Carbon in the form of a pencil Essay Example for Free

Carbon in the form of a pencil Essay Although with this line I could not prove that width and resistance of a carbon track have an inversely proportional relationship, this means that as one increases the other decreases in proportion. Although to show that this relationship applies in this case I have to plot in a graph resistance against the reciprocal of the width (which is 1 divided by the width). When I did this the graph produced a set of results which when a line of best fit was drawn it produced a straight line which passed through zero. This means that my prediction that width and resistance would be inversely proportional was true. The shape of the initial graph of width against resistance also shows simply that as the width increases the resistance decreases. The resistance also decreases far quicker for the smaller widths and as the width gets to about 5cm although it is still decreasing it is much more gradual. Evaluation: I believe that using my results I can draw useful and correct observations this is because I repeated every reading I took three times and then averaged them. I then plotted the graphs with the averaged results meaning that they are fairly reliable. Although, there are some results I feel especially on the width and resistance graphs that appear anomalous and I would have liked to repeat these readings again but due to time restraints I couldnt. In particular the resistances of the widths above 4cm appear incongruent. This may be because on the larger widths the contact did not span the entire width of the carbon track (as shown in the diagram below) although on the smaller widths, which produced the results, I had expected it did span the entire width. The results may have also been affected by the fact that the contacts remained in the same place for every reading, meaning that towards the end as the contact had a fairly sharp edge the carbon where the readings were being taken may have been rubbed off. This would mean that the resistance would be greater than expected which is the case in the later results. Therefore if was to do the experiment again and had unlimited time I would have redrawn the width line every time so that the effect of the contacts rubbing off carbon would not have an effect. This is because the contact would not have been removed from the track and so no carbon could be removed from the track. Another improvement to the experiment I would make would be improving the accuracy of the carbon track. This would mean that the carbon would be uniformly thick throughout the line and would go exactly up to the line and not pass it. This is so that we could know that the resistance was of exactly 5cm was not the resistance of between 4. 5cm and 5. 5cm. To do this I would make a template for the carbon track, which, could be coloured in ensuring that the carbon would no go past where it is, desired which happens no matter how hard you try to stay within the lines. An example of this is in the carbon track I drew, which appears to be quite good in that no carbon went over the lines but on closer inspection it in place is over a millimetre past the line. My carbon line in normal view: As you can see the line appears perfect. Magnified view of Carbon track: This closer view shows that the carbon track is by no means perfect and this degree inaccuracy means that the results may not be what they should. The patterns in my graphs were fairly obvious to find and I believe that when I did use a straight fit best line instead of a curve it was acceptable because it was more fitting for the readings. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section. Download this essay Print Save Not the one? Search for

Examining The Knowledge Of Working With Vulnerable Adults Social Work Essay

Examining The Knowledge Of Working With Vulnerable Adults Social Work Essay Within my assignment I will demonstrate my knowledge and understanding of safeguarding and critically explore safeguarding and what this means in the context of working in social care today, and the impact on my role as a newly qualified social worker. I will refer to adults with a learning disability in order to examine some of the issues and dilemmas that may occur. I will examine these areas within Thompsons PCS model (Thompson,1997) in order to reflect the intricacies and dilemmas with safeguarding adults. Although anti discriminatory practice and anti oppressive practice are often interchanged with each other, Braye and Preston- Shoot(2005) maintain that they are very different. Anti discriminatory practice challenges discrimination within a very clearly defined framework whereas anti oppressive practice is about challenging values and beliefs. According to Thompson(1997) oppression can be examined using a model that considers (P) personal (C) cultural and (S) structural, the PCS Model. This model examines oppression on 3 levels. Personal is regarding and individual, their views, beliefs and actions. Cultural is the community level and structural is regarding the socio-political and institutional level. Only by understanding power and control can we practice in anti oppressive way, by challenging the power structures on all levels personal, cultural and structural. People with learning disabilities have been a marginalised and oppressed group who have constantly struggled for their voices to be heard. Pam Evans cited by Swain et al(1993)identified assumptions made by non disabled people which included ideas that disabled people want to achieve normal behaviour; resent able bodied people and never give up hope of a cure(p.102).These assumptions are based on personal