Crriculum on a Leadership Development

Question: Curriculum on a leadership development program for novice nurses," organization selected was Wisconsin Center for Nursing (WCN) for the assignment. Last weekes assignment is the power point attached and the .doxc file plus details below are how the assignment is to be completed. Answer: Nursing Leaders and education based industry standards Development of nursing leadership is significant in the changing health care system of todays world (Huber, 2013). Nurse leaders have the influence on patient outcomes, staff satisfaction and the fiscal status of the health care organization (Yoder-Wise, 2014). Nursing leadership development program are built by many organizations to provide novice nurses with knowledge on how to be an effective leader. The nursing curriculum is to be considered effective when there is a clear understanding of the standards that go with the curriculum. In leadership development, the standards guide the curriculum development (Waddell et al., 2015). The purpose of aligning the nursing curriculum with industry standards is to make the sure quality curriculum that has distinguishing features determining the fulfillment of the standard (MacPhee et al., 2012). Leadership development programs are to be built based on an extent of curriculum content. The Wisconsin Center for Nursing (WCN) is to develop a cu rriculum on leadership development program for novice nurses. The present paper is an industry standards paper the describes the industry standards pertinent to the proposed curriculum on leadership development. One agency, one state and one federal education-based industry standard, the purpose of the standards, how the standards are relevant to the proposed curriculum and how it will influence the development and how the proposed curriculum is going to meet the education-based standards and the advantages of doing so. Agency for Healthcare Research and Quality (AHRQ) and their proposed carriculum Agency for Healthcare Research and Quality (AHRQ) has set up some guidelines for nursing leadership that includes nursing education. The standards identify that all the specific aspects of nursing leadership must be included in the curriculum, and practical knowledge is to be given. The agency provides evidence-based material to the curriculum by studying the quality of care and the decisions for improving the healthcare outcomes (Kronick, 2014). Facilities that incorporate the standards to nurse education have high leadership qualities among the novice nurses. By aligning the leadership development curriculum on the guidelines, the aim of the curriculum will be fulfilled, and the nurses can assure improved and better health outcomes. The State of Wisconsin Board of Nursing states that the curriculum must be organized and developed for including the attitudes, abilities, skills and knowledge of nurses that is necessary for the particular levels of student achievement (Billings Halstead, 2013). By including the standards of the state board, nursing leadership development curriculum will succeed in meeting the standards of nursing practice. Experiences are to be provided for enabling the learner to enhance the skills and knowledge regarding leadership. The state board of nursing also states that the nurses must undertake a particular practice only if the nurse has the proper experience, knowledge and preparation to execute fairly the practice. The providing leadership education, the nurse educator, makes sure that the staff is complying with the requirement of licensure in the state for nursing. The American Nurses Association (ANA) developed the National Database of Nursing Quality Indicators (NDNQI) for teaching nurses and other members of the healthcare team to implement leadership throughout the course of their practice. The training standards program is to be incorporated in the nursing curriculum (Alspach, 2015). By including the training program, the curriculum will be aligned with the standards of ANA. By making the alignment, quality, safe and evidence-based practice will be implemented. The standards of ANA are regularly reviewed and applied as standards of care in nursing that is to be developed for accommodating the latest evidence-based practice in nursing. This has the potential to affect the care of the patients. The proposed curriculum of AHRQ and education-based industry standards The proposed curriculum would meet the education-based standards by the following steps. The curriculum would be determined to understand what the curriculum is about and the scope and sequence for learning. The main components of the curriculum would be a rationale, a short overview of the content description, the description of the student audience, connections to national standards, intended learning outcomes, an instructional plan, a plan for assessment and materials, texts and other resources for fulfillment of the curriculum (Keating, 2014). The curriculum would represent a huge shift in paradigm in the field of leadership development. The curriculum would be made by looking at the standards, recognizing the dispositions and knowledge and demonstrate the meeting of the standards (Iwasiw, 2014). The curriculum will allow the students to fulfill the