In a world where everyone is exposed, the coolest Essays - Software

"In a world where everyone is exposed, the coolest thing you can do is maintain your mystery." There are several ways advertisers can invade your social media privacy, take advantage of your data on your account. Tracking peoples' activities online, collecting personal data, and harvesting conversations from social media are all called Data Scraping. Basically, it accumulates every single text message or post you write. It is collected by the research companies, which uses these details to design ad campaigns for the other products they sponsor. While many argue that they knowingly share personal details on social media, and that it's free for everyone's use, research accumulators don't ask for the owners' approval. And this raises an imperative as well as an online privacy problem. Moreover, Facebook has been reported several times that ads connected to Facebook are leaking identifying information about those who uses the apps. The "leakage" works by first allowing the app to install, the you are advocated to accept certain terms. Once you click "Allow", the app receives access to certain parts of your account. Some Facebook apps get granted access to personal-profile data. Such as chat logs and photos. However, you are not notified about this type of data being transferred to any third-parties. "Facebook has led the way in showing how powerful a tool it can be in coercing people to happily giving up their personal privacy." Therefore, your online privacy and safety are put at risk. As shown above, there are many ways that social media can invade our personal privacy. Those where just two examples of what happens in front of your eyes. Imagine what else happens that you didn't know occurs. "The price for safety, is the loss of privacy."

An Analysis of The Wild Geese essays

An Analysis of The Wild Geese essays In the early 1900's Japan and author by the name of Ogai Mori wrote a novel that reflected a realist romanticism of the late 1800's Japanese society. This novel, entitled The Wild Geese, enveloped a wide array of characters and stories that, progressively and logically congeal into one major plot. Many characters and themes were constantly introduced through Mori's simplistic clarity of style. With these themes he reflects the issues of the past society in Japan, particularly involving the treatment and honor of woman. He depicts one woman's life, Otama, and the circle of men around that intervene all in unique ways that shape her life. Through this process the author builds this passionate and ardent romanticism that diminishes completely with the closing pages of the novel. The major theme revolves mainly within the plane of realistic romanticism. Romance exists between two characters, and realism hinders their bondage. Throughout the first part of the story the author begins his story with his first person point of view. Within this narration, he reveals the first theme of romanticism. Mori reveals his character Okada, a young student, very handsome and diligently persistent. He mysteriously comes upon this lady that later transforms into a sort of discrete infatuation. It is not until further in the novel's progression that we see the woman to possess congruent affection. The author reveals this through insinuating minute proverbs of Okada. For example in the third chapter we discover Okada's thoughts on the female realm: She is the woman who makes beauty her sole aim in life so that, with perfect ease, she goes through an elaborate toilet even while the angel of death waits outside her door (Mori 20). Mori does not, in fact, blatantly disclose Okada's love for this women. Instead he positions these words as so to bestow these facts without actually physically articulating the essential fact that Okada had feeling...

How did abolitionism, women's movement rights, and immigration change Essay

How did abolitionism, women's movement rights, and immigration change the nations of the Western Hemisphere - Essay Example (http://www.infidels.org/library/historical/robert_ingersoll/civil_rights.html) The 13th Amendment built up for the country, after the amendment was adopted the slave pen at that time was destroyed and in its place they put the Statue of Liberty. The amendment wasn't just about freeing slaves, but more on the side of making equal rites for everyone, making colored and whites the same. The amendment caused the damage of every incriminating evidence of 'slaves', ignored the reports against freedom, took away the word 'white' and its meaning, and took away the right to own a man. Prior to the Civil War, the constitution didn't have specification for voting because laws weren't governed by the constitution or the federal law, but only a few of the northern states allowed the free 'colored' men to register and vote. But right after the War, congress adopted the Military Reconstruction Act of 1867, which let the confederate states be a part of the union under the condition of universal male suffrage. The 14th Amendment, in 1868, gave citizenship to everyone born in the US, which in turn meant that only males could vote.