beliefs, borne out of cultural ideas of disability and structurally based philosophies of disability. The medical model of disability has been the predominant model in understanding disability(Swain el al,2003) from incarceration in hospitals and in some respects to services provision today. These responses have only served to re-inforce beliefs of disability such as those Pam Evans discovered. Although there was growing concern amongst civil rights movements regarding the medical model, Mike Oliver(1983) coined the phrase social model of disability. This social model of disability l ed to a shift in thinking about disabilities, that it was societal attitudes that were disabling rather than matters relating to the individual capabilities(Swain et al,1993). Although the social model of disability is the accepted model particularly within social welfare the doctrine of the medical model is not easy to unlearn. Although on a structural level there have been changes in legislation and policy such as Disability Discrimination Act 1995; Community Care (Direct Payments) Act 1996; Human Rights Act 1998; Mental Capacity Act 2005 and Valuing People 2001.Putting these changes in to practice from a personal and cultural perspective is more complex and this is typified in safeguarding. . The term vulnerable has become synonymous with safeguarding. The immediate connotations when using the word vulnerable are stark. It immediately suggests weakness, helplessness and the person is at danger or at risk(Williams,2006). Crawford and Walker(2008) also recognised that there are significant risk factors when exploring vulnerability the person is usually socially isolated, the person has previously been at risk of abuse and requires practical and / or emotional support. In the policy document No Secrets(DOH,2000) there was an initial recognition that some groups of adults were more likely to experience abuse and the term vulnerable adult was used as a definition of the groups potentially at greater risk. Although there has been a shift to try to better understand the term vulnerable adult The Association of Directors of Social Care (2005) wrote in their policy framework document they include adults with physical, sensory and mental impairments and learning disabilities(p.4) they continue.. when an adult in this group is experiencing abuse or neglect this will have a significant impact on their independence, health and wellbeing.(ADSS,2005,p.4).Yet I would argue anyone who experiences abuse or neglect, there would be significant impact on their health and well being and we should be striving to ensure all individuals safety. Martin(REFERENCE) also suggests that this link with safeguarding and vulnerability and illustrates this well. Often the link with safeguarding and vulnerable adults, is with specific groups of individuals people with disabilities, older adults etc. increasing the stereotypical view of groups and so increasing discrimination and oppression(Williams,2006). Whilst t he shift in policy documents is from protection to safeguarding vulnerability and its use is still debated. In October 2008 the Government launched a review of the No Secrets guidance. This guidance originally came in, in an attempt to give guidance to local agencies who have a responsibility to investigate and take action when a vulnerable adult is believed to be suffering abuse.(DOH,2000 p.7) It was intended to utilise good practice locally and nationally and offer a structure for the improvement of inter-agency policies, procedures and joint protocols. There are a range of barriers which impede good interagency working Different core functions; cultures and practices between agencies; lack of clarity in lines of authority and decision-making; historical or current rivalries between agencies; different and conflicting social policy or legislation; lack of clarity about why agencies are involved and poor communication (Edwards et al, 2009).The repeated missed opportunities of inter agency working have resulted in disastrous outcomes for many individuals, despite the repeated findings of investigations(Flynn,2007;Bichard Report 2004;Lord Laming Report, 2009), inter agency working has been a constant blight in social welfare. As a practitioner I acutely aware of the challenges and the importance of partnership working, as well as the devastating impact resulting in deaths and shattered lives if we fail in this arena. Some consider that there is a lack of legislation which directly covers safeguarding adults(Action on Elder Abuse,2009 and The Law Society,2009). In an article in Community Care (July,2009) Despite legislative reform being highlighted as a key area by respondents of the No Secrets review the Government have failed to implement specific legislation regarding safeguarding and the protection of adults. Some would argue there is a growing need for specific legislation regarding safeguarding. The recent report from Action on Elder Abuse(2009) to the consultation review of No Secrets(DOH,2000) there was an overwhelming request for legislation specific to safeguarding. Whilst others feel there is a lesser need than in childrens legislation, which is specific about statutory duties and responsibilities of local authorities regarding safeguarding, another arm of the debate is there have been missed opportunities to link and use current legislation effectively(Pritchard,2008). Legislative reform has universally followed from child protection and child safeguarding. In recent years, the government has taken steps to progressively tighten up the law in this area. The law in this area has often been introduced as a reaction to events and as a result is viewed by some to