outcomes. For this purpose, all the activities would be taken up that would reach the target. Curriculum assessment would be taken u p for allowing the students to track the success and the educators to determine whether the students are meeting the standards. New approaches to the teaching would be carried out and made in such a manner that the needs of the students are met (Richardson et al., 2014). Industry standards are the proper guidance for nursing leadership development curriculum by making specific the bench mark for measuring the curriculum. Incorporating the standards in the implementation of the nursing curriculum will make sure that learners achieve success and the nursing program fulfills the course objectives. The alignment of the industry standards is to match with the vision and mission of the facility and the competencies of the curriculum standards. Developing a nursing curriculum comprising of different standards makes sure that professional, safe and quality nursing practice is implemented. The focus of the curriculum is to be on the attitudes, skills and knowledge of the learners. By the integration of the industry standards into nursing curriculum, nurse educators make sure that the program is approved and accredited. By aligning with the industry standards, the process of care and clinical outcomes of the broad spectrum of care quality of the healthcare sys tem will be enhanced. The curriculum will provide support to the nurses for establishing the standards of excellence in care. With the help of the accreditation standards and the presence of multi-resources and the accreditation bodies, the curriculum topic, based on the latest evidence-based practice and the alignments of regulations and standards of the nursing practice. References Alspach, J. G. (2013).Core curriculum for critical care nursing. Elsevier Health Sciences. Billings, D. M., Halstead, J. A. (2013).Teaching in nursing: A guide for faculty. Elsevier Health Sciences. Huber, D. (2013).Leadership and nursing care management. Elsevier Health Sciences. Iwasiw, C. L., Goldenberg, D., Andrusyszyn, M. A. (2014).Curriculum development in nursing education. Jones Bartlett Publishers. Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Kronick, R. (2014). Patient safety: the Agency for Healthcare Research and Quality's ongoing commitment.Journal of nursing care quality,29(3), 195-199. MacPhee, M., Skeltonà ¢Ã¢â€š ¬Ã‚ Green, J., Bouthillette, F., Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence.Journal of Advanced Nursing,68(1), 159-169. Richardson, J., Grose, J., Doman, M., Kelsey, J. (2014). The use of evidence-informed sustainability scenarios in the nursing curriculum: Development and evaluation of teaching methods.Nurse education today,34(4), 490-493. Waddell, J., Spalding, K., Canizares, G., Navarro, J., Connell, M., Jancar, S., ... Victor, C. (2015). Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part I. Impact on Students Career Resilience.International journal of nursing education scholarship,12(1), 163-173. Yoder-Wise, P. S. (2014).Leading and managing in nursing. Elsevier Health Sciences.

Hurricanes In Florida Essays - Atlantic Hurricane Seasons

Hurricanes In Florida According to the National Hurricane Center, a hurricane releases heat energy at a rate of 50 trillion to 200 trillion watts, which is equivalent to the energy from exploding 10 megaton bombs every 20 minutes. With such strength, it is no wonder why these natural disasters have such large destructive impacts on the environment. Furthermore, hurricanes are of extreme importance to Florida, since they have historically plagued the state, especially in 1992 with Hurricane Andrew. Since it is certain that hurricanes will hit Florida and equally certain that biological populations (including people) will exist in Florida, there is a need for researching methods to coexist with these monstrous storms. IMPACTS OF HURRICANES First, to be able to create solutions to hurricane damage, experts must understand the physical manner in which hurricanes actually cause damage. Roger Pielke, in his hurricane book, The Hurricane, identifies four impacts of a hurricane: storm surge, extreme winds, tornadoes, and rainfall. These impacts are not completely separate from each other; they interact, but are different in scope. Storm surge refers to the rapid rise of sea level as a storm approaches a coastline. This is the biggest impact of a hurricane and accounts for 90% of hurricane deaths (Pielke 1990). Storm surges are caused by three factors. First, the overlying atmosphere pressure drops. Second, strong onshore winds cause a piling up of water at the coast. Third, the decreasing sea depths as the ocean approaches the coast causes the surge to get steeper. A storm surge of 15 feet corresponds to a level 5 hurricane, and a surge greater than 5 feet can cause major damage and loss of life. Since surges diminish as they move inland, surges are mostly destructive to beaches. Extreme winds, which carry a lot of kinetic energy, can cause significant structural damage and even endanger life with dangerous debris. The damage of winds is proportional to the kinetic flow, which is exponential. For example, a wind of 50 ms-1 is four times greater than winds of 25 ms-1. In