Part D of Appendix C Essays

Part D of Appendix C Essays Part D of Appendix C Essay Part D of Appendix C Essay The steps you took in the recording process How the steps you took support the principles of accounting The general goal of financial reporting is to be able to keep track of where your money goes. It also lets you know what your profits are and what expenses you have going out. This way you and your investors can see how the company is doing or it will let you know if you’re not making anything and need to get out before the company goes under too far.As for the steps that I took in the recording process, is I took a look at was coming in and going out. Here you want to make sure that everything is recorded correctly and under the proper headings. For example, say your investor gives you $25,00. 00 dollars to invest in your company; well here you would put account receivables as a debit. The reason for this is because it is an income or profit that you can use. Something else, you have account payable, this is where you put what you pay an employee and it goes under credit because you have to pay that expense out of the company pocket.Have to make sure that everything is recorded correctly just in case the company gets outdid. The steps that I took help the principle of accounting by showing everything. Making sure the correct dates were put down and for what goes with that. I also made sure that each input was put in the right category. This shows all the statements that are in financial accounting. The company has to have all four statements in order to be successful.

Using the Keyword Final with Inheritance in Java

Using the Keyword Final with Inheritance in Java While one of Javas strengths is the concept of inheritance, in which one class can derive from another, sometimes its desirable to prevent inheritance by another class. To prevent inheritance, use the keyword final when creating the class. For example, if a class is likely to be used by other programmers, you may wish to prevent inheritance if any subclasses created could cause problems. A typical example is the String class. If we wanted to create a String subclass: public class MyString extends String{ï » ¿} We would be faced with this error: cannot inherit from final java.lang.String The designers of the String class realized that it was not a candidate for inheritance and have prevented it from being extended. Why Prevent Inheritance? The main reason to prevent inheritance is to make sure the way a class behaves is not corrupted by a subclass. Suppose we have a class Account and a subclass that extends it, OverdraftAccount. Class Account has a method getBalance(): public double getBalance(){ return this.balance; } At this point in our discussion, subclass OverdraftAccount has not overridden this method. (Note: For another discussion using this Account and OverdraftAccount classes, see how a subclass can be treated as a superclass). Lets create an instance each of the Account and OverdraftAccount classes: Account bobsAccount new Account(10); bobsAccount.depositMoney(50); OverdraftAccount jimsAccount new OverdraftAccount(15.05,500,0.05); jimsAccount.depositMoney(50); //create an array of Account objects //we can include jimsAccount because we //only want to treat it as an Account object Account[] accounts {bobsAccount, jimsAccount}; //for each account in the array, display the balance for (Account a:accounts) { System.out.printf(The balance is %.2f%n, a.getBalance()); } The output is: The balance is 60.00 The balance is 65.05 Everything appears to work as expected, here. But what if OverdraftAccount overrides the method getBalance()? There is nothing to prevent it from doing something like this: public class OverdraftAccount extends Account { private double overdraftLimit; private double overdraftFee; //the rest of the class definition is not included public double getBalance() { return 25.00; } } If the example code above is executed again, the output will be different because the getBalance() behavior in the OverdraftAccount class is called for jimsAccount: The output is: The balance is 60.00 The balance is 25.00 Unfortunately, the subclass OverdraftAccount will never provide the correct balance because we have corrupted the behavior of the Account class through inheritance. If you design a class to be used by other programmers, always consider the implications of any potential subclasses. This is the reason the String class cannot be extended. Its extremely important that programmers know that when they create a String object, its always going to behave like a String. How to Prevent Inheritance To stop a class from being extended, the class declaration must explicitly say it cannot be inherited. This is achieved by using the final keyword: public final class Account { } This means that the Account class cannot be a superclass, and the OverdraftAccount class can no longer be its subclass. Sometimes, you may wish to limit only certain behaviors of a superclass to avoid corruption by a subclass. For example, OverdraftAccount still could be a subclass of Account, but it should be prevented from overriding the getBalance() method. In this case use, the final keyword in the method declaration: public class Account { private double balance; //the rest of the class definition is not included public final double getBalance() { return this.balance; } } Notice how the final keyword is not used in the class definition. Subclasses of Account can be created, but they can no longer override the getBalance() method. Any code calling that method can be confident it will work as the original programmer intended.

Jews in Early Modern Venice Essay Example | Topics and Well Written Essays - 2500 words

Jews in Early Modern Venice - Essay Example The paper throws light on Jewish culture as well. The hurdles that the efforts on part of music composers had to go through. Most of their efforts were shunned, by the neo-religious elements of the society. There is focus on the community service and the values that prevailed in Venice; their religious practices; the stones that were thrown on them in the form of bills passed by the Vatican government; The various communities that lived within the Jews are also talked about at great length. Their origins, their impact, their whereabouts, their contributions and their status are also discussed. The Levantines, enjoyed the highest economic strata and were later even allocated a separate portion in the Ghetto. Last, but not the least, the paper also elaborates on the architecture of the ghettos as well. The interiors, the exterior, the dos and don'ts of these places called the squalos and the grandeur associated with them Venice has long been recognized as one of the most multicultural and multi ethnic niches of the world. Situated across eastern Italy, it is a unique amalgamation of 40 different islands. Its length is approximately 40 km long and it varies in breadth from 5 to 10 km. Venice has served as a safe haven for various segregated communities of all times, of refugees and of barbarians. Several islands act protect the land from coastal waters of the open sea, with 3 main inlets moving out of the estuary. It has served as the center of trade between eastern and western European countries ever since 330 A.D. and has been a haven for a vast number of communities coming from different ethnic, religious and social backgrounds. That is why; Venice has never had a pure mythical identity; but home and shelter to refugees, a negative place, and a welcome land for people escaping the barbarians. Embedded in the fabrics of their society, in the confines of the city are Jewish ghettos. Also called the Ghetto Vichhio, Ghetto Nuvissmo or Ghetto Nuovo, they are occupied by a relatively more affluent class of the Jews. Ghettos are segregated areas of the society that harbor the shunned ones. They have been preeminent havens of various societies and eras, but gained prominence during the time of the Nazis. In the days of World War II, Jews were kept in these ghettos before being transported to the death camps. Huge walls were built around the fortifications of the ghettos, to protect the community from the events like Christmas and Easter. The History of the Jews in Venice Jews came on the forefront in the tenth century. This was when documents asking for permission to let Jews embark on a ship were refused. Restrictions were relaxed on the Jews in the late fourteenth century as they were allowed to enter the city. In 1508, the Jews ganged up with the natives to help the government fight the Papals' forces called the League of Cambrai. Even though the forces of Venice lost the battle, this event marked the influx of thousands of Jews in the Venice. The crowd that swarmed in the streets of Venice, escaping the warring tribes. The conflict was resolved and Venice recovered most

Future Career Personal Statement Example | Topics and Well Written Essays - 750 words

