Bioethics and gene patents

Among the most controversial issues in biotechnology over the last ten years has been the patenting of human DNA sequences as well as human genes. The medical, pharmaceutical along with economic interests at stake are huge, making investments in biotechnology firms involved in gene patenting highly volatile. Gene patenting is a relatively broad term and refers to the patenting of individual processes that involves the isolation of DNA or other associated material and also to any chemical substance that is related to DNA. The idea of gene patents has played a key role in the rapid growth of the biotech industry over the last two decades.The earliest of the gene patents were obtained back in 1978. One of the biggest issues involving biotechnology and the law is the patenting of human genes. Because of advances in technology, it is relatively routine a procedure to isolate genes and determine their genetic sequence (Birren & Rommens 1999). With the recent completion of the Human Genome Project, we now know the entire genetic sequence of the human genome. All that remains is for science to determine which portions of the sequenced genome correspond to actual genes (Eisen & Laderman 2007).For these reasons, the United States Patent and Trademark Office witnessed a tremendous increase in the number of patent applications for human genes. The number of applications more than doubled in the last ten years, from approximately 16,000 applications in 1990 to 33,000 applications in 2000, and in the last twenty years, â€Å"the [PTO] has granted patents on about 1,000 human genes or gene fragments† (Willing 2000). USPTO has issued a large number of patents for gene fragments. Full sequence as well as function is in many cases not known for the gene fragments being issued patents on.Many questions have arisen over when, from the discovery to development into viable products, the exclusive right to genes may be claimed. This is important as a patent lasts for 20 years. Congress exercised its powers under the Constitution to pass the Patent Act. Under the Patent Act, a patent gives one the right to exclude others from making, using, selling, or importing the patented invention in the United States â€Å"beginning on the date on which the patent issues and ending 20 years from the date on which the application for the patent was filed. â€Å"The 300- to 500-base gene fragments which are better known as expressed sequence tags (ESTs), make up about 10 to 30% of the mean cDNA, while the genomic genes typically happen to be 10 to 20 times bigger than the cDNA. A cDNA molecule is made in the laboratory and is a version of the gene which only contains the information-rich (exon) regions; these molecules offer a way to researchers to fast-forward through the genome get to more biologically significant areas. The initial chromosomal locations as well as biological functions of the while genes identified by ESTs happen to be unknown in the majority of ca ses.The patenting of genes has been a controversial area to say the least. The argument is that patenting such discoveries is not justifiable because the effort to find a certain EST is meager when compared with the work of isolating and characterizing a gene and gene product, finding out what it does, and developing a commercial product. They feel that allowing holders of such â€Å"gatekeeper† patents to exercise undue control over the commercial fruits of genome research would be unfair.Similarly, allowing multiple patents on different parts of the same genome sequence –say on a gene fragment, the gene, and the protein– adds undue costs to the researcher who wants to examine the sequence. Not only does the researcher have to pay each patent holder via licensing for the opportunity to study the sequence, he also has to pay his own staff to research the different patents and determine which are applicable to the area of the genome he wants to study. Some physic ians believe that if a lot of genes receive patents, the genetic testing of patients could end up being prohibitively costly.Even though the technological knowledge is there to develop such tests, a lot of work remains to produce them. And if the license fee that is associated with the use of each test is charged via multiple companies and entities, each owning multiple genes, then this technology may never be exploited effectively in order to help patients. On the other hand, if protection is not offered to the industry, then R & D expenses may not be recouped, therefore reducing incentive for investment in the industry. The implications of gene patenting on R & D have been the subject of considerable debate.Advocates say that gene patents like normal patents encourage the disclosure as well as dissemination of ideas by opening critical uses of gene sequences to the publicly domain. Patents also offer more incentives to investors who may otherwise be reluctant to invest in ideas th at may simply be copied by competitors if not allowed patent protection. Many argue that genes are not â€Å"inventions,† but rather they are â€Å"discoveries† which do not require an inventive effort. Because the discovery of genes does not require an inventive effort, the PTO should not issue patents for genes (Hettinger 1995).In the same regard, because genes are â€Å"discoveries† and not new â€Å"compositions,† genes should not be patented because they are not â€Å"novel,† as required by section 102. For example, human genes have existed as long as the existence of humanity; therefore, an inventor can never discover a gene and claim that it is â€Å"novel† (Hettinger 1995). Finally, carrying patent law to its extreme, some argue that anyone containing patented genes within his or her body could be considered an infringer, because he or she is â€Å"using† a patented gene merely by being alive.Some argue that because of recent advances in the isolation, purification, and sequencing of genes, (Birren & Rommens 1999) it may take only a few days to determine the sequence of a particular gene. Therefore, the relative ease of determining the sequence of a particular gene should preclude patenting of the gene because obtaining the sequence is obvious. There is a difference between patents on compositions and patents on processes. Patents on compositions are considered broader than patents on processes because patents on compositions can cover all processes that use the composition.In order to limit the number of patents for genes, some argue that the PTO should limit patents on genes to processes that utilize the genes, and not the composition of the genes themselves, ESTs a case in point (Auth 1997). In the US patent system, an inventor's reward for an invention is the receipt of a patent, which permits the inventor to exclude others from making, using, selling, or importing the invention. The inventor can use this â€Å"right to exclude† to commercialize the invention or to license the invention and receive royalties.The â€Å"reward† of a patent thereby encourages invention and discovery, and the PTO takes the opinion that â€Å"the incentive to make discoveries and inventions is generally spurred †¦ by patents. † Some may argue that research and discovery satisfies an intellectual curiosity, and as such, hardly qualifies as labor. Therefore, intellectual endeavors, such as research and discovery, do not require rewards. Nevertheless, Congress designed our patent system with the underlying premise that reward is required, and it is difficult to envision why the law should distinguish the discovery of genes from other discoveries in this regard.Another argument is that the patenting of genes discourages others from performing research and discovery (Hoffert 1998). Under our patent system, after a researcher discovers and patents a gene, the researcher, as an in ventor, may exclude others from using the gene (Sturges 1997). When a second researcher studies a particular disease and the patented gene's role in that disease, it may be difficult to design an experiment that does not require the gene. In order to use the gene, the second researcher must seek a license from the patentee, undoubtedly requiring a fee in the form of a royalty.Some argue that this is a waste of valuable resources that could be used for research, rather than royalties, and therefore all human genes should be in the public domain (Bruce 2000). This is a compelling argument because it is difficult for a molecular biologist studying a particular gene or protein to conceive of experiments that do not require use of the gene itself. In this regard, perhaps it is better to view this perceived problem not as creating a disincentive to invent, but rather as impeding scientific progress. However, this argument is not unique to the patenting of genes.In fact, one could argue th at a patent on any invention might similarly impede scientific progress. Ethical arguments is the most difficult to marshal and address. As such, this author will briefly address only the two most common arguments against the patenting of genes. One of the most common ethical arguments is that the government should not issue patents on human genes because genes belong to all humankind, and therefore no single group should have the exclusive property right to exclude others from their use (Doll 2001).However, gene patents are not owned in the same sense as property is owned. A patent is intangible property (Haseltine 2000), and therefore, granting a patent on a human gene does not deprive humankind of â€Å"property† in the traditional or tangible sense. A gene patent only deprives other researchers, often attempting to realize a financial gain, from its use. The second most common argument against the patenting of human genes is that researchers derive a human gene from a hum an being, which violates our society's 150-year prohibition on humans having property rights in another human being.However, should a human gene qualify as a human being or a living entity? The U. S. Supreme Court has offered a potential framework for analyzing whether a gene should qualify as a living entity. In Roe v. Wade, the Court held that the State did not have a â€Å"compelling† interest in proscribing abortion where a fetus was not viable (Nature 2003). While we cannot equate a woman's right to seek an abortion with an inventor's right to patent a biological product, the viability test may have applicability in determining whether a human gene qualifies as a living entity.The viability test established by Roe v. Wade was whether the fetus could have a meaningful life outside the mother's womb. Human genes fail this test for viability because human genes are inanimate compositions of matter. Even with all the recent scientific advances, creation of a human being in v itro from the entire human genome is scientific fantasy (Mappes & DeGrazia 2001). However, even if human genes are not viable, some may argue that patents should not be issued for genes for the same reason that it is illegal to market other human products such as organs (Justine & Harris 2002).Clearly, society believes that some human products should not be for sale, although, society somewhat relaxes this policy by allowing one to â€Å"donate† certain bodily fluids, such as plasma, for money. The underlying concern for this ban on the sale of organs may be to protect those that are impoverished from sacrificing vital organs for financial gain, but this policy is not particularly applicable to the patenting of human genes. First, one can argue that patenting of genes is distinguishable in that there is not a market for genes similar to the market for human organs.Second, one may be able to isolate, amplify, and sequence a gene from a single cell (Overwalle 2007). Thus, a pat entee that patents his or her own genes is not deprived of a vital organ in the same way as an organ donor. Undoubtedly, there are additional ethical arguments against the patenting of genes. Ultimately, however, society determines what is ethical, and consequently whether the patenting of genes meets our ethical standard. The impact on the economy if gene patenting was banned is still a measure of debate. Most advocates in the biotech lobby are of the view that it may discourage investment in genetic research.Even so it is important to realize that the expense of identifying the function of a particular gene is only a small fraction of the total cost of turning it into something viable such as a drug. There is also an argument which says that the pharmaceutical industry would perform better if scientists and companies could work freely with any genes and rather focus their energies on patenting drugs. Since 1953, when Watson and Francis Crick discovered the double helical structure of DNA in chromosomes, scientists have known that the sequence of compounds called nucleotides along the DNA strands was the key to their information content.These gene sequences encoded instructions on manufacturing and controlling protein products that build, manage and organize everything in the cell. Biotechnology and pharmaceutical companies with high stakes in patenting genetically engineered products and their sequences have registered multiple patents over the last two decades to exploit that discovery for commercial use to make new products. List of References â€Å"Battle Over Gene Patents: The Legal, Economic, and Social Implications of Licensing the Core of Life Could Alter the Current Patent System.† (1996). Business Week -New York, NY. 3484: 56-59. â€Å"Gene Patents and the Public Good. † Nature. 423. 6937 (2003). Auth, D. R. (1997). â€Å"Are ESTs Patentable? † Nature Biotechnology. 15. 9 911-912 Birren, B. , & Rommens, J. M. (1999). Resource â €“ BOOK AND JOURNAl REVIEWS – Genome Analysis: A Laboratory Manual (Vol 1) Analyzing DNA; (Vol 2) Detecting Genes. Trends in Genetics. 15, 41. Bruce D. (2000). Ethical concerns about patenting in relation to living organisms. Human Reproduction and Genetic Ethics. 6, 10-4. Doll, JJ. (2001). â€Å"Talking Gene Patents.â€Å"Scientific American. 285. 2 Eisen, A. , & Laderman, G. (2007). Science, religion, and society an encyclopedia of history, culture, and controversy. Armonk, N. Y. , M. E. Sharpe. Haseltine, W. A. (2000). The Case for Gene Patents. Technology Review -Manchester NH: 103, 59. Hettinger N. (1995). Patenting life: biotechnology, intellectual property, and environmental ethics. Boston College Environmental Affairs Law Review. Boston College. Law School. 22, 267-305. Hoffert, S. P. (1998), PTO Issues Biotech Patent Guidelines, The Scientist, July 6.Justine B. & Harris J. (2002). A Companion to Genethics. Blackwell companions to philosophy, 21. Malden, MA: Bla ckwell Publishers, 2002. Mappes, T. A. & DeGrazia D. (2001). Biomedical Ethics. Boston: McGraw-Hill. Overwalle, G. V. (2007). Gene patents and public health. Brussel, Bruylant. Sturges, M. L. (1997). Who Should Hold Property Rights to the Human Genome? An Application of the Common Heritage of Humankind. American University International Law Review. 13, 219-261. Willing, R. (2000). Gene Patent Gets Tougher, USA Today, Nov. 15, at 14A.

