Bed Bath Beyond Cap Structure free essay sample

Bed Bath and Beyond Cash and Debt-to-total Capital While BBBYs balance sheet is strong, there are risks of having too much cash. Namely the risk of not attracting or keeping investors, because of their desire to maximize their returns. When an investor sees to much cash on the balance sheet, they may question the companys ability to manage their capital structure efficiently, and therefore question their ability to maximize shareholder value. While BBBY uses their cash for store growth and small acquisitions, they should also be focusing on using their cash to increase shareholder value. If BBBY were to use $400 million in excess cash and $636. 3 million in borrowed funds to repurchase its shares they would increase their basic earnings per share from 1. We will write a custom essay sample on Bed Bath Beyond Cap Structure or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 35 to 1. 41 and their diluted earnings per share from 1. 31 to 1. 37 (exhibit 2). If BBBY were to use $400 million in excess cash, and borrow $1. 27 billion to repurchase their shares, they would decrease their basic earnings per share from 1. 5 to . 70 and their diluted earnings per share from 1. 31 to . 72 (exhibit 2). Repurchasing shares with a 40% debt to total capital ratio would increase shareholder value, however repurchasing shares with an 80% debt to total capital ratio would significantly decrease shareholder value and therefore would not be advisable. Increasing debt increases shareholder value to a certain point. As this proforma shows, the point of diminishing return is somewhere between 40% and 80%. Capital Structure for Bed Bath and Beyond An analysis of a repurchase of stock for $400 million cash, and recapitalization to 80% debt-to-total capital by borrowing $1. 27 million reveals that BBBYs return on equity will be 113%, return on assets 61% and an after tax cost of debt of 28%. ROE is gt; ROA and ROA gt; after tax cost of debt. With the 80% debt-to-total capital structure ROE exceeds the other two capital structure scenarios of no debt and 40% debt-to-total capital. While all of this looks great there are other considerations. The household and personal products industries debt to total asset ratio is 34. 69% while BBBY debt to total asset ratio is at 44% ($1,270,000/$2,865,023). Increasing to this capital structure would also reduce shareholders earnings per share. BBBY will need to trade off business risk against financial risk. They operate in an industry with fairly low business risk however BBBYs operating leverage is high which ould indicate a higher than industry business risk if they are not cognizant of managing their fixed costs. In addition, BBBYs debt to total asset ratio is higher than their industry. Both of these indicate a high business and financial risk. If BBBY were to recapitalize to 80% debt to total capital it would only increase their financial risk and reduce shareholders earnings per share. Therefore the recommendation for a capital structure for BBBY would be to add more than the 40% debt to total capital but not more t han 80%.

Free Essays on How African American Were Treated

How Blacks were treated in the North & South in the 1940’s The blacks were treated poorly in the south they were falsely accused of things they hardly ever did. In the north they were treated better; They were given better medical care and were allowed to have churches, but they where still poorly treated. In the 1940’s blacks were not considered equal to whites in the North or the South. They had to enter through the back door’s of establishments & they could not go into the same store as whites. Blacks had to say â€Å"yes sir† & â€Å"no sir†. Blacks also had to do what a white man had asked /demanded him to do. All Blacks were treated the same as other blacks they had their own school, church and stores. White people who owned a store didn’t have to let them into the store or sell them food. White people thought that they were at the top of the â€Å"race list† when really they had the stupid the idea that the blacks treated their own race and other races better than whites did. Some whites thought that just because you were nice to black people they were worse than a black person themselves. Also if a white girl even one who never had company had even tried to have anything to do with a black man then they where below pond scum. The black children where teased and mocked, and if they where a mixed child then they where pitied and at the same time they where criticized and picked on by both races. Blacks had no hope in the town where they lived. No hope of getting a good education, which meant a bad job that meant they had a worse life for their kids and family. In 1948 Harry Truman passed a law â€Å"that provided for equality of treatment and opportunity in the armed forces without regard to race, color, religion, or national origin." This was suppose to keep segregation out of the military. But after World War 1 some southerners thought that the blacks needed beat down even thought they wore the same un... Free Essays on How African American Were Treated Free Essays on How African American Were Treated How Blacks were treated in the North & South in the 1940’s The blacks were treated poorly in the south they were falsely accused of things they hardly ever did. In the north they were treated better; They were given better medical care and were allowed to have churches, but they where still poorly treated. In the 1940’s blacks were not considered equal to whites in the North or the South. They had to enter through the back door’s of establishments & they could not go into the same store as whites. Blacks had to say â€Å"yes sir† & â€Å"no sir†. Blacks also had to do what a white man had asked /demanded him to do. All Blacks were treated the same as other blacks they had their own school, church and stores. White people who owned a store didn’t have to let them into the store or sell them food. White people thought that they were at the top of the â€Å"race list† when really they had the stupid the idea that the blacks treated their own race and other races better than whites did. Some whites thought that just because you were nice to black people they were worse than a black person themselves. Also if a white girl even one who never had company had even tried to have anything to do with a black man then they where below pond scum. The black children where teased and mocked, and if they where a mixed child then they where pitied and at the same time they where criticized and picked on by both races. Blacks had no hope in the town where they lived. No hope of getting a good education, which meant a bad job that meant they had a worse life for their kids and family. In 1948 Harry Truman passed a law â€Å"that provided for equality of treatment and opportunity in the armed forces without regard to race, color, religion, or national origin." This was suppose to keep segregation out of the military. But after World War 1 some southerners thought that the blacks needed beat down even thought they wore the same un...