lack coherence(The Law Society, 2009). Recent changes have occurred in order to address some of the gaps perceived. The recent introduction of the Safeguarding Vulnerable Groups Act 2006 is an example of legislative change that was a direct result of the murders of Holly Wells and Jessica Chapman. The perpetrator, Ian Huntley had a history of contact with police but a catalogue of system wide communication errors and intelligence sharing errors were identified (Bichard,2004).But as with any system, it is only as good as those who use it, and often investigations find it is not the procedure or system but those who use it who are at fault. Sir Michael Bichard(2004) who headed the inquiry into t he Soham murders stated there were flaws in the system for creating records as well as the guidance and training offered to those inputting and deleting information. Cornwall hit the headlines with the case of Steven Hoskin who was murdered in 2006.Flynn(2008) described systemic failures of agencies to recognise Steven Hoskin as vulnerable adult and share information for a co-ordinated approach of intervention. In 2006 the government introduced the Safeguarding Vulnerable Groups Act 2006, which laid the foundation for the new Independent Safeguarding Authority, which has enabled the introduction of the vetting and barring scheme(H.M Government, 2006). The new vetting and barring scheme may to some extent be rendered ineffective as a result of the recent expansion of the European Union. Unrestricted working rights means a more mobile workforce and for some there are no formal procedures to require notification or registration of matters occurring in individuals home countries, that would have required notification to the Independent Safeguarding Authority had they occurred in the UK(Soret,2009). In Scotland in 2007 specific legislation was introduced but this is still yet to be proved as improving safeguarding. Some professionals in Scotland believe there are still those dilemmas about rights and risks(REFERENCE) that some in England feel would be addressed with legislation. Interestingly it isnt just the professionals that feel the legislative changes dont go far enough. Advocacy groups such as Action on Elder Abuse and The National Autistic Society are just two of the organisations calling for tighter legislation on safeguarding. Action on Elder Abuse refers to some key issues regarding the No Secrets review regarding timescales; sharing information; key responsibilities and recognition of some of the complexities and circumstances surrounding abuse and call for a system which recognised these complexities(REFERENCE). The newest dimension to safeguarding adults has been the eruption of personalisation. Duffy and Gillespie(2009) maintain that personalisation will make people safer. They maintain by strengthening citizenship and reducing social isolation will reduce risk and by empowering people to take control of their lives enables people to increase their resilience. Personalisation also challenges the cultural and structural concepts, particularly misconceptions of groups of individuals such as people with learning disabilities. Rather than maintaining the medical model of disability where it is perceived a person with a learning disability has difficulties simply because of their cognitive functioning, it highlights the social model of disability where a persons needs are not well catered for by societal structures(William, 2006). This is probably the area which is currently leading to much debate and discussion particularly in the area of support for adults with learning disabilities as this is where the ethos of self directed support was born(REFERENCE).There are numerous arguments currently being circulated regarding the perceived risks of individuals and families being in control of their service provision in whatever format they choose(REFERENCE) and the decisions people can make regarding checking and therefore reducing the influence and control from statutory servicers. I believe that the current tension is borne out of a misrepresentation of personalisation. Fitzgerald(2009) cited in Community Care magazine(2009) that personalisation has been viewed simply as cash for care, rather than from the principle of seeking to ensure that an individual is in control of their life, as much as anyone can be. This coupled with the view that safeguarding and personalisation are opposing viewpoints is causing the dilemmas of personalisation. The narrow focus on cash for care models is preventing the much wider debate about citizenship rights in the context of social and health care. Consequently, we must start from the premise that any support package or service must be as safe as possible, constructed with a full understanding of the nature of abuse, its dynamics, and the factors that may give rise to it. That is not the same as removing risk, because to do so would make living impossible. If we are committed to safeguarding then risk reduction is vital. We must refrain from individualistic concepts of risk through the notion of vulnerability. Instead of focusing solely on the protection of vulnerable individuals, we must see beyond vulnerability and aim to eliminate conditions that create risk. Interventions should be enabling and widespread, targeting social processes that are responsible for the creation of risk(REFERENCE). The focus on impairment as the main risk factor to abuse entails elements of a medical model approach to disability. This is too narrow a focus, but an ecological approach, takes into account both the individual and social causes of risk and of the interactions between them. Social model researchers and practitioners