My life in Alaska Essay Example | Topics and Well Written Essays - 750 words

My life in Alaska - Essay Example These distinctions are achieved by various components, for example, foundation, spot, and state of birth and life, social milieu, and above all the nation where one consumes the majority of one’s time on earth. As an Alaskan, I have certain one of a kind encounters to share and have been raised in a described way. This is the thing that describes my life in a way that it is available. It causes me to feel bound to my underlying foundations and glad for my background. Alaska is a nation that lies north of the United States of America. It is situated on the mainland of North America, and isn't connected with the outside world, attributable to frigid temperatures and a totally unique way of life. The atmosphere at Alaska is for the most part foggy, with precipitation once in a while. It is sloping and the living zones are encircled by mountains, for the most part. The food accessible at Alaska is fundamentally fish, inferable from the high accessibility of ocean animals. Furthe rmore, the vehicle framework at Alaska is very unique. It is hard to clear one’s path through the snow-secured ways and the water that lies underneath the ice! There exists a ship framework at times, wherein individuals need to utilize them to traverse since there are various little island-like masses of lands. In actuality, the indigenous individuals of Alaska follow their own arrangement of conventions and culture. Food is set up through a smoke house, wherein ocean bottom is readied. The creatures are utilized in each conceivable way, to better the living of man in these areas.

Amazing Grace Essay Example | Topics and Well Written Essays - 750 words

Stunning Grace - Essay Example Philosophy is the convictions, qualities and standards of a specific gathering of individuals. Convictions regularly tie in intimately with the day by day worries of residential life, for example, getting by, wellbeing and ailment, joy and bitterness, relational connections, and passing; values disclose to them the contrasts among good and bad or great and awful while bargains fill in as models for what individuals want to accomplish throughout everyday life (Bodley 1). Religion is under man’s conviction. It never neglects to give man something that he can stick on to, an awesome force which some way or another restores his soul in the midst of all the remorselessness and offensiveness of the real world. This account of confidence is exceptionally clear in the book, portraying the people’s dazzling faith in God in each person’s life. The Church in this story was the main image of something excellent †liberated from weapon shots and rot †grasping them an d getting them far from the hardships and dimness that society brings them. Individuals are still in some way or another attracted to the congregation since it is a position of break and trust in something better. Kozol conversed with Reverend Overland, a woman who surrendered her promising vocation as a legal counselor just to help and instruct these lamentable spirits, said that I her perceptions, the individuals in Bronx are â€Å"more strict than those over the stream. They are excessively worried about cash and capacity to stress over confidence. This disclosure is in opposition to the white thoughts that there could be nobody all the more ethically right that we. The solid grasp on trust that this general public has enables the kids to keep some light in their eyes, the moms with some desire for the future, and the street pharmacists with some expectation of pardoning (Miller 1). Religion and people’s conviction and confidence in the celestial by one way or another was one of the â€Å"life-support systems† that this individuals have as upheld by people, for example, Reverend Overland. Religion has clearly helped the individuals adapt up as they troublesomely live each

Augmented Reality in Action

Augmented Reality in Action Augmented reality is technology that enables you to overlay digital objects onto the real world. And its pretty freaking cool. Ive been following augmented reality and virtual reality closely since the beginning of 2016, but it wasnt until the AR in Action conference last week at the MIT Media Lab that I got to try out an augmented reality headset for the first time. Above is a short demo of me using the Meta 2. On the computer screen, you could see what I was seeing. I played around with a digital Earth floating in the room, spinning it around and stopping it to look at different parts. There was also a demo of the human brain and a gesture-controlled user interface. To everyone else, it looks like Im just standing there waving my hands around in the air. But from my point of view, Im moving digital objects around the room, spinning and zooming in on them with different gestures. Throughout the conference, I met lots of interesting augmented reality researchers and startup founders. Many of them were MIT grad students in the Media Lab working on AR/VR tech. The main organizer of AR in Action is John Werner, the former Head of Innovation and New Ventures in the Media Labs Camera Culture Group. He co-founded the Media Labs Emerging Worlds, Ideas in Action, and is the curator of TEDxBeaconStreet, all of which are organizations Ive volunteered for in the past before I even knew who John Werner was. He is currently the Vice President of Strategic Partnerships at Meta, and his vision is to enable Boston to become the augmented reality capital of the world. I also got to try Microsofts HoloLens. The screen was a lot narrower and the headset was less comfortable but it was wireless and entirely self-contained. With the Meta, I had to be tethered to a computer the whole time. With the HoloLens, I could walk freely because the computer was built into the headset. When I pulled up a 3D graph of stock market forecasts, I could walk around and look at it from different angles as if it was an actual object in the room. Other people who put on the headset could see the same object. Im really excited thinking about the way this could be used for creating digital worlds overlaid over the real one. Imagine the future! Imagine your computer space was your room, where you could walk to your drawers and pull out digital work files, or find your movie files floating around when you hop into bed. From what Ive seen, the two main ways augmented reality exists today is through headsets and through cameras. In my blog post Virtual Reality, Startups, and Donuts, I posted about an example of smartphone augmented reality: The way this works is by matching digital objects to certain visual cues. Then, when a camera passes over the visual cue (in this case, the cover of this New Yorker issue), a digital object is overlaid on the screen. You can move around the camera to view the object from different angles, but if the visual cue disappears from view, the object also disappears. We saw smartphone augmented reality hit mainstream briefly during the Pokemon Go craze of last summer. Digital Pokemon (Digimon? lol) overlaid on the real-world, popping up and standing on whatever surface the camera could identify. Another quirky example of smartphone AR is, interestingly enough, tattoos. At the after-party, we met a guy who showed us his wrist. It had a tattoo of a gecko. Then he put his phone camera over it and a digital gecko popped up to life on his wrist. His company, HoloTats, makes a wide variety of these augmented reality tattoos.  He had to leave in a hurry, but he gave me one to try out Horace the pig. Horace became my virtual pet for the weekend that I could summon every time I held my camera over my wrist. I almost felt sad when the tattoo finally washed off and Horace faded away to the great beyond. Ill miss you, Horace. Thank you to everyone at AR in Action conference and to the organizers. I got to try both the Meta and Microsofts HoloLens and expand my mind to the possibilities with augmented reality. Its only a matter of time before we go from this: to this: Post Tagged #photography

Mammoths and Mastodons - Ancient Extinct Elephants

Mammoths and mastodons are two different species of extinct proboscidean (herbivorous land mammals), both of which were hunted by humans during the Pleistocene, and both of which share a common end. Both of the  megafauna—which means their bodies were larger than 100 pounds (45 kilograms)—died out at the end of the Ice Age, about 10,000 years ago, as part of the great megafaunal extinction. Fast Facts: Mammoths and Mastodons Mammoths are members of the Elephantidae family, including the woolly mammoth and the Columbian mammoth.  Mastodons are members of the Mammutidae family, restricted to North America and only distantly related to mammoths.  Mammoths thrived in grasslands; mastodons were forest dwellers.Both were hunted by their predators, human beings, and they both died out at the end of the Ice Age, part of the megafaunal extinction. Mammoths and mastodons were hunted by people, and numerous archaeological sites have been found around the world where the animals were killed and/or butchered. Mammoths and mastodons were exploited for meat, hide, bones, and sinew for food and other purposes, including bone and ivory tools, clothing, and house construction. Mammoths The woolly mammoth (Mammuthus primigenius), or tundra mammoth. Science Picture Co / Getty Images Mammoths (Mammuthus primigenius or wooly mammoth) were a species of ancient extinct elephant, members of the Elephantidae family, which today includes modern elephants (Elephas and Loxodonta). Modern elephants are long-lived, with a complicated social structure; they use tools and demonstrate a wide range of complex learning skills and behavior. At this point, we still dont know whether the wooly mammoth (or its close relative the Columbian mammoth) shared those characteristics. Mammoth adults were about 10 feet (3 meters) tall at the shoulder, with long tusks and a coat of long reddish or yellowish hair—which is why youll sometimes see them described as wooly (or woolly) mammoths. Their remains are found throughout the northern hemisphere, becoming widespread in northeast Asia from 400,000 years ago. They reached Europe by the late Marine Isotope Stage (MIS) 7 or beginning of MIS 6 (200,000–160,000 years ago), and northern North America during the Late Pleistocene. When they arrived in North America, their cousin Mammuthus  columbi (the Columbian mammoth) was dominant, and both are found together at some sites. Wooly mammoth remains are found within an area of some 33 million square kilometers, living everywhere except where there was inland glacier ice, high mountain chains, deserts and semi-deserts, year-round open water, continental shelf regions, or the replacement of tundra-steppe by extended grasslands. Mastodons Mastodon model in the Museum of Natural History Science, Cincinnati Museum Center at Union Terminal. Richard Cummins / Lonely Planet Images / Getty Images Mastodons (Mammut americanum), on the other hand, were also ancient, enormous elephants, but they belong to the family Mammutidae and are only distantly related to the wooly mammoth. Mastodons were slightly smaller than mammoths, between 6–10 ft (1.8–3 m) tall at the shoulder), had no hair, and were restricted to the North America continent. Mastodons are one of the most common species of fossil mammal found, particularly mastodon teeth, and the remains of this late Plio-Pleistocene proboscidean are found across North America. Mammut americanum was primarily a forest-dwelling browser during the late Cenozoic of North America, feasting primarily on woody elements and fruit. They occupied dense coniferous forests of spruce (Picea) and pine (Pinus), and stable isotope analysis has shown they had a focused feeding strategy equivalent to C3 browsers. Mastodons fed on woody vegetation and kept to a different ecological niche than its contemporaries, the Columbian mammoth found in the cool steppes and grasslands in the western half of the continent, and the gomphothere, a mixed feeder who resided in tropical and subtropical environments. Analysis of mastodon dung from the Page-Ladson site in Florida (12,000 bp) indicates that they also ate hazelnut, wild squash (seeds and the bitter rind), and Osage oranges. The possible role of mastodons in the domestication of squash is discussed elsewhere. Sources Fisher, Daniel C. Paleobiology of Pleistocene Proboscideans. Annual Review of Earth and Planetary Sciences 46.1 (2018): 229–60. Print.Grayson, Donald K., and David J. Meltzer. Revisiting Paleoindian Exploitation of Extinct North American Mammals. Journal of Archaeological Science 56 (2015): 177–93. Print.Haynes, C. Vance, Todd A. Surovell, and Gregory W. L. Hodgins. The U.P. Mammoth Site, Carbon County, Wyoming, USA: More Questions Than Answers. Geoarchaeology 28.2 (2013): 99–111. Print.Haynes, Gary, and Janis Klimowicz. A Preliminary Review of Bone and Teeth Abnormalities Seen in Recent Loxodonta and Extinct Mammuthus and Mammut, and Suggested Implications. Quaternary International 379 (2015): 135–46. Print.Henrikson, L. Suzann, et al. Folsom Mammoth Hunters? The Terminal Pleistocene Assemblage from Owl Cave (10bv30), Wasden Site, Idaho. American Antiquity 82.3 (2017): 574–92. Print.Kahlke, Ralf-Dietrich. The Maximum Geographic Extension of Late Pl eistocene Mammuthus Primigenius (Proboscidea, Mammalia) and Its Limiting Factors. Quaternary International 379 (2015): 147–54. Print.Kharlamova, Anastasia, et al. Preserved Brain of the Woolly Mammoth (Mammuthus Primigenius (Blumenbach 1799)) from the Yakutian Permafrost. Quaternary International 406, Part B (2016): 86–93. Print.Plotnikov, V. V., et al. Overview and Preliminary Analysis of the New Finds of Woolly Mammoth (Mammuthus Primigenius Blumenbach, 1799) in the Yana-Indigirka Lowland, Yakutia, Russia. Quaternary International 406, Part B (2016): 70–85. Print.Roca, Alfred L., et al. Elephant Natural History: A Genomic Perspective. Annual Review of Animal Biosciences 3.1 (2015): 139–67. Print.

