Solar Ice Maker Essay Example for Free

Solar Ice Maker Essay Solar Icemaker Up to 1000 pounds of ice per day! Low cost and reliable source of ice for situations requiring 25 to 1000 pounds of ice per day (12-450kg). Isaac is the acronym for Intermittent Solar Ammonia Absorption Cycle. Ammonia absorption refrigeration technology was developed in the 19th century and is still used in industrial applications. Energy Concepts has adopted this technology to a machine which uses the sun as the only energy output. The particular advances in the design and configuration have resulted in a low cost and reliable method of making significant quantities of ice in areas without electricity. How Isaac Works During the day the solar collector focuses the energy of the sun onto the ammonia generator in the collector trough. Solar heat distills pure ammonia vapor from the water-ammonia solution in the generator. The vapor condenses in the cooling coils and collects as liquid ammonia in the receiving tank in the evaporator. At the end of the day, the user switches three valves from the Day to Night position to allow the ammonia to evaporate in the ice compartment, providing the refrigeration to freeze the water. The resulting vapor is absorbed back in the generator. Critical to the operation of Isaac is a passive thermosyphon that operates in the Night mode to remove the heat from the generator and allow the ammonia vapor to absorb into the solution at lower pressure and temperature. At the beginning of the day, the operator harvests the ice from the ice trays, operates a drain sequence to remove traces of absorbent from the evaporator, and places the unit back into Day mode to begin the next cycle. The solar collector is re-aimed weekly to follow the seasonal movement of the sun. Occasionally the solar collector should be rinsed with water to remove dust. The primary effort involved in operating the Isaac is filling the ice trays with water in the evening and removing the ice each morning. The valve operation only adds a few seconds to the tasks.

Introduction to social work

Introduction to social work Compare, contrast and critically evaluate Crisis Intervention and Task-Centred Practice. Debate what you see as their effectiveness by outlining potential advantages and disadvantages and with reference to research regarding their effectiveness. The British Association of Social Workers (BASW) Code of Ethics (2002:1) states that; The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. In order to promote such social change and provide high quality professional practice, social workers utilise various theoretical frameworks and apply them appropriately in order to help service users in the best way they can. The intention of this essay is to discus the key features of the task-centred practice and crisis intervention approaches, both of which are widely used methods of social work practice. With reference to research, the effectiveness and limitations of these approaches will be analyzed by outlining potential advantages and disadvantages, and by demonstrating that although these approaches have different origins, they do have some common features. McColgan (2009:60) states that task-centred practice is; a popular method of intervention in social work practice. It does not depend on any complex theory, is down to earth, makes sense and is easy to understand in its application. Coulshed Orme (2006:156) believe that the task-centred approach, also known as brief therapy, short term or contract work is probably one of the most researched and commonly used approaches to problem solving in social work practice. Task-centred practice was developed out of research into effective social work practice by Reid and Shyne in 1969, who found that planned, short term intervention, was equally as or more effective than long term treatment. Task-centred practice originates within social work itself, rather than being borrowed from disciplines outside of social work, such as psychology and sociology. Indeed, Reid (1992) states that; task-centred casework rejects any specific psychological or sociological base for its methods and seeks to be eclectic and integrative (cited in Payne, 1997:97). At the time task-centred practice challenged the long-term psychodynamic theory behind social work which, according to Woods and Hollis (1990, cited in Cree and Myers 2008:90) expected problems to be deep rooted and to require intensive and long-term specialist input to address these difficulties, however Reid and Shyne disputed this approach in favour of proposed time-limited, structured and focused interventions to solve problems, which was a direct challenge to the models that encouraged those with problems to move at their own pace. Reid and Epstein (1972) suggest that the task-centred approach is beneficial for a variety of problems, including interpersonal, social relationship, organisational, role performance, decision making, resource based, emotional and psychological. Doel and Marsh (1992) and Reid and Epstein (1972) suggest that in order to apply effective task-centred practice to such problems, a framework should be adopted, which should firstly look at problem exploration. Doel (2002) states that the first phase should consist of problem scanning and identification in order to establish the services users perspective of the seriousness of the issues. The user should then be guided to prioritise the target problems and clarify their significance and define their desired outcomes or goals. Marsh and Doel (2005:72) suggest that the use of I want or we will is a guarantee of a statement which results in a goal being achieved, rather than using verbs such as need. Epstein and Brown (2002:155) recommend that a maximum of three problems should be worked with at any one time as Doel and Marsh (1992:31) point out too many selected problems will probably lead to confusion and dissipated effort. The selection of targeted problems should be governed by feasibility of achievement and in accordance with the partnership of the worker (Cree and Myers 2008:93). Doel and Marsh (1992) identify that making an agreement and agreeing a goal should be a written statement of what the user wants, based on how to directly alleviate the problem. The benefits of a written agreement could include that it is in the service users own words and can be referred to at a later date. However, Epstein and Brown (2002) argue that whilst this may be more necessary with mandated service users, a verbal agreement may be sufficient. It is important to remember that the communication skills of users must be taken into account, and that appropriate media must be used in accordance with the users abilities and skills. Addit ionally, a verbal agreement may be less frightening for the service user, or they may not be literate, so possibly a tape recording could be used. Healy (2005:121) suggests that the agreement should document the practicalities of the intervention, such as the duration, frequency and location of meetings in order for both the service user and the worker to be held accountable. Cree and Myers (2008:94) state that once the practicalities of the agreement have been established, identification of how to address the problems can begin via agreeing to a series of tasks that will contribute towards achieving the goals set out, that is, alleviation of the problem. Dole and Marsh (2005:36) outline that goals ideally should follow the SMART principle; specific, measurable, achievable, realistic and timely. Additionally, goals and tasks should be detailed and clarify who will do what, when, where and how and the service user should have a major influence in deciding on and carrying out the goal s and tasks (Cree and Myers 2008:94). In short, the goal should be the clients goal, agreed after detailed discussion with the worker about why it is desirable, how it can be achieved and how it is evident that it has been reached. The goal should be as clear as possible, within the capacity of the client to achieve and ethically acceptable to the practitioner. (Doel and Marsh, 1992:51) Task implementation addresses the methods for achieving the task(s), which should be negotiated with the service user, and according to Ford and Postle, (2000:55) should be; designed to enhance the problem solving skills of participantsit is important that tasks undertaken by clients involve elements of decision making and self-directionif the work goes well then they will progressively exercise more control over the implementation of tasks, ultimately enhancing their ability to resolve problems independently. According to Doel (2002:195) tasks should be carefully negotiated steps from the present problem to the future goal. Once tasks are set, it is important to review the problems as the intervention progresses in order to reassess that the tasks are still relevant to achieving the goals. Cree and Myers (2008:95) suggest that as circumstances can change, situations may be superseded by new problems. The workers role should be primarily to support the user in order to achieve their tasks and goals which may include providing information and resources, education and role-playing in order to handle difficult situations (ibid:95). The exit stage of the intervention should have been anticipated at the initial phase, in that the contract or agreement will have been explicit about the length of the intervention, and both the service user and worker will be aware of the timescale in which to complete their tasks. A time limit is important as it guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). According to Cree and Myers (2008:96); the last session needs to review what has been achieved; how the tasks have been completed; to what extent the goals have been met; and what the service user has learned from the process that can be usefully taken into their future lives. Wilson et al (2008) suggest that the final phase should involve the service user and the worker revisiting the initial problems and comparing them to how the situation is now, along with what the underlying achievements were, and what has been learnt in the process. Additionally, the service user is encouraged to explore how to use the skills learnt for the future, and how the intervention will now end, for example, possible new contracts for further work or referral to another agency. In contrast, the conceptual origins of crisis intervention come from varied sources, primarily from mental health and have a long history of development (Roberts 2005 cited in Parker 2007:116) Caplan (1961) and Roberts (1990) (cited in Parker 2007:115) state that crisis is; a time limited period of psychological distress resulting from exposure to or interpretation of particular situations or longer term stress that individuals cannot deal with using tried and tested or novel means of coping. The theoretical basis of crisis intervention has developed in sophistication, namely through the work of Gerald Caplan, an American clinician, following Dr Erich Lindemanns study of grief reactions after a night-club fire in Coconut Grove, Boston, USA in 1943 in which almost 500 people died. Lindemann interviewed some survivors and the relatives of those who died and concluded that when faced with sudden crisis, the human capacity to deal with problems faltered. An individuals usual coping mechanisms are no longer adequate to take on board the experiences involved following a crisis and these experiences consequently challenge ones normal equilibrium, or homeostasis. Furthermore, during the Korean war in the early 1950s, it was discovered that psychiatric first-aid given immediately to front-line soldiers, often quickly restored them back to duty, whereas those who were sent home for protracted institutional treatment responded slower to intensive therapy, which could suggest that in stitutionalization confirmed there was a serious underlying problem (Fell 2009). The experience and resolution of crises could be said to be a normal process which is inevitable at some point during a persons life, however, defining exactly which events or situations constitute crises is more troublesome, as they are construed as crises due to individual perception or reaction to an event, not the actual event itself (OHagan 1986, cited in Parker 2007:117). The concept of crisis theory provides workers with a theoretical framework of the adaptation processes of the individual following such events that are seemingly overtly stressful and unmanageable. Crisis intervention takes the concept of this theory and applies it to the understanding of the individuals experience, and suggests certain steps to take in order to help those who are experiencing crisis (Wilson et al 2008:361). Coulshed (1991:68) believes that one of the most significant features of crisis intervention is that crisis does not always indicate an emergency or dramatic event. The crisis instead, may be developmental and the result of a new experience such as starting school, adolescence, leaving home, going to university, getting married, or the anticipated death of a relative or friend, or indeed oneself. Similarly, an existential crisis refers to inner anxieties in relation to ones purpose, responsibility and autonomy, for example, a middle life crisis. In both cases adjustment fails because the situation is new to us, or it has not been anticipated, or a series of events has become too overwhelming (ibid). For many people, these challenges will not constitute a crisis, although they may feel stressful, but it could be recommended that, in practice, the worker remembers the subjective nature of crisis, in order not to dismiss a service users experience, which would suggest that there are sta ndard reactions to events, as Hoff (1990) states; what is a crisis for me may not be a crisis for you. Alternatively, a situational crisis could be said to be an event that happens which is out of ones control, or out of the realms of normal, everyday experience, for example natural disasters, sudden illness or death, sexual assault, abortion, domestic violence, redundancy or relationship breakups (Aguilera 1990). Murgatroyd and Woolfe (1985) however, believe that the threshold level of how an individual deals with such events is not the same for everyone, which leads one to assume that it is how someone comes to terms with the event rather than the event itself, in agreement with OHagans earlier statement. Likewise, an individual may be a particularly resilient person, or has previous experience of such situations, or they may have a strong support network of family and friends. Indeed, given an example such as a terminal illness, preparation work may be underway before the inevitable occurs and therefore not develop into a crisis situation (Wilson et al 