Literary Devices Essay

While attending my course on â€Å"War and Literature†, and listening to the conversation, I found myself struck by an intellectual question presented by another student. This student asked, â€Å"When does paradox become hypocrisy? † Immediately afterwards I wrote the response, â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † At first I didn’t know if I had truly responded to the question. I analyzed both the question and response carefully through the literary devices and found myself satisfied with the responses standing. When analyzing the response I first had to return to the question. â€Å"When does paradox become hypocrisy? † Referring to this question I had to ask if my response held a paradox. â€Å"A good war is a war that teaches it’s mistakes without one having to live with them. † Considering that a paradox is a statement that seems self- contradictory, and that â€Å"a good war† is the introduction to the response, suggested that â€Å"a good war† is a paradox. However, why is it that â€Å"a good war† is a paradox? War can best be defined as active hostility. Good can also be best defined as being well behaved. Considering these definitions and the response, â€Å"a good war† would certainly be a paradox  because active hostility is contradictory to being well behaved. However, most would assume that â€Å"a good war† was the responses paradox, and to assume otherwise would be insulting to someone’s intellect. So then one has to ask how it is so commonly understood that â€Å"a good war† is a paradox? To conclude this question, one must consider that most of everyone was raised with the developmental understanding of good and bad. Most of everyone also would commonly agree that war is not good. So why do people still go, and why do we not learn from â€Å"it’s mistakes without someone having to live with them†? From statistics taken in the year two thousand fourteen, seven percent of America’s society is a veteran, and in that year there were near three hundred eighteen million citizens. That means that over twenty two million American citizens are veterans of foreign war. So how is it that we can convince over seven percent of our citizens to go risk their livelihood? We determined that war is wrong so how do we replace the ideas of good and bad? To better answer that question, it is better to replace the employment of a soldier with a painter. In order to make someone who is  not a painter become a painter, one would have to go through a series of tasks. First, cut off access to other mediums. Do not allow that person to work with anything other then painting. If they want to write a letter home, they paint it. If they want to create something three dimensional, they paint it. If they want to tell a story, they again, will paint it. Now there is no difference between the painter with their paintbrush, and the recruit with their rifle. Second, apply influences to praise the ideals. The same recruited painter now needs to be surrounded with people who share the same ideals. The painter cannot have the influences of sculptors, graphic designers, or any other ambassador of other art form. The painter needs the overall support of peers with the subject matter. This again, is no different from the soldier and their peers. Third, discourage all other ideals. The facilitator, who is regulating the transition between non-painters to painters, needs to openly degrade the ideals of all other art forms. The facilitator needs to make sure that the recruits hear their passionate opinions about how other art forms are â€Å"wrong†. This will guide the recruits to also share the same ideals. This relationship resembles the relationship between Drill Instructors and their recruits. Fourthly, revival the title has a distinguished history of renowned individuals. For a painter, there are many distinguished individuals that made a dramatically difference within the realm of art. For some examples, there is Vincent Van Gough, Pablo Picasso, and Leonardo De Vinci. It is up to the facilitator to idolize these individuals in front of the forth-coming painters. This will give the recruited painters the expectations they need to become idolized into their new profession. This will  also make the recruited painters strive to achieve the same honor. For the recruited soldier, they hear about the selfless actions of the Medal of Honor, Prisoners of War, and Purple Heart recipients. For them, they also strive to achieve that honor. Lastly, provide the graduate with a quote that brands them with honor. For instance, EARTH, Semper Fi, or Army of One. This will give the graduate something to display as pride and unite them forever with the other individuals who also have endured the same training. Now returning back to the question, â€Å"when does a paradox become a  hypocrisy†, the response needed to be evaluated for the literary device of hypocrisy. Is â€Å"a good war is a war that teaches it’s mistakes without one having to live with them†, a response of hypocrisy. Through the development of good and bad, we have concluded that war is wrong. To suggest otherwise would propose a state of insanity. Insanity is a derangement of the mind or not conforming. Since we have conclude that the popular choice is tosay that war is wrong suggests that people who desire to go to war, miss war, or idolize war are insane. So are they insane? If the response,  Ã¢â‚¬Å"war teaches it’s mistakes without one having to live with them† is true, than yes. However, the statement is hypocrisy and hypocrisy is the pretense of having. So reverting back to the practice of transitioning from non-painter to painter, the recruit became a painter. Now what if, during the transition, the recruit never got the opportunity to paint. The entire time the recruit was given black ink to practice the techniques of painting, but never received oil or acrylic paints. The recruit sat through sessions where they viewed images of others painters and their colorful  paintings, only to never receive color to paint with. After the transitions period, after the recruit was given the title of painter and hope to finally paint with color. However, the restriction continues and they again were never given oil or acrylic paints. They had practiced the trade for years without actual execution. The outcome is apparent. They will forever long to paint. This is the situation with the soldier. The soldier practices with blank ammunition for years, views images of warfare, practices the techniques of warfare, and never gets to execute their practices in war. The outcome is apparent. They will forever long for warfare. So in regards to the response, from the soldiers perspective, they would disagree because war cannot â€Å"teach it’s mistakes without one having to live with them. † They themselves desire warfare. However, for sanities sake, they would suggest the response to be true in the company of other American citizens. This is the pretense of having and concludes the statement to be hypocrisy; at least from the soldiers perspective. So does the statement apply to other citizens of America? Again, the response  to the initial question suggests that war is wrong and a sane response is to agree with the statement. This implies that American citizens do not see the statement as hypocrisy. However, how much money is accumulated over the showing of one Hollywood movie about warfare? How much money and time is spent reading through the stories about warfare? How often do people find excitement when sharing a conversation with a veteran where they can ask personal questions about their experiences? As peaceful people who agree with the statement, American citizens curiously find something compelling about war. It is not my position to accuse the masses of being warmongers. However, to defend the integrity of my response, the response is hypocrisy. It cannot â€Å"teach it’s mistakes† if people live vicariously through the experiences of war. Without war that satisfaction is taken away and the entertainment lost, suggesting that the mistakes aren’t learned; they’re idolized. To propose other wise is the pretense of having or also known as hypocrisy. So can war teach â€Å"it’s mistakes†? Can the statement ever become true? Lets again look at the question, â€Å"when does paradox become hypocrisy? † and compare it  to the response, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them. † In order to make the response true we would have to rephrase the question. This time we will ask, when does paradox become integrity? We have concluded that the response to the initial question is both a paradox and hypocrisy, but we have overlooked one literary device. Personification. Personification is the representation of an abstraction in the form of a person. In the response we suggested that â€Å"a good war† is a paradox, and if â€Å"war teaches it’s mistakes without one having to live with them† is hypocrisy. However, the response also suggests that we have personified war. So in order to make the statement, â€Å"a good war is a war that teaches it’s mistakes without one having to live with them† true, we have to remove the personification and rephrase the response to â€Å"a good person is a person that teaches their mistakes without one having to live with them†. By removing the literary device of personification we have successful removed the other literary devices of paradox and hypocrisy, and gave the response integrity. If a good person were to teach others about their life’s mistakes, maybe others could  learn from them. It is the gift from the veteran of foreign wars to express to others the mistakes of warfare. From that point forward, it is up to the recipient of the gift to learn from the veteran’s mistakes. War cannot teach it’s mistakes because war as a whole removes the personal aspect of warfare. It gives the individual a number instead of a valued story. However, the individual’s personal story, the veteran, includes the emotional toll of warfare. From that personal story, the audience can now begin to understand the dysfunction of warfare and that personal story can be identified as the gift.

