay. b.     A company that produces the programs for these stations. 4.     a.     A group or system of electric components and connecting circuitry designed to function in a specific manner. b.     Computer Science. A system of computers interconnected by telephone wires or other means in order to share information. Also called net1. v. net ·worked, net ·work ·ing, net ·works v. tr. 1.     To cover with or as if with an openwork fabric or structure. 2.     To broadcast over a radio or television network. 3.     Computer Science. To connect (computers) into a network. v. intr. To interact or engage in informal communication with others for mutual assistance or support. sorry, but i forgot the website i got this from. 1.     An openwork fabric or structure in which cords, threads, or wires cross at regular intervals. 2.     Something resembling an openwork fabric or structure in form or concept, especially: a.     A system of lines or channels that cross or interconnect: a network of railroads. b.     A complex, interconnected group or system: an espionage network. c.     An extended group of people with similar interests or concerns who interact and remain in informal contact for mutual assistance or support. 3.     a.     A chain of radio or television broadcasting stations linked by wire or microwave relay. b.     A company that produces the programs for these stations. 4.     a.     A group or system of electric components and connecting circuitry designed to function in a specific manner.
Thursday, October 24, 2019
Moni Lisa Smile Andralogical Model
Movie â€Å"Moni Lisa Smiles†Related to Andragogical Style of Teaching The movie begins with Katherine Watson (Julia Roberts), in 1953, accepting an art history teaching position at the prestigious New England school for women. She is a liberal and a feminist who was inspired to come to Wellesley to â€Å"make a difference†. After a semester of teaching a progressive, less traditional teaching style, she is given conditions by the alumni that, if she is to stay at Wellesley, she will teach the outlined syllabus and submit her lessons plans for prior approval.This demonstrated the hard core traditional style view that governed Wellesley’s educators. The students were expected to memorize the textbook. The administrator made the statement, â€Å"You didn’t come to Wellesley to help people find their way; you came to help people find your way. †To compare the behavior of the students in the film, I’ll start on the first day of class; the stude nts embarrass Ms. Watson, the teacher, in front of the class evaluator by knowing everything she had prepared. The character, or teacher, seemed to demonstrate two different educational or behavioral positions.At the end of the movie, you find numerous assumptions of the andragogical model. Ms. Watson appeared as a feminist who refused to fall under the traditional educational objectives or educational theories. Therefore, she changes her educational model or theory to the andragogical style of teaching. This was a change from the beginning of the movie when she first entered the classroom with the traditional power point. Thus according to Knowles (2011), she originally followed the pedagogical model. This model is clearly defined in The Adult Learner written by Knowles, Holton, and Swanson, 2011.It explains the pedagogical model assigns the teacher full responsibility for making all decisions about what will be learned, how it will be learned, when it will be learned, and if it ha s to be learned (2011, p. 60). This is the style of teaching the administrative staff at Wellesley believed to be the best. Historically this model has been found to be less effective than the andragogical style for adult learners who have specific educational needs. The assumption that the andragogical model is based on includes: (Knowles, 2011 p. 63-67) Principals of teaching 🙠Knowles, 2011 p. 63-67) . The learner’s need to know. -The first task of Watson was to help the students become aware of the need to know by making or demonstrating an intellectual case for the value of learning by giving them the potential tools, thus improving the quality of their lives. As an educator her goal was to help them discover the gaps between where they were and where they wanted to be. She demonstrated that there is much more to art that memorizing a textbook. This was demonstrated best in the movie when she talked to Joan about pursuing law school and seeking a career. 2. The l earner’s self-concept. Educator Watson was fully aware the girls had arrived at the self-concept that they were more than capable of reading the book and memorizing the information as they had been previously taught in the past. Educator Watson was approached with resentment and resistance by the girls demonstrating they had previously read the text. The attitude was, â€Å"We know this so just let us go out in smoke and socialize. †Watson was on top of the situation by coming to the second class introducing new thought stimulating ideas; she utilized a power point presentation that included a picture of Soutine’s â€Å"Carcass. She presented several other power points of art not found in the text and challenged the students to transition from being dependent learners, to think outside the box, transitioning and becoming self-directing learners. She also challenged them to become more than the traditional art students. Katherine tries to get the students to ex plore ideas by a metaphorical demonstration in the paint-by-numbers of the Van Gough painting ‘Sunflowers’, in which the whole class in this scene paints their own painting individually. 3. The role of the learner’s experiences. Educator Watson took teaching to another level by utilizing different learning strategies. She loved group discussions, problem solving and simulation exercises. She taught the importance of art related to individual expression and the students demonstrated their knowledge of this by each painting their own sunflower portrait. This was a demonstration of the role of the learner’s experience. With this example, she opened their minds to new approaches, encouraged expression of values, sensitivity training, and mediation through self-expression of art.She took them to her place where she had a collection of various artists that included modern to historical portraits. 4. The readiness to learn. -Ms. Watson’s new andragogical a pproach and thought provoking ideas stimulated a readiness to learn that changed from the original attitude in the first class. The girls with high expectations and obvious intellectual history became excited and ready to learn. The new approaches used by Watson changed the attitude toward the non-ivy league teacher. She encouraged them to use their experiences and valued their ideas and accepted them as people. . The orientation to learning. -Watson’s education style included real-life situations, and she taught them how art could help them to deal with problems. She used her personal history and collection to explain the importance of expression. She challenged their minds to analyze paintings and to paint for pleasure and therapeutic and social interactions. Watson wins them over when she introduces paintings not in the text, encouraging thought provoking ideas that really stimulated the minds of these students. . The motivation to learn. -Watson was an excellent motivator in the film. She never let the girls think for once that just memorization of a book was acceptable. She encouraged learning to go above the ideas of tradition. (Again; with the example of Soutine’s â€Å"Carcass†and more†¦) She motivated them to keep learning and encouraged them to be career oriented. Several times she told the students that they could be the housewife of their dreams, but to look at further education to fulfill their career dreams.When you look at the movie and the leading students, you realize at first they refuse to go along with the free thinking ideas and they think the textbook contains everything they need to know. Katherine is appalled at the fact that they actually think of their education as a way to pass their time until they are married. The behavior of three main students include: Giselle Levy (Maggie Gyllenhaal), the student that in the beginning of the movie abruptly spoke out and said, â€Å"We’re a far cry from Oakland, †in a snotty tone. She appeared to represent the class attitude.She appears to also be the most self-destructive of the students and does not seem to confront Watson’s ideas like the other two. She displayed a characteristic most would look at as being promiscuous; the film displayed her behavior as being the most feminist and she was exhibited as a student who liked to control men with her body, leading you to believe she traded sex for favors and sometimes just plain fun. The second student, Elizabeth (‘Betty’) Warren (Kirsten Dunst), whose mother is the head of the alumni, heads up the editorials for the school newspaper.Her viscous description of Ms. Watson’s roommate gets her fired. She is a malicious gossip that utilized her editorials like a knife to publicly downgrade others and doesn’t agree with Watson’s feminist ideas. This conflict of ideas is presented during the movie; they had many heated discussions. Betty strongly beli eved in the popular cultural idea that the woman’s place was in the home. Wellesley College, a prestigious New England women’s school, expected you to memorize course contents much like the pedagogical model or theory of adult model of learning.The women of that day attended prestigious schools expecting to prepare to become superb mothers, with the ultimate goal to take care of their husbands, only the elite males, and be home to care for the children. The third actor is Joan Brandwyn (Julia Stiles), who appears to be very open to the suggestion of Watson to pursue her dreams of attending law school. She struggles with the societal expectations of a woman in the 1950’s, to marry and have children, which were glorified as the ultimate prestigious goal.She is actually given a C on an assignment and goes to visit Ms. Watson when she is asked, â€Å"What is your plan after graduating? †â€Å"Just for fun,†questioned Watson, â€Å"if you could go to any law school in the country, which school would it be? †Joan told her Yale and explained Yale leaves five slots open for women and one of those five slots is for a Wellesley girl. Watson gets her an application, which she submits, and to her amazement she is accepted. She makes the decision in the movie to get married, and Ms.Watson continues to educate her that she can do both and ultimately gives her a plan on how she can be married and go to school. Watson pushes her students not to settle for the lifestyle of a housewife, but have career oriented goals. To analyze the role of the teacher promoting the conditions of learning, according to Knowles, is to look at the learning environment, not only the physical environment, but the mutual trust, respect, helpfulness, including freedom of expression and the acceptance of differences (2011, p. 92-93).The students must perceive the goals of the learning experience as their own goals. Educator Watson developed mutual trust and respect with the students. She demonstrated this in the movie when they decided they wanted her to be included in a social event. At the girls’ social, she was encouraged to drink alcoholic beverages and answer personal questions about her private affairs with men. She was open, honest and interacted with them, building a trust and demonstrating and expressing her commitment to teaching â€Å"to make a difference†.She again encouraged education to be a career building tool and iterated the goals of learning needed to be their career goals. She encouraged planning and commitment toward these goals in the movie, especially in one example where she actually got an application for Betty to Yale law school. According to our text, in review of the theories applied, Malcolm Knowles first introduced the andragogy concept or theory as an honest attempt to focus on the learner (2011 p. 2). The strength of andragogy is the fact that its six core adult learning principles can app ly to all learning situations (2011 p. ). It is a transactional model that enables those designing and conducting learning to build more effective learning processes (Knowles, 2011 p. 2). Knowles iterates the andragogy concept, when applied properly, will do everything possible to ensure the learner takes part in their learning process. This theory is best for the adult learner as their needs and capacity to learn are fully