addition, winds are not restricted to the coasts; extreme winds appear and are destructive far inland. Tornadoes are connected with extreme winds. Although hurricane induced tornadoes are not as strong as the"normal" ones that appear in the Midwest, they still cause a lot of damage and are dangerous to life. Tornadoes are mysterious, but there are theories on their causes. Tornadoes form as a response to large vertical shears of horizontal wind that develop as lower level wind is slowed by ground friction. The large velocity shears tilt due to spatially varying vertical motion, which causes circulation to complete the tornado. Tornadoes can form far inland. Rainfall is the mildest impact, although it still causes major damage and erosion. Even weak tropical disturbances can cause extreme rainfall. This extreme rainfall can cause flash floods or cause body of waters to flood. Rainfall becomes excessive at and after the hurricane hits land. FLORIDA PROBLEMS WITH HURRICANES According to the National Oceanic and Atmospheric Administration (NOAA), Florida had the most hurricane strikes from 1900 to 1996 of any other state in the United States with 57 hurricanes. Texas was a far second with 36. With such an intense hurricane history, it is no wonder why hurricanes are a major environmental problem facing Florida. For examples, a 1928 hurricane hit Lake Okeechobe and killed 1800 people (Stormfax Weather Almanac 1997), and 1994 Hurricane Gordon caused significant beach erosion along Florida's east coast and $275 million in agricultural damage by flooding Dade and Collier counties (NHC Hurricane Andrew 1994). The best example of the powerful destruction of hurricanes to Florida is hurricane Andrew. According to the National Hurricane Center's report on hurricane Andrew, total damage was estimated at $25 billion! Fortunately, good preparation prevented major loss of life as 26 people died directly from the hurricane. Over $2 billion dollars was needed to cope with environmental damage from the storm. Also, Ocean Oil reported that there were seven incidents of pollution from the hurricane destroying oil structures in the Gulf of Mexico. Perhaps worst of all, the $15 billion of damage to private property left many people homeless, with most of their possessions destroyed. This hurricane caused major economical, sociological, and environmental problems in Florida. SOLUTION BY FORCE The problem of hurricanes must be dealt with by finding a solution. One approach to eliminating the impact of hurricanes is to try eliminating hurricanes themselves with brute force. Although this might seem fantastic and impossible, it is actually a legitimate scenario that has been studied since

Best Essay Sample Templates Online

Best Essay Sample Templates OnlineIf you are going to write an essay, you need to get one or more of the words essay sample templates online. These are provided by reputable companies who have vast resources to help you through the writing process. Writing an essay can be intimidating but that doesn't mean that there is no help for you. There are a lot of benefits to taking this route and if you do it correctly, you will get an excellent essay.There are a lot of students who do not take a very serious approach to writing their essays. Most of them do not spend enough time doing research and taking advice. They think that they can just have their ideas and they can write the essay. In fact, there are a lot of ways to improve your essay and you should not let the worst thing happen. If you do not take the advice of other writers, you will end up with a truly mediocre essay.As you write your essay, take note of what is going on in the world and how this affects your thoughts. What are t he issues that affect your current life? What is the news that is going around the world? It is these ideas that you need to inject into your essay. An essay can be as simple as what you wear or what kind of food you like, but it needs to be a lot more.Essays are written to improve your skills and knowledge in the field. If you are looking to write an essay about the latest movies, then look at some of the online sources of reviews. If you know something about the movie industry, you will have some clues as to what to expect from a movie.An essay is no longer a get-the-girl type of essay. It is now as important as the homework you get in school. You have to stay abreast of the latest events that affect the world. It is very easy to think that you have studied the class material so well that the rest of it is just old hat. An essay can only benefit you if you have read about it and given it some thought.Essays are meant to give you a place to get all of your ideas together. Make sure that you do not do it in a hurry. You should set aside enough time to do it. There are a lot of ways to improve the length of an essay, but you should also take the time to think about the topic of the essay. Look at what the news has to say and what is going on in the world.Using a different word to describe something is a great way to enhance your essay. Don't limit yourself, or other people, to using the same words as the sources that you found out. If you want to improve your essay, you should read about things in your school and in the world.