Different Opinions About Elearning Education Essay

Peoples have different sentiments about vitamin E acquisition. Some people think that e-learning is advanced and it reduces the clip and distance barriers of instruction while the other group thinks that e-learning leads to feelings of isolation and defeats ( Handzic & A ; Ho-hur, 2005 ) . â€Å" E-learning can be defined as utilizing web engineerings to make, foster, deliver and facilitate acquisition, anytime and anyplace † ( Liaw, 2008 cited in Duan et.al. , 2010 ) . Due to globalization corporations have to cover with more complex and unsure state of affairss today. To last and win in this environment the administrations have to maintain up with the gait and have to be more advanced and efficient ( Handzic & A ; Ho-hur, 2005 ) . It is of import to maintain the employees up-to-date non merely in the engineering but besides with the deductions which use the engineering and output for more efficient and effectual working ( Newton & A ; Doonga, 2007 ) . Corporate e-learning can be done in the signifier of e-training. Newton ( 2007 ) & A ; Doonga ( 2007 ) define Entraining as ‘an environment in which preparation or direction in a scope of accomplishments or techniques can be developed utilizing computing machine engineering ‘ . The intent of this paper is to place the benefits & A ; restrictions of corporate e-learning to administrations. Corporate E-learning is the hereafter of the concern universe. Corporate want to salvage more and more costs by holding more corporate e-learning instead than directing their employees to different locations for acquiring the needed preparation.A Literature reappraisal & A ; Secondary Data:The literature reappraisal will discourse the assorted advantages and restrict ions of e-learning. The literature reviewed considers both qualitative and quantitative analysis in their research. The intent of the literature reappraisal is to happen spreads in the survey that has been conducted on e-learning. This includes benefits, restrictions and intent of e-learning. Following are the benefits of e-learning: 1. Technological alterations increase the speed of work environment: A â€Å" Technology has changed the manner people live, work, believe, and learn † ( Urdan & A ; Weggen 2000 ) . The work force of today has to be on their toes to acquire a contract, to accomplish marks and all the challenges that come their manner. They have to understand a batch of information in a short span of clip. The rate at which new merchandises and services are introduced in the market is excess ordinary. â€Å" As production rhythms and life spans of merchandises continue to shorten, information and preparation rapidly become disused † ( Urdan & A ; Weggen 2000 ) . The preparation directors have to present the services more expeditiously and rapidly. Training directors feel the urgency to present cognition and accomplishments more quickly and expeditiously whenever and wheresoever needed. In the age of just-in-time production, just-in-time preparation becomes a critical component to organisational success ( Urdan & A ; Weggen 2000 ) . 2. Cost Savingss: Strother mentioning Newton & A ; Doonga ( 2007 ) assesses the â€Å" effectivity of e-learning in corporate preparation plans and gives some really impressive illustrations of i ¬?nancial benei ¬?ts of corporate e-learning. She quotes that IBM ‘s reported economy of $ 200 million in 1999 through transition of their preparation bringing methods to e-learning, Ernst and Young ‘s decrease of preparation costs by 35 % gained by replacing 80 % of schoolroom direction by utilizing e-training and Rockwell Collins decrease of developing outgo of 40 % by change overing 25 % of their traditional direction to e-training † ( Newton & A ; Doonga, 2007 ) . Corporate e-learning besides saves on the traveling of the trainers which can be used as optimal usage of their skills.A 3. Accessibility & A ; Flexibility of bringing: Schriver & A ; Giles 1999 prove that one of the benefits of e-learning us the handiness and flexibleness of bringing. It is cheaper to present the undertakings through decreased chance costs and decreased clip off from work. It besides helps to make the wider constituencies, besides to the most distant areas.A A 4. Globalization of concern is ensuing in multiplex challenges: Progresss in information engineering and falling trade barriers facilitate concern around the Earth. As boundary lines become less meaningful, planetary competition intensifies. International enlargement has led to larger and more complex corporations. Today ‘s concerns have more locations in different clip zones and employ larger Numberss of workers with diverse cultural backgrounds and educational degrees than of all time. Therefore, more information has to be delivered in progressively larger organisations, disputing internal planning, logistics, and distribution. Corporations worldwide are now seeking more advanced and efficient ways to present developing to their geographically-dispersed work force ( Urdan & A ; Weggen 2000 ) .A 5. Trainees learn at their ain gait: The trainees can take their ain clip in understanding the construct and do n't hold to hotfoot. E-learning besides helps them to hold the preparation stuff in their pant whenever required. Besides it can be referred whenever needed ( Elliot & A ; Clayton, 2007 ) .A Community edifice and Interactivity ( Handzic & A ; Ho-Hur, 2005 ) : E-learning aid in community edifice and increases a batch of interactivity between the trainer and the trainee between different parts of the universe. hypertext transfer protocol: //docs.google.com/a/kgsjain.com/File? id=dhcphsf9_1fzqchrkk_b Beginning: Urdan & A ; Weggen ( 2000 ) The above pie chart shows the instruction and developing market in the US in the twelvemonth 2000. A research was conducted in province of online acquisition in U.S. higher instruction. The survey was aimed at replying some of the cardinal inquiries about the nature and extent of on-line instruction based on responses from more than 2,500 colleges and universities. The below graph indicates the growing of pupils taking at least one on-line class. Exhibit 2: Addition in on-line registration signifier 2002 to 2006 Beginning: CIPD ( 2010 ) Pollss of 110 people were conducted and were asked different inquiries associating to e-learning. The undermentioned pie charts show that what people felt about the advancement of e-learning in UK. Exhibit 3 Exhibit 4 Exhibit 5 Exhibit 6 Exhibit 7 Beginning: Allen & A ; Seaman ( 2007 ) Exhibit 4,5,6 & A ; 7 represent the per centum of replies the replies provided by the users in respects the statements on the advancement of e-learning in UK organisations.. Restrictions of e-learning: â€Å" E-learning restrictions can be categorized as technological restrictions, personal issues and design restrictions † ( Wong, 2007 ) . Technological restrictions: Wong 2007 believes that for e-learning you need to hold a computing machine or a laptop to hold entree to e-learning. Rumble ( 2000 ) cited in Wong ( 2007 ) says that e-learning comes with benefits such as limitless entree 24 hours, 7 yearss a hebdomad, this privilege does non look to be executable for some people in rural countries due to the inability to entree Internet services. The Internet incursion rate in Malaysia is merely 31.8 % ( Phang, 2004 cited in Wong, 2007 ) . Good cyberspace velocities are the basic demand and these are merely available in few topographic points and non in all. Bose 2003 cited in Wong 2007 mentioned that, while it is executable to entree to high-speed bandwidth within the university campus, it becomes a job outside the campus, where Internet installations are less sophisticated.AHandzic & A ; Ho-hur ( 2007 ) say that a batch of research workers think that e-learning lead to feelings of isolation, defeat, anxiousness and confusion.A Personal issues ( Wong 2007 ) : Lack of personal technological accomplishments can be an issue in e-learning. The new people coming and fall ining e-learning might experience clueless as they do n't hold a instructor to steer them. A Elearners have to be techno understanding. Hamid ( 2002 ) cited in Wong ( 2007 ) stated that proficient accomplishments could do defeat to e-learning pupils due to the unconventional e-learning environment and isolation from others. Dringus ( 200 ) cited in Macpherson et Al. ( 2004 ) agrees Hamid stating that e-learners may be unable to prolong their impulse unless they have right accomplishments and they are self motivated. Design Restrictions: Poor design of the e-learning courseware is a major issue for scholars and e-learning suppliers Ivergard & A ; Hunt ( 2005 ) cited in Wong ( 2007 ) . The design should be easy to understand so that the scholar has the motive to larn. Courseware design should be tailored to the demands of the scholars: it should be easy to utilize and pupils should hold easy entree to guidance and information ( Howell, Williams & A ; Lindsay 2003 ; James-Gordon, Young & A ; Bal, 2003 cited in Wong 2007 ) . The undermentioned illustration explains how China adopted E-learning with the aid of 5 influential factors ( Duan et al. , 2010 ) . Figure I A the above figure explain the structural theoretical account cardinal theoretical accounts explicating factors of e-learning. A Another illustration of corporate e-learning is taken up by Japan. The Japan e-learning market reached 1350 billion hankerings in 2004, an addition of 41.3 % from 2003 ( Schnack, 2005 ) . Traditional acquisition: Traditional acquisition is sitting in the category physically and taking lessons. The traditional schoolroom puting adds value in footings of direction lucidity. Traditional acquisition is available about every portion of the universe where instruction is available. Students and the instructors are comfy with the schoolroom environment as they have been ever used to it. Teaching in this environment is more informal ( Chen & A ; Jones, 2007 ) . Traditional schoolroom learning gives an chance to the pupils to inquire self-generated inquiries in the category. The instructor can reply to the questions of the pupil ‘s right in the category. Traditional larning gives chance to pupils to interact with other pupils and have unrecorded treatments on subjects and have different sentiments on one construct. Interaction between pupils is an of import portion of single development. Teachers use state of affairss to explicate constructs to pupils which give them a pattern to believe on the t opographic point and come up with solutions in a speedy clip ( Lunce, 2006 ) . Surveies on e-learning have identified tonss of benefits like cost nest eggs, flexibleness and handiness of bringing and community edifice and interactivity ( Newton & A ; Doonga ) . Besides there is extended research on the restrictions of e-learning. The biggest difference between the two acquisition is the bringing methods so it is really of import to make a proper research in this affair to happen the differences. Important end of this survey was to be able to do meaningful comparings between two bringing methods ( Chen & A ; Jones, 2007 ) . Concept map: Untitleddrawing.jpgMind the spread:Surveies on e-learning have identified a batch of benefits and restrictions. There is non a batch of research done on the difference between traditional room larning andA e-learning. This research will give us an thought about what do people prefers? Though there are many benefits proven but it ‘s the people who will be utilizing e-learning in twenty-four hours to twenty-four hours life, so it is really of import to take their sentiment intoA consideration. In other words we will seek to happen the user friendly of e-learning in the sentiment of the people utilizing this. This research will besides give an thought to the people be aftering to take up e-learning in future. This research should be able to warrant the benefits and restrictions of e-learning in comparing to the traditional schoolroom acquisition. Research inquiry: What do people prefer, e-learning or traditional schoolroom acquisition and why?Research Design:Methods, Methodology & A ; Data Collection: Methods are the techniques that are used to roll up and analyze the information. Methodology determines whether the execution of peculiar methods is successful or non ( Veal. The method that can be used for this will be quantitative & A ; qualitative methods. The qualitative methods will assist garnering information in deepness and will be more subjective. The quantitative research will be more nonsubjective and will be analysed more statistically. Qualitative methods Samples / Focus groups: Peoples from different administrations who use e-learning, a sample will be from administration which does non utilize e-learning, a group of pupils who use acquisition and the last group who does non. Concentrate groups can be made and asked about the benefits of e-learning and traditional acquisition. This argument will give a good cognition about the ideas of people about both the constructs. The findings from the focal point groups will assist us to fix the questionnaire for the in depth interviews. Different questionnaires will be used for different groups. As the demographics of each group will be different the inquiries have to be prepared maintaining the intent of the research in head. Questions asked to the administrations utilizing e-learning will be largely based on the benefits, restrictions and the betterments to be made in e-learning, while on the other side the non user group will be educated first about e-learning and so asked whether they will be acute to travel to e-learning. The inquiries will be based on workplace e-learning. Same technique of two different questionnaire used for two groups will be used for the pupil groups but with different set of inquiries which will be more based on e-learning school instruction. In-depth interviews: The questionnaire made with the aid of the findings of the focal point groups will be explanatory. In-depth interviews will give an penetration of the thought of people sing these constructs. The in depth interviews inquiries will be connected to each other. Quantitative methods: Surveies: Surveies will be conducted in general to acquire statistics of the figure of people interested in e-learning or traditional acquisition. The questionnaire of the study will be a mix of unfastened ended and near complete inquiries. The inquiries in this study will be more general to acquire the Numberss merely, like how many people are interested in e-learning and how many in traditional schoolroom acquisition. Datas Analysis: Data Analysis will be divided into 3 different phases: Data Decrease: The irrelevant informations will be discarded and merely the information which is necessary and related to the research subject will be kept. Datas Display: The informations will be displayed with the aid of graphs and tabular arraies as ocular graphs can give a better apprehension of the informations. Decision: The findings and the of import material of the research will be entered in the signifier of a study. These decisions are stored so that they be used for future researches every bit good.Decision:As seen through the assorted diaries and beginnings related to e-learning, it is rather obvious that the narrative is instead double. There are surveies conducted to prove the worthiness of e-journal, whether people prefer to utilize this method, but as indicated earlier, there is n't much research on comparing the traditional schoolroom method of learning with the alleged hereafter of learning – e-learning. Where corporate are required to supply cognition through interdisciplinary countries of the organisation, e-learning tends to be a cost-saving method of cognition scattering. Though this might be true, there are a batch of people who prefer human interaction, instead the traditional method of larning. Based on this, I decided that future research can be conducted to happe n out what types of industries, entities or any such constitution, therefore an increased figure of studies throughout the workspace spectrum are highly of import to happen out the penchants of people in different parts of the Earth.

