Unethical Computer Issues - 1912 Words

Unethical Computer Issues Computer Ethics Professor December 11, 2011 Computers have made our lives easier, and as technology rapidly advances, people are using computers, mobile devices and the internet to do everything from work related projects to managing financial transactions and accounts online. While technology has made our lives more convenient than ever before, cyber crime, in various forms, has become one of our biggest concerns. It is a crime to misuse another person s whether personal or financial information, without their consent, for fraudulent activities. Information such as social security numbers, credit history, and PIN numbers is often acquired through the unlawful access to information from government and†¦show more content†¦Second, most state statutes require that the person committing the crime be present in the state when the crime was committed. Computer hacking is one of those crimes where the criminal is most often in a different state. It is just as difficult to go after the hacker in civil court and poses similar problems including determining who performed the hacking, obtaining a jurisdiction over that person in your state and finding a defendant with any assets to pursue. (Gibson, 2008) So how does a company or individual protect against hackers? According to an article on Information Week, the answer lies in designing safer software. Products already exist that help software developer’s scan code for common errors. New products are coming that let enterprises lock down code that s been tested and certified, preventing any subsequent insertions without multiple authorizers approval. (Clarke amp; Zeichner, 2004) The article goes on to explain other protections that risk managers must integrate IT security across major corporate functions. Human resources, business continuity, and operations don t generally integrate but managing risk demands cooperation across these and other disciplines. Finally managing risk demands a long-term strategy. Success lies within business process as well as awareness,Show MoreRelatedEthical And Ethical Dilemmas Of An Ethical Culture That Can Prevent Unethical Behavior Essay1548 Words   |  7 PagesManagement’s role in creating an Ethical culture that can prevent unethical behavior 1 Management’s role in creating an Ethical culture that can prevent unethical behavior. Author: Lereiya Edmonson Martin Class: MGMT 630 In any organization, there are rules and regulations employees must follow for it to run smoothly. Therefore, this paper gives five types of ethical dilemmas that can occur in a work setting, and it will also help you understand ethical dilemmas managers faced when making aRead MoreComputer Ethics Awareness Among University Students Essay895 Words   |  4 PagesIntroduction 1.1 Background Computers are the core technology of our times and apparently, the most important technology to be invented and used by man . Without computers and computer networks, especially, the Internet, activities of most organizations, such as banks, schools, government agencies would simply grind to a halt. Modern societys dependence on the use of information technology, make it more vulnerable to computer malfunction caused by unreliable software and to computer misuse (Forrester andRead More Ethics in the Age of Information Essay example1474 Words   |  6 Pagesintroduced every day, we need to decide what we must consider ethical and unethical. We must consider all factors so that the use of the information readily available to many persons is not abused. Information technology will be the most fundamental area of ethical concern for business in the next decade (Houston 2). The most widely used tool of the information age is the computer, whether it be a PC or a network of computer sys tems. 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With the use of this ethical theory of act utilitarianism, it will be demonstrated that the amendment to to Rule 41 pertaining to electronic remote search and seizure of computer data is morall y and ethically unjustified. Firstly, the Fourth Amendment of the U.S. constitution is violated by the amendment to rule 41 which would eliminate the â€Å"Reasonable Expectation of Privacy† of citizens. Additionally, the amendment to ruleRead MoreCorporate Integrity : Rethinking Organizational Ethics, And Leadership937 Words   |  4 Pagesexposes various reasons which make leaders behave unethically. According to him, leaders are expected to lead by example since all subordinates have to follow what the leaders prospect. However, there are instances where these leaders behave in an unethical manner because of various reasons. As the author argues, it is clear for leaders with strong, virtuous values to act ethically because their values define their character. 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An example of this generational shift can be found when, in 1964, the Civil Rights Act ended segregation. It was brought about by a generation of youth that encompassed a social perspective that recognized segregation as unethical and unlawful. However, the concept of segregation was consideredRead MoreE-Commerce and Cybercrime 1515 Words   |  7 PagesGive several examples of security measures, and technologies you would use. Students’ answers will vary. However, some issues can be more policing, standard protocols, encryption, scrambling data, public and private key encryption methods, fire walls, secure network access, security monitors, virus defenses, security codes, backup files, biometrics controls, computer failure controls, fault tolerant systems, and disaster recovery planning. 2. 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Symbols in to Kill a Mockingbird/Bless Me Ultima Free Essays

