History of a Technology or Specific aspect of Engineering Research Paper

History of a Technology or Specific aspect of Engineering - Research Paper Example These factors have created a rich history and heritage regarding software engineering. What is Software Engineering? Software engineering is a process of producing programmes to provide functionalities basing on the problem being solved. The software can either be generic in which it is provided to the customers the way it is or custom in which customers can change it to suit their specifications. Software is engineered to give instructions to hardware components, for example, computers; and hand held hardware devices, for example, mobile phones and tablets to perform certain tasks. Software needs hardware for it to be operational. The specific hardware specifications determine the type of software that will be engineered and the specifications it should have (Puntambeker 3). The Early Days of Software Engineering Software engineering was cracked in the mid twentieth century. However, all the credit goes to people who started the ideology way before the twentieth century. In 1804, Fr ench by the name Jaquard made a loom that would perform predefined tasks using punched cards that were fed on a reading contraption on the loom. This technology was used for the production of carpets and tissue. It allowed people with no skills to use the loom to make carpets and tissue. This technology by Jaquard inspired many people to think on ways they could put instructions on the card to be replicated on the product (Robat 5). Charles Babbage designed an analytical machine which would use programmes. Although the machine never operated, Ada Lovelace wrote a rudimentary programme for the machine that was designed by Babbage in 1843. Four years later, a British mathematician George Boole proved that there was a lot of relation between mathematics and logic. Logic was therefore mathematical and not philosophical as previously claimed by the ancient philosophers (Robat 8). These four people had an idea of how programming would work, but never went to the extent of starting it off. Their ideas proved important to the people who later on pioneered software engineering. At first, programmers and other professionals in this field could not comprehend what John Von Neumann was saying. They analyzed his statements and looked at them logically to start getting a clear picture of exactly what he meant. Programmers and experts who understood this went ahead to make computing better. Random Access Memory was developed with the main objective of allowing easy access to any information in the computer faster. The improvements were well embraced but still, there was a lot of room for improvement, especially in the software part. The computing machines at the time were quite huge, the size of a grand piano using about 2,500 tubes (Evans, 2004). Software engineering went a notch higher, with the plan calculus by Konrad Zuse in 1945. This was the first ever documented algorithmic programming language. The objective of Konrad was to create theoretical preconditions of solvin g general problems. This new development inspired many others to continue with the improvement in the quest to engineer the best software. In 1948, Claude Shannon coined out the mathematical theory of communication through which engineers were taught how to code and to check for transmission accuracy between computers. Four years later, Grace Hopper came up with a compiler this allowed computers to use words instead of numbers. She came up with ARITH-MATIC, FLOW-MATIC and MATH-MATIC [software] basing on her A-0 compiler.

With reference to relevant academic & practitioner literature, write a Essay

With reference to relevant academic & practitioner literature, write a report on the role of HR in equality & diversity in the work place - Essay Example Therefore, the human resource function is most likely to hold the main responsibility for the individuals planning within an organization as well as policies concerning equality and diversity issues. The HR functions are believed to be the main driver of progressive change regarding equality and diversity issues. Arguably, HR is responsible for fostering and promoting workforce diversity through recruitment and selection processes, training programs and policy development among others. This paper discusses the role of human resource in equality and diversity in the workplace. Diversity plays a significant role in the workplace and it reveals that organizations can greatly benefit from developing and maintaining a more diverse workforce. Diversity in the workplace enables organizations to secure a competitive advantage given that the markets are becoming increasingly global and so it assists organizations to discover opportunities in new customers and products. In addition, it attracts a wider talent pool and assists in understanding the needs of a wider customer base. More so, ensuring that there is equality in the workplace is also a very important as it also helps in