Wednesday, November 27, 2019

Media Planning Essay Example

Media Planning Essay â€Å"Whoever controls the media controls the culture. † – ALLEN GINSBERG, POET â€Å"Information is the oxygen of the modern age. † – RONALD REAGAN, US PRESIDENT Media Today â€Å"Your TV is ringing. † Maybe you saw the Verizon ad that shows a cellphone with a TV attached to it—pointing out that you can talk on the phone and watch TV at the same time, on one piece of equipment. If you saw it, you might have said, â€Å"cool,† or â€Å"I want that,† or â€Å"what a ridiculous thing to do. † But Verizon could have gone further. The ad could have pointed out that some of the company’s cellphones also let you watch movies, play video games, download and listen to music, and read a newspaper or magazine. It’s an exciting time to study mass communication. None of the activities described above could have been attempted on a cellphone (call it a mobile device) just a few years ago. They raise questions about the impact that these and other technologies will have on us, our society, and the content of TV, movies, video games, music, newspapers, magazines, and movie companies. In fact, the transformations are so great that you have the opportunity to know more than conventional experts, to challenge traditional thinking, and to encourage fresh public discussions about media and society. Consider the mass media menu that Americans have today. Instead of three or four TV channels, most Americans receive more than fifty and a substantial number receive one hundred and fifty and more. Radio in urban areas delivers dozens of stations; satellite radio brings in hundreds more, and music streaming on the Web—sometimes called Internet radio—is carried out by countless broadcast and non-broadcast entities. We will write a custom essay sample on Media Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Media Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Media Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The advent of home computers, VCRs, CD players, DVDs, and DBS has brought far more channels of sights and sounds into people’s lives than ever before. So has the Internet and the World Wide Web, the computer network that Americans use to interact with information, news and entertainment from all over the nation and the world. Research indicates that Americans typically spend an enormous amount of time with mass media. 1 Think about your own media habits. How close do you come to the average 32 hours a week (about 4. hours a day) of television that Americans view on the traditional TV set as well as online? What about radio? Studies suggest that Americans listen to around 15 hours a week of radio in the regular broadcast mode, via satellite channels or from their online feeds. Do you do that, or do you instead listen to recorded music on your iPod or on your MP3 or CD player? Studies show that Americans spend an average of about 3. 5 hours a week with recorded music, but colleg e students undoubtedly do more of it. And what about your time reading books, newspapers and magazines? Data show that on average Americans spend about 8 hours a week with one or another of these, both their printed versions and their websites. Just a few years ago, media such as television, radio, books and newspapers seemed pretty separate. It was clear what content from each medium looked or sounded like, and it would have been foolish to suggest that newspaper articles and television programs would show up on the same channel. Today, with the rise of new computer technologies that we will explain in the coming pages, this â€Å"foolishness† is exactly what has happened. The access people have on the Internet to content from different types of media is part of a process called convergence. Convergence takes place when content that has traditionally been confined to one medium appears on multiple media channels. The media of mass communication, then, are an integral part of our lives, occurring in a wide variety of settings. In this chapter, we will explore and define communication, media, and culture, and we will consider how the relationships among them affect us and the world in which we live. We will also consider why the term mass communication remains relevant in the twenty-first century, contrary to what some writers say. In fact, the changes taking place in the media system actually make a rethought and redefined version of the term more important than ever. U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Varieties of Communication onvergence when content that has traditionally been confined to one medium appears on multiple media channels audience fragmentation the process of dividing audience members into segments based on background and lifestyle in order to send them messages targeted to their specific characteristics mass production process the industrial process that creates the potential for reaching millions, even billions, of diverse, anonymous people at around the same time industrial nature what distinguishes mass communication from other forms of communication is the industrialized—or mass production—process that is involved in creating the message material. This industrial process creates the potential for reaching billions of diverse, anonymous people simultaneously. The traditional notion of the audience as a large mass of anonymous individuals has given way beneath the fragmenting of audiences to reveal smaller, specially targeted media audiences made up of individuals who are segmented by any number of characteristics. To understand why some writers suggest that the term mass communication doesn’t connect to what’s going on in today’s world, we have to look at how the term has traditionally been used. Over the past one hundred years, people who wrote about mass communication tended to relate it to the size of the audience. That made a lot of sense back then. From the mid-nineteenth century onward, new technologies such as high-speed newspaper presses, radio, movies, and television provided access to the huge â€Å"masses† of people. Not only were those audiences very large, they were dispersed geographically, quite diverse (that is, made up of different types of people), and typically anonymous to the companies that created the material. The essential reason newspapers, radio, television, and other such media were considered different from other means of communication had to do with the size and composition of the audience. This perspective on mass communication worked very well until the past couple of decades when the key aspects of the traditional definition of mass communication as reaching huge, diverse groups no longer fit. The reason is that the arrival of media channels—including the growing number of radio and TV stations, the rise of the VCR, the multiplication of cable networks, and the rise of the Web— led to audience fragmentation (see Figure 1. 1). That is, as people watched or read these new channels, there were fewer people using any one of them. Because these new media channels do not necessarily individually reach large numbers of people—the â€Å"masses†Ã¢â‚¬â€some writers suggested that we can abandon the term mass communication. However, the view in this book is that mass communication is still a critically important part of society. In our view, what really separates mass communication from other forms of communication is not the size of the audience—it can be large or small. Rather, what makes mass communication special is the way the content of the communication message is created. Mass communication is carried out by organizations working together in industries to produce and circulate a wide range of content—from entertainment to news to educational materials. It is this industrial, mass production process that creates the potential for reaching millions, even billions, of diverse, anonymous people at around the same time (say, through televising the Olympic games). And it is the industrial nature of the process—for example, the various companies that work together within the television or Internet industries—that makes mass communication different from other forms of communication even when 6 U N D E R S T A N D I N G M A S S M E D I A Figure 1. 1 Audience Fragmentation The arrival of the diverse Media channel A array of media channels has had a fragmenting effect on audiences—as audience members move to watch, read, or listen to a new channel, fewer people use any single channel. Media channel B Media channel E Media channel C Media channel F Media channel D C Media channel G C the audience is relatively small and even one-to-one. To help you understand how mass communication relates to other forms of communication, let’s take a closer look. Communication Defined Different types of communication are a basic feature of human life. In general, the word communication refers to people interacting in ways that at least one of the parties involved understands as messages. What are messages? Messages are collections of symbols that appear purposefully organized (meaningful) to those sending or receiving them. Think about the many ways that you signal to others what you want to do or how much you care about them. The signals are often verbal but they can also be through body language. When Jane shouts excitedly to her friend Jack and leaps with joy into his arms after she wins a tennis match, that’s a form of communication. It’s likely that Jack, whose arms she almost broke, realizes that she wants to tell him something. People who study communication would typically call the interaction just described interpersonal communication, a form that involves two or three individuals signaling to each other using their voices, facial and hand gestures, and other signs (even clothes) that they use to convey meaning. When you talk to your parents about your coursework, discuss a recent movie over dinner with friends, or converse with your professor during her office hours, you are participating in the interpersonal form of communication. ommunication refers to people interacting in ways that at least one of the parties involved understands as messages messages collections of symbols that appear purposefully organized (meaningful) to those sending or receiving them interpersonal communication a form of communication that involves two or three individuals signaling to each other using their voices, facial, and hand gestures, and other signs (even clothes) that they use to convey meaning 7 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Mediated