Course Discussions DB Forum 2 Reading OT Narratives Essay

Course Discussions DB Forum 2 Reading OT Narratives - Essay Example Literary approach assist in the correct interpretation of narratives as well as appreciating the rich artistic beauty found in these narrations of the bible. The book of Joshua as a narrative story ought to be viewed as a literature in its study. This paper will go through a literary analysis of Joshua chapter seven and verses one to twenty-six, (Joshua 7:1-26). It is worth noting that the analysis that will be done is not exclusive and is not limited to further examination of the same. When one reads the whole chapter, one get to site a number of literary forms that have been used to spice up the narrative and to attract the attention of the reader. To start with, there is the presence of a catalogue. This is generally a list of enumeration of names, persons or even things and normally arranged alphabetically. In reference to this chapter, the first verse shows this where it shows the names of close relatives of Achan, for instance, Achan son of Carmi son of Zabdi son of Zerah.The names are alphabetically arranged. Secondly, the chapter has a number of dialogues. A dialogue is basically a literal work whereby two or more characters are represented as conversing. This is evident from the chapter where Joshua converses with men he had sent to go and spy over Ai (7:3). Another example is a dialogue between Joshua and God especially when they were defeated by men from Ai. There is also a dialogue between Joshua and the sinful Achan. ... A monologue is still another literary form used in this chapter. This is whereby a sole speaker normally directs his/her remarks to one audience or an individual. This is justifiable in verses 19 -20 between Joshua and Achan. Additionally, oracle is yet another literary form as found in this chapter. In general terms, an oracle is a divine communication which is evident in verses 13-14 of this chapter. Simile has been used whereby it is comparing two entities as performing the same function. For instance, in chapter 7:5, after the Israelites were defeated by men of Ai, they melted like water. The people are compared to how ice melts after receiving the news that they had been defeated in the battle and their men killed. There is also the use of metaphors in this chapter of the bible. A metaphor is basically a language used to add descriptive meaning and the meaning have little connotative similarity with the actual meaning. This can be exemplified from Joshua 7, 8 "Israel has turned their backs to their enemies" and in the following verse (9) ".cut off our name from the earth". These are just but a few of the literary forms found in this chapter. Question two: One interpretive issue or problem from the narrative of Joshua and provide an explanation of the problem and a resolution Joshua complaining to God (Joshua7:7-8) After the Israelites were defeated by men of Ai and thirty-six men killed, Joshua was dismayed. Earlier in the previous verse we see him going to the ark and tearing his clothes, fall face down and putting dust on his head. Later he is seen pausing three questions and two statements to God. The second question looks at these questions and statements as an issue derived from the narrative. Verse seven pauses the first question," Alas, O

Theories of the origin of religion by Durkheim and Freud Essay

Theories of the origin of religion by Durkheim and Freud - Essay Example Since faith has always been a subject of grave concern for a large majority of the people belonging to diverse ethno-racial and social backgrounds since ever, the topic maintains great sociological significance in its scope. Religion is rightly stated to be an essential part of the public and private life of the individuals belonging to various cultures and civilisations since the known history of the globe (R Lowe, 1963:532-3). It is partly because of man’s developing strong belief in the metaphysical objects and supernatural powers existing in the universe, with which man maintains emotional and sentimental association (C Ember & M Ember, 2007:393). These supernatural powers are considered to be strongly influencing the destiny of the people by dint of their control over the universal phenomena. Not only this that these powers are in a position of providing the humans with emotional and financial support, but also they serve as the forces that play decisive role in protectin g them from all internal setbacks and external threats (A Kroeber, 1963:82-3). Additionionally, these forces are thought to be having the power to inflict woes and pains upon the humans; as well as liberating them from these calamities at the moment when the humans seek their support on finding themselves absolutely vulnerable. (Ember & Ember, 2007:395). In other terms, supernatural forces have been thought to be maintaining absolute control over the destiny of humans in all respects. Consequently, primitive man had established his belief in these powers in order to escape pains and sufferings of different kinds, and for obtaining all comforts and joys life offered to him, along with attaining pelf, power and possession that could earn dominant place for him over fellow-humans and other creatures. Almost similar views have been articulated by distinguished French sociologist-theorist Emile Durkheim in his Elementary Forms of the Religious Life (1912). Durkheim’s Perspective: While discussing the origin of religion, Durkheim seeks supports from the relics of ancient era clans observing distinctive spiritual norms and practices. â€Å"A religion is†, Durkheim asserts, â€Å"a unified system of beliefs and practices relative to sacred things, including set apart and forbidden beliefs and practices which unite into one single moral community called a Church, all those who adhere to them† (J Breaux, 2008:1). The theorist is of the opinion that the nature of bonding among the humans in primitive era was limiteed in the sense that every individual was bound to fulfil the needs attributed to him, his family and clan, without seeking help from the other groups outside the tribe altogether. As a result, everyone had to get involved into the hunting and food-gathering activities. Hence, the concept of in-group and out-group used to prevail in such a strong manner that the people did not bother to render any assistance to the members of the external g roups (J Macionis, 2008:481). It was partially because of the fear of assault and attack from the external tribes, which created rivalry among the ancient time clans against one another. Such a state of absolute isolation not only kept the primitive era humans away from the fellow-beings, but also developed his strong relationship with their specific clans on the one side, and the supernatural powers on the other. Since supernatural powers could turn out to be supportive one with regards to the accomplishments of the basic human needs and desires (H Ross,