The Existential View Of Absurdity in Camus The Plague Essay

Absurdity, why does one event occur, yet the most obvious doesn’t? Many philosophers question absurdity and how it affects our everyday lives. But no matter how much it is analyzed, there is no explanation of the absurd. Even as pleasant as the world can be at times, there is no order and there is no reason for the events that occur. Albert Camus, the accomplished author of many amazing books knew about this idea and understood the meaning, which in turn influenced many of his great novels. One of his excellent novels, â€Å"The Plague,† exhibits the ideas of absurdity in many aspects. One being the idea of an absurd hero, or someone who realizes that the world lacks order, yet through that spectacular revelation continues through their†¦show more content†¦Being that Oran is a small sea port they depend on others to trade with them, it is absurd that they would build walls to block them from the incoming trade, and in turn their salvation. Death is ever-presen t throughout â€Å"The Plague,† and links one tenet to two others; anxiety and absurdity. The absurd fact of the matter is that who dies and survives is completely random. Camus doesn’t choose specifically who dies, it is the â€Å"luck† of the draw. Being that the deaths in the novel are random this creates anxiety throughout the sea port. An example of this existential anxiety is that everyone is fearing that they might be infected with the plague or they are going to be infected in the near future. This actually leads the townsfolk to follow another tenet, â€Å"existence precedes essence,† or living in the moment. In the middle of the disaster, the citizens of Oran started spending their money haphazardly. This was due to many of them not caring what would happen tomorrow, just focusing on the now, not looking ahead. Also, this means that the people of Oran were a blank slate before they developed themselves into who they are today. This is present in one of the main characters, Dr. Rieux. The doctor understands his purpose in Oran. Throughout the novel, he puts his job before everything. Through the six tenets of existentialism, the plot is greatly enhanced, and Dr. Rieux develops into the absurd hero he is. Dr. Rieux fits the description of an absurdShow MoreRelatedEssay on The Plague an Authentic Interpretation3794 Words   |  16 Pages All of Camus writings may be viewed as a quest for meaningful values in a world of spiritual aridity and emptiness. He begins with mans despair, estrangement, fear, suffering and hopelessness in a world where is neither God nor the promise that He will come- the fundamental absurdity of existence- but ultimately affirms the power of man to achieve spiritual regeneration and the measure of salvation possible in an absurd universe. This radicalRead MoreAlbert Camus and Bohemian Rhapsody Comparison1695 Words   |  7 Pageswritings of â⠂¬Å"Queen† and Albert Camus Albert Camus was one of the most renowned authors during the early twentieth century. With writings such as The Stranger, and The Plague, Camus has struck the world of literature with amazing works that are analyzed to a great extent. This amazing success was not just handed to Camus on a silver platter however; Albert endured many hard times and was often encumbered with great illness in his short life. These hardships that Camus had to face, emphasized in hisRead More Existentialism and Albert Camus The Plague Essay3940 Words   |  16 PagesExistentialism and The Plague      In the mid 1940s, a man by the name of Albert Camus began to write a story. This story he called La Pestà ©. Written in French, the novel became extremely popular and has since been translated numerous times into many languages. This story has been read over and over, yet it tells more than it seems to. This story tells the tale of a city gripped by a deadly disease. This is true enough, but this is not what the novel is about. The Plague can be read as an allegoryRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesdid not possess them, it would cease to be. There are other sorts of properties that an object possesses but that do not make the object what it is. Furthermore, essentialism holds that natural things do have essences. * In the existentialist view, the problem of being must take precedence over that knowledge in philosophical investigations. Being cannot be made a subject of objective enquiry; it is revealed to individual by reflection on his own unique concrete existence in time and space.Read More Samuel Becketts Waiting for Godot as an Existentialist Play4416 Words   |  18 Pagesstand (p.18). Albert Camus, an existentialist writer, believed that boredom or waiting, which is essentially the breakdown of routine or habit, caused people to think seriously about their identity, as Estragon and Vladimir do. In The Plague, Camus suggests that boredom or inactivity causes the individual to think. This is also similar to the idea of meditation, an almost motionless activity, allowing the individual to think with clarity. Camus, and other existential writers, suggested that attemptingRead MoreViolation Of The Maxims Of Cooperative Principle7912 Words   |  32 PagesLiterature is a linguistic work of art. With the help of linguistic abilities and skills, a literary artist produces literature. Literature is a social dialogue and language is a social instrument, which needs to be studied from linguistic point of view. There are five levels of linguistic analysis: phonology, morphology, syntax, semantics and pragmatics. Phonology deals with the study of speech sounds, morphology stu dies the process of word formation and syntax is a study of sentence structure. Both

The State of Philippine Education a View from a Filipino Youth Free Essays

The latest report by the National Statistical Coordination Board, recognizing that one in six school-age-children is deprived of education, tells us of what is in store in our country’s future. The enrollment rate in our primary school five years ago, was 90 percent. Last year, it dropped to 83 percent, and the number is rising. We will write a custom essay sample on The State of Philippine Education: a View from a Filipino Youth or any similar topic only for you Order Now The situation is worse for secondary education, where enrollment rate has been steady at only 59 percent over the same period. Unfortunately,  this has been going on in decades.Past government administrations are equally guilty ofnegligence to check the increasing numbers of illiterate Filipinos. Illiteracy to me, means the difficulty of a person to read and write, and even if he or she can read or write, the comprehension is low and have difficulty following simple written instructions. Education has been in the backburner and no serious effort was made to make it a major strategy for our progress. Education has a dramatic effect on economic development and growth.In fact, other countriesare starting to realize how drop-out rates affect to their economies. In the Philippines, nobodyknows the extent of its effect. It appears that we lost sight of the implications of this issue, because there is no statistical data toshow how much was lost in terms of peso value due to school drop-outs and illiteracy. What I amsaying is that, it is not only lost opportunity to get better income, but the government also lost taxrevenues from a productive and competitive population. School non-completion affects so many things. It increases criminal activity,  and adds to cost of prison and welfare services. By simply following a simple linear cause and effect analysis, they have lower lifetime earnings, which reduces buying power, lowers tax revenues for governments and reduces economic growth. When you extend your analysis, it results to decreased health status, more criminal activity,  higher rates of teen pregnancy and single motherhood. Wherever you look at it, just higher costs all around.Aside from those stated, the education system has direct effect on future economic growth. A major consideration of a business to invest in a country or in a community,  is the economic impact data. Part of this data is the education achievement of the community,  along with items such as transportation and workforce development. With the present condition, we can’t hardly make the first cut because companies will see they don’t have a pipeline to supply them with the workforce they need.We can no longer deny that the manufacturing sector cannot sustain the rising need for employment, and high-tech jobs are coming on. It is expected that majority of the jobs created over the next 10 years will be high-tech. How can this country compete if many of our population didn’t even finish elementary school? We are already seeing economic development pass us. The issue at hand should not only be viewed from the perspective of children dropping-out of school and the inability of their parents to find better jobs.It is about lost opportunities – lost lifetime earnings of those who were deprived of education, lost revenues for the government, and lost opportunit y for this country to catch-up with our already developed neighbors. We need not fight over it now. The government should take the lead, to bring all the players tothe table and define a strategic education plan. Other sectors are waiting. I am sure the businessleaders are hungry to know what they can specifically do to help. http://www. scribd. com/doc/16466469/State-of-Philippine-Education for comments, e-mail to roldanaelx@yahoo. com How to cite The State of Philippine Education: a View from a Filipino Youth, Papers

