Chloramine Breakdown in Drinking Water and the Possible Consequences A Research Proposal

Free Essays on Value Of A College Education

Value of a college education College is not for everyone. Some people are satisfied and contend with their life and the path it’s headed, and there is definitely nothing wrong with that. But in my mind college education is extremely important because it gives you base to build your life around, teaches you about the world we live in and how we can utilize its resources most effectively. College education also gives you a good mean of leaving; it makes you capable of being a productive member of the work force. And if you can combine your education with your experience it can be extremely profitable. I have been a productive member of the work force since 1997 but recently I was laid of due to bad economy. Even though I blame the economy for my lay off I do believe that if I had a college degree I might have been more valuable to the company and therefore retaining my job. Now nothing can replace the experience I have gathered over the years working in the Information Technology industry. But not having my college education has definitely slowed my growth. Whenever I wrote a proposal or gave a presentation I always felt like it was not up to the standards of manager or my fellow colleagues. College education gives a strong base in your writing and verbal skills. You gain value from a college education as you: Learn to think critically Learn to have and apply knowledge Learn to understand yourself Learn to understand (at least appreciate) others Take the time for mature reflection and contemplation Become comfortable in a vast array of social contexts Develop and use leadership skills Develop and/or polish basic coping skills like speaking, writing, reading, math, and computer skills It also gives you more confidence because you realize that your skills are as good, if not better than anybody else in this room. A college education prepares you for a rich and satisfying lif... Free Essays on Value Of A College Education Free Essays on Value Of A College Education Value of a college education College is not for everyone. Some people are satisfied and contend with their life and the path it’s headed, and there is definitely nothing wrong with that. But in my mind college education is extremely important because it gives you base to build your life around, teaches you about the world we live in and how we can utilize its resources most effectively. College education also gives you a good mean of leaving; it makes you capable of being a productive member of the work force. And if you can combine your education with your experience it can be extremely profitable. I have been a productive member of the work force since 1997 but recently I was laid of due to bad economy. Even though I blame the economy for my lay off I do believe that if I had a college degree I might have been more valuable to the company and therefore retaining my job. Now nothing can replace the experience I have gathered over the years working in the Information Technology industry. But not having my college education has definitely slowed my growth. Whenever I wrote a proposal or gave a presentation I always felt like it was not up to the standards of manager or my fellow colleagues. College education gives a strong base in your writing and verbal skills. You gain value from a college education as you: Learn to think critically Learn to have and apply knowledge Learn to understand yourself Learn to understand (at least appreciate) others Take the time for mature reflection and contemplation Become comfortable in a vast array of social contexts Develop and use leadership skills Develop and/or polish basic coping skills like speaking, writing, reading, math, and computer skills It also gives you more confidence because you realize that your skills are as good, if not better than anybody else in this room. A college education prepares you for a rich and satisfying lif...

The accounting Profession Assignment Example | Topics and Well Written Essays - 500 words

The accounting Profession - Assignment Example The article provides an analysis of the SWOT analysis for Deloitte. It provides information on the performance of the company in the auditing field of business. The analysis is very helpful for the reader in the sense than one gets to understand both the internal and external environments of the company that influence its performance. The internal environment relate to strength and weaknesses whereas the external environment relates to issues such as opportunities and threats. Litigation support and fraud accounting are both areas in the field of forensic accounting. However, there exists a difference between the two areas. Litigation support involves the forensic accountant giving opinion about existing facts or facts that are yet to be uncovered. On the other hand, fraud accounting involves making investigations to unmask cases of fraud on the company books of accounts. The difference arises from the fact that a forensic accountant only provides an opinion in the case of litigation support whereas he gets involves in making investigation in the case of fraud accounting. This means that a forensic accountant has a passive role in litigation support and an active role in fraud accounting. The most important skill is working experience gained from everyday accomplishment of forensic accounting tasks. This skill is very crucial because the longer a forensic accountant has been in the profession, the greater the ability to handle various challenges related to everyday tasks. Experts comment that despite an accountant gaining knowledge in internal controls, accounting and auditing, taxation, and business operations the most important thing is maturing in the profession. Maturing is achieved by a forensic accountant spending a great deal of time performing tasks related to his or her profession. A forensic accountant should also have adequate training in relevant fields to his or her profession