Mockingbirds: The mockingbird is a symbol that is used to show the idea of innocence. A mockingbird brings nothing but good with its’ beautiful songs, so if you kill a mockingbird it is a sin because it is so innocent. Boo Radley is often connected to the mockingbird because he is innocent in his situation and it is wrong for people to assume bad things about him when they do not really know him, and he is slowly destroyed by the people of Maycomb throughout the book. We will write a custom essay sample on Symbols in to Kill a Mockingbird/Bless Me Ultima or any similar topic only for you Order Now The Mad Dog: Tim Johnson was a dog infected with rabies that needed to be put down. The dog is a symbol of racism in the novel. Racism is getting out of control (just like the dog), and it needs to be put to a stop. Atticus shoots the dog to put him down but racism is a harder challenge to try and defeat. Atticus has to do things he doesn’t want to, like killing a dog and facing the court room. Bless Me Ultima: Rudolfo Anaya Ultima’s Owl: Ultima’s owl represents Ultima’s life in animal form. Related article: Arguments Made in Take the Tortillas Out of Your Poetry The owl that sings to Antonio every night comforts him during his dreams. This is just like how whenever Ultima is around Antonio he feels at ease. When Tenorio kills the owl, Ultima soon dies after because her animal force was killed. The Virgin of Guadalupe: The statue in this novel represents forgiveness and understanding. Whenever Antonio feels troubled he turns to the statue. The statue accepts Antonios failures and always forgives. How to cite Symbols in to Kill a Mockingbird/Bless Me Ultima, Essay examples

Rte 2009 free essay sample

Knowing how to read is knowing how to walk. Knowing how to write is knowing how to ascend. Feet, arms, wings, all these are given to man by his first and most humble schoolbooks. 1 The Right to food, Right to Information, and Right to education are considered to be fundamental and crucial rights for social well-being. Education as we all know is one of the most powerful instrument for reducing poverty and inequality. It would also play an important role in improving Indias competitiveness in the global economy. So quality education will go a long way in bringing in economic and social development in India. The historic act the Right to Education (RTE) act was passed by Indian parliament on 4th August 2009 and the act came into force on April 1, 2010 with this India became one of the 135 countries to implement free and compulsory education for every child. Salient features of the act are: All children in the age group of 6 to 14 years will be given free and compulsory education. We will write a custom essay sample on Rte 2009 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Any time of academic year, a child can go to a school and demand hat this right is respected. Private educational institutions have to reserve 25% seats to the economically weaker children. The school needs to have certain minimum infrastructure facilities, teachers, etc. The government need to develop some policies for developing the backward schools as well. The state government should establish primary schools within walking distance of one km neighbourhood and at a distance of three km in case of VI to VIII class students. The Right to Education Act A history Just after the Indian constitution was framed after the independence, the article 45 stated that The state shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. The recent historical details of the Right to Education Act are as follows: In 2002 the 86th Constitutional Amendment was passed. In 2003, the first draft of the Right to Education bill was circulated for public review. In 2004, the second draft of the bill, drafted after consideration of the feedback to the first draft, was posted on the Education Department website. In June 2005, the Central Advisory Board of Education (CABE) committee drafted the ‘Right to Education Bill and submitted to the Ministry of Human Resource Development (MHRD). MHRD sent it to the National Advisory Council (NAC) where Mrs. Sonia Gandhi was the Chairperson. The NAC sent the Bill to the Prime Minister for his observation. In July 2006, the finance committee and planning commission rejected the Bill citing the lack of funds and a Model bill was sent to states for the making necessary arrangements. (Post-86th amendment, States had already cited lack of funds at State level) The States promptly sent the model bill back to the Centre citing lack of funds. The bill was virtually buried for two years. In February 2008, the Ministry of Human Resource Development circulated another draft of the bill. In August, the Union Cabinet referred the Right to Education Bill to the Group of Ministers (GoM), a high-powered group of ministers formed to look into operationalising the Fundamental Right to Education. On October 31, the Union Cabinet cleared a revised draft of the bill, as yet unreleased to the public. The GoM had passed on the draft to the Cabinet earlier that month. On December 15, the Right of Children to Free and Compulsory Education Bill was introduced in the Rajya Sabha and released to the public on the Rajya Sabha website. The Rajya Sabha referred the bill to the Department-related Parliamentary Standing Committee on Human Resource Development. 2009 On February 18, the Standing Committee released its report of recommendations and placed it before both the houses of Parliament, which were in session at the time. On February 26, the Parliament ended its budget session without passing the bill. On July 20, the Rajya Sabha passed the bill with minor changes to the 2008 draft bill. On August 4, the Lok Sabha passed the bill. On August 26, the President gave her assent to the bill. 2010 From 1 April, 2010 The Right of Children to Free and Compulsory Education Act 2009 came into existence with much fanfare and an address by Prime Minister Manmohan Singh. RESPONSIBILITIES ASSIGNED BY RTE A) STATE: * The state should ensure the availability of neighbourhood school for each and every child (within three years of commencement of the act). In cases of unavailability it is the duty of state to arrange transport facilities to the nearby school. * Ensuring the non enrolled children in the age group