Violence In Entertainment And Its Effect On Society Essay Example For Students

Violence In Entertainment And Its Effect On Society Essay Matchmaker.com: Sign up now for a free trial. Date Smarter!ViolenceIn Entertainment And Its Effect On SocietyDoes entertainment influence societysattitude towards violent behavior? In order to fully answer this questionwe must first understand what violence is. Violence is the use of onespowers to inflict mental or physical injury upon another, examples of thiswould be rape or murder. Violence in entertainment reaches the public byway of television, movies, plays, and novels. Through the course of thisessay it will be proven that violence in entertainment is a major factorin the escalation of violence in society, once this is proven we will takeall of the evidence that has been shown throughout this paper and cometo a conclusion as to whether or not violence in entertainment is justifiedand whether or not it should be censored. Television with its far reaching influencespreads across the globe. Its most important role is that of reportingthe news and maintaining communication between people around the world. Televisions most influential, yet most serious aspect is its shows forentertainment. Violent childrens shows like Mighty Morphin Power Rangersand adult shows like NYPD Blue and Homicide almost always fail to showhuman beings being able to resolve their differences in a non-violent manner,instead they show a reckless attitude that promotes violent action firstwith reflection on the consequences later. In one episode of NYPD Bluethree people were murdered in the span of an hour. Contemporary televisioncreates a seemingly insatiable appetite for amusement of all kinds withoutregard for social or moral benefits (Schultze 41). Findings over the pasttwenty years by three Surgeon Generals, the Attorney Generals Task Forceon Family Violence, the American Medical Association, the National Instituteof Mental Health, the American Psychiatric Association, the American PsychologicalAssociation, the American Academy of Pediatrics, and other medical authoritiesindicate that televised violence is ha rmful to all of us, but particularlyto the mental health of children (Medved 70-71). In 1989 the results ofa five year study by the American Psychological Association indicated thatthe average child has witnessed 8,000 murders and 100,000 other acts ofviolence on television by the time he or she has completed sixth grade. In further studies it was determined that by the time that same child graduatesfrom high school he or she will have spent 22,000 hours watching television,twice as many hours as he or she has spent in school (Bruno 124). In a study by the Centers for Disease Control,published by the JAMA (Journal of the American Medical Association), itwas shown that homicide rates had doubled between the introduction of televisionin the 1950s and the end of the study in 1994. In that same study otherpossible causes for the vast increases in violence were studied, the babyboom effect, trends in urbanization, economic trends, trends in alcoholabuse, the role of capital punishment, civil unrest, the availability ofguns, and exposure to television(Lamson 32). Each of these purported causeswas tested in a variety of ways to see whether it could be eliminated asa credible contributor to doubling the crime rate in the United States,and one by each of them was invalidated, except for television. Childrenaverage four hours of television per day, and in the inner city that increasesto as much as eleven hours a day, with an average of eight to twelve violentincidents per hour. It is also interesting to note that violence occur ssome fifty-five times more often on television than it does in the realworld (Medved 156). FBI and census data show the homicide arrest rate forseventeen-year-olds more than doubled between 1985 and 1991, and the ratesfor fifteen-and sixteen-year-olds increased even faster. Movies also addtheir fair share to the problem of violence in society. Researchers haveestablished that copycat events are not an anomaly. Statistically-speaking,they are rare, but predictable, occurences. Television shows, novels, butespecially movies-all can trigger copycat violence (Medved 72). As recentlyas November of 1995, New York City officials believed that the burningof a toll-booth clerk was a result of copycat violence, resulting froma similar scene in the movie Money Train. In 1994, Nathan Martinez shotand killed his stepmother and half sister after watching the movie NaturalBorn Killers at least six times. Later, Martinez, who had shaved his headand wore granny sun glasses like Natural Born Killers main character MickeyKnox, reportedly told a friend, Its nothing like the movies(Purtell57). In a 1993 film, The Program, there was a scene showing college footballplayers lying in the center of a highway in an attempt to show their courageand dedication to their sport. This movie was later blamed for inspiringreal-life imitators; (one of whom died). In numorous experiments basedat pre-schools, researchers have observed children playing before and afterseeing violent movies and television shows. Following the violent programthe childrens play is invaribly more aggressive. They are much more likelyto hit, punch, kick, and grab to get their way. In other words, violententertainment teaches children how to use aggression for personal gain(Medved 75). It is also hard to believe that movies like Rambo III withone hundred and six killings and Terminator 2 which showed countless killingsplus a nuclear holocaust have at one time had their own line of childrensaction figures even though bot h movies are rated R. One must seriouslyconsider the idea that the movie studios are targeting a younger and easilyinfluenced main audience. The ancient Greeks believed that violence shouldnever be shown on stage, because people imitated what they saw. Becauseof this they would only show the results of violence in order to deterany violent activity. The Greeks slowly but surely moved away from thisidea as did other playwrights, and by the late 1500s a new writer witha new view on violence was beginning to write plays. His name was WilliamShakespeare. Many critics were bothered by Shakespeares failure to followthe rules of the ancient Greeks, especially the rules concerning violence,but they also objected to Shakespeares comic sexual passages, which theyconsidered vulgar. Shakespeare was a writer during what has historicallybeen called the Elizabethan era. Shakespeares plays reflect the shiftfrom optimism to pessimism in Elizabethan society. Elizabethans were keenlyaware of death and the brevity of life (Info Find), but death and violencefascinated the Elizabethans. They flocked to the beheadings of traitorswhose heads were exhibited on poles and watched as criminals were hanged,and they saw the rotting corpses dangle from the gallows for days (TheStudent Handbook 2: 591). Elizabethans, literature and lives were veryviolent. In Shakespeares play Hamlet all the main characters die throughmurder or suicide, all of which is shown on stage. Those critics who sayexcessive violence has only become a common occurence in todays entertainment,should watch Shakespeares Titus Andronicus with its stage direction,Enter a messenger with two heads and a hand (Klavan 98), or they shouldwatch as quarts of stage blood are poured all over the victims in thatsame play. Bioterrorism EssayWorks CitedLamson, Susan R. TV Violence: Does itcause real-life mayhem?, American Rifleman July 1993: 32. Leone, Bruno. Youth Violence. San Diego:Greenhaven Press, 1992.

Literature Works About Sensitive Issues

Malleus Maleficarum, the Medieval Witch Hunter Book

Malleus Maleficarum, the Medieval Witch Hunter Book The Malleus Maleficarum, a Latin book written in 1486 and 1487, is also known as The Hammer of Witches. This is a translation of the title. Authorship of the book is credited to two German Dominican monks, Heinrich Kramer and Jacob Sprenger. The two were also theology professors. Sprengers role in writing the book is now thought by some scholars to have been largely symbolic rather than active. The Malleus Maleficarum was not the only document about witchcraft written in the medieval period, but it was the best-known of the time. Because it came so soon after Gutenbergs printing revolution, it was more widely distributed than previous hand-copied manuals. The Malleus Maleficarum came at a peak point in European witchcraft accusations and executions. It was a foundation for treating witchcraft not as a superstition, but as a dangerous and heretical practice of associating with the Devil - and therefore, a great danger to society and to the church. The Witches Hammer During the 9th through 13th centuries, the church had established and enforced penalties for witchcraft. Originally, these were based on the churchs assertion that witchcraft was a superstition. Thus, belief in witchcraft was not in accord with the churchs theology. This associated witchcraft with heresy. The Roman Inquisition was established in the 13th century to find and punish heretics, seen as undermining the churchs official theology and therefore a threat to the very foundations of the church. At about that same time, secular law became involved in prosecutions for witchcraft. The Inquisition helped to codify both church and secular laws on the subject and began to determine which authority, secular or church, had responsibility for which offenses. Prosecutions for witchcraft, or Maleficarum, were prosecuted primarily under secular laws in Germany and France in the 13th century, and in Italy in the 14th. Papal Support In about 1481, Pope Innocent VIII heard from the two German monks. The communication described cases of witchcraft theyd encountered and complained that church authorities were not sufficiently cooperative with their investigations. Several popes before Innocent VIII, notably John XXII and Eugenius IV, had written or taken action on witches. Those popes were concerned with heresies and other beliefs and activities contrary to church teachings that were thought to undermine those teachings. After Innocent VIII received the communication from the German monks, he issued a papal bull in 1484 that gave full authority to the two inquisitors, threatening with excommunication or other sanctions any who molested or hindered in any manner their work. This bull, called Summus desiderantes affectibus (desiring with supreme ardor) from its opening words, put the pursuit of witches clearly in the neighborhood of pursuing heresy and promoting the Catholic faith. This threw the weight of the whole church behind the witch hunts. It also strongly argued that witchcraft was heresy not because it was a superstition, but because it represented a different kind of heresy. Those practicing witchcraft, the book argued, made agreements with the Devil and cast harmful spells. New Handbook for Witch Hunters Three years after the papal bull was issued, the two inquisitors, Kramer and possibly Sprenger, produced a new handbook for inquisitors on the subject of witches. Their title was Malleus Maleficarum. The word Maleficarum means harmful magic, or witchcraft, and this manual was to be used to hammer out such practices. The Malleus Maleficarum documented beliefs about witches and then enumerated ways to identify witches, convict them of the charge of witchcraft, and execute them for the crime. The book was divided into three sections. The first was to answer skeptics who thought that witchcraft was just a superstition, a view shared by some previous popes. This part of the book attempted to prove that the practice of witchcraft was real and that those practicing witchcraft really did make agreements with the Devil and cause harm to others. Beyond that, the section asserts that not believing in witchcraft is itself heresy. The second section sought to prove that real harm was caused by Maleficarum. The third section was a manual for the procedures to investigate, arrest, and punish witches. Women and Midwives The manual charges that witchcraft was mostly found among women. The manual bases this on  the idea that both good and evil in women tend to be extreme. After providing many stories of womens vanity, tendency toward lying, and weak intellect, the inquisitors also allege that a womans lust is at the basis of all witchcraft, thus making witch accusations also sexual accusations. Midwives are especially singled out as wicked for their supposed ability to prevent conception or terminate a pregnancy by deliberate miscarriage. They also claim midwives tend to eat infants, or, with live births, offer children to devils. The manual asserts that witches make a formal pact with the Devil, and copulate with incubi, a form of devils who have the appearance of life through aerial bodies. It also asserts that witches can possess another persons body. Another assertion is that witches and devils can make male sexual organs disappear. Many of their sources of evidence for the weakness or wickedness of wives are, with unintentional irony, pagan writers like Socrates, Cicero, and Homer. They also drew heavily on writings of Jerome, Augustine, and Thomas of Aquinas. Procedures for Trials and Executions The third part of the book deals with the goal of exterminating witches through trial and execution. The detailed guidance given was designed to separate false accusations from truthful ones, always assuming that witchcraft and harmful magic really existed, rather than being a superstition. It also assumed that such witchcraft did real harm to individuals and undermined the church as a kind of heresy. One concern was about witnesses. Who could be witnesses in a witchcraft case? Among those who could not be witnesses were quarrelsome women, presumably to avoid charges from those known to pick fights with neighbors and family. Should the accused be informed of who had testified against them? The answer was no if there was a danger to the witnesses, but that the identity of witnesses should be known to the prosecuting lawyers and the judges. Was the accused to have an advocate? An advocate could be appointed for the accused, though witness names could be withheld from the advocate. It was the judge, not the accused, who selected the advocate. The advocate was charged with being both truthful and logical. Examinations and Signs Detailed directions were given for examinations. One aspect was a physical examination, looking for any instrument of witchcraft, which included marks on the body. It was assumed most of the accused would be women, for the reasons given in the first section. The women were to be stripped in their cells by other women, and examined for any instrument of witchcraft. Hair was to be shaved from their bodies so that devils marks could be seen more easily. How much hair was shaved varied. These instruments could include both physical objects concealed, and also bodily marks. Beyond such instruments, there were other signs by which, the manual claimed, a witch could be identified. For example, being unable to weep under torture or when before a judge was a sign of being a witch. There were references to the inability to drown or burn a witch who still had any objects of witchcraft concealed or who were under the protection of other witches. Thus, tests were justified to see if a woman could be drowned or burned. If she could be drowned or burned, she might be innocent. If she could not be, she was probably guilty. If she did drown or was successfully burned, while that might be a sign of her innocence, she was not alive to enjoy the exoneration. Confessing Witchcraft Confessions were central to the process of investigating and trying suspected witches, and made a difference in the outcome for the accused. A witch could only be executed by the church authorities if she herself confessed, but she could be questioned and even tortured with the aim of getting a confession. A witch who confessed quickly was said to have been abandoned by the Devil, and those who kept a stubborn silence had the Devils protection. They were said to be more tightly bound to the Devil. Torture was seen as, essentially, an exorcism. It was to be frequent and often, to proceed from gentle to harsh. If the accused witch confessed under torture, however, she must also confess later while not being tortured for the confession to be valid. If the accused continued to deny being a witch, even with torture, the church could not execute her. However, they could turn her over after a year or so to secular authorities - who often had no such limitations. After confessing, if the accused then also renounced all heresy, the church could permit the penitent heretic to avoid a death sentence. Implicating Others The prosecutors had permission to promise an unconfessed witch her life if she provided evidence of other witches. This would produce more cases to investigate. Those she implicated would then be subject to investigation and trial, on the assumption that the evidence against them might have been a lie. But the prosecutor, in giving such a promise of her life, explicitly did not have to tell her the whole truth: that she could not be executed without a confession. The prosecution also did not have to tell her that she could be imprisoned for life on bread and water after implicating others, even if she did not confess - or that secular law, in some locales, could still execute her. Other Advice and Guidance The manual included specific advice to judges on how to protect themselves from the spells of witches, under the obvious assumption that they would worry about becoming targets if they prosecuted witches. Specific language was given to be used by the judges in a trial. To ensure that others cooperated in investigations and prosecutions, penalties and remedies were listed for those who directly or indirectly obstructed an investigation. These penalties for the uncooperative included excommunication. If the lack of cooperation was persistent, those who obstructed an investigation faced condemnation as heretics themselves. If those obstructing the witch hunts did not repent, they could be turned over to secular courts for punishment. After Publication There had been such handbooks before, but none with the scope or with such papal backing as this one. While the supporting papal bull was limited to southern Germany and Switzerland, in 1501 Pope Alexander VI issued a new papal bull. The cum acceperimus authorized an inquisitor in Lombardy to pursue witches, broadening the authority of witch hunters. The manual was used by both Catholics and Protestants. Although widely consulted, it was never given the official imprimatur of the Catholic church. Although publication was aided by Gutenbergs invention of movable type, the manual itself was not in continuous publication. When witchcraft prosecutions increased in some areas, the wider publication of the Malleus Maleficarum followed.