How consumers are protected in contracts for the sale Essay

Goods are any form of products that are supplied to consumers for their convenience. They are generally modelled as having diminishing marginal utility. Ultimately, whether an object is a good or a bad depends on each individual consumer and therefore, it is important to realize that not all goods are good all the time and not all goods are goods to all people. Sourced: http://en.wikipedia.org/wiki/Good_(economics) Role of the Sales of Goods Act 1979: The Sales of Goods Act 1979 gives consumers the opportunity of returning or exchanging products which do not fit the description for example, if a consumer has joined a new contract with the O2 and have been told that with the new contract they get a contract phone in black, however on the day when the phone arrives its white then the consumer can take their problem straight back to O2 and they would have to change the product straight away as it doesn’t look like what it is said to. Also if the contract clearly states that it will be a particular phone and turns out to be a different make then O2 would have to make sure the exchange the products and supply the customer with the one they have stated. Express Terms of the Sales of Goods Act 1979: An express term of a contract is a declaration which is made by two or more organisations; and has agreed upon what is stated in the contract, the contracts can be made through verbal methods or by word of mouth. Once the contract has been agreed upon both the organisations have to make sure the follow the deal. Conditions: A condition is a term which has to be followed within the agreement, For example, if O2 are selling their phone contract to customers, whereas supply customers with a different phone contract then it shows that  O2 did there bit of providing the customer with a mobile phone contract however didn’t provide them with the right one. A breach of contract will entitle O2 to follow the correct law of the contract and provide the consumer with the right one. Warranties: A warranty is a term that does not fully follow all agreements, so For example, carrying on from the O2 phone contract issue , when the customers buys the phone contract and is assured by the company that they will receive a special tariff with the contract. Therefore, when the phone contract arrives on the day there is no extra tariff, when the party doesn’t stick to its word then this is seen as a warranty. The customer is able to sue the supplier however it doesn’t mean that the agreement will end. Implied terms of the Sales of Goods Act 1979: There are sequence of conditions which are automatically prepared in every contract by the sales of goods act; and they would be dealing with the following which include: title, description, fitness for purpose and satisfactory quality. I have stated these factors below and explained what each and every one of them means: Title: this is when there is an implied condition which allows the sellers to have the right to sell the goods for example, O2 impliedly confirms that the phone contract it sells actually belong to it and also that it can legally pass on the ownership to another telecommunications company, however if O2 are not able to pass on the title to the buyers then it will mean that O2 will be liable for breach for the contract. Description: the contract must fully explain how the product has been described, when there is a contract for the sales of goods by description then there will be an implied condition that the goods will correspond with that description. However the slightest removal from the description will then enable the buyer into rejecting the goods for breach of condition of the contract made. Fitness for purpose: A fitness for purpose is where a seller who in this case  is O2 plans to sell its goods in the good courses of their business, for example if O2 was to sell their contract to the consumers for the business to be better and make more sales. There is an implied condition for this was they are fit for the particular purpose, this means that the buyer (consumer) has expressly or impliedly known to the seller. Satisfactory quality: The satisfactory quality is where the sellers sell goods for the good of their business; there is an implied term that the goods that is supplied are of the right satisfactory quality. However except to the extent of defects which are brought straight to the buyer’s attention, this will be done before the contract is made meaning that T-Mobile will need to sell satisfactory quality to their consumers. Conclusion: Overall in the briefing sheet I have made sure that all evidence is provided, also that a clear explanation is made of how a contract protects the consumer and what happens if that contract is breached. Mainly information is suggested on the different conditions made by the sales of goods act such as title, description, fitness for purpose and also satisfactory quality. Factors that invalidate contracts: There are many factors that can make a contract invalidated, which means that the contracts cannot be used anymore, such as the following: Misrepresentation: Misrepresentation is where there is a false statement in the contract which is made by one of the parties to the other before the contract is agreed on. There is no general duty to disclose facts, and silence will not normally amount to a misrepresentation. But gestures, smiles or a course of conduct may amount to a representation. Duress: Duress is where a party enters into a contract against their will for example, if O2 is forced into a contract by either violence or treat of violence to themselves or to their family then it means that the contract that is being made may become invalid. In this case the affected party can avoid the contract on the ground of duress; this is because all parties who are entering a contract must enter freely. Mistake: In general terms a mistake  is when a contract is being made however one of the party members may have made a mistake in knowing what they are agreeing to or a contract can be made which turns out to be wrong, this i s down to a mistake occurring, sometimes when there is a mistake in a contract it can make it invalidated.

Assignment 1 Week 5 Essay Example | Topics and Well Written Essays - 250 words

Assignment 1 Week 5 - Essay Example help entrepreneurs learn what trends a certain country has been following or what are the driving factors for people. Google Analytics gives details of traffic, sources of traffic, new visitors, average number of pages visited, the search engine driving most traffic and even the key words driving traffic. There are some sites that even provide information regarding how trends in countries have changed. Such data can be used by entrepreneurs when entering new markets and when venturing into new business arenas. This whole data eventually leads to the fact that entrepreneurs need to keep bringing innovation, because at the end of the day it is the entrepreneur’s Unique Selling Proposition that makes him the winner. IT is not only used for competitive analysis, but is also used by different professionals in order to look for information regarding their field. For instance, IBM has designed an innovation called Care360 which helps the doctors to learn about the effects of a certain medicine on a specific patient. This has helped the doctors and the patients by giving them satisfaction and a sense of safety and

Explain How Electronic Recycling will better the environment as a Annotated Bibliography

Explain How Electronic Recycling will better the environment as a whole - Annotated Bibliography Example Alternatively, other new perspectives of comprehending the implications of electronic recycling continue to emerge because of extensive research (Parsons & Oja, 2013). The writers cite military simulations conducted in the US that currently attempt to reduce equipment damage and physical harm to both soldiers and citizens. Overall, this safeguards the environment because a lot of computer materials are recycled for reuse in the facilitation of communication and surveillance unlike the disposal of such electronic gadgets. Similarly, electronic recycling through computer simulation nurtures potential environmentalists concerned with the total protection of their surrounding irrespective of arising costs. In a symposium conducted by environmentalists and scientists, several issues emerged on the successes and failures of electronic recycling. According to (Zhang, 2011), the development of effective recycling techniques has resulted to the proper use of printed circuit boards (PCBs). This means success has been achieved in recovering hazardous soldering materials to assist in leaching studies. In the same perspective, the safe disposal and treatment of PCBs resin has heralded a novel way of recycling electronic materials. Unfortunately, some organizations continue to violate electronic recycling standards and this hampers success in reducing the organic swelling characterized by PCBs.

Property Asset Management ( A professional Report) Essay

Property Asset Management ( A professional Report) - Essay Example The team has to have at least three (3) more members who suitably qualified and experienced aside from the Property Assessment Manager to enable the smooth and professional execution of the project's principal task of finding a viable headquarters for the firm. One is the Senior Property Appraiser who will be tasked to perform difficult technical valuation work in the classification and appraisal of real property for value assessment purposes and to assist in the training of subordinate appraisers in the theory and techniques of real property appraisals. The SPA's duties may include but are not limited to: leads assessment projects, including assisting with planning and coordination of projects; annually performs preliminary and final review on a large volume of complex valuation changes such as farm and forest property segregations and mergers; This person must have a working knowledge of -- Property tax system and adjustments necessary to compute assessed values resulting from corrections or adjustments to real market value; principles, practices and methods of real property appraisal; technical appraisal practices and procedures used in residential, commercial, farm, forest, manufactured housing and land appraisal, pertinent structural, economic, and environmental factors affecting property value; special assessment programs including farm, forest, wildlife habitat, historical, commercial facilities under construction, riparian and open space; construction techniques, blueprints, maps, property descriptions, quality of building materials, equipment, workmanship, and general construction quality and quantity as applied to

Clinical Mentorship in Nursing Essay Example | Topics and Well Written Essays - 1500 words

Clinical Mentorship in Nursing - Essay Example Standards for Nursing mentorship includes the question of 'What makes a good nurse' followed by a debate about how such standards can be developed through theory and training. Traditionally clinical students learn skills through the experience of being supervisees, taking on the model presented to them by their supervisor, or by adapting the therapeutic skills learned in their training as therapists. While these methods have some merit they also have considerable limitations like bad practice can easily be handed down from generation to generation without some new import from an external source. While emphasising on teaching clinical setting, I would focus on one-on-one relationship initiated at the behest of the protege. This relationship is marked by high ethical standards and clear boundaries as both parties experience mutual benefits and personal and/or professional growth. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protg so I suggest that mentoring is not a single task or training episode, a group experience, or a preassigned relationship that is unidirectional in benefit. The relationship task would help me to lead the professionals towards engaging in the process of self-assessment. Self-assessment has the potential to empower both the mentor and the protege because each may recognise personal strengths and weaknesses and understand how these characteristics may affect the mentoring relationship. Furthermore, it allows mentors and proteges to appropriately and confidently establishes relationsh ips with other like-minded professionals. (Black et al, 2004) If mentoring is to be successful, faculty members must be willing to participate in the relationship and to be informed about the responsibilities of it. For mentors the matter of concern is that they must balance the demands of their positions e.g., clinical caseloads, program responsibilities, teaching, research and service requirements with their availability to students as the impact of these factors affects the ability and desire of some mentors to form meaningful relationships with students. (Black et al, 2004) An analysis of the environment can alert mentors and proteges to the social and political norms of a setting. Conducting a systematic assessment will empower mentors and proteges to recognise and align their abilities, expectations, and responsibilities. Both can actively gauge their compatibility for this type of relationship based on factual information rather than on speculation. (Black et al, 2004) Clinical psychology graduates were surveyed and 38 per cent of trainees reported a major conflict with their supervisor, which inhibited their ability to learn from supervision. Therapeutic orientation, style of supervision and personality issues were the main areas of conflict. (Fleming & Steen, 2003) The Teaching/Learning Task Mentors need to be clinically competent and knowledgeable, and have good teaching and interpersonal skills, that's why I consider myself helpful in supervisory behaviours by giving direct guidance on clinical work, linking theory and practice, joint problem-solving, offering feedback, reassurance and role models. Trainees need clear feedback about their errors; corrections must be conveyed unambiguously so that