of 7-9 are enrolled to the programs in their neighbourhood schools within one year of commencement of the act. And the children who are in the age group of 9-12 at the time of commencement of the act should be enrolled to similar programs in the neighbourhood school, if available, in failing that to any other school to enable then to get admitted to an appropriate grade in the neighbourhood schools within three years of commencement of the Act. * Regular monitoring of enrolment, participation and attainment of success by every child . And also to make sure that the child completes the elementary education. * To ensure that economic, social, cultural, administrative, locational, linguistic, gender arriers prevents the children from getting the elementary education. * The state should enforce the government and aided schools to provide pre-school education or an alternative facility for the children of the age group of 6-9. B) CENTRAL GOVERNMENT: * To provide financial assistance to the State Governments in accordance of the pre decided formulae and frequent conversations for the implementation of this act. * To govern the performance of the appropriate bodies, there by developing a national frame work for the enactment of the act and enforcing quality norms for the training and qualifications of the primary school teachers. Provision of technical assistance for the promotion of innovations and advanced researches through proper authorities. C) LOCAL AUTHORITIES: * Maintain a record of the children below 14 years of age with special reference to weaker and disadvantaged sections. * Ensuring all the children in the age group of 6 to16 of the jurisdiction are enrolled to the nearby primary schools for the primary education. * Filling up the gaps of additional schools, teachers and other facilities. * Monitoring the overall implementation of the act. Plans referred under section 22 (1), (2) amp; (3) i. e. , to develop a School development plan for the schools under its territory for catering the preliminary education needs of the neighbourhood children. D) SCHOOLS: Responsib ility of Schools to provide Free and Compulsory Education Schools shall provide free and compulsory elementary education to children entitled under Section entitled under Section 3 to the extent and in the manner specified below: * State schools, except schools of specified categories, and fully aided schools to all admitted children. Aided schools, other than fully aided schools to at least such proportion of their admitted children. * State schools of specified categories, and unaided schools, to at least 25% children admitted to class 1 after the commencement of this Act, from among children belonging to weaker sections randomly selected by the school, and for the continued education of such hildren in the School thereafter till completion of elementary education or till they seek transfer from the school, whichever is earlier. * For every child admitted and educated in pursuance of (iii) of sub-clause (1), the appropriate government shall reimburse to the school at a rate equal to the per child expenditure in state schools/fully aided schools and state funded preschools, or the actual amount charged per student by such school, whichever is less, in such manner as may be prescribed. It shall be the duty of every school to supply to the appropriate government or to an authority designated by such government, su ch information as the appropriate government may direct to be furnished for the purposes of Section 5(3). * Prohibition of Screening Procedures and Capitation Fees No child or her family shall not be subjected to any screening procedure by a school while deciding about admission to the school at the elementary stage, nor shall the family be required to make any payment in the nature of capitation fee. Admission to Schools to be Generally done at the Commencement of the Academic Year but not to be Denied at Other Times Children shall be admitted to schools as far as possible at the commencement of the academic year, or within such period thereof as may be prescribed: * A child admitted later in the academic year, who has not come on transfer from another school, shall complete the class with the next batch of students, unless the school is of the opinion that the child has made sufficient progress in the remaining part of the academic year to merit promotion to the next class along w ith the regular batch of students. E) TEACHERS: * Regularly attend school for its full duration Transact and complete the curriculum in accordance with the principles laid down in clause 29, * Transact the curriculum in accordance with the time schedule, decided by the school, subject to general guidelines of the Competent Academic Authority, * Report every case of non-attendance to the parent or guardian concerned in the first instance, and in case it persists, to the SMC constituted under Section 22, * Regularly assess the learning level of each child, and to provide supplementary instruction needed by the child, * Regularly apprise every parent/guardian about the progress of learning and development of his child/ward studying in the school, and to also regularly report about such progress to the SMC, in such manner as may be prescribed, and * Perform such other functions as the appropriate government or the appointing authority may specify, consistent with the provisions of Section 20. Advantages ) â€Å"Tens of m illions of children will benefit from this initiative ensuring quality education with equity,† 2) Without India, the world cannot reach the Millennium Development Goal (MDG) of having every child complete primary school by 2015, which the UN has set. 3) It contains specific provisions for disadvantaged groups, such as child labourers, migrant children, children with special needs, or those who have a ‘disadvantage owing to social, cultural, economical, geographical, gender or such other factor. ‘Which many other countries who have adopted this policy don’t have. 4) The act will not only help reduce poverty but will also reduce the unemployment in our country, for which India is very well known. ) Especially states like Uttar Pradesh, Bihar, Rajasthan, Jharkhand are specially looked into under this act as they are doing very poor as far as education is considered and it is said that  this Act will change the educational landscape of these states and the cou ntry as a whole. 