Future Career - Personal Statement Example This allows me to use my imagination and creativity alongside the technical skills I have developed which allow me to conceive a problem from a wide range of perspectives. Business is an interesting field with as many variables as engineering, and perhaps less predictable outcomes. Exceptions to business common sense can produce exceptional results; the same can rarely be said of engineering. The very value of education in this field is one of hot debate, from entrepreneurs proud to have left school with nothing to the MBA hotshot riding the corporate inside track - it is a discipline where success by any means can be argued as valid. As a highly successful student of facts and natural laws, this is a highly intriguing idea. For all I can learn from lectures and research, there is always a higher level to aspire to - always a rival with an edge of natural flair. An academic analysis, for example, of a systemic change can soon fail without the personal skills to 'sell' it to the workers. I have spent a long time developing my brain; I now want the chance to test my heart, soul and guts. There are numerous obstacles but the interesting part is to overcome the obstacles and run a smooth form of business. My parents have taught me that a balance between activities is always necessary for a healthy lifestyle. I engage in spending my free time constructively by serving the community and doing several jobs in my free time. I love reading business books. Just as I believe the highest level of success in business comes from drawing on every ounce of talent and ability, I believe that success in life comes through engaging every talent. The Cass MSc in Management enables graduates from a wide range of disciplines to develop real world knowledge and skills in key areas of modern management - it is this that most appeals to me, bringing the whole of my real world and life experiences to bear on how I do business. Through this program I hope to graduate with the confidence to sensitively and intelligently apply practical quantitative skills, which are required for a successful career in risk management. I chose to join the program to further polish out mytechnical and quantitative knowledgeof different specialist risk management areas, such as financial modelling, valuation theory, credit derivative pricing, and credit portfolio management. My strong technical groundingandquantitative skill from my current studies will have a definite impact on my career, qualifying me for a more specialized risk manager role. As much as a personality is important in business decision making, a person is also important in their society. While decisions can be made without feeling and individuals can try to exist as islands, both states seem unnatural and dangerous - oversimplified models that ignore a greater complexity. Activities I enjoy are enjoyable because of the interplay between myself and my community - the term 'altruistic' does not quite match, because I believe that every positive action brings broad rewards. I can rationalize this as a kind of karmic belief structure, but really it comes down to an analytical approach - what is good for a system or business should permeate all levels to bring mutual benefits. My natural talents have been nurtured thanks to the good will and determination of others. As a product of a global society, I try to carry out activities that make a positive impact

Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking Essay Example for Free

Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking Essay Endeavor to confront Times scythe or surrender to fatalism? Compare and Contrast Shakespeares Sonnet 12 and Seamus Heaneys Blackberry-Picking By Sally, Kuok Si Nok, School of Translation and Interpreting, Beijing Language and Cultural University Human in all ages races through lives in an everlasting fight against time. Mens struggle against nature has been a timeless theme in the literary world. From the early 17th century Sonnet 12, Shakespeares When I do count the clock that tells the time, to Seamus Heaneys Blackberry-picking, written in late 20th century, both poems addresses the effect of Times scythe on the transience decayed in nature as a natural cycle of life; however, while Shakespeare adopts a positive attitude in suggesting procreation to defeat time as a temporary solution, Heaney reflects on the inevasible disappointment at the interference of natural law. To address the theme of natural cycle, Shakespeare employs elaborated diction and juxtaposes contrasting ideas to measure the passage of time, nature and youth through life: In line 1 and 2, brave day sunk in hideous night reflects the daily passage of time, line 3 and 4 link nature to humankind, by first evokes a flowers wilting stage to the image of black hair naturally aging an turning grey, line 5 to 7 discuss the progression of season from canopy to barren of leave, to white and bristly beard, indicating snow and winter. Since Heaney metaphorizes old man as white beard on the bier, it can be suggested that he also compares young maid to violet prime and young man to lofty tree. Thus, the implicit use of figurative language hints the universal law of nature on all creatures throughout Sonnet 12 a number which symbolizes hour and month (passage of time). With regard to Heaneys techniques of expression, he visualizes the decaying process of blackberry by reminiscing a childhood activity in rural Northern Ireland. In the poem, the specific temporal markings like late August, for a full week, At first, just one and every year vividly demonstrates the time sequence of blackberry growing before ultimate rot; the employment of color and texture like green, red, purple glossy and hard serves not only to illustrate the ripening blackberries, but also impact on the readers taste and tactile sensation. Most importantly, the reminiscence itself, utilizes both the perspective of Heaney as a young child and an adult looking back, and the half-rhyming pattern suggesting imperfect memory, both symbolize the passage of time and ageing process. The last line Each year I hoped theyd keep, knew they would not. suggests a repetitive emotional behavior and disillusionment, highlighting the natural law of life. Shakespeare and Heaney, though addressing the same theme, differ in the motivation and the attitude toward Times scythe. The former speaks of sterility of bachelorhood and recommends procreation as a means of immortality in the form of human race, whereas the latter blends autobiological account of disillusionment in rural life with the natural decay of blackberry, impacting the reader on the spiral of disappointment. In Sonnet 12, Shakespeare displays a strident attitude to persuade: first, brave day sunk into hideous night the antithetical choice of word establishes a stark contrast, not only between day and night, but above all, the courage and futility of battling against indefensible nature, for brave is meant to imply a visual brightness and gallantry. A man begins his live bravely, wanting to explore the world around him and learn as much as he can. Once he has reached his prime he begins to sink into his twilight years, and his beard begins to turn silver. The girls who once flocked to him have either been married or have lost interest. His beauty has waned, and been replaced by the wrinkles and gray hair that mark old age. His life continues thus until he dies; leaving the world with no one to keep his memory alive. Therefore, the repeated brave in the last line means to endure something without showing fear; in this case, that which much be endured is death, or time that will take thee hence. Second, the progression of natural creature to human emphasizes the universally incessant movement of time, further frightening his bachelor friend and readers. Lastly, the third quatrain shifts in tone and the speaker begins to talk directly to the young man, warning the inescapable fate of his beauty being engulfed by decay and eventual death. The personification of flowers images the general obligation of all creatures forsaking ones sweets and beauties to nourish offspring. Together with muscular rhyme, the palindrome-like metaphor pushes the poem to a climax. In Blackberry-picking, Heaney frames the the progression of pleasure to disappointment by two separated stanzas: he first describes his enthusiasm for picking blackberries, from tasting the first black berry of the season to the frenzy of excitement with the involvement of his peer friends; he then reflects on how his attitude towards the berries evolves into revulsion as the berries decay. Together with half-rhymes and abovementioned poetic structure, the elaborated diction and imagery associated with greed, lust, violence, sex and horror further highlight how the speaker laments the effect of time on joyful life and pleasure, both sharing a transitory nature. In line 3 and 4, one of the two only full rhymes of clot and knot invites readers to compare them, reinforcing the stark contrast between hard, unripened and soft, ripe berry. Amongst, the metaphor of a clot draws a comparison between the first berry of the season and a blood clot, first highlighting its soft juiciness and deep rich color of the berry and then associating it with flesh and blood. This introduces the sensual nature of berry-picking, which later violent and guilty association await. Words like flesh, thickened wine summers blood, hunger and lust are strong expression of human desires, usually pathological craving, which implies the intoxificating effect of the berries on the children and foreshadows of the loss of innocence in coming adulthood (Passage of time). The young ravenously gorge on the blackberries, tasting the stains upon the tongue and lust for Picking The enjambment of Picking marks the start of the next section of the poem the actual picking of blackberry, which can be perceived as the crime scene of human crippling nature. The children are sent out by hunger and desire, disregard of their inked-up hands and mouths, and randomly gather all possible containers like milk can and jam-pots in order to satisfy their bottom-less lust for berry. They frantically scour the hayfields and potato-drills, seemingly forbid any berry, ripe or not, to spare from their blood-stained mouth, oblivion to treasuring their spoils and throw them in until the tinkling bottom has been covered with green ones- fantasizing endless gratification. The last two lines in the first stanza push the crime, or the process of lust, to a climax, by juxtaposing the victims mutilated corpses staring like a plate of eyes and the assailants sticky palms like Bluebeards an allusion of a black fairytale in which a lord married a succession of bosom girls before murderi ng them. The second stanzas choice of word is the antithesis of the first: Rat-grey fungus, stinking, fruit fermented and sour starkly contrast with the not-long-ago euphoria, as the berries start to rot and go moldy, marking the post-climax downward slope of emotion plunging to the bottom. Thus, it may hint that Heaney subtly associates the arch-like process of pleasure to that of a sexual intercourse, by both diction and alliteration. Starting from first and flesh, to briar, bleached our boots and big blobs burned in the middle, then followed by pricks and palms, ending with filled we found a fur and fruit fermented, the deliberate use of alliteration pattern draws association to a complete process of copulation. Linguistically speaking, the labiodental /f/ hints the arousal and foreplay, then progress into bilabial /b/ implicating orgasm, finally ends with plosive /p/ and fricative /f/, indicating sudden stop of sensual pleasure along with frustrated insatiability. Therefore, when Heaney i ntroduces the speaker I lamenting that it wasnt fair and always felt like crying, he acts like a petulant child or a dissatisfied teenager. â€Å"At first, just one, a glossy purple clot Among others, red, green, hard as a knot. â€Å"That all the lovely canfuls smelt of rot.† â€Å"Each year I hoped theyd keep, knew they would not.† These full-rhyming couplets act as a framing device by introducing the first taste of blackberries and the excited frenzy of picking that stem from it, whereas the second couplet epilogue with Heaneys disillusionment by using antithesis to express the futility of fighting against fleeting time, from the perspective of an adult as he recognizes and looks back to the fundamental contradiction in his idea. Nevertheless, Heaney might sound less indulgent if he is alluding to a deeper significance metaphorizing blackberry and sensual pleasure as life itself. Hence, within this interpretive framework, Heaney can be understood as mirroring the same literary skill and message that Shakespeare conveys explicitly: using natural decay to intimate humans own mortality. Yet, the difference lies in the strong contrast in attitude and motivation, in which Shakespeare confidently persuades his bachelor friend whereas Heaney helplessly laments on his overwhelming fatalism.