Air Power Assignment Example | Topics and Well Written Essays - 500 words

Air Power - Assignment Example The first, fundamental tenet emphasize on attacks on the enemy that a state is fighting. Bombardment must be programmed to occur before the enemy has had a chance to strike. It thus focuses on striking first that would ensure maximum defense. Secondly, there is an emphasis that the planes used for striking or fighting should function in all climatic conditions throughout the year. Thirdly, fighting or bombardment must be done during the day. This would ensure precision that would be aimed at hitting the targets. The fourth tenet is that the training of the operation crew members. It includes those in space and those on the ground that are concerned with the maintenance. The fifth principle entails destruction of the property of the enemy. This involves key areas of the economy such as factories, steel mills, and aluminum plants. It would also include military airbases and even airplane factories. These are the key areas which if targeted, would weaken the enemy completely1. The sixth principle concerns integration of activities that are concerned with bombardment. There should be fighters in the airspace and those on the ground who must coordinate to achieve a certain goal. The seventh principle entails protection of the bombing operations. This would be for the purpose of eluding modern pursuit by the enemy during the bombing action or just immediately after the action has taken place. The eighth principle involves the setting up of facilities that are concerned with carrying research on the latest equipment for fighting. This would ensure efficient carrying out of activities by the troops and in the least time possible. The ninth principle involves a combination of efforts of the ground and air forces. This would provide the necessary support required for the achievement of objectives2. Finally, air power is a complex process made up of various activities such as maintenance team, air

Concert Assignment Example | Topics and Well Written Essays - 1000 words

Concert - Assignment Example Diwali is celebrated differently in different regions of India. For example, in northern India, Diwali is a mean to celebrate the return of Rama from Ayodhya after suffering in exile for fourteen years. It is celebrated to honour Rama’s victory against the defeat of Ravana. Similarly, in Gujrat, Diwali is celebrated to welcome the goddess of wealth which is known as Lakshmi in Hindi. In other parts such as Nepal, people celebrate the festival to remind themselves the victory of Krishna who was known for defeating evil king Narakaasura. Also in Bengal, Dewali holds a significant importance for them as a celebration associated with the goddess of Kali Mata. Traditional Activities: The typical traditional activities include: The cleaning of houses, streets, shops and all the public places. Buying and wearing new attires. Decorating every corner of the city with beautiful lights especially the Diyas. Cooking traditional foods especially the real festive meals. Exchanging gifts suc h as traditional sweets, valuable gold items for women and dresses such as Sari, dried fruits, toys for children. And last but not the least, displaying the magnificent fireworks to celebrate the real essence and charisma of Diwali. Traditional Music: Music and dance are an essential part of any Hindu festival. Even during, Diwali people celebrate the joy and happiness on the beats of traditional festive music mixed with Holy songs and sometimes, songs from the famous Indian movies are also played. Any Hindu festival is considered without music especially without the beats of drums. Songs are played on all the public venues for people to dance and cherish the moments. Traditional Food: Diwali is incomplete without sweets and traditional food. Indians celebrate this event with the touch of their traditional sweets known as Mithai. Other traditional foods include Halwa, snacks made from chickpeas, rice and lentil and Chivda. Especially on the day of Diwali, women give a plenty of thei r time in cooking these traditional foods including drinks such as Chai, Sorbets and different frozen desserts. Their food is usually filled with spices and herbs cooked in special coconut oil (Source: The Guardian). Conclusion Diwali is the most celebrated event in the history of India and wherever Sikhs, Hindus and Jains live. It has remained the same during all those times and it is still celebrated in the same traditional and enthusiastic manner. Even today, people still decorate their surroundings with colourful lights, decorative items, exchange gifts and focus on sending traditional sweets to one another. Hindus know how to preserve their traditions and culture without changing them even a bit. Works Cited: BBC. Diwali- 3rd November. [Available Online]. http://www.bbc.co.uk/schools/religion/hinduism/diwali.shtml accessed on 8th March, 2013 The Guardian. What’s eaten at Diwali. [Available Online]. http://www.guardian.co.uk/lifeandstyle/wordofmouth/2011/oct/25/whats-eate n-at-diwali accessed on 8th M