Overview of Sex Offender Registration - Effective or Not Research Paper

Overview of Sex Offender Registration - Effective or Not - Research Paper Example Police investigation revealed that the convicted person was a sex offender and was a nearby neighbor of Megan (Douglas, Burgess, Burgess & Ressler, 2006). Nevertheless, the parents of Megan had no information about the fact that their neighbor is a sex offender and how dangerous he can be to their family. This heated a great debate and eventually Megan’s law came onto the scene, which required States to put this information of sex offenders available to public so that people can ensure their safety (Tilley, 2009). Despite the fact that these registration polices vary amongst different states, however, the primary goal remains the same, avoidance of sexual violence or crime and prevention of sexual re-offending by these former offenders (Wright, 2009). This paper would try to compare to Sex Offender Registration policies in California and Massachusetts. California had implemented these policies in 1947 and Massachusetts was the last state to implement these policies in the last years of 1990s (Douglas et al., 2006). Moreover, in the light of the policies at these two states, many others elements concerning the effectiveness of this system would also come under discussion. Sex Offender Registration laws require offender to register with the local state authority and supply crucial information like name, address, employment details, and others. In most cases, the offender has to register right after his or her release from the prison or in the initial of days of community supervision (Holmes & Holmes, 2008). Since 1996, most of the states have put this information online for public viewing including California and Massachusetts (Brown, 2005). As mentioned earlier, all the states have laws regarding sex offender registration that vary greatly. Differences start arising from the information required for registration. Both these states ask for name, aliases, photo, fingerprints, description of offences, location of offences,

Learning English as 2nd language Research Paper

Learning English as 2nd language - Research Paper Example Many of the important educational innovations in current practice such as untracking and mixed-age grouping--are the direct result of teachers adapting their teaching to the challenge posed by children from culturally diverse backgrounds (Barry Mclaughan, Online Article, 1992). Culture, social identity, ethnicity, religion, and perceived class status, all need to be taken into consideration in language learning, and all have differing causes and affects in both the teaching and the learning of a second language. A clear teaching perspective, which is based on a solid theoretical foundation, is of vital importance to both the successful application of language learning, and for that of the well-being of the student, if language learning is to be both effectively taught and learnt. An understanding of the variations and diversities within cultures needs to be respected, encouraged, and accepted within the classroom setting, which will then lead to a suitable, and comfortable, learning environment, where students can relax and concentrate without feelings of inferiority. And methods of teaching need to be carefully considered, with an emphasis on a good teacher/student relationship that leans towards creating confidence within the student. In this chapter, we will be to analysing the language awareness/self concept of two groups of children by class analysis. The available interviews will be examined and analysed in order to understand how do the children feel about learning English as a second language and how, or if, this is affecting them in general. Interview Procedures. The interviews were conducted in an open plan setting, in order to put the children at ease, and therefore helping them to feel comfortable when responding. There were seven interview groups, with 5-6 children within each group, making a total of approximately forty children. Three of the groups were from Germany and four were from Greece. Differing questions were posed to each group, through which an understanding of the children's perceptions of language learning, and the affect upon the child will be determined. The Group A interviews were conducted with Greek attending children, learning English as a second language, in a German school, and those of group B, concerned children learning English in a Greek school. This first section of this chapter will determine what the students thought in terms of their teacher's ability to teach, their view of how s/he treated them in the academic environment, and how this affected the self of the group. The second section will establish how the behaviour in the classroom can be translated as strong or weak self-expression, and consequently interpreted as either a strong or weak self. And the third section will be dealing with how children feel about academic excellence, classroom performance, and their different cultural attitudes towards diverse minorities. Students' interview questions regarding teachers. In this section we will be