suggest that the safest way of protecting people with learning disabilities is to enable them to increase their self determination(McCarthy, 1999; McCarthy and Thompson, 1996; Hingsburger,1995). Self determination is shaped through s ocial interactions and citizenship providing a tool for identifying areas for effective risk prevention interventions. We need to be clear that rights to choice and control are not irreconcilable with a right to protection. After all each citizen has rights, choices and control and equally have recourse within the law should protection be required. It is perilous to imply that safeguarding and personalisation are opposed or in conflict. People cannot organise their own care and support, or accept such care and support, if they do not feel safe and consequently a personalisation approach must have safeguarding as an integral part of its operation. Not because a person is classified as vulnerable, or because a person requires community care services, or has a learning disability but because ethically and morally for the sake of social justice it is the right thing to do.

The Childcare Act 2006 in Early Years Education

The Childcare Act 2006 in Early Years Education Unit 3: Building Positive Relationships Every child deserves a good start in life and support to fulfil their potential. Children develop quickly in the early years. A secure, safe and happy childhood is important in its own right. High quality early and pre-school learning, together, provide the foundation children need to make the most of their abilities and talents as they grow up. Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations in order to remain registered. The Childcare Act 2006 provides for the Early Years Foundation Stage Learning and development requirements to comprise 3 elements: The early learning goals. The educational programmes the matters, skills and processes which are required to be taught to young children. The assessment arrangements for assessing young children to ascertain their achievements. The requirements laid down must be delivered by the child care provider with no exceptions. Document published by the Department for Education on 27 March 20012 states that â€Å"there are seven areas of learning and development that must shape educational programmes in early years settings†. Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. Physical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wide range of reading materials – books, poems, and other written materials, to ignite their interest. Mathematics involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive arts and design involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Parents and carers play an important role in assisting children to build self-respect, and then through the childs personal understanding of that experience develop the values and skills needed to express respect to others. This interactional process becomes a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and reinforcement, thus building further self-respect and further facilitating the capacity to demonstrate respect for others. Of course the counter to that occurs when a child experiences continuous disrespect, fails to build healthy self-respect, and then responds to those destructive and negative feelings by treating others in similarly disrespectful ways. It is important that children learn about other people’s feelings and that we show them how we behave in society and to except all walks of life. We could help them to do this by having resources that show the different types of people. For example wheelchair users, people who are hard of hearing and other disabilities etc. You could also celebrate festivals from different cultures or religion. It is good to read the children stories about friendships and display posters that shoe diversity. Showing a child praise when they behave in a socially acceptable manner will give them more confidence and make them feel respected themselves. Introducing a child to their own culture, traditions, and heritage helps the child valuing themselves and then others. Researchers (for example, Brown, 2008; Hughes et al., 2006) consistently find that young people from minority groups have better life outcomes when they develop a sense of pride in their own heritage and culture. As parents, we can cultivate this strength by helping our children participate in meaningful activities and rituals, spend time with others who share their culture or tradition, or use their native or first language. It also comes from having positive messages and role models in the media and culture that reinforce the value of one’s heritage, culture, and identity. If I was caring for a group of children from diverse cultural or ethnic backgrounds I would encourage them to explore their heritage and make it an educational project for the whole group. By making the approach inclusive rather than exclusive it would foster a greater understanding of cultural differences and backgrounds amongst all the children. For example: each week could be devoted to an individual child’s particular background with that child encouraged to explore and learn about their culture (traditions, religion, celebrations, food, history) – the depth of research being determined by the child’s age. The child could make a presentation to the group and be encouraged to find photos and other items to help present their culture. The child could possibly be encouraged to bring a family member with them to help with their presentation (if possible). The other children in the group would engage with the activity by making their own posters, drawings and deco rations with the theme