7 Most Common Mistakes on ACT Math How to Avoid Them

7 Most Common Mistakes on ACT Math How to Avoid Them SAT / ACT Prep Online Guides and Tips I've tutored many students on the ACT Math section, and they often found it frustrating. Some struggled because they considered themselves better English students and felt overwhelmed by the content and pacing of ACT Math. Others found that even though they considered themselves strong math students, they had a hard time getting the score they wanted in the ACT Math section. But allthese students typically madethe same types of mistakes. In this article, I’ll go over the seven most common mistakes students make on the ACT Math section and how to avoid them. Mistake #1: Skipping Steps ACT Math questions can be very sneaky.Problems can appear at first glance deceptively easy because they only require you to know basic math topics. However, the ACT questions ask for you to apply this basic knowledge in unique ways and often require you to run through several steps to get to the correct answer.If you don’t write out these steps, you can easilyend up with the wrong answer. For example, check out this ACT Math question: I’m going to admit that the first time I attempted this I got it wrong because I did not write down my steps!Hopefully, you’ll learn from my mistake.Together, we will write out the steps and get to the correct answer. There are 4 questions with 3 possible answers, and only 1 of the 3 answer choices will be correct. Therefore, for each question, Elliott has a ${1}/{3}$ chance of answering correctly.Since there are 4 questions, Elliot’s chances of answering all 4 correctly at random are$({1}/{3})({1}/{3})({1}/{3})({1}/{3})$which equals ${1}/{81}$, so the correct answer is E. Initially, I tried to do this problem in my head without writing any steps down. Because I didn't write anythingdown, Imistakenly thought there were four possible answer choices for each question instead of three. Therefore, I got the wrong answer, ${1}/{256}$. Thankfully, my answer wasn't one of the answer choices, so I caught my mistake, but I would have missed the questionotherwise. Don’t miss problems because you didn’t write out all of the steps.This is arguably the easiest mistake to fix.All you need to do is write out all your steps, and you’ll never accidentally miss a problem because you skipped a step!Learn from my silly mistake! Mistake #2: Forgetting Formulas The ACT doesn’t give you any formulas.However, you’ll need to use a lot of formulas to answer questions in the ACT Math section.You need to know these math formulas to answer the questions correctly.We’ve compiled a complete list of all the formulas you need to know for ACT Math. You need to memorize these formulas.Create flashcards to help you memorize.I cannot stress enough how important memorizing formulas is.You’ll see at least 10 questions (out of 60) on the ACT Math section that you will not be able to answer without knowing formulas. Check out this ACT Math question that you couldn’t answer without knowing the formula: If you didn't have yourtrigonometry formulas memorized (SOHCAHTOA), you would have no idea how to answer this question. It's impossible to answer this question without knowing the formula for the tangent of an angle since that is the value you're trying to find. If you remember your trigonometry formulas, you know that the tangent of an angle is the opposite/adjacent.For this question, you need to find the tangent of angle B.The adjacent side for angle B is 2, which means it is our denominator.This means we can eliminate answer choices H, J, and K. However, you cannot find the final answer without also knowing the formula for thePythagorean Theorem.You need to know the Pythagorean Theorem in order to find the measureof the missing side of the triangle, the opposite side to angle B. Using the Pythagorean Theorem, you can find this missing side measure. $$a^2+b^2=c^2$$ $$a^2+2^2=5^2$$ $$a^2+4=25$$ $$a^2=21$$ $$a=√{21}$$ The opposite side will be $√{21}$, and we know that our adjacent side is 2. The final answer is F, ${√{21}}/{2}$. Mistake #3: Not UnderstandingFunctions Functions tend to be one of the hardest concepts, if not the hardest concept, for most students. Students are usually less familiar with algebraic and/or trigonometric functions than they are with other math concepts such as fractions and percentages. Some students have completely forgotten functions or never learned them in the first place. To master the ACT math section, you need to be a whiz at functions. See this ACT Math function question: To answer this question, you need to know the rules of trigonometric functions andtranslations. You will not be able to answer this question without knowing these rules. You first need to use your knowledge of trigonometric functions to read the graph, and then, you need to apply your knowledge of translations rules to find the final answer. First, you need to be able to identify which function is $sin(x)$ and which is$sin(x+a)+b$ on the graph since they're not identified for you.If you know your trigonometric functions, you know that the y-intercept of$sin(x)$ is 0, meaning the graph of$sin(x)$ crosses through the origin. Therefore, the other functionmust be$sin(x+a)+b$. Once you've correctly identified which