Internet Legislation :: essays research papers fc

With the recent popularity of the Internet many topics concerning it have hit main street media. One of these topics is legislation to control its certain aspects. Legislation is now one of the feuded discussions when it comes to the Internet, and through my report I hope to shed some light on this topic of conterversy. The Internet by definition is an international web of interconnected government, education, and business computer networks--in essence, a network of networks. A person at a computer terminal or personal computer with the proper software communicates across the Internet by placing data in an Internet Protocol (IP) packet--an electronic envelope--and "addressing" the packet to a particular destination on the Internet. Communications software on the intervening networks between the source and destination networks. And these collections of networks linking millions of servers (computers) together, where in essence one computer can access info from another. The Internet was first formed in the lats 60's by the military as a form of communication incase of nuclear attack. Just recently in 1984 is when it was first opened to the everyday consumer as a form of communication. After a few years of mild aknowledgement of its assistance, From a thousand or so networks in the mid- 1980s, the Internet has grown to an estimated 30,000 connected networks in 1994 with about 25 million people having access to it. it all of a sudden boomed with popularity with networks expanding at an exponential rate. And with the networks came multi billionaire business such as American Online. Along with information the Internet has links to other more unmoral forms of entertainment, on of these is pornography, "porn" of the past few years has taken up more than one half of the web pages on the Internet (about 4Â ¼ out of 10 web pages are porn) a number which has caused much dismay with users and nonusers alike. Those who support porn on the Internet say its with in there rights and everybody should have access to it. But parents are afraid that the Internet carries a large number of minor users who with almost no Internet experience can access porn. Only Legislation that currently exsists is We start with the federal Communications Decency Act of 1996, a controversial piece of legislation signed into law by President Clinton on February 8, 1996, and now under legal challenge by the American Civil Liberties Union and others.

