Persuasion, Manipulation, and Seduction

Persuasion, manipulation and seduction are best described as cousins in a family tree of a genealogy. Although each term is different in meaning the end result of each are the similar. Depending on the information and the intentions of the persuader, this is how we can tell the difference from persuasion, manipulation, and seduction; According to Codoban (2006), author of from persuasion to manipulation and seduction.PersuasionIt is almost impossible for people to avoid persuasion throughout the course of their day. If they listen to the radio or watch television, they encounter advertisements, news media and the opinions and values expressed by announcers, actors, show hosts and advertisers. If they go to work, they are likely to encounter persuasion from their boss, co-workers, or clients. If they share a home with other people, they are likely to engage is persuasion over what to eat, which television shows to watch or where to go for fun.Persuasion comes in many forms. Persuasion itself cannot be good or bad. By nature, it is neutral, until the intention of the persuader and the response of the persuadee are incorporated into the equation. It is only when put into practice and responded to that a particular persuasion can be considered positive or negative. For example, persuading a person to eat healthier foods is a good persuasion if you are genuinely concerned for their health, but doing so in order to evoke feelings of guilt or shame would be bad.Likewise, persuading someone to ride a roller coaster may seem harmless unless the persuadee is convinced to ignore medical complications or go against their will. There are some types of persuasion that, while they may not always be negative, usually carry a negative connotation. Two of these forms of persuasion are manipulation and seduction.ManipulationExample/Comparison A perfect example of the modern day persuasion, manipulation and seduction is when I politician is running for office. This is the most ful filling process to engage in. Your life becomes shared with thousands of people who want to see a different type of person. Someone whose qualities represent the values that society is supposed to represent. Someone that people aspire to become, or wish they were in life. In reality, the politician has no idea that they are going to possess the qualities of persuasion, manipulation and seduction.

Inclusive Practice Essay

Inclusive Practice is a term which means the practical things that we do, when we are working with people who use our services, which demonstrate our professional values, standards, and principles in action. In particular Inclusive Practice is about participation, collaboration, and including people: where individuals are fully involved in choices and decisions that affect their lives and in the matters that are important to them. People who use mental health services say that being listened to, having their individual needs taken account of, and staff attitudes and values is a very important part of keeping well (Dunglas Research Project, 2005). The experience of participation is often as important as the end result. Participation itself may be an outcome. Inclusive Practice can benefit staff through sharing knowledge and learning new and effective ways of working with people. People who use services bring new ideas, and we are able to respond from a more informed position. Inclusive Practice is good practice, and is also about a human rights and anti-discriminatory approach to mental health. Inclusive practice underpins anti-discriminatory practice and is the practical way in which we put our equality policies/agenda into action. * The learners. All learners are citizens and have rights and entitlements. They should be treated fairly regardless of race, religion or abilities. This applies no matter: – what they think or say – what type of family they come from – what language(s) they speak – what their parents do – whether they are girls or boys whether they have a disability or whether they are rich or poor. All learners have an equal right to be listened to and valued in the setting. * Equality and diversity My understanding of diversity is broad – it encompasses gender, race, age, disability, linguistic differences, learning abilities, sexual orientation, socio-economic status and cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a tutor, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and confident that they can participate in all activities. I need to be sensitive to the needs of all students. I am the protagonist in setting the culture of my tutorial and thus able to set parameters for creating a learning culture which recognises and honours student diversity. I have very diverse groups of students in my lessons. My approach to this as a tutor is influenced by my own experiences and assumptions and, in some instances, those of other students. It is useful to reflect on this, as perhaps I may carry some negative or fixed ideas into the classroom. I need to be aware (beware) of my own generalisations and stereotypes and those perpetuated by others. I consider these suggestions for inclusive teaching: – When I ask a question, I make eye contact with all students – When listening to a response, I listen attentively – I treat each student as an individual – I call on all students by name where possible – I make an effort to learn names – I intervene when students show disrespect for another student – I use small groups to foster collaborative learning I encourage students to share their varied perspectives and experiences & create a supportive environment in which this can occur – I encourage students to know and listen to each other. – I avoid stories, jokes and comments that denigrate others * Lesson planning The group of learners I teach is a group of individual s who have own needs and abilities as far as learning is concerned. While planning a lesson I take into consideration learners’ needs and their ability to perform during the lesson. To maximize learning opportunity for individuals I differentiate the lesson so that each of learners is not left behind and has a chance to learn something from a lesson. Considering learners’ previous educational experience and various teaching and learning strategies I create a lesson plan to facilitate a learning opportunity. * Teacher as a motivator As mentioned above, being prepared for a lesson through carefully designing lesson plan, a teacher motivates learners to participate in the lesson. Teacher’s attitude is also crucial. Being enthusiastic and positive to what he/she is teaching places learners in a position to class a teacher as an expert of the subject he/she is teaching. Constructive feedback and being a good listener ensures learners that they were listened to. To become a successful teacher, a candidate needs to take interests in learners, needs to find a connection with them by being approachable and accessible at any time they need him. Getting learners involved in the lesson and encouraging them to help each other reinforces their learning and helps to check if they know what they are doing. A teacher is responsible for providing a challenging but supportive learning environment so learners can see how much they know and what skills they need to develop. Using a range of teaching strategies and audio visual aids provides variation to a lesson and helps to deliver it to learners in a meaningful way. References: Dunglas Research Project, 2005 Reece I & Walker S (2003) Teaching, Training and Learning Roffey-Barentsen J & Malthouse R (2009) Reflective Practice in the Lifelong Learning Sector. Learning Matters.

Age Of Unimagined Levels Of Violence Education Essay

If we are to learn existent peace in the universe we shall hold to get down with kids.– Mahatma Gandhi ( Father of the Nation ) Peace, as an integrative position for the school course of study, is an thought whose clip has come. Education for peace acknowledges the end of advancing a civilization of peace as the intent determining the enterprise of instruction. Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to o f this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us.Policy Enterprises:The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of study † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witt ing and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc.Land Worlds:Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is n ecessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so that struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n't even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town.Education for Peace:We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical p lus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby's rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Education for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace.An attack to Education for Peace:The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace.ROLE OF TEACHERS IN EDUCATION FOR PEACE:For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besi des for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it.Pedagogical Schemes:The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/less on has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole.Challenges in forepart of instruction for peace:Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signif ier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids observe and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n't hold faith in peaceable methods.Decision:Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inqui re and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, instruction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.

First Council of Nicaea Assignment Example | Topics and Well Written Essays - 250 words

First Council of Nicaea - Assignment Example Arianism thus did not believe in the Holy Trinity (three equal persons in one God) as mainstream Christianity did. â€Å"Indeed, even though there may be so-called gods in heaven or on earth — as in fact there are many gods and many lords — yet for us there is one God (Gk. theos - ÃŽ ¸ÃŽ µÃŽ ¿Ãâ€š), the Father, from whom are all things and for whom we exist, and one Lord (kyrios - ÃŽ ºÃâ€¦Ã ÃŽ ¹ÃŽ ¿Ãâ€š), Jesus Christ, through whom are all things and through whom we exist.† (NRSV) The controversy was submitted for decision to all the Christian bishops at the First Council of Nicaea, which is generally regarded as the First Ecumenical Council. The Council decided overwhelmingly to uphold the divinity of Christ. The vote of an estimated 250-318 attendees was nearly unanimous to adopt the view that Christ was God as well as man, with only three voting for the Arian position that Christ was not God. The Arian teaching thus became

Process Essay Example | Topics and Well Written Essays - 500 words

Process - Essay Example Human life, like the life of a leaf, goes through various stages from birth to death and Mrs. Diane Ackerman's symbolic representation of this process helps one in comprehending the real nature of life. The process of human life is symbolically similar to that of a leaf that changes from a green leaf to the dirt, according to the laws of nature. A leaf is very tender and light green when it starts its growth and it becomes green and full of life when days pass by. Similarly, a human being grows from his infancy through adulthood to old age and he becomes part of mud and dirt when he dies. It is a process which is similar to the growth a leaf from a green leaf to the dirt and this process asserts that change is essential for nature by which it preserves the balance of the world. Mrs. Diane Ackerman effectively presents the process of human life through the symbolic representation of a leaf's life from green leaf to the dirt. Human life is a process which starts with birth and ends in death, and it is according to the law of change which keeps the nature in balance. First of all, when a child is born it is like the tender plant or leaf and both grow to become mature. Then, the tender leaf grows to become a green leaf and it is an important phase of its development.