determining the success of an organization. It is important to treat individuals equally for an organization to be effective and productive. Therefore, it is very important for equality and diversity to be promoted in an organization so as to have a more diverse and motivated workforce. HR is responsible for ensuring that there is equal opportunity and diversity management in the organizat ion. Equal opportunity is about eliminating any form of discrimination in the workplace, especially during the job recruitment process. On the other hand, diversity management involves cultural transformation of the organization to promote the value workforce diversity. When addressing equality in the workplace, the main focus in on gender, ethnicity, age, and disability among

Tap Dance in America Essay Example for Free

Tap Dance in America Essay According to Funk Wagnalls New World Encyclopedia, â€Å" tap dance [is a] style of American theatrical dance, distinguished by percussive footwork, [which] marks out precise rhythmic patterns on the floor.† Also, â€Å"Tap is an exciting form of dance in which dancers wear special shoes equipped with metal taps. Tap dancers use their feet like drums to create rhythmic patterns and timely beats,† Treva Bedinghaus, graduated from Holli Barrons School of Performing Arts and The Ballet Academy, writes in Tap for beginner, â€Å"The term tap dancing is derived from the tapping sound produced when the small metal plates on the dancers shoes touch a hard floor or surface. † In 125 Years of Tap, Jane Goldberg, a dancer-writer who is considered as one of the most prolific voices in the filed of tap dancing, writes: â€Å"What distinguishes tap [dancing] from most other dance forms is that it is two arts in one: music and dance. The dancers are ‘playing their feet’ and moving at the same time.† In another article The Art of Tap Dancing, Amy Brinkman-Sustache, artistic director of Dance-works on Tap (DOT), describes, â€Å"A step is a word. You put steps together to make a sentence. Questions are raised and answered through rhythm. It’s like listening to a conversation.† Literally, tap is America’s unique contribution to dance. â€Å"Tap history is mostly an oral tradition,† Kikelly, performer/scholars from Virginia Tech, says, â€Å"and a single definitive history has not yet been written.† Still, Kikelly and many other people like her are working hard to reveal the truth about how this art form developed. Tap is believed the double of diversity. â€Å"The history of tap has been a story of survival, revival, renaissance and innovation,† Jane Goldberg indicates in her 125 Years of Tap article, â€Å"the controversial roots of which arc still being debated, though the primary sources are usually considered to be Irish and African-American.† According to Constance Valis Hill, Ph.D. in Performance Studies from New York University, â€Å"tap dance is an indigenous American d ance genre that evolved over a period of some three hundred years. Initially a fusion of British and West African musical and step-dance traditions in America, tap emerged in the southern United States in the 1700s. The Irish jig (a musical and dance form) and West African gioube (sacred and secular stepping dances) mutated into the American jig and juba. These in turn became juxtaposed and fused into a form of dancing called â€Å"jigging† which, in the 1800s, was taken up by white and black minstrel-show dancers who developed tap into a popular nineteenth-century stage entertainment.† Furthermore, â€Å"early styles of tapping utilized hard-soled shoes, clogs, or hobnailed boots. It was not until the early decades of the twentieth century that metal plates (or taps) appeared on shoes of dancers on the Broadway musical stage,† Hill summarizes, â€Å"in the late twentieth century, tap dance evolved into a concertized performance on the musical and concert hall stage. Its absorption of Latin American and Afro- Caribbean rhythms in the forties has furthered its rhythmic complexity. In the eighties and nineties, tap’s absorption of hip-hop rhythms has attracted a fierce and multi-ethnic new breed of male and female dancers who continue to challenge and evolve the dance form, making tap the most cutting-edge dance expression in America today.† Yet, according to theatredance.com, â€Å"no one really knows when the phrase ‘tap dance’ was first used – perhaps as early as 1900 – but it didn’t appeared in print until around 1928.† â€Å"Unlike ballet with its codification of formal technique, tap dance developed from people listening to and watching each other dance in the street, dance hall, or social club where steps were shared, stolen and reinvented. ‘Technique’ is transmitted visually, aurally, and corporeally, in a rhythmic exchange between dancers and musicians. Mimicry is necessary for the mastery of form,† Hill points out. Moreover, she continues indicating, â€Å"The dynamic and synergistic process of copying the other to invent something new is most important to tap’s development and has perpetuated its key features, such as the tap challenge. [†¦] The oral and written histories of tap dance are replete with challenge dances, from jigging compe titions on the plantation that were staged by white masters for their slaves, and challenge dances in the walk-around finale of the minstrel show, to showdowns in the street, displays of one-upsmanship in the social club, and juried buck-and wing-contests on the vaudeville stage.