6) After the implementation of the rte act the centre is trying to bring in the later group of including the students of secondary level (9th and 10th) under this act. 7) The RTE has adopted a learning process which will be comprehensive, which will also include social skills as an important curriculum, therefore help children in their complete development. 8) The implementation will increase the countries status in the coming years with an increase in the HDI (Human Development Index). 9) The Right to education Act will make the country alluring for tourists and trade. Disadvantages There is a popular Sanskrit Sloka:-â€Å"Anna Chinta Chamatkara Katare Kavita Kutah† i. e. you cant read, write, think or enjoy poetry when you are hungry or when your stomach is empty. Families who are incapable of ensuring a minimum of 2 meals for their family would find it hard to accept this act. Those parents who can’t afford two meals a day for them and their kids cant think of RTE, as it doesnt have any relevance to them. A family who cannot satisfy their basic needs, how can they afford to send their children’s to school, therefore we suggest that the government should take an extra step of providing the children with at least two meals a day. The government has declared that parents who are unwilling to send their children to school will be punished, but What about those persons who are employing the minors in their homes? Even, the academicians who are shouting in the meetings have working minors in their homes. Who will punish them? Unless and until the educated segments of the society implement it in real sense, RTE will remain as a dream. The rte covers only children in the age group between 6 and 14, clearly excluding and violating the rights of the 0-6 and 14 to 18 year olds, these age groups are given no importance. The previous government activities which implemented schools in some rural areas have been ineffective and corruption-ridden. Many reputed NGO’s have been complaining that the act is not very well framed, and they feel the government should have consulted them before implementing the RTE; after all they were the people working for child welfare before the government involved themselves. States such as Uttar Pradesh which is well known for its corruption ridden state government has failed to implement the RTE Act; the centre should take appropriate action against state governments who fail to implement the act. The act should not be based on age group but on basic schooling. RTE IN NEWS Pre-school education may come under RTE ambit New Delhi, July 20, DHNS: The Centre is now seriously exploring ways to bring pre-school education under Right to Education Act to provide free and compulsory education to children between the age group of four and six. The move has been initiated following a recommendation made by National Advisory Council (NAC), headed by UPA chairperson Sonia Gandhi, which stressed that bringing pre-school education under the ambit of RTE Act would ensure continuity in the child’s education. A sub-group of Planning Commission set up to prepare the next five year plan on elementary education is examining the possibility of widening the reach of the RTE Act to include children between the age of four and six. Another sub-group of the Central Advisory Board of Education, set up by the HRD Ministry recently to examining the possibility of extending the law to cover secondary education up to class 10, will be asked to look into the inclusion of pre-school learning. Sources said that Prime Minister Manmohan Singh has directed that a final decision on increasing the ambit of the RTE should be taken by the end of July. The inclusion of children between the ages of four and six would mean reworking the ambit of the Ministry of women and child development, which is implementing a pre-school education programme for children below the age of six through its Integrated Child Development Schemes (ICDS). According to sources, the Ministry does not want to give up its pre-school education programme. It has already initiated efforts to strengthen its pre-school education programme across the country and has marked it as an important agenda item for discussion at a meeting with state ministers, which began here on Wednesday. However, the NAC has favoured a comprehensive national policy for early childhood and pre-school education underlining that the policy must identify and propose appropriate curricular modules, promote age-appropriate learning and develop pre-school teacher-training modules and mechanisms. REFERENCE: http://www. deccanherald. com/content/177898/pre-school-edn-may-come. html FAQs Significance of the act and what does it mean for India? The Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. This Act serves as a building block to ensure that every child has his or her right (as an entitlement) to get a quality elementary education, and that the State, with the help of families and communities, fulfils this obligation. Few countries in the world have such a national provision to ensure both free and child-centred, and friendly education. What is ‘Free and Compulsory Elementary Education? All children between the ages of 6 and 14 shall have the right to free and compulsory elementary education at a neighbourhood school. There is no direct (school fees) or indirect cost (uniforms, textbooks, mid-day meals, transportation) to be borne by the child or the parents to obtain elementary education. The government will provide schooling free-of-cost until a child’s elementary education is completed. How RTE is Useful? Despite of having many disadvantages there are various befits of having this act, which have been