The Romantic Movement Essay Example | Topics and Well Written Essays - 1000 words

The Romantic Movement - Essay Example The lofty ideals of democracy asserted the value of individuals, regardless of class, and education. Of course, these values primarily applied to white males. In fact, tensions were building which cried out for creative release. Inequality, not equality was the rule for many, especially women and slaves. The clash of these realities with the idealistic rhetoric led writers to take extremes, championing individualism yet also seeing the darker sides of a fragmenting society (Woodlief). This is the important background within which all of the following writers worked. These writers made a lasting impact that we should all be grateful for. In the course of this essay I will briefly describe each of the following famous writers. Longfellow was one of the most famous poets of his age. He came to represent what was best about New England romanticism. One of Longfellow's main talents was romanticizing the past. He was very knowledgeable about American history and wrote poems that brought th e Revolution to life. Poems about people like Paul Revere and the poor Acadian girl Evangeline quickly became famous. He showed people the past in a way they had never seen it before, even if it was sometimes a bit sentimental. His work reached a large audience in his day. Like many Romantics, he recognized his calling from an early age, writing to his father as a boy: â€Å"I will not disguise it in the least... the fact is, I most eagerly aspire after future eminence in literature, my whole soul burns most ardently after it, and every earthly thought centres in it... I am almost confident in believing, that if I can ever rise in the world it must be by the exercise of my talents in the wide field of literature† (Arvin, 13). Bryant had a very long career, but much of his work was derivative of European writers. Unlike Whitman, who was wholly original and American, much of Bryant's work has not lasted as it was not much better than some of the minor British poets of the perio d. He did however, have a fan in Edgar Allen Poe, who once wrote of his work: â€Å"The rhythmical flow, here, is even voluptuous—nothing could be more melodious. The intense melancholy which seems to well up, perforce, to the surface of all the poet's cheerful sayings about his grave, we find thrilling us to the soul—while there is the truest poetic elevation in the thrill... the impression left is one of a pleasurable sadness† (Sova, 37). Harriet Beecher Stowe was one of the most popular and best selling authors of her day. She made her name with a singular novel—Uncle Tom's Cabin—which has been considered one of the most influential books ever written. In keeping with Enlightenment ideals, which were very prominent at the time, Stowe took on the issue of slavery, presenting a fully formed and human African American man as her novel's main character. She drew many of her ideas from things she had observed first hand in the America of the day. Dou glass was one of the first African American men of letters. He was an excellent chronicler of black life in America and became a prominent figure in the fight against slavery. He travelled the country giving speeches and explaining how all people should be equal, as one of the most prominent orators of his age (Gatewood). One element of romanticism especially espoused by him was to end corrupt hierarchies. He believed that by nature all people were

Windows Server Deployment Proposal Assignment Example | Topics and Well Written Essays - 1500 words

Windows Server Deployment Proposal - Assignment Example In addition, it also proposes a File and Sharing system that is suitable for a firm that is growing such as Worldwide Inc. The Windows Server 2012 is characterized by a wide range of new features ranging from much improved storage, wider chances for networking and more remote access. Moreover, it is characterized by a server administration characteristics all of which come together to significantly enhance on the functionality of this operating system. Many of these features especially in the area of storage could be of distinct help to Worldwide Inc especially because it deals with advertising that requires a great deal of storage (Tulloch, 2014). Throughout the server’s infrastructure, Window’s Server 2012 with Hyper V will be used and will be secured using a secure tunnel since it will provide support for the work done at Worldwide Inc. Moreover, Hyper-V will present the chance for the company to take full advantage of the servers it already has while at the same time enabling it to take full advantage of the new technology on the hardware for virtualization (Tulloch, 2014). Considering the fact that when making the decision to design and select the system specifications for a new solution of a server, it is important to consider that even the most optimal requirements for the system from Microsoft might not be requisite. In this regard, an assessment of the specifications of the planned server role while at the same time taking the load during the time that the deployment will be carried out since this will also take the growth of the firm into consideration (Finn et al, 2013). The table below shows the requi rements for deployment of Windows 2012. There are only two editions available within Windows server 2012; Standard and Datacenter with each of the editions supporting a Server Core version. It is recommended that a new installation be carried out as opposed to upgrading on the company’s already existing server. Installing a new

News Research Paper Example | Topics and Well Written Essays - 250 words

News - Research Paper Example While marketing to teenagers has been predominant, reporting of marketing practices via social media has substantially exacerbated in today’s world. Social media has provided business enterprises with a platform where they can directly interact with potential consumers, and subsequently lure them into buying. As a result, social media has redesigned the mode of doing business for many enterprises. Businesses identify their targets and implement strategies to influence these targets. In so doing, a relationship is established based on how convinced the targets are. For instance, marketing that targets teenagers has been reported to assess and evaluate the factors that influence teenage buying behaviors (Bax, 2012). Social media has emerged as a substantial influencing factor in determining teenage consumption trends for differentiated products and services, ranging from edibles to clothing or even luxury

Your personal reflections discuss the challenges, problems and Essay

Your personal reflections discuss the challenges, problems and conflicts that may occur in teams, Are teams more effective decision makers and problem solvers than individuals - Essay Example However, working with individual eliminates the possibility of collision of many ideas which ultimately stems into chaos. I had a great time with my team members who belong to different cultures and country as a whole. Two of the team members are from Qatar; others are from Egypt, Chad and China. Through this session of team work I have identified the characteristics of each team member and have studied them properly. The exhibition is expected to be successful since each and every team members have the capability to deal with any difficulty or unforeseen situation. The effectiveness of their decision making is high since all of them give their ideas and collectively reach a certain decision which is likely to be successful. The essay highlights my perception and experience during the preparation of the exhibition with my team members (Ahuja, 2006). I have observed that people often forms a group to accomplish some but they may not work together too. However, if they work together they are called a team. A team can be referred as a group of people who first organize themselves for working cooperatively towards a single objective which is set by them. However, according to my perception effective teams cannot be created automatically. There are people in a team who pass through a phase of understanding and cohesion at the same time before they are able to do some useful work and take a critical decision (Ahuja, 2006). During preparation of the exhibition my team is formed by taking the most efficient members who can contribute positively towards the attainment of the goal. The team members are individual researchers who have helped in doing researches about the main topic of the exhibition and share their understanding regarding the same. It is very crucial for me to understand the development of the team since each and every member have different potency and different bent of mind which guards their morality and

Use And Abuse Of Drugs In Sports Essay Example | Topics and Well Written Essays - 750 words

Use And Abuse Of Drugs In Sports - Essay Example Many professional athletes, especially football and baseball players, have used cocaine during the playing season, and sometimes amphetamines during the games themselves. Some of these players turned in brilliant performances, suggesting that the consumption of cocaine, like amphetamines, may be beneficial for speed and strength, at least in the short run. In a sports "scandal," the Commissioner of the National Football League suspended four players for four games of the 1983 season because of their involvement with drugs. One of the four, defensive endsRoss Browner, had set a Super Bowl record of 10 unassisted tackles. Another, running back Pete Johnson, was the all-time leading rusher for the Cincinnati Bengals. A third, a rookie, finished third in team tackles. It seems doubtful that cocaine hurt their playing. (Howe, 125-126) Drug abuse, one of the most sensitively charged and important issues facing athletics and society in general today, defies easy solutions. The problem of drug abuse has grown at all levels of athletic competition over the past two decades at a frightening speed, from the interscholastic to the Olympic and intercollegiate levels of competition. In the United States, the increase of drug abuse in athletics reflects a like increase and, to a degree, acceptance of drugs among the general populace. It is a serious issue that includes health considerations, law enforcement problems, and moral/ethical questions for athletes, coaches, and athletic administrators. The growing awareness of the presence of drug use in the world of athletics has produced drug and alcohol awareness programs. In an increasing number of sports, from boxing to hockey and from athletics to basketball, there has been a striking rise in the detrimental usage of drugs to enhance players' performance, not only by professional sports men but also by amateurs. In reply to global alarm over the occurrence of healthiness and other societal harms associated with the usage of illegal or prohibited drugs in competition of sports worldwide, World Health Organisation initiated an international programme to facilitate nations of the world to build up and carry out drugs abusage deterrence activities in 1992. (Massimino, 44) In present state world where only some glower on a cup of coffee to benefit in the morning, and where money plays such an vital and essential role in sports, it is difficult to influence sports men not to take performance improving illegal drugs. In different corners of world even though prototypes of' drug usage are different varied; some shape of drug usage subsist in approximately all sports and across nearly every age group. The latent injurious and detrimental usage of drugs took many forms, including over usage of unproven food supplements and vitamins, negative dependence on therapeutic drag to treat wounds and injuries, and the taking of huge amount of anabolic steroids. The harmful drugs usage among sports men of the world is an element of an active and exceptionally complex procedure associated with physiological, social, psychological, economic and political variables. No simple pattern of drugs usage materialized, apart from that an outsized number of nations and several different sports are affected. The efforts to standardize and manage the usage of drugs in sports have alerted on creating modern processes of checking and testing programmes. Checking and testing