Math Self-efficacy

Math Self-efficacy 1 Running head: SELF-EFFICACY AND STANDARDIZED TEST PERFORMANCE Accepted for publication in the Journal of Educational Psychology. This version may slightly differ from the published version. Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance? Lisa A. Fast University of California, Riverside James Lewis University of California, Riverside Michael J. Bryant California Institute of the Arts Kathleen A. Bocian University of California, Riverside Richard A.Cardullo University of California, Riverside Michael Rettig University of California, Riverside Kimberly A. Hammond University of California, Riverside Math Self-efficacy 2 Abstract We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (n = 1163) provided self-reports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected.A series of two-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery-oriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed. Math Self-efficacy 3 Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?In the current high-stakes testing environment, any attribute of a student that positively influences achievement is of interest. The degree to which a studen t believes that he/she is capable of performing specific tasks, referred to as self-efficacy, is particularly relevant given that self-efficacy has been argued to have powerful effects on achievement behavior (Bandura, 1986). Those with higher self-efficacy are proposed to have higher aspirations, stronger commitments to their goals, and recover more quickly from setbacks than those lower in self-efficacy. Beliefs in one’s efficacy can vary across academic subjects (e. . reading vs. writing) and self-efficacy for mathematics has received close attention. Students with higher math self-efficacy persist longer on difficult math problems and are more accurate in math computations than those lower in math self-efficacy (Collins, 1982; Hoffman & Schraw, 2009). Math self-efficacy is also a stronger predictor of math performance than either math anxiety or previous math experience (Pajares & Miller, 1994; Pajares & Miller, 1995, respectively) and influences math performance as stron gly as overall mental ability (Pajares & Kranzler, 1995).The demonstrated importance of self-efficacy in academic achievement has provoked widespread interest in specific factors that affect a student’s self-efficacy beliefs. Bandura’s (1997) social-cognitive theory proposed that self-efficacy is most strongly affected by one’s previous performance and research largely supports this (Chen & Zimmerman, 2007). His theory also suggests that self-efficacy is affected by observing others (e. g. watching peers succeed at a task), verbal persuasion (e. g. encouragement from parents and teachers), and interpretation of physiological states (e. g.Math Self-efficacy 4 lack of anxiety may be a signal that one possesses skills). Although several studies indicate that manipulating features of learning environments along these theoretical premises has immediate and detectable effects on self-efficacy (Schunk, 1982, 1983, 1984; Schunk & Hanson, 1985), it seems possible that st udents’ perceptions of their learning environments also affect their efficacy beliefs. Ames (1992) argued that learning environments may not provide a common experience for all students and that students’ subjective interpretations of their environment determine how they respond to it.For example, a teacher might be described by an objective observer as helpful, but if a student perceives him/her as unhelpful, then the perception of unhelpfulness will guide the students’ behavior more than the teachers’ actual helpfulness. Focusing on perceptions of the classroom environment is consistent with Bandura’s (1997) theory, which suggests that self-efficacy is influenced by how an individual interprets relevant information. For example, a student might interpret a perceived unhelpful teacher as evidence that he/she lacks ability.In the current study, we focus on three aspects of the perceived classroom environment that affect self-efficacy: Mastery-orien tation, Challenge, and Caring. The degree to which students perceive their classroom environment as one that encourages mastery versus performance goals has been prominently studied (Ames, 1992; Dweck, 1986; Maehr & Nicholls, 1980, respectively). Classrooms structured around mastery goals emphasize effort and the intrinsic value of learning; students who adopt mastery goals are more likely to believe that effort leads to success (Weiner, 1979) and display positive attitudes towards learning (Ames & Archer, 1988).In contrast, classrooms structured around performance goals emphasize ability and competition Math Self-efficacy 5 between peers; students who adopt performance goals are more likely to use shallow learning strategies (Meece et al. , 1988) and avoid challenging tasks (Dweck, 1986). Although both of these classroom goal structures theoretically influence the achievement goals that students adopt, only mastery goal structures are consistently related to selfefficacy.Several st udies have found that students who perceive their classroom environment as more mastery oriented have higher academic self-efficacy (Dorman, 2001; Friedel et al. , 2007; Middleton & Midgley, 1997), whereas performance oriented classrooms have been found to be unrelated, positively related, and negatively related to self-efficacy (Friedel et al. , 2007; Wolters et al. , 1996; Schunk, 1996, respectively). Studies using path analysis have also found that self-efficacy mediates the influence of mastery-oriented classrooms on performance (Bong, 2008; Greene, Miller, Crowson, Duke, & Akey, 2004).In particular, Wolters (2004) found that mastery goal structure had a significant positive effect on students’ math grades, but when math self-efficacy was included in the model, the effect of mastery structure on course grades became nonsignificant. The degree to which a classroom environment is perceived as challenging also influences self-efficacy. A challenging environment is one in whi ch students are provided with progressively difficult tasks as their proficiency increases. Vygotsky (1978) argued that challenge is essential for intellectual development and Grolnick et al. 2002) proposed that individuals are born with a need to test their abilities and master their environment. Accordingly, evidence indicates that students enjoy learning when tasks are challenging (Zahorik, 1996). Although challenge has been most prominently discussed as an important facilitator of intrinsic motivation (e. g. Malone & Lepper, Math Self-efficacy 6 1987), some researchers suggest that it also leads to stronger beliefs in one’s academic abilities (Meyer, Turner, & Spencer, 1997; Stipek, 2001).Participating in challenging activities allows students to notice their incremental improvement in a subject, which increases feelings of self-competence. In support of this, Gentry and Owen (2004) reported that middle and high school students who perceived their classroom as challenging were more likely to have higher academic self-efficacy. Similarly, Meyer, Turner, & Spencer (1997) found that fifth and sixth-grade students who were characterized as â€Å"challenge-seekers† had higher math self-efficacy, while students who were characterized as â€Å"challenge-avoiders’ had lower math self-efficacy.Finally, the degree to which students perceive their classroom as a caring environment also has an important influence on self-efficacy. In a caring classroom (also referred to as Teacher Involvement: Newman, 2002; Personalization: Frasier & Fisher, 1982), the teacher expresses personal interest in students, provides emotional support, and generally creates a comfortable atmosphere. Murdock and Miller (2003) suggest that students who perceive their teachers as caring are more likely to view themselves as academically capable and set higher educational goals for themselves.Positive relationships between students and teachers provide a critical development al resource for children; students are more likely to seek help when they need it and develop a wide range of competencies when they feel emotionally supported by their teachers (Crosnoe, Johnson, & Elder, 2004; Pianta, Hamre, & Stuhlman, 2003). Accordingly, evidence suggests that students who perceive their teachers as more caring have significantly higher academic self-efficacy (Murdock & Miller, 200; Patrick et al. , 2007). Pianta et al. (2008) also found that fifth-grade students had higher performance on math tests whenMath Self-efficacy 7 their classrooms were rated higher in emotional support. In addition, the effect of emotional support on math achievement was larger than the effect of quantity of math instruction. The authors noted that, â€Å"this is especially interesting because math is perhaps not a subject where teacher-student relations are as much a focus,† (Pianta et al. , 2008, p. 389). In summary, math self-efficacy appears to play an important role in math achievement and mediates the influence of mastery-oriented classroom environments on math achievement.Global academic self-efficacy also seems to be positively affected by caring and challenging classroom environments. However, several issues remain unclear. Little is known either about the influence of caring and challenging classroom environments specifically on math self-efficacy or whether math self-efficacy mediates the influence of challenging and caring classroom environments on math achievement. Further, virtually nothing is known about the relationships between math self-efficacy, perceived classroom environment, and achievement in the context of standardized math test performance.These are important gaps in the literature in light of the No Child Left Behind (NCLB) Act of 2002 that requires all students to take standardized math tests annually in grades 3 through 8 and once during high school. Scores on these tests are increasingly being used for â€Å"high-stakes† purposes that affect both students and teachers. According to the National Center for Fair and Open Testing (2007), standardized test scores of fourth, fifth, and sixth graders can be used for the following purposes in California: to place students into instructional groups (e. . remedial or special education programs), determine school eligibility for federal funding, make decisions about whether principals, Math Self-efficacy 8 teachers, and staff are offered continued employment, and determine whether or not teachers get bonuses. Several researchers have argued that the implementation of NCLB has led to a focus on testing and evaluation that permeates the school environment (Meece, Anderman, & Anderman, 2006; Ryan et al. , 2007). It is important to examine how student motivation (e. g. elf-efficacy) and classroom environments are related to one another in this legislated performance-oriented environment. In the current study, we predicted that math self-efficacy mediates the inf luence the perceived of classroom environment on standardized math test performance (Figure 1). Specifically, we predict that students’ perceptions of the degree to which their classroom environment is mastery-oriented, challenging, and caring has a direct and positive influence on math self-efficacy, and math self-efficacy has a direct and positive effect on student performance on standardized math tests.Each of these three aspects of the classroom environment will positively affect self-efficacy for the following reasons. Mastery-orientation will have a positive influence on math self-efficacy because environments that encourage students to take pride in their effort and value learning for its own sake, rather than simply emphasize the importance of good grades, will allow students to feel more confident in their ability.Challenge will also be associated with higher math self-efficacy because being afforded the opportunity to progressively master tasks that are slightly bey ond one’s current capacity allows a student to observe his/her own progress and gradually increase beliefs in his/her ability. Finally, caring will have a positive influence on math self-efficacy because Bandura (1993) argued that affective processes affect self-efficacy. In particular, environments that arouse anxiety and other negative emotions have a negative affect on efficacy beliefs (Usher, 2009).We Math Self-efficacy 9 hypothesize that environments in which teachers take a personal interest in and emotionally support students are less likely to arouse negative emotions than environments in which teachers are impersonal and emotionally disconnected, and therefore caring environments will positively affect self-efficacy. Methods Participants The 1,163 participants in our study were fourth, fifth, and sixth graders who attended elementary school in an inland southern California suburban school district during the 2005-06 and 2006-07 academic years.The schools were located in low to middle income neighborhoods, with 59% (n = 682) of our participants receiving free and/or reduced lunch. Participants came from 88 separate classrooms. The mean cluster size was 13. 22 (SD = 5. 95) and ranged from 2 to 25 students per classroom. The majority of our sample consisted of Latino/a (62%) and Caucasian (31%) students and other ethnic groups included African American (4%), Asian (1%), Pacific Islander (