stated below: 1) Help to Poor Students:-Now, any student can claim for education with the provision of required facilities, what he needs is a little support of the government and some enthusiastic social workers. ) Expectations from Private Schools:-The Act also orders the Private schools to reserve 25 per cent seats for children from the weaker and disadvantaged sections which is an intelligent step which the government has taken. All the schools have been asked to admit such students without admission tests and other documental requisites. Also, the schools cant refuse the entry of students with reasons like late or early admission, full seats etc. 3) Financial Help from Government:-The Finance Commission has provided a sum of Rs 25,000 crore to the states for implementation of the Act. The education minister Mr. Sibbal has further announced that the government has full arrangements of the funds required for efficient implementation of the Act. Conclusion: All of us might be wondering, in an economy like ours, a democracy, a people’s economy, and a rapidly developing economy, would this act bring a change to our people, or would it remain a dream and fade away like all other acts which were previously implemented have due to the corruption ridden system in our country. Promises and rules should be kept and made, but only if one can keep them and abide by them. As far as the RTE act is concerned, it has been a turning point in the life of us Indians, despite of which section we come from, be it the lower middle or higher class, the proper and rightful implementation of this act will affect all of us positively. With the implementation of the act, every child will enjoy the right for primary education. With the enactment of this rule, the living conditions of people below the poverty line are expected to improve. Also Literacy in India has had a steady growth till independence. The literacy rate is expected to grow tremendously in the coming years which would lead to a decrease in child labour and increasing job opportunities through the education provided to them. Pratham a very well known NGO, known for helping the government in implementing the act, conducted a survey in around 14000 villages, covering an estimated 700000 children revealed that 96. 5% of all children in the age group of 6-14 have been enrolled into schools as per the act. A very important problem that has come to our notice is that the government is finding it difficult to find teaching staff for the schools, and are yet to discover ways to raise efficient faculties, the government should find ways to overcome this issue within the time frame allocated by them. Even though the government has given a start to this act, it is very essential to study and take every step from here onwards cautiously and with utmost care. RTE can be said as the seed towards a shining and developed India, free of poverty and unemployment. If implemented properly, India is sure to have a very bright future. 3REFERENCES: ELECTRONIC REF. :- 1- 2- 3- 4- 5- 6- 7- 8-

Stroop efect Essay Example

Stroop efect Essay Example Stroop efect Essay Stroop efect Essay Phonemic awareness The ability to hear and manipulate sounds in words Alphabetic principle (phonics) The ability to associate sounds with letters and use these sounds to form words Fluency with text The effortless, automatic ability to read words in text Understanding spoken language Vocabulary The ability to understand (receptive) and use (expressive) words to acquire and convey meaning Comprehension The complex cognitive process involved in the intentional use of text (or spoken language) to convey meaning Lexical/direct word recognition With/without semantics Read familiar words irregular words Phonological/indirect Read regular words nonsense words E. G. Eve, hoppled Models of skilled word recognition: Connectionist models Computational (mathematical) models of word-reading Implemented as computer simulations via neural networks All words are read by a single route that is sensitive to the statistical regularities between orthography (text) phonology (speech) Dual-route explanation of word frequency regularity effects The speed with which words can be named (from fastest to slowest) High frequency rods (like time) Are recognized quickly through the direct route (by sight) Low frequency regular words (like mint) Can be sounded out through the indirect route Low frequency irregular words (like pint) Cant be correctly sounded out using the indirect route Must be identified through the direct route, which is slower for less familiar words Onwards (like pint) Can only be pronounced through the indirect route Named most slowly both direct indirect routes must be explained Phases in learning to read Pre-alphabetic Partial alphabetic Full alphabetic Consolidated alphabetic (orthographic) Not strict stages of reading development Beginning readers may used a variety of strategies depending on the circumstances Can connect visual cues to word meanings Can read environmental print But cant read Coca cola, Stop etc. Would only see words within logos e. G. Partial alphabetic reading Uses cues based on letter-sound relationships Rehire Wile (1985) found: Children at this stage find it easier to learn phonologically plausible words: elephant easier than WAC IRK for giraffe, easier than WEB Full alphabetic reading LET for Readers use spelling-sound knowledge to sound out unfamiliar words b-a-t and d-o-g When readers use letter-sound rules to decode unfamiliar words They develop detailed representations of word sin lexicon Consolidated alphabetic Can use larger letter-sound patterns Chi-est. Vs.. Chi-e-s-t Can recognize morphological (meaning-based) units Help helpful unhelpful; beauty beautiful And common orthographical patterns -sigh, -sigh, -AAU, -ins, -deed, -Zion Shares (1995) Self-Teaching Hypothesis Sounding out words underpins fluent word recognition Provides a self-teaching mechanism for deciphering unfamiliar words Word recognition becomes consolidated after several repetitions (4 14 