2008). Caplan (1964) suggests that crises are time-limited, usually lasting no longer than six weeks, and that an individuals capacity to cope with problems and return to a steady state is based upon a persons internal psychological strengths and weaknesses, the nature of the problem and the help being given. Caplan (1964) also describes the stages of crisis whereby an emotionally hazardous situation presents uncomfortable feelings and signals change in homeostasis, in turn motivating actions to return to normal through employing usual coping mechanisms, which in most cases, are successful in a short period of time. Alternatively, in the case of an emotional crisis, the usual coping strategies are ineffective and the discomfort and unpleasant feelings intensify, cognitive disorganisation increases and novel coping methods and problem-solving techniques are employed to reduce the crisis. The individual then seeks help and support from others and employs an adaptive crisis resolution which de als successfully with affective and cognitive issues and new problem-solving and coping behaviours are developed. Conflicts raised by the crisis are identified and work to resolve them is begun, upset is subsequently reduced and there is a return to the pre-crisis level of functionality. However, maladaptive crisis resolution sees the individual implement novel problem-solving and coping and adequate help is not sought. Underlying issues remain unresolved and sources of help are not fully utilised. Although the disquiet is reduced the individual functions at a less adaptive level than before the crisis. In an adaptive post-crisis resolution, the individual becomes less vulnerable in similar situations due to past resolved conflict, inferring that the novel and adaptive coping skills and problem solving behaviours have been learned and applied. Therefore, individual functioning may have improved, personal growth taken place, and the likelihood of future emotionally hazardous situatio ns of a similar nature developing into a crisis is reduced. Finally, Caplan (1969) describes the maladaptive post-crisis resolution whereby the individual is more vulnerable than before because of a failure to deal effectively with underlying conflicts. The individual has learned maladaptive strategies to cope with emotionally hazardous situations, such as drinking or problem avoidance, and in general their functioning may be less adaptive than in the pre-crisis state, potentially resulting in further emotionally hazardous situations developing into a crisis. In order to implement effective practice for successful crisis intervention Roberts (2000) recommends practitioners should follow a seven stage model beginning with risk assessment, in order to establish if the person needs immediate medical attention, are they considering suicide as a solution, are they likely to injure themselves, if they are a victim of violence, is the perpetrator still present or likely to return, if there are children involved are they at risk, does the victim need transport to a place of safety, has the individual sought emergency treatment of this sort before and if so what was the outcome? It is essential to establish rapport with service users who are experiencing an episode of acute crisis, to include offering of information regarding help and support, and genuine respectfulness and acceptance of the person in line with the anti-oppressive and anti-discriminatory practice, therefore adhering to the GSCC Code of Practice. The worker then needs to establish the nature of the problems that have led to the crisis reaction and encourage an exploration of feelings. Roberts (2000) believes this is a key element of the model, whereby service users should be encouraged to express their feelings in a safe and understanding environment within the context of an empathic therapeutic relationship with the worker. The worker should consider alternative responses to the crisis through active listening and encourage the service user to think about what alternative options there are available and what they feel they can bring to this new situation that they find themselves in. Roberts (2000) concludes that an action plan should be developed and implemented which involves the identification of a particular course of action in order to move beyond the crisis state successfully. The service user needs to establish a full understanding as to what happened, why and what the result was, to understand the cognitive and emotional significance of the event, an d to develop a future plan based on real situations and beliefs rather than irrationality. Finally, a follow-up plan and agreement can be drawn up between both service user and worker if any further help is needed and by whom. It is evident that there are various advantages and limitations as well as some common features between both of these methods of practice. In fact Reid (1992) believes that crisis intervention has been influential to the development of task-centred practice. A major advantage for task-centred practice is that it offers an optimistic approach that moves focus away from the person as the problem, to practical and positive ways of dealing with problems. Coulshed Orme (1998) suggest that task-centred practice does not assume that the problem resides only in the service user and therefore attention is paid to external factors such as housing and welfare and the strengths of individuals and their networks. However, Gambrill (1994 cited in Payne 1997) argues that neither model deals with social change and may not take account of structural oppression such as poverty, poor health, unemployment or racial or gender discrimination or where the problem may not be easy to overcome without politi cal or social change; the failure of political will to respond realistically to deep-seated problems of poverty and social inequality and its effectiveness in dealing with presenting problems may result in society avoiding longer-term and more deeply seated responses to social oppressions (Payne, 1997:113). In addition, Wilson et al (2008) argue that the crisis intervention model does not take into account cultural differences regarding traditions when coping with acute distress and the loss of a loved one for example. The criticism is that crisis intervention theory is based on a very western philosophy, which patches up as quickly as possible. It could be suggested therefore, that if workers carry out a thorough and sensitive assessment before intervention, this should be avoided. On the other hand, Coulshed Orme (1998:55) believes that the task-centred approach is more generic, in that it is considered to be ethnic sensitive and can be applied to many situations with different user groups; the task-centred approach is the one most favoured by those who are trying to devise models for ethnic-centred practice because its method is applicable to people from diverse cultural backgrounds. Therefore in keeping with anti-discriminatory practice which is integral to social work ethic and the GSCC Code of Practice. It could be argued that the success of these two approaches within social work comes from the fact they are brief and time efficient and therefore economical interventions, both for service user and from the care-management perspective. In addition, both approaches involve the service user in examining and defining their own problems and