Concept of Easy War

Concept of Easy War Key Judgments Easy War, the conception that war has minimal impact on Western states and their citizens, provides a useful analytical framework in order to critique and study how Western states become involved in military conflicts. In using this framework, it is understood that the over reliance on technologically advanced military capabilities, and omission of serious review of military doctrine, will lead to Western militaries continuing reliance on methods that make wars Easy due to allowing the state to easily become involved in conflict. However, easy war overlooks that while it is easier for states to commit to conflict, the burdens on citizens have not all but disappeared, but have intensified in certain cases or The concept of easy war revolves around the ability of Western states to sell the idea of waging war to its citizens due to its minimal impacts on them, thereby increasing the ability of Western states to commit war by limiting domestic opposition to it. The ability to commit to and persuade the public that an impending conflict is an easy war largely functions on the basis of the revolution in military affairs (RMA) that developed in the 1980s, culminating in the 1991 Gulf War, and continuing throughout the 1990s. The success that Western militaries have had from these the wars of the 1990s has led to a cognitive dissonance associated with current military capabilities and doctrine, whereby many strategic thinkers and policymakers ignore the failures in these wars and believe that because their militaries are technologically superior, victory is certain and cheap. While there is some truth to the precepts of Easy War, by and large citizens are still affected in significant ways, but changes in how Western states conduct warfare has changed how they are affected and increased how critical citizens are to certain variables. The repercussions of the United States (US) wars shows the fallacy of easy war when taking into account: decreased spending on infrastructure and social programs, massive national debt, ambiguity about the righteous cause of its actions, and an increased sensitivity to causalities in war. Introduction The success of military operations by Western states throughout the 1990s has led to a reliance on the use of technology and concepts of RMA whereby governments can sell war to its citizens as easy. The ability to sell a war as easy to a states population is a result of the systemic change in how Western states organize their military, technological advances, and society interacts with the military. Due in large part to the overwhelming victory in the 1991 Gulf War, many policy makers incorrectly believed that advancements in military technology would allow Western states to ignore the supremacy of politics in war and win with overwhelming force.[1] It took until the invasion of Afghanistan and the 2003 invasion of Iraq that convinced Western states that technology does not always mean victory when you have to acknowledge the politics of the situation. However, there remains a risk that Western states will not learn from these wars, but rather remain committed to easy war with the us e of air and sea power as a means to limit costs and lives. In such an event, there would be little to no chance of true success or resolution to these conflicts. Easy war has two problems that must be addressed. The first problem is that military advancements and change means citizens are not adversely affected by the war and can be sold to them as easy of cost, conscious, and effort.[2] Second, subordinate to Western ways of war making it easy on citizens, the reduced impact on citizens then limits or removes a significant amount of public pressure on the government when seeking to enter into a conflict, thus allowing Western states greater freedom to conduct war. Background Easy war is described by Paul Starr as a war that is easy in the sacrifices it demands of us, easy on our consciences, easy on our pocketbooks.[3] The primary attributes of easy war include: not having to face the adverse effects of mass mobilization, rationing, increased taxes or economic burden, rationing, few causalities, and being guaranteed of our righteous cause while still minimizing civilian deaths.[4] All of these variables are then sold to the public to show that the government not only should conduct war, but that the state is so effective that the citizenry can go about their lives without a worry, knowing that their government is doing good abroad. Easy war is contrasted with the major wars of the 20th century; largely that of the total war environments of World War 1 and World War 2 where citizens had to make significant sacrifices for the good of the country and to ensure full effort by the state in these conflicts.[5] Easy war is a result of the obsession in RMA that emerged from the 1991 Gulf War and Post-Gulf War where the primary military technological innovations were in the areas of intelligence, surveillance, and reconnaissance (ISR); advanced command, control, communications computer applications, and intelligence processing (C4I); and precision fire.[6]ÂÂ   The result of these advancements in military technology meant that the fog of war became easier to overcome, that communication between all levels of the military became quicker, and that targets could be hit with pinpoint accuracy from safe distances.[7]ÂÂ   With the overwhelming victory that these advancements helped to achieve in the 1991 Gulf War caused the belief that focusing purely on advancing military technology would not only ensure that the US and Western states would have dominance in war, but that adversaries would not even threaten the West.[8] The culmination of this thinking led to the wars in Afghanistan and Iraq, Iraq in particular was described and sold as being an easy war where the US military would be in and out of Iraq in 90 days, but these conflicts overlooked that military hardware is not everything.[9]ÂÂ   These wars ignored what some strategists argued that military preeminence without an appropriate strategy to shape and utilize it is both dangerous and fleeting.