Interpersonal Communication Breakdown When tragedy strikes, it is not unusual for people to lose their sense of security in the world—at least temporarily. Yet large-scale crises may also prompt people to lose faith in the communication systems that they have come to depend on for information. During the September 11, 2001 terrorist attacks on the World Trade Center and the Pentagon, many media channels were inaccessible. Phone lines were jammed for hours, and some local radio and television stations were knocked off the air. In addition, a number of websites crashed while others failed to provide information about the attacks, leading one reporter to declare that â€Å"the Internet failed miserably. † In 2007 during the shooting rampage at Virginia Tech, dis, cussions resurfaced about communication during crises. This time, however, the focus was not on the technology but on the way people were using it, particularly new media formats such as mobile devices, blogs, and social networking sites. C U L T U R E T O D A Y As the attacks unfolded, many students used their Facebook and MySpace pages to let family and friends know they were okay. In fact, science reporter Alan Boyle remarked that â€Å"the media methods employed during [the] crisis broke new ground—and undoubtedly saved lives in the process. Others, meanwhile, questioned why Virginia Tech authorities did not take advantage of communication technologies to immediately alert members of the campus community that they were in danger. Andrew Kantor, a technology reporter for USA Today, saw this event and its aftermath as evidence that people have yet to adapt fully to new types of communication. Sources: Alan Boyle, â€Å"How Smart Mobs Coped with a Massacre, † MSNBC, accessed on 6/11/07, http://www. msnbc. msn. com/ id/18184075/; Andrew Kantor, â€Å"Virginia Tech Tragedy Highlights Differences between Old, New Media, USA Today, accessed on † 6/11/07, www. usatoday. com; Jen Muehlbauer, â€Å"Reporting the Unthinkable, The Industry Standard’s Media Grok, accessed on † 9/12/01, http://www. nettime. rg/Lists-Archives/nettime-bold-0109/ msg00273. html. mediated interpersonal communication a specialized type of interpersonal communication that is assisted by a device, such as a pen or pencil, a computer, or a telephone intrapersonal communication an individual â€Å"talking† to himself or herself small group communication communication among three or more individuals organizational communication the interactions of individuals in a formal working environment Mediated interpersonal communication, which is a specialized type of interpersonal communication, can be described as interpersonal communication that is assisted by a device, such as a pen, a computer, or a telephone. When you write a thank you note to your grandmother, send an email to your graduate teaching assistant, or call a friend on the phone, you are participating in the mediated form of interpersonal communication. In this form of communication, the people you are interacting with can’t touch you and you can’t touch them. You might even be thousands of miles from each other. The technology—the pen and paper, the computer, the telephone—becomes the vehicle (the medium) that allows you to interact with them. Communication scholars also differentiate among other forms of communication. Some write about intrapersonal communication, which involves an individual â€Å"talking† to himself or herself—for example, an internal â€Å"conversation† that weighs the pros and cons of a decision. Other researchers write about small group communication, organizational communication, or public communication. Small group communication involves communication among three or more individuals. Think of the deliberations of five friends who get together to plan a ski trip. Organizational communication involves the interaction of individuals in a formal working environment. When an executive sends messages down the chain of command, this is a form of orga- 8 U N D E R S T A N D I N G M A S S M E D I A nizational communication. Public communication involves one person who speaks to a large number of people—for instance, a professor speaking to students, or a candidate for public office talking to a crowd at a rally. Note that hese forms of communication can each take place interpersonally or they can be mediated. A group planning a ski group can meet face-to-face or can interact through email. The boss could talk to her department heads in her office, or leave a message on their phone mail system. A professor can talk in front of the class, or leave a video of himself or herself for the students to watch. While the types of communication described above have their differences, they have a central similarity: they involve messages. Seven major elements are involved in every interaction that involves messages. These elements are the source, encoder, transmitter, channel, decoder, receiver, and feedback. Let’s take them one at a time. In communication, the source is the originator of a message. public communication one person who speaks to a large number of people Source The source is the originator of the message. The source may be a person (when Jane speaks to Jack), or several people (a choir singing). But the source can also be an organization. For example, suppose you receive a notice in your mailbox from your bank. While individuals who work there created and sent the notice, from your standpoint, â€Å"the bank† was the source of the message. The source may or may not have knowledge about the intended receiver of the message, but it does have a thought or idea to transmit to some other person or organization. Encoding Encoding is the process by which the source translates the thoughts and ideas so that they can be perceived by the human senses—these are primarily sight and sound, but may also include smell, taste, and touch. A source creates or encodes a message in anticipation of its transmission to a receiver. When the source is an individual, the encoding goes on in the individual’s brain. When the source is an organization, encoding takes place when people in the organization create messages. Transmitting The transmitter performs the physical activity of actually sending out the message. Picture an employee apologizing to a supervisor for taking an unauthorized day off from work. The employee’s vocal cords and face muscles— in fact, his entire body—will be involved in the transmission of the words, tone, and physical movements that the supervisor standing in front of him will understand as meaningful. Now, picture this same employee apologizing to his supervisor, not in person, but over the phone. In this case, a second type of transmitter operates along with the vocal cords. That second transmitter is the telephone, which turns sound waves from the vocal cords into electrical impulses that can travel across the phone lines. The telephone is an example of a mediating technology, or medium, of communication. A medium is part of a technical system that helps in the transmission, ource the originator of the message which may be a person, several people or an organization encoding the process by which the source translates the thoughts and ideas so that they can be perceived by the human senses— primarily sight and sound, but may also include smell, taste, and touch transmitter performs the physical activity of distributing the message medium part of a technical system that helps in the transmission, distribution, or reception of messages 9 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A 1 The source encodes a message using the brain and transmits it through the air waves (a medium) using parts of the body (vocal cords, facial muscles). 2 The receiver hears the source’s voice, decodes the message using the senses, and prepares to encode an answer. This process of responding is called interpersonal feedback. The message travels through the air (the channel ) to reach the other person (the receiver ). 6 The former source is now the receiver. The receiver decodes the message and prepares to encode an answer (more interpersonal feedback ). In this way the interpersonal communication episode continues. 5 4 The receiver encodes a response using the brain and transmits it (the feedback) using pa rts of the body. When transmitting, the receiver becomes a source. The message travels through the air (the channel ) to reach the other person. Figure 1. 2 A Model of Interpersonal Communication In this model of interpersonal communication, information moves from a starting point at the source, through the transmitter, via the channel, to the receiver for decoding. channels the pathways through which the transmitter sends all features of the message, whether they involve sight, sound, smell, or touch distribution, or reception of messages. It helps communication take place when senders and receivers are not face-to-face. The Internet is an example of a medium, as are the radio, CD, television, and DVD. (Note that the term medium is singular; it refers to one technological vehicle for communication. The plural is media. ) Channel All communication, whether mediated or not, takes place through channels. Channels are the pathways through which the transmitter sends all features of the message, whether they involve sight, sound, smell, or touch. When a man on the street walks up to you and shouts at you in a way that you can hardly understand, the channel is the air through which the sound waves move from the man’s vocal cords. If your roommate yells at you through the phone, two channels are at work: one channel is the air that vibrates the phone mechanism, and the other is the wire through which the electrical impulses move toward you. Decoding Before a receiver can hear (and make sense of) a source’s message, the transmitted impulses must be converted to signs that the brain can perceive as meaningful. Decoding is the way in which this is done. It is the reverse of the encoding process—it is the process by which the receiver translates the source’s thoughts and ideas so that they have meaning. In the case of the interpersonal communication, the decoder is biological: the brain is the decoder. When the telephone is involved, the electrical impulses that traveled through the phone lines must be decoded into sound waves before they can be decoded by the brain. In fact, all media require this sort of decoding. When you play music on an MP3 player or iPod, it decodes the impulses that have been laid down on the disk so that you can hear the tunes. Similarly, the television is the decoding the process by which the receiver translates the source’s thoughts and ideas so that they have meaning 10 U N D E R S T A N D I N G M A S S M E D I A The source (a person) encodes a message using the brain and transmits it through the telephone (a medium) using parts of the body (vocal cords, facial muscles). The phone enco des the message as electrical signals. 