Undecided Essay Example | Topics and Well Written Essays - 1250 words

Undecided - Essay Example Evidently, strong linkages can be observed between four of the much idolized political documents where the idea of the previous show a certain degree of influence on the current political doctrines being followed. These four documents involve, Barack Obama’s Second Inaugural, Robert Kaplan’s â€Å"Was Democracy Just a Moment?†, the Universal Declaration of Human Rights (UDHR), and Franklin Delano Roosevelt’s Third Inaugural, commonly referred as â€Å"The Four Freedoms†. THESIS STATEMENT In this thesis, similarities between the ideas presented in the above mentioned four political documents will be discussed. Similarities in this context will signify the influence of previously executed political ideas on the new thoughts developed, which in turn would imply the above stated notion that historic events, even in the doctrine of politics, tend to be interlinked through their unique ideologies. To be precise, the discussion henceforth will emphasize as sessing the ways one political event influenced the following political ideas and thus, contributed to national well-being in different eras and different situations. DISCUSSION The â€Å"Second Inaugural† of 44th US President Mr. Barack Obama took place in the year 2013. The political ideology expressed by the President in his Second Inaugural emphasized on his belief and the historic significance of democracy for America. He thus implies that as a President, possessing the power of the Constitution of the US, his main objective is to seek that the people of in America are bind together irrespective of color, religion and names as they have been for years. The thought here ignites a value of equality within the nation, which can be identified as based on the ideas developed over two centuries before stating that men are to be treated equally with equal rights, opportunities, liberty and happiness. Importance of these thoughts can be found exhibited throughout the political h istory of America (White House, â€Å"Inaugural Address by President Barack Obama†). For instance, dating back to 1941, when the 32nd US president, Mr. Franklin D. Roosevelt pronounced the four most vital freedoms that every American must receive in the nation, viz., ‘freedom of speech’(signifying the linguistic and cultural equality of the nation, ‘freedom of worship’ (signifying the religious equality principle in the democracy), ‘freedom from want’ (implying the principle of the nation to make basic life supporting amenities available to every American) and ‘freedom from fear’ (indicating the right of people to safety). Notably, in the 1941 period, America was undergoing substantial political changes where democracy was taking a much stronger and prominent importance against the tyranny suffered by many of the American communities even in the midst of the early and mid 20th century. Thus, by propounding these political id eas, the then US President aim to ignite a feel of equality within the nation, eradicate communalism differences and eventually, give a new direction to the country’s development (AmericanRhetoric, â€Å"The Four Freedoms†). . The President of the US, Barack Obama has also mentioned that with the ideologies of equality and democratic power within the country vowed from centuries. However, with gradual changes

