African American In The 1920s Essay Example for Free

African American In The 1920s Essay The aspect of African-American Studies is key to the lives of African-Americans and those involved with the welfare of the race. African-American Studies is the systematic and critical study of the multidimensional aspects of Black thought and practice in their current and historical unfolding (Karenga, 21). African-American Studies exposes students to the experiences of African-American people and others of African descent. It allows the promotion and sharing of the African-American culture. However, the concept of African-American Studies, like many other studies that focus on a specific group, gender, and/or creed, poses problems. Therefore, African-American Studies must overcome the obstacles in order to improve the state of being for African-Americans. According to the book, Introduction to Black Studies, by Maulana Karenga, various core principles make of the basis of African-American Studies. Some of the core principles consist of 1)history, 2)religion, 3)sociology, 4)politics, and 5)economics. The core principles serve as the thematic glue which holds the core subjects together. The principles assist with the expression of the African-American Studies discipline (Karenga, 27). The core principle of history is primary factor of African-American Studies. History is the struggle and record of humans in the process of humanizing the world i. e. shaping it in their own image and interests (Karenga, 70). By studying history in African-American Studies, history is allowed to be reconstructed. Reconstruction is vital, for over time, African-American history has been misleading. Similarly, the reconstruction of African-American history demands intervention not only in the academic process to redefines and reestablishes the truth of Black History, but also intervention in the social process to reshape reality in African-American images and interests and thus, self-consciously make history (Karenga, 69). African American History or Black American History, a history of African-American people in the United States from their arrival in the Americas in the Fifteenth Century until the present day. In 1996, 33. 9 million Americans, about one out of every eight people in the United States, were African-American. Although African-American from the West Indies and other areas have migrated to the United States in the Twentieth Century, most African- Americans were born in the United States, and this has been true since the early Nineteenth Century. Until the mid-20th century, the African-American population was concentrated in the Southern states. Even today, nearly half of all African-Americans live in the South. African-Americans also make up a significant part of the population in most urban areas in the eastern United States and in some mid-western and western cities as well . Africans and their descendants have been a part of the story of the Americas at least since the late 1400s. As scouts, interpreters, navigators, and military men, African-Americans were among those who first encountered Native Americans. Beginning in the colonial period, African-Americans provided most of the labor on which European settlement, development, and wealth depended, especially after European wars and diseases decimated Native Americans (http://encarta. msn. com). Thus, history plays a role in the way African-Americans have shaped the world over time. The core concept of African-American religion has always played a vital roles in the African-American life since its beginnings in Africa. Religion is defined as thought, belief, and practice concerned with the transcendent and the ultimate questions of life (Karenga, 211). The vast majority of African Americans practice some form of Protestantism. Protestantisms relatively loose hierarchical structure, particularly in the Baptist and Methodist denominations, has allowed African Americans to create and maintain separate churches. Separate churches enabled blacks to take up positions of leadership denied to them in mainstream America. In addition to their religious role, African American churches traditionally provide political leadership and serve social welfare functions. The African Methodist Episcopal Church, the first nationwide black church in the United States, was founded by Protestant minister Richard Allen in Philadelphia in 1816. The largest African American religious denomination is the National Baptist Convention, U. S. A. , founded in 1895. A significant number of African Americans are Black Muslims. The most prominent Black Muslim group is the Nation of Islam, a religious organization founded by W. D. Fard and Elijiah Poole in 1935. Poole, who changed his name to Elijiah Muhammad, soon emerged as the leader of the Nation of Islam. Elijiah Muhammad established temples in Detroit, Chicago, and other northern cities. Today, Louis Farrakhan leads the Nation of Islam. A small number of African American Muslims worship independently of the Nation of Islam, as part of the mainstream Islamic tradition (http://encarta. msn. com). Presented with the fact that African-American religion is predominately Judeo-Christian, the tendency is to view it as white religion in black face. However, the rooting of the two religions varies due to the historical and social experiences (Karenga, 212). African-American over time has somewhat declined in its power. The church was once the sole basis of the community, especially to those in need. Today, this is speculated to be the link in the decline in the bonding of the African-American community. The core principle of African-American sociology integrates the various aspects and social reality from an African-American perspective. African-American sociology is defined as the critical study of the structure and functioning of the African-American community as a whole, as well as the various units and processes which compose and define it, and its relations with people and the forces external to it (Karenga, 269). African-American sociology involves the study of family, groups, institutions, views and values, relations of race, class and gender and related subjects. The African-American community, like other communities, is defined by the sharing of common space. Parts of its common space, however, are bounded areas of living, such as ghettos, which not only close African-Americans in the community, but simultaneously shuts them out from the access and opportunities available in the larger, predominately Caucasian society (Karenga, 302). The concept of isolation creates areas of poverty. Socially, isolation in ghettos prevents the cycle of diversity society, allowing prevailing stereotypes to surface. The immense concentration of African-Americans is a reason for disadvantages, such as