IELTS Syllabus Design Essay

1. Introduction The attached English for academic purpose (EAP) syllabus is designed for an IELTS preparation course, which particularly focuses on the listening test. The reasons behind this choice are that IELTS preparation course is very popular in China, and to be a specialist on teaching IELTS listening aligns with the author’s career plan. All learners are male and female Chinese student aged between 18 and 25, who seek tertiary education in English-speaking countries. Additionally, all of them are in the intermediate level, and they wish to get a good grade in the listening test. This will be a five-week teaching, and three hours per week with a different unit. Additionally, it will be used in a hypothetical class in a private language school, and the approximate number of students for each class is 25. In the following parts, the author will first give the definition of syllabus, and the importance and necessity of undertaking needs analysis. Then there will be a demonstration of the attached syllabus design, which include the justification of the selected types of syllabuses and the choice of the selection and grading of content. At last, a conclusion will be given to summarise the key points in this essay. 2. The definition of syllabus Basically, a syllabus is a specification of what is to be included in a language course; and it concerns the selection of items to be learnt and the grading of those items into an appropriate sequence (Jordan, 2003; Hamer, 2002). Additionally, Nunan (1988) defines syllabus to a broad and a narrow approach. In a broad view, the syllabus and methodology should be together, because the difficulty of distinguishing content and tasks with the development of communicative language teaching (CLT). Whereas, a narrow view considers distinguishing syllabus design and methodology: syllabus design essentially focuses on the selection and grading of content, while methodology is more about the selection of learning tasks and activities (Nunan, 1988). Linking to the attached syllabus, because listening is regarded as a receptive skill, and it requires few activities than productive skills, such as writing and speaking (Hyland, 2006). Hence, the attached syllabus is designed under the narrow view, and it is orientated with the selection and grading of content. 3. Needs analysis The term ‘analysis of needs’ first appears in a published survey report of language teaching by Michael West in 1926 (West, 1994). However, there was little attention given to the needs analysis in the following decades. The reason could be the traditional belief of basing curricula on language structures rather than on individual learner needs at that time (Richards and Rodgers, 1986). With the development of language teaching, the term ‘need analysis’ was re-raised by the Council of Europe Modern Language Projects group in the 1970s, and needs analysis is recognised as the starting point for devising syllabuses, courses, martials and the kind of teaching and learning that takes place (Strevens, 1977; Coffey, 1984; Fatihi, 2003). Similarly, Jordan (2003) also suggests that designing a syllabus should involve examining needs analyses and establishing goals. In the meanwhile, the concept of learners’ needs becomes more broader, which refers not only to the language knowledge and skills that for certain target situation purposes, but also refers to necessities, lacks, wants, desires, motivations, constraints and requirements, which could be linguistic, affective, material or institutional (Hutchinson and Waters, 1987; Allwright, 1982). According to Brown (1995:36), needs analysis is defined as â€Å"the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation†. And there are several fundamental questions need to consider when conducting a needs analysis. As Jordan (2003) suggests and further summarises in the Figure 1, they are: * Why is the analysis being undertaken? (E.g. to determine the type of syllabus and content) * Whose needs are to be analysed? (E.g. the learners’; the teachers’; the sponsors’) * Who performs the analysis? (E.g. sponsor; teacher; student) * What is to be analysed? (E.g. target situation; present situation; deficiencies) * How is the analysis to be conducted? (E.g. questionnaires; tests) * When is the analysis to be undertaken? (E.g. before the EAP course) * Where is the EAP course to be held? (E.g. the learners’ own country) Figure 1. Needs analysis: summary Source: Jordan (2003), Chapter 2, pp. 29. The significance of conducting a needs analysis is that it is a device to know the learners’ necessities, needs and lacks, which directly determines the type of syllabus and content, as well as the appropriateness and effectiveness of the course (Fatihi, 2003). Also it is a process for identifying the instructional objectives in a valid curriculum, in order to facilitate the learning for language learners (Jordan, 2003). However, there are also some limitations of needs analysis, which include 1) the complicity of converting needs into goals since â€Å"an assessment of individual needs could result in multiple course objectives† (Dubin and Olshtain, 1986: 102); 2) the lack of an effective needs analysis procedure, as most needs analysis procedures fail to solve the leap between needs analysis and materials development (West, 1994); 3) the validity and reliability of the instruments used in a needs analysis and the results obtained (Van Hest and Oud-de Glas, 1990). Despite those limitations, it is still worth doing needs analysis because some studies have showed that it can be beneficial for the development of curriculum (Bosher & Smalkowski, 2002; Chaudron et al., 2005). 4. Demonstrating syllabus design 4.1 Selecting syllabus types There are various types of syllabus design that have been used over the last few decades (Yalden, 1987). Generally, a number of different types of syllabus can be subsumed under two broad headings; namely, the product-oriented syllabus which focuses on the end result, and the process-oriented syllabus which focuses on the means to an end (Nunan, 1988). The various types syllabus under these two broad headings have been listed in the Figure 2. Additionally, a skills-based syllabus that is based on one or more of the four traditional language skills is highlighted in Jordan (2003). It seems that this type of syllabus is on the half way between product syllabuses and process syllabuses as suggested by Robinson (1991). Furthermore, another independent syllabus is lexical syllabus which was initially done by the work of COBUILD since 1980; and it is on the basis of vocabulary and lexis (Lewis, 1993; Harmer, 2002).