Public Class Login Form in VB

Public Class Login Form in VB Private Sub Button2_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles okButton2.Click Try mappDB.UserName = usernameTextBox.Text : mappDB.Password = passwordTextBox.Text Call mappDB.connect() MainForm.Show() Catch ex As Exception Call showError(ex.Message) End Try End Sub Private Sub Button1_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles Button1.Click If MessageBox.Show(Do you really want to quit now?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then Application.Exit() End Sub Private Sub loginForm_Load(ByVal sender As Object, ByVal e As System.EventArgs) Handles Me.Load Me.Text = strApplicationName Login passwordTextBox.Text = String.Empty todo remove when launch usernameTextBox.Text = admin passwordTextBox.Text = 7151epeN End Sub End Class Imports System.Data.OleDb Imports System.Configuration Public Class MainForm Structure _gridFilter Dim _sql As String Dim _criteria As String Dim _orderBy As String End Structure Dim gridFilter As New _gridFilter Dim cmdLocal As OleDbCommand Dim blIsActiveLoan As Boolean Dim bsGLSummary As New BindingSource Private Sub exitToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) If MessageBox.Show(Quit application now?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then Application.Exit() End Sub Private Sub MainForm_Activated(ByVal sender As Object, ByVal e As System.EventArgs) Handles Me.Activated loginForm.Visible = False End Sub Private Sub MainForm_FormClosing(ByVal sender As Object, ByVal e As System.Windows.Forms.FormClosingEventArgs) Handles Me.FormClosing Call mappDB.close() : Call mappDB.dispose() mappDB = Nothing End Sub Private Sub NewLoanToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles NewLoanToolStripMenuItem.Click borrowForm.ShowDialog() End Sub Private Sub BorrowerToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles BorrowerToolStripMenuItem.Click borrowerForm.ShowDialog() End Sub Private Sub MainForm_Load(ByVal sender As Object, ByVal e As System.EventArgs) Handles Me.Load Me.Text = strApplicationName for ConfigurationManager.AppSettings(client).ToString dateLabel.Text = System.DateTime.Now.ToString(MMM dd yyyy) loginUserNameLabel.Text = mappDB.UserName loginsinceLabel.Text = System.DateTime.Now.ToString(MMM dd yyyy hh:mm tt) filtercriteriaComboBox.SelectedIndex = 1 With glSumTotalDataGridView .ReadOnly = True .Rows.Add() : .Rows.Add() : .Rows.Add() .Item(0, 0).Value = Total Cr .Item(0, 1).Value = Total Dr .Item(0, 2).Value = Balance .Columns(0).Width = 550 .Columns(1).Width = 150 .Cursor = Cursors.Hand .SelectionMode = DataGridViewSelectionMode.FullRowSelect End With End Sub Private Sub searchfilterButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles searchfilterButton.Click Me.Cursor = Cursors.WaitCursor gridFilter._sql = SELECT pk_borrowerID,lastname as [Last name],firstname as [First Name] FROM tblborrower gridFilter._orderBy = ORDER BY lastname Select Case filtercriteriaComboBox.SelectedIndex Case 0 firstname gridFilter._criteria = WHERE firstname like filtervalueTextBox.Text %' Case 1 lastname gridFilter._criteria = WHERE lastname like filtervalueTextBox.Text %' Case 2 company gridFilter._criteria = WHERE company like filtervalueTextBox.Text %' End Select Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, searchBrDataGridView, True) Me.Cursor = Cursors.Default End Sub Private Sub refreshGLSumToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles glsum_refreshToolStripButton.Click Me.Cursor = Cursors.WaitCursor gridFilter._sql = SELECT fk_borrowerid,fullname as [Borrower Name],sumofcr as [Sum of Cr], sumofdr as [Sum of Dr], Balance FROM qGLsummary If Not incZeroBalToolStripButton.Checked Then gridFilter._criteria = Else gridFilter._criteria = WHERE balance > 0 End If gridFilter._orderBy = ORDER BY Fullname Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, glSumDataGridView, True, bsGLSummary) glsumRowCountToolStripLabel.Text = of glSumDataGridView.Rows.Count 1 Call firstToolStripButton_Click(sender, e) Call glsum_totals() Me.Cursor = Cursors.Default Call TotalOfGLSum() End Sub Private Sub Label9_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles drtotalal_glsumLabel.Click End Sub Private Sub viewGLSummaryToolStripButton1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles glsum_openToolStripButton.Click Try Me.Cursor = Cursors.WaitCursor Call TabControl1.SelectTab(1) gridFilter._sql = Select pk_mloanid , pk_loanref as [Loan Ref],isactive as [Active], Dated FROM tblloanmaster gridFilter._orderBy = ORDER BY dated DESC gridFilter._criteria = WHERE fk_borrowerid= glSumDataGridView(0, glSumDataGridView.CurrentRow.Index).Value.ToString Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, brloanlistDataGridView, True) brloanlistDataGridView.Columns(2).Width = 40 brloanlistDataGridView.Columns(3).Width = 40 brloanlistDataGridView.Columns(3).DefaultCellStyle.Format = MMM dd yyyy brNameToolStripLabel.Text = glSumDataGridView(1, glSumDataGridView.CurrentRow.Index).Value.ToString generalledgerDataGridView.DataSource = Nothing Catch ex As Exception Call showError(ex.Message.ToString) Finally Me.Cursor = Cursors.Default End Try End Sub Private Sub borrowerDataGridView_CellContentClick(ByVal sender As System.Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles searchBrDataGridView.CellContentClick End Sub Private Sub borrowerDataGridView_CellDoubleClick(ByVal sender As Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles searchBrDataGridView.CellDoubleClick gridFilter._sql = SELECT fk_borrowerid,fullname as [Borrower Name],sumofcr as [Sum of Cr], sumofdr as [Sum of Dr], Balance FROM qGLsummary gridFilter._criteria = WHERE fk_borrowerid = searchBrDataGridView(0, searchBrDataGridView.CurrentRow.Index).Value.ToString gridFilter._orderBy = ORDER BY Fullname Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, glSumDataGridView, True) Call TotalOfGLSum() Call glsum_totals() End Sub Private Sub borrowerloanDataGridView_CellDoubleClick(ByVal sender As Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles brloanlistDataGridView.CellContentDoubleClick End Sub Private Sub generalledgersummaryDataGridView_CellDoubleClick(ByVal sender As Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles glSumDataGridView.CellDoubleClick Call viewGLSummaryToolStripButton1_Click(sender, e) End Sub Private Sub upd_newToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_newToolStripButton.Click Try upd_datedDateTimePicker.Value = Now upd_ToComboBox.SelectedIndex = 1 upd_isactiveCheckBox.Checked = True Call combolist(SELECT pk_accntID,pk_code FROM tblaccount ORDER BY description, pk_accntid, pk_code, upd_AccntComboBox) Call upd_AccntComboBox_SelectionChangeCommitted(sender, e) upd_AmtNumericUpDown.Value = 0 upd_nextduedateDateTimePicker.Value = DateAdd(DateInterval.Month, 1, CType(duedateTextBox.Text.ToString, Date)) upd_statusComboBox.SelectedIndex = 0 Call toggleOnUpdate() Catch ex As Exception Call showError(ex.ToString) End Try End Sub Private Sub upd_editToolStripButton_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles upd_editToolStripButton.Click Try Dim a As Integer = brloanDetailsDataGridView.CurrentRow.Index Call combolist(SELECT pk_accntID,pk_code FROM tblaccount ORDER BY description, pk_accntid, pk_code, upd_AccntComboBox) Call toggleOnUpdate() With brloanDetailsDataGridView upd_recidLabel.Text = .Item(0, a).Value.ToString upd_AccntComboBox.Text = .Item(1, a).Value.ToString upd_datedDateTimePicker.Value = CType(.Item(2, a).Value, Date) If CType(.Item(3, a).Value, Double) > 0 Then entry is Cr upd_ToComboBox.Text = Cr upd_AmtNumericUpDown.Value = CType(.Item(3, a).Value, Decimal) Else upd_ToComboBox.Text = Dr upd_AmtNumericUpDown.Value = CType(.Item(4, a).Value, Decimal) End If upd_nextduedateDateTimePicker.Value = CType(duedateTextBox.Text.ToString, Date) upd_isactiveCheckBox.Checked = isactiveCheckBox.Checked End With Catch ex As Exception If Err.Number = 91 Then Call showError(Please click entry in General Ledger Details and click edit.) Else Call showError(Err.Number ex.Message) End If End Try End Sub Private Sub upd_applyToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_applyToolStripButton.Click If Not IsNumeric(upd_recidLabel.Text) Then MessageBox.Show(Please select entry from GL Details. Click OK to continue., strApplicationName, MessageBoxButtons.OK, MessageBoxIcon.Information) Exit Sub End If If upd_AmtNumericUpDown.Value = 0 Then Call showError(Enter amount value.) Exit Sub End If Dim i As Integer, _PostAmountTo As String = String.Empty If MessageBox.Show(Are all entries correct?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then Try If upd_ToComboBox.Text.ToUpper = DR Then _PostAmountTo = dr Else _PostAmountTo = Cr If upd_recidLabel.Text = 0 Then cmdLocal = New OleDbCommand(INSERT INTO tblloandetails(fk_mloanid,fk_accntid,dated, _PostAmountTo ) VALUES(@fk_mloanid,@fk_accntid,@dated,@amt), mappDB.conn) Else cmdLocal = New OleDbCommand(UPDATE tblloandetails SET [emailprotected]_mloanid,[emailprotected]_accntid,[emailprotected], _PostAmountTo [emailprotected] WHERE pk_dloanid= upd_recidLabel.Text.ToString, mappDB.conn) End If With cmdLocal.Parameters .Add(@fk_mloanid, OleDbType.Integer, 0, fk_mloanid).Value = recIDLabel.Text .Add(@fk_accntid, OleDbType.Integer, 0, fk_accntid).Value = upd_AccntComboBox.SelectedValue .Add(@dated, OleDbType.Date, 0, dated).Value = upd_datedDateTimePicker.Value.ToString(MMM/dd/yyyy) .Add(@amt, OleDbType.Decimal, 0, _PostAmountTo).Value = upd_AmtNumericUpDown.Value End With i = cmdLocal.ExecuteNonQuery gridFilter._sql = SELECT pk_dloanid,pk_code as Particular,Dated,Cr,Dr FROM qloandetails gridFilter._criteria = WHERE fk_mloanid = brloanlistDataGridView(0, brloanlistDataGridView.CurrentRow.Index).Value.ToString gridFilter._orderBy = ORDER BY dated,pk_dloanid Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, brloanDetailsDataGridView, True) Call gldetails_totals() blIsActiveLoan = False For i = 0 To brLoanDetailsSumDataGridView.Rows.Count 1 If CType(brLoanDetailsSumDataGridView.Item(4, i).Value, Double) > 0 Then blIsActiveLoan = True Exit For End If Next cmdLocal = New OleDbCommand(UPDATE tblloanmaster SET [emailprotected] WHERE pk_mloanid= recIDLabel.Text.ToString, mappDB.conn) With cmdLocal.Parameters .Add(@isactive, OleDbType.Boolean, 0, isactive).Value = blIsActiveLoan End With cmdLocal.ExecuteNonQuery() brloanlistDataGridView.Item(2, brloanlistDataGridView.CurrentRow.Index).Value = blIsActiveLoan end status check If blIsActiveLoan And MessageBox.Show(Update due date?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then update loan due date cmdLocal = New OleDbCommand(UPDATE tblloanmaster SET [emailprotected] WHERE pk_mloanid= recIDLabel.Text.ToString, mappDB.conn) With cmdLocal.Parameters .Add(@duedate, OleDbType.Date, 0, duedate).Value = upd_nextduedateDateTimePicker.Value.ToString(MMM dd yyyy) End With cmdLocal.ExecuteNonQuery() End If Call toggleOnUpdate() MessageBox.Show(brNameToolStripLabel.Text.ToUpper general ledger update success. Click OK to continue., strApplicationName, MessageBoxButtons.OK, MessageBoxIcon.Information) Catch ex As Exception Call showError(ex.ToString) Finally i = Nothing cmdLocal = Nothing mappDB.close() End Try End If End Sub Private Sub gldetails_totals() With brloanDetailsDataGridView .Columns(2).DefaultCellStyle.Format = MMM dd yyyy .Columns(3).Width = 80 .Columns(3).DefaultCellStyle.Format = 0,0.00 .Columns(3).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight .Columns(4).Width = 80 .Columns(4).DefaultCellStyle.Format = 0,0.00 .Columns(4).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight End With gridFilter._sql = SELECT fk_mloanid,pk_code as Particular, sumofcr as Cr, sumofDr as Dr,Balance FROM qloandetailssum gridFilter._criteria = WHERE fk_mloanid = brloanlistDataGridView(0, brloanlistDataGridView.CurrentRow.Index).Value.ToString gridFilter._orderBy = Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, brLoanDetailsSumDataGridView, True) With brLoanDetailsSumDataGridView .Columns(2).DefaultCellStyle.Format = MMM dd yyyy For i As Integer = 2 To 4 .Columns(i).Width = 80 .Columns(i).DefaultCellStyle.Format = 0,0.00 .Columns(i).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight Next End With End Sub Private Sub glsum_totals() Dim _totalCr As Double = 0 Dim _totalDr As Double = 0 Try For i As Integer = 0 To glSumDataGridView.Rows.Count 1 _totalCr += CType(glSumDataGridView.Item(2, i).Value, Double) _totalDr += CType(glSumDataGridView.Item(3, i).Value, Double) Next Catch End Try Try add grid formatting With glSumDataGridView .Columns(1).Width = 350 .Columns(2).DefaultCellStyle.Format = 0,0.00 .Columns(2).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight .Columns(3).DefaultCellStyle.Format = 0,0.00 .Columns(3).