† Indeed, Jane Goldberg also writes, â€Å"one documented fact is that many tap legends began performing any place they could — especially street corners — before the discipline Invaded vaudeville shows and, eventually, the silver screen. In a contest by the performers to outdo one another, tap kept evolving, transforming into an art form of self-expression as well as highly stylized production numbers.† For such a long time, tap was considered â€Å"a man’s game† or even â€Å"a largely black, male-dominated form.† People easily notice various famous male tap dancers in history like Bill Bojangles Robinson (1878-1949), John W. Bubbles (1902-1986), or Sammy Davis Jr. (1925-1990). Female dancers, in contrast, were not very honored in history books. Yet, Jane Golden presents, â€Å"a number of young white women got into the act starting in the mid-1970s. These women studied and often performed with their male mentors,† even though the fact Stacie Strong has noted in History, Herstory, OUR STORY article: â€Å"While male tap dancers acted as headliners, women tappers filled out the chorus lines. Though many of their names have been lost, these women were incredibly versatile and talented. Headliners often did the same act week after week (or even year after year), but the chorus had to learn a new routine every few weeks, often working with props and in outlandish costumes, performing as many as four shows a day.† Professor Constance Valis Hill’s inclusive history is the first to also highlight the outstanding female dancers, she wrote in Tap Dance in America: A Very Short History, â€Å"In 1986, La Mama presented Sole Sisters an all woman, multi-generational tap dance show directed by Constance Valis Hill that brought together high-heeled steppers and low-heeled hoofers, the veteran grande dames of tap and younger prima taperinas.† Next, she indicates, â€Å"Soul Sisters was not the only production to open the door for the recognition of female jazz tap dancers. On the West Coast Lynn Dally, who founded the Jazz Tap Ensemble in 1979, combined her extens ive experience in modern dance with jazz tap to organize a group of dancers that insisted on performing and interacting with a live jazz ensemble. On the East Coast, singer, jazz and tap dancer Brenda Bufalino, formerly a partner of Honi Coles, founded the American Tap Orchestra, and set about experimenting with how to layer and orchestrate rhythmic groups of dancers on the concert stage.† â€Å"Today the type of tap that mostly closely resembles the style current during Robinsons era is jazz or rhythm tap. These dancers concentrate on improvisation and choreography that incorporate the complicated rhythms of classic jazz music. Often they look crouched over, listening to their feet — and thats exactly what theyre doing. While some rhythm tappers have begun choreographing for their upper bodies, the emphasis is still on the dancers hearing themselves. The mentors of todays leading rhythm tappers have often been called ‘hoofers’,† writes Jane Goldberg. In addition, The Basic Characteristics of Tap Dancing shows, â€Å"Tap dancers make frequent use of syncopation. Choreography typically starts on the eighth or first beatcount. Another aspect of tap dancing is improvisation. This can either be done with music and follow the beats provided or without musical accompaniment, otherwise known as acappella dancing.† This article also points out another major variations on tap dance, besides rhythm tap: â€Å"Early tappers like Fred Astaire provided a more ballroom look to tap dancing, while Gene Kelly used his extensive ballet training to make tap dancing incorporate all the parts of the ballet. This style of tap led to what is today known as Broadway style, which is more mainstream in American culture.† Specially, the article give some examples of common tap steps and how professional tap dancers make their new steps: Common tap steps include the shuffle, shuffle ball change, flap, flap heel, cramp roll, buffalo, Maxi Ford, single and double pullbacks, wings, Cincinnati, the shim sham shimmy (also called the Lindy), Irish, Waltz Clog, the paddle and roll, the paradiddle, stomp, brushes, scuffs, and single and double toe punches, hot steps, heel clicks, single, double and triple time steps, riffs, over-the-tops, military time step, New Yorkers, and chugs. In advanced tap dancing, basic steps are often combined together to create new steps. Timesteps are widely used in tap and can vary in different areas. These consist of a rhythm that is changed to make new timesteps by adding or removing steps. The images of tap dancer and their shoes has also changed, especially for female dancers: â€Å"Boundaries have shifted dramatically