average; many more for poor reads) Item-based, rather than stage-based development Phonological deficit Double deficit Rapid automated naming (+ Phonological deficit) But letter naming is a useful predictor of early reading success Visual deficits/visual stress Cerebella deficit theory Difficulty in developing automatic Mango-cellular dysfunction Subtle auditory visual deficits Prerequisites of alphabetic literacy The ability to sound out unfamiliar words provides foundation for reading development Poor Onwards reading skills are sin qua non of reading disability In order to use spelling-to-sound information to sound out new words, beginning readers need: Spoken words can be thought of as sequences of sounds The same sounds occur in different words Letter knowledge Individual sounds (phonemes) can be represented by alphabetic letters Pre-requisit e skills Phonological awareness What is it? The ability to recognize manipulate sounds in spoken words The single most rueful advance in the science and pedagogy of reading (last) century How is it measured? Syllable phoneme counting/tapping How many sounds are in there in elephant? Rhyme production Tell me a word that rhymes with drink Phoneme deletion Say bed without the lb/ Which word starts with a different sound? Phonological awareness follows a developmental pattern Syllables pop-TA-to (kindergarten) Sub-syllabic units (pre-readers) Onset (initial consonants) Slip, slop, slap Rime (vowel later consonants) Bat cat Phonemic units (learning to read) Individual phonemes in words b-a-t

How to Write a Free Will Philosophy Essay

How to Write a Free Will Philosophy Essay Free Will Philosophy Essay Features of writing a philosophy essay on Free Will How to start writing Tips on how to start How to write an outline How to write a thesis for a philosophy essay on Free Will How to write an introduction Tips on how to write an introduction and thesis How to write body paragraphs Tips on body writing How to finish a philosophy essay on Free Will Tips on conclusion writing Tips on revision Sample Essay on Free Will Features of writing a philosophy essay on Free Will Writing about free will might seem easy but you may face a few challenges. First of all, for students who are not in the philosophy class, it would be vital to get familiar with the diverse schools of thought. As a writer, you must always have a position, especially when your essay is argumentative. Your position must always be substantiated by clearly elucidated points or arguments. As you will come to realize, philosophy papers require a lot of research so keep digging until you get arguments you find convincing. Ensure your paper is persuasive and that your readers will eventually either be forced to argue against your argument or will agree with your argument. How to start writing When you interact with accomplished writers, they will tell you to never be in a hurry when you want to start writing any paper or article. Additionally, they will caution you on how you start the writing process because it determines your grade. The first thing you need to know when you are writing an essay on Free Will is that it needs a lot of research. For you to determine your position and to develop persuasive arguments, you need to immerse yourself deeply in research. However, unlike what many students do, avoid the temptation of reading too much without making or taking relevant notes down. Therefore, make short notes while reading and especially any argument or point which you find convincing or relevant to your article. Remember also to develop an outline because it will make your work easier. Separate the sections (introduction, body, and conclusion) while you are creating the outline. Most importantly, however, determine your position. Tips on how to start Here are a few tips to help you start an essay on Free Will: Conduct extensive research. Take notes as you research. Develop a position or stance. Determine relevant arguments to help you write your essay. Develop or create an outline for your paper. How to write an outline Developing an outline is an important step in the writing process. Essentially, it contains the sections of your writing (introduction, body, and conclusion) and the points you will include in your paper. An outline should be thorough and contain all the points and arguments you wish to include in your paper. The thorough it will be, the better and easier it will be for you when you start creating your essay. However, remember it should be deeply grounded in research. So, below is a sample of an outline for an essay on Free Will. Introduction Define free will. History of free will. Thesis statement – free will does not equal free choice. Body First argument + evidence. Second argument + evidence. Third argument + evidence. The fourth argument – an opposing argument. Conclusion Restate your thesis. Enhance the argument by including something that will further the debate or discussion on Free Will. How to write a thesis for a philosophy essay on Free Will A thesis is simply your main point or argument. It includes your position and should be clearly written and included in the introduction. How to write an introduction The introduction indeed the most important section of your paper. This is because it is after reading your introduction that most writers will either be bored and quickly move on to something or will be highly interested and continue reading. Therefore, you need to start strongly and keep your readers yearning for more. Remember that your introduction should be brief and to the point. Accomplished writers will ask you to disclose enough to arouse your readers’ interest but make it brief to make them want and yearn for more. This tactic will keep them reading. Tips on how to write an introduction and thesis While writing the introduction and thesis, consider the following: Start with a hook, something to arouse the interest of your readers. Make it brief but with enough points. Include the thesis statement. Narrow the focus or scope of your thesis. How to write body