of the culture being presented. This activity would carry on for several weeks depending on the size of the group. As an alternative, if the group was not primarily multi-cultural the above plan could still be used with a cultural theme being decided on in advance and the children being encouraged to learn about the culture and share their findings with the group. Consistency in parenthood and for children is having the rules, routines and expectations the same over the course of time. This helps the child better understand rules and discipline, and it helps the childs world stay predictable and allows it to be a less confusing situation. Consistency helps children learn to be accountable for their actions. Consistency is extremely important because children need set limits. When a child is allowed to do things and then reprimanded it is confusing to them. These children will push limits of adults while thinking it is okay to do so. Consistency will help the child to understand what is tolerable and what is not. What is acceptable and what is unacceptable. Being fair is only right. Children should be taught that for every action there is a consequence. It is also important for these children to help set the guidelines for what is a consequence. This should be done before the consequence is needed, not the moment of. Positive reinforcement allows for the children to continue to have appropriate actions and become intrinsically motivated to do these actions. Positive reinforcement should be reduced over time otherwise the children will always seek the reinforcement instead of just doing the good deed in itself. With negative behaviour it is important that you always give a reason for when you say no. The child will then know that it is not safe to cross the street because they might get hurt, or it is not safe to stand on the table because they might fall. If a child is given a reason for negative behaviour it is usually understood better and therefore will likely not happen again. And if you must give a child a limit follow through, or it will not work again the next time. The child will then push your limits and try to again get off of the hook. In my opinion quiet time is a perfect time for children to just sit quietly and calm down and it helps you to simply get on with your work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when you simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not to be confused with the naughty spot or naughty chair. There is a different negative feeling to being on the naughty spot, than there is to having quiet time. The naughty chair implies that the child is naughty, which is of course negative and unhelpful. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way you are far more likely to end unwanted behaviour rather than temporarily distracted a child from it. Another good strategy is to acknowledge and praise good behaviour and mature interactions with others, rather than only acknowledging bad behaviour and aggression. Often, a child will engage in bad behaviour, including fighting with others, in order to gain the attention of nearby adults. Only paying attention to negative behaviour reinforces the idea that negative behaviour gets results. Conflict between children and adults or between children can be very distressing. In child care settings conflict is very common for children having trouble with an adult authority. Over the years many behavioural theorists debated whether conflict has a positive or negative impact on child development. Some of them felt that conflict is a natural part of life. Others viewed conflict as a negative occurrence instead of being accepted as part of being human. Research carried out by Dennis, Colwell and Lindsey from the Texas Tech University found that there are gender differences between children identifying areas of conflict. The girls tended to have more conflict with their peers over the things that had been said displaying a child to child conflict, whereas the boys manifested themselves in the form of disobeying the teacher. Research supports work of Vygotsky who find that â€Å"†¦ conflict provides for a learning experience for children when they have correct modelling or â€Å"scaffolding† from adults† (Travick-Smith, 2003,p54). The research showed that there were certainly gender differences, with girls’ conflicts arising from reaction to â€Å"words† and boys’ conflicts with â€Å"actions†. Among the many tasks of early childhood, two stand out: to communicate needs in a respectful way to other children and to listen with respect to the ideas of others. These areas of learning are important to all young children, but especially to those who participate in group settings away from home – preschool and child care programmes, playgroups, or summer camps. With the support of knowledgeable adults, children are able to learn the skills necessary for effective communication within peer groups. As children learn to be together in a group, they will inevitably experience conflict with another child. Many adults find conflict among children frustrating and feel uncertain about how to be helpful. However, when adults are thoughtful and skilled in their approach to classroom conflict, children benefit. Conflict resolution is an important foundation for future growth and learning.   References Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. Runcorn: Department for Education. Riddall-Leech, S. (2010) Home-Based Childcare, Oxford, Pearson Publ Oxford Heinemann. Statutory Framework for the Early Years Foundation Stage (July 2006) the Child care act 2006. Tassoni, P. Beith, K. Bulman, K. Eldridge, H. (2007) Child Care and Education. Publ. Heinemann.