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight .Columns(4).DefaultCellStyle.Format = 0,0.00 .Columns(4).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight End With With glSumTotalDataGridView .Item(1, 0).Value = FormatNumber(_totalCr, 2) .Item(1, 1).Value = FormatNumber(_totalDr, 2) .Item(1, 2).Value = FormatNumber(_totalCr _totalDr, 2) .Columns(1).DefaultCellStyle.Alignment = DataGridViewContentAlignment.MiddleRight End With Catch ex As Exception Call showError(ex.Message) End Try End Sub Private Sub upd_calcToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_calcToolStripButton.Click Try System.Diagnostics.Process.Start(calc) Catch ex As Exception Call showError(ex.ToString) End Try End Sub Sub haltKeys(ByVal sender As Object, ByVal e As KeyPressEventArgs) Handles datedTextBox.KeyPress, duedateTextBox.KeyPress, _ comakerTextBox.KeyPress, remarkTextBox.KeyPress, payableTextBox.KeyPress, monthlyintTextBox.KeyPress, monthlypenaltyTextBox.KeyPress, _ principalTextBox.KeyPress, monthlyintTextBox.KeyPress, monthlypenaltyTextBox.KeyPress e.Handled = True End Sub Private Sub export_glsumToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles glsum_exportToolStripButton.Click If (glSumDataGridView.Rows.Count 1) Dim h As Integer = 0, r As Integer = 4 excelApp = New Excel.Application excelWB = excelApp.Workbooks.Open(Application.StartupPath templatesglsummary.xlt) excelWS = CType(excelWB.Sheets(1), Excel.Worksheet) With excelWS For h = 0 To glSumDataGridView.Rows.Count 1 r = h + 4 4 is the base row .Cells(r, 1) = h + 1 sn .Cells(r, 2) = glSumDataGridView.Item(1, h).Value.ToString .Cells(r, 3) = glSumDataGridView.Item(2, h).Value.ToString .Cells(r, 4) = glSumDataGridView.Item(3, h).Value.ToString .Cells(r, 5) = glSumDataGridView.Item(4, h).Value.ToString Next balance .Cells(6, ExcelColumns.colE) = =C r -D r r += 1 .Cells(r, ExcelColumns.colC) = =SUM(C4:C r 1 ) Cr total .Cells(r, ExcelColumns.colD) = =SUM(D4:D r 1 ) Dr Total .Cells(r, ExcelColumns.colE) = =C r -D r Balance Total .Cells(r, ExcelColumns.colA) = Total .Range(A r :B r).Merge() .Range(A r).HorizontalAlignment = -4131 End With Call drawBorder(A4:E r) excelApp.Visible = True clean up variables h = Nothing excelWS = Nothing excelWB = Nothing excelApp = Nothing End Sub Private Sub gl_viewToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles gldetails_viewToolStripButton.Click If (brloanDetailsDataGridView.Rows.Count 1) Dim h As Integer = 0, r As Integer = 0 Dim s As String = String.Empty excelApp = New Excel.Application excelWB = excelApp.Workbooks.Open(Application.StartupPath templatesgldetails.xlt) excelWS = CType(excelWB.Sheets(1), Excel.Worksheet) With excelWS .Cells(3, ExcelColumns.colC) = brNameToolStripLabel.Text.ToString .Cells(4, ExcelColumns.colC) = loanRefLabel.Text.ToString .Cells(5, ExcelColumns.colC) = datedTextBox.Text.ToString .Cells(3, ExcelColumns.colG) = principalTextBox.Text.ToString .Cells(4, ExcelColumns.colG) = monthlyintTextBox.Text.ToString .Cells(5, ExcelColumns.colG) = monthlypenaltyTextBox.Text.ToString For h = 0 To brloanDetailsDataGridView.Rows.Count 1 r = h + 9 is the base row .Cells(r, ExcelColumns.colA) = h + 1 sn .Cells(r, ExcelColumns.colB) = brloanDetailsDataGridView.Item(1, h).Value.ToString .Cells(r, ExcelColumns.colD) = CType(brloanDetailsDataGridView.Item(2, h).Value.ToString, Date).ToString(MMM dd yyyy) .Cells(r, ExcelColumns.colE) = brloanDetailsDataGridView.Item(3, h).Value.ToString cr .Cells(r, ExcelColumns.colF) = brloanDetailsDataGridView.Item(4, h).Value.ToString dr balance col If r > 10 Then .Cells(r, ExcelColumns.colG) = =G (r 1) +E r -F r Next r += 1 balance .Cells(6, ExcelColumns.colG) = =E r -F r .Cells(r, ExcelColumns.colE) = =SUM(E8:E r 1 ) .Cells(r, ExcelColumns.colF) = =SUM(F8:F r 1 ) .Cells(r, ExcelColumns.colG) = =E r -F r .Cells(r, ExcelColumns.colA) = Total .Range(A r :D r).Merge() .Range(A r).HorizontalAlignment = -4131 End With Call drawBorder(A10:G r) excelApp.Visible = True h = Nothing excelWS = Nothing excelWB = Nothing excelApp = Nothing End Sub Private Sub what_accntButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles what_accntButton.Click Try cmdLocal = New OleDbCommand(SELECT description from tblaccount WHERE pk_accntID= upd_AccntComboBox.SelectedValue.ToString, mappDB.conn) Dim rd As OleDbDataReader = cmdLocal.ExecuteReader rd.Read() If rd.HasRows Then MessageBox.Show(upd_AccntComboBox.Text = rd(0).ToString . Click OK to continue., strApplicationName, MessageBoxButtons.OK, MessageBoxIcon.Information) rd = Nothing cmdLocal = Nothing Catch End Try End Sub Private Sub AccountToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles AccountToolStripMenuItem.Click rptAccountForm.ShowDialog() End Sub Sub toggleOnUpdate() brloanlistDataGridView.Enabled = Not brloanlistDataGridView.Enabled brloanDetailsDataGridView.Enabled = Not brloanDetailsDataGridView.Enabled upd_newToolStripButton.Enabled = Not upd_newToolStripButton.Enabled upd_editToolStripButton.Enabled = Not upd_editToolStripButton.Enabled upd_applyToolStripButton.Enabled = Not upd_applyToolStripButton.Enabled upd_cancelToolStripButton.Enabled = Not upd_cancelToolStripButton.Enabled End Sub Private Sub upd_cancelToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_cancelToolStripButton.Click If MessageBox.Show(Cancel update?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then upd_recidLabel.Text = 0 Call toggleOnUpdate() End If End Sub Private Sub borrowerloanDataGridView_CellContentClick(ByVal sender As System.Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles brloanlistDataGridView.CellContentClick End Sub Private Sub TabControl1_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles TabControl1.Click If upd_applyToolStripButton.Enabled = True Then MessageBox.Show(Please complete updating/cancel GL of brNameToolStripLabel.Text.ToUpper . Click OK to continue., strApplicationName, MessageBoxButtons.OK, MessageBoxIcon.Information) TabControl1.SelectedIndex = 1 End If End Sub Private Sub DueDateToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles DueDateToolStripMenuItem.Click rptDueDateForm.ShowDialog() End Sub Private Sub rptBorrowerToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles rptBorrowerToolStripMenuItem.Click Me.Cursor = Cursors.WaitCursor Dim r As Integer = 4 excelApp = New Excel.Application excelWB = excelApp.Workbooks.Open(Application.StartupPath templatesborrower.xlt) excelWS = CType(excelWB.Sheets(1), Excel.Worksheet) cmdLocal = New OleDbCommand(SELECT * from tblborrower ORDER BY lastname, mappDB.conn) Dim rd As OleDbDataReader = cmdLocal.ExecuteReader While rd.Read With excelWS .Cells(r, ExcelColumns.colA) = r 3 .Cells(r, ExcelColumns.colB) = rd(lastname).ToString .Cells(r, ExcelColumns.colC) = rd(firstname).ToString .Cells(r, ExcelColumns.colD) = rd(jobtitle).ToString rd(company).ToString .Cells(r, ExcelColumns.colE) = rd(contactnos).ToString .Cells(r, ExcelColumns.colF) = rd(address).ToString r += 1 End With End While If r > 4 Then Call drawBorder(A5:F r 1) excelApp.Visible = True mappDB.close() rd = Nothing cmdLocal = Nothing r = Nothing excelWS = Nothing excelWB = Nothing excelApp = Nothing Me.Cursor = Cursors.Default End Sub Private Sub AccountToolStripMenuItem1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles AccountToolStripMenuItem1.Click accountForm.ShowDialog() End Sub Private Sub LogOffToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles LogOffToolStripMenuItem.Click Me.Visible = False loginForm.Show() End Sub Private Sub borrowerloanDataGridView_CellEnter(ByVal sender As Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles brloanlistDataGridView.CellEnter Dim rd As OleDbDataReader recIDLabel.Text = 0 Try gridFilter._sql = SELECT pk_dloanid,pk_code as Particular,Dated,Cr,Dr FROM qloandetails gridFilter._criteria = WHERE fk_mloanid = brloanlistDataGridView(0, brloanlistDataGridView.CurrentRow.Index).Value.ToString gridFilter._orderBy = ORDER BY dated,pk_dloanid Call fillGrid(gridFilter._sql, gridFilter._criteria, gridFilter._orderBy, brloanDetailsDataGridView, True) cmdLocal = New OleDbCommand(SELECT * FROM tblloanmaster WHERE pk_mloanid= brloanlistDataGridView(0, brloanlistDataGridView.CurrentRow.Index).Value.ToString, mappDB.conn) rd = cmdLocal.ExecuteReader rd.Read() If rd.HasRows Then recIDLabel.Text = rd(pk_mloanid).ToString loanRefLabel.Text = rd(pk_loanref).ToString datedTextBox.Text = CType(rd(dated).ToString, Date).ToString(MMM dd yyyy) duedateTextBox.Text = CType(rd(duedate).ToString, Date).ToString(MMM dd yyyy) comakerTextBox.Text = rd(comaker).ToString remarkTextBox.Text = rd(remark).ToString principalTextBox.Text = FormatNumber(rd(principal).ToString, 2).ToString monthlyintTextBox.Text = FormatNumber(rd(interest).ToString, 2).ToString monthlypenaltyTextBox.Text = FormatNumber(rd(penalty).ToString, 2).ToString isactiveCheckBox.Checked = CType(rd(isactive), Boolean) monthInterestNumericUpDown.Value = CType(rd(interest).ToString, Decimal) payableTextBox.Text = FormatNumber(CType(principalTextBox.Text, Double) * (CType(monthlyintTextBox.Text, Double) / 100), 2).ToString monthPenaltyNumericUpDown.Value = CType(rd(penalty).ToString, Decimal) End If Call gldetails_totals() Catch ex As Exception Call showError(ex.Message) Finally mappDB.close() rd = Nothing End Try End Sub Private Sub quitToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles quitToolStripMenuItem.Click If MessageBox.Show(Do you really want to quit now?, strApplicationName, MessageBoxButtons.YesNo, MessageBoxIcon.Question) = Windows.Forms.DialogResult.Yes Then Application.Exit() End Sub Private Sub Timer1_Tick(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles Timer1.Tick nowToolStripLabel.Text = System.DateTime.Now.ToString(MMM dd yyyy HH:mm:ss tt) End Sub Private Sub previousToolStripButton_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles previousToolStripButton.Click bsGLSummary.MovePrevious() End Sub Private Sub generalledgersummaryDataGridView_CellContentClick(ByVal sender As System.Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles glSumDataGridView.CellContentClick End Sub Private Sub Button1_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) brloanDetailsDataGridView.Rows(1).Selected = True End Sub Private Sub BackupDatabaseToolStripMenuItem_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles BackupDatabaseToolStripMenuItem.Click End Sub Private Sub ToolStripLabel8_Click(ByVal sender As System.Object, ByVal e As System.EventArgs) End Sub Private Sub upd_isactiveCheckBox_CheckedChanged(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_isactiveCheckBox.CheckedChanged End Sub Private Sub upd_isactiveCheckBox_CheckStateChanged(ByVal sender As Object, ByVal e As System.EventArgs) Handles upd_isactiveCheckBox.CheckStateChanged End Sub Private Sub upd_isactiveCheckBox_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles upd_isactiveCheckBox.Click If upd_ToComboBox.Text.ToUpper = DR Then upd_isactiveCheckBox.Checked = True GoTo close End If Dim x As Double = 0 For i As Integer = 0 To brLoanDetailsSumDataGridView.Rows.Count 1 x += CType(brLoanDetailsSumDataGridView.Item(2, i).Value, Double) Next If x upd_AmtNumericUpDown.Value > 0 Then upd_isactiveCheckBox.Checked = True GoTo close End If Exit Sub close: MessageBox.Show(Zero balance loan cannot be close., strApplicationName, MessageBoxButtons.OK, MessageBoxIcon.Information) End Sub Private Sub upd_AccntComboBox_SelectedIndexChanged(ByVal sender As System.Object, ByVal e As System.EventArgs) Handles upd_AccntComboBox.SelectedIndexChanged End Sub Private Sub upd_AccntComboBox_SelectionChangeCommitted(ByVal sender As Object, ByVal e As System.EventArgs) Handles upd_AccntComboBox.SelectionChangeCommitted retrieve balance of selected account For i As Integer = 0 To brLoanDetailsSumDataGridView.Rows.Count 1 If brLoanDetailsSumDataGridView.Item(1, i).Value.ToString = upd_AccntComboBox.Text.ToString Then upd_AmtNumericUpDown.Value = CType(brLoanDetailsSumDataGridView.Item(4, i).Value, Decimal) Exit For End If Next End Sub Private Sub generalledgersummaryDataGridView_CellEnter(ByVal sender As Object, ByVal e As System.Windows.Forms.DataGridViewCellEventArgs) Handles glSumDataGridView.CellEnter Try selectedrowindexToolStripTextBox.Text = CStr(e.RowIndex + 1) Catch End Try End Sub Private Sub filtervalueTextBox_KeyDown(ByVal sender As Object, ByVal e As System.Windows.Forms.KeyEventArgs) Handles filtervalueTextBox.KeyDown If e.KeyCode = Keys.Enter Then Call searchfilterButton_Click(sender, e) End Sub Private Sub nextToolStripButton_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles nextToolStripButton.Click bsGLSummary.MoveNext() End Sub Private Sub firstToolStripButton_Click(ByVal sender As Object, ByVal e As System.EventArgs) Handles firstToolStripButton.Click bsGLSummary.MoveFirst() End Sub Private Sub lastToolStripButton_Click(ByVal sender As Object, ByVal e As System.EventArgs) Han

