Monday, March 16, 2020

The Fugitive Slave Act essays

The Fugitive Slave Act essays As the evolution of this report on Fugitive Slave Act goes into progression you will learn about what this act changed in the world we live in today. This report will help you understand what differences this Act bought forth to the nation in a whole. I will cover plenty of aspects to make up what the Fugitive Slave Act stood for. On January 29, 1850, the 70-year-old Clay presented a compromise. For eight months members of Congress, led by Clay, Daniel Webster, Senator from Massachusetts, and John C. Calhoun, senator from South Carolina, debated the compromise. With the help of Stephen Douglas, a young Democrat from Illinois, a series of bills that would make up the compromise were ushered through Congress. The Fugitive Slave Act was created in 1850 as a part of groups of laws. Those laws were in reference to the Compromise of 1850. It was created in the compromise that antislavery advocated to the gain of California to be as a free state. The group of laws that were created mandated the return of runaway slaves, regardless of where in the Union they might be situated at the time of their discovery or capture.(Foner)Along with the Kansas-Nebraska Act and the ratification of Kansas' admission for free statehood; this legislation is part of the chain of events which culminated in the American Civil War. The Kansas-Nebraska Act stated that slavery question would be decided by popular sovereignty. In addition, Fugitive Slave Act prohibited slave-trading in the District of Columbia and also required that the citizens be assistants in the recovery of fugitive slaves. It also denied a fugitive's right to a jury trial. Ironically, the passage of this law grew great resentment by the abolitionists. The abolitionists detested the law because majority of the Americans embraced the law. The reason this act was created to free slaves and make abolitionists resolve their differences and put an end to slavery. Even though it was ...

Saturday, February 29, 2020

Films of Alfred Hitchcock Essay Example | Topics and Well Written Essays - 1250 words

Films of Alfred Hitchcock - Essay Example In this paper, the focus lies on a 1960 Alfred Hitchcock film, Psycho where a theme comprising of violence, sex and phallic proxy will be discussed. This horror movie, which has won several awards, has continued to be listed among the best-produced films especially because of encompassing several themes. The story focuses on a secretary, Marion Crane, who together with the boyfriend has financial issues. The duo’s marriage plans are adversely affected by the huge debts they have to pay. When Crane meets Sam, the boyfriend, for lunch the latter tells the fiancà ©e that all the money they would get will have to pay the fast-accruing debt. Upon finishing the lunch, Crane goes back to the workplace where the boss instructs the secretary to deposit some $40,000 to the bank paid by a client for a service. Interestingly, Crane seeks permission to take the afternoon off, but plans to run away with the cash (Smith, p11). As noted with the other movies, there is hardly a film with a single theme; many have more than even two, and Psycho is no exception. Even though it has a number of these, this paper, as already indicated will primarily focus on sexuality, violence and phallic of proxy. When Crane decides to vanish with her employer’s money, the boss unfortunately, sees her. Consequently, this causes her to be nervous, and makes wrong decisions in the process. After overcoming the seemingly opposition fronted by a police officer who finds her asleep, Crane continues to a motel called Bates motel, belonging to a Mr. Norman Bates(Smith, p14). Up to that point, one can see several themes including that of symbolic economy. First, when Crane decided to steal the money, the financial pressure she was experiencing catalyzed the decision. It is not always that horror movies are used in relation to money-related issues, and especially in matter of debts. Yet, movies have a way of affecting people in a number of positive

Wednesday, February 12, 2020

Nursing Assignment Example | Topics and Well Written Essays - 500 words - 14

Nursing - Assignment Example The article did bring out the role of public health department in the health of the community. Some of the activities of the activities of these nurses to the community outlined in the article include control of communicable diseases, administration of immunization, prevention of chronic diseases, family planning awareness and provision of safe food and drinking water to persons affected (Carolyn & Karen, 2011). The article clearly outlines the ability and potentials possessed by these groups of health workers. Public health nurses in the community based in creates safety networking by with other community agencies, identify risks affecting the community and intervene to provide solutions where possible, provision of health education especially to vulnerable population, and identify the problem and provide solutions before the problem advances. The author brought out challenges facing these groups of workers in the course of delivering their services, which affects effectiveness and fulfillment of their role. Lack of job security and inadequate staffing emerged as the serious problems affecting them. The author’s conclusion on the issue of public health nurses indicate that there are adequate resources and facilities are provided for effective service delivery and effective utilization of resources (Carolyn & Karen, 2011). The article managed to bring out and clearly demonstrates the striking issues affecting public health nurses and the efforts instilled to solve these issues, imposition of cost effective systems for disease prevention and health improvement of the community’s health. Having knowledge and understanding about the community is significant for health nurses, since policy makers and health planners when dealing with matters affecting the community will use the information. Community involvement by these groups of persons in meeting their welfare and ensuring that the needs of the community are met is an issue to

Saturday, February 1, 2020

Internal Controls Essay Example | Topics and Well Written Essays - 250 words

Internal Controls - Essay Example The accounting function should be given to an individual who does not have the custody of the collections (Meigs & Meigs, 1993). There is a possibility of the head usher and the record keeper working together to under-report the collections made, with a sharing of the pocketed amounts. They can work together to undermine the system. If the head usher were to count the collection in front of the other ushers, it could serve as a counter-verification of the collections. But here again there is a possibility of the head usher working together with the other ushers to pocket some money. In fact the Rector of the Church should be present when the ushers gather together, give their separate collections to the head usher and then the total money is put together and counted. The installation of a surveillance camera in the basement room in secret, and another on the way down at a strategic point should be accomplished without anyone’s knowledge except for the Rector of the Church. Ano ther loophole is available because the Church asks all check contributors to make their checks payable to Cash. This amounts to giving a chance to anyone who pockets a check to cash the money without being detected.