Humorous Wedding Speech by Brother of Groom -- Wedding Toasts Roasts S

Humorous Wedding Speech by Brother of Groom Good evening, ladies and gentlemen. On behalf of the bridesmaids, I must thank Donald for his kind words. I must also thank all of you for coming today - I know how hard it is to get a day release. As Donald’s lighter brother – sorry, I meant little brother, which is simply a reference to the fact that he is older than I am, and nothing else – I would also like to welcome Liz into the family. I think you’ll find the Endeans to be a warm and open family - but never play cards with any of us. Historically, June is the traditional month to marry, and these origins actually date back to medieval times when people only properly bathed once a year, typically during May when the weather improved. It’s true. June therefore became a popular marriage time, mainly because that's when people smelled their best. And if you know Donald at all, you’ll believe why June is a good month for him to marry as well. And if you don’t know him, just take it from someone who shared a bunk bed with him for 4 years. As Donald’s younger brother, it’s wonderful for me to be doing this job today. And, in being asked by Donald to be best man, I think it’s an admission from him that I am the best person and therefore the best son. So, in my role as best son, I’d like to inform my mother and father that it was not me who drove your car into the side of the house. It was not me who broke th... ...ternoon - that’s for Liz later on this evening. Donald, you are an extremely lucky man to have met Liz, and I’m slightly dumbfounded as to how you persuaded her to agree to marry you. But I’m delighted that you did. And Liz, it is a wonderful pleasure to welcome you to our family today. And whilst I continue on this uncharacteristically sincere note, I'd like to express my heartfelt congratulations to you both, and to thank you for choosing me as best man. You may well now regret it, but of course – it’s too late. Ladies and gentlemen, it gives me great pleasure to invite you all to stand and raise your glasses in a toast to my brother, Donald, and his new wife, Liz – to the new Mr and Mrs Endean.

Essay on Australian Culture Essay

The composers of In Sydney’s Suburbs, An Endless Summer and Love Letter: McIver’s Baths have helped me to further understand Australian culture by using a variety of language devices and techniques to uncover the Australian culture. Chris West, the author of In Sydney’s Suburbs, An Endless Summer reveals that Australians respect the harsh landscape and presents beach culture as a prominent aspect n the lives of Australia. Helen Pitt, the author of Love Letter: McIver’s Baths, uncovers Aboriginal beliefs in Australian principles and shows that multiculturalism is freely accepted in Australian society. West conveys the Australian landscape to be harsh and rugged, yet respected and valued by Australians. West personifies the land and describes how it â€Å"points like a crooked finger†. The use of the verb â€Å"points† gives the land an intimidating quality. West continues to describe the land as â€Å"a patch of God’s country. † The juxtaposition of the two phrases suggests that the Australian is feared but respected and cared for by Australians. This comparison has broadened my understanding of the Australian culture. This idea is similar to Pitt’s description of the beach â€Å"which is as curvy as the female form. † The simile creates a unique attractiveness, which is intriguing but is appreciated in Australian culture. Both West and Pitt expose an underlying appreciation of natural beauty in Australia, confirming my understanding of Australian culture. Pitt has employed the use of figurative devices that helped extend my understanding of Australian culture. â€Å"You nursed me†¦your swell embraced me in a way she no longer could. † The use of apostrophe gives the baths motherly qualities. The verbs â€Å"nursed† and â€Å"embraced† mimic the actions of a mother caring for her child. The quote also alludes to the old Aboriginal beliefs that the land is mother. This reveals that Aboriginal culture and beliefs are still present in today’s society and highly respected in Australian culture. In West’s article, there are also allusions to Aboriginal culture. He describes children playing on the beach â€Å"under the watchful eyes of black-clad elders†. Both composers display an aspect of Aboriginal culture and its importance in Australian society, thus deepening my understanding of Australian culture. In West’s article, beach culture is displayed as a prominent aspect in the lives of Australians. He describes businessmen and how they â€Å"peel off their swimsuits in the beachfront parking lots, towel down and don sober business attire then drive straight to work. † The use of the verb â€Å"peel† suggests that the beach and beach culture is part of them, that it’s in their skin and soul. Pitt reinforces the idea that being at one with sea and its surrounding environment is what is truly valued in Australian society. â€Å"I took refuge in your barnacled depths, reacquainting myself†¦with what it meant to be Australian. † Both composers explore the notion that having connection with the beach is genuinely valued in Australian culture, thus challenging my understanding of Australian culture. In Pitt’s article, multiculturalism is celebrated by showing the freedoms that we as Australians, no matter what cultural heritage we have, are able to enjoy. â€Å"Muslim women frolicking in burkinis†¦Ã¢â‚¬  The use of the verb â€Å"frolicking† suggests that the women feel comfortable enjoying the Australian environment without fear of prejudice from other cultures. The revelation of the carefree attitude towards cultural diversity in Australian culture has expanded my understanding of Australian culture. West also presents the acceptance of a diverse range of culture in his article. â€Å"Families of newly arrived Mediterranean immigrants fetch extravagant picnics†¦from the trunks of Japanese-built sedans† Both composers clarify that people of other cultures and religions are accepted and welcomed in Australian society. The confirmation has contributed to my understanding of Australian culture. By manipulating a range of language devices, both composers have challenged and reinforced my understanding of Australian culture, beliefs and values. West and Pitt both confirm that the harsh yet spectacular landscape of Australia is respected and cherished in Australian culture. They both uncover Aboriginal beliefs that are still present in today’s society. Multiculturalism and beach culture are both thoroughly exposed by West and Pitt. In Sydney’s Suburbs, An Endless Summer and Love Letter: McIver’s Baths have definitely helped me to further understand Australian culture.