[10] The result of ignoring the strategy to understand the political components of warfare led to protracted and costly wars that were in no way the easy wars the public was sold on. Substantiation Although the critiques on the Western ways of easy war are well founded and offer good critiques, it broadly overlooks the changing landscape of warfare in general and its overall effects on the state and its citizens.Western states have done away with some of the major mechanisms to support states in conflict that disproportionately affects citizens, ie mass mobilization, rationing, drafts, but these are not the only ways that citizens can be affected. These mechanisms are equated with and closely tied to total war, which is not the dominant type of warfare in the 21st century. Rather, warfare for Western states in the 21st century has thus far been largely focused on addressing asymmetric and unconventional threats. To face these new threats Western states have relied upon technology in order to avoid the costs of total war, but with these methods come with new costs of non-traditional war. While Western states sell the public on minimal costs of wars, this is no such thing as cost free. By August 2016 the total costs of the US wars in Iraq, Afghanistan, Pakistan, and Syria have amounted to $4.79 trillion.[11] Complicating this further is that most of these costs add to the US debt. Interest costs from this debt will at least be $7.9 trillion as a result of these wars, which has been shown to have directly affected the ability of the US to in infrastructure and tens of thousands of jobs.[12]ÂÂ   Comparatively, the cost of the US involvement in the NATO intervention in Libya cost approximately $1.1 billion.[13] Though this shows that a reliance on air power alone, and working with NATO allies, can significantly lower the costs of war, it is by no means free and was only possible due to NATO supporting rebel forces on the ground in Libya. Second to cost, but no less important or severe, is that there are no such thing as bloodless wars and Western states must recognize there are human costs to every war. Despite promises of minimal loss of life that is associated with selling easy war, causalities in Iraq and Afghanistan were in no way low. US military casualties in Afghanistan and Iraq from initial invasion up to March 3rd 2017 have amounted to 6,766.[14] Compared to the total wars of WW1 and WW2, this seems minor, though in the age of professional and small Western militaries, causalities are more significant. A possible result of this as the public becomes accustomed to limited or no casualties, the public will become hyper-sensitive and less accepting of deaths, thus providing a public pressure on the state to not seek war. In addition, what must be accounted for are the short and long term effects on civilians. In its intervention of Libya, NATO had no casualties and limited civilian casualties to 72 deaths.[15] However, the intervention directly led to Libyas current Civil War that has caused over half a million people to flee the country, ongoing fighting, and the Islamic State to gain a foothold in the country.[16] Once it is recognized that there are serious costs in war, it must be acknowledged that the advancements in military technology does not replace strategy or replace diplomacy and political settlement. These facts were once again overlooked in Western states involvement in Libya and currently in Iraq/Syria where the focus is to bomb first and consider the political repercussions afterwards. While Western states may no longer view that a state can be rebuilt in 90 days, there still remains an overall lack of attention to politics. General H.R. McMaster succinctly stated: Be skeptical of concepts that divorce war from its political nature, particularly those that promise fast, cheap victory through technology.[17] Not only are politics essential to avoiding and ending conflict, but can minimize the intensity of the conflict by addressing grievances of communities.[18] Ultimately, even when addressing the political situations of emerging conflicts is essential to the resolution of unconv entional conflicts; Western states will continue to struggle with unconventional enemies in their effort to reconcile its Western values while meeting its security needs. Outlook Despite the heavy investments and advancements in military technology to achieve it, there is no such thing as an easy war. War remains a costly, deadly, and complex affair that requires the recognition that technology cannot solve everything. The cognitive dissonance of this fact whereby Western states are ignoring politics and diplomacy to pursue war to solve complex political problems is evident from conflicts more than from the past five years, but since 2001. More recently, from Libya to Syria, Western states still believe in easy war, but the public is finding this less and less persuasive. As the public increasingly becomes critical of the heavy debt and costs of war, the impact on lives, and the moral ambiguity associated with being involved in such wars, governments will no longer be able to persuasively argue that a war is easy. References Casualty Status. United States Department of Defense. March 03, 2017. Civil War in Libya. Council on Foreign Relations. Accessed March 01, 2017. CNN Wire Staff. CNN Fact Check: Comparing costs of Iraq, Libya missions. CNN. Accessed March 01, 2017. Crawford, Neta C. US Budgetary Costs of Wars through 2016: $4.79 Trillion and Counting Summary of Costs of the US Wars in Iraq, Syria, Afghanistan and Pakistan and Homeland Security. Costs of War, September 2016. Mcmaster, H. R. The Pipe Dream of Easy War. The New York Times. July 20, 2013. Accessed March 01, 2017. Owens, William A. The Emerging U.S. System-of-Systems. National Defense University Strategic Forum, Institute for National Strategic Studies, No. 63, February 1996. Starr, Paul. The Easy War. The American Prospect. Accessed March 01, 2017. Unacknowledged Deaths: Civilian Casualties in NATOs Air Campaign in Libya. Human Rights Watch. October 19, 2015. Accessed March 02, 2017. [1] H. R. Mcmaster, The Pipe Dream of Easy War, The New York Times, July 20, 2013, accessed March 01, 2017. [2] System of systems [3] Paul Starr, The Easy War, The American Prospect, accessed March 01, 2017. [4] Ibid. [5] Ibid. [6] Owens, William A., The Emerging U.S. System-of-Systems, National Defense University Strategic Forum, Institute for National Strategic Studies, No. 63, February 1996, p. 1-2. [7] Ibid. [8] H. R. Mcmaster, The Pipe Dream of Easy War, The New York Times, July 20, 2013, accessed March 01, 2017. [9] Paul Starr, The Easy War, The American Prospect, accessed March 01, 2017. [10] Strategy and RMA page 2 [11] Neta C. Crawford, US Budgetary Costs of Wars through 2016, Costs of War, September 2016. [12] Ibid. [13] CNN Wire Staff, CNN Fact Check: Comparing costs of Iraq, Libya missions, CNN, accessed March 01, 2017. [14] Casualty Status, United States Department of Defense, March 03, 2017. [15] Unacknowledged Deaths, Human Rights Watch, October 19, 2015, accessed March 02, 2017. [16] Civil War in Libya, Council on Foreign Relations, accessed March 01, 2017. [17] H. R. Mcmaster, The Pipe Dream of Easy War, The New York Times, July 20, 2013, accessed March 01, 2017. [18] Ibid.