finding ways in which they can work on them using their own resources and strengths. This enables them to regain control of their lives and promote empowerment either by success in problem solving in order to build confidence as in the task centred approach, or helping people become emotionally stronger through learned experience, as with crisis intervention, rather than understanding the origins of present problems in past experience. This in turn helps the service users ability to cope in the near and distant future and become more capable of solving subsequent problems without help (Payne 1997). Equally, the fact that short-term interventions shou ld curtail the service users dependency on the worker, further enhances empowerment. As Ford and Postle (2000:53) state; The dangers of social work effectiveness becoming dependent on the worker/ client relationship, which may or not work out, are minimised in the short-term. The tasks and goals established in task-centred practice are chosen because they are achievable, that is the mutual and specific agreement or contract set up between the service user and the worker ensures that the success of the intervention relies upon the acceptability and participation of the tasks (Wilson et al 2008). As a result of the mutuality of the partnership, anti-oppressive and anti-discriminatory practice and empowerment are at the core of the task-centred approach, all which are key to the GSCC Code of Practice. However, Rojek and Collins (1987:211) point out that as that as task-centred practice is based on contractual intervention, this could set up an unequal power relationship between the worker and the service-user; As long as social workers have access to the economic and legal powers of the state and clients contact social work agencies as isolated individuals with problems, then there is the basis for inequality. Contract work does not get round these points by affecting an open and flexible attitude. Similarly regarding power base, Trevithick (2005) believes that the crisis intervention approach can be a highly intrusive method which is too direct and can raise a number of ethical issues such as making decisions on behalf of the service user if they are too distressed to do so themselves, which in turn may offer potential for oppressive practice on behalf of the worker. However Kessler (1966) believes that during the disequilibrium of crisis, a person has more susceptibility to influence by others than during periods of stable functioning which provides a unique opportunity to effect constructive change. This point could be argued in that the susceptibility to influence others that Kessler describes is in itself oppressive, although Golan (1978); Baldwin (1979); Aguilera and Messick (1990); Olsen (1984) (cited in Parker 2007:116) maintain that this time of disquiet motivates willingness to change, and this is when the practical application of crisis theory is effective. However, it could be suggested that that this is similar to the bargaining stage that Kubler-Ross (1970) describes in the five stages of grief, whereby an individual becomes so desperate to resolve a situation, that they are willing to try anything, even if it means striking a deal with God. Accordingly, Coulshed and Orme (2006 cited in Parker 2007:117) see its value in working with people at points of loss and bereavement, which they believe has resonance with the use of this intervention. This poses the question as to whether crisis intervention is more of a situation specific intervention. However, Poindexter (1997) believes that crisis intervention is suited to individuals who have experienced a hazardous event, have a high level of anxiety or emotional pain, and display evidence of a recent acute breakdown in problem-solving abilities, therefore implying that this approach could be applied to a range of situations or problematic events. Both interventions can be seen as time-limited approaches that superficially fit well with care-management (Ford and Postle, 2000:59) which implies that they are only used because they fit into the routine and schedule driven aspects of care management rather than for their effectiveness. It could therefore be suggested that due to the general pressures of time, the worker may try to fit either intervention around their workload, rather than around the service users needs, which in turn may restrict the development of empowerment within the service user, and ultimately not address any underlying problems. Although this is a rather bureaucratic outlook, it could be said to be a sign of the times that most things are increasingly driven by targets and financial considerations. Whilst both approaches seem to satisfy agency requirements as well as maintaining professional practice, Reid and Epstein (1972) believe that the task-centred approach is more structured compared to crisis interv ention (cited in Payne 1997:97). It could be suggested in which case, that task-centred practice is more beneficial for the less experienced worker as it follows more defined framework. In addition, it could be fair to say that this method of intervention could be useful for reflective practice due to it following such a framework; the worker, as well as the service user, has to be committed to a series of planned work, therefore could be a valuable tool for future guidance in a professional capacity. Further to the constraints of short term interventions Reid and Epstein (1972) suggest that these approaches may not allow sufficient time to attend to all the problems that the service user may want help with and that clients whose achievement was either minimal or partial thought that further help of some kind may be of use in accomplishing their goals. Task-centred practice is an approach which depends on a certain level of cognitive functioning. Doel and Marsh (1992) suggest that the service user must be of rational thought and be capable of cognition in order for the intervention to be effective, therefore may not be suitable for those with on-going psychological difficulties or debilitations; where reasoning in seriously impaired, such as some forms of mental illness, people with considerable learning difficulties or a great degree of confusion, task-centre work is often not possible in direct work with that person. It is evident that both the task-centred and crisis intervention approaches are popular and generally successful models of social work practice and can both be used in a variety of situations.   Both approaches are based on the establishment of a relationship between the worker and the client and can address significant social, emotional and practical difficulties (Coulshed Orme 2006). They are both structured interventions, so action is planned and fits a predetermined pattern. They also use specific contracts between worker and service user and both aim to improve the individuals capacity to deal with their problems in a clear and more focused approach than other long term non directive methods of practice (Payne 1991). Despite their different origins and emphasis, both of these approaches have a place in social work practice through promoting empowerment of the service user and validating their worth. Although there are certain limitations to both of the approaches, they do pro vide important frameworks which social workers can utilise in order to implement best practice. References Coulshed, V. and Orme, J. (2006) Social work practice . 