All information is in the document, Essay Example | Topics and Well Written Essays - 1750 words

All information is in the document, - Essay Example the main features in the film is that is characteristic of an urban setting is the firearms that are used in the action and bloodshed combats in the plot of the film. In a rural Asian setting, the main weapon to combat enemies was the sword. This is what is used in most Asian action traditional movies and the martial arts of Tai Kwando are employed. In this film however, modern firearms with live bullets are used in the action scenes. These are cocked and fired by pulling the trigger which gives the film an all modern aura. Another element of modern setting in the film was depicted with the occupation of Sung Tse-Ho. Ho’s principle job was printing and distributing fake bank notes of the US dollars. The fact that printing in itself was done is a very modern element. Traditionally primitive forms of writing were the only forms of permanently inscribing information on a piece. The bank notes also implied that the main form of exchanging goods and services or for trading was monetary which is different from the traditional barter trading system. In addition to that it depicts the presence banks in the film setting which are only characteristic of modern settings. Very few rural settings have a bank anywhere in the vicinity. This made a great impact in the lives of the dwellers and visitors of the area. They got to enjoy the services associated with banking such as borrowing of loans, keeping money safely in a personal account, saving money through savings accounts that earn interest and the like. T he dwellers and visitors also got job employments that are associated with banks such as being bank tellers, being bank watchmen and women and being cleaners. The younger brother of Ho, Kit, aspired to be a policeman. This is an influence that he got as a dweller of an urban setting. Policemen are a typical feature of an urban setting. They mascaraed the streets in their uniforms with some even holding gins or pistols. These are likely to look cool for a young man

Pepsico Case Study Essay Example for Free

Pepsico Case Study Essay 1. I felt that Nooyi’s Letter to Shareholders was fairly effective. She starts by mentioning that â€Å"the greatest challenge in business today is to renew a successful company through positioning for long-term growth and profitability but also performing in the current marketplace.† Her opening statement accurately reflects her emphasis in the letter. She goes on to make several statements that are important for investors to hear about making investments for future growth. She highlights Pepsi’s ongoing global growth initiatives (innovating globally by delighting locally) and also discusses Pepsi’s healthier offerings, both of which I feel are appealing concepts for shareholders in today’s market. She also makes some important statements about ongoing efficiency and leveraging the brand. Her letter does a good job of answering potential questions that the stockholders may have on thePepsico Case Study current status of the company as well as future plans. While her focuses are effective, I felt that some additional detail about growth within their â€Å"healthy† segment could’ve helped her argument as well as continued discussion on Pepsi’s ethics. Overall, her letter is a great pitch for prospective investors domestically and abroad. 2. Management’s Discussion and Analysis seemed to paint a more pessimistic view of the future of PepsiCo than Nooyi’s letter. They bring up several factors in order to prepare shareholders for potentially rough times. Part of these factors includes mention of a California proposition, which would force warning labels on unhealthy food. Potential layoffs and a possible knock to Pepsi’s credit rating are also discussed. Furthermore, management recognizes that they are operating in a highly competitive market. Some of Pepsi’s core, high margin products are losing market share to Coke products. Ongoing success is dependent on effective promotion and marketing and Coke has been a leader in this area. Pepsi management recognizes the need to innovate to remain competitive and proper positioning is key. It could prove to be an issue if they don’t properly anticipate shifts in demand. There are also concerns about potential climate changes, and other regulat ory measures. These things could severely impact production and demand for certain segments of Pepsi’s products. 3. 4. Market to Book Ratio compares the market value of the firm’s investments to their cost. Current Ratio is current assets divided by current liabilities and gives a measure of short-term liquidity. Debt to Equity Ratio is a measure of a company’s financial leverage calculated by dividing its total liabilities by stockholders equity. Total Asset Turnover is sales divided by total assets and assists with an understanding of dollars generated relative to dollars in assets. Times Interest Earned Ratio measures how well a company has its interest obligations covered and is calculated by dividing EBIT by Interest. Profit Margin is calculated by dividing net income by sales. ROA is a measure of profit per dollar of assets and ROE is a measure of how stockholders fared during the year. Finally, EPS gives us market price per share of stock by dividing net income by shares outstanding. 5. Over the past three years, revenues and expenses have increased. Net profits have also increased. Debt to Equity has increased over the last few years. Profit margins have decreased and focus has shifted to less profitable products. ROA has been decreasing as well. Daily sales in inventory are decreasing. Intangible assets, including goodwill, have greatly increased. Also, Return on Capital Investment has decreased. 7.Operating Activities: 1) Other net decreased by $688. 2) Accounts Receivable is increasing. Financing Activities: 1) Acquisition of non-controlling interests 2) Cash Dividends 3) Repurchase of dividends 4) Long term debt is down from 2010-2011. Investing Activities: 1)Acqusition of WBD 2) Change in Gross Fixed Assets (decreasing debt in 2011) 8.In her Letter to Shareholders, Chairman Nooyi made a good case for increasing shareholder value in the short and long runs. She’ll need to encourage management to continue to innovate and achieve high sales in the current market while at the same time focusing on future investment and continued global expansion and presence. Transparency with investors is important for building trust and confidence. Marketing and promotion will be another key element to PepsiCo’s continued growth among the high level of competition already existing in their many segments. Reduction of accounts receivable can lead to better bottom line results, efficiency, and reduction of long-term debt through the repayment of principle. PepsiCo should also continue to expand its â€Å"healthy† product line such as sports drinks, whole grain healthy snacks, etc. to take advantage of market trends.