joblessness, poverty, etc. Statistics suggest that the employment rate issue is an essential on among African-American women. The average rate of unemployment among African-American women in the 1980s was 16% and was higher for African-American men (Giddings, 350). Thus, the concept of diversity prevents African-Americans from thriving socially. The core concept of African-American politics can be defined as the art and process of gaining, maintaining and using power (Karenga, 311). The institution of politics has played a role in the African-American community since the 15th amendment was passed, allowing African-American men the right to vote (Constitution). In order to obtain political power, however, there are eight bases: 1) key positions in government 2) voting strength 3) community control 4) economic capacity 5) community organization 6) possession of critical knowledge 7) coalition and alliance and 8) coercive capacity. In order to attain these, African-Americans must unite, for unity strengthens weak groups (African-Americans) and increases the power of others (Caucasians) (Karenga, 363). Over time, African-Americans have made substantial strides in politics. Civil rights leader Jesse Jackson, who ran for the Democratic Partys presidential nomination in 1984 and 1988, brought exceptional support and force to African-American politics. In 1989, Virginia became the first state in U. S. history to elect an African- American governor, Douglas Wilder. In 1992, Carol Moseley-Braun of Illinois became the first African-American woman elected to the U. S. Senate. Today, Moseley-Braun is a candidate for the Presidency of the United States (Franklin, 612). There were 8,936 African-American office holders in the United States in 2000, showing a net increase of 7,467 since 1970. In 2001, there were 484 mayors and 38 members of Congress. The Congressional Black Caucus serves as a political alliance in Congress for issues relating to African- Americans. The appointment of African-Americans to high federal offices? including Colin Powell (chairman of the U. S. Armed Forces Joint Chiefs of Staff, 1989-1993; Secretary of State, 2001-present), Ron Brown (Secretary of Commerce, 1993-1996), and Supreme Court justice Clarence Thomas? also demonstrates the increasing power of African-Americans in the political arena (http://encarta. msn. com). Despite the advances of African-Americans in the political scene, the rate of voting has immensely declined compared to 40 years ago. According to statistics, less than 20% of African-Americans between the ages of 18 and 24, the most vital voting age group, voted in the last 40 years (http://www. rockthevote. org ). African-American votings disappointing decline over time has become a setback in regards to power, for politics control most of the issues that concern society, such as healthcare, housing, and employment: issues that the African-American community are in need of improving. The core concept of economics is defined as the study and process of producing, distributing (or exchanging) and consuming goods and services. Economically, African-Americans have benefited from the advances made during the Civil Rights era. The racial disparity in poverty rates has narrowed to some extent. The African-American middle class has grown substantially. In 2000, 47% of African-Americans owned their homes. However, African-Americans are still underrepresented in government and employment. In 1999, median income of African American household was $27,910 compared to $44,366 of non-Hispanic Caucasians. Approximately one-fourth of the African-American population lives in poverty, a rate three times that of Caucasians. In 2000, 19. 1 % of the African-American population lived below poverty level as compared to 6. 9% of Caucasians population. The unemployment gap between African-Americans and Caucasians has grown. In 2000, the unemployment rate among African-Americans was almost twice the rate for Caucasians. The income gap between African-American and Caucasian families also continue to widen. Employed African-Americans earn only 77% of the wages of Caucasians in comparable jobs, down from 82% in 1975. In 2000, only 16. 6% of African-Americans 25 years and older earned bachelors or higher degrees in contrast to 28. 1% of Caucasians. Although rates of births to unwed mothers among both African-Americans and Caucasians have risen since the 1950s, the rate of such births among African-Americans is three times the rate of Caucasians (DeBose, 1). Thus, the state of African-American economics have flourished over time, yet remains in a state of improvement. Whether one talks about poverty, incomes, jobs, etc. , all imply and necessitate the concern with economics in the African-American community (Karenga, 355). Conclucively, the possibility of problems arising towards the discipline of African-American Studies are rooted in the birth of the discipline itself (Karenga, 476). The mission of the discipline, problematic administrators, and campus opposition are examples of obstacles that often attempt to prevent the missions of African-American Studies. However, African-American Studies has continued to defend its stance over time. Thus, as long as there is an African-American culture, the quest for knowledge in the African-American studies field will remain. Works Cited DeBose,Brian. Reclaiming the Mission. Nov. 2002 . Franklin, John Hope. From Slavery to Freedom. Nashville, TN: McGraw-Hill, 2000. Giddings, Paula. When and Where I Enter . New York:Perrenial, 1984. Karenga, Malauna. Introduction to Black Studies. Los Angeles: University of Sankore Press ? Third Edition, 2002. http://encarta. msn. com http://www. rockthevote. com.

Volunteering Reflective Essay

Volunteering Reflective Essay Audit Assessment As part of my degree I have been in Placement at Barnardos to help develop and acquire my knowledge, skills and values necessary to contribute effectively to the development of integrated practice. Barnardos believe every child no matter who they are, what they have done or what they have been through, ensuring their needs are met and their voices and views heard.