Perceptions of Different Cultures Essay Example | Topics and Well Written Essays - 1250 words

Perceptions of Different Cultures - Essay Example Globalization and civilization have made each community more aware of itself, its image, its reputation and its attitude towards its culture and the risk of trust or distrust in other people’s cultures. Some communicative behavior is comprehensive, others specific to a given society just as much as words that only have a much significant in a specific language. Different cultures have distinctive ways of assigning intention to common behaviors within informal verbal exchange such as the use of gaze and head –gestures (Saunders 118). Like in the Kazakhs culture they believe that the most powerful healer received the power from a tattoo that was not colored but it was a sign that she is one of the community healers while others believe tattoos are meant for beauty and body decorations. In the Kazakhs feast, Molina stares at Huston in a long unsmiling gaze to say that she was welcomed while she expected a jovial facial expression to show that she is accepted and welcomed i n the feast (Zaleski 101). The perceptions of the two cultures on the facial expressions vary in the sense that they have different concepts of the informal verbal communication. There are distinct opinions of the gender roles and cultures differ in setting the accepted roles of both females and males. More civilized cultures believe in gender equality and have the attitude that both male and female have the same capability of doing any given task. There is a clear picture of how the Kazakhs culture views the idea of gender equality... There are distinct opinions of the gender roles and cultures differ in setting the accepted roles of both females and males. More civilized cultures believe in gender equality and have the attitude that both male and female have the same capability of doing any given task. there is a clear picture of how the Kazakhs culture views the idea of gender equality and they still believe there are certain roles that should only be done by men thus they don’t approve that there can be equal states for both male and female . When the car breaks down on their way, Alina is unconcerned of what happened and says that Ivan will just think and fix the problem while on the other hand Huston has a different opinion and thinks that she can be of good help in trying to fix the problem (Zaleski 92). These acts as an important example that shows the disparity of ideas where the Kazakhs culture does not advocate nor promote gender equality and they still believe that there are separate roles for ea ch gender. It is clear that there is a vast number of spirits as it is in different cultures that believe in good and bad spirits as well as those who believe in only one supreme god. There are communities where people believe in darkness powers that bring harm and bad things to them. The cultures mostly rely on witch crafts and magicians who give them protection through charms, spiritual prayers and instructions that should be followed to stop the evil spirits that come to destroy or bring problems to them. On the other hand there are those who believe in only one god and justify that it is only the creator who can protect you. Huston and Alina seem to differ in this because Alina wants her to buy a charm that will protect his son so that

Money,banking and the federal reserve system Essay

Money,banking and the federal reserve system - Essay Example In order to ensure a balance of the bank reserves and to control the monetary base, the Federal Reserve was established. For efficient use of money in the United States, the Banks and the Federal Reserve work together. Money is the most widely used liquid asset in the world today. Cash is the liquid form of money that is applicable and usable in many of the small and medium business ventures. However, there are other forms of money acceptable in many places. These include traveler’s checks, and checkable bank deposits. Money has the capability of generating gains from trading activities since its nature allows indirect exchange. It also provides a uniform way of transacting given that every product or service can be exchanged with money. It contradicts the barter system of trade (Krugman 412). Money plays three main functions in the United States economy. Firstly, it the sole medium of exchange across the country, it is possible to obtain any goods and services in exchange of money. This medium of exchange lacks the capability to be consumed hence it has to be applied in obtaining consumable goods and pay fro services. Hard economic times have called for use of different monetary forms. This has been evident in some Latin American countries that have resulted into the use of the American dollar, a situation also seen in Eastern Europe where they have used Euros. Secondly, it is used as a store of value, meaning money has the ability to purchase power over a given period. Other assets complement money as a store of value but its uniqueness is that its value appreciates in most cases. Lastly, money is a unit of account. In accounting, money is widely accepted as the medium of setting prices and calculating the value of other assets 413-414. The concept of money has continued to change with time. In historical times, silver and gold were considered as the medium of exchange, this was facilitated by their valuable nature in making of making of ornaments and jewellery. Around independence time in 1776, paper money was getting used to complement the gold and the silver coins. The transition saw the introduction of commodity-backed money that whose value was dependent on the promise that it could be possible to turn it into value on demand. (Krugman 414).To further enhance the monetary form, the United States Dollar was adopted as a generally acceptable mode of transacting in exchange of goods and services. This introduced the so-called fiat money that derives its value from the official status it adopts. This type of money has advantages over the former types in that it does not use other resources apart from the material used in its making and secondly, its supply can be regulated to take care of specific economic needs. However, the challenge remains in production of fake currency (Krugman 415). There are two types of monetary aggregates, denoted by the Federal Reserve as M1 and M2. M1 entails the cash, traveller’s checks and ch eckable bank deposits. Other near-moneys are inclusive in M2. In the United States, year 2011 September, M1 was equivalent to $2,136.9 billions while M2 was $9,603.6 billions of dollars (Krugman 416). Near-moneys are accompanied by interests that the cash dos not, this is the reason why they pay higher interests than checkable bank deposits. Banks plays a critical role in the money industry in the United States and all over the world. It is evident that banks play a role in linking the Federal Reser

Biometric Authentication Essay Example | Topics and Well Written Essays - 500 words

Biometric Authentication - Essay Example The desirable processes of biometric authentication methods that make it reliable include verification, screening and identification. This process makes use of a watch list or a database, containing data of people to be excluded. It has records containing only the biometric information for specific individual (Ratha, Connell & Bolle 2001, p. 610). Every individual provides biometric samples to be checked to confirm if it matches the watch-list. This process is used in the discovery of an individual without the user’s prior claim of identity. It checks the bio information against the contents of a central database without which it cannot operate. This is the attack where a person pretends to be a genuine person or individual service provider and prompts a user to provide personal bio data. Once the data is available and has passed through verification, the perpetrator of the attack performs unauthorized transactions. The phishing attack is equally harmful and takes place with or without the knowledge of the owner of the bio data. For example, an individual gets into a banking hall, gets into a dust bin and collects half-filled customer vouchers containing handwritten signature or fingerprint. He or she scans the signatures and finger prints which are then used electronically for valid online transactions. Biometric methods are more secure in the performance of online transactions. The owner provides Unique biometric information only when required electronically, unlike in the use of ordinary identification numbers. A biometric method provides a high degree of privacy to users and minimizes the exposure of information to unauthorized parties (Weaver 2006, p. 99). For example, for an iris scan to be done, a person must be physically available. It is possible to fraudulently reproduce biometric data depending on the resources, modality, the

Compare Jesus in islam and Christianity Essay Example | Topics and Well Written Essays - 750 words

Compare Jesus in islam and Christianity - Essay Example Christ was born without a father, but this is not a reflection of Christs power but it is a sign of Allahs serenity and his omnipotence (Caner & Caner 214). The dialogue between Mary and an angel is recorded in a chapter of Koran 19:20-21 which runs almost parallel to the gospel accounts (Beverly 61). But the difference between the biblical version and the chronic version is that Koran states that Jesus was born under a palm tree (Beverly 61). And when Mary brought the newly born to her relatives they said, "how can we talk to one who is in the cradle?" To this Jews replied: "Lo! I am the slave of Allah. He hath given me the Scripture and hath appointed me a prophet" (Surah 19:30). Theres a consensus among all sects of Islam that Jesus was a prophet of God, but he was not God. There is very clear indication both in Quran and hadith (Mohammeds sayings) that Jesus was not the son of God either. The explanation is that God addresses Jesus as his son in the Bible the way he addresses all of humanity as his family. Islam is very clear in that Jesus was not the eternal son of God (Caner & Caner 214). Muslims also believe that Jesus cured the sick and dying only with the help of God. He had miracles of curing people, but this power was not his own, God gave him those miracles. Koran is very clear in stating that Jesus is not the begotten son of God. And anyone who believes that God had a son is a sinner. The famous Muslim philosopher and Persian scholar Al-Tabari highlights the eternity of human being Jesus Christ but his objection to the divinity of Christ is that if Jesus was Gods son then God would be subjected to change and deprived of his essential unity (Leirvi k 113). Islam stands very firm and clear about the divinity of Jesus that Christ was a servant, and a prophet of God and this belief is not subject to interpretation (Ataman 98). This belief