Causes of Tsunami

The Causes of Tsunami All tsunamis are caused by the sudden displacement of large volumes of water. All are the result of violent events with enough power to displace large volumes very rapidly. Moreover, Tsunamis are often referred to high waves of water caused by changes in the flow and surge of the ocean. On the other hand, Tsunamis can be caused by a few different factors, which are an earthquake, a large-scale undersea landslide, a submarine volcanic eruption (Cause of Tsunami, n. d. ). Firstly, the vast majority of tsunamis results from the earthquake.The earth's surface is covered by the continents and sea floor which are parts of the world-wide system of plates that are in the very slow motion. An earthquake occurs where the edges of plates run into one another, which are called faults or fault lines. The forces along faults sometimes can build-up over long periods of time. Therefore, when rocks finally break, the earthquake happens. For example, some features generated by th e forces released along the edges of plates faults are the Andes Mountains in South America, which occurred on land and the Aleutian Trench near Alaska, which occurred under water.When rapid and powerful faulting occurs near the ocean or underneath the ocean, the large earthquake will be generated and possibly being the tsunami (What causes tsunami? , n. d. ). The process of a happening of tsunami is complicated. The magnitude and depth of earthquake, the water depth in the region of tsunami generation, the amount of vertical motion of the sea floor, the rapidity of such motion, whether there is coincident subsidence of sediments and the efficiency which the energy is transferred from crust of the earth to water in the ocean are all parts of the generation mechanism of Tsunamis.The energy accumulates in the major plate until it exceeds the frictional forces between the two stuck plates. When this situation happens, the major plate snap back into an unrestrained position. This motion is suddenly the cause of the tsunami because it gives a gigantic push to the overlying water. Additionally, at the same time of the happening, the inland areas of the major plate are suddenly lowered (What causes Tsunamis? , 2012). However, not all earthquakes generate tsunamis. To generate tsunamis, earthquakes must occur underneath or near the ocean, be large and create movements in the sea floor.All oceanic regions of the world can experience tsunamis, but in the Pacific Ocean there is a much more frequent occurrence of large, destructive tsunamis because of the many large earthquakes along the margins of the Pacific Ocean. Secondly, underwater landslides, coastal landslides falling into the ocean can displace enough water to generate a tsunami. Undersea landslides occur when there is a large amount of sediment dislodged from the seafloor which displaces a water column and potentially creating tsunami. Land sliding into the sea is usually caused by an earthquake.It may also caus e destructive local tsunami (What causes tsunami? , n. d. ). For instance, there is a case in 1958 where Lituya Bay in Alaska faced a tsunami caused by rockslide which an enormous boulder was loosed by an earthquake and then fell into the bay. The mass of rock striking the bay's surface created a gigantic splash, which sent water wave to the height of 1720 feet (Lituya Bay Close Up, n. d. ). Last but not least, though less common, volcanic eruptions and submarine explosions which occur near or under the ocean can all cause sufficient displacement of water to generate a tsunami.These can be occurred in several ways. One possibility is destructive collapses of coastal. Inland and underwater volcanoes result in massive landslides. They break down and collapse, so they release large amounts of ash and debris into the water. In addition, pyroclastic flows, which are the mixtures of dense including hot blocks, ash, pumice, and gas, plunging down volcanic slopes into the water pushing wate r outwards. A volcano collapsing after an eruption also causes overlying water to drop suddenly. Tsunamis can also be induced by submarine volcanoes.These underwater volcanoes can collapse downwards or spew forth lava heating the surrounding water quickly (What causes Tsunamis? , 2012). References Lituya Bay Close Up (n. d. ) Retrieved from http://www. usc. edu/dept/tsunamis/alaska/1958/webpages/lituyacloseup. html What causes tsunami? (n. d. ) Retrieved from http://beachsafe. org. au/tsunami/ema/pages/04_causes. html Cause of Tsunami (n. d. ) Retrieved from http://tsun. sscc. ru/tsulab/tgi_4. htm What causes Tsunamis? (November 12, 2012) retrieved from http://www. ga. gov. au/hazards/tsunami/tsunami-basics/causes. html