2 The message travels through the air, phone, and phone lines (the media channels) to reach the other person (the receiver). 3 The phone (a receiver medium) rings. A human receiver (a person) answers the phone. The phone decodes the electrical transmission into sound, and the human receiver decodes the human source’s message using the senses and prepares to encode an answer. This process of responding is called interpersonal feedback. 6 The former source is now the receiver. The receiver (a person) decodes the message and prepares to encode an answer (more interpersonal feedback). In this way the mediated interpersonal communication episode continues. 5 4 The receiver (a person) encodes a response using the brain and transmits it (the feedback) using parts of the body and the phone. When transmitting, the receiver becomes a source. The message travels through the air, phone, and phone lines (the media channels) to reach the other person. Figure 1. 3 decoder that takes the electrical impulses from the air or cable and converts them into the programs you watch. A Model of Mediated Interpersonal Communication In this model of mediated interpersonal communication, information moves from a starting point to a source, who encodes a message. The message is transmitted through channels to the receiver, who decodes the message. receiver the person or organization that gets the message feedback when the receiver responds to the message with what the sender perceives as a message Receiver As suggested above, the receiver is the person or organization that gets the message. Sometimes the source’s message will reach its intended receiver; sometimes it reaches another receiver altogether. But even if someone other than the intended receiver receives the message, communication has still taken place. Say, for example, that you assume that your friend Brad is in the next room and, as a result, you shout your opinion about his new girlfriend, Keiko. Even if it turns out that Brad wasn’t in the next room at all and did not hear (receive) the message you sent him, but instead his girlfriend, Keiko, was in the next room, the episode can still be considered interpersonal communication: your message was encoded, transmitted via your vocal cords, sent through the channel of the air, decoded by the receiver (although not the one you intended), and received. Feedback Feedback occurs when the receiver responds to the message with what the sender perceives as a message. When Keiko, your friend’s girlfriend, tells you, â€Å"I never knew you felt that way about me, you jerk,† that is feedback. In fact, this sort of feedback continues the interpersonal communication process. As Figure 1. shows, two people continue their communication by continually receiving and responding to each other’s messages. The same thing happens with mediated interpersonal communication, as shown in Figure 1. 3. The communication â€Å" episode† 11 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A between the two ends when one of them sends no more feedback to the other (the person walks away, the parties hang up the phone). Feedback doesn’t always take place immediately, especially in mediated interpersonal communication. Say you send your friend an email. Keiko reads it, gets embarrassed by something you wrote and decides to write you a reply. You read the note and then, after thinking about it for a day, write back directly to her. Her email and your response are examples of delayed feedback. noise is an environmental, mechanical, and semantic sound in the communication situation that interferes with the delivery of the message. Environmental noise comes from the setting where the source and receiver are communicating. Mechanical noise comes from the medium through which the communication is taking place. Semantic noise involves language that one or more of the participants doesn’t understand. Noise Noise is an environmental, mechanical, and semantic sound in the communication situation that interferes with the delivery of the message. Environmental noise comes from the setting where the source and receiver are communicating. In an interpersonal communication situation, Ahmed, the source, may be at a cricket match trying to talk on the phone, and Sally, the receiver, might be at an auction where people are screaming bids. Mechanical noise comes from the medium through which the communication is taking place. Say there is static on the phone—that would be mechanical noise that would add to the environmental noise. Semantic noise involves language that one or more of the participants doesn’t understand. Let’s say Ahmed tells Sally that â€Å"the bowler attempted a bouncer that turned into a beamer. † Even when Ahmed repeats the words three times through the environmental and mechanical noise so that she hears them, Sally has no idea what Ahmed is talking about, since she knows little about the sport of cricket. From Communication to Mass Communication One way to understand mass communication is to show its similarities to and differences from other forms of communication. One similarity is that mass communication takes place through media. Small groups can come together in virtual chat rooms that are connected by wired networks, organizations can connect their far-flung employees via video conference facilities that are linked through cables and satellites, and professors who deliver public lectures can record them for projection from a computer server to different classes at different times. In other words, the channels used in mediated forms of interpersonal, group, organizational and public communication are sometimes similar to those used in mass communication. Yet another similarity between these other forms of communication and mass communication is that we can describe mass communication using the same terms of source, encoder, transmitter, channel, decoder, receiver, feedback, and noise that are shown in Table 1. 1. But here is also where we begin to see differences. The most important differences relate to the source of the message, its transmitter and the way feedback takes place. Differences in the Source In the other forms of communication we’ve discussed, individuals are the source of the message that scholars study. In mass communication, by contrast, complex organizations, often companies, take responsibility for the activity. The source is an organization such as a company, not a single person. To get a strong grasp of the difference, think of Jon Stewart delivering his version of the news on Comedy Central’s The Daily Show. If Jon were in the same room as you telling you about what he just read in the paper, that would be a clear case of interpersonal communication and Stewart would be a source. If your friend were to record that conversation on his video camera and his brother were to watch 12 U N D E R S T A N D I N G M A S S M E D I A Ta b l e 1 . 1 Differences in Types of Communication Interpersonal Communication Message Source Encoding Uses all the senses An individual By an individual’s brain Mediated Interpersonal Communication Typically verbal and/or visual An individual By an individual’s brain and technology The air, technology A few or many individuals in the same location By technology and an individual’s brain Immediate or delayed; generally direct Mass Communication Typically verbal and/or visual One or more organizations By an organization and technology The air, technology Typically, many people in different locations By technology and an individual’s brain Immediate or delayed; generally indirect Environmental, mechanical, and semantic, sometimes caused by organizations Channel Receiver The air A few individuals in the same location By an individual’s brain Decoding Feedback Immediate and direct Noise Environmental, mechanical, and semantic Environmental, mechanical, and semantic, with environmental sometimes caused by organizations the video of Jon talking about the news, that is an example of mediated interpersonal communication where Jon is still the source. The difference between these two examples of the source and Jon’s appearance on The Daily Show is that behind Stewart is an organization that is creating the news satire for him to present. Sure, Jon is reading the messages, and so it may seem that he should be called â€Å"the source. † But employees of The Daily Show helped him write his script, produced and edited the videos he introduces, and prepared his set for the broadcast. Moreover, the photos and clips he satirizes sometimes come from news firms, such as ABC News. So Jon is really just the most visible representative of an organizational source. Differences in Transmission The critical role of organizations in mass communication compared to other communication forms also shows up in the transmission of the message. In interpersonal, small group, and public communication, an individual sender or a committee takes responsibility for transmittingthe message—perhaps using microphones when speaking to a crowd or telephones when speaking at a distance. In mass communication, however, transmission is too complex to be accomplished by an indi- Mediated forms of interpersonal, group, organizational, and public communication may use channels similar to those used in mass communication. 13 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Jon Stewart, host of The Daily Show, isn’t a oneman band. It takes the entire Comedy Central organization—writers, producers, engineers, stage managers, sound technicians, camera people (to name a few)—to create each evening’s program. Stewart is the most visible representative of the organizational source that creates The Daily Show. vidual or even a few people. That is because transmission involves distributing the material to several locations and presenting the material (that is, exhibiting it) at those locations. Instead of a few individuals, a number of organizations (usually large ones) are typically involved in the process. Think of our Daily Show example again. When Jon reads the script on The Daily Show, his vocal cords transmit the words into a microphone; the air and electric current ar