Night World : Huntress Chapter 12

Jez kept one hand on the kid as they walked up the stairs under the dirty fluorescent bulbs. She could only imagine what Iona must be thinking as they shepherded her to the top. They came out on the roof into slanting afternoon sunlight. Jez gave Iona's shoulder a little squeeze. â€Å"See-there's the garden.† She nodded toward a potted palm and three wooden barrels with miscellaneous wilted leaves in them. Iona glanced that way, then gave Jez a sober look. â€Å"They're not getting enough water,† she said as quietly as she said everything. â€Å"Yeah, well, it didn't rain enough this summer,† Morgead said. â€Å"You want to fix that?† Iona just looked seriously at him. â€Å"Look, what I mean is, you've got the Power, right? So if you just want to show us right now, anything you want, be my guest. It'll make things a lot simpler. Make it rain, why don't you?† Iona looked right at him. â€Å"I don't know what you're talking about.† â€Å"I'm just saying that there's no reason for you to get hurt here. We just want to see you do something like what you did the night of the fire. Anything. Just show us.† Jez watched him. There was something incongruous about the scene: Morgead in his high boots and leather jacket, iron-muscled, sleek, sinewy, on one knee in front of this harmless-looking kid in pink pants. And the kid just looking back at him with her sad and distant eyes. â€Å"I guess you're crazy,† Iona said softly. Her pigtails moved as she shook her head. A pink ribbon fluttered loosely. â€Å"Do you remember the fire?† Jez said from behind her. â€Å"Course.† The kid turned slowly around. â€Å"I was scared.† â€Å"But you didn't get hurt. The fire got close to you and then you did something. And then the fire went away.† â€Å"I was scared, and then the fire went away. But I didn't do anything.† â€Å"Okay,† Morgead said. He stood. â€Å"Maybe if you can't tell us, you can show us.† Before Jez could say anything, he was picking up the little girl up and carrying her. He had to step over a line of debris that stretched like a diagonal wall from one side of the roof to the other. It was composed of telephone books, splintery logs, old clothes, and other odds and ends, and it formed a barrier, blocking off a corner of the roof from the rest. He put Iona in the triangle beyond the debris. Then he stepped back over the wall, leaving her there. Iona didn't say anything, didn't try to follow him back out of the triangle. Jez stood tensely. The kid's a Wild Power, she told herself. She's already survived worse than this. And no matter what happens, she's not going to get hurt. I promised her that. But she would have liked to be telepathic again just for a few minutes, just to tell the kid one more time not to be scared. She especially wanted to as Val and Raven poured gasoline on the wall of debris. Iona watched them do it with huge sober eyes, still not moving. Then Pierce lit a match. . The flames leaped up yellow and blue. Not the bright orange they would have been at night. But hot. They spread fast and Jez could feel the heat from where she was standing, ten feet away. The kid was closer. She still didn't say anything, didn't try to jump over the flames while they were low. In a few moments they were high enough that she couldn't jump through them without setting herself on fire. Okay, Jez thought, knowing the kid couldn't hear her. Now, do it! Come on, Iona. Put the fire out. Iona just looked at it. She was standing absolutely still, with her little hands curled into fists at her sides. A small and lonely figure, with the late afternoon sun making a soft red halo around her head and the hot wind from the fire rippling her pink-trimmed shirt. She faced the flames dead-on, but not aggressively, not as if she were planning to fight them. Damn; this is wrong, Jez thought. Her own hands were clenched into fists so tightly that her nails were biting into her palms. â€Å"You know, I'm concerned,† Pierce said softly from just behind her. â€Å"I have a concern here.† Jez glanced at him quickly. Pierce didn't talk a lot, and he always seemed the coldest of the group-aside from Morgead, of course, who could be colder than anyone. Now Jez wondered. Could he, who never seemed to be moved by pity, actually be the most sensitive? â€Å"I'm worried about this fire. I know nobody can look down on us, but it's making a lot of smoke. What if one of the other tenants comes up to investigate?† Jez almost hit him. This is not my home, she thought, and felt the part of her that had sighed and felt loved and understood wither away. These are not my people. I don't belong with them. And Pierce wasn't worth hitting. She turned her back on him to look at Iona again. She was dimly aware of Morgead telling him to shut up, that other tenants were the least of their worries, but most of her attention was focused on the kid. Come on, kid! she thought. Then she said it out loud. â€Å"Come on, Iona! Put out the fire. You can do it! Just do what you did before!† She tried to catch the child's eye, but Iona was looking at the flames. She seemed to be trembling now. â€Å"Yeah, come on!† Morgead said brusquely. â€Å"Let's get this over with, kid.† Raven leaned forward, her long front hair ruffling in the wind. â€Å"Do you remember what you did that night?† she shouted seriously. â€Å"Think!† Iona looked at her and spoke for the first time. â€Å"I didn't do anything!† Her voice, so composed before, was edging on tears. The fire was full-blown now, loud as a roaring wind, sending little bits of burning debris into the air. One floated down to rest at Iona's foot and she stepped backward. She's got to be scared, Jez told herself. That's the whole point of this test. If she's not scared, she'll never be able to find her Power. And we're talking about saving the world, here. We're not just torturing this kid for fun†¦. It's still wrong. The thought burst out from some deep part of her. Jez had seen a lot of horrible things as a vampire and a vampire hunter, but suddenly she knew she couldn't watch any more of this. I'm going to call it off. She looked at Morgead. He was standing tensely, arms folded over his chest, green eyes fixed on Iona as if he could will her into doing what he wanted. Raven and Val were beside him, Raven expressionless under her fall of dark hair; Val frowning with his big hands on his hips. Thistle was a step or so behind them. â€Å"It's time to stop,† Jez said. Morgead's head whipped around to look at her. â€Å"No. We've gotten this far; it would be stupid to have to start all over again. Would that be any nicer to her?† â€Å"I said, it's time to stop. What do you have to put out the fire-or did you even think of that?† As they were talking, Thistle stepped forward. She moved right up to the flames, staring at Iona. â€Å"You'd better do something fast,† she shouted. â€Å"Or you're going to burn right up.† The childish, taunting tone caught Jez's attention, but Morgead was talking to her. â€Å"She's going to put it out any minute now. She just has to be frightened enough-â€Å" â€Å"Morgead, she's absolutely terrified already! Look at her!† Morgead turned. Iona's clenched fists were now raised to chest-level; her mouth was slightly open as she breathed far too fast. And although she wasn't screaming or crying like a normal kid, Jez could see the tremors running through her little body. She looked like a small trapped animal. â€Å"If she's not doing it now, she's never going to,† Jez told Morgead flatly. â€Å"It was a stupid idea in the first place, and it's over!† She saw the change in his green eyes; the flare of anger and then the sudden darkness of defeat. She realized that he was going to cave. But before he could say anything, Thistle moved forward. â€Å"You're gonna die!† she shrilled. â€Å"You're gonna burn up right now!