since the 1970s, when high-heeled tap shoes were reserved for Broadway-style tap and flat oxford-style shoes were associated with rhythm tap,† according to Darrah Carr MFA from New York Universitys Tisch School of the Arts. Additionally, Carr notes that â€Å"Introductory high-heeled taps range from 1†³ to 1 ½Ã¢â‚¬ ³ high, while more advanced heels can be up to 3†³ high. [†¦] Dancing in heels also forces you to hold your body more upright, which can change your stage presence. [†¦] ‘Heels encourage you to incorporate your hips and your shoulders into your dancing and wearing heels makes you think about extending the line of your leg’. In contrast,  "many tap dancers find that nothing beats the comfort of flats,† Carr reveals, â€Å"Flat tap shoes are made in the same oxford style for women and men, and many dancers feel that the shoe looks best when paired with pants or jeans. And flats have larger metal taps than heels, so the sound produced is a deeper, heavier bass tone. (The smaller metal taps on high-heeled shoes create sounds that are higher in tone.)† Another ideas showed by Carr are: â€Å"A dancers body placement in flat tap shoes is centered between the toes and heels. [And] certain steps, such as side shuffles and toe stands, are easier to execute in flats because your weight is more evenly distributed.† Still, â€Å"Whether youre a heels lover or forever committed to flats, its important that you become comfortable with both shoe styles,† she advises. Indeed, according to Elena North-Kelly, â€Å"High heeled, low heeled, soft leather, hard leather, split soled, and full soledall tap shoes are not created equal. Different styles of tap shoes facilitate different styles of tap dancing. When shopping for a shoe, you need to consider comfort, flexibility, aesthetic, shape, and, of course, sound.† Also, North-Kelly quotes a statement from Lynn Schwab, who teaches tap at New York Citys Steps on Broadway, to help people with choosing tap shoes: While part of a tap dancers sound is a product of technique, it also relates to the material of the shoe. For rhythm tapping, the best sound comes from a harder shoe with a wider heel. Finally, North-Kelly says, â€Å"Dancers hoping for a career on Broadway, however, have a little more leeway, partly because most Broadway dancers use different tap shoes for performance, classes, and auditions.† Briefly, with a relatively brief but rich history, the tap tradition is growing bigger, better and broader every year. In fact, holding an enormous respect for the past, Jason Samuels Smith, the first tapper to win an Emmy award for choreography since Hermes Pan in 1958, used to say: â€Å"Tap culture is all about celebrating the past and accumulating its vocabulary over time. If we don’t maintain our history, we lose what’s valuable about tap.† He is not the only person who thinks that way, Donna-Marie Peters – professor at Temple University, also express her ideas in Passing On: The Old Head/Younger Dancer Mentoring Relationship in the Cultural Shpere of Rhythm Tap: Respect for the artistic tradition of tap is the value that humbles even the most seasoned performers. This value demands subservience to the art that is seen as bigger than the individual and takes a lifetime to master. By honoring the art over the individual, the tap dancers become servants to the art, working to the best of their ability to execute it well. The long-term survival of this struggling art form is dependent on a cot munity of individuals with a sense of purpose, dedicated to keeping the art form alive and moving forward. Works Cited TAP DANCE. (n.d.): Funk Wagnalls New World Encyclopedia. EBSCO. Web. 26 Oct. 2011. Bedinghaus, Treva. Tap for Beginners. About.com n. pag. Web. 26 Oct 2011. http://dance.about.com/bio/Treva-Bedinghaus-32821.htm Carr, Darrah. Heels vs. Flats. Dance Spirit 14.8 (2010): 98. MAS Ultra School Edition. EBSCO. Web. 26 Oct. 2011. Hill, Constance. â€Å"Tap Dance in America: A Very Short History.† (2002): n. pag. Web 26 Oct 2011. http://www.nypl.org/locations/tid/55/node/70581 Holmes, Vance. All ABout Tap Dance. TheatreDance.com n. pag. Web. 26 Oct 2011. http://www.theatredance.com/tap/. Goldberg, Jane. â€Å"125 Years of tap.† Dance Spirit 7.5 (2003): 34. Academic Search Premier. EBSCO. Web. 26 Oct. 2011. North-Kelly, Elena. Tap Shoes Meet These Dancing Feet. Dance Magazine 79.3 (2005): 68. MAS Ultra School Edition. EBSCO. Web. 26 Oct. 2011. Peters, Donna-Marie. â€Å"Passing On: The Old Head/Younger Dancer Mentoring Relationship in the Cultural Shpere of Rhythm Tap.† Western Journal of Black Studies 34.4 (2010): 438-436. Academic Search Premier. EBSCO. Web. 26.Oct.2011. Schneider, John. â€Å"The Art of Tap Dancing.† n. pag. Web. 26 Oct 2011. http://www.expressmilwaukee.com/article-11832-the-art-of-tap-dancing.html Strong, Stacie. â€Å"History, Herstory, OUR STORY,† Dance Spirit 11.10 (2007): 62. MAS Ultra – School Edition. EBSCO. Web. 26 Oct 2011. The basic characteristics of tap dancing. Ballet Shoes n. pag. Web. 26 Oct 2011. http://shoes-collection.net/2011/10/05/tap-shoes-capezio/.