(http://www.barnardos.org.uk/what_we_do/barnardos_today/what_we_believe.htm) Barnardos vision is of a world where no child is turned away, there main purpose is to transform the lives of the UKs most vulnerable children, reaching and helping children who are not heard and their needs unmet. Working in the community as a voluntary service they defend, safeguard and support children at key moments to change their lives for the better, fighting to change policy practice and public opinion. They are not a social service provision and endeavour to work alongside families providing early intervention, giving the family itself the tools themselves to prevent Social Service involvement later on through practical parenting skills, attachment approaches and nurturing skills. Families self-refer or are referred to the service by schools, social workers, health visitors, G. Ps and school nurses if they feel that the family has a need for support or guidance helping the family overcome and resolve things that they are struggling with or concerned about. The services provided can be grouped into CAPSM/ Nurture First Pre-birth- 5 years, Improved future (5-12years), which relates to families affected to Parental substance misuse, historically or ongoing. Early Years 0-5y support and mental health team. Attainment- School years P1-3, offering support to increase engagement and school performance. Kinship-support for families with children under the care of their family. Befriending- engagement with children whose families are already functioning with the service. The service is embedded with procedures and policies that have been delivered down from Scottish and UK legislations and Acts, such legislations stem down mostly from The United Nations Convention on the Rights of a Child and The United Declaration of Human Rights. Acts include, Children and Young People (Scotland) Act 2014, this new version of the act put a system in place to support children and young people and to help detect any problems at an early stage, rather than waiting until a child or young person reaches crisis point. The act also provides extra support for looked after young people in care to try to make sure they have the same opportunities as other children and young people. From this act staff and other agencies have become involved in a collaboratively producing a single childs plan for each child at a Team around the child (TATC) meeting, instead of one per agency. This plan covers the support the child receives, why and how long they will receive it. The service n ow, because of this act, will offer support and advice to children through to high schools Year 1, but due to funding not children aged 12+. Barnardos also constructs it policies and procedures, for example Adoption, Kinship care, Childrens hearings in line with this act, while offering support and advice on accessing the free childcare this act now delivers to 2 and 3 year olds. The Data Protection Act 1998 is another key legislation enshrined through the service right from the initial Staff Learning plan on the first day with Data Protection training, Safeguarding, IT training and is written through the policies and procedures instructing staff how to handle confidential data and personal details and the SSSCs Codes of Conduct. The act is set to change in 2017 and Barnardos are ready to adapt their procedures ready for this review. Other acts whose principles can be identified in the workings of the Barnardos include Equality Act 2010, Child Protection Act 1989, Health and Safety Act, Additional Support for Learning (Scotland) Act 2009. Steaming from these legislations the service incorporates the frameworks and approaches such as Getting It Right for Every Child (GIRFEC) which is a Scottish approach steaming from the UNCRC and Every Child Matters, which came about after the Victoria Climbie report (which also triggered changes to the Borders Citizenship and Immigration Act 2009, Childrens Act 2004 and created the role of Childrens Commissioner). These approaches have moulded and shaped the training and practice found in Barnardos entrenching their values and mission statements. Barnardos embrace the attachment theory (Holmes, 1993, Ch. 3) delivering early intervention strategies such as Five to Thrive developed by Kate Cairns which is then fed down into parent groups and all contact with children, reinforcing the need for parents to nurture a child, co regulate using Dr Williams (2011) technique of Mindfulness to approach anxiety, stress and depression. To obtain a position at Barnardos you must possess either a HNC, HND (with or without an SVQ 3) or Degree relevant to the job in a range of social work, health, education or community development fields, or, for some posts, relevant experience. The job titles within the service include Project worker (Grades 1,2 and 3), Nurture facilitator, Attainment officer, Team Manager, Assistant Project worker, Childrens services manager, administration, volunteer co coordinator. In accordance to the Child Protection Act all employees must possess an Enhanced Disclosure and provide at least 2 references, one at least from a previous employer. Upon commencement of a position with in the service Health and Safety training and Safeguarding code of Conduct will be given on the first day along with the corporate safeguarding, child protection policy and professional boundaries policy. This initial training is to protect the individual and the service, acknowledging the role and boundaries of the job, health and safety in the building and while out with service users. The employee is given training on computer usage, private, professional email accounts to maintain confidentiality, During the following week, the employee will then be trained on Barnardos intranet Bhive to complete eLearning, Data Protection, Equality and Diversity, further Health and Safety training, Promoting Equality and Valuing Diversity at Work, Whistleblowing, Services Policy handbook, the Complaints Induction and Information Sharing Courses. This initial staff training must be completed in compliance with the Data Protection Act, Child Protection Act and the Equality and Diversity Act as all Barnardos staff should be working in alignment with the Codes of Conduct and With Barnardos being registered with the Scottish Social. Inverclyde Council provide 3 mandatory training sessions on GIRFEC that staff must attend and Kate Cairns associates deliver Five to Thrive training which is the attachment ethos Barnardos is built on. Services employees must withhold the same values, principles and roles that the service depicts, adhere to the SSSC Code of Conduct with the service being registered and put the child first at all times. Reference Books Cairns, K. (2002). Attachment, trauma and resilience: Therapeutic caring for children. London: British Association for Adoption and Fostering (BAAF). (Cairns, 2002) Holmes, J. (1993). John Bowlby and attachment theory. New York: Routledge (Holmes 1993, CH 3) Williams, M. J. G., Penman, D., Kabat-Zinn, J., Professor of Political Science Mark Williams (2011). Mindfulness: An eight-week plan for finding peace in a frantic world. New York, NY, United States: Rodale Books. (Williams, Penman, Kabat-Zinn, Professor of Political Science Mark Williams, 2011 p 46-89) Websites Barnardos BHive animation (2017, February 27). Retrieved from https://vimeo.com/103703202 Barnardos. (2017). UKs leading childrens charity. Retrieved February 28, 2017, from