Saturday, November 23, 2019

Visual Basic Toolbox Controls Essay Example

Visual Basic Toolbox Controls Essay Example Visual Basic Toolbox Controls Essay Visual Basic Toolbox Controls Essay The Toolbox Controls The Toolbox window holds all of the controls available to your VB. NET programs. Basic Controls First, let’s focus on the basic controls that are used in most programs. These controls are so essential that VB. NET would be utterly useless without them 1- Button The Button control is a key ingredient for an effective user interface. Buttons are normally found on the main form of a program and are used to perform tasks or bring up additional forms for the user. Notable Properties Important Properties of Button1 from Properties  Window: Appearance Appearance  section of the properties  window  allows us to make changes to the  appearance  of the Button. With the help of   BackColor  and  Background Image  properties we can set a background color  and a background image to the button. We set the font color and font style for the text that appears on button with  ForeColor  and the  Font  property. We change the appearance  style of the button with the  FlatStyle  property. We can change the text that appears on button with the  Text  property and with the  TextAlign  property we can set where on the button the text should appear from a predefined set of options. Behavior Notable Behavior properties of the Button are the  Enabled  and  Visible  properties. The Enabled property is set to True by default which makes the button enabled and setting its  property to  False makes the button Disabled. With the Visible property we can make the Button Visible or Invisible. The default value is set to True and to make the button Invisible set its property to  False. Layout With the  Location  property you can change the location of the button. With the Size property you can set the size of the button. 2- CheckBox The CheckBox control is a Boolean control that can be set to true or false. When the control’s value is true, the check box will be filled with a small x. Notable Properties Important properties of the  CheckBox  in the  Appearance  section of the properties  window  are: Appearance: Default value is Normal. Set the value to Button if you want the  CheckBox  to be  displayed  as a Button. BackgroundImage: Used to set a  background image  for the  checkbox. CheckAlign: Used to set the  alignment  for the  CheckBox  from a predefined list. Checked: Default value is False, set it to True if you want the  CheckBox  to be  displayed  as checked. CheckState: Default value is Unchecked. Set it to True if you want a check to appear. When set to Indeterminate it displays a check in gray background. FlatStyle: Default value is  Standard. Select the value from a predefined list to set the style of the  checkbox. 3- Label The Label control is used to display static labels on a form that generally don’t change while a program is running. The labels are commonly used alongside TextBox controls to describe the information sto red in the TextBox 4- LinkLabel The LinkLabel control is a specialized version of the Label control, which includes an Internet hyperlink so that when you click the label, the link is opened in the default Web browser (or e-mail program). RadioButton The RadioButton control is useless by itself because a mouse click can only set the value to true, not false (as is the case with CheckBox). RadioButton controls are only useful if two or more are placed together on a form or other container (such as a GroupBox), because they reflect a multiple-choice value as indicated by the selected con trol, not an individual true/false value. Notable Properties Important properties of the RadioButton in the  Appearance  section of the properties  window  are: Appearance: Default value is Normal. Set the value to Button if you want the RadioButton to be  displayed  as a Button. BackgroundImage: Used to set a  background image  for the RadioButton. CheckAlign: Used to set the  alignment  for the RadioButton from a predefined list. Checked: Default value is False, set it to True if you want the RadioButton to be  displayed  as checked. FlatStyle: Default value is  Standard. Select the value from a predefined list to set the style of the RadioButton. TextBox The TextBox control is a multi-purpose keyboard input and text output control capable of displaying multiple lines of text with automatic word wrapping. Some Notable Properties: Some important properties in the Behavior section of  the Properties  Window  for  TextBoxes. Enabled: Default value is True. To disable,  set the  property to  False. Multiline: Setting this  property to  True makes the TextBox multiline which allows to accept multiple lines of text. Default value is False. PasswordChar: Used to set the password character. The text displayed in the TextBox will be the character set by the user. Say, if you enter *,   the text that is entered in the TextBox is displayed as *. ReadOnly: Makes this TextBox readonly. It doesnt allow to enter any text. Visible: Default value is True. To hide it set the  property to  False. Important properties in the  Appearance  section TextAlign: Allows to align the text from three possible  options. The default value is left and you can set the  alignment  of text to right or center. Scrollbars: Allows to add a  scrollbar  to a Textbox. Very useful when the TextBox is multiline. You have four  options  with  this property. Options  are are None, Horizontal, Vertical and Both. Depending on the size of the TextBox anyone of those can be used

Thursday, November 21, 2019

Taxation Essay Example | Topics and Well Written Essays - 1500 words - 3

Taxation - Essay Example The first problem involving Ms. Vaughan involves a sale of a house giving rise to the payment of Capital Gains Tax (CGT). CGT can only arise on the disposal of an asset, which is this case is the house. However, not all sales of properties are subject to CGT. The most common exemption and is relevant to the case we have is the sale of a person’s principal private residence. In identifying whether such sale is taxable or not, let us look into the facts involved in the case. Ms. Vaughan bought the property in Brechin in 2 January 1982. She resided in that house until May 1984 before moving to Germany. From then on until 31 August 1990, she did not reside in that house not even on holidays. She lived in that house again from June 1995 until May 2002 where at the same time, she lent a large portion of the house to a tenant. In June 2002, she moved to Liverpool and was never able to live in the house in Brechin again. The question now is whether or not the house in Brechin is the primary resident of Ms. Vaughn. A primary consideration in determining whether such house is the primary residence of a person is the time spent is that place and the intent to go back to such place and establish residence. Under our tax code, residence simply means the place where one lives. Determining ones residency is dependent on ones length of stay, number and frequency of trips to the place (i.e. habitual stay) and the intention to stay in that particular place. Judging by the amount of time Ms. Vaughan spent in the property in Brechin and the fact that she lent the house to a tenant while she occupied only a portion thereof belies the fact that she wants to establish the place as her primary residence. Thus, such sale of property do not fall under the exemption provided for under the law. The indexation allowance in capital gains tax is computed based on the indexation rate of March 1982. It must be noted that implementation for individuals of