Effective Pedagogy for Early Childhood

Effective Pedagogy for Early Childhood For the purpose of this study an activity has been planned by the author and introduced within the authors own work setting. Any learning intentions will be evaluated and consideration given to any learning opportunities offered to establish the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), consideration given to the differentiation of children`s needs and variety of pedagogical approaches required. Research will be undertaken to establish the considerations given in planning to the Early Years Foundation Stage Principles, themes and commitments supported by relevant theory and research findings . Research will be undertaken into different theorists and how their findings may influence current practice within the workplace. A video recording will be made to capture all interactions and opportunities utilised for shared, sustained thinking. Opportunities for the development of language, and diversity of learning will be evaluated and assessed with the help and guidance of the settings manager. The Early Years Setting The area used for the planned activity is within the main room of a Foundation Unit which caters for children who are aged three to five years old. The area chosen is within the creative part of the setting allowing access to all materials and equipment available. The area has been prepared for the activity, all resources have been prepared and organised adhering to the health and safety guidance of the setting. The aim of the activity is to establish a child`s ability to handle tools and objects safely and effectively, this has been achieved through the provision of a variety of equipment and materials supported through the interaction of the early years practitioner. Planning has been differentiated allowing for children of lower abilities to be included within the activity, and different strategies implemented in order to cater for individual developmental needs. This is in line with the aims and principles of the EYFS approach to learning. Good planning is important for effective practice in order to give a varied and progressive approach to learning. It enables practitioners to build on their own personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform practitioners, building on experiences of children and enhancement of any learning opportunities. Activity `Bubble Balloons (Appendix a) Planning implemented to develop an activity that would support the existing theme of work within the setting ` Transport; In the Air , and previous week`s observations was developed . Consideration was given to the development of different levels of learning ,with the inclusion of a lesson plan to support the original theme. A copy of the lesson plan was then given to the manager who will observe the activity and make notes which will evaluate the success of implementation, development of language and any other relevant information . This activity was planned for implementation within the main room of the setting. A mixture of six children aged three to five years old were invited to participate. The children were given aprons to protect their clothes and the activity introduced by the practitioner. Different techniques, materials and processes were modelled, and encouragement given to make independent choices. The purpose of the activity was explained, describing any learning intentions and relevance of the activity to the settings main theme. An example of a finished product was shown to aid visual awareness of children present. Opportunities to discuss the activity allowed the children to establish clarity of the adult`s expectations. Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to initially blow through a straw into a cup of water to establish their ability to blow and not suck. Following this assessment the practitioner was able to ascertain which children required the alternative strategies for the activity. The differentiation of planning enabled less able children to access finger paints and decorate balloon templates instead of bubble painting. It is the responsibility of early years providers to focus on each child`s individually learning development through the differentiation of planning and ensuring positive attitudes to diversity, as stated in the EYFS Statutory Framework (DCSF, 2008). The children were encouraged to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated building up the density of paint onto the paper. This is an activity that is supported by the EYFS Early Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and investigate materials using all their senses as appropriate. Opportunities for the practitioner to observe the childrens reactions to the stimuli and note any `wow moments enabled evidence to be collected and reflect on the outcome of the activity. Throughout the activity encouragement was given to talk about changes of textures, colours and different techniques used. When finished, children offered ideas and suggestions to what they could do next to improve or extend the activity. Guidance and support of the practitioner was offered when required, enabling children to input their own ideas encouraging independent thinking, confidence and development of cognitive skills. Following this discussion the children began to independently decorate square pieces of card using a variety of materials of their own choice. With support from the adult the children attached the balloon template to the `basket with a variety of methods of their choice. Opportunities at the end of the activity were given to discuss as a whole the different methods used, and opportunities given for the children to share their finished `balloon. This allowed the children to share in their own creativity, thoughts, feelings and ideas with their peer group. This activity was observed, recorded and assessed throughout by the manager of the setting. Notes were made of actual interactions for accurate study. Use of appropriate language and expansion of language was recorded and suggestions made to alter or support the pedagogical approaches used. An opportunity to discuss the findings with the manager at a later date allowed a collaboration of ideas to be shared, and any advice given to be built upon and implemented in future practice. Pedagogical Approaches Throughout the activity consideration was given to the language used and opportunities for children to interact freely through exploration and experimentation. An introduction to the activity giving clear, positive instructions and expectations helped the children to follow a clear guideline of the task ahead. This` modelling is identified in the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001) in the three key parts of adult interaction which impact directly in a child`s learning; effective interactions, sensitivity and freedom to learn and explore independently. The introduction of a finished product gave the children a visual aid to illustrate what was required. Visual aids illustrates a different approach that will support communication together with the spoken word. Bruner(1983) describes the relationship between adult scaffolding, learning and a child`s level of language development. However Trevarthan (1998) describes that without a child`s own desire to learn or participate, progress will be impaired requiring practitioners to develop an awareness into supporting these needs, giving opportunities for children to freely express their individual intentions. Visual aids, body language, sharing and communication all illustrate a holistic approach to learning and is encouraged within the main principles of the EYFS Framework (DCFS, 2008). This is shown in the differentiating of planning for the activity for children who have identified barriers to learning and whom may require more adult support . Through utilising a mixed and multi-sensory approach to learning, various pedagogical approaches have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the activity in a calm, safe and structured environment. This can be shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK; Visual, Auditory and Kinaesthetic aids. (DfES , 2004) Evaluation Of Manager (Appendix b) As shown in appendix b, the manager has bullet pointed many positive aspects for competent teaching and an ability to deliver a clear, precise but informative lesson was identified. The delivery of the lesson was highlighted and described as fun and exciting, with children eager to learn and participate. The use of this type of communication is described as `conversational scaffolding, the importance of the practitioners role in supporting and motivating the children is reinforced through stimulating the children`s interests and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning (EEL) project (2001). The manager was able to identify that a deep understanding into the methods and resources for the activity had been achieved through the introduction of the lesson plan, resources and ability to deliver a clear, but informative introduction to the activity. The use of different techniques and skills introduced to the children were identified allowing the children to explore freely within their own creativity. Language was used to expand the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions. The targets identified to improve pedagogical approaches within practice were to give the children more freedom to answer, using their peers to discuss their work and during this discussion to focus more on the questions given to the children in order to allow more child led learning. Reflective Evaluation Following this activity I was able to stand back and reflect on my professional capabilities and approach to the pedagogical methods used. I feel that I had successfully researched data, implementing my own learning skills and knowledge into the lesson plan. The EYFS guidelines (DCFS, 2008) were followed during the planning process, and developmental guidance taken into the provision of age related targets for planning. A deep understanding of any learning intentions was acquired in order to plan accordingly for a child`s individual developmental needs by following the EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches discussed in order to develop professionally with the workplace. Throughout the activity an holistic approach to learning ensured that all the children could freely communicate, think about their intentions and enhance any physical skills through their own creativity. Support and guidance was given when required encouraging the children`s own experimentation. This is a theory supported by Erikson (1963) whom believed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult intervention. Whereas Bruce (1991) identifies the importance of free play to enable a child to be in control without restrictions. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and secure medium has been achieved within this activity. The aims and objectives intended for the activity were reached effectively, the children competently handled all the necessary tools and materials safely. A diversity of learning was achieved through the differentiation of planning, complying with the principles identified in the National Curriculum (DFEE,1989) overcoming potential barriers to learning by responding and planning according to a child`s individual learning with the inclusion of suitable but achievable learning challenges. I found that the activity was successful, all health and safety issues were taken into consideration, children were individually assessed to ascertain developmental capabilities, and differentiation in planning enabled all children to participate in the activity according to individual levels of development. The activity seemed to flow along without any major alterations and I was able to respond and support all language and skills required. I have established that the process of planning, ability to identify certain developmental areas in need of focus, observation within practice, group collaboration and reflection vital to my own professional development. This method of reflection is described by Schon (1983) as reflection- in- action. Conclusion Pedagogical approaches in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must be able to demonstrate a good knowledge and understanding into the principles, aims and content of the EYFS framework and successfully implement them within practice. Planning, observations and assessments are all influenced through the ability to adapt intentions according to the holistic approach encouraged by the EYFS. An ability to understand a child`s individual developmental needs and focus on appropriate learning objectives aid in the provision of appropriate pedagogical resources, activities and interaction within the setting . Different theorists and government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A need for on- going development ensures that all early year practitioners need to be aware of current policies and procedures that may impact on practice within the workplace. It has been established that through collaboration with colleagues a better understanding into different strategies would improve practice within the workplace and steps to improve these factors will enhance any further professional development. Word Count; 2,200 References Department for Children, Schools and Families (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham : DCFS Publications. Department for Children, Schools and Families (2008) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Bruner,(1983) in Pound, L (2005) How Children Learn. London: Step Forward Publishing Ltd. Department for Education and Employment (1989) The National Curriculum. London: HMSO. Department for Education and Science (2004) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Years: Section 3- Diverse Learning Needs. London: DfES. Erikson, E (1963) Childhood and Society. Harmondsworth: Penguin. Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Project: Achievements and Reflections. London: House of Commons. Schon, DA(1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books. Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M., Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.