http://barnardos.org.uk/ Borders, citizenship and immigration act 2009 UK parliament. (2009, July 20). Retrieved February 28, 2017, from http://services.parliament.uk/bills/2008-09/borderscitizenshipandimmigrationhl.html Data protection. (2017, February 27). Retrieved February 28, 2017, from https://www.gov.uk/data-protection Equality, rights, S., updates, see all, Government Equalities Office, Equality and Human Rights Commission. (2015, June 16). Equality act 2010: Guidance. Retrieved February 28, 2017, from https://www.gov.uk/guidance/equality-act-2010-guidance Government, S., House, S. A., Road, R., ceu, 0131 556 8400. (2013, January 30). Additional support for learning. Retrieved February 28, 2017, from http://www.gov.scot/Topics/Education/Schools/welfare/ASL Government, S., House, S. A., Road, R., ceu, 0131 556 8400. (2017, February 27). Getting it right for every child (GIRFEC). Retrieved February 28, 2017, from http://www.gov.scot/Topics/People/Young-People/gettingitright Health and safety at work etc act 1974 legislation explained. (2016, June 30). Retrieved February 28, 2017, from http://www.hse.gov.uk/legislation/hswa.htm. Leonard, A. (2017). The children young people (Scotland) act. Retrieved February 28, 2017, from https://www.cypcs.org.uk/policy/children-young-people-scotland-act SSSC codes of practice for social service workers and employers Scottish social services council. Retrieved February 28, 2017, from http://www.sssc.uk.com/about-the-sssc/multimedia-library/publications/37-about-the-sssc/information-material/61-codes-of-practice/1020-sssc-codes-of-practice-for-social-service-workers-and-employers The UN Convention on the rights of the child tenth report of session 2002-03. (2002). Retrieved from https://www.publications.parliament.uk/pa/jt200203/jtselect/jtrights/117/117.pdf Universal declaration of human rights. Retrieved February 28, 2017, from http://www.un.org/en/universal-declaration-human-rights/index.html

The Next Big Thing What Is Pinterest Marketing Essay

The Next Big Thing What Is Pinterest Marketing Essay Pinterest is a website that lets individuals or businesses gather and share the numerous interesting items, pictures, videos, or anything that interests them; It is essentially a community of curators (Pinterest, 2012, p.1). The term pin refers to posting or placing an item on your pinboard (Pinterest, 2012, p.1). Individuals use pinboards to beautify their households/offices, design their weddings, learn about new recipes, and other interesting things (Pinterest, 2012, p.1). The website allows users to browse through other pinboards of individuals or brands; browsing through pinboards is an exciting way to discover new ideas (Pinterest, 2012, p.2). Pinterest users are encouraged to interact with the content by repining it, sharing pins on Facebook and Twitter or via email, and even embedding individual pins on their website or blog (Hubspot, 2012, pg. 9). . 1.1 Brief History of Pinterest Pinterest was created by a company called Cold Brew Labs in 2009 (Carlson, 2012, pg. 1). Cold Brew Labs initially consisted of three founders, but a couple of months later it consisted of only Ben Silberman and Paul Sciarra (Carlson, 2012, pg. 1). It has since grown to become one the best and most used social media platform. As of Fall 2012, Pinterest had over 11 million users, of which up to 80% of the users are women between the ages of 25 and 55 (Hayden, 2012, p.1). According to Beth Hayden (2012), the demographic is shifting and there are more men joining Pinterest, she also goes on to talk about how Pinterest users are fairly affluent, with an average salary of $50,000. 1.2 SWOT Analysis of Pinterest The major strengths of Pinterest are its users, its fun and easy interface, its ability to increase traffic, ability to increase sales, and its abilty to link and lead (Hubspot, 2012, pg. 9-12). The major weaknesses of Pinterest are spams, the fact that it is not on all smartphones, and also the fact that they are yet to develop a clear, effective revenue mode (Hubspot, 2012). Opportunities available for Pinterest are take over/mergers, more mobile apps, and. Threats are clone sites, biggers sites like google, facebook (Hubspot, 2012). 2. How Are They Influencing Social Media? 3-5 years ago an average online customer would have to ask friends or professional for wedding tips, home dà ©cor tips, or even food tips. Today, Pinterest is changing the way we access information, we no longer need to pay a professional for wedding tips, home dà ©cor tips, etc. However, the main question is how does that influence social media? Well, Pinterest has filled the void social media giants Facebook and Twitter have failed to fill by providing consumers and sellers the perfect medium to exchange ideas visually. At present, Pinterest is driving more referral traffic than LinkedIn, Google+ and YouTube combined, the only social media platform driving more traffic than Pinterest is Facebook (Hayden, 2012, p.11) Pinterest, whose users have been proven to buy more items, spend more money, and complete more transactions online than any other site (Crum, 2012, p. 2). In short, the people who use Pinterest are the ones at the heart of every social media outlet on the market these days, and what theyre looking at and buying is critical to any successful merchant (Crum, 2012, p. 2). 3. How Can Businesses Effectively Use Pinterest Pinterest presents businesses with a variety of activities you can initiate to market your company to a new audience (Hubspot, 2012, pg. 22). The goal is to increase or attain brand recognition, drive traffic to your website and be successful at transferring the new visits into leads and/or sales (Hubspot, 2012, pg. 22) Pinterest is an awesome social media platform for businesses that rely on high-volume of website traffic to increase sales. In fact, early research indicates that Pinterest is more effective at driving traffic compared to other social media sites, even Facebook (Hubspot, 2012, pg. 10). At the end of the day, whats going to matter most is how much traffic, leads, sales, and customers you generate via Pinterest (Hubspot, 2012, pg.27). What is the behaviour of traffic? What topic drives traffic? Analytics tools like Pin Alert, Pinerly, and Pinvolve can help a business monitor and measure growth (Honigman, 2012, p.1). 