Wednesday, November 20, 2019

Dialogue Assignment Example | Topics and Well Written Essays - 500 words

Dialogue - Assignment Example In essence, the term described the groundbreaking cultural shift from uniqueness to seriality, from authenticity to replication, and from the original artwork to its inherent soulless mechanical copy. Me: As far as the communication and journalism is concerned, the concept has come under serious criticism, especially the lack of clear-cut and stable categorization from your writings (Benjamin 23). Indeed, a portion of the critics suggests that your writings provoke multivalent and ambiguous, rather than offering neat shorthand for transition from the traditional to modern culture. Your take please? Benjamin: Well, I think their basis for criticism is rather vague. In my essay The Work and Art in the Age of Its Technological Reproducibility, I specifically emphasize on the concept of aura and the decline of photography, similar to other technological innovations. Further, I challenge the uniqueness and originality of photography due to the unprecedented replications. Benjamin: A programmatic analysis of the essay that I previously mentioned will show that I present the relationship between photography and aura as a clear-cut opposition. Thus, photography, as a medium of mechanical reproduction, is among the driving forces behind the decline, and thus destruction, of aura. I clearly assert that the element that withers in the era of technological reproducibility of artwork is its aura. In essence, the process is symptomatic, and perhaps extends beyond the boundaries of art. This is because photographic reproduction of original works of art endows them with accessibility and mobility, thus altering their fundamental mode of reception (Benjamin 24). In this regard therefore, the contemplation characteristic of the traditional spaces of museum and gallery submits to an eagerness for control and possession. Me: That is a very sensational explanation.

Sunday, November 17, 2019

Unemployment and Poverty in Interwar Britain Essay Example for Free

Unemployment and Poverty in Interwar Britain Essay To interpret the interwar years of the British took a lot of different views according to the statuesque of one person in the comparison. It is precisely depending on topics, to some extent of interest. Perhaps in focus of economic depression of the interwar brought the period of worst turning point in Welsh history, at which it is the region of Britain that experience the height levels of levels of unemployment and greatest degree of poverty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The wars brought a great impact to the nation status like economic and political condition. During war time people suffers a lot of agony. Many people like for example, the Liverpool dockworker, writers, political activist like George Garret and George Orwell, the historians shared opinions of the existing war of British, â€Å"Orwell vision is symbolic of traditional view of British society between the wars† (Orwell, George, Boston, 2000.1). With these Orwell’s vision, many argued and did not agree. This is the reason why must Historians never content with traditional views.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Historians interpretation of interwar Britain have not, therefore, completely changed views of   this period but it gave them a more complex and realistic understanding through. That is why; historian sees that Orwell is only one sided and did not tell the whole truth. Historians tried to see the contradiction of the age – â€Å"with poverty and affluence, underemployment but also new expanding industries† (www.groupstudystop.co.uk).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I think the reason why Liverpool dockworker, writer, and political activist did not like George Orwell’s book since it is biased. He does not reveal the true scenery of what was the true picture of the conditions during those interwar days.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noting in the past of the dockworker who suffered from â€Å"under schooled, under housed, under paid, under cared for an almost respects and with no reasonable hope of betterment, from an Old Etopian† (www.Historystripstop.co.uk), the most rich and powerful at that time. On the part of writer they do analyze and make assumptions that there is no doubt why poverty still exists at that time. These were the pessimistic accounts among literally men social investigator somewhat like a political activist like George Garret and John Lehman.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Looking back history, during the time at which at first glance look at England those days where peace still exist, it is unusual of foreign people to see English people in existence to the country. It is also said that the accent referred by Americans as â€Å"the English Accent†, is not common to almost all people at that time. Even movies and other advertisement dealt with hostile or friendly, nearly all generalizations made about England during that based on the property owning class. It was most overpowered by people who have had a great and big investment. The truth is that people was ruin by other people who just came bringing wealth just to ruin the country. In fact, the book wrote by George Orwell doesn’t reveal the fact about England those days. Actually the book titled: The Road of Wigan Pier does not reveal much about the actual situation of the society those days. Its is said that â€Å" It is worth trying for a moment to put oneself in the position of foreign observer, new England , but unprejudiced, and able because of his work, to keep in touch with ordinary people , useful unspectacular people†( Orwell, George. 2000. Pp. 1.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Garret mean to what he says, â€Å"That it( The Road of Wigan Pier)†appears to be left book since it is just nothing to revealed the fact of what is really happening. It does not give factual information but just hide the things going wrong on the matter. Garret judge the book as junk one. References: Orwell, George. The Collected Essays, Journalism and Letters of George Orwell. Vol. 3. Boston. 2000. Page 1. www.countrybookshop.co.uk. www.groupstudystop.co.uk