How Stressed Children Are in a Primary School Essay

The recent publication of a Cambridge research paper on high stress levels amongst UK primary school children made national headlines. It told parents of an uncomfortable truth that primary classrooms are not the places of fun and learning that typifies an idealistic notion of education in the UK. It spoke of stress, anxiety and worry in classrooms, where children show signs of distress due to high expectations, excessive workloads and having to shoulder unrealistic responsibilities. But just how accurate is this picture? Is it possible to expect young children to understand the complexities of the manifestations of stress and the inaccuracies of self-appraisal given possible low levels of emotional literacy? This paper explores how feasible it is to collect accurate data from children about their own stress and evaluates how such information can be collected. It concludes that there are a variety of ways of gaining information about stress from children, some better than others, but leaves no doubt that children can be ideal subjects for such research if the design and execution of the study is given due consideration. The world of primary education, it would seem, from anecdotal evidence from parents of primary school pupils, is not what it used to be. Clichà ©s such as ‘its not like it was in my days!’ or ‘school was much easier and more fun in the olden days!’ can often be heard echoing across parents groups in school  yards or in local supermarkets. But is school such a difficult place for children today? A recent paper, published by a Cambridge University research group would suggest that life in a primary school is not as stress free as most parents would want to assume. In order to help understand this uncomfortable notion, this paper will explore whether children are capable of giving accurate information about their stress levels and how this could be collected. Stress research is a well established field spanning eight decades, from Walter Cannon’s seminal work in 1927 on flight and flight, to Mark Kovacs’ recent paper on ‘Stress in the Workplace’, (Kovacs 2007). It fact it seems that there are very few areas of modern life that stress research has not touched upon. In relation to everyday activities, research covers stress at work (eg Kovacs 2007, McCarthy & Sheehan,1996), stress in the street (Brennan,1993), paradoxically there has been studies around stress in leisure activities (Noakes 1991) and crucially for this paper, stress in school environments (eg Williams & Gersch, 2004; Murray and Harrison, 2005 and the recently published Cambridge Primary Review paper 2007). The subject base for stress research has also been highly eclectic, ranging from stress in the elderly (Hodgson, Freedman &, Granger, 2004), to stress at birth and even stress levels in individuals not yet born, (Graham, Heim, Goodman, Miller and Nemeroff 1999). There is a case to be argued however, that very much like the Freudian theory of psychosexual development, there appears to be a relative ‘hiatus of interest’ in the levels of stress in children between the ages of 6 and 11. This crucial period of education covers the majority of Key Stage 1 and all of Key Stage 2 and it would seem to be a pivotal juncture in a child’s education. It is in this period that most children will be structuring their leaning patterns and assimilating vast amounts of knowledge in all areas of the school both academic and social. It could be considered somewhat remarkable therefore that there is relatively less stress research done in education at this age. It is particularly pertinent when we consider that this active period of learning is then brought to a close with the mandatory Key Stage 2 SAT papers. It is perhaps this singular event that indicates, for most pupils, their rights of passage into the world of secondary education where structured exams and revision regimes are rife. So why is it that research during this ‘Latency Period’ (Freud 1905d) of a child’s educational  development is so under represented? It could be because it now appears to be a relatively settled period in a child’s educational life. It may be that in most areas of the UK, the predominantly two-tier education system has removed a major period of transition half way through this phase of schooling. This process of downsizing transitions eradicated a well defined cause of stress in pupils and exaggerated difficulties in coping (Rudduck.J, 2004; Lohaus. A, 2004). However could it also be argued that models of stress and theories for coping with traumatic events are not comprehensive enough to cover this very specific area of children’s development in such settings? It is important therefore to explore how adult models of stress address environmental and personal issues and whether these can be attributed to children in a primary classroom. Stress models for adults Modern stress research has placed itself firmly within the interactionist perspective characterized largely by Lazarus and Folkman (1984). Their model for the possible development of stress explores the essential thought processes that occur in any given situation and the judgments the individual makes in assessing their own ability to cope with the demands placed upon them at any one time. This ‘appraisal’ and subsequent stress levels are governed primarily by recollecting previous performances and the effectiveness of learned coping strategies in similar situations. It seems clear then that by using the interactionist model, there may be opportunities to provide greater opportunities to understand children’s stress in the classroom. In order to fully explore this area, it seems pertinent to start by delving into specific models of stress that add to our knowledge about its development in adults and explore whether these could be used with children in a primary s chool environment. One such model that may be relevant to this paper was developed by Palmer, Cooper and Thomas (2001) who looked at stress in the workplace. This model proposes that there are six contributors to the development and/or the management of stress levels in and around most places of work. These mitigating factors include work/environmental demands, support, change and the worker’s role within the ‘company’ (see below). It would seem on first inspection that this is truly an adult model of stress as it is located in adult world of work. However as  there do not appear to be any established or substantial research as yet, to determine the difference between ‘work’ being in an office, a factory or a shop and ‘work’ as in a classroom, it could be argued that if the ‘classroom’ was seen as a workplace and pupils considered ‘employees’, Palmer et al’s model does have some relevance. Below is Palmer et al’s mo del as published in the ‘Health Education Journal’ 2001. Figure 1: Palmer, Cooper and Thomas’s model of stress in the work place (2001) A Stress model for children? Using the key structure of this model, it is possible to transpose details into a new representation that may be appropriate to help explore stress in children in a school situation. This process of transformation can largely be done by ‘translating’ words and terminology used in the flowchart above into words relevant and applicable to similar aspects of a school environment. A typical example of this would be that the reference to ‘employees’ would need to read ‘pupils’. Perhaps the more difficult aspect of this translation relates to its exploration of ‘negative outcomes’. It is clear that increased and sustained stress levels in children is less likely to lead to coronary heart disease or RSI in the short term than it would in adults, so perhaps more pertinent aspects of this section of the model would relate to an escalation in poor behaviours or higher absenteeism. Table 1 below shows a complete translation of Palmer et alâ₠¬â„¢s terminology using this ideology. Once this translation of meaning has been established then it appears that this model does provide some insight into possible factors that may contribute to stress levels in children. Further exploration of Palmer, Cooper and Thomas’s model would establish how these factors would impact upon the individual and at the whole school level. Table 2 on page 7 shows how Palmer et al’s structure would apply to a school model. It seems clear that there is a probable link between stress levels of a child in the classroom and organisational dysfunctions in the structure of the classroom and possibly to aspects of the whole school. This new model also shows where possible stressors come from for the pupil and how this could be managed to alleviate higher levels of stress across a school environment. It could be argued that a central difficulty in attributing the interactionist perspective model of stress to children is flawed by the intrinsic tenet of the model. Lazarus and Folkman (1984) believe that the essential tool of stress appraisal is the ability to reflect on past experiences to determine the individual’s ability to cope with the current situation. How then, does this model apply to young children whose experiences are more limited than those of an adult? Does this lack of experience allow a young child the ability to accurately evaluate past experiences against past  performances? An example of this could be when pupils are required to complete the Key Stage 1 SAT papers. Even though teachers will have tried to prepare each pupil with several practices in answering unfamiliar maths and literacy booklets, the actual test is unfamiliar due to the heightened expectations of the day itself. How are pupils able to reflect on past experiences of this? Perhaps the best that can be achieved is the familiarity with the style of the test but not necessarily with the SAT day itself. If this is the case, when the interactionist perspective is extrapolated to Key Stage 2 SATs it is likely that a bad experience in the Key Stage 1 SAT papers will affect perceptions of performance during the SAT tests in Year 6. Using this model, it must be argued that in order to achieve better results in Key Stage 2 SATs, there is a case to be made to enhance the positive experiences of sitting formal tests at an earlier age. This could be achieved by either taking away the pressure to achieve in Year 2 or indeed use these tests and tasks to give the pupils positive experiences to build upon. It is likely that a bad experience in Year 2 increases the likelihood of future failures or anxieties. To facilitate this process the model outlined in table 2 above could be used to facilitate good practice, improve support mechanisms, strengthen positive relationships and encourage a greater ability to handle change. This may also have a positive impact on the pupils and the whole school in the long term. The adaptation of Palmer, Cooper and Thomas’s model will allow a school practitioner the opportunity to affect whole school social dynamics by focusing upon the ‘potential hazards’ and being pro -active in offsetting the negative impact they can have on a school environment. But how successful have primary schools been so far in this role? Stress in the classroom In October 2007 the Cambridge Primary Review explored life in a primary classroom from a child’s perspective. The process of data collection, which took place between January and March 2007, collected evidence from a whole range of professionals in the primary education sector as well as people drawn from the wider community. These subjects included children themselves, who are referred to as ‘witnesses’ in the paper. In total there were nine Community locations in different parts of England, culminating in a total of  87 witness sessions, attended by over 750 people. This is clearly an important piece of research that cuts across cultural boundaries and local government differences. It would seem that this research is an amalgamation of collective thought, however there may be some difficulties with interviewing subjects such as children which will be explored in greater detail below. However such research conclusions cannot go unnoticed for long and immediately after its publication in academic circles, their conclusions made national headlines. It was this research that spawned a raft of emotive headlines across all forms of media in the UK. Articles fronted by ‘Children ‘stressed and depressed’ and ‘Primary Cause for concern’ were used offering direct quotes about what causes children such stress, citing: â€Å"the gloomy tenor of ‘what you hear on the news’ or by a generalised fear of strangers, burglars and street violence.