function is which, you need to figure out how$y=sin(x)$ was changed to make$y=sin(x+a)+b$, which is where your translation knowledge comes in. Based on the given information in the question, you know the two have the same maximum values, meaning the amplitude was not changed.By looking at the graph you can tell$y=sin(x)$ was shiftedto the left or right to make$y=sin(x+a)+b$, but it was not moved up or down. Since there was no up or down movement, b must equal zero since any change in b would cause$y=sin(x)$ to move up or down. Therefore, the answer must be A, but let's check by figuring out what a should be. Because$y=sin(x)$ repeats itself infinitely, you can shift it either to the left or right to create the new function$y=sin(x+a)+0$.Therefore, $a$ could be positive or negative (for example, ${-3Ï€}/{2}$ or ${Ï€}/{2}$, but it could not equal zero, so A is the correct answer. If you've forgotten functions, then you need to review. You must review all math concepts that you’re rusty on in order to succeed on ACT Math.Lucky for you, we’ve written specific ACT Math content guides to help you study any individual ACT Math content area that you might be struggling with, fromtrigonometric functions totranslations,ratios to rotations, points to probabilities and much more. Mistake #4:Panicking at Unfamiliar Question Formats The ACT sometimes asks questions in strange ways, which can scare a lot of students. I had many students who, even though they'd reviewed all of the math content areas, wouldread the question and rather than trying to figure it out would just freak out and give up. The question below is one that presents an unfamiliar question format. You’ll likely recognize it as an algebra question, and if you were asked to find the solutions forx (had you been given numerical values of m and n), you’d likely know how to answer that question.However, instead, this question tells you the valueof x and asks you to figure out what m and n are. Let’s work through this problem together: If the only possible solution for x is -3, that means the given equation can also be represented as $(x-y)^2=0$.We need to figure out what y is in order to find out what m and n are. If $(x-y)^2=0$, then you can separate it into $(x-y)(x-y)=0$.For this to be true, x-y has to equal 0. $$x-y=0$$ The question told us that the only solution for x is -3, so we plug that in and solve: $$-3-y=0$$ $$-y=3$$ $$y=-3$$ Now that we know the value of y, we plug it back into $(x-y)^2=0$ and then multiply and simplify to figure out what m and n are: $$(x-(-3))^2=0$$ $$(x+3)^2=0$$ $$(x+3)(x+3)=0$$ $$x^2+3x+3x+9=0$$ $$x^2+6x+9=0$$ Therefore, $m=6$, so the answer is C. There is no easy solution to this type of mistake.The only way to learn from this mistake is with practice.ACT Math questions are unlike the math questions you usually see in math class. They are much trickier. I recommend taking as many practice ACT testsas you can in order to get used to the style of ACT math questions.You need to train yourself to be able to solve math questions in this new way. Mistake #5: Solving for the Wrong Value As I just said, ACT Math questions can be tricky.They are tricky not only because they ask you to apply basic skills in new ways but also because they sometimes phrase questions in weird, convoluted ways. Althoughthe ACT is often called the more straightforward test in comparison to the SAT (or at least in comparison to the old SAT),some ACT Math questions are far from straightforward.Take for example this question: The question is basically asking how the surface area will change if you double the length, width and height.However, if you misread the question, you could easilyjump to the incorrect conclusion that the surface area was doubled, and the answer is A. Given the formula for surface area, $A=2lw+2lh+2wh$, if we double $l$, $w$, $h$, the new surface area would be $$SA=2(2l)(2w)+2(2l)(2h)+2(2w)(2h)$$ $$SA=2(4lw)+2(4lh)+2(4h)$$ That can be written as $$SA=4(2lw+2lh+2wh)$$ When that is compared to the original $SA=2lw+2lh+2wh$, you can see it’s 4 times the original, so the answer is B. Take your time.I know you don’t have a lot of time on the ACT Math section, but you need to read each question completely and make sure that you know what you’re being asked.The ACT Math section will always throw you an answer choice that will seem correct if you misread the question.They are trying to tempt you to answer incorrectly.Don’t fall for it! Mistake #6: Incorrectly Using Your Calculator You need to be careful with your calculator.It’s a great tool, but to quote the Spiderman comics, â€Å"With great power comes great responsibility.