developed. We can utilize our experience and the fact that we have become responsible workers and learners.The pedagogical model assigns to the teacher the full responsibility for making all decision about what will be learned, how, and when it will be learned (Knowles 2011 p. 60). This model leaves to the learner the submissive role of following instructions and memorization. The characteristics of the prestigious Wellesley College for woman in 1953 included a satirical review of stuffy attitudes of the alumni and administration. They had rigid rules and goals f or the students. At the top of the list was getting married and college was just a place to go until that happened.Furthermore, Katherine Watson, a feminist teacher from California, whose unconventional adult teaching style was acquired from Berkeley, was shocked to learn that students viewed their education as a prerequisite for getting married. The progressive thinking taught in California was not accepted well by the staff at Wellesley. The new teachers’ class is hit and the students’ enrollment in her class increased, but the strict rules and guidelines put in place by Wellesley were not easy to swallow by Katherine who came to â€Å"make a difference. †It was obvious the institution and the educator were in conflict.At the close of the movie, Katherine decides to leave and go to Europe. Betty dedicates an editorial to her teacher claiming that Katherine is â€Å"an extraordinary woman who lived by example and compelled us all to see the world through new eyes. †As the movie ends, the students follow the taxi Katherine is in on their bicycles. Betty seems to be struggling and peddling the hardest as if to thank her for changing her life. If I was in the educational environment in the movie, I would promote learning by utilizing the framework of the six principals displayed by Knowles.The first step in acceptance of administration is to make them an active part of decision making when her new syllabus was created. As the teacher, I would empower administration with Knowles ideas and let them see my new ideas through his ideas and history. They certainly seem to feel that they must have the upper hand and make decisions and this would give the control feature they appear to need. Historically Knowles has proven himself. In the 1950’s he was the Executive Director of the Adult Education Association of the United States of America (Smith, 2002 p. 1-13).He had already published his first textbook that was a guide for educato rs and this textbook was followed by many more. If administration wanted to stay the prestigious college of the nation, they would realize it was time for change. According to the article by Smith, Knowles was responsible for a number of important ‘firsts’; he was the first to chart the rise of the adult education movement in the United States, the first to develop a statement of informal adult education practice, the first to develop a statement of informal adult education practice, and the first to attempt a comprehensive theory of adult education via the notion of andragogy) (Jarvis, 1987 p. 185). I firmly believe the administrative staff may need some education and redirection. After all, they are one of the most prestigious schools in the nation. I cannot see administration accepting to follow a less than the best for their girls, wives and future mothers. I am sure it would take patience and persistence. But if you look at the principles listed above and included the administration and persistently made them aware of the need to change to keep up with the ‘educational political hierarchy’ you would slowly ‘make a difference’.Empowerment often promotes change and Knowles was the leader in adult education of the 1950’s. When you review this film and similar films, it helps you comprehend the contemporary and historic constraints imposed on teachers and the contexts of dealing with alumni and administration. I had never really thought about the politics and social involvement of schools and teachers in the past and I can see what a dilemma it could create. I loved the movie and watched it more than once. I plan to purchase it to use for future educational reference.I can see that schools are sites of politics and culture, but as educators we must provoke the expression of students’ future identities and possibilities. References Knowles, M. S. , Holton, E. F. , & Swanson, R. A. , (2011). The adult learner . (7th ed. ). Amsterdam: Elsevier Inc. (Part I, Chapters 1-6). Smith, M. K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy’, The encyclopedia of informal education, Retrieved from: www. infed. org/thinkers/et-knowl. htm. Image Source Page: http://web. utk. edu/~start6/knowles/malcolm_knowles. html
Wednesday, October 23, 2019
American Involvement in Somalia
This is a continuation of my research into the American involvement in the Somali civil War between 1992 and 1994. This paper will attempt to fit the historical data into some of the various ideas put forth in the Kriesberg book, though, unfortunately, the war did not really develop in the same way that the book might describe due to the complete failure of the mission and the brief time of actual American combat. Nevertheless, Kriesberg will provide a useful theoretical starting point to understand this conflict and its ultimate lack of resolution. The civil war that the US was supposed to stop continues without resolution to this very day.1. Escalating the war took place in three rapid stages. All of these were American led operations, though under the cover of â€Å"UN Resolutions†which seemed to provide some kind of a moral stamp on the operation. The three stages were all complete failures from every conceivable point of view. Conventionally, they are called, in order UN OSOM I, UNITAF and finally, UNISOM II, which was finally terminated in 1994 (Lyons, 1995, 39). All of these acronyms concern either UN or US projects in Somalia. The first, in 1992, saw the deployment of only a handful of peacekeepers once most of the factions in the country agreed to some kind of mediation.But as soon as the grand total of 50 men landed, the factions refused any kind of negotiation and immediately resumed fighting. UNOSOM I was considered a bad joke at best. However, the US took over operations a brief time later under UNITAF, which was basically an American controlled operation. In early 1993, the US sought to intervene under the cover of both UN diplomacy and under the idea of â€Å"humanitarian intervention,†a concept where the state intervening does not have any real political capital to gain, but is intervening to save lives and avert famine.But the reality is that the US was interested in controlling Somalia for one reason: to keep it from falling int o the hands of the Islamic movement of General Mohammed Farah Aidid (Lyons, 1995, 39-42). Aidid very quickly succeeded in making himself the most powerful faction leader in Somalia, and in his turn, made himself the anti-American and anti-Israeli leader in the war, holding to a semi-communist kind of Islam that sided with Sudan and, to some extent, Syria in the middle east (Schultz, 2006, 92-94). Aidid also condemned American involvement in the Iraq war.Hence, very quickly, the Clinton administration dropped both te UN and the â€Å"humanitarian†cover and sought to capture Aidid at all costs. Aidid was a threat to both US and Israeli interests for several reasons, dealt with in detail in the last paper: first, Somalia is an oil-rich state, second, it helps control access to the Red Sea, and third, it controls access, to some extent, to the equally oil-rich state of Sudan, where western backed rebels in oil rich Darfur are fighting the Islamic state of Omar Bashir (Kreitzman, 2006).Hence, Somalia was considered a strategic country on all counts. The American force was fought to a draw by Aidid’s forces in the famed 1993 Battle of Mogadishu. It was not long after that that both UNITAF and UNOSOM II, engaged in at the same time, withdrew its forces from Somalia. 2. There was an US brokered attempt to create a unified faction against Aidid in Ethiopia (then a pro-US power in the region), but negotiations quickly broke down (Lyons, 1995, 40-41 also 45). But this is where the American failure can be more closely analyzed.First of all, the Americans approached negotiations as a purely zero-sum game (Kriesberg, 2006, 273). The point of negotiations in 1993 was not to end the war, but to escalate with, with a strongly western backed coalition against Aidid. Since there was no real understanding of the ideas of all factions, political or religious, the US also, secondly, stereotyped its opponents: the Muslims were evil, foul and, worse, anti-Israel, and t he others were secular and progressive (Kreisberg, 2006, 280).Hence, both due to the zero-sum question as well as stereotyping, the US could not successfully operate on Somali territory, even if the number of soldiers escalated higher. The zero-sum aspect of this is also connected to what Kriesberg calls â€Å"cognitive dissonance†in warfare–that is, an intervening party must convince themselves that the official reason that one is intervening is the real one (Kreisberg, 2006, 157). Of course, no serious person could possible pull that off, and hence, there was a schism in the mentality of the intervention from day one.Since the real purpose behind US intervention was to install a secular government friendly to American interests, and the â€Å"humanitarian†rhetoric went out the window at an early date once Aidid became powerful and popular, the official purpose and the real purpose of the intervention became an â€Å"open secret†early on. This could o nly hamper American efforts. As General Montgomery pointed out, the issuance of UN Security Council Resolution 814, with tacit U. S. support, clearly changed the mission. â€Å"For us there was no such thing as mission creep,†he pointed out, â€Å"because it was very clear at the outset what we were supposed to do.†While the resolution was unrealistic and overly ambitious, General Montgomery insisted the taskings in it were clear enough (Hoffman 2004). Nothing could be further from the truth. If anything, â€Å"mission creep†was the order of the day. Directives from Washington differed from directives from the UN. Washington wanted Aidid, while the UN wanted some kind of humanitarian action. But this is not atypical from upper brass in the military establishment, as much a political position as a military one.Ultimately, there was a superficial resolution of the problem by saying that the reason the humanitarian disaster occurred was that Aidid made sure the food aid did not get to â€Å"the people. †This assertion has no evidence to underscore it. But even more, the US got involved in an obscure part of the world for oil and Israeli interests. The US had no real comprehension of the religion and culture of either the Islamic or Christian Somalis. The US, as mentioned in the last paper, failed miserably in the propaganda war once Aidid made it clear that the US was an invading and imperial force working at the behest of wealth and power.This set of ideas helped bring Somalis to his side, and made the US look bad. But American ignorance of the real situation and the perception of US interests among the common population ultimately forced the withdrawal of all troops by 1994 with little having been done. 3. The consequences of this intervention were absolutely disastrous. Since 1992, roughly 1. 