3.1 How To Drive Website Traffic and/or Sales Via Pinterest First of all, the business has to realize that it has to gain followers, and the easiest way to do this is by becoming an information curator for your niche (Hayden, 2012, p.1). Gather the newest and best resources on your boards. Become a trusted source of information on Pinterest, and your following will grow by leaps and bounds (Hayden, 2012, p.1). Also, Connect your account with your Facebook and Twitter accounts. Not only will it help you gain followers, but making this connection adds social media icons under your profile picture that link to your Facebook and Twitter profiles (Hayden, 2012, p.1). A lot of brands have already started creating contests using Pinterest. Hold a contest that asks users to create a pinboard on their own account to demonstrate what they love about your brand, products, or services (Hubspot, 2012, pg. 25) Make it super easy for website visitors to share your visual content or images on Pinterest by adding a Pin It button to your site (Hayden, 2012, p.1). Just like other social media sharing buttons, this will help to expose your brand to a new audience (Hayden, 2012, p.1). Offer exclusive Pinterest promotions. Create pins that give special promotions for following you on Pinterest (Hayden, 2012, p.1). Create a board that tells the story of your company and communicates your core values. Make this board available to people as part of your sales process (Hayden, 2012, p.1). 4. Brands Already On Pinterest Pinterest offers a great medium to connect with your audience. The brands that have been most successful arent just enabling users to pin their content; rather, theyre getting in on the pinning themselves (Hubspot, 2012, pg. 34) Unlike Twitter, The top profiles, owned by individuals, on Pinterest are over 10 times larger than the top profiles owned by companies, and none are celebrity accounts (business insider, 2012). Individuals who have been successful have kept it simple: Lots of pictures of food and fashion (Minato, 2012, p.2) Pinterest offers a great medium to connect with your audience. The brands that have been most successful arent just enabling users to pin their content; rather, theyre getting in on the pinning themselves. (Hubspot, 2012, pg. 34) Below are 5 brands that are doing well: Perfect Pallete Drake University Mashable Wall Street Journal Whole Foods Market 4.1 What are they doing right? While Pinterest is still very young and its true ROI remains to be seen, here are three examples of brands who are already using Pinterest the right way: to engage fans in a meaningful way that gets them to react, share, and even convert (Hubspot, 2012, pg. 34) The Perfect Palette, a wedding blog that explores the color palette possibilities for your wedding and serves, as a resource for other wedding ideas, would seem to be a perfect match for Pinterest and it is (Wasserman, 2012, p.1). Drake University for instance uses Pinterest to interact with students and help them navigate campus life, they also showcases items its student population might actually be interested in: clothing that matches the schools colors, room dà ©cor perfect for the dorm, guides to making cheap food look and taste awesome, and study inspirations (Hubspot, 2012, pg. 39). If you are a potential student, you can learn everything you need to know about the school with just a few quick glances (Hubspot, 2012, pg. 34) Meanwhile, since Pinterest looks a bit like a newspaper, the Wall Street Journal made it into an actual newspaper. The newspaper takes the most interesting quotes from its articles, highlights them on its Quotes Board and then encourages users to click on them (Minato, 2012, p.1). Food is one of the major niches or shared interests on Pinterest. In fact, food lovers were among the first on Pinterest; they saw the benefits of pinning instead of clipping recipes. These foodies used boards to plan dinner parties, collect holiday baking ideas, and create their own virtual cookbooks (Helm, 2012, p.4). 5. Conclusion As you can tell, the trick to succeeding on Pinterest isnt necessarily about showing off your products or services directly. Its about finding creative ways to show how those products and services fit into the lifestyles of your target audience (Hubspot, 2012, pg. 43). Take the best practices we have shared here and start pinning content that represents your company identity and attracts visitors back to your website (Hubspot, 2012, pg. 43). Finally, dont invest a ton of effort in marketing on Pinterest unless you can measure the results of your activities (Hubspot, 2012, pg. 43). Be smart about the way you prioritize your marketing initiatives and keep a close eye on the specific benefits this new social network can provide to your business (Hubspot, 2012, pg. 43). At the end, it comes down to this: make an amazing product, and people will buy it (Patterson, 2011, p.1)

Free Essay - Rev. Arthur Dimmesdales Double-talk in The Scarlet Letter :: Scarlet Letter essays

Dimmesdale's Double-talk in The Scarlet Letter Abstract: Critics of Nathaniel Hawthorne's 'The Scarlet Letter' are wrong to attribute to Hester the means of persuading Dimmesdale to elope with her and their child. It is Dimmesdale who uses his rhetorical mastery to talk Hester into talking him into eloping. An analysis of his conversation with Hester in the forest in comparison with his sermons shows that he is using the same discursive strategy he employs to convince his parishioners that he is a sinless man. The Reverend Mister Arthur Dimmesdale is usually understood to be guilty of two sins, one of commission (his adultery with Hester) and one of omission (his cowardly and hypocritical failure to confess). This is his state through most of The Scarlet Letter; but when Dimmesdale meets Hester in the forest (Chapters 16-19), he agrees to flee Boston with her, to seek out a new life in the Old World, and, presumably, to live with her in adultery. By the lights of his community and his profession, this resolution is a far more serious sin than any he had committed to date, but most critics have agreed that Dimmesdale is not primarily responsible for his actions in the forest. Both Michael Colacurcio and Terence Martin have written that Hester "seduced" Dimmesdale in the forest,(2) and Darrel Abel argues that "Dimmesdale could not resist Hester," for in entering the forest "Hester means to persuade Dimmesdale to elope with her and Pearl," and Dimmesdale agrees to the elopement "a fter only a feeble show of conscience."(3) The forest scene is crucial in the narrative of The Scarlet Letter, and a proper understanding of what happens in the forest is necessary for any interpretation of Dimmesdale's last days of life and his final "confession." I will argue in this paper that the reading of the forest scene sketched above is mistaken; that in fact it is Arthur Dimmesdale and not Hester Prynne who is the "activating agent"(4) in the forest, increasing Dimmesdale's culpability for his most serious fall. Previous critics seem to think that Dimmesdale's much-vaunted skill as a speaker abandons him when he enters the forest with Hester, but I will show that Dimmesdale talks Hester into talking him into fleeing, and so Dimmesdale's gravest sin cannot be laid at Hester's feet at all.