† And she began kicking flaming debris at Iona. Everything happened very fast after that. The debris came apart in a shower of sparks as it flew toward Iona. Iona's mouth came open in horror as she found fiery garbage swirling around her knees. And then Raven was yelling at Thistle, but Thistle was already kicking more. A second deluge of sparks hit Iona. Jez saw her put up her hands to protect her face, then fling her arms out as a piece of burning cloth settled on her sleeve. She saw the sleeve spurt with a tiny flame. She saw Iona cast a frantic look around, searching for a way to escape. Morgead was dragging Thistle back by her collar. Thistle was still kicking. Sparks were everywhere and Jez felt a hot pain on her cheek. And then Iona's eyes went enormous and blank and fixed and Jez could see that she'd made some decision, she'd found some way to get out of this. Only not the right one. She was going to jump. Jez saw Iona turn toward the edge of the roof, and she knew in that same instant that she couldn't get to the child in time to stop her. So there was only one thing to do. Jez only hoped she would be fast enough. She very nearly wasn't. But there was a two-foot wall at the roof's perimeter, and it delayed Iona for a second as she scrambled onto it. That gave Jez a second to leap through the fire and catch up. And then Iona was on the wall, and then she was launching her small body into empty space. She jumped like a flying squirrel, arms and legs outspread, looking down at the three-story drop. Jez jumped with her. Jez! The telepathic shout followed her, but Jez scarcely heard it. She had no idea who had even said it. Her entire consciousness was focused on Iona. Maybe some part of her was still hoping that the kid had magic and could make the wind hold her up. But it didn't happen and Jez didn't waste time thinking about it. She hit Iona in midair, grabbing the small body and hanging on. It was something no human could have done. Jez's vampire muscles instinctively knew how to handle this, though. They twisted her as she fell, putting her underneath the child in her arms, putting her legs below her like a cat's. But of course Jez didn't have a vampire's resistance to injury. She knew perfectly well that when she hit, the fall would break both her legs. In her weakened state it might well kill her. It should save the kid, though, she thought unemotionally as the ground rushed up to meet her. The extra resiliency of Jez's flesh would act as a cushion. But there was one thing Jez hadn't thought of. The trees. There were discouraged-looking redbud trees planted at regular intervals along the cracked and mossy sidewalk. None of them had too much in the way of foliage even in late summer, but they certainly had a lot of little branches. Jez and the kid crashed right into one of them. Jez felt pain, but scratching, stabbing pain instead of the slamming agony of hitting the sidewalk. Her legs were smashing through things that cracked and snapped and poked her. Twigs and branches. She was being flipped around as some of the twigs caught on her jeans and others snagged her leather jacket. Every branch she hit decreased her velocity. So when she finally crashed out of the tree and hit concrete, it merely knocked the wind out of her. Black dots danced in front of her eyes. Then her vision cleared and she realized that she was lying on her back with Iona clutched to her stomach. Shiny redbud leaves were floating down all around her. Goddess, she thought. We made it. I don't believe it. There was a dark blur and something thudded against the sidewalk beside her. Morgead. He landed like a cat, bending his knees, but nice a big cat. A three-story jump was pretty steep even for a vampire. Jez could see the shock reverberate through him as his legs hit concrete, and then he fell forward. That must hurt, she thought with distant sympathy. But the next instant he was up again, he was by her side and bending over her. â€Å"Are you all right?† He was yelling it both aloud and telepathically. His dark hair was mussed and flying; his green eyes were wild. â€Å"Jez!† Oh. It was you who yelled when I jumped, Jez thought. I should have known. She blinked up at him. â€Å"Of course I'm all right,† she said hazily. She tugged at the kid lying on her. â€Å"Iona! Are you all right?† Iona stirred. Both her hands were clutching Jez's jacket in front, but she sat up a little without letting go. There was a burned patch on her sleeve, but no fire. Her velvety brown eyes were huge-and misty. She looked sad and confused. â€Å"That was really scary,† she said. â€Å"I know.† Jez gulped. She wasn't any good at talking about emotional things, but right now the words spilled out without conscious effort. Tm sorry, Iona; I'm so sorry, I'm so sorry. We shouldn't have done that. It was a very bad thing to do, and I'm really sorry, and we're going to take you home now. Nobody's going to hurt you. We're going to take you back to your mom.† The velvety eyes were still unhappy. Tired and unhappy and reproachful. Jez had never felt like more of a monster, not even that night in Muir Woods when she had realized she was hunting her own kind. Iona's gaze remained steady, but her chin quivered. Jez looked at Morgead. â€Å"Can you erase her memory? I can't see any reason why she should have to remember all this.† He was still breathing quickly, his face pale and his pupils dilated. But he looked at Iona and nodded. â€Å"Yeah, I can wipe her.† â€Å"Because she's not the Wild Power, you know,† Jez said levelly, as if making a comment about the weather. Morgead flinched. Then he shoved his hair back with his knuckles, his eyes shutting briefly. â€Å"She's an extraordinary kid, and I don't know exactly what she's going to be-maybe President or some great doctor or botanist or something. Something special, because she's got that inner light- something that keeps her from getting mad or mean or hysterical. But that's got nothing to do with being a Wild Power.† â€Å"All right! I know, already!† Morgead yelled, and Jez realized she was babbling. She shut up. Morgead took a breath and put his hand down. â€Å"She's not it. I was wrong. I made a bad mistake. Okay?† â€Å"Okay.† Jez felt calmer now. â€Å"So can you please wipe her?† â€Å"Yes! I'm doing it!† Morgead put his hands on Iona's slender shoulders. â€Å"Look, kid, I'm-sorry. I never thought you'd-you know, jump like that.† Iona didn't say anything. If he wanted forgiveness, he wasn't getting it. He took a deep breath and went on. â€Å"This has been a pretty rotten day, hasn't it? So why don't you just forget all about it, and before you know it, you'll be home.† Jez could feel him reach out with his mind, touching the child's consciousness with his Power. Iona's eyes shifted, she looked at Jez uncertainly. â€Å"It's okay,† Jez whispered. â€Å"It won't hurt.† She hung on to Iona's gaze, trying to comfort her as Morgead's suggestions took hold. â€Å"You don't ever have to remember this,† Morgead said, his voice soothing now. Gentle. â€Å"So why don't you just go to sleep? You can have a little nap†¦ and when you wake up, you'll be home.† Iona's eyelids were closing. At the last possible second she gave Jez a tiny sleepy smile-just the barest change of expression, but it seemed to ease the tightness in Jez's chest. And then Iona's lashes were lying heavy on her cheeks and her breathing was deep and regular. Jez sat up and gently put the sleeping child on the sidewalk. She smoothed back one stray pigtail and watched the little chest rise and fall a couple of times. Then she looked up at Morgead. â€Å"Thanks.† He shrugged, exhaling sharply. â€Å"It was the least I could do.† Then he gave her an odd glance. Jez thought of it at the same instant. She was the one so concerned about the child-why had she asked Morgead to wipe her memory? Because I can't do it, she thought dryly. Out loud she said, â€Å"I'm really kind of tired, after everything that's happened today. I don't have much Power left.† â€Å"Yeah†¦Ã¢â‚¬  But his green eyes were slightly narrowed, searching. â€Å"Plus, I hurt.† Jez stretched, gingerly testing her muscles, feeling every part of her protest. The searching look vanished instantly. Morgead leaned forward and began to go over her with light, expert fingers, his eyes worried. â€Å"Can you move everything? What about your legs? Do you feel numb anywhere?† â€Å"I can move everything, and I only wish I felt numb somewhere.† â€Å"Jez-I'm sorry.† He blurted it out as awkwardly as he had to the child. ‘I didn't mean †¦ I mean, this just hasn't turned out the way I planned. The kid getting hurt-you getting hurt. It just wasn't what I had in mind.† The kid getting hurt? Jez thought. Don't tell me you care about that. But there was no reason for Morgead to lie. And he did look unhappy-probably more unhappy than Jez had ever seen him. His eyes were still all pupil, as if he were scared. I'm not hurt,† Jez said. It was all she could think of. She felt dizzy suddenly-uncertain and a little giddy, as if she were still tumbling off the roof. â€Å"Yes, you are.† He said it with automatic stubbornness, as if it were one of their arguments. But his hand reached out to touch her cheek. The one that had been hit by burning debris. It hurt, but Morgead was touching so lightly†¦. Coolness seemed to flow from his fingers, seeping into the burn and making it feel better. Jez gasped. â€Å"Morgead-what are you doing?† â€Å"Giving you some Power. You're low and you need it.† Giving her Power? She'd never heard of such a thing. But he was doing it. She could feel her skin healing itself faster, could feel his strength pour into her. It was a strange sensation. It made her shiver inwardly. â€Å"Morgead†¦Ã¢â‚¬  His eyes were fixed on her face. And suddenly they were all Jez could see; the rest of the world was a blur. All she could hear was the soft catch in his breath; all she could feel was the gentleness of his touch. â€Å"Jez†¦Ã¢â‚¬  They were leaning toward each other, or falling. It was that silver thread between them, shortening, pulling. They had nothing to grab on to but each other. And then Morgead's arms were around her and she felt his warm mouth touch hers.