4th ed. Basingstoke, Palgrave. Macmillan. Doel, M. and Marsh, P. (1992). Task-centred Social Work. Aldershot, Ashgate. Healy, K (2005) Social work theories in context : creating frameworks for practice. Basingstoke:Palgrave Poindexter, C. C. (1997) Work in the aftermath: Serial Crisis Intervention for People with HIV Health Social,May, 22, (2), 1-3. Adams, Dominelli and Payne (2002) Social Work: Themes, Issues and Critical Debate   (2nd edn) Palgrave Coulshed, V. (1991) Social Work Practice: An Introduction, Basingstoke: Macmillan/BASW Ford and Postle (2000) Task-centred Practice and Care Management, in Stepney and Ford Social Work Models, Methods and Theories   Russell House Payne, M (1997) Modern Social Work Theory   (2nd edn) Macmillan Reid and Epstein (1972) Task-centred casework   Columbia University Press Reid, W. J. (1992) Task Strategies New York:   Columbia University Press Trevithick, P (2005) 2nd Edition, Social Work Skills: A Practice Handbook, Philadelphia: Open University Press Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Books Reid, W. J. (1992) Task Strategies: An Empirical Approach to Clinical Social Work, New York: Columbia University Press Reid, W. J. and Shyne, A. (1969) Brief and Extended Casework New York: Columbia University Press Aguilera, D. C.   (1990) Crisis Intervention: Theory and Methodology 6th edition St Louis:   Mosby and Co Parker, J.   (2007) Crisis Intervention: A Practice Model for People who have Dementia and their Carers, Practice 19 (2), 115-126 Marsh, P. and Doel, M. (2005) The Task Centred Book Aldershot:Ashgate Hoff, L. A. (1990) Battered Women as Survivors , London: Routledge Rojek, C and Collins, S. A. (1987) Contract or Con trick? British Journal of Social Work, 17, 199-211 Epstein, L. and Brown, L. (2002) Brief Treatment and a New Look at the Task Centred Approach, Boston, MA: Allyn and Bacon Doel, M. (2002) Task-centred work, in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates (2nd edition), Basingstoke: Palgrave Reid, W. J. and Epstein, L. (1972) Task Centred Casework, New York: Columbia University Press Kubler-Ross, E. (1970) On Death and Dying, London: Tavistock Coulshed, V. and Orme, J. (1998) Social Work Practice: An Introduction, 2nd edition, Basingstoke: Macmillan/BASW Cree, V. and Myers, S. (2008) Social Work: Making a Difference, Bristol: The Policy Press Wilson, K, Ruch, G. Lymbery, M. Cooper, A. (2008), Social Work: An Introduction to Contemporary Practice, Essex: Pearson Education Limited Roberts, A. (2000), Crisis Intervention Handbook: Assessment, Treatment and Research, 2nd edition, Oxford: University Press Murgatroyd, S.J. and Woolfe, R. (1985), Helping Families in Distress: An Introduction to Family Focussed Helping, Michigan: Harper and Row Kessler, J. W. (1966), Psychopathology of Childhood, California: Prentice-Hall Fell, B. (2009) McColgan (2009) BASW (2002)

Computer Crime :: essays research papers

Computer Crime has become a very large issue in our society today; this paper will look at this issue from a sociological perspective. It will analyze the various crimes that make up computer crime and see what changes it has brought about in the world in which we live in. Computer crime first is a very new problem in our society today and it is crimes that are committed from a computer. These include embezzling, breaking into other computers, cyber porn and various other crimes that have a drastic affect on the society and the institutions that each of us hold to keep our global society running. To first understand computer crime one must understand first what crime is. According to Diana Kendall, â€Å"crime is a behavior that violates criminal law and is punishable with fines, jail or other sanctions†(Kendall 1999; 161). Yet since computer technology is so new it has really no laws to govern it. A law is formal norms that are enforced, norms being established rules of behavior. Many of the crimes committed on computers often times go unpunished. As stated by David Pitchford in the London journal Focus when writing on pornography on the Internet, â€Å" the only way illegal pornographers can be caught is through chance leads, tip-offs and telephone tracing† (Focus 1995; p10-12). Many of the crimes that are also committed on computers via the Internet are very new also. New subcultures have formed around the Internet for the possibilities it brings. Computer crime despite the many problems it has brought has also brought some needed social controls to the Inter net and as stated before some laws have been formed to protect many of the institutions that because of computer crime have become targets for criminals. Now that I have briefly explained computer crime, I will go into further depth into explaining computer crime from the different sociological perspective theories. To start with is the integrationist perspective looks at of society as the sum of the interactions of individuals and groups† (Kendall; 17). Many of those that commit computer crimes are hackers or people who hack into computer systems for both fun and for gaining access to information. They have formed their own subcultures and hold many different beliefs about the information that is stored in personal computers. Said best by J. Thomas McEwen in the article Computer Ethics many hackers believe that â€Å"computerized data [is] free and should be accessible to anyone (McEwen 1991; 8-11).

Morality vs. Culture :: Free Essays

Is morality Relative to culture? This argument’s foundation is the basic question on whether morality is relative to culture, or owns own desires. The pros of this argument are that we get to establish whether or not morality is a true sense of justice. As Melville J. Herskovitz indicates who is in favor of the cultural relativism notion, â€Å"Morality is a diverse unique variation of codes and ethics threat arises from culture to culture, belief to belief.† He argues that we cannot judge society based on its laws, and that we have to right to declare them inhumane. The pro’s of his argument supporting cultural relativism are that we as a superior society in the United States need to respect the laws and traditions as what is deemed acceptable in other third world nations. After all he eluded, it was by force that Europeans imposed themselves upon African cultures. This serves as the basis for his argument. That we are in no right to judge simply because we live a different lifestyle and fear change. His opposition, Louis P. Pojman makes a great counter attack. He agrees with Herskovitz in that social morality does indeed differ from culture to culture, but that does not make them necessarily right. He continues his argument by accentuating that if conventional relativism is accepted, then racism genocide of unpopular minorities, oppression of the poor, slavery, and even the advocacy of war for its own sake are as equally moral as their opposites. I believe this is where Pojman solidifies his argument. â€Å"Conventionalist relativism seems to reduce to subjectivism. And subjectivism leads, as we have seen, to the demise of morality altogether (Pojman).† I cannot pinpoint a con on Pojman’s argrument because he acknowledges the importance of ethical diversity, and he strongly recommends that we scrutinize the cultural relativism argument to find the many loopholes that the naked eye can’t see.