Merger between EnviroTech an InterClean Essay

First of all, I would like to take the time to say â€Å"thank you† to each one of you for your outstanding efforts, it has been very enjoyable to work alongside with each of you in contributing to the success of InterClean. You are all well aware of the strategic movement as announced by David Spencer is very near on the horizon. As this merger between InterClean and EnviroTech begins to unfurl I foresee that each of you will have a key role to play in making the transition as smooth as possible. As managers it is our duty to show our fellow co-workers and new team members why we have been successful. It is important to welcome the employees joining us from EnviroTech. The incoming employees from EnviroTech bring vast experience and proven track record that will help to move us in the direction we want to go. Combining two companies together is no easy task and this new endeavor will be challenging. Each individual will need to present his or herself in a positive manner. The main objective is to be positive about the changes that will take place. Also everyone shall commit to learning the new concept of â€Å"full-service solutions packages† (University of Phoenix, Week One Supplement, 2010). I urge each of you to be open to share your ideas as well as receive ideas from all of your team members, old and new. Keep in mind that this new concept will not be immediately rock-solid it will take, several tries an adjusting to create the best package to suit each of our clients. I am sure that some of you are not feeling comfortable with the upcoming transition and that is understandable. However, I again urge you to see the potential this acquisition can bring. The growth potential globally is enormous and you can each have a part to make it happen. Each of you will have an impact on your workers, and how each of you decide to carry yourself can either promote or bring down morale. I  inspire each of you to press forward and lead your teams. You are all more than capable to produce results, so mentor your teams to produce even better results. I would also like to go over a few other important matters. These involve human resource issues because of the diverse work force we will gain by this merger. Obviously each of you will have several if not numerous new members joining your teams. It is very important and I cannot stress it enough just how important it is that you treat every employee the same. You cannot favor or give preference to the current InterClean employees over the incoming EnviroTech employees. Please exercise good judgment when addressing each newly acquired employee. Also when making selections for your teams an initially assigning tasks I suggest you seek input from myself, Carol our internal consultant, and the HR department. If you have any concerns please bring it to my attention immediately as well as to Carol and human resources. Be certain that the issue or concern is cleared up before moving forward. It is in the best interest of the company and for each of you to create an atmosphere that is warm, thriving yet peaceful, non-hostile, and safe. We all need t o value diversity and as Cascio put it â€Å"to manage diversity, there is no room for inflexibility and intolerance-displace them with adaptability and acceptance† (Cascio 2006, p. 125). Furthermore we will all be attending a full-day seminar on reengineering at Leeward Community College, please mark your calendars for Wednesday, December 1. I will send out a reminder along with the pertinent seminar information. If you are unable to make it on Wednesday, you will need to attend the Tuesday session, so let me know as soon as possible so I can make the change for you. I know you are all thinking, â€Å"What is reengineering?† â€Å"Reengineering is the fundamental rethinking and radical redesign of business processes to achieve dramatic improvements in cost, quality, and speed† (Cascio 2006, p. 18). I also strongly recommend that each of you sign up for the management training sessions that HR is setting up. Immediately share and talk with your workers about attending the new product and sales training sessions. Go ahead and schedule your teams with HR to ensure everyone can be properly accommodated as quickly as possible. You should also encourage participation in the ongoing HR seminars that cover topics such as developing skill in conflict resolution and effective communication. As always you are free to come and discuss any issue or  concern that you may have with me. I am more than willing to sit down with each of you and listen to what you have to say. So please do not hesitate I am here for each of you and want to continue working alongside with each you and your teams. I am hopeful that going forward we will all embrace the upcoming changes and challenges facing us. Together we can achieve the desired results to move InterClean closer to our strategic direction of global expansion. References Cascio, W. F. (2006). Managing Human Resources: Productivity, quality of work life, profits. Retrieved from the University of Phoenix eBook Collection database University of Phoenix (2010) Week One Supplement: InterClean-EnviroTech Merger Scenario Retrieved from University of Phoenix HRM/531-Course Website