Can Go Company Case Study Example | Topics and Well Written Essays - 250 words

Can Go Company - Case Study Example ted by each member, and each member has clearly defined roles with the team leader overseeing each contribution for inclusion in the final process floow chart. CanGo Company needs to expand its books market but lacks a competent strategy to venture into a new market, and management’s lack of financial commitment to implement the proposed process layout solution. According to Jack, a competent architectural firm has provided process flow chart that would improve services at CanGo but the involved costs seems too high for the management to take. Lack of a clear strategy is evident as Warren does not seem to understand how the use of advanced technology in the process flowchart will result to increased sales volume. The recommendations are first defining a strategy where all members are trained and informed of their role in the process followed by technology implementation in phases depending on the critical solutions they provide to the company. Jack identifies the problem of jumbled flow workers to pick books and long search times both of which have contributed to lowered productivity. Additionally, the introduction of technology throughout the production process would mean lying off some employees. The recommendation is to have every employee properly trained and their responsibilities integrated into the new system while ensuring that the benefits that come with flexibility of the system are leapt. Additionally, evaluating the best economic times to implement new technology is essential in ensuring the upgrades do not remain

Contemporary Hollywood Industry Term Paper Example | Topics and Well Written Essays - 2000 words

Contemporary Hollywood Industry - Term Paper Example Hollywood has been developed to reflect changes within the society and adjust to the necessary changes that ensure an updated trend of technology applied. McDonald and Wasko (2) suggest that the industry has been marred with numerous changes and continuity as the stakeholders strive to achieve a system that has been adopted to reveal measures that develop the studio into a competitive venture. The company has been developed to produce a competitive platform where film production has been recognized in the global market, to include production scenes that reveal a trend to generate a healthy competition in entertainment. Hollywood has witnessed a developing trend that promises to deliver changes witnessed within the studio, and become a leading source of revenue and public preference over the past two decades. The state of the contemporary Hollywood industry is attributed to the events that have shaped its development from the time of the establishment to the presented conditions revea led. ... Professionals have highlighted the movie industry to present the needed incentives to shape the period in which the production had been based. Movies had been based on the reflections needed to define the context that the creation had been based on and shaped the moral setting within the society. However, not all viewed the movie industry as a tool that relayed the necessary provisions to define the cultural development within the society, because there had been the opinion that movies presented the vice in social exploitation and sexual vision. The development occurred within the film industry from theatres to the silent movie regime, but by the 1920s, Hollywood had grown to become the leading film capital. The industry had grown to produce virtually the entire production within the American setting. The production saw the generation of revenue within the US economy depict the importance of the studio business towards the economy of the US. The studio made a further attempt in the 2 0s to expand the vision created developing talent across the globe. It had t in recruiting talent across Europe by employing talented personalities in Greta Garbo and Hedy Lamarr, as well as offering the opportunity to directors, technical operators in lighting and production setting. The company had grown to become one of the chief income earners and presented the fifth position in revenue allocation within the American industry. The developments placed in Hollywood became the leading provisions in defining the stature of luxury development and presentation of virtues to define moral background. The developments saw an investment in the movie industry with enormous theatres favor the high turn out within places in Chicago

Market analysis for Childrens Parties Services in the UK Essay

Market analysis for Childrens Parties Services in the UK - Essay Example This paper illustrates that a family business works with creating children parties making it stress-free for her parents. At these parties, everything that the client feel is necessary is provided. These include party suppliers, cakes, children’s costumes, and entertainers. Daisy entertainments market is wide and deals with all kinds of organization and communities dealing with children. Whether it is a large corporate or community with special needs, daisy entertainment crew is capable of adapting its services to suit the client's needs of the children. The team, which forms Daisy Entertainers, is energetic, in-house talented fun loving, loves children hence reliable and enthusiastic. Daisy's entertainment has a unique and simple party planning known as a party in a box. Party in a box includes everything the client requires for their child’s party as suggested by Daisy entertainments. These include filled party bags, napkins, invitations, table covers foil, cups, plat es, banners, party hats and latex balloons. However, all these facilities depend on customer’s choice and are delivered to the door anywhere in the UK. There are also various children themes from which entertainment programs are chosen. They include Disney princess, Hannah Montana, Spiderman, and the Night Garden. Daisy’s entertainers provide a wide scope of entertainment activities such as puppets, face painting, balloon modeling, magic, plate spinning among other. This organization can over a variety of things ranging from fun and lively children entertainers to catering services, birthday cakes, decorations, themed goody bags and set up services. The party is usually planned within the client’s requirements and budget. Children character entertainer; all types of children character entertainers are available at Daisy's entertainment and it is upon the client to make choice. They include games, magic, music, and puppets. The charges for character entertainers are  £195 for every two hours of fun.

COMPARE AND CONTRAST THE LAWS AND POLICIES OF HEALTHCARE Term Paper

COMPARE AND CONTRAST THE LAWS AND POLICIES OF HEALTHCARE IN(REPUBLICAN) GEORGIA AND (DEMOCRATIC)MARYLAND - Term Paper Example Georgia health policies also provide tax breaks to individuals and small employers in order to assist the insurance health policy companies to provide incentives to citizens who practice healthy lifestyles like tobacco cessation and regular physical exercises (Atlas 60). Georgia republican leaders have actively opposed the Patient Protection and Affordable care Act with lawmakers taking any necessary action to prevent the Act being implemented in Georgia. The federal law which was sponsored by Democrats gives each state the option of designing and implementing its own marketplace but the federal government has the powers to design a marketplace for states that fail to comply with the provisions of the law. Republican health laws hold that no individual should be compelled to purchase insurance health coverage and no employers should be fined for not providing their workers with health care cover. Unlike Maryland (Democratic) health laws that aim at assisting uninsured individuals gain coverage through universal health plans, Republican health care laws in Georgia are not aimed at helping the uninsured get coverage but reward the citizens who already have health insurance coverage. Currently, the Supreme Court has ruled that Obama’s health ca re Law is constitutional. In Maryland (Democratic) health care laws and policies require all insurance companies to adhere with the rules of the insurance policies and desist from dropping patients after they become sick or refusing to cover pre-existing conditions. Additionally, the insurance companies are expected to extend the coverage to preventive care like cancer screenings. The health care policies require parents to include their children less than 26 years who have no work-based coverage in their health insurance plans. Medicare in Maryland also receives rebates to cover the costs of prescription drugs. Health

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 26

Philosophy - Essay Example Besides, Aristotle took into account those objects or notions which are impossible to sense, so he called them ideas. Hence, it is quite easy to explain reality of such notions as love, hate, happiness, etc. Different philosophers of different time explained nature of human knowledge differently. At the same time, however, they all agreed that human knowledge is limited. One of the philosophers, who claimed that it is impossible for a human being to know everything, was Lock. Human knowledge is defined as being aware of ideas and understanding relations between them. Limitation of our knowledge serves as an engine for a constant search of eternal truth and acquiring wisdom. Science is our understanding and explanation of the natural world. Human beings get to know the laws and phenomena of science with the help of their senses which are aided by the means of instruments and different technological innovations. Unfortunately, natural laws and patterns do not keep stable over the time, because they tend to change under the influence of different conditions. Science is limited due to changeability of the natural world. Moral responsibility of every human being is essential component of happy life. Such moral responsibility is called ethics. According to Aristotle, in order to have a good life and to live happily one has to be intrinsically good. Thus, the good created or delivered by one person will increase the total amount of the whole good existing in the world, that will make each person feel happy in the end. In order to have the good society, there is a need in everyone’s becoming good. The good society is the one, which does not have conflicts and wars; besides, it is a society, each member of which is respected and equally treated. Many kind, reasonable, generous people living in one community and cooperating comprise the good society. In philosophical perspective our free will to do anything is always

Prison life and strategies to decrease recidivism upon an inmates Essay

Prison life and strategies to decrease recidivism upon an inmates release from prison - Essay Example In the US, the rate of recidivism is estimated to be approximately two-thirds of all released inmates (Andrews & Bonta, 1994). This means that at least two-thirds of prisoners released will ultimately be re-imprisoned within a period of three years. High recidivism rates impose immense costs with regard to public safety, as well as tax dollars utilized in arresting, prosecuting and imprisoning re-offenders. Due to these high costs, programs for inmates, as well as released prisoners, which reduce recidivism, can prove cost effective, even in the event of modest success (Perkinson, 2010). This paper will consider the US prison system, describing its aspects such as prison life, the existence and effectiveness of programs that reduce recidivism and programs aimed at reintroducing released prisoners into society. Purpose for Prisons in the US As an institution, the prison plays a critical role in the society. The US justice system bestows on prisons various roles. The first essential ro le is rehabilitation; prisons provide convicts with second chances to appreciate and learn from their misconducts and change. In essence, prisons help inmates reflect on their lives and search for ways through which they can coexist peacefully within the society. In addition, prisons offer inmates with learning environments in which they acquire new skills essential in enabling them earn decent livelihoods after their release (Armitage, 2002). Another critical role of prisons is deterrence and punishment aimed at discouraging inmates and others within the society from committing similar crimes. Forms of punishment vary contingent on the crimes committed, ranging from hard labor to the death penalty. Such punishment deters others in the society from committing crimes, thus ensuring peace and harmony within the society (Andrews & Bonta, 1994). Moreover, prisons provide justice to victims of crimes. Because law centers on justice and equity, victims of crimes receive justice through th e incarceration of those that harmed them. The incarceration of a wrongdoer provides closure to the victim of the crime. Lastly, prisons in the US protect the public from threats to security and safety as incarceration deters criminals such as serial killers and rapists from committing crimes within the society. Current conditions in US prisons The present condition of US prisons is less than ideal. Prisoners presently live in deplorable conditions characterized by extreme overcrowding. The situation in US prisons provides a viable environment for crime to thrive within prison boundaries. Perkinson (2010) poises that the California and Texas prisons, which are the biggest in the US, have, in the last thirty years, experienced an eight fold increase in the number of prisoners incarcerated. Despite the growing number of inmates, funding for prisons has barely increased, making it difficult to meet the needs of prisoners (Armitage, 2002). Inadequate funding makes it difficult for priso ns to teach prisoners effective skills to enhance their re-introduction into society. Although the US encompasses 5% of the global population, its prisons encompass 25% of the global prisoner population; this indicates the enormity of the issue. Increased congestion in US prisons is also attributable to increased levels of crime and recidivism in the US. This congestion diminishes the rehabilitative role of prisons as congestion makes it difficult