Killer Angels Essays -- essays research papers

The Killer Angels The Battle of Gettysburg brought the dueling North and South together to the small town of Gettysburg and on the threshold of splitting the Union. Gettysburg was as close as the United States got to Armageddon and The Killer Angels gives the full day-to-day account of the battle that shaped America’s future. Michael Shaara tells the story of the Battle of Gettysburg through the eyes of the generals and men involved in the action of the battle. The historical account of the Battle of Gettysburg gives the reader a chance to experience the battle personally and not the history book manner taught in schools. A historical novel gives the facts straightforward and provides no commentary by the people involved in history. The historical account of the Battle of Gettysburg, as seen in Killer Angels, provides the facts of the battle as seen through the eyes of Generals Robert E. Lee, Joshua Chamberlain, James Longstreet, and John Buford. The feelings and inner-thoughts of each General and the conditions of the battle are seen, heard, and felt by the reader in the historical account. Shaara takes historical license with letters, the words of the men, and documents written during the three hellish days of the battle. Shaara avoids historical opinion and provides his own opinion towards the Civil War and the people. The historical account of the Civil War, the Battle of Gettysburg specifically, in Killer Angels conveys the attitude to toward war, attitude towards the Civil War, and cause for fighting the war of General Robert E. Lee, Joshua Chamberlain, James Longstreet, and John Buford. General Robert E. Lee gained stoic and legendary status as the heart and soul of the South in the Civil War, but many did not know his reasons and feelings for fighting the war. War and the slaughter of others did not interest Lee and he felt compassion for the Union. Lee had contradictory feelings towards war and says, â€Å"He was not only to serve in it but he was to lead it, to make the plans, and issue the orders to kill and burn and ruin†¦he could not do that† (Shaara 263). The Civil War is not in the taste of General Lee, but feels it is his duty, and he cannot just stand by and watch the war pass him by. Michael Shaara says of Lee’s reason for fighting the Civil War â€Å", He found that he had no choice†¦Lee could not raise his hand against his own. And so what then? T... ...eiving recognition for saving the high ground and perhaps the battle. Colonel Joshua Chamberlain is given a brigade after the battle of Gettysburg but is wounded six times. He is regarded as one of the greatest soldiers in American history, and receives numerous medals for honor during the Battle of Gettysburg. Ulysses Grant gives him the honor of Major General for heroism and is chosen by Grant as the officer to receive the Southern surrender at Appomattox. Chamberlain is elected the governor of Maine and eventually elected President of Bowdoin College. He dies from his wounds in June 1914 at the age of eighty-three. General Longstreet asks to be relieved of command after the Battle of Gettysburg, but Lee makes him stay. After the war he blames Lee for the loss of Gettysburg, and this does not sit well with people. His theory of defensive war is very advanced for the time. He serves as President of Washington College until his death in 1904. General Lee remains the symbol of all that is proud and noble in the South. He asks to be relieved of his command but it is denied. After the war he asks for pardon from Congress and it is denied until 1970. Lee dies of heart disease in 1870.

Renaissance in Harlem City in the Viewpoint of Toni Morrison’s Jazz Essay

â€Å"Jazz†, a novel by Toni Morrison, is a chronicle of the lives and struggles of the African Americans during the Harlem Renaissance in the United States. The novel begins with an African-American community in Harlem New York in the year 1926. What makes it a credible commentary on that specific period in the history of the United States and that of the African-American people is the vivid description of the author of the â€Å"glittering city (Morrison 1992)† of Harlem, the setting of the novel. Not only was the description accurate and vivid in accordance to the historical account of Harlem Renaissance but most importantly it has become a novel that encodes the way of life of every African- American during the said historical period. In the novel, the â€Å"City† has always been very important in the representation of the Black community, not only as a city within the city but the very essence of Black existence during the 1920’s. The historical backdrop of this novel is the 1920’s United States better known as the â€Å"Age of Prosperity† for most Americans because of the end of the First World War. Americans lead a new way of living that is free from German Imperialism. After the war, the African American soldiers looked forward for their freedom but never had one. Even after slavery was abolished, African Americans still have to work in cotton and sugar cane plantations. During this period, about 90% of the African Americans in the South were suffering and they viewed the North as a place of dignity, opportunity, and freedom. This period paved way to â€Å"The Great Migration† where African- Americans migrated from south to north en masse particularly Harlem, New York. Even when they confronted another kind of racism in their new community, they somehow led a better and more decent life. The rise of the Harlem Renaissance heralds a paradise that is discrimination-safe for the African- Americans. The Harlem Renaissance as Depicted by Harlem City in â€Å"Jazz† As stated earlier, the city has become the sole instrument of the novel in making its account of the historical period vivid and interesting. The city represents many different aspects of the African-American life which makes this novel a credible account of the African-American life during the Harlem Renaissance. By using the Harlem City as the setting of the novel, it makes the novel more grounded to the historical period where it is based from. This essay will examine the importance of the â€Å"City† in the development of the novel as well as its effects to the reader’s interpretation of it. Our first account of the city is found in Chapter 1 of the novel. In the words of an omniscient narrator: A city like this one makes me dream tall and feel in on things. Hep. It’s the bright steel rocking above the shade below that does it. When I looked over strips of green grass lining the river, at church steeples and into the cream-and-copper halls of the apartment buildings, I’m strong. Alone, yes, but top-notched and indestructible—like this City in 1926 when all wars are over and there will be another one. The people down there are happy about that. At last, at last, everything’s ahead. The A&P hires a colored clerk. Big legged woman with pink kitty tongues roll money into green tubes for later on; then they laugh and put their arms around each other. I like the way the City makes people