History Of Sex Education Children And Young People Essay

History Of Sex Education Children And Young People Essay Sex Education became known in the 1890s.The social reformers who studied the degeneration of the traditional family and the increase of people suffering from sexually transmitted diseases, believed that sex education is the best way to decrease these problems (Elia,2009; Goldfard, 2009; Irvine, 2002; Luker, 2006). The American Social Hygiene Association (ASHA) is believed to be the first group which supported sex education (Luker, 2006; Elia, 2009). According to ASHA, sex education promoted health in different ways, for examples, social, mental, spiritual and physical. Due to the social changes which were taking place during the 1960s and 1970s, Sex Education became more and more popular. During these years, subjects like Biology started to impart certain topics such as the reproductive system of human beings and methods of contraception to students. By the year 1980s, changes were brought as far as sex education was concerned. Parenting and communication in relation to sex were emphasized but sex education was not efficient. However, in the mid 1980, there was a change in the viewing of sex education. Before mid 1980, sex education was not very important but later on, when it was found that there was a new Sexually Transmitted infection, AIDS; sex education gained an important place. AIDS was spreading all around the world at an alarming speed (Reiss, 2005).Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, Univers ity of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Professor Michael Reiss5 (Guest6, External Institutions7, University of London8, Institute of Education, University of London9) Defining sex education According to the President of SIECUS (Sex Information and Educational Council of the US), 1993, sex education is all about obtaining information about identity, relationships as well as knowing about intimacy. Sex education consists of sexual development, reproductive system, affection, body image and gender roles. Sexual health education is a set of skills training which result in specific behavioural outcomes (Mueller, Gavin and Kulkami, 2008). Through sex education, students are expected to have healthy sex education and healthy sexual behaviours (Fisher and Fisher, 2002). It is also believed that an effective sex education respects the beliefs of all people irrespective of their religion, race, age and gender (Ministry of Health, 2003). Sex education in Mauritius In Mauritius, sex education is imparted to students as from primary level itself. At primary level, students learn about sex under the subject known as Health Education. This subject covers the physical and psychological changes and also encourages students to act in a responsible manner as far as making the right choices is concerned. At this stage, students learn about minor things such as the differences between boys and girls and about the importance of their body. They are told not to allow other to touch them and to report if ever any such thing has happened to them. At the secondary level, sex education forms part of the curriculum, in subjects like Health Physical Education, Integrated Science and Biology. These subjects focus on our body and its changes at puberty and about the reproductive system. (Ministry of EDUCATION, Mauritius, 2010). However, it can be seen that although sex education is found in the curriculum, yet several topics are not covered such as the protective measures and STDs. On the 15th of March, 2013, there was an article in the newspaper Le Mauricien which focussed on the importance of sex education in Mauritius. More and more teenagers are becoming sexually active but they do not have an understanding about sex and even their own sexuality. Due to these, there is an alarming increase in teenage pregnancy in Mauritius. This affects the life of many teenage girls. For examples, they are stressed and even come up with financial and even emotional challenges. Many teenagers have to leave school once they are pregnant. It is believed that sex education in schools is the best way to solve this problem. In this way, adolescents in Mauritius, will have the correct information about their bodies, sexual development and the protective measures. If sex and sexuality are still considered as a taboo, then the society will face more and more problems (MIVANAH Irlen, 2013). Similarly, Monique Dinan (Founder and Member of Movement Daide a La Maternite (MAM)2012, is on the view that teenage pregnancies have increased to a large extent. She believes that this problem should be solved at an early age and this is the reason why she feels that it is important to educate the youths about sex so that they know about sexual responsibility. Importance of sex education Due to the absence of sex education, the society faces several problems such as students drop out from school ( Hofferth and Reid, 2002), the economy of the country is affected (Maynard, 1997) and there is also an increase risk of serious problems for the child such as drug abuse and crime (Jaffee, 2002). It is also important to incorporate sex education at school due in order to prevent students from having Sexually Transmitted Diseases. STDs result in simple and serious problems such as chronic pelvic pain, infertility, cancer and death (Sulack, 2003). SIECUS (1999) believes that there are four goals while implementing sex education for adolescents. The goals are to allow the young people to have accurate information about sexuality, to allow the adolescents to understand and develop their attitudes and values, to enable them to develop relationships and finally, to help them to become responsible as far as sexual relationships are concerned. Walker, Green and Tilford (2003) are on the view that today sex education is given lots of importance. They even believe that sex education is important to handle public health problems such as teenage pregnancies and several sexually transmitted diseases. Welllings (2001) considers the schools to be a major source of sex education for young ones especially those between the ages of 16-19. There are several challenges faced by policy makers and educators today in order to make sure that the youth of today will be productive, will assume their responsibility, will be not only caring but will be healthy people. This means that formal and informal educational institutions now do not only focus on nurturing the intellect of the youth but they consider the essential needs of education. Sex education is one of the most important needs. In order to have a productive youth, researchers and policy makers are focusing on sex education for the adolescents ( Zain Al- Dien 2010). Zain Al- Dien (2010) puts forward that sex education will help students in placing the sexual aspects of life in their honest perspective and it will also provide the students with valid and true information about sex which is going to reduce several misconceptions. A study carried out by Kehily and Nayak, it was found that students are ashamed to talk about sex to their parents and they are even afraid as they believe that if they talk about sex to their parents, their parents will think that they are sexually active (Kehily and Nayak, 1996). Several studies on sex education have been carried out by researchers. SIECUS (Sexuality Information and Education Council of the United States, Planned Parenthood Federation of America, National Campaign to Prevent Teen Pregnancy, Henry J.Kaiser Family Foundation and government agencies (example U.S. Department of Health and Human Services) are on the view that sex education will decrease teenage pregnancy. They have found that there is a relationship between the absence of sex education and the increase in teenage pregnancy. Thus, according to them, sex education is the primary cause of teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al.1995). Today, AIDS (immunodeficiency syndrome) is becoming one main causes of death across the world. There are the needs to encourage AIDS prevention, education as well as counseling for adolescents (Dehne and Riedner, 2005). UNICEF (2000), points out that to know whether HIV/AIDS is being combated, it is important to look at its impact on young people. It is vital to know whether they are receiving the right education about HIV/AIDS, how to protect themselves against it. Teenage pregnancy is now known as an epidemic as there are too many cases. There are three main reasons why teenage pregnancy is regarded as a problematic issue. The first one is that children had to look after children which means that both the mother and child are children. The second one is that unmarried mother affect the life of their children as there are several problems which are associated with unmarried mothers. The third one is because teenage pregnancy leads to abortion which in turn affects the health of the teenagers (Luker, 1996). Sex education is considered to be the weapon which can fight teenage pregnancy (Ruddick 1993; Kirby 2002; Moore et al. 1995). Teenage pregnancies can be linked to several social, health and economic problems. Several teenage parents are faced with poverty, they are not well educated and as such do not have an employment. It has also been deduced from research that the babies of teenage mothers are average weight. The babies of teenage mother are 60 % more likely to die than babies of older mothers. Only 44% of young mothers who are below 20 years old breastfeed their babies, 64% of mothers who are between 20 to 24 years old do so and 80 % of older mothers breastfeed their baby. It was also found that baby girls, whose mothers were teenagers, were most likely to become young mothers themselves. Most of the children born from teenage mothers, belonged to one parent family and as such, they did not have an appropriate house and food (Cohen, 2006). Government of England believes that all schools should focus on the physical, moral and emotional aspects of sex, sexuality and their sexual health in their teachings. According to England and Wales, this should make sure that young people should: (learn) about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health (DfEE, 2000). The above quotation shows to which extent sex education is important in the lives of teenagers as through sex education, these young people are going to