Genetic Engineering: The History of Gene Therapy Essay -- Expository E

The History of Gene Therapy In today’s society, the demand for perfection is strong. Imagine the possibility that you could choose the traits your child would possess. As technology increases, eventually humans could be able to create the ‘perfect’ child, with a ‘perfect’ behavior by replacing one gene with another. Vision the possibility that diseased or mutated genes could be replaced, ridding the world of hereditary diseases. In order to do this, technology must be increased in the area of gene therapy. Gene therapy has come a long way in its short existence. Genetic enhancement of humans may someday be possible, following the successful completion of the Human Genome Project. According to an article in New Statesman (v. 127) by Caroline Daniel, the Human Genome Project is an ‘international scientific collaboration’. The project was started in 1990. More than two billion Pounds, was funded by the European public. The United States is the main country in favor of this research. Organizations such as the National Institute of health and the US Department of Energy are among those in favor. Though this research might sound promising and exciting, much more needs to be learned about genes and the composition of DNA. DNA is a double helix with nearly three billion chemical letters of genetic text, located in more than one hundred thousand different genes. The difficult part is not identifying each individual gene, but rather to figure out how each gene works, their reactions to disease and response to the environment. The Human Genome Project’s goal is to sequence every human gene before the year 2005, and surprisingly it is right on schedule. In late 1997 50,000 genes had been mapped. Originally, the th... ...t all. In closing, though the science of gene therapy has only been around for just more than a decade much progress has been made. Through this research, helpful information about genes and diseases, what links them, and how to cure them, is being uncovered. As long as gene therapy is used solely for the purpose of curing disease, or helping the overall health of mankind, then I am not against it. This is a new technology that someday could help extend the average life span of human beings. Man-kind could really benefit from this research. As the days pass, we are making progress in this field. Only time can tell when genetic disorders will be unheard of. Works Cited Adelman, Ken. â€Å"Changing who we are.† Washingtonian v. 35 no. 11 (2000): 25-28. Daniel, Caroline. â€Å"Human Genetics: the dinner-party guide.† New Statesman v. 127 (1998): page 30.