Views on Sex Education in Schools

Views on Sex Education in Schools Introduction Sex education is possibly one of the most talked-about topics nowadays, especially among concerned citizens and the government. Sex is a natural thing for all of us and it is just right for the researchers as well as the readers to know and learn more about it. But the question is, is it right for sex education to be taught in primary schools? This research paper tackles the different issues about sex education. It contains the pros and cons of teaching sex education in primary schools. Opinions from different sides such as teachers in primary and secondary schools are considered. With such divisions, the reader can approximate their own comprehension of the topic and thus contribute ways to assist the primary students regarding this matter. In this research paper, the researchers would like to show the readers the importance of teachers perception on teaching sex education in primary schools. The researchers are convinced that this paper will be of great value to students and teachers. Conceptual Framework Sex Education Teachers Secondary Primary Perception Statement of the Problem The study aimed to find out the teachers view on teaching sex education in primary schools. What is the general profile of the respondents in terms of: Age Civil Status Gender Subject teaching What are the teachers views of teaching sex education in primary schools? What are the issues/concerns of teachers in the teaching of sex education primary schools? Is there a significant difference on how the teachers view the teaching of sex education when compared by primary and secondary schools? Hypothesis There is no significant difference between the perspectives of the teachers from primary and secondary schools. Assumptions of the Study The researchers assume that the questionnaires distributed to the respondents are answered honestly and truthfully, and that all data that will be gathered is reliable to the study. The researchers also assume that the personal values may affect the respondents reaction to the questions given and personal experiences may influence the response to the question. Research Locale The study will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St., BF International, Las Pià ±as City, Philippines. The school will be the focus of the study because it is more convenient to the researchers, it has a big population and it is suited for the study. Significance of the study Parents: They will be guided on making the decision of letting their children study sex education in the school where their children are studying. Students: They will have an idea about what they can get from learning sex education. They will be aware that the very heart of this issue is for their future. Scope and Limitations: The research focused on the perceptions of the teachers towards teaching sex education in primary schools. The respondents are the teachers in primary and secondary level of school year 2010-2011, from Southville International School and Colleges. Definition of Terms Curricula- are the courses offered by an educational institution. It is also a set of courses constituting an area of specialization. Mandatory- can also be compulsory the teaching of sex education is obligatory. Optional- the teaching of sex education for young people is not compulsory. Perception- is a result of perceiving, observation, a mental image, or concept. Primary school- includes grades one to six. Secondary school- a school usually including years 7 to 10. Sexuality- is an expression of sexual receptivity or interest especially when excessive. Sex wise- it is a 12 part series which discussed sex education, family life education, contraception, family life education, contraception and parenting. Sex Education- is an education about human sexual anatomy, reproduction, and intercourse and other human sexual behaviour. Young people- are also referred to as teenagers or children ages between to 10 to 12. Review of Related Literature Sex Education It is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing sex education helps to meet young peoples rights to information about matters that affect them, their right to have their needs met and to help them enjoy their sexuality and the relationships that they form. It aims to reduce the risks of potentially negative outcomes from sexual behavior, such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases including HIV. It also aims to contribute to young peoples positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their lifetime. Sex education that works, by which we mean that it is effective is sex education that contributes to both these aims thus helping young people to be safe and enjoy their sexuality. (http://www.avert.org/sex-education.htm, 2010) Beliefs Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern peoples behavior these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that bind sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one s et of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence peoples feelings and options. They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. . (As also stated at the website: http://www.avert.org/sex-education.htm, 2010) Sex education worldwide Africa Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations. The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the Glob al Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission. Europe Finland In Filand, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story. England and Wales In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception. France In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students. Germany In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. It normally covers all subjects concerning