Friday, November 15, 2019

Neurocognitive disorder due to traumatic brain injury

Neurocognitive disorder due to traumatic brain injury Mary was an outgoing teenager who had a lot of friends. She succumbed to the peer pressure of her friends urging her to complete a very dangerous task. This task was to jump from a second floor balcony down to the swimming pool. Mary was a skilled swimmer, however she has no defence against such traumatic brain injury. She was placed on life support as a precaution until she tested well enough in her post traumatic brain exam to be taken off of the additional support. Mary seemed to be improving and was soon able to return to school. This return to school was not what the teachers, her parents, or herself expected. She noticed that there has been some changes to her cognitive abilities and as a result, she is exhibiting a behavior that is opposite of how she normally shows herself. Mary was referred to my practice and upon examination of her cognitive and neurological history and abilities, it is being determined that Mary is diagnosed with major or mild neurocognitive disorder due to traumatic brain injury. (American Psychiatric Association, 2013) It would be suggested that Mary be watched closely for depression due to the fact that she is already showing some signs of depression. According to DSM 5, major or mild neurocognitive disorder due to traumatic brain injury presents with the signs and symptoms of the condition. (American Psychiatric Association, 2013) The evidence that Mary shows are that she has had a traumatic brain injury that caused the loss of consciousness and she was disoriented and confused. The DSM 5 says that the neurocognitive disorder has to be present immediately after the injury has occurred or immediately after waking from an unconscious state and has to last past the immediate post injury period. (American Psychiatric Association, 201 3) Mary woke up in the hospital from loss of consciousness and was moaning incoherently and was very restless. It is suspected that this is because she did know where she was or what had happened to her. She began to slowly recover and in three weeks was back in school. The three weeks that she spent at home would take her past the immediate post injury period. It is when she went to school that she showed the signs of being confused and not able to keep up in school like she did before. She stated that she was having trouble concentrating and remembering what the teacher had said so that she could take notes as easily as she did before the injury. People that have suffered from a traumatic brain injury often have signs of emotional disturbances, personality changes, and physical disturbances which were all present when Mary returned home from school. It is said in the DSM 5 that people that have suffered from a traumatic brain injury report more symptoms of depression and can also have overlapping symptoms of PTSD (post-traumatic stress disorder). (American Psychiatric Association, 2013) The diagnosis of depression or PTSD is not given to Mary at this time because it is unclear at this time if Mary is having the symptoms of depression because of the stress of returning to school and having the difficulties of that she experienced that day. It would be in the best interest of Mary to note that she has symptoms of depression and PTSD and to continue taking notes on these symptoms for six months before this diagnosis is given to her. Another reason depression is not given to her as a diagnosis at this time and to wait for more substantial evidence is because depression is not a â€Å"feeling† conditions. It is more than Mary not wanting to be as outgoing as she was before, not really wanting to eat, or not wanting to do the things that she enjoy before the injury. These are all signs of depression but not enough to diagnose the depression over a one-time occurrence. Depression is evidenced by changes in the brain structure and function. In the center of the brain is where norepinephrine and serotonin modify the brain. A chemical signal is sent down one nerve cell and passed to another nerve cell across a space called a synapse once the receptors are full. What happens in depression is that when the signal is sent, a lot of the chemical is reabsorbed by the sending cell and recycled by the brain. This is called reuptake, when the signal is sent again, there is a double amount of the chemical that is sent and reuptake occurs again and a lot of the chemical that was releases is thrown away by the brain. If you are not releasing enough of the chemical to fill up the receptors on the receiving nerve, it leaves â€Å"holes† in that nerve and symptoms of depression occur. (University of the West of England, Bristol, 2015) With Mary having a traumatic brain injury and depression being comorbid it makes sense that this could be what i s going on with her because the nerves in her brain would have been damaged causing this cycle which leads to depression. According to the Glasgow Coma Scales, Mary would be considered as having moderate traumatic brain injury. The Glasgow Coma Scale ranks the patient in three different categories, eyes, verbal and motor ability. The scale ranks patients from 3-15 with 3 being the most sever and the worst and 15 being the most mild and the best of scores. (Muriel Deutsch Lezak, Diane B. owieson, Erin D. Bigler, Daniel Tanel, 2012) Mary’s initial level of consciousness was an overall 6 when she originally arrived at the hospital. She was speaking incoherently (GCS rates this as a 2), and she was moving restlessly as if she was in pain (GCS rates this as a 4). Upon waking up, Mary scored an overall 10 on the Glasgow Coma Scale with eye movement scoring 3 (she opened them to sound which would be her best response), verbal score was 1 (she did not speak when tested), and her motor score was 6 (she moved her finger when asked to do so). Based on this score and the fact that she was in the coma for les s than 6 hours gives her a TBI classification of moderate. When she was later examined, Mary had improved quite a bit. Her Coma score was an overall 15 by morning because she could recognize and respond to her parents and she was talking to them. Mary’s pre-morbid level of functioning is assumed to be high based on the fact that she performs within the top of her class and is said to excel academically. Using the Wechsler Test of Adult Reading, Mary would be asked to pronounce 50 irregularly spelled words and scored according to how closely they were correctly pronounced. (Muriel Deutsch Lezak, Diane B. owieson, Erin D. Bigler, Daniel Tanel, 2012). Due to the report of how well she was doing before her injury, using a previous IQ test and No Child Left Behind this test should be able to give an account of the level of functioning that Mary is at currently. There is also other yearly school assessment tests that can be looked at to assess her pre-injury academic ability. The names of these test can vary depending on the State you are in. Using the WAIS-IV to assess Mary, it would show that her reasoning and comprehension skills are not where they were pre-injury. This test is used to assess the verbal and performance ac ademic ability of a person. This test would let it be seen, the exact areas that Mary is falling short. By using tests that would measure Mary’s cognitive speed we would be able to see that the damage to her frontal lobe has caused some deficit in her ability to concentrate because this is where the areas of problem solving, memory, and language is stored. By this part of her brain being damaged during the injury, it makes it more difficult for her to concentrate on what is going on because it takes her longer to process the activity around her, what is being said, and remembering what was said to her. Recommendations would be for Mary to begin cognitive therapy that would help her to regain the most normal function of this part of her brain. Accommodation for Mary would be very sensitive because she held such high esteem as an honor student, we would not want to make her feel any less, however there are some accommodations that need to be done, at least until she regains full cognitive ability. Mary’s educators should allow extra time for her to complete assignments and homework. Mary can carry a voice recorder with her that will record the lectures instead of her writing them that way when she studies, she can listen to the lectures and rewind as needed. While Mary may have some lasting effects of her injury, there is no reason a full cognitive and educational recovery cannot be accomplished. Mary presented at the hospital with a traumatic brain injury three weeks prior to returning to school. She has made great accomplishments and cognitive difficulty was not noticed until she returned to school. Upon my examination of Mary, she has had some great medical accomplishments and the prognosis of her full recovery is possible. There may be some lasting effects like with most people that have had a traumatic brain injury such as increased headaches, seizure activity, and depression but there is no reason to assume that Mary will have to alter her life any way. With cognitive therapy and temporary educational accommodations Mary should return to her pre-injury educational and cognitive levels. References American Psychiatric Association. (2013). Neurocognitive disorders . Retrieved from In Diagnostic and statistical manual of Mental Disorders, fifth edition : http://dsm.psychiatryonline.org.lib.kaplan.edu/doi/full/10.1176/appi.books.9780890425596.dsm17#CIHEIIIC Muriel Deutsch Lezak, Diane B. owieson, Erin D. Bigler, Daniel Tanel. (2012). Neuropsychological Assessment. New York : Oxford University Press, Inc. . University of the West of England, Bristol. (2015). Synapses and Neurotransmission . Retrieved from UWE: http://learntech.uwe.ac.uk/synapsesneuro/default.aspx?pageid=1925