Teenage Humor :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Teenage humour is unlike adult humour. Teenagers laugh at â€Å"Toilet† humour while adults laugh at â€Å"Civilized† humour. Therefore considering that teenagers laugh at the opposite of what adults do, we need to define the reasons why teenage and adult humour is so different.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that teenage humour is sex oriented. I took a survey of ten teenagers to see what they believed was humorous. Trisha Lindsay believes that embarrassing moments are hilarious. Dustin Lockhart, Nadia Korfitsen, David Webster, Rick Fawcus, Kristi Webster, and myself believe that sex or sexual suggestions are humorous. Renita Manj and Ashlee Green believe that people who act idiotically or hurt themselves on a regular basis are hilarious. I believe that from this survey I have proved to you that most teenagers believe that sexual suggestions are the most funny in our generation.   Ã‚  Ã‚  Ã‚  Ã‚  The television programs that most teenagers watch are The Simpson’s, Friends, and That 70’s show. The Simpson’s is a program that is aired on Fox and it is a cartoon. The Simpson’s is about a middle-aged man named Homer. He is a dumb-founded idiot that works at a nuclear power plant. We laugh at him because he makes so many mistakes even if they are the easiest task. Bart is a ten year old kid who gets into trouble more then once a day. He gets into trouble at school and even when he is walking down the street to go home. He is like an average ten year old kid that likes to get into mischief. Bart is just a trouble maker that doesn‘t know when to behave himself. His sister Lisa is a straight â€Å"A† student that is on the Honour Roll, and plays the saxophone in the school Band. Every little girl would like to be Lisa because she is very mature for an eight year old. Marge is the mother of both Bart and Lisa. She is a homem aker and isn’t very funny. Bart and Homer are the prime targets for funniness in this series.   Ã‚  Ã‚  Ã‚  Ã‚  That 70’s show is the second example of a television show that teenagers find amusing. Adults find this amusing as well because they can relate to the subject. This show is about the 70’s obviously. It is how our parents use to be. I believe this is one reason why teenagers find this television show amusing. The cast of the 70’s show involves Kitty and Red who are Eric’s parents.

Human Gene Therapy :: Biology Genetics Essays

Human Gene Therapy Everybody carries about half a dozen defective genes. Many don't know this, unless someone they know is affected by a genetic disorder.(1) The genetics of many diseases are passed from one generation to the next by inheriting a single gene, such as Huntington's disease. Many other diseases and traits are influenced by a collection of genes.(4) About one in ten people has, or will develop, an inherited genetic disorder. Approximately 2,800 specific conditions are known to be caused by defects, or mutations, in just one gene. Most of us don't suffer any harmful effects from our defective genes because we carry two copies of nearly all genes. In most cases one normal gene is enough to avoid all the symptoms of disease. If the affected gene is recessive, and we inherit two copies of the gene, the disease will develop. If the affected gene is dominant, only one copy is enough produce the disease. There are also X-chromsome linked genetic diseases.(1) A potential approach to the treatment of genetic disorders in humans is gene therapy. Gene therapy is the delivery of a correct version of a mutated gene to a cell, where its expression will produce the normal protein and restore normal cellular function. The mutated gene must be delivered to the nucleus of the cell.(2) There are essentially two forms of gene therapy, somatic gene therapy and germline gene therapy. Somatic gene therapy involves the manipulation of gene expression in cells that will be corrective to the patient but not inherited by the next generation.(4) Germline gene therapy involves the replacement of defective genes in the germline cells, which contribute to the genetic heritage of the offspring. It has the potential to affect not only the individual being treated, but also his or her children. Germline therapy would change the genetic pool of the entire human species, and future generations would have to live with that change. It is not likely germline therapy will be tried on humans in the near future due to ethical problems and technical difficulties.(1) In vivo gene transfer is the introduction of genes to cells at the site at which they are found in the body. Ex vivo gene transfer is the transfer of genes into viable cells that have been temporarily removed from the patient and are then returned following treatment.(6) Foreign DNA can be injected into the cell, or its entry can be facilitated by various chemical or electronic ways, but these methods aren't very efficient.