Compounds With Ionic and Covalent Bonds

Compounds With Ionic and Covalent Bonds An ionic bond is a chemical bond between two atoms in which one atom seems to donate its electron to another atom. Covalent bonds, on the other hand, appear to involve two atoms sharing electrons reach a more stable electron configuration. Some compounds contain both ​ionic and covalent bonds. These compounds contain polyatomic ions. Many of these compounds contain a metal, a nonmetal, and also hydrogen. However, other examples contain a metal joined via an ionic bond to covalently bonded nonmetals. Here are examples of compounds that exhibit both types of chemical bonding: NaNO3 - sodium nitrate(NH4)S - ammonium sulfideBa(CN)2 - barium cyanideCaCO3 - calcium carbonateKNO2 - potassium nitriteK2SO4 - potassium sulfate In ammonium sulfide, the ammonium cation and the sulfide anion are ionically bonded together, even though all of the atoms are nonmetals. The electronegativity difference between ammonium and the sulfur ion allows for an ionic bond. At the same time, the hydrogen atoms are covalently bonded to the nitrogen atom. Calcium carbonate is another example of a compound with both ionic and covalent bonds. Here calcium acts as the cation, with the carbonate species as the anion. These species share an ionic bond, while the carbon and oxygen atoms in carbonate are covalently bonded. How It Works The type of chemical bond formed between two atoms or between a metal and set of nonmetals depends on the electronegativity difference between them. Its important to remember the way bonds are classified is somewhat arbitrary. Unless two atoms entering a chemical bond have identical electronegativity values, the bond will always be somewhat polar. The only real difference between a polar covalent bond and an ionic bond is the degree of charge separation. Remember the electronegativity ranges, so youll be able to predict the types of bonds in a compound: nonpolar covalent bond - The electronegativity difference is less than 0.4.polar covalent bond - The electronegativity difference is between 0.4 and 1.7.ionic bond - The electronegativity difference between species forming a bond is greater than 1.7. The difference between ionic and covalent bonds is a bit ambiguous since the only truly nonpolar covalent bond occurs when two elements of the same atom bond with each other (e.g., H2, O3). Its probably better to think of chemical bonds as being more-covalent or more-polar, along a continuum. When both ionic and covalent bonding occurs in a compound, the ionic portion is almost always between the cation and anion of the compound. The covalent bonds could occur in a polyatomic ion in either the cation or the anion.

What You Need to Know About the Weak Force

What You Need to Know About the Weak Force The weak nuclear force is one of the four fundamental forces of physics through which particles interact with each other, together with the strong force, gravity, and electromagnetism. Compared to both electromagnetism and the strong nuclear force, the weak nuclear force has a much weaker intensity, which is why it has the name weak nuclear force. The theory of the weak force was first proposed by Enrico Fermi in 1933 and was known at that time as Fermis interaction. The weak force is mediated by two types of gauge bosons: the Z boson and W boson. Weak Nuclear Force Examples The weak interaction plays a key role in radioactive decay, the violation of both parity symmetry and  CP symmetry, and changing the flavor of quarks (as in beta decay). The theory that describes the weak force is called quantum flavourdynamics (QFD), which is analogous to quantum chromodynamics (QCD) for the strong force and quantum electrodynamics (QFD) for the electromagnetic force. Electro-weak theory (EWT) is the more popular model of the nuclear force. Also Known As:  The weak nuclear force is also referred to as: the weak force, the weak nuclear interaction, and the weak interaction. Properties of the Weak Interaction The weak force is different from the other forces: It is the only force that violates  parity-symmetry (P).It is the only force that violates charge-parity symmetry (CP).It is the only interaction that can change one kind of quark into another or its flavor.The weak force is propagated by carrier particles that have significant masses (about 90  GeV/c). The key quantum number for particles in the weak interaction is a physical property known as the weak isospin, which is equivalent to the role that electric spin plays in the electromagnetic force and color charge in the strong force. This is a conserved quantity, meaning that any weak interaction will have a total isospin sum at the end of the interaction as it had at the beginning of the interaction. The following particles have a weak isospin of 1/2: electron neutrinomuon neutrinotau neutrinoup quarkcharm quarktop quark The following particles have a weak isospin of -1/2: electronmuontaudown quarkstrange quarkbottom quark The Z boson and W boson are both much more massive than the other gauge bosons that mediate the other forces (the photon for electromagnetism and the gluon for the strong nuclear force). The particles are so massive that they decay very quickly in most circumstances. The weak force has been unified together with the electromagnetic force as a single fundamental electroweak force, which manifests at high energy (such as those found within particle accelerators). This unification work received the 1979 Nobel Prize in Physics, and further work on proving that the mathematical foundations of the electroweak force were renormalizable received the 1999 Nobel Prize in Physics. Edited by Anne Marie Helmenstine, Ph.D.