Tuesday, November 12, 2019

Barriers to communication Essay

Some communication barriers happen when the person doesn’t know if someone is deaf, blind etc. So this may make things a lot difficult as the person trying to understand the message being sent may think they are ignoring them or just trying to use signals to get them to understand that they may not be able to hear or see them. Communication between people is mainly about sharing new information to one another. For example someone may ask someone what number bus they might need to catch or if they can have a glass of water. Sometimes communication will be complex. A relative may want to know something about wanting to fund for care. Communication involving funding may involve complex communication. In a situation like this then it would be important to make sure that the relative understands the information that has been provided. Most care workers like to build a strong relationship with someone to get a better understanding of them which can provide emotional support. Most communication involves emotional issues being difficult or sensitive. There would be no advice or information that would be useful to a person if they are feeling overwhelmed by most people do like the comfort of other people at these emotional times. Difficult or sensitive situation is focused on the person’s emotional issues rather than giving them information on stuff they don’t feel like talking about. Sometimes by creating a caring relationship with someone then it is about being able to understand the person feelings that they may be experiencing at that moment in time. Sometimes being with a person who is often lonely, anxious or depressed can provide them with comfort. Sometimes using nonverbal communication about how you are feeling then it can be more effective than words being spoken. Most care workers like to create their own barriers as they feel stressed by listening to the emotional needs of the people that they work with. Mainly listening to other people’s emotional needs can be often frightening or depressing. Most carers will sometimes stop listening in order to not hear about their painful emotions. Tiredness and lack of time to avoid the emotional stress of others can create a barrier from providing a caring environment. Building an understanding of another person can be rather difficult if their personality or self-esteem is low and they need to create  a barrier. People who may be depressed or anxious can experience negative thoughts that can just come to them. By attempting these thoughts and feelings can make them try to find a way through a brick wall. It may make them feel like there is an emotional barrier stopping them from experiencing some positive emotions. Some people may have a preferred language that they like to use to communicate with others. This preferred language will sometimes be obvious to that person. Most people in different communities will use their own language. Some people will use jargon, dialect or slang to communicate effectively with the people of their own language. These sometimes can create barriers to an understanding. Sensory impairment means that people’s senses do not work effectively. Impairments can create the first kind of communication barrier when information isn’t fully or received or misunderstood. A disability is not the same as impairment. But some people experiencing the barriers may be different as they may have a communication disability by not being able to say what they want to say. For example, a deaf person will have no problem communicating to a person who is good at sign language as they will understand them. But the person may not be able to communicate with people who only use spoken English without the aid of an interpreter. Building an understanding of other people’s needs will take some time and effort. Making assumptions may cause people to misinterpret what another person might be trying to communicate. For example, people might believe that they don’t need to listen to what another person has to say because they might already know what their needs might be. Most care workers who might use the communication cycle are less likely to make assumptions as they will check that they understand. Assumptions can create barriers as people can stop listening and might stop checking that they understand other people’s communication. Many people make assumptions based on people who have a disability which can mean that they are damaged as a normal person. When disabled people are seen this way then they may get ignored. Some people who have communication difficulties are sometimes assumed to be mentally impaired. People who are older will sometimes be seen as demented or confused if they are not able to answer questions quickly, correctly or clearly. Many care workers do not bother to check their assumptions about  people, but those assumptions can be turned into prejudices. Prejudices can lead into discrimination against someone. When a person experience strong emotions or if their self-esteem gets threatened then that person may become aggressive and may use submissive communication so they will be creating their own barriers. Most barriers are associated with cultural variation culture which refers to the different customs and assumptions that many communities of people adopt. Different ethnic and religious groups may have different cultures, different ages, occupational and geographical groups which can also make different cultural assumptions. Using words and non-verbal communication can be interpreted differently depending on the context and the culture of the person using them. For example, the word ‘hot’ may have different meanings depending on the context in which the person is using it. Using formal context, ‘hot’ can also refer to someone having a high temperature. In other speech communities an object may be hot if it has been stolen or if it is desirable. Also a hot person might be very good at something, or maybe someone who has overcome a certain desire. Communication may be interpreted by a fixed cultural standpoint, where serious misunderstanding may occur. To make sense of spoken and non-verbal language then people need to understand the context of the person they are communicating with. An example of non-verbal cultural variation might be someone communicating by using hand gestures in which the palm is held up and facing forward. It is also important that people do not make assumptions about non-verbal messages as they should always be checked. Non-verbal messages can mean different things depending on the circumstance s if the people sending the messages. Also if someone cannot control or make decisions about their own life then they may fail to develop or they might lose their sense of wellbeing. If care workers control someone then their self-esteem may get damaged. Care workers should seek to empower people who also use that service. Empowerment means giving power to other people. Also people who may use that service should be empowered to believe that they are allowed to make their own choices and to make sure they take control of their own life. Many people have different belief systems about what is important in their life and how people should live their lives. The values and principles that we think as being important or valuable, show’s how we live our lives. When people have different belief systems and values then  it may be easy for them to misinterpret someone else’s intentions when attempting to communicate. Many assumptions, belief systems and values can therefore create barriers for an understanding. Also it is important that people try to learn about other people’s beliefs and values in order to make an understanding of what they are trying to communicate. The use and abuse of power requires that all workers respect one another and support the people who use the same services and to be able to control their own lives. However, there is always danger that if a care worker is short of time then they will seek to control the people they work with. Also it may be an abuse power if care workers deliberately control others. People who use alcohol and drugs can influence a person’s ability to send a clear verbal or non-verbal message. Drugs that affect the functioning of the central nervous system can then result in messages not being received or misunderstood and can also distort interpretations of the messages. Alcohol and drug abuse can therefore create all barriers to commu nication as it can cause people to become frustrated or aggressive when trying to communicate.

Sunday, November 10, 2019

Juran’s Triology

Juran's Trilogy Prepared By : Kareem Ahmed Daabees Under supervision of : Dr. Mahmmoud Mohammad EL-Damaty Managing for quality consists of three basic quality-oriented processes: quality planning, quality control, and quality improvement. The role of quality planning is to design a process that will be able to meet established goals under operating conditions. The role of quality control is to operate and when necessary correct the process so that it performs with optimal effectiveness.The role of quality improvement is to devise ways to take the process to unprecedented levels of performance. 1. Quality Planning Quality planning stems from a unity of purpose that spans all functions of an organization. The subject of planning can be anything — an engineering process for designing new products, a production process for making goods, or a service process for responding to customer requests. Quality Planning involves: * Identifying customers, both internal and external * Determi ning their needs Specifying the product features that satisfy those needs at minimum cost. * Designing the processes that can reliably produce those features. * Proving that the process can achieve its goals under operating conditions. 2. Quality Control The process of managing operations to meet quality goals. The process of Quality Control involves: * Choosing control subjects * Choosing units of measurement * Establishing a measurement procedure * Measuring * Interpreting differences between measurement and goal. * Taking action to correct significant differences 3.Quality Improvement Assuming the process is under control, any waste that occurs must be inherent in the design of the process. The object of quality improvement is to reduce chronic waste to a much lower level. The steps in Quality Improvement: * Prove the need for improvement * Identify specific projects for improvement * Organize to guide the projects * Organize for diagnosis — discovery of causes * Diagnose the causes * Provide remedies * Prove that the remedies are effective under operating conditions * Provide for control to maintain the gains.

Friday, November 8, 2019

Minority Education essays

Minority Education essays Perhaps first, before looking at the issue of differential education and opportunities, for minority students, we should look at what the term racial and ethnic minorities' means in a US setting. Many different peoples have settled in the United States, and each group had its own reason for coming - perhaps they came to avoid religious persecution or poverty in their homeland, or perhaps they came involuntarily through slavery (Excerpted from a nice discussion to be found geokey.de/jobusa/hinweise.landeskunde.ethnic_and_racial_minoritie Due to this diversity of people, it is often said that America is the great "melting pot" where personal freedom and equality of opportunity are guaranteed regardless of race, colour or creed (Excerpted from a nice geokey.de/jobusa/hinweise.landeskunde.ethnic_and_racial_minoritie Since World War II, making this vision of a harmonious multiracial society into a reality has become a key public issue, backed by racial discrimination laws and Affirmative Action programs; however, attitudes of individuals vary from the liberal to the antagonistic, depending on area, upbringing and education, and America still has a very long way to go in the fight against prejudice and racism (Excerpted from a nice discussion to geokey.de/jobusa/hinweise.landeskunde.ethnic_and_racial_minoritie What are ethnic minorities'' Ethnic minorities differ in some cultural respect, for example, language, religion or customs from the majority group (Excerpted from a nice discussion to be found at geokey.de/jobusa/hinweise.landeskunde.ethnic_and_racial_minoritie Examples of cultural differences include language - every European country is represented in the population of the US, and 1 in 10 Americans speak a language other than English at home: Swedes, Germans, etc. may still be identified by their mothe...