Contemporary International Problems Essay Example for Free

Contemporary International Problems Essay The United States of America experienced various disputes and wars in its history. Some of these armed conflicts do not only take place within their boundaries because there are also some battles that they have to fight in another country’s territory. The reasons for engaging in such warfare may either directly or indirectly involve the U. S. However, one thing is sure, that in the country’s every participation there is a certain interest that its officials want to fulfill. This kind of situation is what exactly took place in the U. S. ntervention in the Vietnam War. The U. S. government wants to achieve a certain national interest that will work for their benefits. The Vietnam War started in 1954 when the Communist-led parties of the Vietnamese Nationalist and the Vietminh army defeated the French forces. France was forced to recognize North Vietnam as communist while leaving the Southern part of the country as non-communist. Nevertheless, the U. S. did not approve this situation especially the establishment of communist leadership in North Korea. President Dwight D.  Eisenhower ordered the establishment of political machinery in South Vietnam. This includes creating a government that replaced the French leadership as well as deploying military advisers that will train the South Vietnam army. The Central Intelligence Agency of the U. S. also employed psychological warfare in order to weaken North Vietnam. The United States government explicitly expressed its participation and commitment in the Vietnam War when they ordered continuous air bombing in North Vietnam by means of the Tonkin Golf Resolution. The war ended in January 1973 through a diplomatic agreement that resulted in the U. S. withdrawal from Vietnam in exchange for the release of U. S. prisoners (Rotter, 1999). The intervention of the U. S. in the Vietnam War is part of their national interest of establishing democracy in different countries and controls the spread of communism. During the Cold War two conflicting forces are involved namely: the Communist bloc and the Democratic bloc. The U. S. leads the Democratic group, which is why they are doing all the necessary means to combat communism. Their intervention in the Vietnam War is an effort to stop other Asian countries from following the principles of communism especially since Ho Chi Minh is the one leading the Northern part of the country (Rotter, 1999). The American government believes that communism is an enemy because it defies every value and principle that the U. S. upholds such as: free trade and democracy. In relation to this the operations of the U. S. against the Communist bloc is largely dependent upon their belief in the Domino Theory. The Domino Theory is similar to a set of dominoes wherein toppling one of it will result for the others to follow suit. In the same manner, Vietnam represents the first domino that toppled down. The U. S. deemed that if they will not intervene in the Vietnam War other countries in the Southeast Asian region would also adhere to communism (Rotter, 1999). Another reason for U. S. involvement in the Vietnam War is their goal of influencing other countries to follow the path of democracy and adhere to the values and principles that the U. S. stands for. By doing so, the U. S. ould be able to win their battle with the soviet bloc and at the same time establish their position as the world’s superpower. The U. S. government encouraged other countries to follow their ideals by giving military and economic aid to them. This is observable when they helped France in maintaining its Indochina colonies. The U. S. also applied the Domino Theory in acquiring more countries in their side. They think that by showing other countries the development of France, they would choose democracy over communism, as this would entail more benefits for them (Rotter, 1999). The U. S. intervention in the Vietnam War clearly shows that the country tend to intervene in others’ affairs in order to accomplish their national interests. The U. S. government used the resources that they have in order to pursue their objectives. They took advantage of the conflicts that is happening in the other parts of the world so that they could defeat the soviet bloc and control the spread of communism. In doing so, they were able to emerge as one of the most powerful countries in the world.