the growing-up process, body changes during puberty, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low only 11.7 per 1000 population, compared to the UKs 27.8 births per 1,000 population, and-in first place-Bulgarias 39.0 births per 1,000. Poland In the Western point of view, sex education in Poland has never actually developed. At the time of the Peoples Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life it is currently an exclusive subject (called wychowanie do Ã…Â ¼ycia w rodzinie/family life education rather than edukacja seksualna/sex education) in several schools their parents must give consent to the headmasters so their children may attend. It has much due to the strong objection against sex education of the Catholic Church; the most influential institution in Poland. It has, however, been changed and since September 2009 sex education will become an obligatory subject in the number of 14 per school year unless parents do not want their children to be taught. Objecting parents will have to write special disagreements. North America United States Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts. Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive. Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their schools main message was abstinence-only. The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is healthy and constructive and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. Funding for one of the federal governments two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date. The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects. According to a 2007 report, Teen pregnancies in the United States showed 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000. Virginia Virginia uses the sex education program called, The National Campaign to prevent teen and unplanned pregnancy. The National Campaign was created in 1996. The program focuses on preventing teen and unplanned pregnancies of young adults. The National campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15-19 in 2006. The Healthy people 2010 goal is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17. Asia The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs aimed at children aged nine to sixteen years. In India, there is a huge debate on the curriculum of sex education and whether it should be increased. Attempts by state governments to introduce sex education as a compulsory part of the curriculum have often been met with harsh criticism by political parties, who claim that sex education is against Indian culture and would mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.) In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka they teach the children when they are 17-18 years. However, in 2000 a new five-year project was introduced by the China Family Planning Association to promote reproductive health education among Chinese teenagers and unmarried youth in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide. Acrimonious Debate over Sex Education in the Philippines The educational module Adolescent Sexual Health, though not yet released to all high schools in the Philippines, has already drawn heavy criticism from the Roman Catholic Church, pro-life activists, and some parents. The way it is being taught lacks the reverence, the refinement that the subject matter demands, said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to teach children about sex should be left to their parents, he said. But Professor Corazon Raymundo, director of the University of the Philippines Population Institute (UPPI), said sex education in schools is necessary because it is not in the nations culture for parents to discuss sex with their children. The education department, which presented the module as a response to the nations booming population growth, emphasized it is not a sex manual but rather a teaching guide dealing with family planning, reproductive health, and the dangers of early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27 percent in 2002. Further, this age group now accounts for 17 percent of all induced abortions in the nation. Its high time that the ignorance of adolescents be addressed in a way that will allow them to make an informed choice, said Solita Monsod, former economic planning secretary. Now, however, education officials have responded to the criticism by withdrawing the module for further communications among stakeholders. Before it is returned to schools, some sections will be revised, said Lolita Andrada, the modules editor and the director of the Bureau of Secondary Education. In particular, the section on safe sex, which some viewed as a promotion of promiscuity, will be rewritten, Andrada said. (http://www.thebody.com/content/news/art23803.html, 2010) Dep.Ed. sued over sex education plan MANILA, Philippines (UPDATE) The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for incorporating sex education in the curriculum of elementary and high school students. In an interview, lawyer Jo Aurea Imbong said she filed the case in behalf of 30 concerned parents who opposed the sex education plan. She described the sex education program as a form of contraceptive imperialism that assaults moral sensibilities and values of young people and actually encourages sexual promiscuity. We have examined the modules being used by DepEd and found that it promotes family planning, reproductive health and demographic development in subjects such as Mathematics, Science and English. It is specifically designed to transform the attitudes, behavior and social norms of young people based on a foreign model, she told abs-cbnNEWS.com. Imbong said the class suit aims to stop DepEd from implementing Memorandum No. 26, which integrates sex education in the curriculum for private and public schools. She said the