†It’s very easy to feel rushed during the ACT Math questions, and, in your hurry to find the answer, you type the wrong number(s) into your calculator and, therefore, come to the wrong answer. Now, this is typically one of the better mistakes to make on this list because if you type in the wrong number(s) you’ll likely find no matching answer in the ACT answer choices, and you’ll realize you made a mistake. However, you don’t want to be making this mistake.Even if you catch your mistake because there is no matching answer choice, you’ve still cost yourself valuable time that you could have been using to answer another question.Take the time to check that you’ve copied the numbers into your calculator correctly. Type carefully! Mistake #7: Not Pacing Yourself With only 60 minutes to answer 60 questions, you need to learn to pace yourself. To determineyour pacing, you need to first figure out your target score. The questions progress from easy to hard, so no matter what score you're aiming for always attempt the questions chronologically. If you're aiming for a score higher than 30, then you're going to need to answer all or almost all of the 60 questions. That means you must spend under 1 minute per question on the first 30 questions to save time for the harder end questions. If you're aiming for a score below 30, then you can afford to skip some questions. Determine how many questions you need to answer to reach your score and then pace according to that amount of questions. For example, if you're aiming for 20, then you only need to get 32 math questions right. You can allow yourself a minute and a half per question, and you should attempt the first 40-45 questions and skip the hardest ones at the end. Simply choose a random letter and bubble that in for the ones you skip, since there is no penalty for guessing. I won’t go into detail because we have another great guide on how to stop running out of time on ACT Math and how to take advantage of the easy to hard question order. However, I will say to truly master the pacing you need to take many practice tests under realistic conditions.Don’t give yourself even one extra minute on your practice tests because this can artificially inflate your score. Stick to 60 minutes for the ACT Math section. What’s Next? Now that you know the most common mistakes on ACT Math, you might want to take a look at our specific ACT Math content guides to help you study any individual ACT Math content area that you might be struggling with, from ratios to rotations, points to probabilities. Stuck on an ACT Math problem? We'll show you how to figure out when you're really stuck and what to do about it. Want additional help with ACT Math? Don’t sweat it. We've compiled all ourbest free ACT Math guides into one ultimate ACT math study guide. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Reprogenetics Essay Example | Topics and Well Written Essays - 1500 words

Reprogenetics - Essay Example Which would mean creating children who are only useful and denying the others, who are considered useless in their place. Children created for parents selfish purpose is associated with disrespect for life of the discarded embryo taking the IVF cases and more questionably creating the children for the desired skin color, potential qualities and emotional satisfaction linked with status and reputation. She further explains the "intrinsic motivation view" which is to have a child for his own sake and bonding of the family. The "indiscriminate motivation view" is associated with post conception and treatment of child once born. It is just unreasonable to become parents of fully made up child. It is just unacceptable to create a child for some selfish reason of savior child or conspicuous immoral consumption. The children also have a need to be loved for their own sake and to be valued as individuals created by god not by technology. And these needs have to be considered and loved. Which also means the parents to be "unselfishly benefiting children" and also parents being "selfishly benefiting form children" for who and what they truly are and not what they could have artificially made them. T Designer Babies and the Pro-Choice Movement By Rebecca Tuhus-Dubrow Today the escalating fertility industry has shifted the making of baby from bedroom to laboratory. The in vitro fertilization allows the parents to decide how they want their children to be made. And the most questionable, it enables the selection of desired gender. It is also a political issue related to social values and individual liberty. Designer babies, the idea itself tinkers with genes, and to play as god at the stake of humanity. Creating babies to cure diseases of siblings is different and to fulfill the cosmetic needs in a conscious environment of health and beauty. The new eugenics provides more reproductive choices and desired babies but a line has to be drawn to it. This can also have social consequences as explained by Lee Silver, Princeton this could develop a whole new species which would completely separate the natural class and Gen rich class. The parents then will have to insert the best genes in their children to get them into best schools. This can challenge the human race and humanity at large. This can cause extremes to the communities like the GLBT. In case a gay gene identification is made, this technology can threaten the community at large. It can harm the reproduction and abortion rights of women. There will be greater line of distinction between equality and inequality, as meddling with the environment has its adverse affects attached. The reprogenitics has given humans a choice over life. The uncontrolled use of reprogenetic technologies will have adverse implications for the future. Re-Engineering the Human: New Reproductive

MGMT Essay Example | Topics and Well Written Essays - 2000 words