Thursday, January 23, 2020

Moral of Washington Irvings The Legend of Sleepy Hollow Essay

Moral of Washington Irving's The Legend of Sleepy Hollow In Washington Irving’s short story â€Å"The Legend of Sleepy Hollow,† the conflict between Enlightenment and Romantic ideals is narrativized. Irving’s story is an exploration of the conflict between these two schools of thought. Irving uses his setting, his characters, and his â€Å"moral† (or lack thereof) to critique the Enlightenment. At first reading, â€Å"Sleepy Hollow† may seem no more than a dreamy folk tale. But when read in the context of the emerging resistance to Enlightenment thinking, it reveals itself to be a striking denunciation of the ideals of the Enlightenment. The Age of Enlightenment was characterized by the reign of reason. Enlightenment thinkers believed in the supremacy of reason above all other human faculties, and in the perfectibility of man and therefore society. Scientific understanding and the pursuit of knowledge were key pursuits in this time. Materialism was emphasized as an overt rejection of the superstition of the Middle Ages. The ideals of the Enlightenment were rationality, objectivism, and the â€Å"enlightened† society based on pragmatism. In â€Å"The Legend of Sleepy Hollow,† Irving uses all of the tools at his disposal as a storyteller to illustrate his criticism of Enlightenment ideals. First of all, he creates an atmosphere and a setting where reason is at a loss. Also, he uses the character of Ichabod Crane to embody Enlightenment principles, and then has this character become a figure of ridicule. Additionally, Irving uses his conclusion to poke fun at the Enlightenment idea of literature as being necessarily didactic. All of these elements come together to provide a thorough indictment of the Enlightenment. ... ...e. He then has the storyteller himself question the veracity of the story with his final line, â€Å"’I don’t believe one-half of it myself,’† which scorns not just the importance of a moral, but again questions the importance of truth and verifiability. While Irving may poke fun at the idea of a simplistic moral, a clear maxim that one can easily digest, he nevertheless infuses his work with a message. If any â€Å"moral† could be taken from â€Å"The Legend of Sleepy Hollow,† it is that there are some places where reason cannot guide us. The possibility of a place where reason and rationality are no longer useful is a direct and sharp critique of the ideals of the Enlightenment. Through his â€Å"tools of the trade† as a storyteller, Irving effectively denounces the limits of Enlightenment thinking, and opens the door for the possibilities of Romanticism and the Gothic.

Wednesday, January 15, 2020

System Security Criteria

Trusted Computer System Evaluation Criteria (TCSEC) is applied in classifying and evaluating the computer security in any given system especially where sensitive information is involved. For that reason any organization such as Medical Credential Company has to initially consider a few factors as well as meet security criteria as provided by TCSEC. There exists four divisions (D,C,B, and A) and C,B, and A are further divided into classes but in the context of this study, only classes C-2 (Controlled Access Protection) and B-3 (Security Domains) will be considered.By choosing Class C-2 means that the company opts for Discretionary Security Protection which is under Division C. class C-2 offers defense of the sensitive information/data ‘against and detection of user abuse of authority and direct probing’. Besides, class C-2 also protects the system form activities of non-users and users who may not be using malicious programs. Class C-2 employs security controls for all ob jects in the system which may be personal files and/or specific devices.Subsequently, an individual is supposed to identify and authenticate him/her –self before login into the system and after using a track record of what he/she has done is kept. Therefore Class C-2 puts emphasis on audit trail for evaluation purposes. For that reason, it calls for a selective method to record all events which have occurred and tools to examine the audit record (DoD, 1985). On the other hand, Class B-3 which falls under Mandatory Security Protection, Division B, puts emphasis on security domains in the system.Systems that conform to Class B-3 criteria enforce what Class C-2 criteria entails, discretionary security policies, and its policy. Therefore, Class B-3 is has more has security features compared to class C-2. Reason being substantial confidence is created that the computer system is protected against misuse techniques for instance human error, direct probing, and abuse of authority by users.In particular Class B-3 protects the system from intentional subversions of the computer security methods hence it is widely employed in addressing defense mechanisms against malicious programs. Besides, a computer system that meets security requirements for Class B3 entails security kernel which implements a reference monitor principle which lacks in Class C-2. Both of these classes entail security requirements -classified under policy, accountability, and assurance- aimed at regulating access to information.Security policy, marking, identification, and accountability specify what control measures that needs to be put in place to regulate access to information. Besides, assurance and continuous protection provides guidelines on how a person can obtain credible assurance that overall security is achieved in a trusted system but security requirements in the two classes differ (DoD, 1985; Nibaldi, 1979). Figure 1.Table of security requirements for classes C2 and B3. Legend: â⠂¬Å"x† -no requirement; â€Å"-† class has same requirements as the next lower class; â€Å"R†-class has extra requirement over the lower classes. NB: Adopted from DoD 5200. 28-STD The security requirements outlined in the above table are functionally-oriented and it is in order for the security manager of the company to consider employing security controls first.Considering the security criteria employed by Class B3, as a security manager in the company, it would be better to seek certification for Class B3. References DoD. (1985, December). DoD standard: Trusted Computer System Evaluation Criteria, DoD 5200. 28-STD. Retrieved August 22, 2010 from http://www. dynamoo. com/orange/fulltext. htm Nibaldi, G. H. (1979, November). Specification of A Trusted Computing Base, M79-228, AD-A108- 831 (TCB), MITRE Corp. , Bedford, Mass.

Tuesday, January 7, 2020

Dwecks Growth Mindset to Close the Achievement Gap

Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset — the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.