Behavior problems in Adolescents with Learning Disabilities Essay

Behavior problems in Adolescents with Learning Disabilities - Essay Example The presence of behavior problems among children with various forms of learning disabilities is not so hard to imagine, given the challenges they are faced to compete in a learning environment with their disability. Therefore, many of the children may feel less intelligent when comparing to their peers in various areas of educational performance. These problems may present as external as well as internal behaviors, and without proper addressing of these, the child may grow up as an individual with multiple behavior problems. (Johnson, nd) One of the complications in the correct delivery of education to such children is the variety of disorders that are present within the context of learning disabilities. The lack of proper teaching skills and inability of the child to cope may lead to uninterested behavior among the children and consequently, poorer performance may lead to further reduction of the motivation of the child to perform academically. (Lee and Donald, 2003) Such problems are especially hard to address among the adolescent and teenage groups, who are already vulnerable during their transition phase from childhood to adulthood. This firstly clarifies that learning disabilities are not only a challenge that children of younger age groups face with. Adults and adolescents also face the same problems and some may go undiagnosed for a long time. (Revisiting Learning Problems and Learning Disabilities, 2002) Also, the severity of the learning disorder must also identify along with the type, so that the person is educated with the right strategies to help cope with and overcome his or her learning difficulties. (Revisiting Learning Problems and Learning Disabilities, 2002)The external features of these learning disorders are usually found as attention deficit hyperactivity disorder or ADHD, oppositional defiant disorder or ODD and conduct disorder or CD. Internal features may present as depression and anxiety

English speech Essay Example for Free

English speech Essay Morning/Afternoon, fellow students. As all of you have had the unfortunate task to study belonging as part of the hsc, and many of you are sitting here zoning my speech out but belonging to people and place is one of the main reasons why we want to belong. In Orson Scott Card’s novel Enders Game it is a major struggle for young Ender Wiggin and he feels like he will never belong. Belonging is not welcomed but is still portrayed deeply in Sean Penn’s film Into the Wild with Chris McCandless never fully understanding the concept of belonging. These texts demonstrate belonging both differently and similarly to Steven Herrick’s free-verse novel The Simple Gift. The human kind has always looked for people to belong to as it is one the most basic instincts for us humans to look for. Sean Penn had the challenge to demonstrate the life of Chris McCandless. At the age 22 from an affluent background Chris felt like he did not belong in the life he was living and unlike most people his age he got and left his life behind him and â€Å"risked†¦ a relentlessly lonely path†. Penn uses narration to explain how Chris had the ability to belong to a father like man (Ron) but instead Chris continued to walk down the lonely path. Through the flashbacks in scenes on Chris’s life with Rainey and Jan Burres, who practically begged Chris to stay with them and have the chance to belong but still he didn’t take that chance. Sean Penn is able to illustrate that Chris’s understanding of belonging was obscure. But still Chris couldn’t find the ability to belong to other people and took his whole lifetime to understand that â€Å"Happiness is only real when shared.† In The Simple Gift Billy a similar person to Chris but unlike Chris, Billy had the ability to belong to people and was able to settle down because of his sense of belonging. Orson Scott Card’s protagonist Andrew Wiggin also known as ‘Ender’ was born into a post-modern society and he is referred to as genetically perfect and intellectually smarter and the age of 8 he was asked to leave home and go to train to become the best military leader. The men in charge have one job and it â€Å"is to produce the best soldiers in the World†. Through the uses of irony of creating a child soldier Mazor Rackham (man in charge) assumed that there  would no consequences to Ender’s life, from creating a child military leader, thus this caused Ender to never belong to anyone. Graff (the man who trained Ender) â€Å"wanted to help Ender† but would rather create a better soldier. Through the contradiction of Graff wanting to help Ender but Graff being determined to create a better soldier, which forced Ender into isolation and had no one to belong too. Orson Scott Card is able to portray the effects of lack of belonging on Ender and show how it affects people. Alike to the Simple Gift and Into the Wild both protagonists never felt belonging with their parents. Even both characters may not have faced such a harsh lack of belonging compared to Ender but both Billy and Chris still new the toll it can take on someone. Most people want to belong to a place which causes people to search for belonging and the ability to call a place home. Orson Scott Card’s novel Ender’s Game try’s to demonstrate, how Ender struggled to belong to places but believed that Battle School was â€Å"the only place in the universe where he belonged.† Card uses hyperbole to help the audience understand that the child Ender had made an attachment and belonged to place and thought it as home. When Ender got forced to move on from the only place Ender liked â€Å"He hated it. He wanted to go back home, back to the Battle School.† Through short sentencing Card is able to illustrate that when ender arrives back to his original home he did not belong. The audience is able to understand the desperation for young Ender to get back to his home and belong. Similar to Ender’s Game, The Simple Gift Billy did not now what to do when he knew that he might have to leave his newly founded home. In Sean Penn’s film Into the Wild belonging is not part of Chris’s vocabulary. Chris as a young man had lived in more places than most people can imagine. Chris’s lack of belonging to these places causes him to keep moving from place to place even though he had the chance to belong. Through compressed time of the film shows Chris constantly moving around and demonstrate to the audience that Chris does not understand belonging and missed the happiness he was looking for. At the end of Chris’s life he is able to determine what the true meaning of happiness is and that he had the chance to belong. Through the close up of Chris’s last breath facial expressions shows sadness that Chris had places to belong too but in his dyeing breath he knew that he had missed his chance . Through  this the audience is able to understand that Chris knew that he had the chance to belong to many places. Even though both Ender’s Game and The Simple Gift had places to belong both Ender at his house and Billy at Nowheres Vile, knew how it felt not to belong to a place. Fitting into a place or being able to belong to a group of people is a significant part of the normal person’s life. Sean Penn was able to direct Into the Wild and is able to portray Chris and his very different understanding of belonging. Orson Scott Card’s novel Ender’s Game was able to illustrate the effects of what little belonging can do people. Through these texts and The Simple Gift all three composers were able to demonstrate similar and differently the effects of belonging to people and place.