2 million Somalis have lost their lives. Starvation is the order of the day, and the war continues without abatement. Aidid himself was ki lled in a gun battle in 1996, yet his movement remains strong.But more abstractly, there are indirect consequences. First, the US realized that any serious commitment needed a large number of troops with strong air support. Second, the approbation of the UN, while having no military value, has a strong degree of moral value. Third, Americans are not interested in long term warfare, unless a major event can take place where Americans are killed. Hence, 9/11 gave both the US and the Israelis a green light to take care of their political problems with little fallout (at least in the short run). Fourth, there needs to be a constant threat to keep Americans interested.Since Somalis did not threaten Americans, it was very difficult to maintain American interest or support. But constructing an ubiquitous web of Islamic terror cells might keep Americans interested. In reality however, none of these lessons were truly learned, and the realist approach to intervention still maintains itself: the US will intervene whenever its financial interests are concerned, which includes protecting the hated state of Israel at all costs to her prestige or credibility. Even more, the UN ended up looking like a paper tiger, a tool of US interests and without a clear agenda of its own.It was a disaster in every significant way. 4. The sort of warfare one is looking at in Somalia is clearly â€Å"zero-sum. †The US intervened solely out of an interest in African oil and the control of access to the strategic Red Sea. The failed negotiations in Ethiopia produced no results because of American ignorance and the refusal of US negotiators to permit Aidid to have any say in the matter. Hence, it became officially clear (contra the words of General Montgomery above) that the real purpose of the mission was to keep Aidid away from power at all costs.But in rejecting the most popular and powerful faction in the country and trying to cobble together a coalition of small and non-ideologica l factions led to complete disaster, and American intelligence completely failed to figure out who was who, and who wanted what (Razack, 2004, 44). The US failed due to the â€Å"social psychological†atmosphere that they themselves created (Kriesberg, 2006, 147). Aidid saw through the American purpose from the outset, which permitted him to construct an Islamic nationalist base that proved very popular. That was a nut that the semi-committed Clinton administration could not understand or crack.Furthermore, organizational structure of Aidid’s forces also changed (Kriesberg, 2006,158). As he became more and more popular, it became clear that his organization became more powerful, regularized and disciplined. As mentioned in the last paper, Aidid began providing his own social services, paving roads and even contemplated minting his own currency, all of which the US was determined to destroy, apparently on â€Å"humanitarian grounds. †5. In Conclusion, Kriesberg can help us understand the war in Somalia and the American failure in several ways. First, the US stereotyped its enemy and the Islamic world in general.Second, it approached the war as a zero-sum game, with everything on the secular warlords and nothing on Aidid. Instead of talking with him and respecting his popularity, the US attempted to destroy his very base of power and his functioning administration (Lyons disagrees with this, and claims the US did briefly negotiate with Aidid, pp 43, but it went nowhere). Third, the US entered this war without any real understanding of the mentality of third world people in an impoverished state. Like in Iraq, it was assumed that the US would be greeted as peacekeepers. Instead, they were greeted as occupiers (Razack, 2004, 10-11).Fourth, the US did not have a clear sense of mission. While official sources held that the mission was truly humanitarian, from the outset it was clear that the purpose was to keep Aidid and all like him from power and make certain a pro-US leader was installed in this strategic country. Aidid, a man of great military and political talent, took advantage of all these failures to eventually drive the US out of Somalia. Bibliography: Hoffman, Frank (2004). â€Å"One Decade Later: Debacle in Somalia. †The Proceedings of the Naval Institute. January. (www. military. org) Kriesberg, L.(2006). Constructive Conflicts. Rowman and Littlefield. Kretzman, Steve (2003). â€Å"Oil Security, War and the Geopolitics of United States Energy Planning. †Multinational Monitor, Jan/Feb. Lyons, Terrence (1995) Somalia: State Collapse, Multilateral Intervention and Strategies for Political Reconstruction. Brookings Institute Razack, Sherlene (2004). Dark Threats and White Knights: The Somalia Affair Peacekeeping and the New Imperialism. University of Toronto Press Shultz, Richard (2006) Insurgents, terrorists and Militias: The Warriors of Contemporary Combat. Columbia University Press
Tuesday, October 22, 2019
PHP Source Code Isnt Viewable; Only HTML Code
PHP Source Code Isnt Viewable; Only HTML Code With many websites, you can use your browser or another program to view the documents source code. This is a common occurrence by viewers who want to see how a website developer accomplished a feature on a website. Anyone can view all the HTML that was used to create the page, but even if the web page contains PHP code, you can only view the HTML code and the results of the PHP code, not the code itself. Why PHP Code Isnt Viewable All PHP scripts are executed on the server before the website is delivered to the site viewer. By the time the data gets to the reader, all that is left is the HTML code. This is why a person cant go to a .php website page, save the file and expect it to work. They can save the HTML and see the results of PHP scripts, which are embedded inside the HTML after the code is executed, but the script itself is safe from curious eyes. Here is a test: The result is PHP Code Test, but the code that generates it isnt viewable. Although you can see that there must be PHP code at work on the page, when you view the document source, you only see PHP Code Test because the rest is just instructions for the server and is not passed on to the viewer. In this test scenario, only the text is sent to the users browser. The end user never sees the code.
Monday, October 21, 2019
Philosophical Quotes on Beauty
Philosophical Quotes on Beauty Beauty is one of the most intricate and fascinating topics of philosophical discussion. It has been taken up in relation to a host of other subjects, such as truth, the good, the sublime, and pleasure. Here is a selection of quotes on beauty, divided into different themes. Beauty and Truth Beauty is truth, truth beauty, - that is all \ Ye know on earth, and all ye need to know. (John Keats, One on a Grecian Urn, 1819)Although I am a typical loner in daily life, my consciousness of belonging to the invisible community of those who strive for truth, beauty, and justice has preserved me from feeling isolated. (Albert Einstein, My Credo, 1932)The pursuit of beauty is much more dangerous nonsense than the pursuit of truth or goodness because it affords a greater temptation to the ego. (Northrop Frye, Mythical Phase: Symbol as Archetype, 1957)I must not say that she was true |Yet let me say that she was fair |And they, that lovely face who view |They should not ask if truth be there. (Matthew Arnold, Euphrosyne)Truth exists for the wise, beauty for the feeling heart. (Friedrich Schiller, Don Carlos)O, how much more doth beauty beauteous seem| By that sweet ornament which truth doth give! (William Shakespeare, Sonnet LIV)If truth is beauty how come nobody has their hair done in a library? (Lily Tomlin, American comedian) Beauty and Pleasure Tis impious pleasure to delight in harm.And beauty should be kind, as well as charm. (George Granville, To Myra)Beauty is pleasure objectified - pleasure regarded as the quality of an object (George Santayana, The Sense of Beauty)The roses of pleasure seldom last long enough to adorn the brow of him who plucks them; for they are the only roses which do not retain their sweetness after they have lost their beauty. (Hannah More, Essays on Various Subjects, On Dissipation) Beauty and the Sublime Whereas the beautiful is limited, the sublime is limitless, so that the mind in the presence of the sublime, attempting to imagine what it cannot, has pain in the failure but pleasure in contemplating the immensity of the attempt. (Immanuel Kant, Critique of Judgment)What give all that is tragic, whatever its form, the characteristic of the sublime, is the first inkling of the knowledge that the world and life can give no satisfaction, and are not worth our investment in them. The tragic spirit consists in this. Accordingly, it leads to resignation. (Arthur Schopenhauer, The World as Will and Representation)When I look out on such a night as this, I feel as if there could be neither wickedness nor sorrow in the world; and there certainly would be less of both if the sublimity of Nature were more attended to, and people were carried more out of themselves by contemplating such a scene. (Jane Austen, Mansfield Park)Whatever is fitted in any sort to excite the ideas of pain, and danger, that is to say, whatever is in any sort terrible, or is conversant about terrible objects, or operates in a manner analogous to terror, is a source of the sublime; that is, it is productive of the strongest emotion which the mind is capable of feeling .... When danger or pain press too nearly, they are incapable of giving any delight, and [yet] with certain modifications, they may be, and they are delightful, as we everyday experience. (Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful)A thing of beauty is a joy forever | Its loveliness increases; it will never |Pass into nothingness; but still will keep | A bower quiet for us, and a sleep |Full of sweet dreams, and health, and quiet breathing. (John Keats)
Sunday, October 20, 2019
Java Expressions Introduced
Java Expressions Introduced Expressions are essential building blocks of any Java program, usually created to produce a new value, although sometimes an expression assigns a value to a variable. Expressions are built using values, variables, operators and method calls. Difference Between Java Statements and Expressions In terms of the syntax of the Java language, an expression is akin to a clause in the English language which portrays a specific meaning. With the right punctuation, it can sometimes stand on its own, although it can also be a part of a sentence. Some expressions equate to statements by themselves (by adding a semicolon at the end), but more commonly, they comprise part of a statement. For example,(a * 2) is an expression. b  (a * 2); is a statement. You could say that the expression is a clause, and the statement is the complete sentence since it forms the complete unit of execution. A statement doesnt have to include multiple expressions, however. You can turn a simple expression into a statement by adding a semi-colon: (a * 2); Types of Expressions While an expression frequently produces a result, it doesnt always. There are three types of expressions in Java: Those that produce a value, i.e., the result of (1 1)Those that assign a variable, for example (v 10)Those that have no result but might have a side effect because an expression can include a wide range of elements such as method invocations or increment operators that modify the state (i.e., memory) of a program. Examples of Expressions Here are some examples of various types of expressions. Expressions that Produce a Value Expressions that produce a value use a wide range of Java arithmetic, comparison or conditional operators. For example, arithmetic operators include , *, /, , , and %. Some conditional operators are ?, ||, and the comparison operators are , and . See the Java specification for a complete list. These expressions produce a value: 3/2 5% 3 pi (10 * 2) Note the parentheses in the last expression. This directs Java first to compute the value of the expression within the parentheses (just like the arithmetic you learned in school), then complete the rest of the computation. Expressions that Assign a Variable This program here contains plenty of expressions (shown in bold italics) that each assigns a value. int secondsInDay 0;int daysInWeek 7;int hoursInDay 24;int minutesInHour 60;int secondsInMinute 60; boolean calculateWeek true;secondsInDay secondsInMinute * minutesInHour * hoursInDay; //7System.out.println(The number of seconds in a day is: secondsInDay);if (calculateWeek true){  System.out.println(The number of seconds in a week is: secondsInDay * daysInWeek); } The expressions in the first six lines of the code above, all use the assignment operator to assign the value on the right to the variable on the left. The line denoted with //7 is an expression that can stand on its own as a statement. It also shows that expressions can be built up through the use of more than one operator. The final value of the variable secondsInDay is the culmination of evaluating each expression in turn (i.e., secondsInMinute * minutesInHour 3600, followed by 3600 * hoursInDay 86400). Expressions with No Result While some expressions produce no result, they can have a side effect which occurs when an expression changes the value of any of its operands. For example, certain operators are considered to always produce a side effect, such as the assignment, increment and decrement operators. Consider this: int product a * b; The only variable changed in this expression is the product; a and b are not changed. This is called a side effect.