paragraphs The body paragraphs mainly contain the supporting points or arguments. As stated earlier, the thesis statement contains your position or main argument. However, your paper will not be complete if it lacks supporting arguments or evidence to back up your thesis. The body section, therefore, is also another important piece in an essay. Each body paragraph must have a point that it is trying to communicate. Additionally, every point or argument must also be followed by ample supporting evidence. However, before you proceed to the conclusion (and this is mainly if you are writing an argumentative paper on Free Will), remember to include one last paragraph which elucidates further on the strongest argument against your position. Tips on body writing To write a perfect body, consider the following tips: Each paragraph must start with a topic sentence which holds the supporting argument. Every supporting argument must be followed by supporting sentences or ample evidence. Make use of transition words to show when you are moving from one point to another. Tie your points to the thesis statement and ensure they all help to further explain your position. Be thorough and always cite whenever you include information which is not original. For an argumentative essay, include an argument that is against your stance. How to finish a philosophy essay on Free Will When you are writing, the energy you start with must be coherent and be rationally and evenly distributed in your entire paper. Therefore, your conclusion must be as strong as your introduction and body. For a philosophy essay on Free Will, you will need to restate your position and also include the main points from your essay. However, instead of the clichà © ending, you can also include something like an anecdote to help further the discussion on free will. Tips on conclusion writing Consider the following tips while writing your conclusion: Restate your position or thesis statement. Mention the main points from your essay. Include an anecdote or a few sentences to help further the discussion on Free Will. Tips on revision Revising an essay simply entails the processes which help you to get a perfect essay. Accomplished writers will always stress this step because many students are usually in a hurry and often forget to revise their papers before they submit them. However, ensure that you always take this step seriously. Below are some tips to help you revise your paper the next time you write an essay: Read through your work several times after you have finished writing while making the necessary corrections. Ask a friend or a relative to read your work and to pinpoint any mistakes they might come across. Use some of the online revising tools to help you discover any mistakes you might have missed as you were proofreading. Philosophy Essay Sample: Free Will Almost every webpage or book written about free will seems to continue or further the various debates and disagreements brought by the term. All philosophers seem to want to say something regarding free will and each comment is always met with a certain response. However, one argument regarding the term always seems quite shallow to me. Often, you will hear some accomplished philosophers say that human beings do not have free will because God knows what we will do even before we do it. The simple fact that God is all-knowing and that he knows whichever choice we make means we are not free and are, therefore, not making any free choices as we would like to think. However, I believe this argument is irrelevant, and this is because of three things: knowing what happened, what happens, and what will happen does not necessarily equal to any interference; having a God who knows everything including our choices does not mean we are limited in the choices we make but that He knows what we wi ll choose in the future; God is also not limited to the past, present or the future and time is not in any way part of His being or nature. Free will is often defined as man’s innate ability to make equal or unrestricted choices. God knows all our choices, and this includes the ones we made, ones we are making, and the ones we will make. However, Him knowing these things is not equivalent to Him preventing or allowing some to happen. Every human being has an infinite number of options at every turn, but everyone always chooses among the ones he/she is familiar with. Unless in countries where dictatorship exists, my choice of an option is never restricted, but I always choose from a pool of options that I know of. However, the consequences or results are never affected, restricted or even impacted by God knowing the choice I will make. Him knowing never affects me. Additionally, God knowing also does not mean my choices are limited but that He knew beforehand what I would be up to today. God knew I would write this article, but I had the option of refusing to write it or even delegating it to someone else. My other options are still intact, and I am the one who decided to write the paper and Him knowing had nothing to do with the decision I made. My natural ability to choose or to make a choice is not affected and remains intact. I can choose to leave this article here and ask a friend to finish it for me. However, I am making a conscious choice to continue writing it. God knowing that I will write it or give it to a friend to finish has nothing to do with the choice I will make. Finally, a majority of the people with this notion believe that time is part of God’s nature or being. However, if the future like the present exists for God, then God is not part or does not exist in man’s time realm. Additionally, it means God is not restricted to the past, present, or the future. His being is everywhere hence our future choices are known to Him like our present choices are. Additionally, this only means that He knows what we, in our freedom, will choose come the time to make certain choices. This, however, does not take away our free will or our freedom to act or think as freely as we might like.