Psychology for Law Enforcement Essay

1. Describe the standard policy regarding confidentiality for a police psychologist. Be sure to address handling records, being a counselor versus evaluator, and your role during critical incident debriefing. Different legal foundations have set standards regarding the standard of confidentiality for every police psychologist. Psychological services for the police have considerably grown providing a number of clinical and occupational functions. They include operational support services, training, research and counseling services. However, handling confidentiality matters have grown recently and an evaluation between counseling roles and evaluation abilities. By and large, the police psychologist is an evaluator and therefore at liberty in making independent and fair assessments. He/should should prove high levels of confidentiality in records concerning work fitness. This is to imply that a police psychologist should be professionally sound in matters of handling records. Any disclosure of the records pertaining physical fitness can only be done during times of necessity. The evaluation process should avoid discrimination or unfair justice to the assessed. Like an evaluator, he should posit high morals concerning fair assessment of the fitness to work by the police officers. This is presumed important because the assessment regarding work fitness is what shows whether an officer can perform or not. They should maintain highest caution in protecting the confidential information that is stored in various media forms and the regulation for such disclosures should be within the limits of the law. Above been record keepers, police psychologists should obtain adequate permission before recording any images or voices from individuals with whom they are giving services. The confidential information that is obtained from the people is only useful for professional or scientific purposes allied to the concerned persons. Police psychologists are also counselors. They should offer counseling services to client who has various social problems such as family matters, unfitness for work and other issues. Like a counselor however, he is supposed to ensure confidentiality in all matters under concern for a particular person under the counseling service. Conceptually, a police psychologist should have the professionalism for addressing critical incident debriefing. This should involve encounters that relate to urgent matters. In the debriefing process, he should be professionally tactful to avoid arousing discomfort, instability of the mind, stress, shock and social inadequacies to the person he is offering the service. Critical incidence debriefing should therefore be structured in a manner that is comfortable to the client and which should not destabilize the state of the client’s mental stability. 2. What elements in an assessment are required to ensure reliability in a pre-employment screening? How do these factors predict performance? Evaluations by psychologists for pre-employment test for physical fitness have grown to be subject of extreme importance. This has been a concern that arises from police violations and misconduct from the civil rights. The pre-employment evaluations have been described as a tool for evaluating a police physical fitness in his/her duty. However, this growing demand for pre-employment and comprehensive psychological evaluation has stood in conflict with values about disability and privacy accommodating issues. Pre-employment evaluation has been argued as a cornerstone factor towards guiding the safety of the public. This is because only officers who are physically fit for the profession are the one offered with employment at the expense of those who show no substantial qualifications into their physical fitness. Physical fitness for the police officers is a growing requirement from state of the modern police departments which are allied to various law and order provision that does not hesitate physically fit and able professionals. Elsewhere, since the selection, hiring and training process of the police officers is a highly costing exercise, it would rationally be uneconomical to incorporate officers who have no substantial qualification in to the profession.   Ã‚  When these officers have consecutive personal crisis that come along their way such as family and marital problems, depression and stress, divorce, memory lapses and accidents, their physical insufficiencies may have negative influences in their functionalities. They are paused with various risks and stress factors that often keep them astray from their work. Officer’s physical fitness remains a mandatory factor in their service delivery. However, impaired officers have showed higher chances of identification while at demanding situations, have high probabilities of removal from their working positions and have more referrals for treatments. However, this evaluation should not violate the individual’s psychological requirement and perhaps violating their privacy. Therefore, some physical complications should be addressed in specific organizational development and management techniques. Various police agencies use contract and in-house services in conducting this fitness evaluation. In the process, they involve in psychology counseling in evaluating possible psychological stigma that may be held by the evaluation. It is therefore of great substance for evaluation of physical fitness in response to fitness for work. 3.   Ethical issues in fitness for duty evaluation. The psychological test for fitness of work in the police department is a compliment of various ethical issues. At one level, every information whether collected through tapes or images should be done at the request of the individual in service. No forced sourcing of information for record purposes should be from forced attribute of the individual in the evaluation. Either, every information obtained from the evaluation process should be used solely for research work in an adequate area of concern or coined towards an issue related to the police professionalism. The collected information should not be for personal use by the evaluator. Either, it demands professionalism that personal information retrieved in the evaluation process of fitness for duty should be treated with a lot of confidentiality. No personal information should be retrieved, disclosed or magnified for any public use unless for the interest of the sake of professional good which includes the individual him/herself. (h ttp://www.danielrybicki.com/wfstud3b.htm) Inquiry for the evaluation should be guided by fundamental limitations of the requirement of the disclosures of the confidential information. The counselor/investigator should not be inquisitive of confidential information which is of no substance to the profession. The psychologist should ensure the most minimal levels of intrusion into privacy as possible. Oral and written reports should only include the information that is relative for the need for which the inquiry was constituted. In any external consultation with his/her colleagues the psychologist should ensure that the no disclosure of confidential information with which it can easily lead to client disclosure unless with a prior authority of this client. The psychologist should take all the reasonable steps in minimizing and correcting misrepresentation or misuse of the professionalism. He/she should avoid any unfair discrimination that comes up against the respondents. He should not act in a manner of denying the respondent possible chance of promotion to the SWAT team. His/her mode of conduct of the evaluation should not have conflicted with the law and regulations. His evaluation process should be guided by the requirements of law and professionalism. 4. Lopez’s process of counseling bears various ethical concerns. It should concur with the provision of the Equal Employment Opportunity Commission. At one level, homosexuality should be understood as a social matter and not surgical. It is a situation which affects the social and psychological attitudes of Lopez. The feeling of homosexuality may mean aspects of depression and tress which is complimentary psychological attributes associated which her sexual situation. Generally, this psychological depression may be a factor towards the rationale for been physically unfit for the work. However since homosexuality is among the many senses of disability, the provisions of Equal Employment Opportunity Commission would require that she still continue in her capacity. One important factor/attribute that she should embrace is personal acceptance of her situation. Since this is not a surgical problem but social issue, unfitness for job would only occur due to the levels of depression and low self-esteem which comes as a result of low self evaluation. Personal acceptance would give her strength and therefore restore her fitness for work.