Saturday, October 19, 2019
The Crown Court Essay Example | Topics and Well Written Essays - 1500 words
The Crown Court - Essay Example Summary offenses dealt with at the Magistrate Court include less serious ones such as traffic offenses or failure to pay taxes and will generally include all cases, including triable offenses, where the defendant has opted for a summary trial. However, the Crown Court hears those cases involving indictable offenses which include the category of serious offenses such as rape or murder. In so far as triable offenses are concerned, all offenses start at the Magistrate Court but the Crown Court deals with all those offenses which the Magistrate Court feels is so serious that only the Crown Court can with it, or where the defendant has requested for trial by jury. â€Å"Approximately ninety-six percent of criminal cases are dealt with summarily at a Magistrates Court.†2 A comparison of workloads of the two courts in terms of trials which was conducted in 1999 showed that â€Å"over four times as many trials took place in the magistrate's courts as in the Crown Court.†3 The q ualifications required to sit as a judge in a Crown Court is that the person in question must be a fully qualified solicitor or barrister and must have spent a minimum time of at least seven years in practice, after qualifying. In the case of magistrates, no formal training is advocacy is required and magistrates are drawn from a wide variety of backgrounds. Lay Magistrates only undergo a short period of training and the exhaustive legal qualification and practice requirements required of judicial authorities in the crown courts are not expected of them. They are appointed by Lord Chancellor on the advice of the local advisory committees. However, the advantage with lay magistrates is that they are sensitive to local conditions prevailing in the area where they serve. While judicial officials receive a salary, magistrates are not paid and give their time on a voluntary basis to engage in the business of administration of justice.Â
Description memo Essay Example | Topics and Well Written Essays - 250 words
Description memo - Essay Example Workplace statistics highlight that the best performing employee is a happy employee. For an employee to be more efficient and more productive in todays workplace environment, as market research indicates, a healthy level of communication and relaxed atmosphere is important as these contribute to levels of happiness. The entertainment centre addresses this when compared to other options like using the space as a conference room. The centre will provide a work-free environment for stress relief via access to entertainment components such as television screens with an Apple TV subscription and gaming consoles. Game tournaments will be encouraged and set up to enhance communication while keeping the work-life challenging and interesting. Bean bag chairs and recliner seats will provide comfort during breaks with the cacti and bonsai trees adding a natural feel to the centre. The headphones and individual devices such as the iPads and google glasses are aimed at satisfying the interns ent ertainment needs without compromising ambience through noise pollution. Items such as the vending machine and table tennis set serve the purpose of encouraging interaction and mild entertainment through actual physical engagement. With this critical information in mind the entertainment centre appears to be an ideal response to enhance productivity, morale and communication of the interns in the
Friday, October 18, 2019
How and why might violence against women be perceived as indicator of Essay
How and why might violence against women be perceived as indicator of unequal citizenship - Essay Example This paper presents a very thoughtful argument as to why and how violence against women is an indicator of unequal citizenship. It explores the aspect of gender violence as a whole providing particular forms of violence affecting women, locations where these forms of violence take place, role of government in eliminating violence, and the key political values and forms of citizenship linked either directly or indirectly to the increased widespread of gender violence. Indeed, violence against women can be seen as an indicator of unequal citizenship in that from ancient times; women have been perceived as having no value in the society and considered as a man’s property. They were mandated to be submissive to their husbands and not perform industrial activities; they were forced to early marriage, and practiced female genital mutilations as well as mistreating widows like inciting them to commit suicide.2 In addition, with all these, there is no equal citizenship because men alw ays dominate and abuse women but a few or no perpetrators are brought to justice. For instance, there have been claims that death sentence as a rape case charge does not end violence but failure to prosecute rapists does not eliminate violence either. Today, feminist movements have addressed the issue of violence and discrimination aggressively as a criminal act so as to ensure that there is equality and elimination of gender discrimination because women need to be treated fairly equally as men. Additionally, violence against women serves, as a perfect example of unequal citizenship in that, the fact that women are not equally given chance to occupy some offices is a sign of inequality and as a result, women feel left out. Even though most women in the contemporary world are offered different job opportunities and others are even designated some tasks that are usually performed by men, they are still discriminated in some sectors. This to some extent can be seen as an indicator of u nequal citizenship. Furthermore, existences of forms of violence that affect women across a variety of location like battering, domestic violence, sexual violence among others, and the fact that responsible bodies cannot aggressively address them confirms gender imbalance and unequal citizenship. For instance, most societal members especially men believe that wife battering not a big issue and it is something that must be done as a way of ‘disciplining women’. More so, violence against women shows unequal citizenship since it has been noted that popular form of violence against women globally is intimate partner violence commonly referred to as domestic violence. This is what has been happening and is still happening but the government cannot work on this to offer complete protection of women. Psychological violence where a man dominates a woman and literally forcing her to be submissive to him as well as exploiting her economically,3 persists. Indeed, this confirms tha t violence against women is a manifestation of unequal citizenship in our societies. Truly, violence against women indicates unequal citizenship because men usually abuse women in other ways like sex working, child abuse and trafficking and yet, just like men they are supposed to be protected.4 As a result, only few perpetrators are held accountable of their inhuman acts and it has been confirmed that some police officers threaten the victims to never say a word. This for sure can be seen as lack of protection of wome
MARKETING Essay Example | Topics and Well Written Essays - 2000 words - 4
MARKETING - Essay Example Which is why we attend colleges and vocational education? A career is a journey not a destination. It is made up of a series of job profiles that a person has to fulfil before he attains his goal. Therefore, it is very important for a person to have a clear idea about what he wants to accomplish. Every job includes certain tasks, duties and responsibilities. In order to execute a job one needs to have certain skill sets. Through a reflective commentary one can analyse the skill sets that a person has to inculcate in order to reach his career goal. This can be done through a proper analysis of one’s skills and abilities. First and foremost, a person should define clearly what his career goal is. No analysis is complete without accurate determination of one’s career goal. Then one should know exactly the skill sets that are needed to achieve that goal. After that a person should do an introspection of his skills and abilities. If he has the required skills matching his ca reer goal, he should look for avenues for its development. If he does not have the skills he should look for developing them through self development, training and counselling. I am a student of Westminster University which is located at London in the United Kingdom. I am studying International Business with Spanish. I have certain strengths and weaknesses. My strengths are self confidence, the ability to think high, the ability to work in a team. The area of my weakness has been my introvert nature. Also, at times I get confused under pressure. I believe that my educational background and also my attitude provide me certain opportunities in life. I believe in learning from others and acquiring experience. Experience can also help me to acquire more ideas and knowledge. Besides knowledge of International Business, I am also well versed in the maintenance of aircraft. I have got a rich and vivid work experience. I have worked in Saudi Airlines along
Thursday, October 17, 2019
Do you think advertising is always deceptive Can you ever trust an ad Research Paper
Do you think advertising is always deceptive Can you ever trust an ad - Research Paper Example Some company products may use a celebrity in their adverts. This endorsement then proves to be deceptive as the celebrity may not be using the products. The use of the celebrity is just a thing to lure the consumers into buying the products (Cross, 2007). With this, then my trust in advertisements is withdrawn and hardly can I trust the ads. Trust refers to the reliance on an entity or a person. Trust in this context refers to the reliance on the ability, quality and quantity of the product or service being advertised. A consumer may withdraw his or her trust from the adverts due to the deceptive adverts by the companies (Babin, 2010). Most companies may manipulate the measuring standards and units. This means that the product will be different in quantity and measurement. This can be shown by a company that deals with measurable items such as fluids and measurable solid materials. The company could state that products are packed in a liter bottle but in real sense the fluids could be less by some milliliters. The same case applies to the solid measurable items which may be deficient by a few milligrams. This then makes the consumers have little trust in the ads and so do I (Cross, 2007). These companies may also give misleading illustrations through indications of additional ingredients in the products more than ones used. This then gives wrong information about the product and the consumer unknowingly uses the product which later does not give the desired satisfaction (Babin, 2010). Some of these adverts may claim that there is no risk of using the product and that the company will refund you if not satisfied. This claim seems very false as the company may not even refund you the money. Some other companies may employ bait and switch where they advertise unavailable products then when the consumer comes to purchase, he or she is given a different product of a higher value. This makes consumers have little faith in the advertisements and neither can