MGMT - Essay Example The internet relays a vast array of information and services within the interlinked documents and emails. However, due to increased technology and widespread use of the internet creates security threats due to the vulnerabilities posed by the system. As a result, internet laws have been established to deal with matters related to internet. It’s necessary for the users to have knowledge of the laws. From the early days, professionals in the technology industry realized that the diversity of the internet functions required trust since it was used by the public. The industry code of conduct was established as a guiding principle to ensure responsible use of the internet by the operators and users. However, with the improving world of technology courts and governments around the world are creating internet laws to handle legal disputes related to internet use. Cyber laws have been designed to fit in the legal system frameworks in order to ensure there is order in the conduct and commerce in cyberspace. The internet law handles cases of trademark and copyright infringement as well as other related cyber crimes (Smith, 2006, 37). Internet has changed the legal landscape since it’s the world largest marketplace. The internet influences committing crimes, torts and infringing intellectual property. The internet law controls many aspects of internet use such as e-commerce, marketing and cyber activities. As a result, the laws protect the users in all the fields that incorporate internet use in their activities. Rules should accommodate new developments such as improvement in the software industry, as well as transformation in the intellectual property laws. The internet creates unique jurisdictional disputes since the technology respects no national borders. The internet rules keep changing due to the advancement in technology posing new threats and challenges. As a result, the legal frameworks must be designed to accommodate the changes to ensure protection of

The Analysis of “Loser-hero” Essay Example for Free

The Analysis of â€Å"Loser-hero† Essay In the book â€Å"Warriors of Japan as Portrayed in the War Tales†, as the title suggests, author Paul Varley studies numerous war tales from hundreds of years of Japanese history, throughout the rise of the samurai warrior culture and the societal change that went along with it. From ancient war tales like the Shomonki to tales firmly in the medieval times like the Taiheiki, the changes in battlefield customs and warrior society are presented and studied as they change and evolve. Despite all the social changes occurring in these time periods, a certain element stays the same throughout all these tales, the warriors themselves. The main focus of nearly all these war tales follows the rise and equally the fall of esteemed warriors of the period. The tales also touch on time honored values and beliefs such as honor, respect and reputation frequently. The evolution and prevalence of these values influences the way of life of the warriors in the tales, on and off the battlefield. Varley goes one step further to separate warriors into distinct, classic categorizes, based upon their characteristics and actions. There are three archetypes: loser-hero, tragic loser-hero, and failed loyalist hero, with almost all warriors discussed in the book fitting into one group or another. Why would Paul Varley put such emphasis of the three archetypes of heroes in Japanese history? The explanation is found in the analysis of the characters themselves, and noticing the fact that they continually come up in Japanese literature. In order to better understand the usefulness of the three main archetypes in Japanese history, it would be prudent to first start with the definition and analysis of the characters themselves. The first archetype to appear in â€Å"Warriors of Japan† is the loser-hero, a good example of which can be found in the tale of Minamoto no Tametoto. Tametoto is particularly special in that he is a loser-hero but not a tragic loser-hero, as the two are very similar and easily connected. The Hogen Monogatari tales recount the story of the Hogen Rebellion, which the feared and treasured warrior Tametoto fought in. By most accounts, although most likely fictionalized for the sake of storytelling, Tametoto was a fierce and ruthless soldier, whose skills with a bow impressed any who witnessed them. From his extensive experience in war, Tametoto has seen the success that a night attack can bring, and believes that it is the best way to defeat the opposition in this conflict, the Sutoku. He argues to his comrades that if they do not use this strategy on the enemy, the enemy will use it on them. His advice is rejected by the Fujiwara leader Yorinaga, and the enemy does indeed attack that night. The Fujiwara and Minamoto base at the Shirakawa Palace is defended valiantly by Tametoto, but with few reinforcements is basically fighting by himself. At one point it seems that Tametoto is actually winning the fight, at least until the Sutoku side sets the palace on fire, forcing Tametoto to flee the palace where he is captured by the enemy. In this story, Tametoto is a loser hero because it is not his fault that he is defeated, his effort was fantastic and it was the faults of others, namely Yorinaga, that lead to his defeat. Paul Varley defines the