Digital Voltmeter Using An 8051 Microcontroller Computer Science Essay

Digital Voltmeter Using An 8051 Microcontroller Computer Science Essay A voltmeter finds its importance wherever voltage is to be measured. A  voltmeter  is an instrument used for measuring the  electrical potential  difference between two points in an electric circuit. Analog voltmeters move a pointer across a scale in proportion to the voltage of the circuit. General purpose analog voltmeters may have an accuracy of a few per cent of full scale, and are used with voltages from a fraction of a volt to several thousand volts. Digital voltmeters give a numerical display of voltage by use of analog to digital converter. Digital meters can be made with high accuracy, typically better than 1%. Specially calibrated test instruments have higher accuracies, with laboratory instruments capable of measuring to accuracies of a few parts per million. Meters using  amplifiers  can measure tiny voltages of micro-volts or less. Digital voltmeters (DVMs) are usually designed around a special type of  analog-to-digital converter  called an  integrating converter. Voltmeter accuracy is affected by many factors, including temperature and supply voltage variations. To ensure that a digital voltmeters reading is within the manufacturers specified tolerances, they should be periodically calibrated. Digital voltmeters necessarily have input amplifiers, and, like vacuum tube voltmeters, generally have a constant input resistance of 10 mega-ohms regardless of set measurement range. This project aims at building a Digital Voltmeter using an 8051 microcontroller. All the data accessed and processed by the microcontroller is the digital data. And thus, the usage of an analog-to-digital converter finds its necessity here. A standard analog-to-digital converter ADC0804 is used in the current project. The input voltage (which is the analog input) is restricted to be in the range of 0-15V. The processed data in the 8051 is used to drive a display output on a LCD display unit. The display is in the form of digits and is accurate to a value of one decimal. The input voltage is desired to be that of a DC voltage for steady observations of the voltage value on the LCD panel. Rather, if an AC input voltage is given at the input terminals, the output varies indefinitely as is the nature of AC voltage. Thus, the instantaneous value of the AC voltage is not steadily shown on the LCD panel. COMPONENTS Following is the entire set of the components used to build the Digital Voltmeter: Microcontroller, AT89S52 Analog-to-Digital Converter, ADC0804 161 LCD Oscillator circuit for the microcontroller 12MHz Crystal Capacitor 33pF Capacitors Voltage divider circuit/ Input terminals 200k, 100k Resistors 100nF Capacitor ADC Clock Circuit 10k Resistor 150pF Capacitor 100k Potentiometer (to adjust the back-light of the LCD) Description of the Components used Microcontroller, AT89S52 Æ’Â   The AT89S51 is a low-power, high-performance CMOS 8-bit microcontroller with 4K bytes of In-System Programmable Flash memory. The device is manufactured using Atmels high-density non-volatile memory technology and is compatible with the industry-standard 80C51 instruction set and pin-out. The on-chip Flash allows the program memory to be reprogrammed in-system or by a conventional non-volatile memory programmer. By combining a versatile 8-bit CPU with In-System Programmable Flash on a monolithic chip, the Atmel AT89S51 is a powerful microcontroller which provides a highly-flexible and cost-effective solution to many embedded control applications. The AT89S51 provides the following standard features: 4K bytes of Flash, 128 bytes of RAM, 32 I/O lines, Watchdog timer, two data pointers, two 16-bit timer/counters, a five-vector two-level interrupt architecture, a full duplex serial port, on-chip oscillator, and clock circuitry. In addition, the AT89S51 is designed with static logic for operation down to zero frequency and supports two software selectable power saving modes. The Idle mode stops the CPU while allowing the RAM, timer/counters, serial port, and interrupt system to continue functioning. The Power-down mode saves the RAM con-tents but freezes the oscillator, disabling all other chip functions until the next external interrupt or hardware reset. Pin configuration of the AT89S52 is as follows: 40-Lead PDIP VCC Supply voltage. GND Ground. Port 0 Port 0 is an 8-bit open drain bi-directional I/O port. As an output port, each pin can sink eight TTL inputs. When 1s are written to port 0 pins, the pins can be used as high-impedance inputs. Port 0 can also be configured to be the multiplexed low-order address/data bus during accesses to external program and data memory. In this mode, P0 has internal pull-ups. Port 0 also receives the code bytes during Flash programming and outputs the code bytes during program verification. External pull-ups are required during program verification. Port 1 Port 1 is an 8-bit bi-directional I/O port with internal pull-ups. The Port 1 output buffers can sink/source four TTL inputs. When 1s are written to Port 1 pins, they are pulled high by the internal pull-ups and can be used as inputs. As inputs, Port 1 pins that are externally being pulled low will source current (IIL) because of the internal pull-ups. Port 1 also receives the low-order address bytes during Flash programming and verification. P1.5 MOSI (used for In-System Programming) P1.6 MISO (used for In-System Programming) P1.7 SCK (used for In-System Programming) Port 2 Port 2 is an 8-bit bi-directional I/O port with internal pull-ups. The Port 2 output buffers can sink/source four TTL inputs. When 1s are written to Port 2 pins, they are pulled high by the internal pull-ups and can be used as inputs. As inputs, Port 2 pins that are externally being pulled low will source current (IIL) because of the internal pull-ups. Port 2 emits the high-order address byte during fetches from external program memory and during accesses to external data memory that use 16-bit addresses (MOVX @ DPTR). In this application, Port 2 uses strong internal pull-ups when emitting 1s. During accesses to external data memory that use 8-bit addresses (MOVX @ RI), Port 2 emits the contents of the P2 Special Function Register. Port 2 also receives the high-order address bits and some control signals during Flash programming and verification. Port 3 Port 3 is an 8-bit bi-directional I/O port with internal pull-ups. The Port 3 output buffers can sink/source four TTL inputs. When 1s are written to Port 3 pins, they are pulled high by the internal pull-ups and can be used as inputs. As inputs, Port 3 pins that are externally being pulled low will source current (IIL) because of the pull-ups. Port 3 receives some control signals for Flash programming and verification. Port 3 also serves the functions of various special features of the AT89S51, as shown in the following table. Alternate functions of port 3, P3.0 RXD (serial input port) P3.1 TXD (serial output port) P3.2 INT0 (external interrupt 0) P3.3 INT1 (external interrupt 1) P3.4 T0 (timer 0 external input) P3.5 T1 (timer 1 external input) P3.6 WR (external data memory write strobe) P3.7 RD (external data memory read strobe) RST Reset input. A high on this pin for two machine cycles while the oscillator is running resets the device. This pin drives High for 98 oscillator periods after the Watchdog times out. The DIS-RTO bit in SFR AUXR (address 8EH) can be used to disable this feature. In the default state of bit DISRTO, the RESET HIGH out feature is enabled. ALE/PROG Address Latch Enable (ALE) is an output pulse for latching the low byte of the address during accesses to external memory. This pin is also the program pulse input (PROG) during Flash programming. In normal operation, ALE is emitted at a constant rate of 1/6 the oscillator frequency and may be used for external timing or clocking purposes. Note, however, that one ALE pulse is skipped during each access to external data memory. If desired, ALE operation can be disabled by setting bit 0 of SFR location 8EH. With the bit set, ALE is active only during a MOVX or MOVC instruction. Otherwise, the pin is weakly pulled high. Setting the ALE-disable bit has no effect if the microcontroller is in external execution mode. PSEN Program Store Enable (PSEN) is the read strobe to external program memory. When the AT89S51 is executing code from external program memory, PSEN is activated twice each machine cycle, except that two PSEN activations are skipped during each access to external data memory. EA/VPP External Access Enable. EA must be strapped to GND in order to enable the device to fetch code from external program memory locations starting at 0000H up to FFFFH. Note, however, that if lock bit 1 is programmed, EA will be internally latched on reset. EA should be strapped to VCC for internal program executions. This pin also receives the 12-volt programming enable voltage (VPP) during Flash programming. XTAL1 Input to the inverting oscillator amplifier and input to the internal clock operating circuit. XTAL2 Output from the inverting oscillator amplifier. Memory Organisation, Program Memory: If the EA pin is connected to GND, all program fetches are directed to external memory. On the AT89S51, if EA is connected to VCC, program fetches to addresses 0000H through FFFH are directed to internal memory and fetches to addresses 1000H through FFFFH are directed to external memory. Data Memory: The AT89S51 implements 128 bytes of on-chip RAM. The 128 bytes are accessible via direct and indirect addressing modes. Stack operations are examples of indirect addressing, so the 128 bytes of data RAM are available as stack space. Interrupts: The AT89S51 has a total of five interrupt vectors: two external interrupts (INT0 and INT1), two timer interrupts (Timers 0 and 1), and the serial port interrupt. Each of these interrupt sources can be individually enabled or disabled by setting or clearing a bit in Special Function Register IE. IE also contains a global disable bit, EA, which disables all interrupts at once. The Timer 0 and Timer 1 flags, TF0 and TF1, are set at S5P2 of the cycle in which the timers overflow. The values are then polled by the circuitry in the next cycle. ADC0804 Æ’Â   The ADC080X family are CMOS 8-Bit, successive approximation A/D converters which use a modified potentiometric ladder and are designed to operate with the 8080A control bus via three-state outputs. These converters appear to the processor as memory locations or I/O ports, and hence no interfacing logic is required. The differential analog voltage input has good common-mode-rejection and permits offsetting the analog zero input voltage value. In addition, the voltage reference input can be adjusted to a low encoding any smaller analog voltage span to the full 8 bits of resolution. The functional diagram of the ADC080X series of A/D converters operates on the successive approximation principle. Analog switches are closed sequentially by successive-approximation logic until the analog differential input voltage [VlN(+) VlN(-)] matches a voltage derived from a tapped resistor string across the reference voltage. The most significant bit is tested first and after 8 comparisons (64 clock cycles), an 8- bit binary code (1111 1111 = full scale) is transferred to an output latch. The normal operation proceeds as follows. On the high-to-low transition of the WR input, the internal SAR latches and the shift-register stages are reset, and the INTR output will be set high. As long as the CS input and WR input remain low, the A/D will remain in a reset state. Conversion will start from 1 to 8 clock periods after at least one of these inputs makes a low to high transition. After the requisite number of clock pulses to complete the conversion, the INTR pin will make a high- to-low transition. This can be used to interrupt a processor, or otherwise signal the availability of a new conversion. A RD operation (with CS low) will clear the INTR line high again. The device may be operated in the free-running mode connecting INTR to the WR input with CS = 0. To ensure start-up under all possible conditions, an external WR pulse is required during the first power-up cycle. A conversion in process can be interrupted by issuing a second start command. Digital Operation The converter is started by having CS and WR simultaneously low. This sets the start flip-flop (F/F) and the resulting 1 level resets the 8-bit shift register, resets the Interrupt (INTR) F/F and inputs a 1 to the D flip-flop, DFF1, which is at the input end of the 8-bit shift register. Internal clock signals then transfer this 1 to the Q output of DFF1. The AND gate, G1, combines this 1 output with a clock signal to provide a reset signal to the start F/F. If the set signal is no longer present (either WR or CS is a 1), the start F/F is reset and the 8-bit shift register then can have the 1 clocked in, which starts the conversion process. If the set signal were to still be present, this reset pulse would have no effect (both outputs of the start F/F would be at a 1 level) and the 8-bit shift register would continue to be held in the reset mode. This allows for asynchronous or wide CS and WR signals. After the 1 is clocked through the 8-bit shift register (which completes the SAR ope ration) it appears as the input to DFF2. As soon as this 1 is output from the shift register, the AND gate, G2, causes the new digital word to transfer to the Three-State output latches. When DFF2 is subsequently clocked, the Q output makes a high-to-low transition which causes the INTR F/F to set. An inverting buffer then supplies the INTR output signal. When data is to be read, the combination of both CS and RD being low will cause the INTR F/F to be reset and the three state output latches will be enabled to provide the 8-bit digital outputs. Digital Control Inputs The digital control inputs (CS, RD, and WR) meet standard TTL logic voltage levels. These signals are essentially equivalent to the standard A/D Start and Output Enable control signals, and are active low to allow an easy interface to microprocessor control busses. For non-microprocessor based applications, the CS input (pin 1) can be grounded and the standard A/D Start function obtained by an active low pulse at the WR input (pin 3). The Output Enable function is achieved