Case Study - Evaluating the Purchase of an Asset with Various Capital
- Evaluating the Purchase of an Asset with Various Capital Budgeting Methods - Case Study Example nd 50 miles per gallon respectively, whereas, the cost and miles per gallon of non-hybrid Toyota Yaris 5-Door LE 2014 is $ 17,644 and 32 respectively (U.S. Department of Energy). The total cost of driving the hybrid model for one year = annual gallons of fuel*cost per gallon. Gallons used per year = (12,000/50) = 240 gallons. Therefore, total cost = (240*2.071) = $ 497.04 per year. On the other hand, the total cost of driving the non-hybrid model for one year = annual gallons used*cost per gallon. Gallons used per year = (12,000/32) = 375 gallons. Therefore, the total cost = (375*2.071) = $ 776.625 per year. Consequently, the savings offered by the hybrid model over the non-hybrid model = (776.625 – 497.04) = $ 279.585 per year (Fuel cost calculator). The NPV of the hybrid model. The annual cash inflow = $ 279.585. The rate of return = 10%. The initial investment = $ 19,905. The NPV = $ -18,187. See appendix 1 (Götze, Northcott, and Schuster 68-76). Comparatively, the NPV of the hybrid model (-18,187) is lower than the cost of the gasoline engine model (17,644). However, from a pure financial standpoint, the hybrid model makes sense since it saves up to $ 279.585 on fuel consumption as compared to non-hybrid model (Götze, Northcott, and Schuster 68-76). The payback period is the time taken to recover the amount invested in a project. Based on this case study, the initial investment = cost of a hybrid model – cost of the gasoline engine model) = (19,905 - 17,644) = $ 2,261. The expected annual net cash flow = $ 279.585. Therefore, the payback period = (2,261/279.585) = 8.087 years (Götze, Northcott, and Schuster 68-76). The following are some of the quality concerns related to the hybrid model: first, the car battery loses the charge faster during the cold season, thus increases the number of charging occasions. Second, the hybrid cars weigh less compared to gasoline engine cars. As a result, they easily get involved in accidents, especially during
Wednesday, October 16, 2019
Do you think advertising is always deceptive Can you ever trust an ad Research Paper
Do you think advertising is always deceptive Can you ever trust an ad - Research Paper Example Some company products may use a celebrity in their adverts. This endorsement then proves to be deceptive as the celebrity may not be using the products. The use of the celebrity is just a thing to lure the consumers into buying the products (Cross, 2007). With this, then my trust in advertisements is withdrawn and hardly can I trust the ads. Trust refers to the reliance on an entity or a person. Trust in this context refers to the reliance on the ability, quality and quantity of the product or service being advertised. A consumer may withdraw his or her trust from the adverts due to the deceptive adverts by the companies (Babin, 2010). Most companies may manipulate the measuring standards and units. This means that the product will be different in quantity and measurement. This can be shown by a company that deals with measurable items such as fluids and measurable solid materials. The company could state that products are packed in a liter bottle but in real sense the fluids could be less by some milliliters. The same case applies to the solid measurable items which may be deficient by a few milligrams. This then makes the consumers have little trust in the ads and so do I (Cross, 2007). These companies may also give misleading illustrations through indications of additional ingredients in the products more than ones used. This then gives wrong information about the product and the consumer unknowingly uses the product which later does not give the desired satisfaction (Babin, 2010). Some of these adverts may claim that there is no risk of using the product and that the company will refund you if not satisfied. This claim seems very false as the company may not even refund you the money. Some other companies may employ bait and switch where they advertise unavailable products then when the consumer comes to purchase, he or she is given a different product of a higher value. This makes consumers have little faith in the advertisements and neither can
Tuesday, October 15, 2019
Personal Perception of Organized Crime Paper Essay
Personal Perception of Organized Crime Paper - Essay Example Militias in Somalia which are fighting the interim government in Somalia. This type of crime is well organized such that it may involve various associations of persons such as police, politicians, business people and criminals which are formed for the purposes of generating profits. In addition, view organized crime as one of the social vices that thrives well in an enabling environment, violating human rights and hence should be discouraged at all costs. To my view, organized crime is common in urban areas but as its structure advances, it encroaches the rural areas, for instance, the 'mungiki sect' in Kenya which is well established and organized both in the rural and urban areas of the country. The definitions presented in the readings acknowledge similar organized crime activities as the ones in my perception with an exception of illegal prostitution. Both my perceptions and the definitions given concur with the unique factor about organized crime i.e. it is 'organized' or 'controlled' in the manner of their operation. Both the definitions and my perception are of the view that, organized crime flourishes through provision/supply of services and goods that command a high demand in the society. Both perceive attainment of power and profits some of the goals of the syndicated crime. The definitions in the readings recognize that organized crime operates as ongoing enterprises which work rationally so as to generate profits by pursuing illegal activities. These enterprises insure their survival through the application of force or threats, and by corrupting public officials so as to secure a degree of protection against law enforcement. The definitions in the readings acknowledge illegal prostitution as one of the organized crime activities. These definitions acknowledges that the organized crime may entail legal acts; and that the organization may take hierarchical order with positions in the chain of command and the positions involving operational specialization being assigned on the grounds of either friendship, kinship or rational assignment based on skills(Sullivan, 2002). The definitions acknowledge attainment of pride and protection as being additional goals of the organized crime. The definitions acknowledge that members of an organized crime association who actively pursue its goals and to maintain the integral of the enterprise assume permanency. To maintain the discipline or to achieve the ends, members express and exercise willingness to use or engage in bribery and/or corruption. The definitions also note that membership of the organized crime enterprises is restricted and that nonmembers might be involved usually on an emergency/contingency basis. According to the definition of organized crime by Abadinski (1990), as quoted by Lunde (2004), "There are explicit rules, oral or written, which are enforced by sanctions that include murder (p.6). The definitions also note that the structure of an organized/syndicated crime relies on its particular illegal activity. According to Best and Luckenbill, as quoted by Lyman and Gary (2004), 'despite syndicated crime being highly organized, a particular syndicate involved in illegal trafficking of drugs will have a d ifferent structure as compared to a syndicated crime engaging in illegal prostitut
Monday, October 14, 2019
Management Essay Example for Free
Management Essay Your safety is important, updates have successfully prepared the enclosed form to report identity theft to creditors. Would you mind going to our website to fill out the customer information so that your order can be processed with our new database software? We are now offering RapidAssist, a software program that provides immediate technical support through our website to your employees and customers. To provide better service, a new software named RapidAssist is now offered to provide you with immediate technical support from our website to employees and customers e. To provide you with easy access to the new parking lot, a new restriction policy has been activated for â€Å"A†vehicle permits. The credit union now prohibits the cashing of double –endorsed checks presented by our customers to make sure you don’t suffer monetary losses. Our warranty goes into effect when we have receive the product’s registration card from the purchaser to supply you guaranteed protections. To help better your systems, we will be shutting down both systems Thursday afternoon to install upgrades. Regarding your request, the items listed above (printer toner and supplies) are being sent to your Oakdale office, referring to your telephone conversation on April 1. Kindly inform the subscriber whether or not your spokesman will be making an appearance in the near future. c. It is outstanding that we still managed the contract after the customer increased his demands, however our manager responded with better transitions. By the way, we had some errors in the schedule but don’t have to erase everything and start from the beginning. To ease the confirmation of this agreement, your negotiators push that the membership respond in the favorable. Our head manager was upset because I was sick in the time of the team meeting.