have a brighter future. It is important to note that that at the launch of a booklet on the rights of the child on the 09th of June, 2012, at Bell Village SSS, the Ministry of Education declared that sex education will form part of the curriculum as from the year 2013. According to him, the reasons behind implementing sex education in schools are because the students are coming up with strange ideas and there are several under 15 years old mothers in Mauritius. According to the Ministry of Education, sometimes during activity period, sex education is taught to students but this is not sufficient. He also believes that sex education will be imparted in different ways that is according to students age groups. The Ministry of Education also came upon the view that it is important to make students and parents understand the importance of sex education at schools before its implementation. Sex education will help the young generation to succeed in life by having a bright future. It is also believed that whatever young people do when they are adolescents; those actions have great impacts in their whole lives (Perlman 2009).Thus, it is important for them to have an effective sex education. According to The Department for Education and Skills, United Kingdom (2003), sex is used as a means of not only selling food but cars also. Due to these reasons, it becomes important to teach students about sexual relationships so that they do not receive wrong information about the subject. It has also been argued that those who are handicapped and suffer from any illness should also be imparted with sex education. The sex education should cater for their needs and this should be taken into consideration when developing the curriculum (Ministry of Health, 2003). Establishing sex education in schools The formal school system is the most important venue where sex education can be imparted to students. The project of implementing sex education in school is still a controversial idea. There are different schools such as schools in the North America who have already included sex education in their curriculum as they believe that sex education will protect the students from unplanned pregnancies and even sexually transmitted infections. Boyce, Warre and King (2000) believe through sex education, all negative outcomes related to sex such as STDs and unwanted pregnancies should decrease. However, in some countries sex education remains a taboo as the people are on the views that if children learn about sex education they will be involved in sexual relationships and they even believe that sex education will corrupt the morals of students and will provide them with sexual ideas and as a result, they will be eager to experiment sex (Zain Al-Dien 2010). School-based sex education has been c onsidered as the main source of information about sex; others included parents, peers and media (Juping Yu 2010). Teen pregnancies are unexpected (Henshaw, 1998) which means that teens pregnancies are not deliberate acts and they took place as teen have a lack a knowledge about their reproductive system. Mkumbo and Ingham (2010) are on the view that sex education in schools, protect youngsters against HIV/AIDS and undesired pregnancy and will also prevent them to get involved into risky sexual behaviours. It is fundamental to inculcate sex education in the school curriculum. It is believed that a curriculum- based sex education programs generally contribute towards positive effects on sexual behaviours in the sense that students delay in being sexually active or they take their precautions (Kirby, Laris, Rolleri, 2007). Thomson (1994) further stresses upon the fact that: The sex education that girls and boys receive within the home is significantly different. Girls tend to be educated within a protective discourse emphasizing the dangers of boys, pregnancy and being caught out while boys are more likely to be teased and encouraged in the development of their sexuality. The above quotation shows that girls learn about sex at home but it constructs female sexuality as passive. They do not learn about several important topics apart from being pregnant. When boys talk about sex at home, they are teased and are encouraged to develop their sexuality. This shows that the information that students are having about sex at home, is not enough. Sex education at school, will allow students to know more and to clear the doubts that they have about sex. Researchers have also come up with the view that students look for information on sex from their friend, especially best friend, films, magazines and books (Griffin, 1984, Hey, 1997; McRobbie, 1978). However, sex education in schools is important in order to have discussions on the different issues read or seen by students about sex (McRobbie, 1978). Likewise, Bhattacharya (2000) and Wlash-Childers (1997) have researched upon the fact that adolescents learn about sex through mass media. But Bhattacharya (2000) even advocated that the sex education that adolescents have through mass media, is not useful and effective. The Curriculum for Sex Education differs from school to school which means that schools found in different regions and states will have different curriculum for Sex Education. However, students health, preventive measures and Sexually Transmitted Diseases form part of almost all the Sex Education Curriculum. There should be curriculum-based sex education at it positively influences the lives of teenagers. For examples, teenagers have sexual intercourse at a later stage, they use condoms and have knowledge about contraceptives (Kirby; Laris; Rolleri, 2007). Establishing Sex Education for Students of Secondary levels When children are growing into adults, they go through one of the most disturbing and change-laden phases in the life cycle which is known as adolescence. This phase is believed to be from the age of 10 to 22 years old which is divided into three periods: early adolescence which is from 10 to 14 years old, middle adolescence which is from 15 to 17 years old and late adolescence which is from 18 to 22 years old (Balk, 1995). During this period, adolescents undergo cognitive, social, biological and intrapsychic changes (Hill, 1980; Balk, 1995). It is at this stage itself that sexual development takes place (Herold and Marshall 1996). Adolescents experience hormonal changes, there are changes in the reproductive organs and in the feelings of adolescents. They think a lot about sexuality (Miller and Dyk, 1993). Brooks-Gunn and Paikoff (1997) are on the views that the sexual health of adolescents depend on these characteristics: know about the changes in their bodies and accept these chan ges positively, they are comfortable with sexual arousal, they are responsible for their sexual behavior (such as masturbation and sexual intercourse) and they are aware about protected sex. Several measures have been taken and are still being taken to reduce and to even eliminate adolescent sexual activity. However, due to the increase in adolescents sexual activity, it has been found that it is normal to be sexually active during adolescence. It is believed that adolescents who are indulge in sexual activities at the age of 14 or younger, become victims of several health problems (Lammers, Ireland, Resnick, Blum, 2000; Zabin, 1990; Leitenberg Saltzman, 2000). It has even been argued that for a youth to have a bright future and to contribute towards the society, he must have knowledge about healthy sex education at the secondary level. Hueber and Gilman (2006) agree that it is only through school satisfaction that a student is satisfied with his life. Byers (2003), outlines the relationship between student satisfaction and a sexual health education. Love and romance occupy important places in the lives of teenagers. As such, sex education should be implemented within relationship that is it should help teenagers to have a better understanding of their sexual life. At this phase of life, approaches which discourage sexual relationship should not be used (Reddy 2003; Shefer and Foster 2001). It is believed that if students complete their secondary schools having knowledge of sex education they have a healthy sex life in the future (Meaney, 2009). Teachers and sex education Teachers play important roles in any educational system. However, in order to have a successful sex education in schools, it is important to have well-trained teachers (Kirby, Laris and Loreri (2006). Teachers who lack training and are not confident as far as sex education is concerned, will fail to deliver the lesson effectively (McCall and McKay, 2004). Due to a lack of training and confidence, teachers are even ashamed to carry out the class on sex education. Thus, teachers deal with the basics and they even ignore certain topics. It is believed that the reason why sex education is embarrassing is because students use sexuality as a vehicle for humour. Thus, classrooms are disrupted by students and this embarrasses the teachers (Kehily and Nayak, 1996). Similarly, Daria and Campbell, (2004) are on the views that an exciting sex education depends on trained teachers so that students and teachers are not embarrassed. Administrators, school superintendents and educators should work together and assume their responsibilities in order to make Sexuality education in school successful and efficient (Harrris, 2011). Teachers knowledge of the subject matter, perception of the curriculum and the willingness to teach are important before implementing a curriculum (Scribber, 2000). It is important for teachers to feel confident as far as the subject matter is concerned in order to go towards an efficient and innovative approach of teaching sex education. Researchers also found that teachers who are interested with adolescents are more likely to impart sex education successfully (Harris, 2011). Wight and Buston (2003), have identified four reasons why teachers are reluctant to teach sex education. Firstly, according to the norms set in the society, sex should not be discussed openly as having conversation on sexuality issues in society are considered to be embarrassing. Secondly, some teachers are on the views that they face problem to understand youths lifestyles as well as the recent development in sex education. As such, they will not be able to teach sex education effectively. Thirdly, being parents themselves, they object to