Journalism Debate Paper Topic: Face book Essay

The word â€Å"media† is often characterized as form of communication, which can be sort as television, television, radio, and newspaper. Its primary purpose is to provide essential information about the latest happening around the community, which will supplement interest of the public as a part of the society. For the longest the important role of media for the people can be cited as the protector of the over all interest of the public with its popular tagline as the watch dog of the society. (Tech Terms) For long period of existence media is a part of the society, which its importance and application had encounter evolution that enhances its power to assist people. In modern time where the ways of living is said to be changing from old to modern the use of media in the society had added its application as a socializing tool to enforce better links for the people. With modern technology allows the media to be a socializing tool for the public via internet social networking. One of the better exemplar of this internet social networking is the facebook, which is design for socialization application in the internet. Although, it can be argued whether the internet enhances or not process of strong community bond. Nevertheless, it is clear that internet makes new possible connection, which provides people a different way of to socialize and be connected by means of social networking sites. (Journal of Computer-Mediated Communication) This paper will explore the facts about the importance and role of media in the society as socializing tool, which has the profound ability to bring the people together and improve the socializing process of the people by means of internet media social networking like the facebook. Therefore, this paper will determine media as a primary source of information in the society as a major contributor to improve the socializing process of the society. Furthermore, this paper will establish social networking is unifying force in our society, brings us together through internet social networking. I Argue that media’s internet social networking is effective as a unifying force for the society in which brings together the people. With its full potential to make a link to people from different countries all over the world, media as social networking is definitely a unifying force, which has the ability to unite the society and the people globally. Also, I argue that social networking does not distract the moral value of socializing and its importance in the community. Rather social networking is tool that provides an accessible way to socialize people online, which can lead to personal socialization depends exchange of information. Media’s social networking is tool in which people can use to socialize without any discrimination on races and culture as person the person is familiar with computer operating procedure is concern social networking is accessible for everyone. I argue that social networking will be classified as a distraction to the real duties of civic life – because it has its own characteristics of society as the online community, which online base community where group of people with same goals and interests exchange information using web tools. (Web Strategist) Therefore, social networking does not distract community socializing in real life rather it broadens the process socializing to unify people together and be connected globally. In present time, countries from all around the globe are now globally connected By means of modern technology the internet, with this international relation of people is achievable by means of internet connection under the social networking or better known as the online community. Social networking or online community is a socializing tool in which the act of socializing is based online. Social networking was designed to provide the people an easy way to socialize with the use of online internet. Therefore, people from all around the world were able to get friend and meet other people from other countries in different races. The â€Å"facebook† is a perfect model of an effective social networking site. As a social networking site, face book was designed by a by two sophomore student in Harvard University namely Mark Zuckerberg and Chris Hughes in February 2004. One year after its groundwork in 2004, facebook already gather 12. million users from 2,000 colleges and universities (Ncaa. org). As a social networking site facebook is more popular among students from college and high school. At present time facebook site now have more than 70 million active users from the – Untied States, United Kingdom and from countries around the world. Facebook is now the 2nd most-trafficked social media site in the world with More than 65 billion page views per month (Facebook). The Data shows that face book is an effective social networking, which the people are using it socialize. Just like any other social networking sites, facebook offers its user to socialize globally in able to meet new people as sign of socializing. Also, the site of facebook is characterized as an online community in which its users are from all around the world. Facebook data show that 45 percent of users return to the site each day and More than 6 million active user groups on the