Al capone Essay -- essays papers

Al capone There have been a lot of things written and said about Al Capone in newspapers and magazine articles, books, and movies that is completely untrue. One of the most common fictions is that like many gangsters of that era, he was born in Italy. Absolutely not true. This amazing criminal was strictly domestic, taking the Italian criminal society and fashioning it into a modern American criminal enterprise. Certainly many Italian immigrants, like immigrants of all nationalities, frequently came to the New World with very few assets. Many of these immigrants were peasants trying to escape the lack of opportunity in Italy. When they came to the American port cities they often ended up as laborers because of the inability to speak and write English and their lack of professional skills. This was not the case with the family of Al Capone. Gabriele Capone was one of 43,000 Italians who arrived in the U.S. in 1893, from Naples, Italy. He was a barber by trade and could read and write his native language. Gabriele, who was thirty years old, brought with him his pregnant twenty-seven-year-old wife Teresina, his two-year-old son Vincenzo and his infant son Raffaele. Unlike many Italian immigrants he did not owe anyone for his passage over. His plan was to do whatever work was necessary until he could open his own barbershop. Along with thousands of other Italians, the Capone family moved to Brooklyn near the Brooklyn Navy Yard. Gabriele's ability to read and write allowed him to get a job in a grocery store until he was able to open his barbershop. Her fourth son and the first to be born and conceived in the New World was born January 17, 1899. His name was Alphonse, also known as Al. Al came from a large family and was the fourth oldest of nine children. As a child, Capone was very wise when it came to living on the streets of New York. He had a clever mind when it came to street smarts. As far as school goes, Al was near illiterate. Education was not a top priority for immigrants. At the age of five in 1904, he went to Public School 7 on Adams Street. The school system was deeply prejudiced against them and did little to encourage any interest in higher education, while the immigrant parents expected their children to leave school as soon as they were old enough to work. At about the age of ele ven Capone became a member of a juveni... ... was released to the care of his family. For his remaining years, Al slowly deteriorated in the quiet splendor of his Palm Island palace. Mae stuck by him until January 25, 1947 when he had a massive brain hemorrhage and died. His body was removed from his estate in Florida and transferred back to the seen of his underworld triumph, Chicago. The family held a private ceremony at the cemetery, but were afraid of grave robbers taking the body so they reburied Capone in a secret place in Mt. Carmel Cemetery. In his forty-eight years, Capone had left his mark on the rackets and on Chicago, and more than anyone else he had demonstrated the stupidity of Prohibition; in the process he also made a fortune. Beyond that, he captured and held the imagination of the American public as few public figures ever do. Capone's fame should have been a passing sensation, but instead it stuck permanently in the consciousness of Americans. He redefined the concept of crime into an organized vent ure modeled on corporate business. As he was at pains to point out, many of his crimes were relative; bootlegging was only criminal because a certain set of laws decreed it, and then the laws were changed.

Law and People Settings Essay

1.1 A duty of care in my own role is a legal obligation on me requiring me to adhere to a reasonable standard of care while performing acts of care. 1.2 I have a legal and professional duty of care. If I was to neglect someone and this caused them harm then a court of law could find me negligent and stop me working in care or impose sanctions on me and this is how duty of care contributes to safeguarding individuals. 2.1 There are a few potential dilemmas that can arise in care work for example individual’s rights, a person’s individual rights and dignity should be respected at all times so in a end of life situation I may wish to administer lifesaving support but can only do this with the individuals consent. Another example is if a carer does not believe in organ transplantation or blood transfusion because of their culture they would still be required to support a client who had been prescribed this type of treatment. 2.2 Conflicts and dilemmas should be dealt with by the most senior manager in charge at that time. The person in charge may delegate responsibilities to carers if appropriate but they will first identify and assess the issues and devise strategies to deal with them. 2.3 To get advice and support about conflicts and dilemmas you can talk to managers, senior carers, social workers, registering authority and other colleagues. CT236 Principles for implementing duty of care in health, social care or children’s and young people’s settings. 3.1 In the event of a complaint I would follow procedures and try and put the matter right. Ask for the complaint to be put into writing to help us avoid the same situation arising again and look into the complaint thoroughly, fairly and honestly. Dealing with it with confidentiality and politely. Give an apology if required and explain how the situation will be put right. 3.2 Agreed procedures for handling complaints are to deal with the complaint fairly, honestly, confidentially, promptly and resolve the issues effectively and appropriately.

Qualnet

QualNet 5. 0 Tutorial (ELEC 6851) Part 1: Installation TODO: I would recommend getting AITS to provide the installation instructions as I’m sure the license restrictions will determine how/where QualNet gets installed. Part 2: The QualNet 5. 0 Developer The QualNet Developer IDE is a GUI program for developing network scenarios that comes with QualNet 5. 0. It can be used to visually design network scenarios and then run simulations of these networks. Although networks can be designed and simulated in a command-line fashion as well, we will focus on the Developer IDE package. The first step is to open the Developer IDE program.Depending on the installation procedure, it can be opened via the start menu or by opening the directory where QualNet was installed. Double-click on the â€Å"QualNet Developer 5. 0. 1† icon on the desktop (this option is available only if you chose to install desktop shortcuts during installation). Part 3: Setting Up a Network – Basics Th e first task is to create a new network scenario. To do this, go to the File Menu ->New. Save it in your local folder: File Menu ->Save. Choose the local directory where you want to save the scenario. Enter a name for the new scenario (for example, â€Å"Example1†). Click Save.A grid should appear in the right hand window (see Fig 1). This is where we will deploy the nodes and create network connections. The left hand window has four panels: File System, Toolset, Visualization Control and Runtime Analysis (Toolset panel open). 1 Figure 1: A new scenario has just been created. To setup our first network, we will proceed by a simple example of a 15 node wireless network that accesses the channel using the CSMA/CA scheme defined by the 802. 