teach sex education due to its content. Finally, teachers do not have enough time to teach sex education due to their work load. Pattman and Chege (2003) believe that although sex education is imparted to students, yet teachers do not encourage students to participate. This is not going to make sex education successful as students need to be active and need to ask questions in order to clear their doubts. Some teachers even believe that sex education should not be imparted to students as they are still innocent (Bhana, 2008). In different societies and countries, sex remains a taboo. As people are silent as far as matters on sex are concerned, these silences enable poor delivery of the lesson. Teachers still consider sex to be a taboo. As such, teachers are faced with a lack of vocabulary while delivery the lesson (Campbell; Foulis; Mainmane and Sibiya 2005). Gender and Sex Education It is important to note that both boys and girls should be imparted with sex education. At several instances, boys are excluded from topics such as sex education (Wood 1998). Wood believes that the notion of masculinity and being male is rarely discussed. Fishers (1994) believes that it is important to impart sex education to boys also. Thomson and Scott (1991) are on the views that sex education has a positive impact on the lives of young women. UNAIDS Action Framework reports that gender inequality and unequal power relationships are the main reasons behind the increase in Aids. Both males and females should learn about sex. UNICEF (2002) focuses on both sexes while talking about STDs. This association asks whether the young people are receiving the right sex education or not. According to HIV and Healthy Communities: strategy 2010-2012, International HIV/AIDS Alliance, both males and females should know about Sexually Transmitted Diseases. They should know about how to protect themselves as both genders are at risks. They should have the same education, so that they are not abused. The International HIV/AIDS Alliance also believes in gender equality so that both males and females are equally protected and it also believes that school can brings this change that is promoting gender equality. This is important that males and females will know about the importance of each other and thus, will respect each other. Hurdles in the implementation of sex education at school Some people including parents, teachers and other stakeholders believe that sex education is important in the lives of students while others believe that sex education should not be implemented due to several reasons. This debate had been existed since the past and it is still present today. Some believe that sex education will allow one to interfere in the life of another person and this is not allowed (Elia,2009; Irvine, 2002; Luker, 2006). Some people have doubts about whether sex education will improve the life of an individual or not. Some people are on the view that sex education will not tackle problems related to sex but will arouse sexual curiosity (Elia, 2009). Some stakeholders are on the opinion that students will not concentrate on academic topics if sex education is implemented in school (Elia, 2009; Goldfarb, 2009). Parents can go against the introduction of sex education in schools as many of them consider sex to be a taboo and this matter is rarely or never discussed by parents. Boyd and McKay(1996) point out that in order to make the implementation of sex education at schools, parents need to cooperate and similarly Schaalma (2004) says that the attitudes and views of parents need to be taken into consideration while implementing sex education at schools. At different instances, sex education is taught by staffs who lack training and are not confident about the subject matter (Scott and Thomson, 1992; Byers et al., 2003; Lester and Allan, 2006). Content of Sex Education After carrying a research in the USA, it was seen that there were several problematic issues related to the health of adolescents. It was decided that sex education should be imparted to the adolescents and as such its content was decided. The researchers decided that the lessons should cover protective measures such as using condom, it should be a two way system where students are participating and the class should be interactive. They even believe that the lesson should provide important information such how family planning services can be contacted. It should also teach students how to remain firm when their peer pressure is forcing them to have sex till the students are not ready for it. It should also cater for Sexually Transmitted Diseases, how they are transmitted and how to protect oneself against STDs. The lesson should include role playing and those who are teaching should be prepared (Wight, 1993). Similarly Wood (1998) focuses on the content of Sex Education. According to him, male and female reproductive systems, the contraceptive methods and family planning should form part of the content. Similarly Pearson (1999) emphasizes on the content of sex education. He believes that topics such as abortion, homosexuality, STDs, morality, sexual abuse, training and confidentiality should be part of the contents. He also focuses on the importance of resource persons who can help to make the topic more efficient. Delivering Sex Education To make sex education successful, efficient teaching strategies should be implemented. Wood (1998) has identified the different teaching strategies. According to him, the teachers should move around the class. The teacher should make use of simple language so that students understand. Questions should be asked at regular basis. If students do not answer the questions, the teacher should use prompt or use simplify his language. If students cannot understand the questions, teachers should change the teaching strategies. Continuous assessment should be carried out. He even believes that it is important to repeat the key words. Every lesson should be evaluated through specific questions. Wight (1999) had identified some of the teaching strategies which will make sex education interesting for all students. He believes that simple questions should be asked time and again. Teaching strategies should differentiate that is there should be differences in the way that upper and lower secondary students are being taught as well as low and high ability students are being taught. He even believes that short exercises can help in the successful implementation of sex education. For him, the lesson should be student centered where students are participating actively. Sampling methods: This chapter analyses the methods which have been used in order to collect data for the analysis. Qualitative research has been opted and as such, interviews and questionnaires have been selected. As far as Qualitative research is concerned, the findings have not been acquired through statistics or other ways of quantification (Strauss and Corbin, 1999). But contrasted to qualitative research, quantitative research as the word itself suggests, is based on quantity that is statistics. There are two main types of sampling methods; probability sampling ad non-probability sampling. Probability sampling also referred as random sampling is one in which getting any scenario or results can be accommodated or calculated scientifically. For example, research on the usage of two particular mobile phone operators; that is the number or users from each operator can be calculated. On the other hand, non-probability sampling is a method used based on the prior knowledge of the subject being researched and on targeted samples who already have an expertise on the matter being interviewed for. Non-probability sampling is often used for social and psychological researches so as to get a broad idea about a massive population just by interviewing a random sample about that particular population. For example, interviewing doctors about a particular drug that is being implemented in the health sector. Purposive Sampling In this sampling method, we sample with an objective or purpose in our mind. We usually would have one or several specific focus groups we are searching. Purposive sampling is very useful for situations where we need to acquire focus sample in a small time lapse and where sampling for symmetry is not the main concern. With a purposive sampling, we are likely to get the views of our target population, but we are also likely to overweight subgroups in our population that are more readily reachable. Judgmental sampling also referred as Purposive sampling is as non-probability sampling method of sampling that is based on the idea that the interviewer or researcher already knows what are the required qualities from the interviewees thus making them the proper ones for the study. Advantages of Judgmental sampling over other sampling methods. This type of approach is better understood and straight forward compared to other sampling methods as the interviewer is already an expert in the field and the persons sampled are also well convenient in the topic. Also, judgmental sampling will be a better solution for this research as it is less time consuming as a large number of interviewers are not needed. Judgmental sampling will also be an advantage as no statistical knowledge is required. Also judgmental sampling method does not require vaste knowledge about mathematics and again as having never done advance Mathematics at secondary level this will be the best choice to carry out this research on teachers views on the topic. Composition of the chosen focus group of teachers. Like mentioned above all the subjects to be interviewed were from the secondary education sector from different institutions so as to get a broader idea about the subject. The group which was chosen consisted of 25 teachers, including 10 male and 15 female teachers from different institutions. Also, among the chosen teachers there was an equal ratio of age group, marital status, and level of education. Higher School Certificate, Diploma, BSc and Masters Degree, and lastly their level of experience. The sample chosen, though small in size will definitely give a broad view about how and why sex education can be introduced at secondary level. Focus groups. For the interview about whether sex education should be implemented at school, interview was chosen for some teachers as a qualitative means of research.