Human Perception :: Psychology Essays

Human Perception: An Intimate Look Into The Most Intriguing Aspect of Modern Psychology. It determines what we see, what we do, what we feel. It controls our emotions, our thoughts, and our conscience. What is this remarkable element of the human mind? It is called perception. Perception as defined in the Merrian- Webster Dictionary as the following- 1 a : awareness of the elements of environment through physical sensation b: Physical sensation interpreted in the light of experience 2 a : quick, acute, and intuitive cognition : APPRECIATION b : capacity for comprehension Perception. As hard as it is to define it, it is impossible to correctly conceive a "correct" or "right" way to use it. Perception varies with not only humans, but with virtually all other animals as well, whether through instinct or with conscious thought. Let us take this a step farther. When a bee looks at a flower that is meant for feeding from, they do not only notice the colors the human mind sees. The bee sees a yellow "run-way" directly into the core of the flower, guiding it into the source of nectar. This brings us to the question- "is what we see real, or is what we see our own reality?". What the human mind sees is only three dimensions. Since Albert Einstein first conjured the scientific possibility of a fourth dimension, human beings have longed to see it. Many people assume that it does not exist simply because they cannot see it. They are not able to see the yellow "run-way" into the heart of a flower, but to the bee and an ultraviolet light, that "run-way" is certainly real. People's physical use of their own perception is very limited, as such noticeable in the "tunnel-vision" effect. A good example of the Tunnel Vision effect is a perception or thought such as "if I cannot see it, it simply does not exist". We as humans are limited not only to what we can sense, but how we perceive what we sense. Such is a formidable question. What if that fourth dimension does exist, what if we can see it , only our brain cannot perceive it being there, therefor it never exists in the first place. I would consider that as a paradox. Where does perception come from? Is it a result of the upbringing and surroundings of an individual (animal or human), or is it a result of genetics? Certainly I would believe that conditioning has a great impact on an individual's perception. An example to that would be as such : A dog is abused, Human Perception :: Psychology Essays Human Perception: An Intimate Look Into The Most Intriguing Aspect of Modern Psychology. It determines what we see, what we do, what we feel. It controls our emotions, our thoughts, and our conscience. What is this remarkable element of the human mind? It is called perception. Perception as defined in the Merrian- Webster Dictionary as the following- 1 a : awareness of the elements of environment through physical sensation b: Physical sensation interpreted in the light of experience 2 a : quick, acute, and intuitive cognition : APPRECIATION b : capacity for comprehension Perception. As hard as it is to define it, it is impossible to correctly conceive a "correct" or "right" way to use it. Perception varies with not only humans, but with virtually all other animals as well, whether through instinct or with conscious thought. Let us take this a step farther. When a bee looks at a flower that is meant for feeding from, they do not only notice the colors the human mind sees. The bee sees a yellow "run-way" directly into the core of the flower, guiding it into the source of nectar. This brings us to the question- "is what we see real, or is what we see our own reality?". What the human mind sees is only three dimensions. Since Albert Einstein first conjured the scientific possibility of a fourth dimension, human beings have longed to see it. Many people assume that it does not exist simply because they cannot see it. They are not able to see the yellow "run-way" into the heart of a flower, but to the bee and an ultraviolet light, that "run-way" is certainly real. People's physical use of their own perception is very limited, as such noticeable in the "tunnel-vision" effect. A good example of the Tunnel Vision effect is a perception or thought such as "if I cannot see it, it simply does not exist". We as humans are limited not only to what we can sense, but how we perceive what we sense. Such is a formidable question. What if that fourth dimension does exist, what if we can see it , only our brain cannot perceive it being there, therefor it never exists in the first place. I would consider that as a paradox. Where does perception come from? Is it a result of the upbringing and surroundings of an individual (animal or human), or is it a result of genetics? Certainly I would believe that conditioning has a great impact on an individual's perception. An example to that would be as such : A dog is abused,