program changes the attitudes and values of children especially in Christian families. Imbong said sex education was already being implemented in the basic education curriculum 12 years ago, and the new DepEd memo only updates the modules. She said adopting the sex education plan will fast-track moral decay among young people who are exposed to sex at an early age. While curiosity is normal for young people, it is still the primary responsibility of the parents and families to inform their children about sex, she said. She also noted that the sex education program is receiving funding from the United Nations Fund for Population Activities (UNFPA). In response, Education Secretary Mona Valisno said the sex education program is still being pilot-tested and that the discussions will focus on the science of reproduction, physical care and hygiene, correct values and the norms of interpersonal relations to avoid premarital sex and teenage pregnancy. She said the Deped consulted different sectors about the program including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the program were very happy with it especially since it provides relevant information to children. She also questioned why a court case was filed especially since the program does not contradict the mandate of DepEd to protect childrens rights to quality education. Our curriculum doesnt talk about condoms and such. Its only exposure to the children to the right information in order for them to make the right decisionKung hindi natin kailangan, then the new secretary of education can change it, she told ANC. She said the sex education plan seeks to battle the high percentage of unwarranted pregnancies in the country, which is one of the 10 highest in the world, and prevent dropouts as a result of teenage pregnancies. She said the topics integrated into the modules will be scientific and informative and are not designed to titillate prurient interest. In Science, sex education topics will cover the reproductive system, parts of the body, reproductive cycle, and puberty. Under Edukasyong Pantahanan at Pangkabuhayan (EPP), proper behavior among and between peers of different genders will be discussed. In Health classes under MAPEH (Music, Arts, PE and Health), personal hygiene and reproductive health will be part of the lessons. In Heograpiya, Kasaysayan, at Sibika (HEKASI) classes, discussion will include the position of religion on premarital sex and the norms when people of opposite sex interact. In Math classes, data on issues like premarital sex, teenage pregnancy, and sexually transmitted infections will be used in studying mathematical analysis and statistics. (Dizon, 2010)

MIC :: essays research papers fc

MIC   Ã‚  Ã‚  Ã‚  Ã‚  Products and machines made of steel have long been considered to be solid, strong, and very durable. The effects of general corrosion, â€Å"rust†, were considered to be the only factor limiting a steel product’s ability to last forever. It is thought that the general corrosion of steel is recognizable and its effects are easily limited by the application of various coatings and paints. Only in more recent years have the destructive effects of Microbiological Influenced Corrosion, â€Å"MIC† been discovered. Today MIC, whether it is on the bottom of a barge, in a water pipe, or in a nuclear power plant’s cooling tower, has evolved into a billion dollar problem. To cure this problem, I have created a device that cleans MIC out of the bilges of barges operated on the Mississippi River system. The bilges or confined void spaces have never been able to be cleaned due to the extremely tight or inaccessible area in which you would have to work. I found that most barges have a coating on the steel which provides a food source that the MIC bacteria absorbs (eats) and the bacteria’s resulting acid actually can penetrate the steel barge. Businesses that clean these barges to rid them of the MIC and the organic coating can charge as much as $10,000 to do just the ends of the barges, which is an area less than a tenth of the entire barge. The inner bottom void spaces which take up the remainder of the barge’s area are only 15† high, 27† wide, and 28’ long. Some barges have as many as 90 of these confined spaces, and none of them have been cleaned because their limited size makes them inaccessible. With the completion of my product it will be the first time the inner bottom void spaces of a barge can be cleaned. This will mean the MIC and its food source, the organic coating; will be completely removed from the barge for the first time since its original construction at the ship yard. For many years, MIC was incorrectly identified as the corrosive effects of saltwater on steel in ocean going vessels. Although salt certainly does have a corrosive effect on steel, it was not until more recent years that the term MIC was originated, and its effects are only starting to be discovered. MIC is responsible for the accelerated corrosion in ocean going ships, water storage tanks, fire protection sprinkler systems, commercial and military aircraft, and most recently discovered affecting the inland river barge fleet.

Solution of Chapter 8 Operations Mangement by Jay Heizer