Wednesday, November 6, 2019

The National Popular Vote Plan to Bypass the Electoral College

The National Popular Vote Plan to Bypass the Electoral College The Electoral College system - the way we really elect our president - has always had its detractors and lost even more public support after the 2016 election, when it became apparent that President-Elect  Donald Trump might have lost the nationwide popular vote to Sec. Hillary Clinton, but won the electoral vote to become the 45th  Ã¢â‚¬â€¹President of the United States. Now, the states are considering the National Popular Vote plan, a system that, while not doing away with the Electoral College system, would modify it to ensure that the candidate winning the national popular vote is ultimately elected president. What is the National Popular Vote Plan? The National Popular Vote plan is a bill passed by participating state legislatures agreeing that they will cast all of their electoral votes for the presidential candidate winning the nationwide popular vote. If enacted by enough states, the National Popular Vote bill would guarantee the presidency to the candidate who receives the most popular votes in all 50 states and the District of Columbia. How the National Popular Vote Plan Would Work To take effect, the National Popular Vote bill must be enacted by the state legislatures of states controlling a total of 270 electoral votes - a majority of the overall 538 electoral votes and the number currently required to elect a president. Once enacted, the participating states would cast all of their electoral votes for the presidential candidate winning the nationwide popular vote, thus ensuring that candidate the required 270 electoral votes. (See: Electoral Votes by State) The National Popular Vote plan would eliminate what critics of the Electoral College system point to as the winner-take-all rule - the awarding all of a states electoral votes to the candidate who receives the most popular votes in that state. Currently, 48 of the 50 states follow the winner-take-all rule. Only Nebraska and Maine do not. Because of the winner-take-all rule, a candidate can be elected president without winning the most popular votes nationwide. This has occurred in 4 of the nations 56 presidential elections, most recently in 2000.The National Popular Vote plan does not do away with the Electoral College system, an action that would require a constitutional amendment. Instead, it modifies the winner-take-all rule in a way its supporters say would assure that every vote will matter in every state in every presidential election. Is the National Popular Vote Plan Constitutional? Like most issues involving politics, the U.S. Constitution is largely silent on the political issues of presidential elections. This was the intent of the Founding Fathers. The Constitution specifically leaves details like how the electoral votes are cast up to the states. According to Article II, Section 1, Each State shall appoint, in such Manner as the Legislature thereof may direct, a Number of Electors, equal to the whole Number of Senators and Representatives to which the State may be entitled in the Congress. As a result, an agreement between a group of states to cast all of their electoral votes in a similar manner, as proposed by the National Popular Vote plan passes constitutional muster. The winner-take-all rule is not required by the Constitution and was actually used by only three states in the nations first presidential election in 1789. Today, the fact that Nebraska and Maine do not use the winner-take-all system serves as proof that modifying the Electoral College system, as proposed by the National Popular Vote plan is constitutional and does not require a constitutional amendment. Where the National Popular Vote Plan Stands Currently, the National Popular Vote bill has been passed in a total of 35 state legislative chambers in 23 states. It has been fully enacted into law in 11 states controlling 165 electoral votes: CA, DC, HI, IL, MA, MD, NJ, NY, RI, VT, and WA. The National Popular Vote bill will take effect when enacted into law by states possessing 270 electoral votes - a majority of the current 538 electoral votes. As a result, the bill will take effect when enacted by states possessing an additional 105 electoral votes. To date, the bill has passed at least one legislative chamber in 10 states possessing 82 electoral votes: AR, AZ, CT, DE, ME, MI, NC, NV, OK, and OR. In The bill has been passed by both legislative chambers - but not in the same year - by the states of Colorado and New Mexico, controlling a combined 14 electoral votes. In addition, the bill has been unanimously approved at the committee level in the states of Georgia and Missouri, controlling a combined 27 electoral votes. Over the years, the National Popular Vote bill has been introduced in the legislatures of all 50 states. Prospects for Enactment After the 2016 presidential election, political science expert Nate Silver wrote that, since the swing states are not likely to support any plan that might reduce their influence over control of the White House, the National Popular Vote bill will not succeed unless the predominately Republican â€Å"red states† adopt it. As of September 2017, the bill has been fully adopted only by predominately Democratic â€Å"blue states† which delivered the 14 largest vote shares for Barack Obama in the 2012 Presidential Election.

Sunday, November 3, 2019

Week 2 Research Paper Example | Topics and Well Written Essays - 500 words

Week 2 - Research Paper Example these lines, all projects will have risks, theres continually something that can happen and distinguishing each risk is counter beneficial, it’s just the high risk considers that need to be brought to the consideration regarding management to get activity or make mindfulness. Attempting to blanket off every risk is unrealistic or profitable. That is the reason this section is titled "Risk Management" on the grounds that at the end of the day that is everything youre doing, dealing with the risk. The little or remote risks are going to be there notwithstanding, what you have to do is verify the real risks are managed. Project Risk management is a proactive process for the distinguishing proof, evaluation and management of risks. In the project management setting, the essential thought continues as before. Project risk management is a process of looking forward, distinguishing potential risks, dissecting and surveying them and after that placing plans set up to measure or coddle them. Viable risk management obliges an aroused methodology, early risk recognizable proof, a fitting level of documentation of risks through a risk register and the inclusion of all significant stakeholders in all phases of the risk management process. The risk management of the project always depends on its complexity, number of employees and context. The process of distinguishing proof, dissection and either acknowledgement or alleviation of instability in speculation choice making. Basically, risk management happens at whatever time a speculator or trust administrator dissects and endeavors to evaluate the potential for misfortunes in a venture and afterward makes the proper move (or inaction) given their speculation destinations and risk tolerance. Lacking risk management can bring about extreme results for organizations and additionally people. Basically, risk management is a two-stage process - figuring out what risks exist in a speculation and afterward taking care of those

Friday, November 1, 2019

Process Principles Essay Example | Topics and Well Written Essays - 1250 words

Process Principles - Essay Example Mancala's Pizzas throughput time is 16.4 minutes. The company currently has excess capacity because demand averages at only 20 pizzas her hour (Appendix 2).However, it is estimated that the company's demand will double if delivery services are offered. This alternative is aimed at eliminating the bottleneck in Mancala's Pizza's production process. This will be done by assigning the tosser to mold the pizza shells prior to their use. It should be noted that as such, the assembly of ingredient and the tossing and molding of pizza will be eliminated in the new production process (Appendix 3). This will lessen the throughput time to 14 minutes per pizza. It will also allow the company to produce a maximum of 36 pizzas per hour which is based on the maximum capacity of its six ovens (Appendix 4). The main disadvantage of this alternative is the fact that the Mancala's Pizzas might encounter hesitance in the part of the tosser. It should be noted that in this new production process, the tosser is eliminated in the actual production process and will be coming before office hours. The company will also need to negotiate with the assembler as he needs to assemble the ingredients before it can be toss and molded by the tosser. Thus, he will also be assigned to come prior to operation hours and will still be there to assist in the operations to assemble the pizza. In this new process, Mancala's Pizza faces the risk of lowering the quality of its pizza. The freshness of the product might be adversely affected. Also, as pizza shells are dependent on the preference of the customers, the company needs to have an accurate estimate of demand per pizza shell in order for the assembler and tosser to produce the right ones. The company might either encounter wastage or shortage of inventory if the proper shells are not produced. 2. Mancala's Pizza will increase demand by delivering pizzas directly to customer. The delivery of Pizza is expected to double the demand for the company's products. This will be beneficial for Mancala's as it will generate more revenue and profits for its operations. It will also enable the business organization to fully utilize its resources and use its excess capacity. However, it should be noted that the current resources are not adequate to support a demand of 40 pizzas an hour. Assuming that alternative 1 is already in place, the company is limited to the production of 36 pizzas only which is determined by the capacity of its ovens (Appendix 4). Recommendation and Conclusion It is recommended that Mancala's Pizza push through with the two alternatives. Eliminating the bottleneck in production will allow the business orga