11 protocol. The first step in creating a network is to deploy the nodes. This is done in the right hand window, the so-called Canvas Area.Nodes can be deployed manually according to an arbitrary topology by selecting Toolset -> Device -> Def ault (just a generic node), then clicking anywhere on the canvas area. In adhoc networking scenarios it is often assumed that the nodes are deployed randomly on the terrain and we will assume random deployment in this example. To randomly deploy the nodes we go to the Tool menu -> Node Placement. The Automatic Node Placement Wizard will open (see Fig. 2). Figure 2: Node placement 2 We then enter the desired number of nodes we would like in our network. Node Placement Strategy: Random.It then asks for a seed value for the random number generator (leave it blank). Click OK. The Placement Wizard will close and the nodes will be deployed randomly on the grid in the Scenario Designer window (see Fig. 3). Location of a node may be changed by left clicking the mouse on the arrow button then left clicking it on the node and dragging it to the desired location. Figure 3: Random node deployment We now want to add these nodes to a wireless network. The first step is to select the nodes we wish to add to the wireless network. To do this we can use the selection tools (arrow or lasso in the View Toolbar).Select all of the nodes by using either of the selection tools and left clicking and dragging the mouse around the nodes. To connect these nodes to a wireless network, select Toolset -> Network Components -> Wireless Network. Now click anywhere on the area you selected earlier. A cloud should appear on the canvas area representing this wireless network and the nodes should be joined to this cloud with blue lines representing the newly formed wireless connections (see Fig. 4). 3 Figure 4: The nodes connected to the wireless network. Part 3a: Creation of Application Layer ConnectionsAfter setting up the network, the next step is creation of application layer connections between the nodes. At any time, there may be several connections active simultaneously in the network. Each connection will have a source and a destination node. The source node generates traffic and transmit s to a destination node. Let us create a connection between nodes 3 (source) and 4 (destination), Selection of the source node: Left click the mouse over the arrow selection tool and then left click it over the device symbol for node 3, the color of number 3 should turn to red.Next select a traffic source, the available pre-defined applications such as CBR (Constant Bit Rate), VBR (Variable Bit Rate), FTP Generic, VOIP, and Traffic-Gen are listed in the left window under the heading -Applications. We note that Traffic-Gen generates UDP traffic while FTP Generic generates TCP traffic. Let us select the Traffic Generator button mouse over it. by left clicking the – Creation of the connection: Now left click the mouse over node 3, hold, and drag it to node 4. When the mouse is released over node 4, a green arrow pointing from node 3 to node 4 will appear.This creates a basic Traffic Generation application between the nodes 3 and 4 as source and destination respectively. The next step is to choose the parameter values of this connection: Let us create a Poisson process of data packets at the source and make the packet length exponentially distributed. To do this, click Table View on the bottom of the right window, and select the Application tab. You should see the connection Traffic-Gen 3->4 listed. Double click the connection. A window of Traffic Generator Properties will show up (Fig. 5). Click on the 4 – Packet Size.Recall, we want the packet lengths to be exponentially distributed with mean packet length 2048 bytes. The default size is deterministically set to 512 bytes. Change the Data Size from Deterministic to Exponential. Then change the Mean Size to 2048 bytes. To make the source generate traffic according to a Poisson process, click on Interval from the Traffic Type menu for this connection. By default traffic is generated deterministically every 1 second. Change the distribution of the interval between successive packets to Exponential and change the Mean Interval to 0. seconds (recall that the inter-arrival times for a Poisson process are exponentially distributed). As well, set the Start Time of the connection to Exponential with mean 0. 5 seconds, and the Duration to Deterministic with fixed duration of 30 seconds. These steps have been summarized below, 1. Click on Packet Size Distribution. (The packet lengths are exponentially distributed with mean packet length 2048 bytes. ) Change the Data Size from Deterministic to Exponential. Then change the Mean Size to 2048 bytes. 2. Click on Packet Interval Distribution. The source generates traffic according to a Poisson process. ) Change the distribution of the interval between successive packets to Exponential and change the Mean Interval to 0. 5 seconds. 3. Click on Start Time Distribution Change the distribution to Exponential with mean 0. 5 seconds. 4. Click on Duration Distribution to Deterministic with fixed duration of 30 seconds. – – – Figu re 5 Traffic Generator Properties 5 A wireless network with multiple connections is shown in Fig. 6. Figure 6 A wireless network with multiple connections Part 3b: MAC ProtocolThe default settings of the MAC protocol can be viewed by clicking on Table View in the bottom panel below the canvas. Click the network tab and double click Wireless Subnet (see Fig. 7). MAC 6 protocol determines how the nodes access to the physical channel to transmit their packets. We note that the default MAC protocol is 802. 11 standard. This standard has two modes of operations known as Distributed Coordination Function (DCF) and Point Coordination Function (PCF). The DCF is more popular in practice and based on the random access mechanism.Briefly, DCF function as follows, (see section 6. 10. 3 in the textbook for the description of this MAC protocol), DCF uses the CSMA protocol, thus a node, with a packet to transmit, first has to sense the channel. If the channel is busy the node backs off for a random amount of time. We note that the channel may be idle at the source but not at the destination node. If the source node senses the channel idle, it transmits a short request to send (RTS) packet. If the channel is also idle at the destination node and it receives the RTS packet then replies with clear to send (CTS) packet.After that the source transmits the data packet and destination node replies with an ACK packet if the packet is received error free which completes the transmission of the packet. If the source node does not receive the CTS packet or an ACK following the transmission of the data packet then it backs off for a random amount of time. A source node may retransmit an unsuccessful packet upto a transmission limit, when that limit is passed then the packet is discarded ( for values of these limits see Fig. 7). – The routing protocol is Bellman-Ford (a Distance Vector routing algorithm).The default settings of the OSI layers can be modified here according to the r equirements of the network. As well, the default settings of an individual node can be viewed by clicking the Nodes tab and double clicking each node. The nodes update their routing tables regularly by exchanging routing packets. We not that in a single wireless subnetwork all the nodes are one hop away from each other, thus there is no routing, but nevertheless nodes will send routing packets regularly. It is worthwhile to spend a few minutes navigating through the menus to learn where to go in order to view or modify parameters in our network scenario.We can right-click the nodes or wireless network in the canvas area. 7 Figure 7 Properties of the MAC Protocol . Part 3c. Wireless channel with Fading We may include fading in the wireless channel by choosing the Scenario Properties button on the left side of the window and then selecting the Channel Properties tab in the new window. (see Fig. 9). In the Channel Properties window go to the row which says Fading Model [0] and click on where it says None. From the drop out menu choose Fading. Then go to the row which says Specify Gaussian Component File, click where it says No and change it to Yes.After this step is taken, a new menu item is open with the name Gaussian Component File, then fill that tab with the following entry, C:/snt/qualnet/5. 