Depression Essay Example | Topics and Well Written Essays - 750 words - 3

Depression - Essay Example Secondly, females are more prone to depression than man and the ratio was worked out to be almost 1:2. There are several historical evidences indicates that the symptoms which are used to describes depression today were recognize in ancient times too. Even though there were wide understanding of depression and its symptoms till middle of nineteenth century there were little progress in terms of mechanistic aspect of depression. Than after people started gathering information regarding causes' of depression starting with Brain functioning, hormonal role, environmental influence and finally genetic basis of depression. Genetic composition of individual plays very important role in predisposition of depression. Epidemiological data indicates that there are almost 40%-50% cases have hereditary correlation with diseases condition and that is strong evidence to see depression as genetic disorder. Epidemiologic studies approximately show that around 40-50% of the depression caused is due to genetic reasons.(Sanders at al., 1999) This also leads to an understanding the depression highly heritable like several other common complex medical conditions like Type II diabetes, hypertension, asthma and certain cancers. But the study relating to depression has lead us to more confusion, since no certain genes have been yet discovered that confers to it. This process has been difficult since finding one gene responsible for causing depression is a complex phenomenon since a single gene will produce relatively small effect and would thus be very difficult to solve experimentally. It is also possible that different variants of genes are responsible to cause depression each family. (Nestler et al.,2002) The association of the location of TPH2 (Tryptophan hydroxylase) gene and the role of serotonin is being widely described and is also associated with depression. The TPH gene is responsible for depressive disorders and suicidal tendencies. The researchers have also indicated the role of the hydroxyindole acetic acids in Cerebrospinal fluid which is significant in suicidal tendencies. The location of serotonin transporter gene and the role of its polymorphism is significant is suicidal tendencies. (Kamrowska A., 2007). In 1999 Silber et al, studied the possible causes of greater depression among adolescent girls by examining variation in the influence of genetic and environmental risk factors among 182 prepubertal female, 237 prepubertal male, 314 pubertal female, and 171 pubertal male twin pairs. The patients were from the Virginia Twin Study of Adolescent Behavioral Development. The impact of life events on depression was particularly evident in the adolescent girls. The results clearly indicated that the increased heritability for depression in this group and its life long consistency clearly indicated that that it was largely mediated by genetic factors. The researchers could also perform model fitting which also showed that at least part of the liability to depression and to life events was linked to a common set of genes in the adolescent girls, and there was a notable developmental increase in the genetic variance for life events. The role of dysregulation of beta -serotonin (5-HT) neurotransmission is also known to be responsible for depression, anxiety disorders, bipolar disorder, autism etc. Although these conditions are treated with serotogenic drugs, the molecular mechanism by which 5-HT is involved in

Case study - knowledge management strategy Essay - 1

Case study - knowledge management strategy - Essay Example MOTO is a large car manufacturer and has underscored to streamline its operations to be environmentally user friendly. Thus, the objective of this proposal is to put forward the strategies pertaining to the knowledge management at MOTO. The strategies proposed would help the company and its employees to have a participatory approach in ensuring proper generation, processing, storage and disposal of knowledge. The strategy has been carefully formulated in relation to the objectives and the vision of the company. The key role of the proposed plan is to utilize and integrate the raw information from different spheres of the organization to aid its vision and key emphasis is on sustainable environmental management by MOTO. The raw information on environmental strategies from the staff comprising of different nationalities would be collected and scientifically analyzed using the proposed knowledge management system. The proposal also covers the peculiar measures to be taken so that the knowledge is stored and retrieved as per the requirements of the policy to be formulated. The market performance of the company, staff participation, their consensus, cost factor, time factor and the conceptual adherence with the key policies of the company are other key factors which have to be taken into consideration during the implementation process. The company’s responsibility towards the environment and the society is well documented and its mission would help shape the formulation process of the environmental policy. The technologies recommended for knowledge management within the environment of MOTO is thus environmental friendly and community oriented. Latest innovations in the knowledge management systems which uphold these values have been carefully selected. To formulate the strategy for the change process, it is important