Sunday, October 13, 2019
What Is Your Position On The Death Penalty Philosophy Essay
What Is Your Position On The Death Penalty Philosophy Essay Does the death penalty serve as a deterrent to crime? Naturally, supporters of the death penalty believe that capital punishment acts as the best deterrent possible for decreasing instances of crime. Abolitionists however, think that the death penalty is no more of a deterrent than life imprisonment. The bottom line is that deterrence in regards to the death penalty is the theory about the mind of a murderer involving the psychological processes that exist (Costanzo, 2004). If so, why are crime rates in the United States comparatively high? What are some other countries responses to the death penalty? What is your position on the death penalty- should it be legal or should it be abolished? Why? Should youths who have been convicted of violent crimes be subject to the death penalty? Why or why not? Capital punishment is punishment by death for committing a crime. Capital punishment is often called the death penalty. It is most commonly used in convictions for murder. But it has also been used for such crimes as armed robbery, kidnapping, rape, and treason. About 60 countries-including the United States and many African and Asian nations-use capital punishment. Canada, Australia, and most European and Latin American nations have abolished it.  Table Capital punishment in the United States Throughout history, governments have executed criminals by a variety of methods. These methods have included hanging, crucifixion, stoning, beheading, and poisoning. Since the 1600s, shooting-often by firing squads-has been a common method of execution in many countries. Some countries execute criminals using electrocution or deadly gas. The most commonly used method in the United States is lethal injection. Lethal injection involves the use of drugs that stop the persons breathing and heartbeat. History of capital punishment. Governments have used capital punishment since ancient times. In 399 B.C., the Greek philosopher Socrates was condemned to death. He was forced to drink hemlock, a poison the people of ancient Athens used for the death penalty. Between the A.D. 400s and 1400s, thousands of people in Europe were executed were executed for crimes against the state and church. Most were hanged or beheaded. During the French Revolution (1789-1799), the revolutionary government executed around 40,000 people. One method of execution in France was the guillotine, a beheading machine. The use of capital punishment in many parts of the world declined during the 1900s. The United Kingdom suspended capital punishment for murder in 1965 and abolished it in 1969. Northern Ireland, however, which is part of the United Kingdom, kept the death penalty for several more years. By 1998, capital punishment had been banned in the entire United Kingdom for all crimes. Canada abolished the death penalty for murder in 1976 and for all crimes in 1998. By 1985, Australia had abolished capital punishment for all crimes. About 130 nations have formally abolished capital punishment or stopped using it. Many less developed countries continue to use the death penalty. The United States is the only industrialized Western nation where executions still take place. In the United States, the death penalty may be given as a punishment under federal law, military law, or the laws of 35 states. The decision of the Supreme Court of the United States in Furman v. Georgia (1972) greatly influenced the use of capital punishment in the United States. The court held that the death penalty, as it was delivered at the time, was cruel and unusual punishment. Therefore, the death penalty violated the 8th and 14th amendments to the Constitution. However, the court left open the possibility that the death penalty could be constitutional if it were conducted differently. The court stated that death penalty laws must be limited to certain crimes and applied according to fair standards. Following the decision, many states passed new laws to satisfy the courts requirements. In Gregg v. Georgia (1976), the Supreme Court upheld the use of capital punishment for people sentenced under new laws in Florida, Georgia, and Texas. The court ruled that the death penalty itself and the standards developed by the states were constitutional. Later in the 1970s, the court struck down laws that made the death penalty mandatory (required) for certain crimes. It also abolished the death penalty as a punishment for rape. More than 1,000 people have been executed in the United States since the Supreme Court upheld the death penalty in 1976. Thousands more are imprisoned on death row. Death row is where people who have been sentenced to death await execution. Many prisoners on death row are awaiting the outcome of legal appeals. In 2002, the Supreme Court ruled that juries, not judges, must decide sentences in capital punishment cases in which there was a trial by jury. That same year, the court ruled that it was unconstitutional to execute people who have an intellectual disability. In 2005, the court banned the use of capital punishment in cases where the offender (person who broke the law) was under 18 years of age when the crime was committed. In the early 2000s, some U.S. states reexamined their capital punishment systems. Evidence had shown that some prisoners on death row were actually innocent or had been tried unfairly. For example, in 2001, Illinois declared a moratorium (temporary halt) on capital punishment. During the moratorium, a commission reviewed the fairness of the system and found many flaws. Therefore, Illinois continued its moratorium. In 2003, Illinois Governor George Ryan commuted (reduced) the death sentences of all the prisoners then on death row in the state. He changed most of the sentences to life in prison without parole. Other states halted executions, at least temporarily, to study the method of lethal injection. In 2006, Governor Jeb Bush of Florida suspended the death penalty in the state. This suspension followed an incident in which prison officials had mishandled the lethal injection of a convicted killer. Bush appointed a commission to investigate whether lethal injection violates the constitutional ban on cruel and unusual punishment. In mid-2007, Florida resumed the death penalty. In 2006, a federal judge in California declared a halt on executions to determine the constitutionality of lethal injections. Executions in the United States were put on hold in September 2007 after two Kentucky death-row inmates challenged the current procedures of delivering lethal injections. The inmates argued that the method violated the constitutional ban on cruel and unusual punishment. In April 2008, the Supreme Court of the United States upheld the current lethal injection procedures. This ruling permitted executions to resume in the United States. A number of U.S. state legislatures in the early 2000s considered laws to end their states use of the death penalty. New Jersey abolished death penalty in 2007. New Mexico did so in 2009. Print History of capital punishment subsection The debate over capital punishment. People often disagree about whether capital punishment is a moral and effective way of dealing with crime. Many people oppose the death penalty because they believe it is cruel. They believe it is not consistent with the ideals of modern society. Critics also warn that innocent people could be executed if they are mistakenly convicted or unfairly sentenced. Most critics favor life imprisonment as an alternative to capital punishment. Supporters of capital punishment believe that, in certain circumstances, a person who takes a human life deserves to lose his or her own life. Supporters also argue that the threat of capital punishment deters (discourages) people from committing serious crimes. However, studies have not consistently shown that the death penalty has a greater deterrent effect than life imprisonment. Print The debate over capital punishment subsection ______________ Contributor: à ¢Ã¢â€š ¬Ã‚ ¢Ã‚ Robert W. Taylor, Ph.D., Professor and Chair, Department of Criminal Justice, University of North Texas. How to cite this article: To cite this article, World Book recommends the following format: Taylor, Robert W. Capital punishment. World Book Advanced. World Book, 2011. Web.  4 Feb. 2011. To learn about citing sources, see Help. Extracts from Beccarias an Essay on Crimes and Punishments BECCARIA, An Essay on Crimes and Punishments (Edinburgh, 1788), pp. 49 sqq., 70 sq., 111 sqq., 169. World History 93. What are in general the proper punishments for crimes? Is the punishment of death really useful or necessary for the safety or good order of society? Are tortures and torments consistent with justice, or do they answer the end proposed by the laws? Which is the best method of preventing crimes? Are the same punishments equally useful at all times? What influence have they on morals? These problems should be solved with that geometrical precision which the mist of sophistry, the seduction of eloquence, and the timidity of doubt are unable to resist. If I have no other merit than that of having first presented to my country with a greater degree of evidence what other nations have written and are beginning to practice, I shall account myself fortunate; but if, by supporting the rights of mankind and of invincible truth, I shall contribute to save from the agonies of death one unfortunate victim of tyranny or of ignorance, equally fatal, his blessing and tears of transport will be a sufficient consolation to me for the contempt of mankind. . . . It is evident that the intent of punishments is not to torment a sensitive being nor to undo a crime already committed. Is it possible that torments and useless cruelty, the instruments of furious fanaticism or of the impotency of tyrants, can be authorized by a political body which, so far from being influenced by passion, should be the cool moderator of the passions of individuals? Can the groans of a tortured wretch recall the time past or reverse the crime he has committed? The end of punishment therefore is no other than to prevent others from committing the like offense. Such punishments, therefore, and such a mode of inflicting them ought to be chosen as will make strongest and most lasting impressions on the minds of others with the least torment to the body of the criminal. . . . Use of torture The torture of a criminal during the course of his trial is a cruelty consecrated by custom in most nations. It is used with an intent either to make him confess his crime or explain some contradictions into which he has been led during his examination; or discover his accomplices; or for some kind of metaphysical and incomprehensible purgation of infamy; or finally, in order to discover other crimes of which he is not accused, but of which he may be guilty. No man can be judged a criminal until he be found guilty; nor can society take from him the public protection until it has been proved that he has violated the conditions on which it was granted. What right, then, but that of mere power can authorize the punishment of a citizen so long as there remains any doubt of his guilt? The following dilemma is a frequent one! Either he is guilty or not guilty. If guilty, he should only suffer the punishment ordained by the laws, and torture becomes useless, as his confession is unnecessary. If he be not guilty, you torture the innocent; for in the eye of the law every man is innocent whose crime has not been proved. . . . A very strange but necessary consequence of the use of torture is that the plight of the innocent is worse than that of the guilty. With regard to the first, either he confesses the crime which he has not committed and is condemned, or he is acquitted and has suffered a punishment he did not deserve. On the contrary, the person who is really guilty has the most favorable side of the question; for if he supports the torture with firmness and resolution, he is acquitted and is the gainer, having exchanged a greater punishment for a less. . . . Arguments against capital punishment The punishment of death is pernicious to society from the examples of barbarity it affords. If the passions or the necessity of war have taught men to shed the blood of their fellow-creatures, the laws, which are intended to moderate the ferocity of mankind, should not increase it by examples of barbarity,-the more horrible since this punishment is usually attended with formal pageantry. Is it not absurd that the laws which detect and punish homicide should, in order to prevent murder, publicly commit murder themselves? What are the true and most useful laws? Those compacts and conditions which all would propose and observe in those moments when private interest is silent or combined with that of the public. What