site. Aside from socializing the applications of facebook are used by its user as a site where they can share their photo in which more than 14 million photos uploaded daily in the site. Nevertheless, the most important fact about facebook is that people spend an average of 25 minutes only on the site daily. With these facts about the user’s statistics of facebook, it is clear to say that facebook as media social networking does not take away the essence of civic socializing rather it improves and broaden the social capabilities of the community. With the fact that people uses facebook as an alternative connection to – socialize, gather and share information, it is clear that media social networking sites are made to unite the people. Furthermore, statistics shows that people spend an average of 25 minutes only on the site daily is a clear indication that social networking does not distract the real duties of civic life instead provides the people better way to socialize. In the end, it is determined that media serves as a unifying force in the community in which it brings the people together. Media as social networking tool does not distract the essence of civic socializing instead it improves the way people socialize by means of social networking sites. Facebook as a social networking is site that does not distract or take away the real duties of civic life in terms of socializing instead it enhances the process of socializing, which brings the people together. Works Cited Tech Terms (2008), Definition of Media: TechTerms. com: Retrieved April 16, 2008 from http://www. techterms. com/definition/media Journal of Computer-Mediated Communication (2007) The Benefits of Face book â€Å"Friends:† Social Capital and College Students’ Use of Online Social Network Sites: Retrieved April 16, 2008 from http://jcmc. indiana. edu/vol12/issue4/ellison. html Web Strategist (n. d) Defining the Term â€Å"Online Community†: Retrieved April 16, 2008 from http://www. web-strategist. com/blog/2007/12/28/defining-the-term-community/ NCAA. org (n,d), Cyber Communities: Retrieved April 16, 2008 from http://www. ncaa. org/sportsmanship/social_networking_ppt. pdf Facebook (2008) Press Room: Retrieved April 16, 2008 from http://www. facebook. com/press/info. php? statistics

Legal Compliance in the Distribution of Software Applications

Software piracy is a rising problem not only in the United States, but around the world. In 1993 worldwide software piracy cost 12. 5 billion dollars to the software industry, with a loss of 2. 2 billion dollars in the United States alone. Estimates show that over 40 percent of U. S. software company revenues are generated overseas, yet nearly 85 percent of the software industry's piracy losses occurred outside of the United States borders. The Software Publishers Association indicated that approximately 35 percent of the business software in the United States were obtained illegally, which 30 percent of the piracy occurs in corporate settings. In a corporate setting or business, every computer must have its own set of original software and the appropriate number of manuals. It is illegal for a corporation or business to purchase a single set of original software and than load that software onto more than one computer, or lend, copy or distribute software for any reason without the prior written consent of the software manufacturer. Many software managers are concerned with the legal compliance, along with asset management and costs at their organizations. Many firms involve their legal departments and human resources in regards to software distribution and licensing. In 1974, Congress created the Natural Commission on New Technological Uses (CONTU) to investigate whether the evolving computer technology field outpaced the existing copyright laws and also to determine the extent of copyright protection for computer programs. CONTU concluded that while copyright protection should extend beyond the literal source code of a computer program, evolving case law should determine the extent of protection. The commission also felt that copyright was the best alternative among existing intellectual property protective mechanisms, and CONTU rejected trade secret and patents as viable protective mechanisms. The CONTU report resulted in the 1980 Computer Software Act, and the report acts as informal legislative history to aid the courts in interpreting the Act. In 1980 The Copyright Act was amended to explicitly include computer programs. Title 17 to the United States Code states that it is illegal to make or to distribute copies of copyrighted material without authorization, except for the users right to make a single backup copy for archival purposes. Any written material (including computer programs) fixed in a tangible form is considered copyrighted without any additional action on the part of the author. Therefore, it is not necessary that a copy of the software program be deposited with the Copyright Office in Washington, D. C. for the program to be protected as copyrighted. With that in mind then a copyright is a property right only. In order to prevent anyone from selling your software programs, you must ask a federal court to stop that person by an injunction and to give you damages for the injury they have done to you by selling the program.