Blood and Culture essays

Blood and Culture essays The State of Israel was founded on May 14, 1948, creating a national homeland for all Jewish people throughout the world. The establishment of a uniquely Jewish state in the Arab controlled Middle East has created serious tension between the Jews and their Arab neighbors, and more specifically, the Palestinians. However, Israels problems regarding race and ethnicity extend far beyond the Jewish-Palestinian issue, and yet, they touch much closer to home for Israeli Jews. Although Israel was founded as a homeland where all Jews could live together as equals, there has been a high level of racial inequality for the Sephardic and Oriental Jews, which has been fueled in large part by the Ashkenazim. The lack of Jewish unity has created even more problems in an already tumultuous state. Israeli Jewish society is broken down into two major subsections, which have been designated, in large part, by country of origin: the Ashkenazim and the Sephardim. The definition of the Ashkenazim is fairly straightforward, referring to Jews from Germany, central or Eastern Europe, as well as the United States. A definition of the Sephardim is more involved; originally the Sephardim were all the Jews originating in Spain and Portugal who after the Inquisition lived in both Europe and in Oriental countries, Egypt and North Africa. However, today, Sephardim is more loosely defined, and now includes Jews of Mediterranean, Balkan, Aegean and Middle Eastern lands. If keeping with the strict definition of Sephardim, those Jews whose ancestors spoke dialects of Arabic, Berber, or Persian would not be considered Sephardim, but rather, as Edot Mizrah Mizrahim, (or Oriental Jews) meaning from the communities of the East. In order to remain impartial to the Israeli ethnicity issues, it is essential to understand that the term Oriental is often misused to mean Sephardic, but the two term...