The Central Dogma of Molecular Biology

The Central Dogma of Molecular Biology The molecule we know today as deoxyribonucleic acid was first observed in 1869 by Swiss biologist Friedrich Miescher, who stumbled upon a substance which was resistant to protein digestion. At the time he referred to the molecule as nuclein (Pray, 2008). Though Miescher remained in obscurity, Russian biochemist Phoebus Levene continued work with this substance and in 1919 discovered the three major components of a nucleotide: phosphate, sugar, and base. He noted that the sugar component was ribose for RNA and deoxyribose for DNA, and he proposed that nucleotides were made up of a chain of nucleic acids (Levene, 1919). He was largely correct, and in 1950 Erwin Chargaff, after reading a paper by Oswald Avery in which Avery identified the gene as the unit of hereditary material (Avery, 1944), set out to discover whether the deoxyribonucleic acid molecule differed among species. He found that although, in contrast to Levenes proposal that nucleotides are always repeated in the same order , nucleotides appear in different orders in different organisms, these molecules maintained certain characteristics. This led him to develop a set of rules (known as Chargaffs Rules) in which he states that the total number of purines (Adenine and Guanine) and the total number of pyrimidines (Cytosine and Thymine) are almost always equal in an organisms genetic material. In 1952 Rosalind Franklin and Maurice Wilkins used X-ray crystallography to capture the first image of the molecules shape, and in 1953 James Watson and Francis Crick finally proposed the three dimensional model for DNA (Watson, 1953). The four main tenants of their discovery still hold true today: 1) DNA is a double-stranded helix, 2) the majority of these helices are right-handed, 3) the helices are anti-parallel, and 4) the DNA base pairs within the helix are joined by hydrogen bonding, and the bases can hydrogen bond with other molecules such as proteins. The Central Dogma of Molecular Biology, first proposed by Francis Crick (Crick, 1958), describes the directional processes of conversion from DNA to RNA and from RNA to protein. This gene expression process starts with DNA, a double-stranded molecule consisting of base-paired nucleic acids adenine (A), cytosine (C), guanine (G), and thymine (T) on a sugar-phosphate backbone. This genetic material serves as the information storage  for life, a dictionary of sorts that provides all of the necessary tools for an organism to create the components of itself. During the process of transcription, the DNA molecule is used to make messenger RNA (mRNA), which carries a specific instance  of the DNA instructions to the machinery that will make protein. Proteins are synthesized during translation  using the mRNA molecule as a guide. Gene expression is a deterministic process during which each molecule is manufactured using the product of the previous step. The end result is a conversion fr om the genetic code into a functional unit which can be used to perform the work of the cell. As you can imagine, this process must be controlled by an organism in order to make efficient use of resources, respond to environmental changes, and differentiate cells within the body. Gene regulation, as it is sometimes called, occurs at all stages along the way from DNA to protein. Regulation falls into four categories: 1) epigenetic (methylation of DNA or protein, acetylation), 2) transcriptional (involves proteins called transcription factors), 3) post-transcriptional (sequestration of RNA, alternative splicing of mRNA, microRNA (miRNA) and small interfering RNA (siRNA)), and 4) post-translational modification (phosphorylation, acetylation, methylation, ubiquitination, etc. of protein products). Epigenetic regulation of DNA involves a reversible, heritable change that does not alter the sequence itself. DNA methylation occurs on the nucleic acid cytosine. Arginine and lysine are the most commonly methylated amino acids. When proteins called histones) contain certain methylated residues, these proteins can repress or activate gene expression. Often this occurs on the transcriptional level, and thus prevents the cell from manufacturing messenger RNA (mRNA), the precursor to proteins. Proteins are often referred to as the workhorse of the cell and are responsibl e for everything from catalyzing chemical reactions to providing the building blocks for skeletal muscles. Some proteins, called transcription factors), help to up- or down-regulate gene expression levels. These proteins can act alone or in conjunction with other transcription factors and bind to DNA bases near gene coding regions. This is a general schema for gene expression. DNA is a double-stranded molecule consisting of base-paired nucleic acids A, C, G, and T on a sugar-phosphate backbone and is used as information storage. mRNA is made during transcription and carries a specific instance of the DNA instructions to the machinery that will make the protein. Proteins are synthesized during translation using the information in mRNA as a template. This is a deterministic process during which each molecule is manufactured using the product of the previous step. mRNA requires a 5 cap and a 3 poly(A) tail in order to be exported out of the nucleus. The cap is critical for recognition by the ribosome and protection from enzymes called RNases that will break down the molecule. The poly(A) tail and the protein bound to it aid in protecting mRNA from degradation by other enzymes called exonucleases. What can be gained by studying gene regulation? In general, it allows us to understand how an organism evolves and develops, both on a local scale (Choe, 2006,Wilson, 2008), and on a more global network level. There are, however, more specific reasons to investigate this process more closely. Failure in gene regulation has been shown to be a key factor in disease (Stranger, 2007). Additionally, learning how to interrupt gene regulation may lead to the development of drugs to fight bacteria and viruses (McCauley, 2008). A clearer understanding of this process in microorganisms may lead to possible solutions to the problem of antimicrobial resistance (Courvalin, 2005). There are two major factors that motivate the studies herein. Firstly, the size and quality of biological data sets has increased dramatically in the last several years. This is due to high-throughput experimental techniques and technology, both of which have provided large amounts of interaction data, along with X-ray crystallography and nuclear magnetic resonance (NMR) experiments which have given us the solved three-dimensional structure of proteins. Secondly, machine learning has become an increasingly popular tool in bioinformatics research because it allows for more sound gene and protein annotation without relying solely on sequence similarity. If a collection of attributes which distinguish between two classes of proteins can be assembled, function can be predicted. In this work we focus mainly on regulation at the transcriptional level and the components which play a commanding role in this operation. So-called nucleic acid-binding (NA-binding) proteins, which includes transcription factors, are involved in this and many other cellular processes. Disruption or malfunction of transcriptional regulation may result in disease. We identify these proteins from representative data sets which include many categories of proteins. Additionally, in order to understand the underlying mechanisms, we predict the specific residues involved in nucleic acid binding using machine learning algorithms. Identification of these residues can provide practical assistance in the functional annotation of NA-binding proteins. These predictions can also be used to expedite mutagenesis experiments, guiding researchers to the correct binding residues in these proteins. Toward the ultimate goal of attaining a deeper understanding of how nucleic acid-binding proteins facilitate the regulation of gene expression within the cell, the research described here focuses on three particular aspects of this problem. We begin by examining the nucleic acid-binding proteins themselves, both on the protein and residue levels. Next, we turn our attention toward protein binding sites on DNA molecules and a particular type of modification of DNA that can affect protein binding. We then take a global perspective and study human molecular networks in the context of disease, focusing on regulatory and protein-protein interaction networks. We examine the number of partnership interactions between transcription factors and how it scales with the number of target genes regulated. In several model organisms, we find that the distribution of the number of partners vs. the number of target genes appears to follow an exponential saturation curve. We also find that our generat ive transcriptional network model follows a similar distribution in this comparison. We show that cancer- and other disease-related genes preferentially occupy particular positions in conserved motifs and find that more ubiquitously expressed disease genes have more disease associations. We also predict disease genes in the protein-protein interaction network with 79% area under the ROC curve (AUC) using ADTree, which identifies important attributes for prediction such as degree and disease neighbor ratio. Finally, we create a co-occurrence matrix for 1854 diseases based on shared gene uniqueness and find both previously known and potentially undiscovered disease relationships. The goal for this project is to predict nucleic acid-binding on both the protein and residue levels using machine learning. Both sequence- and structure-based features are used to distinguish nucleic acid-binding proteins from non-binding proteins, and nucleic acid-binding residues from non-binding residues. A novel application of a costing algorithm is used for residue-level binding prediction in order to achieve high, balanced accuracy when working with imbalanced data sets. During the past few decades, the amount of biological data available for analysis has grown exponentially. Along with this vast amount of information comes the challenge to make sense of it all. One subject of immediate concern to us as humans is health and disease. Why do we get sick, and how? Where do our bodies fail on a molecular level in order for this to happen? How are diseases related to each other, and do they have similar modes of action? These questions will require many researchers from multiple disciplines to answer, but where do we start? We take a bioinformatics approach and examine disease genes in a network context. In this chapter we analyze human disease and its relationship to two molecular networks. First, we find conserved motifs in the human transcription factor network and identify the location of disease- and cancer-related genes within these structures. We find that both cancer and disease genes occupy certain positions more frequently. Next, we examine the human protein-protein interaction (PPI) network as it relates to disease. We find that we are able to predict disease genes with 79% AUC using ADTree with 10 topological features. Additionally, we find that a combination of several network characteristics including degree centrality and disease neighbor ratio help distinguish between these two classes. Furthermore, an alternating decision tree (ADTree) classifier allows us to see which combinations of strongly predictive attributes contribute most to protein-disease classification. Finally, we build a matrix of diseases based on shared genes. Instead of using the raw count of genes, we use a uniqueness) score for each disease gene that relates to the number of diseases with which a gene is involved. We show several interesting examples of disease relationships for which there is some clinical evidence and some for which the information is lacking. We believe this matrix will be useful in finding relationships between diseases with v ery different phenotypes, or for those disease connections which may not be obvious. It could also be helpful in identifying new potential drug targets through drug repositioning.

Act One Of Othello Essay -- essays research papers

What Is Shakespeare’s Achievement In Act I Of Othello? Shakespeare’s own personal aim was not to write a social and political reflection of his era, as many contemporary readers believe, it was; purely and simply, to entertain his audience. This does not mean that there can be no social and political reflections within Othello, it means that the reflections are there, not for the sake of social and political commentary, but for the sake of entertainment and pleasure. Aristotle explained in â€Å"Poetics† that the audience’s pleasure consists not merely in observing the play, but criticizing, evaluating and making comparisons. These activities produce pleasure, thus it is not a mindless pleasure. There must be intellectual and emotional engagement on the spectator’s part. According to Aristotle, to stimulate the intellectual engagement of the audience and thus create this pleasure in the spectator, a masterful piece of art or literature must contain a degree of ambiguity in its ideas. This is the reason for the social commentaries that Shakespeare includes in his work: The play commences with two characters apparently arguing over money. Shakespeare immediately sets the mood of conflict for the remainder of the play, it is important because the reader at the outset is given a choice; who to believe and who is right. Shakespeare instantly sets about creating the mood of ambiguity which will result in the reader contemplating and analyzing the situation in hand. This will, according to Aristotle, create pleasure for the audience. As with all Shakespeare’s plays, Othello is written (for the very vast majority) in a form of verse and with a definite rhythm. This helps the general flow of the text, and when the rhythm is broken, we are alerted to a significant event or to a particular trait in a character. When Iago tries to insult and animalize the â€Å"Barbary horse† Othello, to Brabantio (line 108), verse reverts to prose and we are alerted to the evils behind Iago’s deeds. Shakespeare, so far, is strictly adhering to Aristotle’s guidelines and certainly understands â€Å"the essential qualities of art itself†. In â€Å"Poetics† it is explained that â€Å"language into which enter rhythm, harmony and song† will create â€Å"each kind of artistic ornament† necessary to â€Å"imitate an action that is serious, complete and of a certain magnitude† (Aristotle’s description of tragedy). In the... ...r and battle against the Turks, and heeds Othello to prepare to depart for Cyprus. Brabantio, before his depature, turns to Othello and warns him against trusting Desdemona, for she has â€Å"deceived her father† and may thee†. The subconscious seeds of mistrust have been planted in Othello’s mind by Brabantio, this is dramatic irony and warns the audience that the future of the marriage will not be as smooth as the naà ¯ve lovers expect.   Ã‚  Ã‚  Ã‚  Ã‚  In the act finishes with the almost satanic Iago warning of his deception to come, he shows us that the â€Å"Barbarian and a super-subtle Venetian† will not live calmly. If the audience is in any doubt as to Iago’s feelings for the Moor, he explains â€Å"I hate the Moor†. He goes on to outhline the plan of â€Å"double knavery† that he shall use to split the lovers in an act of serious deception.   Ã‚  Ã‚  Ã‚  Ã‚  The first act of Othello signals to the audience the coming themes of love and war, deception and trust and arguably; stereotypes. The issues Shakespeare brings to light, create thought and internal debate, this leads to the pleasure that Aristotle described; and achieves Shakespeare’s primary aim – to entertain.