† ITN webpage – Friday 12th October 07:05 am Furthermore articles in the media were concluding that: ‘ †¦our young children are anxious, badly behaved, stressed, depressed and obsessed with the cult of celebrity’ Garner, 2007 page 1 These emotive and somewhat generalized media headlines, alongside the Cambridge’s research papers demonstrate that there appears to be a high level of stress and depression in primary classrooms, but there is also a lot of anxiety in the ‘media’ at the possibility of there being stress and depression in the classroom. These headlines echo Mays’ conclusions who observed in his paper in ‘Stresses in Children’ (1996): ‘ there is still much to frighten, to frustrate and to intimidate a growing child’ (page 41) But just how successful are research methods and models of stress in helping to clarify and explain possible sources of stress in the primary classroom? Is it possible to accurately measure stress in children given some of the constraints of data collection? Perhaps more importantly are children able to understand the complexity of stress responses and have sufficient levels of emotional literacy to be able to accurately describe whether they are stressed or not? It seems a foregone conclusion, in stress research, that the respondent themselves is able to understand what stress is and how it affects them and to be able to recognise when they are stressed or not in given circumstances. It seems that collecting stress data from children is fraught with implicit difficulties. However, this should not deter such research being completed; it means only that the data collected may need a greater level of analysis and more rigorous reflection to be able to make any real conclusions. Collecting Stress data from Children There are two key difficulties with any stress research, both of which are applicable when exploring stress in children. The first central problem is that there is an absence of a common definition of stress and this makes research difficult due to the amorphous nature of how stress can manifest itself in different individuals (Ramsden 2007a). The second, somewhat related difficulty is that the vocabulary used to describe stress is often used loosely or interchangeably. It is not uncommon to read in books and research papers subsequent paragraphs using terms such as stress, anxiety, and worry to describe similar aspects of this phenomenon. Furthermore there is a central need to take care when referring to stress in terms of how it would change a person’s demeanor and/ or thought patterns. Stress research refers to stress as both a definition and a symptom. This can be somewhat overcome by trying to establish key differences in terms of relating anxiety as a symptom of stress, in very much the same way as references are made to headaches, depression and irrational thought, all of which may be as a direct result of the stress a person is under. However some research is now suggesting that stress, anxiety and depression are indeed co-variants and the inter-relationship and synonymous presence of all of these problems  together may indeed be: ‘ the rule rather than the exception.’ Compass and Hammem (1996)pg 242 If this comorbidity of anxiety, depression and stress has such strong bonds, then trying to ascertain what the differences are between these manifestations may be an impossible task. If this is the case then the interactionist perspective may indeed be the significant filter that holds such research together. By taking the essence of the Lazarus and Folkman (1984) model, the reason why a person feels they can’t cope is of secondary importance to the fact that they feel they can’t cope with current demands. Furthermore if such feelings of helplessness are born out of, or are exacerbated by, depressive tendencies then this is irrelevant to the basic fact that the individual feels they can’t cope with demands and therefore will be stressed. This tenet must then hold true for stress research into children. It does not seem to matter why the child feels stressed, the fact that they do, means that they are! That is, provided that they understand what feeling stressed i s, which falls back to the central difficulty of how effectively can you measure a phenomenon such as stress within a child when a child may not understand the phenomenon themselves? However, this then leads onto another dilemma. If it can be demonstrated that the children at the centre of the research have obtained a sufficient level of emotional literacy to determine what being stressed feels like, then to collect stress data in children, a methodological choice between two specific models needs to be made. The first strategy for collecting data uses the principle underlined by Selye (1934) that stress is a biological response to the environment and therefore it is possible to use biometric measures such as blood pressure and galvanic skin responses An alternative model such as that proposed by Lazarus and Folkman (1984) uses reflective self analysis to determine the individual’s ‘perception’ of their own stress. This second method can be collected in a number of ways but perhaps the most basic, but not necessarily the most simplistic, is either through questionnaires and/or interviewing the individual themselves. Before these qualitative methods are  discussed it is important to explore the more quantitative methods of data collection in children. Some of these discussion points can be found in Ramsden (2007b) which explores variations in data collection in greater detail, however it does not elucidate how they can be utilized with children and therefore it is worth touching on some of those points again but with specific reference for research with children. Biometric data collection in children If the argument is that children do not have the experiential capability to understand what stress is and the ability to describe accurately how they are feeling, or indeed able to recognise when they are stressed, then it seems plausible to assume that a more standardized, less subjective and fundamentally, a less reflective method of data collection is needed. In terms of stress research, the collection of such ‘clinical’ information must revolve around measuring biological responses rather than a child’s ability to tell the researcher when they are feeling stressed, and how this is different to when they are not feeling stressed. This biological method of data collection has its foundation in some of the earliest research into stress. Some of the very first experiments into the stress response were conducted by Hans Selye (1907-1982), an endocrinologist who conducted his work largely in the first half of the Twentieth Century. In his studies, he used biometric measurements from laboratory rats to determine the level of stress they were under. Selye, who was later given the accolade of the first person to define stress, referred to it as: † a non-specific (i.e. common) result of any demand on the body, whether the effect be mental or somatic† page 32 (Selye1936) His definition may well have some value here. If we take the stance that young children are indeed unable to identify accurately what stress is, then we should be measuring this ‘non-specific’ demand on the body in a purely biological way. It would seem plausible then that by observing children in a primary school throughout a typical day or week, and by taking regular  measurements, there may be a case to correlate variations in biological states at certain times of the day. Collecting data such as changes in blood pressure, pulse rates and sweating may give an insight into times when the body is under stress and when the child is calmer and more relaxed. This information could then be matched with events, observations and activities and correlated to show changes in responses to situations encountered. Using this method it should be relatively easy to find out whether participation in SAT tests or some other social situations, that blood pressure, pulse rates and GSR increase to reflect the physical, and by default, the emotional state of the child, and therefore conclude that this was or was not a stressful event for them. There may be a problem with this type of research however. Apart from some of the ethical difficulties, there is a crucial observation to be made. It could be argued that for children, the actual process of data collection may affect their stress levels. It could also be surmised that the actual method of data collection can be as stressful as the event in itself and therefore eradicate any impartiality in the result. There may be echoes here of the ‘Hawthorne effect’ (Roethlisberger & Dickson, 1939). Although a concept that has been applied to business models, it is worth exploring a little here. First established by Elton Mayo, Fritz Roethlisberge r and William J. Dickson who saw it as: ‘a temporary change to behavior or performance in response to a change in the environmental conditions.’ Roethlisberger & Dickson (1939)., page14 This definition is a salient one in this discussion. It could be argued that even if the outline of a study was not described to children, and even if the children were not aware that they were being studied so closely, there would be a difference in their day because at somepoint some interactions are needed to measure changes to their physiological state. This would be even more prevalent if these changes were happening alongside other stresses such as SAT tests. It seems therefore that by measuring a response, as Shaver (1981) highlighted, evokes close links with the Hawthorne principles. ‘Almost no matter what experimental conditions were imposed†¦.the investigators had obviously influenced the subjects’ behavior merely by studying that behavior.’ Kelly Shaver p272 In order to measure stress in a primary classroom then, some continuous measurement needs to happen that can be compared to a baseline. This in itself could be problematic. For some children the basis of their stress and the source of their fears and anxieties may come from the school environment itself. If being in the school itself is a cause of high levels of stress, it would be very difficult to ascertain a baseline to measure relative changes to stress levels in the individual. Studies into autistic children in some school environments (Hiroshi 1991) show that for many individuals school can be one continuous bombardment of stressful events. Extensive studies into school phobia at the primary level (eg: Place, Hulsmeier, Davis and Taylor, 2002; King and Ollendick, 1989) also indicate that it would be very difficult to determine a relaxed state for a baseline. In order to address this quandary, one possible method of data collection would be to use a portable blood pressure (BP) kit for example that would pose less intrusive method that enables an individual’s BP to be taken automatically without the need to stop and prepare for the examination. But this in itself causes problems apart from the physical tightening process of blood pressure being taken, it also serves as a reminder that they are being observed. This could be offset however by having a period of acclimatization where the individual being measured would get used to such routines and this may normalize the influence of the measurements being taken. Studies using adults seem to suggest that repetetive BP monitoring does not interfere with the validity of the data (Georgiades, Lemne, De Faire, Lindvall, Fredrikson,1997; Steptoe and Cropley, 2000) but the evidence to suggest that this is the case in studies using children as subjects is not clear. In the absence of any certainlty as to whether collecting biometric data in children can provide reliable evidence, it is important to explore other ways of gathering primary data from children. Qualitative methods of data collection with children As discussed above, in order to collate qualitative evidence of stress in children, there needs to be a clear understanding of a child’s ability to know when they are feeling stressed as opposed to when they are feeling relaxed. Fortunately for the stress reasearcher in this field, there is now a plethora of commercial teaching materials available to schools on Emotional Health and Well-being. Furthermore with ‘Being Healthy’ formally on the national agenda through the Every Child Matters (ECM) outcomes (eg Every Child Matters: Change for Children. DfES publication -1110-2004), the PSCHE curriculum in the primary school seems full of opportunities for even the youngest of children to explore their own emotions. It can be said therefore, that pupils in today’s primary schools are better equipped to discuss their emotional state than they have ever been. It seems fair to assume from this, that there only needs to be some basic ground work teaching to occur to give children the necessary vocabulary and a sense of introspection required to respond to stress-related questions and produce meaningful results. Nevertheless, even with this encouraging notion, it is important that the researcher does not lose sight of the influence they may have when trying to obtain children’s views. As with any socio-psychological research, and especially any involving children, ascertaining views on levels of stress or trying to clarify what causes stress does not lead to the adult influencing the responses or the conclusions the child makes about a given situation. This is of particular interest to stress research because of its important in the Lazarus and Folkman (1984) model of Cognitive Appraisal. It is vital, that that the child themself, determines whether a particular situation was stressful or not, rather than the adult implying to the child that it was. This effect is known as ‘Psychological Causality’ and is important in stress research with children. Herbert describes this phenomenon as: ‘†¦the tendency in young children to attribute a psychological motive as a cause of events’ Herbert page 23 (1996) Although Psychological Causality is not usually associated with stress research, it is important to bear in mind that it may be a factor when determining sources of stress in the primary classroom. Especially if this research is conducted in and around other stresses such as SATs, school performances or parents’ evenings. In order to clarify what these stresses are, further research into this field is needed and would help to clarify the influencing factors of data collection. The use of questionnaires One formal method of collecting quantitative information is the use of questionnaires. Perhaps their greatest strength is that it can provide a fair and rigorous structure to the questioning procedure. By handing out questionnaires to all the children, each child will have the opportunity to answer the same questions as everyone else. This rigidity also allows the researcher the ability to analyse statistically the evidence. The use of questionnaires for children is not uncommon and can provide a useful insight into many research areas. The use of a questionnaire as a method of collecting data from children is not without its difficulties however. The first point and perhaps the most salient is that formalising questions through prose has two basic problems. 1. Do the questions allow children the opportunity to give answers that are meaningful to the research question? 2. Will the wording of each question be interpreted by children in the way the researcher wanted them to be answered? Because of these two issues, It is very important therefore to focus on the wording of these questionnaires so that specific vocabulary such as stress, anxiety, worry and nervousness are not misconstrued by the reader and answered in different ways. It seems that once again a lack of a formal definition of stress hampers validity and structure in research design. It seems that compiling a flawless stress questionnaire is very difficult. Fife-Schaw (2000) takes this notion further: ‘Designing the perfect questionnaire is probably impossible’ Fife-Schaw pg159 Nevertheless, even with such limitations, a questionnaire may be useful in ascertaining information but will need some very careful planning. Bath and North East Somerset Council provide some helpful guidelines in their ‘Children in Need Handbook’ on principles for using forms and questionnnaires with children and young people. This information offers advice suggesting that some feedback about the results are done ‘†¦either immediately and/or at a later session’, but most importantly in the implementation of the questionnaire to: ‘Allow plenty of time’ Bath and North East Somerset Council ‘Children in Need Handbook’ (2007) page 47 Giving children enough time to read and process the questions raises a number of key issues, all of which may impact on the validity of the answers collected. Central to these difficulties is the child’s ability to reflect appropriately on their own changing emotional states and determine which events, if any, could be regarded as being under stress. It could be that this variance in what children understand about stress may invalidate results as it may be difficult to ascertain any consistency amongst the data. This could mean that some children need additional or supplementary support in answering the questions. If the questions need to be read out or explained to the child then this could influence how the child answers the question. An immediate concern to the researcher therefore, is whether the responses given reflect the child’s true feelings or ones that are dictated by the way the question is received? This difficulty in ascertaining consistency however may not be such a diffcult obstacle in collating data as it could be in other areas of research. Once again the Cognitive Appraisal model is able to lessen these problems. If the assumption is that all primary children have a ‘basic’ understanding of what stress is and how it affects them, then any reference  to feeling anxious, stressed and or upset in a particular sitaution is pertinent to their ‘assessment’ and therefore their perception of the situation. This data can then be used qualitatively by the use of any ‘thematic analysis’ technique to attribute feelings associated with the notion of stress, irrespective of the possible misuse of language by children. It seems that using markers or coding systems can help capture a variety of words used and still maintain an acceptable level of structure to the analysis of the data. The questionnaire may also need some modification in the format according to the child’s developmental stage (Sadock and Sadock 2000). Given all of these variables and constraints, perhaps the more flexible method of collecting data would be to talk to the children directly. Interviewing children Interviewing children needs careful handling. Chan highlights the difficulty children have when answering open ended questions such as ‘How did you feel ?† to unknown adults, indicating that many may respond with a passive response such as â€Å"I don’t know’, Chan (2005). Conversely in an interview scenario, Breakwell highlights the problem of ‘Acquiescence Response Bias’ (ARB) when asking children direct or closed questions such as ‘Did you feel stressed?’ She feels that the ARB often leads a child to say â€Å"Yes† to any question posed by an adult, irrespective of their own true feelings. Her advice however may not necessarily be helpful given Chan’s perspectives. Breakwell (2000) advises: ‘Questions should be posed so that they are not open to a yes – no response’. Page 245 How then can a researcher obtain collectable data on levels of stress in children that has some validity? The answer to this may be by looking closer to the research subjects. The age of the child is going to be important and can affect the structure of the interview. In some cases it may be necessary to have an adult in with the researcher who can be used for moral support but the choice of the adult needs very careful thought. The ‘Save the  Children’ organization issue a very clear message about the sensitivity needed when choosing this person. ‘Ensure that adults are out of the way – except for the translator and perhaps a project worker, teacher, or another adult that the child knows and trusts.’ Taken from Save the Children/ ‘Interviewing children’ (2007) accessed on the web 17.11.07 In some cases however, especially where children are older and more confident in their social interactions, it may be sufficient to interview the child on their own but in a less formal and more relaxed environment. Furthermore, whether adults are present or not, the interviewer should not limit themselves to interviewing and/or questioning by the use of words alone. By structuring the communications around other activities it may be possible to elicit emotional responses through activities such as play, drawings or model building Gabarino and Stott (1989). Whatever the technique used to interview children, and whatever the age or developmental stage they may be at, it seems the central responsibility of the researcher is to make the child feel at ease with the information-giving process. It should be a central skill of the researcher to design an environment where natural, or as close to natural, observations can be made. The research design should take into account where children feel at ease in giving information to adults. It is fortunate for many pedagogical researchers that school environments are constantly interloped by adults seeking answers to questions. It would seem common in most Primary Classrooms that professionals such as Ofsted, Educational Psychologists and Speech and Language Therapists are more of a visible part of the school environment than ever before. At least for research purposes, it seems that children are used to being observed by visitors in school in one capacity or another and where children’s voices are being sought over some issue on a regular basis. Conclusion It seems that those parental opinions voiced in the playground or in lines at the local supermarket echoing dismay that school is ‘not what it used to be’ are correct on one level. Primary school environments today are more attuned to assessments being made and where adults conducting observations are more commonplace. Classrooms are regular hosts to a whole variety of adults making some evaluative judgments on one issue or another. Children are required to prove themselves in one academic discipline or another at all ages and where children are given numerous and onerous responsibilities in and out of a school environment. Stress in our society is pervasive, it touches the lives of almost everyone and it would seem that age is no barrier to stress being present, even in the youngest of subjects. Therefore if we need to consider whether children are suitable subject for stress research, it would seem that there is no reason why a well structured, ethically sound study on stress levels amongst children could not be carried out in any primary school. Children, it would seem, are well equipped in the modern primary classroom to cope with the rigors of such scrutiny. References Bath and North East Somerset Social & Housing Services (2007) ,Children in Need Handbook, P.O. Box 3343,Bath.BA1 2ZH Breakwell.,G.M(2000) Interviewing. Taken from Breakwell.G.M, Hammond.S and Fife-Schaw, C Research Methods in Psychology. Sage Publications Brennan.E, (1993) Street Stress, Humanist Discussion Group, Vol. 6, No. 0643. Cannon. W, (1929). Bodily changes in pain, hunger, fear, and rage. New York: Appleton. Chan, R. 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British Journal of Special Education, vol. 31, no. 3, p. 157-162