think they can do what they want and get away with it. I see them all over the place: wealthy whites and plain ones too, pile into mansions decorated and redecorated by black women richer than they are, and both are pleased with the spectacle of the other (Morrison 1992). The first sentence suggests that the narrator sees â€Å"this† city as different and unique among the cities that he has been as suggested by the article â€Å"a†. This city, he contends, makes him dream big things and actually keep in touch with it. Basing on the backdrop of the novel, the Harlem Renaissance has brought about changes in the lives of the African- Americans. The Harlem City in particular has become a new haven for the African-American migrants from the South to find a new and better life that is free of all the oppression and discrimination that they experienced. This dream is not specified by the narrator. However, I see dreaming (whether tall, big, or small) as something that is treasured by the African- Americans for only in this city that they were able to dream whatever dreams they have for themselves as an individual and as a group of people. To be able to dream is already a dream come true for the African- Americans who sought for another world for cultural recognition and self identity. Though the dream was not specified, it can be deduced that this dream is that of the freedom to actually dream. Moreover, it is freedom to live in a place where they can be who they are. The second sentence further speaks of the African- Americans newfound life. The narrator speaks of the city as the reason of his strength. This presupposes the fact that the narrator felt that he was weak prior to his arrival in the city. In placing the novel into the historical backdrop of Harlem Renaissance, African- Americans especially in the South were treated as inferiors in relation to the Whites. They were seen as weak and a lesser class of humans by the Whites. Furthermore, they were reduced to slavery as if brandishing them that role as their only role in America. However, as the passage suggests, this inferiority and weakness has been replaced by pride and strength. As a matter of fact, not only was the city a haven where discrimination and oppression among the African- Americans were inexistent, it has also become a place where they can dwell and live like normal Americans as suggested by an employment of an African- American woman as a clerk in A&P. The role of slaves as a stereotyped job of African- Americans is already eradicated in the city. As a matter of fact, Blacks and Whites are in the city devoid of any differences and were living harmoniously with each other as suggested by the last sentence of the passage: the Whites and the Blacks are pleased to just accomplish their roles (richer Black women decorating the houses of the Whites). The words â€Å"top-notched† and â€Å"indestructible† in the third sentence suggests the confidence that the African- Americans gain in living in Harlem. They see it as the end of their struggle for equality and the end of every possibility of oppression. As told by the narrator, even when he is alone he felt that the city is with him. Because of this, both of them (the city and the narrator) feel indestructible. The city has become a sanctuary for African- Americans from all the oppression and discrimination. If we look back in history, the Harlem has been the place where most of the African- Americans from the south migrated for they found the city as a place of greener pastures. They find Harlem City as a place where they can start new lives and celebrate their unique cultural identities. Lastly, the fourth sentence sums up the real feeling and sensibilities of the narrator and the African- Americans in general on living in the City. The narrator says that the people are really happy not only with the end of the war and the struggles but also of their newfound freedom in the city. The phrase â€Å"at last† suggests that this happiness and freedom have always been yearned by African- Americans. They finally experienced the happiness that they always sought for in Harlem City. In this sense, the city has become an embodiment of an emancipated African- Americans from their battle for equality. The Harlem Renaissance has always been considered as the spiritual coming of age of the Black community where African-Americans were able to foster group recognition and self determination. The Element of Setting in Historical Fiction The difference between settings and events that are based on historical facts and those based on the imagination of the author is mainly objectivity. Events in a historical fiction are always patterned in real and hard facts of history. While other elements of the story such as characters and plots might be different, there would always be a cast from which the author will based his or her settings, characters, and plots. It is not a requisite that the whole set of facts should be accurately depicted such as writing histories, it is already enough that the facts are presented accurately to serve the purpose of a historical backdrop for the development of a work of art such as fiction. Historical novel need not lie in the historical worlds they create but in the relationship between the world and the chief actors. Historical novels can be meticulous in depicting the larger contexts of an era while creating either the chief actors in that world or giving them undocumented thoughts and actions (Berkhofer et al 1997). † In the novel, Morrison patterned the event to that of the Harlem Renaissance. From the beginning of â€Å"The Great Migration† as illustrated by most of the major characters moving from the South to the North. Moreover, it is also evident in the passage cited above that the narrator is new to the place which indicates that he is a migrant. He sees the place as something different and strange which suggests that he is new in the place. However, there is no indication that the characters were patterned into some particular historical figure. But it is apparent that even though there were no particular persons involved in the development of the characters, they are still patterned towards possibilities and tendencies of the people that lived in that particular era, that is, African- Americans during the Renaissance. The sensibilities and actions of the characters are always influenced by the happenings and the circumstances of the times. For instance, the narrator’s attitude and feeling towards the city is a typical African- American reaction to a place that has brought freedom to their community. On one hand, events and settings that are based on the imagination of the author are highly subjective. They are basically unrestrained and unconfined that the author is free to just create and invent any event, setting, plot, and characters without having to sanction these elements to facts or history. The possibilities are endless so that authors would not need to concern themselves with accuracy nor loyalty to any source. Historical Literary Criticism as a Tool in Understanding