are the natural sentiments of every person concerning the punishment of death? We may read them in the contempt and indignation with which every one looks on the executioner, who is nevertheless an innocent executor of the public will, a good citizen who contributes to the advantage of society, the instrument of the general security within as good soldiers are without. What, then, is the origin of this contradiction? Why is this sentiment of mankind indelible, however one may reason? It is because in a secret corner of the mind, in which the original impressions of nature are still preserved, men discover a sentiment which tells them that their lives are not lawfully in the power of any one, but of that necessity only which with its iron scepter rules the universe. . . . The past full of mistakes If it be objected that almost all nations in all ages have punished certain crimes with death, I answer that the force of these examples vanishes when opposed to truth against which prescription is urged in vain. The history of mankind is an immense sea of errors in which a few obscure truths may here and there be found. . . . That some societies only, either few in number or for a very short time, have abstained from the punishment of death is rather favorable to my argument, for such is the fate of great truths that their duration is only as a flash of lightning in the long dark night of error. The happy time has not yet arrived when truth, as falsehood has been hitherto, shall be the portion of the greatest number. I am sensible that the voice of one philosopher is too weak to be heard amidst the clamors of a multitude blindly influenced by custom; but there is a small number of sages scattered on the face of the earth who will echo me from the bottom of their hearts; and if these truths should happily force their way to the thrones of princes, be it known to them that they come attended with the secret wishes of all mankind; and tell the sovereign that deigns them a gracious reception that his fame shall outshine the glory of conquerors, and that equitable posterity will exalt his peaceful trophies above those of a Titus, an Antoninus, or a Trajan. The benevolent despots How happy were mankind if laws were now to be first formed, now that we see on the thrones of Europe benevolent monarchs, friends to the virtues of peace, to the arts and sciences, fathers of their people, though crowned, yet citizens; the increase of whose authority augments the happiness of their subjects by destroying that intermediate despotism which intercepts the prayers of the people to the throne. If these humane princes have suffered the old laws to subsist, it is doubtless because they are disturbed by the numberless obstacles which oppose the subversion of errors by the sanction of many ages; and therefore every wise citizen will wish for the increase of their authority. . . . Would you prevent crimes? Let the laws be clear and simple; let the entire force of the nation be united in their defense; let them be intended rather to favor every individual than any particular classes of men; let the laws be feared and the laws only. . . . From what I have written, results the following general theorem of considerable utility, though not conformable to Custom, the common legislator of nations: That a punishment may not be an act of violence, of one or of many, against a private member of society; it should be public, immediate, and necessary; the least possible in the case given; proportioned to the crime, and determined by the laws. How to cite this document: To cite this document, World Book recommends the following format: di Beccaria, Marchese . Extracts from Beccarias An Essay on Crimes and Punishments. Readings in Modern European History: A Collection of Extracts from the Sources Chosen With the Purpose of Illustrating Some of the Chief Phases of the Development of Europe During the Last Two Hundred Years, Volume 1: The Eighteenth Century: The French Re. Boston: Ginn and Company, 1908. World Book Advanced. Web. 4 Feb. 2011. ANOTHER VIEW: Do not expand New Hampshires death penalty Anonymous. The Union Leader. Manchester, N.H.: Feb 2, 2011. pg. A.7 Abstract (Summary) [] the abolition of the death penalty does not jeopardize our states ability to protect people from dangerous criminals, as we have available to us the sentence of life without the possibility of parole (which the minority report of the Commission to Study the Death Penalty in New Hampshire referred to as death by incarceration). [] in the midst of all our discussion on legislation, let us never fail to express our support for the families and friends of victims of terrible crimes.   »  Jump to indexing (document details) Full Text  (672 words) Copyright Union Leader Corporation Feb 2, 2011 THE NEW HAMPSHIRE House of Representatives soon will consider two bills, HB 147 and HB 162, which seek to expand the death penalty in our state. As Catholic bishops, and as citizens of New Hampshire, we urge the members of the House to vote against these bills. Like other citizens of our state, our hearts are broken by the inconceivable and monstrous crimes that prompted these bills. We pray for the victims and their families; we honor the bravery and nobility of the police officers; and we, too, seek a just punishment for the guilty. However, we believe that just punishment should not involve the taking of yet another life. It was surely no accident that life was the first of the inalienable rights affirmed by our nations Declaration of Independence. The right to life is the foundation of all the human rights we possess. Unfortunately, in our time, the value of human life and human dignity is constantly under attack. During the century we just concluded, we saw war and bloodshed on a scale never before witnessed in human history. We live in a culture where the taking of the most innocent of lives those of unborn children in the womb is tolerated, made legal, and even encouraged, and a world where the elderly and infirm are subtly encouraged not to be a drain on their families or society. In the face of all this, it is evident that to restore what Pope John Paul II called a culture of life, our society ought to employ the strongest measures available. One of the measures available is the restriction and eventual abolition of the death penalty. By no means does this assertion of the respect for the life of criminals minimize the requirement that justice be done to them through proportionate punishment, nor does it dissolve the distinction between innocence and guilt. Indeed, the abolition of the death penalty does not jeopardize our states ability to protect people from dangerous criminals, as we have available to us the sentence of life without the possibility of parole (which the minority report of the Commission to Study the Death Penalty in New Hampshire referred to as death by incarceration). Instead, our states refusal to kill capital offenders would be a sign of the states confident moral integrity, not of its weakness to govern and protect. When the state ends a human life although a non-lethal alternative exists, it suggests that society can end violence with more violence. We know that this is not the case. As Pope Benedict XVI has said, killing the guilty one is not the way to rebuild justice and reconcile society. On the contrary, there is the risk that the spirit of revenge is fueled and that the seeds of new violence are sown. We therefore should end the use of the death penalty, not only for what it does to those who are executed, but for what it does to all of society. By having the courage and rectitude to spare the lives of those who are demonstrably guilty and, instead, imprison them for life, we develop and support a culture appreciative and protective of the value of every human person. By refusing to expand the death penalty in this state, we proclaim a moral goodness that moves beyond the influence of reaction to chilling crimes and toward a civil ethic that respects the intrinsic value of every human person from conception to natural death. For these reasons, HB 147 and HB 162 should not become law. Finally, in the midst of all our discussion on legislation, let us never fail to express our support for the families and friends of victims of terrible crimes. Let us show our gratitude and appreciation for members of law enforcement who bring criminals to justice. Let us all as Pope John Paul II challenged, commit to live as people of life and for life. . John B. McCormack is bishop of Manchester. Francis J. Christian is auxiliary bishop of Manchester. Indexing (document details) Subjects: Capital punishment,  Violence Author(s): Anonymous Document types: Editorial Section: OPINION Publication title: The Union Leader. Manchester, N.H.: Feb 2, 2011. pg. A.7 Source type: Newspaper ISSN: 07455798 ProQuest document ID: 2256312851 Text Word Count 672 Document URL: http://proquest.umi.com/pqdweb?did=2256312851sid=1Fmt=3clientId=74379RQT=309VName=PQD ANOTHER VIEW: Do not expand New Hampshires death penalty. (2011, February 2). The Union Leader,A.7. Retrieved February 4, 2011, from ProQuest Newsstand. (Document ID: 2256312851). ethal Injection and the F.D.A.; [Editorial] New York Times. (Late Edition (East Coast)). New York, N.Y.: Jan 28, 2011. pg. A.30 Abstract (Summary) When it reaffirmed the constitutionality of capital punishment three years ago, a splintered Supreme Court said it believed lethal injection carried neither substantial nor objectively intolerable risk of inflicting serious harm.   »  Jump to indexing (document details) Full Text  (412 words) Copyright New York Times Company Jan 28, 2011 Capital punishment means lethal injection. The administration of a barbiturate as part of a fatal dose of drugs is meant to render a convict unconscious before other drugs stop his or her breathing and heart so the execution can somehow be construed by a judge as being neither cruel nor unusual. Sodium thiopental is at the heart of this story. A fast- and short-acting general anesthetic, it has been used to put convicts under and make executions methodical. For more than a year, however, a shortage of the drug has widened the gap between the reality of carrying out executions and support for them in American law. In October, a majority of the Supreme Court wrongly insisted there was no evidence that the shortage had any bearing on whether an execution can be done constitutionally. Now the evidence is impossible to ignore. We strongly oppose capital punishment on many grounds. Even with judicial blessing, the conduct of executions in this country is a shambles. In Arizona and Georgia, the sodium thiopental used in executions has possibly been ineffective and almost certainly been illegal. It came from Dream Pharma, an unlicensed British supplier, run from a driving school. The batches carried a date of 2006. They were likely made by a company in Austria that went out of business. The drug is said to be effective for only a year. As a foreign-made drug without approval by the Food and Drug Administration, it is prohibited by federal statute. The F.D.A. initially suspected the drug from Dream Pharma of being adulterated or mislabeled and refused to let it be imported. Then it let the drug enter the country but with the warning that the agency hadnt reviewed the drugs identity, safety, effectiveness, purity or any other characteristics. This month, the F.D.A. stated: Reviewing substances imported or used for the purpose of state-authorized lethal injection clearly falls outside of F.D.A.s explicit public health role. In the meantime, the only American manufacturer of sodium thiopental formerly described as F.D.A.-approved has announced it will no longer make the drug. It planned to produce the drug in Italy, but the Italian government has said it wont permit the drugs export for use in executions. When it reaffirmed the constitutionality of capital punishment three years ago, a splintered Supreme Court said it believed lethal injection carried neither substantial nor objectively intolerable risk of inflicting serious harm. How can the justices be confident in that conclusion now? Indexing (document details) Subjects: Capital punishment,  Anesthesia,  Supreme Court decisions,  Editorials Capital punishment Companies: Food Drug AdministrationFDA Document types: Editorial Column Name: Editorial Section: A Publication title: New York Times. (Late Edition (East Coast)). New York, N.Y.: Jan 28, 2011. pg. A.30 Source type: Newspaper ISSN: 03624331 ProQuest document ID: 2250674721 Text Word Count 412 Document URL: http://proquest.umi.com/pqdweb?did=2250674721sid=2Fmt=3clientId=74379RQT=309VName=PQD Lethal Injection and the F.D.A :[Editorial]. (2011, January 28). New York Times  (Late Edition (east Coast)), p. A.30. Retrieved February 4, 2011, from Banking Information Source. (Document ID: 2250674721).