About Seppuku and Samurai Ritual Suicide

About Seppuku and Samurai Ritual Suicide Seppuku, also known less formally as harakiri, is a form of ritual suicide that was practiced by the samurai and daimyo of Japan.  It usually involved cutting the abdomen open with a short sword, which was believed to immediately  release the samurais spirit to the afterlife. In many cases, a friend or servant would serve as a second, and would ritually decapitate the samurai to provide release from the terrible pain of the abdominal cuts. The second needed to be very skillful with his sword to achieve the perfect decapitation, known as  kaishaku, or embraced head. The trick was to leave a small flap of skin attached at the front of the neck so that the head would fall forward and look like it was being cradled by the dead samurais arms. Seppukus Purpose Samurai committed seppuku for a number of reasons, in accordance with bushido, the samurai code of conduct. Motivations could include personal shame due to cowardice in battle, shame over a dishonest act, or loss of sponsorship from a daimyo. Often times samurai who were defeated but not killed in battle would be allowed to commit suicide in order to regain their honor. Seppuku was an important act not only for the reputation of the samurai himself but also for his entire familys honor and standing in society. Sometimes, particularly during the Tokugawa shogunate, seppuku was used as a judicial punishment. Daimyo could order their samurai to commit suicide for real or perceived infractions. Likewise, the shogun could demand that a daimyo commits seppuku. It was considered far less shameful to commit seppuku than to be executed, the typical fate of convicts from further down the social hierarchy. The most common form of seppuku was simply a single horizontal cut. Once the cut was made, the second would decapitate the suicide. A more painful version, called  jumonji giri, involved both a horizontal and vertical cut. The performer of jumonji giri then waited stoically to bleed to death, rather than being dispatched by a second. It is one of the most excruciatingly painful ways to die. Location for the Ritual Battlefield seppukus were usually quick affairs; the dishonored or defeated samurai would simply use his short sword or dagger to disembowel himself, and then a second (kaishakunin) would decapitate him. Famous samurai who committed battlefield seppuku included Minamoto no Yoshitsune during the Genpei War  (died 1189); Oda Nobunaga  (1582) at the end of the Sengoku Period; and possibly Saigo Takamori, also known as the Last Samurai  (1877). Planned seppukus, on the other hand, were elaborate rituals. This might be either a judicial punishment or the samurais own choice.  The samurai ate a last meal, bathed, dressed carefully, and seated himself on his death cloth. There, he wrote a death poem. Finally, he would open the top of his kimono, pick up the dagger, and stab himself in the abdomen.  Sometimes, but not always, a second would finish the job with a sword. Interestingly, ritual seppukus were usually performed in front of spectators, who witnessed the samurais last moments. Among the samurai who performed ceremonial seppuku were General Akashi Gidayu during the Sengoku (1582) and forty-six of the 47 Ronin in 1703. A particularly horrifying example from the twentieth century was the suicide of Admiral Takijiro Onishi at the end of World War II. He was the mastermind behind the  kamikaze  attacks on Allied ships. To express his guilt over sending some 4,000 young Japanese men to their deaths, Onishi committed seppuku without a second. It took him more than 15 hours to bleed to death. Not for Men Only Seppuku was by no means a solely male phenomenon. Women of the samurai class often committed seppuku if their husbands died in battle or were forced to kill themselves. They also might kill themselves if their castle was besieged and ready to fall, so as to avoid being raped. To prevent an unseemly posture after death, women would first bind their legs together with a silk cloth. Some cut their abdomens as male samurai did, while others would use a blade to slit the jugular veins in their necks instead. At the end of the Boshin War, the Saigo family alone saw twenty-two women commit seppuku rather than surrendering. The word seppuku comes from the words setsu, meaning to cut, and fuku meaning abdomen.