Should College Athletes Be Paid Essay Example for Free

Should College Athletes Be Paid Essay The System for college athletes isnt perfect, and needs to be worked on, a big problem we cannot seem to agree is how to compensate the student-athletes who drive the NCAA. I would like to start off with a question. Are college athletes being compensated enough for the effort they put forth today? Every Day they wake up early and represent their university whether they are putting in work in class or on the field. Each student-student athlete generates tons of money for their university and they don’t see a dime other than their scholarship that may or may not been renewed every year. Keep that question in mind while reading this essay, and form your own opinion. There is simply not enough money for each athlete to be paid. The NCAA also has a policy called Title IX, which basically states that if one athlete gets money, every athlete at that university has to get compensated for the same amount. Meaning that a women’s field hockey player will be granted the same amount as a starting quarterback who fills up stadiums. Once people hear that this would be the reality if college athletes were paid, their opinions may change. The NCAA is huge on ameatur status and if they ever paid student athletes, they would break the golden rule that college athletes have been running on since the beginning of college sports. A few hundred dollars a month for each athlete isn’t going to stop any of the illicit activities involved with collegiate athletics because this isn’t about needing material things. What primarily causes improper benefit violations is greed. Student-athletes break rules because they want something they normally could not have, not because they needed something most other students had. An article written by a Colorado University professor states that the school has cut funding for research to pay for poorly performing football coaches. â€Å"Rutgers University has subsidized it’s athletic program to the tune of $115 million since 2006, while at the same time foregoing raises across campus last year to save $30 million.† College athletics are a big piece of everyday life of people around the world already, and in reality athletes are already paid. Scholar athletes are paid in form of a full scholarship which includes tuition, room and board, books, and some incidentals. Many  schools across the country have top notch educational tutoring programs, along with top tier exposure that would cost a fortune if it was not provided by the university. There have been coaches such as head football coach at South Carolina, Steve Spurrier, who have provided a plan that pays each of his players $300 for each game they play in. Spurrier says the extra $300 dollars â€Å"would be for game expenses that they could give to their parents for travel, lodging, meals, and even maybe taking their girlfriend out Saturday night and so forth† Spurrier States. Pay for Play is a topic that has gotten much more debate recently with new scandals occurring so frequently. Annually the Pac-12 makes $250 million in T.V. contracts, $150 million for the downsized Big 10, and $205 million for the SEC. So the question must be asked, as these TV contracts grow larger and larger, will the players be granted any money in the near future? There have been recent studies that have come up with estimates that the full athletic scholarship comes up around $3,000 short of all expenses needed for the student. A couple years ago, there were reports that football quarterback Cam Newton who plays for the Carolina Panthers starting as quarterback, was being shopped around by his father for $180,000. Newton denied the reports and these claims were never proven and Newton went on to win the Heisman trophy and national championship. Even if Newton was paid $180,000, that is only a small percentage of the money that he brought to the university for that season at Aubu rn. NCAA president Mark Emmert, on paying players â€Å"There’s a model for paying athletes, and its called professional sports, and I love them. But that’s not what college sports is about. If we were going to pay student athletes, why even have a university-based teams?Just go watch a pro game.† As for right now, pay for play is just a debate, so here are some pros and cons of the idea. Some pros, or why the idea makes sense are: players should be entitled to some form of compensation due to the money they bring to the school and the injury risk they face each time they play their respective sports. Athletes from poor families need money to be able to support themselves since their families cannot do it for them. The money the football and men’s basketball teams should go back to the players instead of paying for sports who make no profits. If the athletes were paid it could help keep kids that aren’t ready  to go pro from going pro early. While pay for play sounds nice, there are also reasons it wouldn’t work. A big question that would come up would be, where would the money come from? A majority of athletic programs don’t make enough of a profit already. Title IX would make it so each athlete, regardless of sport, would have to be paid the same. Many believe that non-revenue sports would have to be abandoned since there wouldn’t be sufficient funds to support them. While people may have the opinion that college athletes should be paid, the debate for them is how they would be paid, and where the money would come from. The main argument is that paying the athletes only seems fair. Since schools don’t have to pay their players, schools are able to pay more and more for their coaches. As of March 2010, almost a dozen schools spent 38% or more on their football offensive or defensive coordinators. Players are the product that everyone comes to see, they are the ones risking their bodies. Everyone can make money off of college athletics except for the athletes themselves. Pay for play would put other schools at a competitive disadvantage. The question would be how would the smaller schools and conferences who only make a fraction of what the larger conferences be able to keep up with the larger schools and conferences? Would you rather play at a small school or play for a larger school and be paid extra towards your scholarship? The obvious a nswer would be to play for a larger school and get more money. Another question would be would you pay every athlete or a select few? These are all important questions that must be asked before we start paying college athletes. People may think that being a college athletes is easy, and anyone can do it, however this is not the case at all. To begin with, the athletes put in loads of their time, everyday of the week. They still have to go to class everyday like normal students, then practice and even sometimes they have a practice after another practice. After these tasks are done they eat dinner, then go study. At the end of the day, they aren’t left with any free time due to their crazy college schedule. You would think that they would by the end of the day, but no time is really given. Coaches can be very demanding by having the athletes stay up late at night watching film for tomorrows game. When they are hurt, they are taken in by physical therapists and athletic trainers. As a student athlete though, you have to stay focused on your studies and make progress on your athletic abilities/performances or  the college might try to get rid of you. One thing that may be surprising is most college athletes do not receive their college degrees. The games they play, and the rigorous workouts are main contributors to this. Theres so much pressure on the athlete to perform well that sometimes their grades slip. College coaches are sometimes the one to blame for this, since sometimes they look the other way and risk their players education just to win some more games. Some people can argue that student athletes are compensated enough already. Over a period of four years a college scholarship could exceed $200,000. Along with that $200,000 in scholarship money the athlete could receive top-of-the-line tutoring, priority scheduling, and excused absences. â€Å"When athletes accept scholarships, they are provided tuition, books, meals, housing, and sometimes graduate assistantships.† With all of this being said, people may have a valid argument that athletes are being compensated enough already. In a recent survey taken by students, they said they supported the idea of paying the athletes at their school. Something shocking was that the students said they would even pay increased tuition if it meant that the money went towards paying the athletes at their school. Both sides of the debate have solid arguments as to whether they should be paid or not. One thing that is certain however is the athletes are being offered a lot with a college scholarship and a excellent learning experience, but the real question is, is that enough? There are 320 athletic programs in Division I each year, with the exception of a few schools. Each university runs on a deficit each year. â€Å"According to the NCAA’s own figures (which generally exclude capital costs, among others), the average FBS athletic program ran a $9.44 million operating deficit in the latest year.† With this being said, here lies the main problem as to why it would be nearly impossible for schools to pay their athletes. There is no logical solution as to how a school would be able to pay a student-athletes salary. So the question must be asked. Where would the money come from, if not provided by the university? Another question would be which athletes should be paid, and how much should they receive? Would there be an open market for the athletes? Would high school recruits go to the highest bidder? There are other things we could do to help out the athletes, such as raises total scholarship money. There could be four year scholarships, rather than stressing out the athletes on whether  their annual scholarship will be renewed. The National College Players Association collaborated with Drexel Universitys sports management program on a research project and came up with some shocking details. The study blames the college sports scandals on the unethical and impractical NCAA res trictions that are on college athletes. The study conducted found the average shortfall of a â€Å"full† scholarship that is supposed to be provided by the university. The study â€Å"compares the room and board portion of players† scholarships to the federal poverty line and coaches’ and athletic administrators’ salaries, and uses NFL and NBA collective bargaining agreements to estimate the fair market value of FBS football and basketball players.† According to the study, the average out of pocket expenses for each player on â€Å"full scholarship† was $3,222 during the 2010-2011 school year. The study concluded the average value of an example of a particular school. Duke basketball players were valued at $1,025,656 while just living $732 above the poverty line and a scholarship shortfall at $1,995. For College football there are many good or even great reasons why pay for play won’t happen. How about paying for a 6 foot 6 inch tall, 325 pound offensive lineman’s meals. We don’t have to because the school does, and that’s at least $500 dollars per month. When an athletes accepts a scholarship, they receive free insurance, and good insurance would generally cost about $400 dollars a month, go ahead and multiply that by the amount of people that are on the team and that’s alot of money. Players get free publicity and it is all provided by the school. It would cost a fortune to hire an agent or get that publicity for yourself. On away games the school pays for everyone’s travel. I personally would love to go to California for free, or Hawaii for example. Free housing is important as well. With all the families with no houses due to foreclosure, there’s no doubt about where the athletes are staying. They can chooses to live on campus for free, or receive a housing allowance they can use to spend on a house/apartment off campus. Bottom line with college athletes is that they are paid, just not like professional athletes . As I have said before housing allowances are built into college scholarships and the amount varies for each school. For Example, a player for South Carolina get $500 per month for off campus activities while a player from South California gets $1000. Let’s say that two players on South Carolina’s football team gets an apartment off campus and it’s $700 for rent  each month. With that being said each player pays $350 for rent and pockets $150 every month. What do you think that player spends his money on? It isn’t food, players get to eat free on campus, and get a meal allowance off of campus. For example, at Boston College the meal allowance is $41 per day. Lets say the player only uses $30 of that, that’s $11 extra everyday and multiply that by the days of the month and there’s roughly another $350 per month in money the player pockets. Athletes do the same thing for book allowances by buying books, then just pocketing the difference and making even more money. Whether or not student-athletes should be paid is the wrong question that’s being asked. The question that people should be asking is, How has the NCAA gotten away with not fully compensating the main attraction to college sports, which is the players? Even people who work at high ranking jobs for the NCAA know the wrongs of the situation. The NCAA preaches amateurism as their most important rule. Walter Byers, former executive director of the NCAA, was quoted saying â€Å"Amateurism is not a moral issue; it’s an economic camouflage for monopoly practice.† The NCAA is well aware of this problem and there is realistically nothing they can do about it. The shame in this situation rides with the highly educated leaders of the NCAA who take advantage of student athletes each and every year. Pay for play will be a strong topic for debate until both sides can agree on a solution. People have their opinions set on their respective sides and valid arguments can be made for each side. With all of that being said, I personally believe that the student-athletes are being compensated enough. Everyone wants to focus on the negatives saying they don’t get this or they don’t get that, but in all reality student-athletes are very fortunate to be in the position they are in.

Architecture of a Digital Audio Workstation

Architecture of a Digital Audio Workstation Introduction A digital audio workstation (DAW) is an electronic tool, or program/software designed around the production of audio recording, editing post-production etc and often even video files. This tutorial will focus on illustrated components from FL Studio 12. A DAW can be broken down into three main components†¦. Recording audio from analogue and other sound sources Editing that audio with a variety of effects and plugins Exporting a project into an audio file (mp3, wav, flac, etc) Inputs and Outputs As touched up upon in my guide about the processes and components of a studio recording, in order to record audio, you need an ADC, and DAC in the form of a microphone or other sound source, when you connect the hardware up and boot the software, you will have to tell the DAW where it is recording audio from when starting a new project. This is where the mixer, and auxes/buses come in. What is an aux/bus? A bus is a connection of many different inputs/signals, and sending however much of the signal you want to another track, such as an aux. This is particularly useful for if you have found yourself creating a particular complex project. If you had for example eight drum tracks, it could be difficult to manage them all individually, so you can send them as a bus to an aux track for further editing to the mix. An auxiliary track on the other hand, is an actual track that can be manipulated. The aux track is the result of where your inputs have been routes, and is where you would process it with effects, such as reverb, compression or delay. Think of the aux as a sub-master track for these effects. The Interface The main elements you will come to use on the interface are the channel rack, piano roll, mixer, timeline. Most of this is commonplace to other DAWs, with minor differences to plugin usage. The mixer is very similar to a mixing desk. Here you can route channels to an insert (one of the many columns to the left), once a channel is routed to here, you can begin to add effects such as reverb, panning, equalization (EQ) and also record and add effects to audio in real time from microphones and other sound sources. In a typical studio setup, a physical mixing desk will interact directly, combined with automation, allows for a lot of interaction with each component. The piano roll allows you to essentially draw MIDI. It communicates with plugins that have a sound bank, such as Image-Lines Harmor, or Sakura to play the notes that you draw. You can also connect a MIDI controller, record what you play, and quantise to clear up imperfections. Various DAWs also feature a timeline where the body of your music is presented. In FL Studio 12, it is presented in the playlist, where you paint in patterns think a pattern for a drum loop, or certain parts of the song that occur more than once throughout a track. On a DAW such as Pro Tools, most of the editing is accessed via the timeline itself, granting easy access to plugins. Exporting your project When you are satisfied with a project, it is important to know your options when ready to convert the project into an audio file, which may determine the overall quality of your track When exporting a track, think how you would like that to be distributed. The .mp3 is the most common file type. Exporting at this quality usually ranges from 192kbps to 320kbps, the lower this value, the lower the overall quality, though the smaller the file size. Various places, such as Bandcamp allow for people to download your track in any format that works for them, in cases like this, .WAV, or .FLAC might be most appropriate file type, as these are types of Iossless compression retains more of the raw audio data, no loss of quality, compared to the lossy compression using .mp3 which attempts to remove data that your ears cannot normally cannot hear. Conclusion Hopefully you have been able to learn more about the interface of a DAW, while my preference is for FL Studio, there are many other popular DAWs like Pro Tools, Logic Pro and Cubase. When working with a DAW, I like to see it as a playpark, a place you can be as creative as you wish, there is no wrong way to make music, though being armed with the knowledge to start, will make the process much more enjoyable, and feel more natural. Sources http://www.signaturesound.com/recording-review-using-auxes-and-buses/ https://www.lynda.com/Ableton-Live-tutorials/What-digital-audio-workstation/120600/131990-4.html https://www.image-line.com/support/FLHelp/ http://www.mediacollege.com/audio/eq/