Saturday, October 12, 2019
Empirical Formula of Magnesium Oxide :: essays research papers
Empirical Formula of Magnesium Oxide Date: Aim: The aim of this experiment was to determine the empirical formula of magnesium oxide. Equipment:  ·Ã‚     Balance  ·Ã‚     Crucible and lid  ·Ã‚     Bunsen burner  ·Ã‚     Magnesium ribbon (0.2g)  ·Ã‚     Steel wool  ·Ã‚     Crucible tongs  ·Ã‚     Pipe clay triangle  ·Ã‚     Tripod Procedure: 1.     Obtain a clean, dry crucible and lid, then heat them for approximately 5 minutes over a Bunsen burner 2.     Clean the surface of a 20 cm strip of magnesium ribbon using steel wool 3.     Coil the magnesium ribbon, so that it fits into the crucible 4.     Weigh crucible and lid on a balance, and record the mass 5.     Place magnesium ribbon into crucible, replace the lid and weigh once more 6.     Heat the crucible and its content with the lid off until the magnesium begins to glow 7.     Replace the lid and heat the crucible strongly 8.     Continue to heat the crucible, occasionally lifting the lid with tongs to provide oxygen for the reaction 9.     When all magnesium has reacted, remove the lid and heat strongly for 5 minutes 10.     Replace crucible lid and allow to cool 11.     Reweigh the crucible with its contents and lid Observations: Once the magnesium was in the crucible and was being heated by the Bunsen burner, it glowed for a brief time. It then caught fire before the lid was placed on top. When it came into contact with the oxygen, the magnesium started glowing extremely bright, and intensely white. The glow became orange after some time. The magnesium ribbon then turned white. Results: Mass of crucible and lid                              29.9 g Mass of crucible, lid and magnesium                         30.1 g Mass of magnesium                                   0.2 g Mass of crucible, lid and magnesium oxide                    30.3 g Mass of magnesium oxide                              0.4 g Mass of oxygen combined with magnesium                     0.2 g Questions: 1. a) The mass of magnesium which reacted was 0.2 grams. b) The mass of oxygen that combined with the magnesium was 0.2 g. 2. What is the empirical formula of magnesium oxide? Mg0.2 g0.224.310.0080.0081=2     O0.2 g0.2160.01250.0081.56 =3 Thus the empirical formula of Magnesium Oxide is Mg O . 3. Why are the crucible and lid heated at the beginning of the experiment before being weighed? The crucible and lid are heated at the beginning of the experiment before being weighed so that any moisture in the crucible is burned away. Moisture is heavy, and thus it can change the results of the experiment, as we only want the weight of magnesium and the magnesium oxide. 4. What are the possible sources of error in this experiment? Possible sources of error in this experiment include the inaccuracy of measurements, as correct measurements are vital for the experiment. The loss of magnesium oxide smoke can also be counted as a possible source of error: if you should lose some of the smoke, there would be a less amount of magnesium oxide than expected at the end of the experiment.
Friday, October 11, 2019
Executive Summary Of Impact Of Siwes On Students
The Students Industrial Work Experience Scheme (SIWES), is a skills development programme initiated by the Industrial Training Fund (ITF), in 1973 to bridge the gap between theory and practice among students of engineering and technology in Institutions of Higher Learning in Nigeria. It provides for on-the-job practical experience for students as they are exposed to work methods and techniques in handling equipment and machinery that may not be available in their Institutions.At inception in 1974, the Scheme started with 784 Students from 11 Institutions and 104 eligible courses. By 2008, 210,390 Students from 219 Institutions participated in the Scheme with over 112 eligible courses.However, the rapid growth and expansion of SIWES, has occurred against the backdrop of successive economic crises which have affected the smooth operation and administration of the Scheme. Most industries in Nigeria today, are operating below installed capacity while others are completely shut down (Manu facturing Association, 2003 – 2006). This has impacted negatively on the Scheme as Institutions of Higher Learning find it increasingly difficult to secure placement for Students in industries where they could acquire the much needed practical experience.Aim of the StudyThe aim of the study was to evaluate the impact of SIWES on Technical Skills Development in the Nigerian economy. This is to enable Institutions of Higher Learning and other Stakeholders assess the performance of their roles in the Scheme.MethodologyIn order to achieve the aim of the Survey, a total of 1,200 questionnaires were administered to SIWES Students, SIWES Graduates and 60 to the Employers of Labour.Similarly, 36 Head of Institutions, Institution based SIWESCoordinators/Directors participated in SSI while 30 Human Resource Managers and 60 Industry based SIWES Supervisors were also interviewed. A total of 18 focus group discussions (FGD) were held with SIWES Graduates and ITF SIWES Schedule Officers equally participated in FGD.The six geo-political zones of the country and the 27 Area Offices of the ITF were the bases for sampling. The fieldwork for this study lasted two weeks in December 2008 across the Six Geo-Political Zones. The field personnel enjoyed cooperation and support of SIWES participating Institutions and their representatives during data collection. A few Researchers did not, however, receive cooperation of Employers of Labour to administer instruments to Students, largely due to either misconceptions or disputes.Lack of uniform academic calendar for all Institutions, including SIWES calendar affected the capacity of Research Teams to administer some Research Instruments.Major FindingsThe findings of the survey include:1. Most Students (75%) described SIWES as very relevant to Technical Skills Development, while SIWES Graduates (92.5%) reported that they acquired new skills during their SIWES attachment.2. Inadequate funding for the smooth management of the Scheme.3. Inadequate/ineffective supervision of Students on attachment by Staff of Institutions, ITF and Employers of Labour, largely due to lack/shortage/inadequate vehicles, supervision allowance and delays in the payment of same to both staff and students.4. Placement of Students in relevant Industries is a major challenge due to the growing number of Institutions, eligible courses and Students involved in SIWES while relevant industries are shutting down5. Employers of Labour have high positive perception of SIWES in imparting skills to students, thus, enhancing their performance.6. There is a general consensus among Heads of Institution and Institution-based Coordinators that SIWES makes the education process complete as it bridges the gap between the theoretical knowledge acquired in Institutions through practical hands on experience in Industry.7. A major factor determining the acceptance of Students for SIWES by Organizations/Establishments is av ailability of vacancy.Recommendations1. The number of Institutions and Students participating in SIWES have been on the increase without corresponding increase in funding of the Scheme. The study recommends that the Federal Ministry of Science and Technology (FMST), Federal Ministry of Labour and Productivity (FMLP), Education Trust Fund (ETF), and Millennium Development Goals (MDGs) of the Presidency be involved as major Stakeholders that will be saddled with the responsibility of formulating policies to guide the operation of the Scheme and advice the Federal Government appropriately particularly, on funding the Scheme.2. SIWES should be properly presented to potential sponsors, such as banks, multinational companies and other corporate institutions for support in creating placement opportunities, training, equipment, facilities, as well as direct funding of SIWES.3. Institutions should be encouraged to create financial autonomy for Institution-based SIWES Units/Dir ectorates.4. Separate SIWES sub-head by the Federal Government.5. Motivate partners from the private sector through granting tax relief for companies that accept Students on SIWES.6. Instruments for the administration of the Scheme should be periodically reviewed to ensure relevance, and uniformity.
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