Evolution or Revolution

Evolution or Revolution The 15th to 18th centuries was a period that prided itself on classical precedents and continuity, yet witnessed dramatic change and innovation that revolutionized warfare. From Europe to Asia to North America, major historical vents took place resulting into radical socioeconomic changes.Advertising We will write a custom essay sample on Evolution or Revolution specifically for you for only $16.05 $11/page Learn More However, depending on one’s perspective, the events and activities that occurred between the 15th to 18th centuries can be either revolutionary or evolutionary. It is also imperative to note that historians do not exhibit similarities in knowledge base since each historian analyses past events differently. Thus, it is imperative to examine the same events and present them as both evolutionary and revolutionary simultaneously. To start with, revolution is an impulsive, far-reaching, or absolute deep-seated change in the manner of thinking regarding something. On the other hand, evolution is a change in a definite course of a progression, incessant alteration from straightforward to more intricate, with the results representing an enhanced state; or a course of steady, social, political and economic progress[1]. Between the 15th and 18th centuries, many things happened, some taking a short life span and others a long life span. Thus, it is imperative to look at some examples and analyze whether they are evolutionary or revolutionary. For instance, the path towards the making of American constitution was revolutionary. Starting in 1775, the Battles of Lexington and Concord were the foundation of the American Revolution. However, a critical analysis of the situation reveals how the process was more of evolution than revolution. In fact, the American Revolution itself did not commence arbitrarily, but was a matter planned very well. Additionally, before the real war started, many developments took place. Some historians claim that the foremost thing that led to the Revolutionary War was the influx of Europeans into the land of America and the dictatorial control. The Sugar Act of 1764 was also another thing that triggered the American Revolution. From these examples, it is fair to say that the period between 1500 and 1800 was both revolutionary and evolutionary. The 15th to 18th centuries also saw United States enter into a civil war, which many term â€Å"the second American Revolution†. The American States fought amongst themselves to control the affairs of the entire region. Although the Civil War matched the characteristics of a revolutionary process, its causes were on the contrary different.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Undeniably, some factors dominant in this period for example, slavery were evolutionary because, from the initial stages of colonialism, slavery had been one of the American institutions. However, as time went by, the northern states plotted a move to abolish slavery. On the contrary, the southern states continued practicing it. However, the election of a sympathetic President and some constitutional amendments such as the right to vote almost abolished servitude. Clearly, this was an evolutionary process. Another instance, which actuary took place between the 15th to 18th centuries is industrial revolution. History is replete with information on people abandoning coal as the form of energy and adopting electricity as the new source. In overall, social and economic revolution occurred during this period and jobs opportunities increased. Technologically, various countries for example, United States and Britain adopted new technologies by abandoning the old mechanizations. In Britain for example, great industrial revolution took place and caused the rise in prices of commodities and fostering of the money economy. At first, many countries found it hard to adapt the new technological innovations due to lack of expertise. Thus, in order to deploy the new technology, countries had to seek expertise from other country familiar with the technology. Even today, most developing countries encounter challenges in deploying technological innovation to warfare[2]. References Braudel, Fernand. Civilization and Capitalism 15th-18th Century. New York: World History Center, 1985. Web. Lewis, Hackett. Industrial Revolution. New York: HarperCollins, 1992. Web. Footnotes Fernand, Braudel. Civilization and Capitalism 15th-18th Century (New York: World History Center, 1985). Fernand, Braudel. Civilization and Capitalism 15th-18th Century (New York: World History Center, 1985).

Emerging Political Tensions between Israel and Palestine Research Paper

Emerging Political Tensions between Israel and Palestine - Research Paper Example Palestine is controlled by two governing bodies i.e. Hamas in the Gaza Strip and Fatah in the West Bank. The division of governance has resulted in suspension of peace making attempts between Israel and Palestine. The recent war occurred in 2014, is a result of political tensions between the two states. This research paper focuses on the major political issues due to which peace-making attempts have been failing between the states. The conflicts between Israel and Palestine have become sensitive at present due to several issues. In the year 2006, the Palestinian Authority held elections in Gaza and the West Bank on the request of George W. Bush’s administration and Israeli support. Despite making attempts, Hamas won the majority of seats. The United States responded by cutting off aid to Palestinian Authority, on the other hand the Israelis withheld tax revenues they collected on Palestinian’s behalf. The Bush’s administration encouraged Abbas to go against Hamas with the help of Fatah and its chief Mohammad Dahlan (Brownlee 113). The circumstances were severe during the period and Fatah was defeated by Hamas in the battle. Finally Hamas took charge in Gaza. These situations became even worse when United States did not make any attempt to talk to the new formed government. The Israelis started to block exports from Gaza, which led to drop of per capita income to 17 percent in the year 2011, compared to 2005. The Israelis even banned exports to the West Bank, which made the life of people worse in Gaza. The people of Gaza were suffering from unemployment and malnutrition on a very high scale. The circumstances forced Hamas to attack Israelis, for the benefit of their people and save his government. The attacks disturbed the life of people and most of the citizens were exposed to threat. The occurrence of cold-war was merely due to the political issues that happened in the year 2006.  

Cog week7 Essay Example | Topics and Well Written Essays - 1000 words

Cog week7 - Essay Example Also the situation posing a challenge to create mental prototypes being this week’s experiment is something I completely agree with. To create a mental distinction between the dots that represented the alphabets was highly confusing. References: Vetter P. Famous Photographer with Disability Challenges Stereotypes Internationally. Disability arts. Retrieved from: http://www.disaboom.com/arts/famous-photographer-with-disability-challenges-stereotypes-internationally Assignment 4 The simplicity with which the concept is so expertly explained is highly commendable. It shows clarity of the concepts as well as observable practical implications of it. The explanation in terms of the distinction of these two concepts of declarative and procedural knowledge falls along similar lines. With the example of the spare parts of the tractor representing processing of information and then step by step performance of actions showing clearly the additional amount of work you have to put in for p rocedural knowledge. The link to learning is understandable in the way the writer indicates how knowledge that is declarative might build up to procedural knowledge which aids learning; with procedural knowledge being used to perform more procedural knowledge. I guess that is the best way to understand the link between these two concepts as they continue throughout our lifetime as a never ending cycle in order so that we learn and store knowledge.