â€Å"Jazz† It has been argued that historical point of view or knowledge as a method in literary criticism would render our interpretation of literature more objective. With historical literary criticism, our interpretation of the text is sanctioned on the subject’s relevance, relationship, and influence of the historical period where it is written. It is not merely a baseless interpretation; it is an interpretation with a historical ground. This is for the reason that history is â€Å" a bedrock of objective facts and data that give credence to any empirical discipline. † It is believed that literature that is based on history would be more realistic. â€Å"The objective ground of history is precisely that which enables the subjective elements which constitute literary texts to function beyond the aesthetic (Green 1995). In other words, our knowledge of the historical events, figures, and background would make our interpretation more accurate for it is more objective. Not only would it provide a ground for the understanding of the facts and events of the past but also of that particular period’s attitudes, perception, thoughts, and ideologies about the world. In the novel, Harlem Renaissance is not just used as a historical background to quantify or justify the tendencies of the characters and the vividness of the setting and events, but also the commentaries and ideologies that the African- Americans have during the period. For instance, the novel incorporated the historical event of the Jazz Age and the Harlem Renaissance not only to give the novel more accuracy and objectivity but also to assert the Black’s attitude towards racism and their yearning to assert their identities through music and other forms of art with the help of the â€Å"glittering city (Morrison 1992)†. The reader’s knowledge of the historical background of a work of fiction would help him/her understand the contexts of the novel that would render his/her interpretation in an objective path. As earlier mentioned, historical background and details would make a work of literature more grounded. However, this is not the case with anachronism. This is the worst sin that a historian or a historical fictionist could commit. To represent something outside the supposed context of the historical period would thwart the interpretation and knowledge of the readers upon the text and the historical event itself. In the novel, there are no cases of anachronism for Toni Morrison is a reliable source of the lives of the African- Americans as she is one of them herself. As far as the city life is concerned, she has not only depicted it clearly but also reflected its ideologies very accurately as stated in earlier paragraphs. Though it would be difficult to avoid anachronism for every writer will always interpret historical facts in their own subjective ways, it is highly recommended that writers especially historical fiction writers which has purposes of being objective rather than just being aesthetic should stick to the original. In this way, they would not only remain faithful to history where it is basing its vividness, accuracy, and reliability but also serve a higher purpose of informing readers the ideologies and sensibilities of every historical period and figure that has shaped the world.

101 Topics to Write About in Your Articles, Newsletters and Blogs

You are here: Home / Blogging / 101 Topics to Write About in Your Articles, Newsletters and Blogs 101 Topics to Write About in Your Articles, Newsletters and Blogs BY SUSAN YOUNG AT 10:34 PM 11 COMMENTS Finding a topic to write about for your e-zine, blog post, or bylined article can cause a lot of people and â€Å"non-writers† to stress over topics, ideas and creativity. I thought I’d help by offering you 101 ideas that you can write about. Keep this in mind. These topics are great for video blogs too. You may wonder how you can connect these back to your business, products, services, clients and prospects.Yes, even a trip to the mall or a conversation with your dry cleaner are topics or examples worthy of mentions in your articles and blog posts. Become â€Å"Life’s Little Observer† and use your writing and the topics as they relate to the bigger picture–like your customer service philosophy, your new product, your policies, relationships, attitud es, success, motivation, lessons learned, â€Å"A-HA† moments and more. The key is to show your reader how your example or story is relevant to them and how you can help them. Share a piece of yourself along the way. Here we go: Your business A new product or service An old product/serviceYour ideal client Tips on your expertise How you broke an old habit Life lessons learned A mentor A vacation A challenge you have overcome A challenge you are dealing with A challenge you need/want to overcome A child who has inspired you Your first car Your new car/dream car A current event Your hero A childhood lesson An award you have won Your unfulfilled dream A sibling Your parents Your grandparents Vacation trips in the car Airport/travel stories Your best friend Gardening Customer Service A college experience Your favorite teacher A book you just read Your favorite book A quote A local event/incident A speech you heardA speech you gave A run-in with a neighbor Family reunions Holidays Music you enjoyed when growing up The traits of your favorite Superhero or Fairy Tale Character Your birthday Anniversary of your company An experience you’ve shared with your partner/children An experience you’ve shared with a colleague An experience you’ve had with a complete stranger Moving to another home Moving to a new city A movie you just saw A hobby you have cultivated over the years A collection you have kept for a long time A show you have seen A sporting event The Top 5 Things You Want to Do Before You Die Your parking/speeding ticketSocial media friends Your dry cleaner Your dentist/doctor Your vet/your pet Your military experience Your 1st grade teacher Your favorite college professor Your favorite food Your goals Time management success tips Your first concert/Broadway show Your wedding A break-up Your first love/date Networking Your house Your vacation/dream house Exercise Your favorite non-profit Your favorite kids book Why you have a fence in your backyard (or don’t) Your favorite season Your favorite sports team Your favorite way to relax Your most prized possession Your favorite newspaper Your favorite new gadget Your prom/graduationYour first public speaking experience A sales debacle Your best example of negotiating The strangest or most interesting experience you’ve had in the mall Your favorite magazine Pet-peeves Life in suburbia/Life in the City How you started your own business Leadership Driving habits Your favorite blogs/websites Marketing Your favorite video clips Your own â€Å"Top 10 List† Forgiveness A famous person you met A conference or trade show you attended Your favorite place Bring your readers full circle with a message, theme or lesson that impacts their worlds. Use the 101 ideas as a springboard for your wordsmithing and success.