How Personal Can Ethics Get Essay

Abstract This paper is about the case study, â€Å"How Personal Can ethics Get†. This paper discusses the dilemmas that Valerie Young has to face at her Chicago based fragrance employer named Wisson. Secondly, I will discuss what I would do if I were in the same dilemma as Valerie. Next, it discusses how personal differences and preference can impact organizations ethics. Lastly, this paper discusses how organizational policies and procedures can impact organizational ethics. How Personal Can Ethics Get? This case focuses on the ethical dilemmas that Valerie Young has to deal with her employer Wisson. Valerie is an immigrant worker that is currently working in the United States on a work visa. Valerie has uncovered unethical practices by her manager Lionel Waters. Valerie has discovered that Lionel Waters was violating Wissons company policy that no employee should take personal payments, bribes or kickbacks to customers or suppliers or the receipt of kickbacks, bribes and personal kickbacks are prohibited. Valerie has discovered documentation showing that Waters is receiving personal kickbacks from two fragrance companies through his personal company. This concerns Valerie since her division only receives projects from these two fragrance companies now instead of the other fragrance companies they have worked for in the past. She did not understand this why they did not work with the other companies anymore. She claimed that the other companies had some great project but these companies did not receive consideration from Wisson. Waters demonstrates the self-serving principle of might-equals right, which states you do whatever you are powerful enough to impose on others without respect to socially acceptable behaviors(). Waters demonstrates this ethical principle by willingly funneling kickback money into his personal business account, which is a violation of company policy. Waters is powerful enough to receive kickbacks from the fragrance companies and keep it hidden since he is an executive at Wisson. Ethical Dilemmas that Valerie Faces Valerie was making copies at work when she found some documents on the printer that belonged to Waters. The documents were on letterheads from Waters personal consultation company. On these documents, Valerie found out that Waters has been collect kickbacks from two fragrance companies. Valerie was very stunned about her findings and she was not sure what to do. Valerie was recently accepted to a Master of Science program and did not want to jeopardize her education nor her job. She decided to keep this quit for the reason that she did not know who she could trust. Valerie is currently in the United States on a work visa. Due to this fact she must have a job in order to remain in the United States. She discusses her findings with her boyfriend who she feels is the only person she can trust. He suggests that she keeps her findings quite until she has completed school and has secured a job since she is on a work visa. Valerie uses an ethical intensity in making her decision. The ethical intensity she displays is the magnitude of consequences, which is defined as the harm or benefit accruing to individuals affected by a decision or behavior(). She displays magnitude of consequences since her decision will affect if she will be able to stay in the United States on her work visa or if she will be forced to leave if she brings forward her findings and loses her job at Wission. Valerie also displays the self-serving principle of hedonist, which you do whatever is in your own self interest(). She displays this principle because she knows that it would be unethical to keep her findings quite but she puts what would benefit her the most first. She decided to keep her findings quite at this time so she could finish her studies and run the risk of losing her job. What Valerie should do? If I were in the same dilemma as Valerie I would handle the situation in a different way. If I had found the personal documents that were violating company policy I would bring that information to the attention of my superiors. I would send this information anonymously. I would do it anonymously due to the fact that I do not want my identity revealed at this time. This would be important for the reason that if my identity were revealed I would run the risk of losing my job due to retaliation from Waters and associates that were inside this situation. I would not want to run this risk given that I am on a work visa and would be forced to leave the United States and jeopardize my education if I lose my job due to retaliation from any insiders. How Personal Differences and Preference Can  Impact Organizational Ethics Ethics is defined as the study of moral values, principles and rules, including the determination of standards of conduct and obligations for individuals and organizations(). This definition implies that one individual may make see one thing ethical while another may see it unethical. Individuals develop their own code of personal ethics based upon a wide variety of sources and belief systems. Virtually everybody acquires and develops their sense of right and wrong via their parents and parental influences(origin). Since there are many views of what is ethical and unethical, Lawerence Kohlberg developed the stages of moral development. This model demonstrates how an individual will make decision on ethical dilemmas within an organization. Kohlberg suggest that an individual progresses through these stages during their lifetime. This model is made up of six stages of moral development, which are divided into three levels of development. The first level of development is referred to as the â€Å"pre-conventional† level. At this level, an individual evaluates ethical issues based on idea of avoiding punishment and seek personal reward. The second level is termed â€Å"conventional† level. At this stage an individual evaluates ethical issues on the basis of the fairness to others and a desire to conform to societal rules and expectations. The highest level is referred to as the â€Å"principled level. At this level an individual is likely to apply principles, such as utilitarian, deontological, or justice, to ethical issues in attempt to resolve them(referece). According to Kohlberg, a person in the principled level is likely to look into themselves rather than be influenced by organizational expectations(reference). Business ethics is defined as principles and standards that guide behavior in the world of business(reference). The stages of moral development can be used to show how individuals at different levels will handle ethical situations within in organization. We can also use the stakeholder and shareholder to express personal differences. Individuals who use the shareholder perspective focuses on decisions that are in the owners’ best interest. Individuals who use the shareholder perspective feels that ethical business practices are ones that make the most money. Individuals who back the stakeholder perspective believe that companies should consider  the needs and interests of multiple stakeholder groups, not just those with direct financial stake in the organization’s profits and losses(business). In other words, organizations that use this perspective consider how decisions will affect individuals on the inside and outside of the organization. How Organizational Policies and Procedures can Impact Organizational Ethics Since individuals have different views and perceptions on ethical issues many organizations have created policies and procedures. These policies are usually termed as the organizations code of conduct. Codes of conduct are formal policies, procedures and enforcement mechanism that outline moral and ethical expectations of an organization(reference). These policies are important to an organization since they lay out the norms and belief of the organization. Policies and procedures allow organizations to handle ethical issues effectively as the rise within in the organization. Policies allow an organization to deal with an ethical matter in a uniform manner since the organization has outlined the norms and beliefs of the organization. Individuals within an organization may have a different set of norms and beliefs resulting in ethical issues being resolved in ways that the organization may deem unethical. Policies and procedures are vital to an organization culture. Conclusion In Conclusion, this case study presents a dilemma that individuals experience on a day-to-day basis’s. It is important for a person to deal with ethical issues in an ethical way. This case also shows how personal differences affect how ethical issues are dealt with. If Valerie was not an immigrant worker on a visa she may have approached this ethical issue in a different manner. It is also important for an organization to have policies and procedures in place to deal with ethical issues as they arise within an organization. Policies are also insure ethical dilemmas are resolved in a manner that the society deems ethical. This will insure that the organizational will thrive in the future.

Clara Barton Quotes From the Lady With the Lamp

Clara Barton, who had been a schoolteacher and the first woman to be a clerk at the US Patent Office, served in the Civil War nursing soldiers and distributing supplies for the sick and wounded. She spent four years tracking down missing soldiers at the end of the war. Clara Barton established the first permanent American Red Cross society and headed the organization until 1904. Selected Clara Barton Quotations †¢ An institution or reform movement that is not selfish, must originate in the recognition of some evil that is adding to the sum of human suffering, or diminishing the sum of happiness. †¢ I may be compelled to face danger, but never fear it, and while our soldiers can stand and fight, I can stand and feed and nurse them. †¢ The conflict is one thing Ive been waiting for. Im well and strong and young—young enough to go to the front. If I cannot be a soldier, Ill help soldiers. †¢ What could I do but go with them [soldiers of the Civil War], or work for them and my country? The patriot blood of my father was warm in my veins. †¢ A ball had passed between my body and the right arm which supported him, cutting through the sleeve and passing through his chest from shoulder to shoulder. There was no more to be done for him and I left him to his rest. I have never mended that hole in my sleeve. I wonder if a soldier ever does mend a bullet hole in his coat? †¢ Oh northern mothers wives and sisters, all unconscious of the hour, would to Heaven that I could bear for you the concentrated woe which is so soon to follow, would that Christ would teach my soul a prayer that would plead to the Father for grace sufficient for you, God pity and strengthen you every one. †¢ I dont know how long it has been since my ear has been free from the roll of a drum. It is the music I sleep by, and I love it ... I shall remain here while anyone remains, and do whatever comes to my hand. I may be compelled to face danger, but never fear it, and while our soldiers can stand and fight, I can stand and feed and nurse them. †¢ You glorify the women who made their way to the front to reach you in your misery, and nurse you back to life. You called us angels. Who opened the way for women to go and make it possible? ... For every womans hand that ever cooled your fevered brows, staunched your bleeding wounds, gave food to your famished bodies, or water to your parching lips, and called back life to your perishing bodies, you should bless God for Susan B. Anthony, Elizabeth Cady Stanton, Frances D. Gage and their followers. †¢ I may sometimes be willing to teach for nothing, but if paid at all, I shall never do a mans work for less than a mans pay. †¢ [T]he door that nobody else will go in at, seems always to swing open widely for me. †¢ Everybodys business is nobodys business, and nobodys business is my business. †¢ The surest test of discipline is its absence. †¢ It is wise statesmanship which suggests that in time of peace we must prepare for war, and it is no less a wise benevolence that makes preparation in the hour of peace for assuaging the ills that are sure to accompany war. †¢ Economy, prudence, and a simple life are the sure masters of need, and will often accomplish that which, their opposites, with a fortune at hand, will fail to do. †¢ Your belief that I am a Universalist is as correct as your greater belief that you are one yourself, a belief in which all who are privileged to possess it rejoice. In my case, it was a great gift, like St. Paul, I was born free, and saved the pain of reaching it through years of struggle and doubt. My father was a leader in the building of the church in which Hosea Ballow preached his first dedication sermon. Your historic records will show that the old Huguenot town of Oxford, Mass. erected one of, if not the first Universalist Church in America. In this town I was born; in this church I was reared. In all its reconstructions and remodelings I have taken a part, and I look anxiously for a time in the near future when the busy world will let me once more become a living part of its people, praising God for the advance in the liberal faith of the religions of the world today, so largely due to the teachings of this belief. †¢ I have an almost complete disregard of precedent and a faith in the possibility of something better. It irritates me to be told how things always have been done... I defy the tyranny of precedent. I cannot afford the luxury of a closed mind. I go for anything new that might improve the past. †¢ Others are writing my biography, and let it rest as they elect to make it. I have lived my life, well and ill, always less well than I wanted it to be but it is, as it is, and as it has been; so small a thing, to have had so much about it!