tragic loser-hero as â€Å"One who fails or comes to grief at least in part because of some weakness or flaw of his own-he is not done in entirely by others or by outside forces-and whose end if made especially moving because his reduced state evokes memories of an earlier time of fame and glory† (Varley, 57). Some defining traits of a tragic loser-hero are that he is always aided by an ever-faithful follower who is always at his side, and that his indecision and inactivity in his last moments leads to his defeat. Minamoto no Yoshitsune from the Heike Monogatari tales is a perfect example of the classic tragic loser-hero. Though a â€Å"vigorous commander†, Yoshitsune eventually fails because of his â€Å"political ineptitude† and â€Å"his rash handling of Kajiwara no Kagetoki† (Varley, 155). One thing that makes tragic loser heroes so interesting is that they are often rather relatable; they have flaws that in their character, they make bad decisions and lose their temper. This evokes a sense of sympathy in the reader, and this underdog characteristic lends well to fictionalized tales and song celebrating the warrior spirit. There are many tragic loser-heroes throughout the war tales studied in â€Å"Warrior of Japan†, because it is an important archetype that has its place in Japanese literature. The last specific subtype of hero we are going to explore is the Failed Loyalist Hero. This hero is generally characterized by his self-sacrificing loyalty, specifically his unswerving devotion to Emperor Godaigo and the southern court. This loyalty is usually what leads to the hero’s eventual death in battle. Readers take an interest in the extreme self-sacrificing loyalty displayed by these characters; loyalty is explained in â€Å"Warriors of Japan† as a highly respected virtue in Japanese history and literature. The failed loyalist is different from the other types of heroes in that these type of characters do not become prominent until the Taiheiki, where warriors become way more ingrained with imperial loyalism. Before this period, a lot of warriors do have devotion to their commanders and emperor, but not to the extent that they could be considered a failed loyalist hero. Now that the archetypes are defined and their differences detailed, it would be useful to also explore their similarities, of which there are many. Most notably, the only difference between a loser-hero and a tragic loser-hero is that a tragic loser-hero’s defeat is the result of a personal flaw. While sometime this distinction often clearly separates a loser from a tragic-loser hero, the commonalities often lead to a character becoming both archetypes. The failed loyalist hero, however, does not have as many parallels to the other types, but there are still some shared traits. Still a superb warrior, the failed loyalist follows the warrior lifestyle and the battlefield customs of the time. Also, the amount of loyalty that character possesses is no unlike the tragic-loser and loser heroes, it’s just that the failed loyalist hero is loyal to the point where that trait brings on his downfall. So in conclusion, all the hero archetypes may be distinctly separated, but generally share a few traits at the least, showing a clear theme of the warrior culture of the time. A theme that contains ideals like devotion, respect, loyalty, bravery, and honor. The only issue left to address would be that of why author Paul Varley would take interest to stressing the different archetypes of heroes, and feel the discussion of them it imperative to the study of Japanese literary war tales. The best explanation of it may have been said by the author himself, as he writes, â€Å"Firstly, there is a distinct liking in Japanese literature, discernible in the earliest writings, for stories of the sufferings and tragic fates of those who lose out in particular events or affairs† (Varley, 56). Varley understands that dramatic characters are important to Japanese literature, and as such strives to maintain that element of the literature by examining the hero archetypes, which are inherently tragic and sometimes contain suffering. The often fictionalized and embellished stories of the warriors indicated that something about Japanese culture at the time enjoyed a good story, often for reasons other than the basic factual details of what took place. A great illustration of this is the often embellished story of loser-hero Tametoto, because while based on a real person, through the retellings of his story his character was often greatly exaggerated and propelled to mythical levels. He went from being a regular, even exceptional warrior in real life to a â€Å"veritable superman† and â€Å"a monster† in the war tales (Varley, 56). This evolution of Tametoto’s character, and other characters throughout Japanese history, suggests an affinity in Japanese culture and literature for theatrical and compelling narratives. Much speculation can be made about why this is, but the main intent of this study is the compelling conclusion that Paul Varley decided to stress the three archetypes of heroes discussed because of their inherent importance and presence in Japanese history, literature, and culture. Citations: Varley, Paul H. Warriors of Japan as Portrayed in the War Tales. Honolulu: University of Hawaii P, 1994.