by an active low pulse at the RD input (pin 2). Analog Operation The analog comparisons are performed by a capacitive charge summing circuit. Three capacitors (with precise ratioed values) share a common node with the input to an autozeroed comparator. The input capacitor is switched between VlN(+) and VlN(-), while two ratioed reference capacitors are switched between taps on the reference voltage divider string. The net charge corresponds to the weighted difference between the input and the current total value set by the successive approximation register. A correction is made to offset the comparison by 1/2 LSB. Analog Differential Voltage Inputs and Common- Mode Rejection This A/D gains considerable applications flexibility from the analog differential voltage input. The VlN(-) input (pin 7) can be used to automatically subtract a fixed voltage value from the input reading (tare correction). This is also useful in 4mA 20mA current loop conversion. In addition, common-mode noise can be reduced by use of the differential input. The time interval between sampling VIN(+) and VlN(-) is 41/2 clock periods. There is maximum error voltage due to this slight time difference between the input voltage samples. The allowed range of analog input voltage usually places more severe restrictions on input common-mode voltage levels than this. An analog input voltage with a reduced span and a relatively large zero offset can be easily handled by making use of the differential input. Analog Input Current The internal switching action causes displacement currents to flow at the analog inputs. The voltage on the on-chip capacitance to ground is switched through the analog differential input voltage, resulting in proportional currents entering the VIN(+) input and leaving the VIN(-) input. These current transients occur at the leading edge of the internal clocks. They rapidly decay and do not inherently cause errors as the on-chip comparator is strobed at the end of the clock period. Input Bypass Capacitors Bypass capacitors at the inputs will average these charges and cause a DC current to flow through the output resistances of the analog signal sources. This charge pumping action is worse for continuous conversions with the VIN(+) input voltage at full scale. For a 640kHz clock frequency with the VIN(+) input at 5V, this DC current is at a maximum of approximately 5uA. Therefore, bypass capacitors should not be used at the analog inputs or the VREF/2 pin for high resistance sources (>1kOhm.) If input bypass capacitors are necessary for noise filtering and high source resistance is desirable to minimize capacitor size, the effects of the voltage drop across this input resistance, due to the average value of the input current, can be compensated by a full scale adjustment while the given source resistor and input bypass capacitor are both in place. This is possible because the average value of the input current is a precise linear function of the differential input voltage at a constant conversion rate. Input Source Resistance Large values of source resistance where an input bypass capacitor is not used will not cause errors since the input currents settle out prior to the comparison time. If a low-pass filter is required in the system, use a low-value series resistor for a passive RC section or add an op amp RC active low-pass filter. For low-source-resistance applications, a 0.1uF bypass capacitor at the inputs will minimize EMI due to the series lead inductance of a long wire. A 100Ohm series resistor can be used to isolate this capacitor (both the R and C are placed outside the feedback loop) from the output of an op amp, if used. Stray Pickup The leads to the analog inputs (pins 6 and 7) should be kept as short as possible to minimize stray signal pickup (EMI). Both EMI and undesired digital-clock coupling to these inputs can cause system errors. The source resistance for these inputs should, in general, be kept below 5kÃŽÂ ©. Larger values of source resistance can cause undesired signal pickup. Input bypass capacitors, placed from the analog inputs to ground, will eliminate this pickup but can create analog scale errors as these capacitors will average the transient input switching currents of the A/D (see Analog Input Current). This scale error depends on both a large source resistance and the use of an input bypass capacitor. This error can be compensated by a full scale adjustment of the A/D (see Full Scale Adjustment) with the source resistance and input bypass capacitor in place, and the desired conversion rate. Reference Voltage Span Adjust For maximum application flexibility, these A/Ds have been designed to accommodate a 5V, 2.5V or an adjusted voltage reference. This has been achieved in the design of the IC. Notice that the reference voltage for the IC is either 1/2 of the voltage which is applied to the V+ supply pin, or is equal to the voltage which is externally forced at the VREF/2 pin. This allows for a pseudo-ratiometric voltage reference using, for the V+ supply, a 5V reference voltage. Alternatively, a voltage less than 2.5V can be applied to the VREF/2 input. The internal gain to the VREF/2 input is 2 to allow this factor of 2 reduction in the reference voltage. Zero Error The zero of the A/D does not require adjustment. If the minimum analog input voltage value, VlN(MlN), is not ground, a zero offset can be done. The converter can be made to output 0000 0000 digital code for this minimum input voltage by biasing the A/D VIN(-) input at this VlN(MlN) value. This utilizes the differential mode operation of the A/D. The zero error of the A/D converter relates to the location of the first riser of the transfer function and can be measured by grounding the VIN(-) input and applying a small magnitude positive voltage to the VIN(+) input. Zero error is the difference between the actual DC input voltage which is necessary to just cause an output digital code transition from 0000 0000 to 0000 0001 and the ideal 1/2 LSB value (1/2 LSB = 9.8mV for VREF/2 = 2.500V). Full Scale Adjust The full scale adjustment can be made by applying a differential input voltage which is 11/2 LSB down from the desired analog full scale voltage range and then adjusting the magnitude of the VREF/2 input (pin 9) for a digital output code which is just changing from 1111 1110 to 1111 1111. When offsetting the zero and using a span-adjusted VREF/2 voltage, the full scale adjustment is made by inputting VMlN to the VIN(-) input of the A/D and applying a voltage to the VIN(+) input. Clocking Option The clock for the A/D can be derived from an external source such as the CPU clock or an external RC network can be added to provide self-clocking. The CLK IN (pin 4) makes use of a Schmitt trigger. Heavy capacitive or DC loading of the CLK R pin should be avoided as this will disturb normal converter operation. Loads less than 50pF, such as driving up to 7 A/D converter clock inputs from a single CLK R pin of 1 converter, are allowed. For larger clock line loading, a CMOS or low power TTL buffer or PNP input logic should be used to minimize the loading on the CLK R pin (do not use a standard TTL buffer). Restart During a Conversion If the A/D is restarted (CS and WR go low and return high) during a conversion, the converter is reset and a new conversion is started. The output data latch is not updated if the conversion in progress is not completed. The data from the previous conversion remain in this latch. Continuous Conversions In this application, the CS input is grounded and the WR input is tied to the INTR output. This WR and INTR node should be momentarily forced to logic low following a power-up cycle to insure circuit operation. Interfacing the Microcontroller Interfacing the ADC0804 with 8051 Æ’Â   As shown in the typica circuit, ADC0804 can be interfaced with any microcontroller. A minimum of 11 pins are required to interface the ADC0804, eight for data pins and 3 for control pins. As shown in the typical circuit the chip select pin can be made low if you are not using the microcontroller port for any other  peripheral  (multiplexing). There is a  universal  rule to find out how to use an IC. All we need is the datasheet of the IC we are working with and a look at the  timing diagram  of the IC which shows how to send the data, which signal to assert and at what time  the signal  should be made high or low, etc. Timing Diagrams, Pin Description 1.  Ã‚  CS, Chip Select: This is an active low pin and used to activate the ADC0804. 2.  Ã‚  RD, Read: This is an input pin and active low. After converting the analog data, the ADC stores the result in an internal register. This pin is used to get the data out of the ADC 0804 chip. When CS=0 high to low pulse is given to this pin, the digital output is shown on the pins D0-D7. 3.  Ã‚  WR, Write: This is an input pin and active low. This is used to instruct the ADC to start the conversion process. If CS=0 and WR makes a low to high transition, the ADC starts the conversion process. 4.  Ã‚  CLK IN, Clock IN: This is an input pin connected to an external clock source. 5.  Ã‚  INTR, Interrupt: This is an active low output pin. This pin goes low when the conversion is over. 6.   Vin+ : Analog Input . 7.   Vin- : Analog Input. Connected to ground. 8.  Ã‚  AGND: Analog Ground. 9.  Ã‚  Vref/2: This pin is used to set the reference voltage. If this is not connected the default reference voltage is 5V. In some application it is required to reduce the step size. This can be done by using this pin. 10.   DGND: Digital Ground. 11-18. Output Data Bits (D7-D0). 19. CLKR: Clock Reset. 20. Vcc: Positive Supply The above timing diagrams are from ADC0804 datasheet. The first diagram shows how to start a conversion. Also you can see which signals are to be asserted and at what time to start a conversion. So looking into the timing diagram  we note down the steps or say the order in which signals are to be asserted to start a conversion of ADC. As we have decided to make Chip select pin as low so we need not to bother about the CS signal in the  timing diagram. Below steps are for starting an ADC conversion. I am also including CS signal to give you a clear picture. While programming we will not use this signal. Make chip select (CS) signal low. Make write (WR) signal low. Make chip select (CS) high. Wait for INTR pin to go low (means conversion ends). Once the conversion in ADC is done, the data is available in the output latch of the ADC. Looking at the second diagram, which shows the  timing diagram  of  how to read  the converted value from the output latch of the ADC, data of the new conversion is only available for reading after ADC0804 made INTR pin low or say when the conversion is over. Below are the steps to read output from the ADC0804. Make chip select (CS) pin low. Make read (RD) signal low. Read the data from port where ADC is connected. Make read (RD) signal high. Make chip select (CS) high. Interfacing the LCD with 8051 Æ’Â   Pin Information of LCD: Pin No Name Description 1 Vss Ground 2 Vdd +5V 3 Vee Contrast Adjustment -2V to -5V 4 RS Register Select 5 RW 1 -Read , 0- Write 6 E Enable Strobe 7 D0 Data Line 8 D1 Data Line 9 D2 Data Line 10 D3 Data Line 11 D4 Data Line 12 D5 Data Line 13 D6 Data Line 14 D7 Data Line 15 LED+ Backlit LED +V   Vdd (Optional signal) 16 LED- Backlit LED -V   Vss (Optional signal) Algorithm to send data to LCD: 1.Make R/W low 2.Make RS=0 ;if data byte is command RS=1 ;if data byte is data (ASCII value) 3.Place data byte on data register 4.Pulse E (HIGH to LOW) 5.Repeat the steps to send another data byte LCD Initialization: Proper working of LCD depend on the how the LCD is initialized. We have to send few command bytes to initialize the LCD. Simple steps to initialize the LCD Specify function set: Send  38H  for 8-bit, double line and 57 dot character format. Display On-Off control: Send  0FH  for display and blink cursor on. Entry mode set: Send  06H  for cursor in increment position and shift is invisible. Clear display: Send  01H  to clear display and return cursor to home position. Writing software: The LCD module is an intelligent component. We communicate to LCD module by sending commands from microcontroller. To write data to LCD module separate sequence is followed for 4 bit and 8 bit mode. Writing command for 8 Bit mode: Write 8 bit data on D0-D7 Generate strobe by taking EN from high to low Writing command for 4 Bit mode: Write 4 bit data (upper nibble) on D4-D7 Generate strobe by taking EN from high to low Write 4 bit data (lower nibble) on D4-D7 Generate strobe by taking EN from high to low LCD Commands:   Instruction RS RW D7 D6 D5 D4 D3 D2 D1 D0 Description NOP 0 0 0 0 0 0 0 0 0 0 No Operation Clear Display 0 0 0 0 0 0 0 0 0 1 Clear Display and Address counter = 0 Cursor Home 0 0 0 0 0 0 0 0 1 x Address counter = 0 Entry mode set 0 0 0 0 0 0 0 1 I/D S Set cursor direction(I/D) and auto display shift (S) Display Control 0 0 0 0 0 0 1 D C B Turn display (D) and cursor (C) ON/OFF. Set cursor blinking(B) Cursor/ Display shift 0 0 0 0 0 1 S R/L x x Shift display/cursor (S), specify direction (R/L) Function set 0 0 0 0 1 DL N F x x Set Interface data width (DL), number of display lines (N), character font (F) Set CGRAM Address 0 0 0 1 Set CGRAM address (D0-D5), CGRAM data is sent after this command Set DDRAM Address 0 0 1 Set DDRAM address (D0-D6), DDRAM data is sent after this command Busy Flag and Address 0 1 BF Read busy flag (BF) and address counter(D0-D6) Write Data 1 0 Write data (D0-D7) into DDRAM/CGRAM Read Data 1 1 Read data (D0-D7) from DDRAM/CGRAM Legends used in table:- I/D:  Ã‚  Ã‚  Ã‚  Ã‚  1- Increment, 0- Decrement S:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- Auto Display shift, 0 No display shift D:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- Display ON, 0 Display OFF C:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- Cursor ON, 0- Cursor OFF B:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- Cursor blinking ON, 0 Cursor blinking OFF S:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- Display Shift, 0 -Cursor move R/L:  Ã‚  Ã‚  Ã‚  1- Shift right, 0- Shift left DL:  Ã‚  Ã‚  Ã‚  Ã‚  1- 8 bit interface, 0- 4 bit interface N:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- 2 lines, 0- 1 line F:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1- 5X10 dots font, 0- 5X7 dots f