Service location decisions tend to focus on the revenue function, whereas manufacturing/industrial location decisions tend to focus on costs. The service sector uses techniques such as: Correlation analysis Traffic counts Demographic analysis Purchasing power analysis The industrial decision uses: Transportation method Factor-weighting approach Break-even analysis Crossover charts 8. Factors to consider when choosing a country: Exchange rates Government stability Communications systems within the country and to the home office Wage rates Productivity Transportation costsLanguage Tariffs Taxes Attitude towards foreign investors/incentives Legal system Ethical standards Cultural issues Supplies availability Market locations 9. Factors to consider in a region/community decision: Corporate desires Attractiveness of region Labor issue Utilities Environmental regulations Incentives Proximity to raw materials/customers Land/construction costs 10. Site location factors: Size and cost Transpo rtation systems Zoning Proximity of services/supplies needed Environmental impact END-OF-CHAPTER PROBLEMS 8. 1(a)Six laborers each making $3 per day can produce 40 units. b)Eight laborers each making $2. 50 per day, can produce 45 units. (c)Two laborers, each making $64 per day, can make 100 units.China is most economical, assuming transportation costs are not included. 8. 2Malaysia China Montana China is most favorable. 8. 6Atlanta Charlotte Charlotte is better. 8. 7| | Suburb B has the highest rating, but weights should be examined using sensitivity analysis, as the final ratings are all close. 8. 8| | Location| | | Present Location| Newbury| Hyde Park| | Factor| | Wgt| | | Wgt| | | Wgt| | | 1| 40| 0. 30| 12| 60| 0. 30| 18. 00| 50| 0. 0| 15. 0| | 2| 20| 0. 15| 3| 20| 0. 15| 3. 00| 80| 0. 15| 12. 0| | 3| 30| 0. 20| 6| 60| 0. 20| 12. 00| 50| 0. 20| 10. 0| | 4| 80| 0. 35| 28| 50| 0. 35| 17. 50| 50| 0. 35| 17. 5| | | Total Points| 49| Total Points| 50. 50| Total Points| 54. 5| It appe ars that Hyde Park represents the best alternative. 8. 9(a)Chicago = 16 + 6 + 7 + 4 = 33 Milwaukee = 10 + 13. 5 + 6 + 3 = 32. 5 Madison = 12 + 12 + 4 + 2. 5 = 30. 5 Detroit = 14 + 6 + 7 + 4. 5 = 31. 5 All four are quite close, with Chicago and Milwaukee almost tied.Chicago has the largest rating, with a 33. b)With a cutoff of 5, Chicago is unacceptable because it scores only 4 on the second factor. Only Milwaukee has scores of 5 or higher on all factors. 8. 10| Location A| | Factor| Weight| Rating| Weighted Score| | 1| 5| 100| 500| | 2| 3| 80| 240| | 3| 4| 30| 120| | 4| 2| 10| 20| | 5| 2| 90| 180| | 6| 3| 50| 150| | Total weighted score:| 1210| | Location B | | Factor| Weight| Rating| Weighted Score| | 1| 5| 80| 400| | 2| 3| 70| 210| | 3| 4| 60| 240| | 4| 2| 80| 160| | 5| 2| 60| 120| | 6| 3| 60| 180| | Total weighted score: | 1310| | Location C | Factor| Weight| Rating| Weighted Score| | 1| 5| 80| 400| | 2| 3| 100| 300| | 3| 4| 70| 280| | 4| 2| 60| 120| | 5| 2| 80| 160| | 6| 3| 90| 270| | Total weighted score:| 1530|Based on the total weighted scores, Location C should be recommended. Note that raw weights were used in computing these weighted scores (we just multiplied â€Å"weight† times â€Å"rating†). Relative weights could have been used instead by taking each factor weight and dividing by the sum of the weights (i. e. , 19). Then the weight for factor 1 would have been . Location C would still have been selected. . 11| | Site 3 has the highest rating factor, 86. 65, and should be selected. 8. 12(a)The following figure indicates the volume range for which each site is optimal. Site 1 is optimal for production less than or equal to 125 units. Site 2 is optimal for production between 125 and 233 units. Site 3 is optimal for production above 233 units. (b)For 200 units, site 2 is optimal. 8. 13| (a)| | (b)For 5,000 units, Perth is the better option. 8. 14| | V–A: A–B: B–C: 8. 15| (a)| | The total cost equations are: (b)Denv er is preferable over the range from 0–3,570 units.Burlington is lowest cost at any volume exceeding 3,570, but less than 25,000 units. Atlanta is never lowest in cost. Cleveland becomes the best site only when volume exceeds 25,000 units per year. (c)At a volume of 5,000 units, Burlington is the least-cost site. 8. 16| | The proposed new hub should be near (5. 15, 7. 31). 8. 17| | | City| Map Coordinates| Shipping Load| | A| 2, 1| 20| | B| 2, 13| 10| | C| 4, 17| 5| | D| 7, 7| 20| | E| 8, 18| 15| | F| 12, 16| 10| | G| 17, 4  | 20| | H| 18, 18| 20| | | | 120| 8. 19| | The proposed new facility should be near (7. 97, 6. 69).

Terrorist Attacks 911 Essay Example

Terrorist Attacks 911 Essay Example Terrorist Attacks 911 Essay Terrorist Attacks 911 Essay The September 11 attacks were a series of suicide attacks by Al-Qaeda upon the United States. On the morning of the attacks 19 of Al-Qaeda’s terrorists hijacked four jet airliners. The hijackers then crashed two of the airliners into the Twin Towers of the World Trade Center, killing everyone on board and many of those who were working in the buildings. Both of the buildings collapsed within two hours of the collisions. Because of the collapse nearby buildings were damaged, even destroyed. The hijackers crashed the third airplane into the Pentagon which is located in Arlington, Virginia. The fourth plane was crashed into a field near Shanksville in Pennsylvania after some of its passengers attempted to retake control of the plane. Unfortunately there were no survivors from any of the flights. Among the 2752 victims who died in the attacks on the World Trade Center were 343 firefighters and 60 police officers from New York City. Over one hundred people were killed in the attacks on the Pentagon. The majority of casualties were civilians, including nationals of over seventy countries. There was also at least one secondary death; one person was examined to have died from lung disease due to the dust from the collapsed World Trade Center. The United States responded to the attacks by launching the â€Å"War on Terror†. Invading Afghanistan to depose the Taliban. Many other countries also strengthened their anti-terrorism by expanding law enforcement powers. Some American stock exchanges stayed closed for the rest of the week following the attacks, and posted enormous losses when reopening. Especially in the airline industries. The destruction of billions of dollars worth caused serious damage to the economy of Lower Manhattan.