Democratic Theory Essay Example | Topics and Well Written Essays - 2000 words

Democratic Theory - Essay Example Such a philosophy places a high value on the equality of individuals and would free people as far as possible from restraints not self-imposed. It insists that necessary restraints be imposed only by the consent of the majority and that they are conventional to the principle of equality. In Athens, the citizens participated directly in making their laws. The Greek system of government was perhaps closer to a true democracy or rule by the people than any other history. Their civilization was broken down to into small city-states, and all the men voted on all issues of government. It was almost a total democracy except for the fact that women and slaves were not considered citizens and were not allowed to vote. The Greek system of democracy was ruled by a body of nine elected officials whom they called archons. These men who were aristocrats lead the government and had supreme control over all of the decree and criminal accusations in Athens. Problems took place when aristocrats became jealous of one another and rivalries developed under the early stages of Athenian democracy. The democracy of Athens was used in many ways other than it was designed for. It was abused by many rulers of that time. They were concerned with their own personal growth and because of their greed and selfishness they made laws and codes that would benefit their own personal gain. Perhaps they didn't get everything quite right for their time and place but they got enough right and there was enough contract to change with changing circumstances so that their civilization with all its arts and sciences succeed for 200 years until events, in the form of Alexander the Great, overcame them. Democracy in Middle Ages Though democracy was not directly instituted in the Middle Ages, many democratic ideas were ubiquitous throughout the period. Because Christianity, which taught that men were created equal in the eyes of God, was deeply entrenched into the society of the middle ages, the democratic idea of equality was understood by many people. However, the middle ages utilized another form of government, which was developed during this period called feudalism. Feudalism stressed that all people have certain rights and developed a system of courts to defend these rights. From these courts came the modern day judicial branch of the American government along with many of the ideas such as king councils, assemblies and eventually parliamentary systems. Thomas Hobbes Theory One of Hobbes theory is the State of Nature. To establish these conclusions, Hobbes invites us to consider what life would be like in a state of nature, that is, a condition without government. Perhaps we would imagine that people might fare best in such a state, where each decides for himself how to act, and is judge, jury and executioner in his own case whenever disputes arise-- and that at any rate, this state is the appropriate baseline against which to judge the justifiability of political arrangements. Hobbes terms this situation "the condition of mere nature", a state of perfectly private judgment, in which there is no agency with recognized authority to arbitrate disputes and

Blog 2 Essay Example | Topics and Well Written Essays - 750 words

Blog 2 - Essay Example In their book, International Organizations: The Politics and Processes of Global Governance, Margaret and Mingst expounds on the nature of IGOs and their contribution towards global governance. To better understand their arguments, the paper incorporates the existing interstate conflict in Sudan and the efforts put by IGOs to end the conflict. Created through formal agreement between three or more states, IGOs may be established to serve a specific purpose such as in the case of OPEC or for multiple purposes such as in the case of UN. Among the many roles played by IGOs is the role of collecting and analyzing information so as to help build cooperation between states, solve interstates disputes and create a good foundation for operational activities (Margaret & Mingst, 2010). Such is the kind activities being done by IGOs in Sudan. These organizations include but are not limited to the United Nations (UN), Organization of Petroleum Exporting Countries (OPEC), and Nonviolent Peaceforce (NP) which comprises of the Western Equatorial and Lake States. A major question here is the extent of success that these IGOs have registered in solving the existing conflict in Sudan. Notably, IGOs bargain and execute agreements that serve both the interests of individual states and the community as a whole. Through collective participatio n, IGOs usually strive to establish norms of behavior amongst the states while at the same time maintaining their sovereignty. By setting agendas both internationally and nationally, IGOs force state governments to decide on critical issues. Over the last few years, there has been an international outcry for international intervention to â€Å"Safe Darfur†. Given the nature of events and conflict in Sudan, and the creation of a new sovereign state that saw the division of the country into two, what role has IGOs played in the lose of

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

Architecture History Pyramid Paper -- Architecture Essays

Architecture History Pyramid Paper Pyramids have been around for centuries, and for over 43 centuries some pyramids have been one of the tallest land structures made by man. Throughout the many decades, pyramids have been remade using modern materials and new technologies, but it remains a myth as to how the Egyptians were able to mold such a huge land mass with their lack of technology. One of the most famous pyramids to this day are the Pyramids of Giza. The most famous of all three pyramids of Giza, is the Great pyramid of Khufu as known as Cheops. Khufu was built by the Egyptian pharaoh Khufu of the Fourth Dynasty around 2560 BC to be his burial tomb. Khufu's son Khafre, who was next in the royal line, commissioned the building of his own pyramid complex which includes the sphinxes. Menkarure, who is believed to be Khafre's son, built the third and smallest of the three pyramids at Giza. Giza however, is more than just three pyramids and the Sphinx. Each pyramid has mortuary temple and a valley temple lin ked by long causeways that were roofed and walled. The great pyramid is believed to have been built over a 20 year period. They first prepared the site, and somehow transported the blocks of stone into there correct placements. In the process of building the pyramids an outer casing was placed over the surface, which was used to smooth the surface, but disappeared over the years. Several theories suggest that ramps were constructed from the sands and the blocks were pushed or pulled into place. Others say that the blocks were placed using long lever with a short angled foot. The Great pyramid was 145.75 m (481 ft) high, which is located in Cairo, Egypt. Over the years, it lost 10m (30 ft) off its top. The ... ... since 1972. This building has so many windows that in order to wash them all, it takes at least a month. The "wings" which start at the 29th floor are necessary near the top of the pyramid to support elevators on the east side and a stairwell and smoke tower on the west side. And being that San Francisco is prone to earthquakes, the foundation consists of a steel and concrete block that sits 52 feet underground and is designed to move during earthquakes. The companies responsible for the building and designing of the Transamerica building are William L. Pereira & Associates, and other firms which also shared input, were Lowe Enterprises, Dinwiddie Construction Co., Chin & Hensolt Inc., Simonson & Simonson, Glumac International, Western Waterproofing Company of America, and Cushman & Wakefield. The total cost for the Transamerica building is around 32,000,000.