What changes are to be introduced in the Ruritiania central bank law Essay

What changes are to be introduced in the Ruritiania central bank law with a new currency law - Essay Example Policy decisions must be both anticipatory and innovative, considering all relevant information regarding the prospective evolution of prices, and guaranteeing that the final objective is realized in a timely manner (Lamfalussy, 466). Central banks have generally had the objectives of maintaining price stability, maintaining financial stability and fostering financial development more broadly and to support the state’s financing need in times of crisis (Goodhart). The new Ruritiania Central Bank law should be provided with these operations under the new law. Like most jurisdictions, the Monetary Policy Treaty in Europe issues the European System of Central Banks full independence to determine the appropriate level of interest rates (Lamfalussy). The years 1930 to 1960 saw government control over central banks (Goodhart). This initiated substantial economic depressions, and was deemed pragmatic. It was this negative impact that led to the independence of central banks all over the globe. The new Ruritiania currency law should provide for the independence of the Central bank if it is to be adopted to avoid encounters such as economic depressions (Giovanoli). The new Ruritiania law provides for the net foreign exchange reserves. Under Article 5(1) of the law, it is clearly stipulated that the mandate of the central bank shall be to ensure the aggregate amount of its monetary liabilities shall not exceed the equivalent of its foreign exchange reserves. Such aggregate amount of the monetary liabilities as provided under sub-article 2 shall be the sum of all existing banknotes, coins and main units existing in any branch of the central bank, and also any credit balances of all accounts maintained on the books of the central bank and its organizational units. Article 7 provides for dollarization, a factor that occurs when a country formally discards its own currency and adopts a more unwavering currency of another country as a legal tender with

Revelation of religion Essay Example | Topics and Well Written Essays - 1000 words

Revelation of religion - Essay Example The Ten Commandments, in particular, were written to govern and facilitate good relationships among men, as well as between God and mankind. For instance, Commandments such as ‘Thou shall not kill’, and ‘Thou shall not steal’ were directed to man, whereas a Commandment such as ‘Thou shall not worship any other God other than me’ was meant to govern mankind’s relationship with his true God. As a Muslim, even though I know that Christianity and Islam have different beliefs, I understand that some practices and beliefs taught in Christian doctrines, for instance, are profound and aid in the wellbeing of human kind. I believe it is wrong to steal since that is what Islam has taught (Aquinas, 282). I believe just as other religions and my religion as well believe in something as well as live for that belief that a holy being is in control of our lives and everything else around us, so do the new religions. Besides, as long as their existence i s truly grounded on making the best for mankind and imparting the right and appropriate beliefs, I believe that they should be given the chance and the recognition they deserve in the world (Aquinas, 282). 3) I have heard of religious myths such as the Judeo-Christian myth. Historically and theologically, it is believed that Judeo-Christian tradition does not exist. Rather it is a secular-myth favored by persons who are not believers. I think the modern articulation of 'Judeo-Christian' is a fault that has changed the path of universal-history by the misunderstanding it has seeded in men's thoughts, if through it a person is destined to apprehend the Jewish basis of Christianity. Therefore, if the expression 'Judeo-Christian' does not connect a common beginning, it is undoubtedly a very dangerous... Right from the beginning of the essay we see that Islam has taught how to respond to heart's emotions such as anger, love, lust and happiness. It has taught how to react to an enemy or how to come to a resolution towards an argument with a friend. It has taught to care for the needy, to contribute to community and to fight for equality and justice. Islam has taught to be a better person, not to just follow my religion but believe and love it. Then the essay focuses on the factors that have made the writer look over different religions and learning those religions. The paper describes the writer's learning about the laws of Torah and the Bible. They teach you to accept new religions because, in general, religions are fascinating natural world wonders. The Ten Commandments, in particular, were written to govern and facilitate good relationships among men, as well as between God and mankind. The paper describes the writer's learning about the Judeo-Christian myth. Judeo-Christian tradit ion is grounded on a contradiction in abjection that has established the course of history at the wrong way. It connects within one breath two ideas that are completely incompatible. Next goes the numerous people, who completely misinterpret the expression ‘religion. The actual meaning of religion is to feel that condition of being tied or connected to the God – to our beginnings as well as our Infinity. In conclusion, we see a wrap up of all the religious positions that have been spoken about in the essay, going through the arguments in the essay.