0/scenarios/default/default. fading Failure to provide this link will give the following error. â€Å"Error: Error in file .. librarieswirelesssrcpropagation. cpp:3933 PROPAGATION-FADING-GAUSSIAN-COMPONENTS-FILE is missing† 8 Figure 8. Incorporation of fading to the simulation Part 4: Running Simulation The next step is to run simulation of our network. One useful feature of the QualNet Developer package is the ability to trace packets.To enable packet tracing, go to Scenario Properties in the left hand window, select Statistics and Tracing tab, click Packet Tracing in the left window, select Enabled Packet Tracing, click where it says No and change it to Yes. See Fig. 9. 9 Figure 9 Enabling packet tracing. On the Run Toolbar, there are a set of icons related to simulation which include an Open Current Scenario in File Editor, a Run Settings, a Run Simulation and Record Animation Trace. To initialize the scenario, click on the Run Simulation icon . The mode of the Architect will be changed from Design Mode to Visualize Mode.To switch back to Design Mode, click Switch to Design Mode . The Visualization Controls panel opens in the left window. You should see the coordinates icon of the nodes and the current simulation time (which is 0. 0000 seconds) in the output window. Before running the simulation, we note that the Developer package will by default animate various aspects of the simulation such as packet receptions, packet drops and collisions, and unicast and multicast transmissions. Others aspects such as packet queue animation can be enabled by clicking on the button in the Animation Filters which should appear in the left hand window.En able the radio range animation. Simulation will tend to run very fast so if we wish to see the animation it will help to slow down the speed of the animation. This is done by sliding the speed bar to about half way in the Animator window. See Fig10. 10 Figure 10 Initialization and animation settings for simulation The total simulation time can be changed by switching back to the Design Mode, click the Scenario Properties button on the left window, and select the General tab. The Simulation Time is set to 30 seconds by default. We will leave this at its default value for now.We run the simulator by clicking the Play button (Fig. 11). on the menu bar. You should see the simulation animations as the simulator runs Figure 11 Simulation animation during a run. 11 You can enable or disable the different animations while the simulation runs. Wait until the simulation completes. Part 5. Routing of the traffic between subnetworks. We need to have a router for to be able to route the traffic from one wireless subnetwork to another. The router will have two network interfaces each one being member of a one subnetwork.We can create a router as an ordinary node which belongs to both subnetworks. Thus the router node is selected among the nodes belonging to that subnetwork when each subnetwork is created ( see Fig. 12). 12 Figure 12 The two subnetworks communicate through the router node [2] Next we will configure node 2 as a router. For this click on the Table view, then on the Node button, then double click on the row for node 2 and click on the Node Configuration button in the window that opens. Then click on the router properties on the left hand window which displays Fig. 13. Fig. 3 Node configuration window In the Node Configuration window in the row for Type of Router click on the arrow for the value User Specified and from the opening menu choose Predefined. Then in the row for Router Type choose the value Generic. Finally choosing Apply button at the bottom of the window configures node 2 as a router ( see Fig. 14) 13 Fig. 14 Node 2 has been configured as a router Part 6. Simulation Statistics 14 After the simulation has been completed, we can view the data collected during the simulation. To view the statistics of the simulation, click on he Analyze Statistics icon toolbar. in the Components 1- Statistics File If you click on the Statistics File button at the bottom of the window, you will see large amount of per node simulation data. Among the collected statistics we see, – The packets generated by the source nodes and received by the destination nodes are listed as unicast packets. In a connection not all the generated packets may be successfully delivered to the destination. As explained, in Part 3b. a packet will be discarded by the source as a result of reaching the number of retransmissions’ limit.Transmissions may not be successful because of destination node not sending a CTS packet or as a result of the bit errors in t he received packet. We note that the bit errors will depend on the distance between source and destination nodes, fading and shadowing. The strength of the received signal which will decrease as the distance between the source and destination nodes increases. As a result of packet discarding, the throughput of the source and destination nodes in a connection may not be same. – If the distance between two nodes is higher than the node’s transmission range, then, these nodes are not aware of each other.They can not communicate with each other and they will not know each other’s IP addresses. Therefore, if two such nodes will exchange data traffic with each other, the packets will be generated by the Application layer of the source node but they will not be passed to the transport and then to the network layers because the IP address of the destination node is unknown. – In addition to unicast traffic packets, as may be seen there are other packets being tra nsmitted in the network , RTS, CTS, ACK and Broadcasting packets for routing. For each successfully received unicast packet there will be a corresponding ACK path.The number of RTS and CTS packets will correspond to the total number of transmissions of a packet until it is successfully transmitted. 2- Graph Analyzer Window If you click on the Overview button at the bottom of the window, then we can navigate through the Physical, MAC, Network, Transport, and Application layers shown on left hand window. We can access to each layer data by clicking on the button for that layer at the bottom of left hand window. This results in opening of a menu for that layer in the left hand window. Then clicking on any of the menu items displays a submenu.Clicking on any submenu item displays a bar chart for the data collected for that item during the simulation. In Fig. 15 we are ready to view the data collected in the application layer. 15 Fig. 15 Viewing the data collected during the simulation. In Fig. 15, when we click on the Traffic-Gen Client button on the left hand window, then from the drop out menu we click on the data units sent. This results in Fig. 16 which shows the bart charts for the total number of packets generated at the application layer of each node. 16 Fig. 16 Traffic generated at the application layer of each node 17