The Psychology Of The Fear Of Crime

The Psychology Of The Fear Of Crime Fear of crime is a very prevalent issue today. Many people in todays society express anxiety and fear about crime, and about being victimized. The level of fear that a person holds depends on many factors, including gender, age, any past experiences with crime that a person may have, where one lives, and ones ethnicity. All of these factors have an impact on fear levels. People react to fear in different ways. Some people try to avoid crime, others try to protect themselves, and still others try to prevent victimization by not possessing anything for which they can be victimized. The fear of crime is a critical issue in contemporary criminal justice policy because of its potential to create social misunderstanding. Although some awareness and concern about crime could be considered healthy or adaptive, taken to the extremes, the fear of crime can impede individuals behavior and affect the quality of life. The fear of crime is one of the most researched topics in crime (Farall 2000), with the risk of crime being seen as one of the most pressing concerns affecting peoples way of life. The fear of crime has social and psychological dimensions that require interdisciplinary analysis. (Helmut Kury, 2008) Not all behaviours indicative of fear, are prompted a by fearful experience. For example, taking insurance, locking the house, the car etc are everyday precautionary actions to minimize ones risk of crime, but is not necessarily provoked by a fear-inciting experience. These safety precautions are taken daily by a vast majority, without the attached emotional fear, just like the precautionary exercise, eating right so as to avoid the onset of ill health. DEFINITIONS The fear of crime refers to the fear of being a victim of crime as opposed to the actual probability of being a victim of crime. Fear, in this topic, is defined as an anticipation of victimization, rather than fear of an actual victimization. This type of fear relates to how vulnerable a person feels. Fear is also an emotional reaction characterized by a sense of danger and anxiety produced by the threat of physical harmelicited by perceived cues in the environment that relate to some aspect of crime (Church Council, 1995, p. 7). Crime can be defined as the breach of one or more rules or laws for which some governing authority or force may ultimately prescribe a punishment. OR. An act punishable by law. wordnetweb.princeton.edu/perl/webwn The core aspect of fear of crime is the range of emotions that is provoked in individuals by the possibility of victimization. There might be two dimensions of fear: those everyday moments of worry that transpire when one feels personally threatened; and some more diffuse or anxiety about risk. Fear of crime can be differentiated into public feelings, thoughts and behaviors about the personal risk of criminal victimization. These feelings, thoughts and behaviors have a number of damaging effects on individual and group life: They can erode public health and psychological well-being; Alter routine activities and habits; Contribute to some places turning into no-go areas via a withdrawal from community; Drain community cohesion, trust and neighbourhood stability. FACTORS AFFECTING THE LEVEL OF FEAR EXHIBITED BY INDIVIDUALS Gender Gender has been found to be the strongest predictor of fear. Women have a much greater fear of crime than men, but are victimized less than men. Womens fear comes mostly from their vulnerability to sexual aggression: women are ten times more likely to be sexually assaulted than are men (Crowell Burgess, 1996). This fear of sexual assault and rape transposes itself onto other types of crimes (Ferraro, 1996). Women do not simply become aware of this fear one day, nor are they born with it; women are socialized into thinking that they are vulnerable to attack if they, for example, go out alone at night. Parents, peers and media emphasize and re-enforce this fear, and women are expected to succumb to it. Age Age is also a powerful predictor of fear but, unlike gender, with age the fear varies from crime to crime. When it comes to age, it is customary to assume that the elderly are the most afraid, and for many crimes, this assumption holds true, such as in mugging cases and break and enters. When it comes to crimes like rape, sexual assault and stranger attacks, it has been found that younger people tend to be more fearful (Evans, 1995). Elderly people have a high fear level in relation to many crimes because they feel vulnerable. This vulnerability stems from the physical and social limitations that elderly people have which renders them unable to defend themselves or to seek support and help. Past Experiences with Crime Many studies have examined whether or not past experiences with crime and criminals have any effect on the level of fear that a person holds, but findings have not been unanimous. Some studies have found no real differences between victims and non-victims, but other studies have documented a difference. In studying the effects of crime on college students, Dull and Wint (1997) found that those students who had been victims of crime had less fear of personal crime, but more fear of property crime, than those not victimized. Certain crimes generate more fear for victims than others. Being a victim of a robbery, for example, generates a high level of fear because it contains elements that cause a greater amount of fear to be instilled in its victims. Robbery usually involves a stranger, weapons, physical assaults and the loss of a fair amount of money (Skogan Klecka, 1997). Burglary, because of its invasion of privacy and substantial amount of loss, generates a high level of fear. The victims who express the most fear of walking alone in their neighbourhood after dark are victims of sexual assault, followed by victims of robbery, break and enter, assault, vandalism, motor vehicle theft, household theft and personal theft. Geography Fear of crime also varies according to where one lives. People who live in cities tend to hold higher levels of fear because cities and other urban areas tend to have higher crime rates than rural areas. Ethnicity and Culture Studies have found that fear levels vary according to ethnic background. While whites tend to show the least amount of fear, the question of who has the most fear has not been unanimously agreed upon. A 1994 British Crime Survey found that in relation to crimes of harassment, burglary, rape and mugging, the Asian group expressed the most fear. The Black group showed the next highest fear level in relation to these crimes, while the White group showed the least amount of fear. This survey also found that for the crime of theft from car, the Black group showed a slightly higher level of fear than the Asian group, and the White group once again had the lowest level of fear. In relation to simply feeling unsafe, the Asian group was the highest, and the White group had only a slightly higher level of fear than the Black group (Hough, 1995). Other Variables There are several other variables which have been examined in order to see if they have an effect on fear of crime. These variables are not as prominent as the ones listed above, but their effects are still worth noting. Factors such as low income levels (Evans, 1995; Silverman Kennedy, 1983), and low educational levels (Evans, 1995) tend to increase levels of fear. Factors influencing the fear of crime include public perceptions of neighborhood stability and breakdown, and broader factors where anxieties about crime express anxieties about the pace and direction of social change. There may also be some wider cultural influences: some have argued that modern times have left people especially sensitive to issues of safety and insecurity. REACTIONS TO THE FEAR OF CRIME Due to their fear of crime, people try to reduce their risk of victimization in three ways: avoidance behaviours, protective behaviours, and insurance behaviours (Garofalo, 1981). Avoidance behaviours are restrictive, involving avoiding unsafe areas at night or certain locations altogether, or reducing social interaction and movements outside of the home. Protective behaviours include obtaining security systems and watch dogs, joining self-defence courses, and/or participating in community programs such as Neighbourhood Watch. Insurance behaviours aim at reducing ones risk through the minimization of victimization costs, leaving the person feeling that they do not have anything of value to be victimized for, and therefore will not be victimized. Neighbourhood Watch was started as a way to reduce crime and fear by involving citizens in crime prevention, urging them to come together to talk about what is going on in their neighbourhood, and to formulate plans and methods to alleviate crime such as neighbourhood surveillance and crime- reporting activities Since the government is accountable to and elected by the public, the government must respond when change is demanded. The government reaction to the publics concern about, and fear of, crime is often one of changing correctional legislation. People get their information about crime from a number of sources, but one major source for information is the media. The media are a powerful way of getting messages across to citizens. Many studies have looked at the way in which the media portray crime and how their portrayals affect levels of fear. It has been found that the media tend to disproportionately represent violent accounts of crime. Concern about crime can be differentiated from perceptions of the risk of personal victimization. Concern about crime includes public assessments of the size of the crime problem. An example of a question that could be asked is whether crime has increased, decreased or stayed the same in a certain period and/or in a certain area, for instance the individuals own neighborhood. BEHAVIORAL ASPECTS OF FEAR OF CRIME A way to measure fear of crime is to ask people whether they ever avoid certain areas, protect certain objects or take preventive measures. This way, measuring fear of crime can become a relatively straightforward thing, because the questions asked tap into actual behavior and objective facts, such as the amount of money spent on a burglar-alarm or extra locks. However, it is important to note that some degree of fear might be healthy for some people, creating a natural defense against crime. In short, when the risk of crime is real, a specific level of fear might actually be functional: worry about crime might stimulate precaution which then makes people feel safer and lowers their risk of crime. The fear of crime is a very important feature in criminology. COGNITIVE ASPECTS OF FEAR OF CRIME By contrast, the cognitive side of fear of crime includes public perceptions of the likelihood of falling victim, public senses of control over the possibility, and public estimations of the seriousness of the consequences of crime. People who feel especially vulnerable to victimization are likely to feel that they are especially likely to be targeted by criminals (i.e. victimization is likely), that they are unable to control the possibility (i.e. they have low self-efficacy), and that the consequences would be especially severe. Additionally, these three different components of risk perception may interact: the impact of perceived likelihood on subsequent emotional response (worry, fear, anxiety, etc.) is likely to be especially strong among those who feel that consequences are high and self-efficacy is low. Perhaps the biggest influence on fear of crime is public concern about neighbourhood disorder, social cohesion and collective efficacy. The proposition here is that the incidence and risk of crime has become coupled in the public mind with issues of social stability, moral consensus, and the collective informal control processes which underpin neighborhood order. Many people also use the language of fear and crime to express concerns about neighbourhood breakdown, the loss of moral authority, and the crumbling of civility and social capital. People can come to different conclusions about the same social and physical environment: two individuals who live next door to each other and share the same neighbourhood can view local disorder quite differently. Why might people have different levels of tolerance or sensitivity to these potentially ambiguous cues? UK research has suggested that broader social anxieties about the pace and direction of social change may shift levels of tolerance to ambiguous stimuli in the environment. Individuals who hold more authoritarian views about law and order, and who are especially concerned about a long-term deterioration of community, may be more likely to perceive disorder in their environment. They may also be more likely to link these physical cues to problems of social cohesion and consensus, of declining quality of social bonds and informal social control. People, who have the fear of crime, may change their behaviour, prefer to stay at home and avoid activities such as travelling in the public transport due to the potential danger they believe the outer world poses (Garafalo, 1981, Patterson 1985, Hale 1996). Also people may fear certain/specific crime, like some women are afraid of going out in the night alone or going to certain places, for fear of being sexually assaulted. Many studies have been conducted to examine the predictors of fear of crime among adults, but feelings of insecurity among children and adolescents have been practically ignored. The effect of parenting styles on the childs level of fear is enormous. The level of parental supervision, especially fathers, is associated with more fears being experienced by children. Active parental stimulation of participation in organized leisure activities results in lower levels of fear among female children. Parents who focus on independence and autonomy, in contrast, seem to raise children who have lower degrees of fear. Other findings that relate to fear of crime in adolescence, such as gender differences and socialization, media and leisure patterns, and victimization and personal adjustment, are also important. A new University College London study has shown that people with a strong fear of crime are almost twice as likely to show symptoms of depression. The research shows that fear of crime is associated with decreased physical functioning and lower quality of life. The studys lead author, Dr Mai Stafford, UCL Epidemiology Public Health, said: Very broadly, these results show that if your fear of crime levels are higher, your health is likely to be worse particularly your mental health. Of course, you might expect that people who are depressed or frail might be more afraid of crime and venturing out of doors, so we have taken account of previous mental health problems and physical frailty and adjusted for those accordingly. Even with a level playing field, the data still demonstrates this strong link between fear of crime and poorer mental health. CONCLUSION Fear of crime is real and it affects peoples quality of life. It is believed, however, that the series of legislative initiatives enacted in reaction to fear of crime have not proven to be beneficial. Fear has not been reduced and people do not feel safer. As long as fear persists, the public will continue to call for more of the same harsh measures. It is time we took a second look at the limited safety provided by the correctional changes we have implemented. It is time that politicians and leaders stop merely reacting to fear by proposing simplistic, short-term solutions to the complex problems of crime. Years of research have shown that the correctional practices we now have in place are not effective in creating safe communities and simply delay the problem, thereby not reducing fear in the long-term. The public looks to others for help in reducing the fear of crime, but the people the public looks to for guidance cannot always be of help. When the public sees that the police, the government and the law are unable to assist them with their concerns, individuals will often take charge of the situation for themselves. This type of mentality can lead to vigilantism. Suggestion that a number of broad strategies be put in place to address both crime and fear of crime, includes 1) Educate the public about crime, crime prevention and what works in corrections. There are steps that can be taken to protect oneself and to reduce personal fear, but people need to have a better understanding of their risk and what measures do increase public safety. 2) Involve communities in both crime prevention through social development and in community-based justice programs. Direct citizen involvement in justice leads to a better informed citizenry, who then are more understanding of what impacts crime and how to change it.