Similarities And Differences Of Characters In The Sound And The Fury :: Sound Fury Characters

The Sound and the Fury is a compelling story that shows different aspects of a family that is slowly deteriorating. William Faulkner made it clear that one of the most important aspects of this novel is the theme of loss. Faulkner gave the views of four different individuals who all had one main obsession, their sister Caddy, who in a way symbolizes the loss that each person endures and the deterioration of the south. Caddy, who did not have a part in the novel to tell her side of the story, was viewed very differently by each of her brothers. This novel tells a story of the Compson family on their way of distinction. The story begin with Benjamin who is mentally challenge tells the first section of the story; this is one of the most difficult chapters of the book that is very difficult to comprehend for the simple fact that Benjamin has no motion of time. Therefore he constantly goes back in forth with the present and past. In order to fully understand the chapter, you must slowly comprehend when he is speaking of the past and when he is speaking in the present. All his memories have to do with Caddy. She was the one who gave him order. His life was based around Caddy because she was the mother figure in his life. She was the one that gave Benjamin the love he needed. There was a point in the novel were Luster was taking Benjamin and he started to cry hysterically because Luster took him on an unfamiliar route; Jason found out he hit Luster and told him to never do that again or he’ll kill him because Benjamin lost the order he lived with. Without the familiarity of his surroundings th ere would not be any meaning to his life. The only thing he has left in his life is the memories he had with his sister. When Caddy ran away Benjamin lost the order in his life and the loved he needed. The second chapter was told by Quentin, which was much easier to comprehend than the first chapter and he tells his perspective of events that happened in his past that he hasn’t quite gotten over. Quentin had a close bond with his sister Caddy. Quentin cares about the old southern code of honor.

In What Ways Do You Think That The Dreams Of The Characters Are :: English Literature

In What Ways Do You Think That The Dreams Of The Characters Are Different From Reality And To What Extent Will They Be Fulfilled? The American Dream can be defined as the idea that America is the land of opportunity for everyone who is willing to work hard and persevere. It was seen as the land of freedom where everyone has a chance of "pursuit of happiness." The USA was seen as a place of equal opportunities for anyone, one of the reasons being that there was no class system like there were in Britain. Dramatic irony links in with this idea of the Wingfield family living in the middle of the American Dream. It involves us in the play but as it is a memory play, dramatic irony does not make us feel part of it. It reminds us that we are on the outside looking in and also that we live in a different time period than the one in which the play is set. We, as the audience have a great deal of insight into the play, and therefore we know that there is no real truth in the American Dream. It is just a myth because the play is set in the 1930's, which was the period of the Great Depression. The American economy had collapsed due to the Wall Street Crash, so it would have been virtually impossible for the American Dream to work for someone like Jim. Jim is Tennessee Williams' central focus point of all the characters' dreams as he is "the long delayed but always expected something" that the Wingfield family have been waiting for. He is the most significant character in the play who can be related to the American Dream. In the film version, Jim is portrayed as an ordinary man, which is disappointing for us as we find it impossible to believe that he is such a central character and that all the dreams of the Wingfields depend upon him. " Knowledge - Zzzzp! Money - Zzzzzp! - Power That's the cycle democracy is built on!" When he pitches this line to Laura, we wonder that how can a person who believes in this absurdity, be such a central character in the play if he is portrayed like this. The actor who plays Jim in the film makes him seem extremely stupid. The actor does not give the impression that Jim is very important and it does not emphasise the fact that he is such a major character, which is why I feel that the portrayal of Jim is unsuccessful. Jim strongly believes that he will be able to obtain an executive post

Huckleberry Finn, Daisy Miller and Sister Carrie as Heroes Essay

The definition of a hero is not straight-edged. Heroes are, however, imagined to possess certain qualities. Courage, romanticism, charming beauty, and a willingness to defy society are four very prominent characteristics amongst heroes and contribute to today's notion of heroism. In order to decide if and to what extent any character lives up to the standards of heroism, one must search for these qualities. Huckleberry Finn, Daisy Miller, and Sister Carrie are three heroes from three different novels. It has already been decided that they are heroes. Therefore, the question is not whether or not they are heroes. The question is to what extent do they fit this notion of heroism? To what extent do they possess courage, romanticism, noncompliance, and beauty? As their characters? are searched and examined, one will discover that each may be a little brave, romantic, rebellious, and attractive, but they all fall short of the complete hero. Huckleberry Finn is brave, but he lacks romanticism and beauty and caves into society?s pressure. Daisy Miller stands firm when society tells her to change, but she lacks real courage, romanticism, and beauty. Lastly, Sister Carrie is beautiful and romantic, but she is neither courageous nor willing to resist society?s influences. The three characters ? Huck, Daisy, and Carrie ? overcome some obstacles and attain heroic qualities, while other obs tacles hinder them. Huckleberry Finn, hero of Mark Twain?s Adventures of Huckleberry Finn, possesses courage, one of the four main pillars of a heroic building. However, his building does not stand tall because he lacks the other three pillars. His foundation is not sturdy. He, like all of the characters, falls short of the heroic ... ...use he is a victim to his environment. On one page he is Huck and on the next he is ?Tom Sawyer.? And then there is Carrie, the imitator. Her final profession as an actress perfectly fits her character. Daisy is the only one who stays true to her character. She may just be a daisy, but she is a dependable daisy. Her character is consistent, and, therefore, one can trust that the heroic qualities she does possess will persevere in any conditions, even if unwavering means death. Works Cited Dreiser, Theodore. Sister Carrie. New York: Bantam Books, 1982. James, Henry. Daisy Miller. England: Penguin Books, 1986. Twain, Mark and Thomas Cooley, ed. Adventures of Huckleberry Finn. Norton Critical Edition. 3rd ed. New York: W.W. Norton & Company, 1999. ?Heroism.? Online Dictionary. February 2005. Internet 12 February 2005. Available .

Internet Tools at Dirt Bikes Essay

Communication is an indispensable part of any organization. It is required to keep up with their business (suppliers), employees (internally) and clients (externally). With every day new innovations in technology, internet is the no more a new concept. Another term associated with internet is networking. The companies big or small realize the fact that adapting the latest technology will take their business to new heights or else they will be left far too behind in the race. Hence it would not be incorrect to say that Internet has changed the way business used to run. It has raised the business to international heights. Internet is used on a global scale and provides a universal platform. Similarly building new services, strategies with in the organization is made possible through intranet. It is a medium of providing connectivity with the different department of the organization in the same office. On similar notes Dirt Bike management decided to look for new tools and technology that will best suite their company to make the communication process more effective and efficient. Introduction Dirt Bikes is a small manufacturing company of off-road bikes of its own brand. It is a privately owned company, and has its headquarters in Carbondale, Colorado. It has a staff strength of around 150-200 employees. The company maintains a website. The company has provided the internet access to its employees. To make the internal communication process across the departments more efficient some more tools and technologies needs to be implemented like E-mail, Video-conferencing, messengers. However, some other upcoming tools and technologies are: Mobile Networking Technology covering (3G), Wireless access and Radio/satellite signals Importance of Intranet The concept of intranet is evolving. This internal communication tool can be developed in such a way that integrates employees from all departments. They would be able to view permissible details of each other’s department along with the feature of internal chat, mail and files transfer. The employees will be provided individual login id and password keeping the system secure and traceable. Maintaining employees personal details will greatly help Human Resource department to track and keep updated information for any individual. The employees can check their details available on the network and can report for any changes whenever required. Contact information, attendance, leave balance are few of the named details that can be made available. The Manufacturing and Production department can discuss and forward the design related issues and updates through mail or common chat. The sales and Marketing team can maintain a database for archive with the details of previous sales records and a comparison with the present trends. They can track the sales projections and balance the act of supply and demand more efficiently. Implementation of intranet requires a client /server architecture connected in LAN. Additional Tools Certain departments like the accounts department that holds vital data related to the company and the employees and the manufacturing departments that works on upcoming designs of new model can make use of VPN (Virtual Private Network) that provides a secure and encrypted form of communication with in the public network. It is a cost effective way that provides the combined feature of Voice as well as data networks. The drawback of the system is that may slow down the process during high internet congestion. Another cost effective way of communication is through Wireless access with the help of smart phones and Bluetooth. The wireless access will cover the entire network of the company. Bluetooth can be within a particular department allowing access to printer, computer, phones all at the same time. It will be a low power option having a range of 10 meter. It reduces the confusing and messy cables and at times works without user intervention. The smart phones or the 3G phones technology will the employees outside the organization like the delivery and shipment department. Nearly all employees will feel benefited with the implementation of the above tools. It will definitely increase efficiency helping them to concentrate on the work. And overall the company will benefit too. Wireless Access Wireless technology offers a very flexible approach to stay in touch over the network internally with employees and externally with customers and suppliers. Bluetooth allows accessing internet while connecting to nearly 8 more devices at the same time in 10 meter range.