A Doll’s House by Henrik Ibsen Essay -- torvald, nora, christine

In Henrik Ibsen’s dramatic play A Doll’s House there are many characters that have grown to be adults that they either do not wish to be or that they are expected to be. The character breakdown as the play goes from act to act is apparent. From a woman struggling to be the perfect wife and mother to a husband trying to be perfect and surround himself with people that are likewise we see that it is much harder to put on a mask to be something you are not. Nora Helmer is a simple woman. She is the mother to young children as well as an adoring wife to her husband Torvald. Nora is described by her husband as a spendthrift, a little featherhead, and a skylark. (Delbanco & Cheuse) These terms are used in a fashion to say that she is flighty, a dainty woman who shops and flits about with no care in the world. Even her friend Christine Linde tells her that she is immature and childish to the realities of the world. This is actually not a fair statement of Nora. She has already put forth a strong attitude when Torvald was ill. She found a way to get the monies needed to ensure that he got well. She may not have gone about it the legal way but she went to whatever lengths needed to ensure that the man she loved could get well. This was a step outside of the expectations of her. She has always been there to do whatever a man expected of her. Her father expected her to be there to take care of him and the household. Her husband took her in h is home and expected the same of her. She was never able to form her own person as someone else was always there telling her who to be and how to be it. Nora wants to be taken seriously and to learn how to be strong for herself. She realizes that she has been able to get this loan and has been paying i... ...ectations they are not happy but just being. By the end of the play there is some hope for all of them. Works Cited Brunnemer, K. (2009). Sexuality in Henrik Ibsen's A Doll's House. Retrieved 11 23, 2013, from Bloom's Literary Reference Online: http://www.fofweb.com/activelink2.asp?ItemID=WE54&WID=97972&SID=5&iPin=BLTHS004&SingleRecord=True. Delbanco, N., & Cheuse, A. (n.d.). Literature Craft and Voice. In H. Ibsen, A Doll's House (pp. 1346-48). Haller, E. (n.d.). Bloom's Literature. Retrieved 11 23, 2013, from Facts on File: http://www.fofweb.com/activelink2.asp?ItemID=WE54&WID=97972&SID=5&iPin=ETL0595&SingleRecord=True. Metzger, S. (n.d.). An overview of A Doll's House. Retrieved 11 23, 2013, from Gale Literature Resource Center: http://go.galegroup.com/ps/i.do?id=GALE%7CH1420002305&v=2.1&u=txshracd2560&it=r&p=LitRC&sw=w&asid=2a621898dc6a06a303d9c6015c7e4bd0

Representation of artists Jusice: SBTRKT within electronic music

Electronic music is differentiated from other genres by how the sound is generated, electronic is formed with types of equipment which allows sound to be made artificially, this equipment is usually used alongside a computer with various software but can also be created with the use of drum machines, and midi samplers and other production equipment. Electronic music rose in popularity in the 1960s era, popular bands such as The Beach Boys and The Beatles used electronic equipment to enhance their pop sounds, Duran Duran also used synths in their production in the 1980s, they pioneered the synth pop scene and influenced many electro-pop artists today. In the 1990s Daft Punk reached a significant amount of popularity, a song on their second album ‘One More Time' became a major club and mainstream hit, and introduced electronic music all around the world, Daft Punk didn't disappoint with their live shows either, although they don't play their music live, the visual elements included in their show emphasize their sounds, the robot costumes today are now synonymous with electronic music and have been featured in movies such as Tron. Read also Twitter Case Study The artists who I will be writing about are Justice and SBTRKT. Justice, whom consists of French duo, Gaspard Augi and Xavier de Rosnay produce dauntless house music with heavy rock and metal influences. Since their formation in 2003, they have received 13 nominations and have won 5 awards including Best Video for D. A. N. C. E. , this song was included on their album ‘i ‘, an album which propelled them in popularity. They have remixed many popular artists such as Britney's Spears ; Daft Punk and their remix of MGMT won a Grammy award. Their singles were involved in popular dance-off video games on the Wii, and their recent release ‘Audio, Video, Disco' was released in September and received a 4-Star rating from The Guardian. Justice is known to incorporate a strong rock and metal influence in their image ; musical style, in their production that includes cut-up basslines, and distorted synth sounds, have created a huge hype for the live shows, which are known to be extremely powerful and ear splitting. SBTRKT, whom is a relatively new artist, music is what you would call ‘post-dubstep' in other words the more soulful sound of electronic music, full of subs, crisp drumlins, sparse instrumentation and darker vibes, his music has been placed in steady rotation by Radio One, and his tracks range from minimalistic dubstep to electro house with heavy disco influences. SBTRKT is an alias used to support the concept of anonymity, he explained in an interview that he'd rather not talk about himself as a person, and let the music speak for itself, he portrayed this through his name SBTRKT which is pronounced ‘subtract' the name allows him express his music separate from any single person or image, this is unlike the Justice duo as they seem to thrive off the rockstar lifestyle outside of their music, in their documentary ‘A Cross The Universe' clips were comprised of the Justice member gesturing women in their shows to bare breasts, pouring alcohol over cuts, and taking various drugs, This represents SBTRKT as a more down to earth individual, who lives for the music, rather than the lifestyle that successful music exposes, whereas Justice is represented as a duo who approach life in a James dean-esque live fast, die young philosophy, this exhibits at their live shows where they perform in a larger than life manner, and is also evident in t heir music videos. In the music video for ‘Stress', Justice caused uproar as the pounding Daft Punk-esque beat was accompanied by intense and aggressive visual which resulted in much controversy from the public, the director, Romain Gavras is recognised for his provocative videos, and has directed others such as M. I. A's ‘Born Free'. Stress' visuals follow a gang of thugs sporting Justice bomber jackets as they terrorise a city, and it's residents, the result is a brutal 6-minute video, which is disturbing and stunning to watch at the same time, I believe Justice purposefully chose such a controversial director to create a music video to accompany Stress, the video raises albums eyebrows, which is key for an artist to be remembered in the music industry, Madonna is another artist who constantly released controversial music videos and successfully maintained her pop career flame, her videos ‘Like A Prayer' and ‘Justify My Love' both included hugely sexual themes and provocative imagery, and artists such as Lady Gaga, whom persistently pushes the limits, holds the most amount of twitter followers in the world, this seems to conclude that the key to remembrance and success is controversy and thinking outside the box, and although I praise innovativeness in the music industry, I believe some artists hold a constant need to outdo everyone and themselves, and this has the opportunity to create ridiculous results, for example, Lady Gaga seems to have an endless rabbit hat of ridiculous ideas that she puts into motion, such as her man alter-ego, I believe if this is continued it could result into spiralling out of control, similar to Britney in her shaved head period. I believe Justice releasing Strees was a fantastic move to introduce Justice to a mainstream audience, but I believe they shouldn't carry on a controversial approach to music, as they may start producing music and developing an image to fit the agenda of being scandalous and provocative rather than being their own person and producing the music they want to. SBTRKT approaches the music industry perfectly, he has assigned an innovative image to himself, and now wears a mask, and allows his the mask to be the face of his music, like Justice he has approached electronic music in a unique way, and mixed popular genres RnB, soul and dubstep to create his own unique blend, I believe he will only continue to impress in the future, his debut SBTRKT received a 8. 1 rating off pitchfork and his live shows have been described as being faultless, their live shows consist of SBTRKT utilizing electronic and acoustic drums, alongside triggering samples, Sampha, a frequent collaborator plays alongside him with keyboards and adds vocals to him tracks. The song Pharaohs features popular soul singer Rose Gabour, the video directed by Tim Brown whom also directed Tinie Tempah's Pass Out offers a radio-friendly video for a radio-friendly song, I believe the video could have pushed more limits, but being the way it is now – simple but memorable, the video allows it to be more accessible to the audience, Rose Gabour seems to be the front of the video, this pushes SBTRKTs ideology to let the music to the talking rather than him, as he would have produced the instrumental and wrote the lyrics, bu appears to be in the background of the music video, occasionally dj'ing in his trademark mask whilst Rose Gabour dances, this represents SBTRKT to be subtle, but powerful. To conclude, I believe both artists excel in the type of electronic music produce, Justice, write addictive melodies in their production and avoid the frat-boy market many electronic producers similar to Justice seem to follow, where there is a huge element of macho-ism being reflected, for example artists such as Skrillex who also include metal influences has seemed to have wandered away from the ethos of electronic music, where he and other electronic producers alike have developed a new ethos where it's constantly a struggle to create to most filthiest bass sound, but in effect, the sound they produce occurs so often in modern electronic music that It almost appears to be bland and repetitive, Justice has maintained a unique element in their music, and produced a diverse musical style, the duo constantly keep up with the ever-changing electronic genre, but also add their own flair to it, as with SBTRKT who has developed a hugely unique musical style which I predict will take the U K music scene by storm very shortly.