How to Create Quick Chapter Outlines for School

How to Create Quick Chapter Outlines for School When you read a chapter in a textbook from beginning to end, it’s easy to get swept away in a sea of details and overlook the main ideas. If you’re short on time, you might not even be able to make it through the entire chapter. By creating an outline, you’ll be sifting through the information strategically and efficiently.  Outlining helps you to focus on the most important points and gloss over excess detail. When you make an outline, you’re effectively creating an exam study guide in advance. If you put together a good outline, you won’t even have to return to your textbook when exam time arrives. Reading assignments don’t have to feel like a dull slog. Creating an outline while you read will keep your brain stimulated and help you retain more information. To get started, follow this simple outlining process next time you read a textbook chapter.​​ 1. Carefully Read the First Paragraph of the Chapter In the first paragraph, the author establishes a basic structure for the entire chapter. This paragraph tells you what topics will be covered and what some of the chapter’s main themes will be. It may also include key questions that the author plans to answer in this chapter. Make sure you read this paragraph slowly and carefully. Absorbing this information now will save you a lot of time later. 2. Carefully Read the Last Paragraph of the Chapter Yes, that’s right: you get to skip ahead! In the very last paragraph, the author sums up the chapter’s conclusions about the main topics and themes and may provide brief answers to some of the key questions raised in the first paragraph. Again, read slowly and carefully. 3. Write Down Every Heading After reading the first and last paragraphs, you should have a broad sense of the chapter’s content. Now, return to the beginning of the chapter and write down the title of each section heading. These will be the largest headings in the chapter and should be identifiable by a big, bold font or bright color. These headings reflect the chapter’s main topics and/or themes. 4. Write Down Every Subheading Now its time to head back to the beginning of the chapter. Repeat the process from Step 3, but this time, write down the subheadings beneath every section heading.  The subheadings reflect the main points the author will make about each topic and/or theme covered in the chapter. 5. Read the First and Last Paragraph of Every Subheading Section, and Make Notes Are you sensing a theme yet? The first and last paragraphs of each subheading section typically contain that section’s most important content. Record that content in your outline. Don’t worry about using complete sentences; write in whatever style is easiest for you to understand. 6. Read the First and Last Sentence of Every Paragraph, and Make Notes Return to the beginning of the chapter. This time, read the first and last sentence of every paragraph. This process should reveal significant details that might not be included elsewhere in the chapter. Write down the important details you find in each subheading section of your outline. 7. Quickly Skim the Chapter, Looking for Bold Terms and/or Statements For the final time, flip through the entire chapter, skimming each paragraph for terms or statements that the author emphasizes with bold or highlighted text. Read each one and record it in the proper section in your outline. Remember, every textbook is a little different and may require a slightly modified outlining process. For example, if your textbook includes introductory paragraphs beneath every section heading, make a point of reading those in full and including a few notes in your outline. Your textbook might also include a table of contents at the beginning of each chapter, or better yet, a chapter summary or review.  When you finish your outline, you can double check your work by comparing it to these sources. You’ll be able to make sure your outline isn’t missing any of the major points highlighted by the author. At first, it might seem strange to skip over sentences. (â€Å"How can I understand the content if I dont read all of it?†) Counterintuitive though it may feel, this outlining process is a simpler, faster strategy for understanding what you read. By starting with a broad view of the chapter’s main points, you’ll be able to better comprehend (and retain) details and their significance. Plus, if you have extra time, you can always go back and read every line in the chapter from beginning to end. You’ll probably be surprised by how well you already know the material.

Outsourcing Information Technology Department Term Paper

Outsourcing Information Technology Department - Term Paper Example One concern that companies face today when deciding to outsource their entire IT departments is the amount of security needed to protect their product, their financial records, and their customers. Ken Wheatley, vice president of corporate security, Sony Electronics states, â€Å"People are so focused on saving money and shifting operations that they don't think about the safeguards that need to be put in place† (May 2005). Not all companies’ need the same type of security levels, which is a decision made based on the nature of the business. Wheatley also goes on to say, â€Å"U.S. based companies routinely underestimate the extra elements of risk introduced into the offshoring equation by issues such as poor infrastructure, political instability and legal systems that don't line up with Western practices.† Wheatley continues to say that American companies are so set on saving money that they do not realize other countries do not have the same mindset and safegua rds as we do†. While reviewing the aspects of outsourcing portions of the information technology (IT) department, task force managers measured the cost risk benefits of keeping its better run IT operations in-house. The IT department was divided into five sections, application development and maintenance, operations, database and systems administration, voice and data networking infrastructure, and technical training. A study was performed against each of these organizations regarding how they measured against industry leading outsource consulting companies. A baseline of criteria was established for measurement purposes that included the number of full-time salaried employees and annual salaries, number of years experience, employee educational achievements and certifications, and efficiency of the departmental workflow process. In addition, the business management teams consulted with several IT consulting companies to gather as much information as possible for the considere d outsource IT organizations.

IT Security Essay Example | Topics and Well Written Essays - 1000 words

IT Security - Essay Example For any information system to be operational, government mandated compliances need to be undertaken by the chief information officer (CIO) and government officers. For a system to pass these security compliances it must meet the criteria set for; the system boundaries for the hardware, software, users and interactions with the environment must be clearly defined so as to assess any threats. Therefore, a CIO must provide a plan of action for the system and also state any contingency measures needed in the case of a security threat. Moreover, the chief information officer then gets certification and accreditation from the government once this is achieved (Enloe, 2002). Information systems are required to be secure in order to facilitate business success and their resilience in the changing information society. This means that a CIO ought to ensure that the system is secure enough to deliver vital information and services at the right time with no compromise. This is because secure syst ems increase public confidence and trust in the organization and in their products or services. Information security also ensures that performance of all the stakeholders in the organizations from management to junior staff is effective (Bowen, Chew and Hash, 2007). In addition, security also reduces the chances of risk to the organization and protects the integrity of the information or data stored in the organization. In the design of an information system, the CIO needs to be aware of information security elements, which must be in line with government mandated compliance. Moreover, considering that security planning of a system it is very important for a CIO to know who accesses the system at any time, and thus, the role of an information system officer in the system needs to be understood and clearly defined (Enloe, 2002). The authorizing officers in the organization and other users including the management need to be issued with access codes for authorization. Through this he will track and know who accessed the system at what time and which information was accessed or modified with use of these codes. The CIO should provide the management with the capital estimates required in running and maintaining the whole system and the time required to change or upgrade the system. In addition, he must conduct awareness and training campaigns on the whole organizations. This is to educate the users of a system on the different types of security threats present and how to evade them. Thus, a CIO is required to conduct risk assessment for the organization management, and explain to the personnel and management how the system will meet the organization’s mission and goals (Enloe, 2002). To this effect, the CIO must design a system that provides as stated in NIST: â€Å"Information security protection from unauthorized access, use or disclosure, disruption and modification of information.† The system must also comply with the standards set up for policie s, procedures and guidelines by national law and legislations. The CIO is also responsible for developing and maintaining agency wide information security programs, policies and control techniques for the organizations systems. Moreover, he is required to develop disaster recovery management program, to