Essay about The Metamorphosis Use of Comedy and Irony

centerbTo what extent did Kafka use comedy/irony to develop his tragic, cynical view of society and family?/b/centerbrbrGregor Samsa, a young traveling salesman who lives with and financially supports his parents and younger sister, Grete, wakes up one morning to find himself changed in his bed into a monstrous vermin or insect. At first, to my surprise, he is preoccupied with practical, everyday concerns: How to get out of bed and walk with his numerous legs? Can he still make it to the office on time? brbrMost persons would be devastated to find themselves in such a position as Gregor, but he did not seem to care much about himself, but only about his obligations, instead of panicking, he starts cursing his job : If I†¦show more content†¦Gregors family might not change overnight or change their behavior towards Gregor and his new form but definitely as time goes by, they slowly become strangers to him. at that moment a lightly flung object hit the floor right near him and rolled in front of him. It was an apple; a second one came flying right after it; Gregor stopped dead with fear; further running was useless, for his father was determined to bombard him..brbrNow in this scene, Gregor scurries out into the living room and his father starts throwing apples at him to chase him away. This is all because Gregors breakout from his room made his mother faint. So a giant beetle is seeking refuge on his little legs from his own father who is bombarding him with fruit. This must be the most tragic part of the book.brbrDesperation must have taken Gregors father, for what father would bombard his own son? This is the moment when the family starts to rebel against Gregor. They are sick of caring for him and they are afraid. The tragic thing is not the fact that the ammunition is apples, but that one apple got embedded in Gregors back and created a wound that could not be healed. The apple started to rot and got infected. Gregor slowly began to waste away. This one apple would be Gregors death in the end. The apple represents the apple in the garden of Eden. The difference is that Eve is offered the apple, with Gregor, the apple is thrown at him.Show MoreRelatedEssay on The Metamorphosis: Use Of Comedy And Irony947 Words   |  4 Pages To what extent did Kafka use comedy/irony to develop his tragic, cynical view of society and family?Gregor Samsa, a young traveling salesman who lives with and financially supports his parents and younger sister, Grete, wakes up one morning to find quot;himself changed in his bed into a monstrous verminquot; or insect. At first, to my surprise, he is preoccupied with practical, everyday concerns: How to get out of bed and walk with his numerous legs? Can he still make it to the office on timeRead MoreThe Metemorphosis Essay1402 Words   |  6 PagesThe Metamorphosis The Metamorphosis is a novel written by Kafka Franz and published in 1915. The story is about a travelling sales man by the name Samsa Gregor who wakes up to find himself transformed into an insect. The main characters include Gregor Samsa, Grete Samsa, Mr. Samsa, Mrs. Samsa and Samsa. The theme of change is conspicuous on the novel when Gregor Samsa wakes up to find himself transformed into an insect. The theme of economic effects on human relationships is also evident when weRead MoreRole of Humour in Franz Kafka ´s The Metamorphosis, The Trail, and Ameria2643 Words   |  11 PagesEssay Role of Humour in Franz Kafka’s ‘The Metamorphosis’, ‘ The Trial’ and ‘Amerika’ â€Å"Humour is the tendency of particular cognitive experiences to provoke laughter and provide amusement.† The term Humour has been derived from the Greek language, which teaches that humour is the balance of fluids in the human body. Humour is savoured by different taste-buds like: Anecdotal, Blue, Dark/Gallows/Morbid, Epigrammatic, Hyperbolic, Ironic, Satirical, Satirical, Situational and Slapstick. Franz KafkaRead MoreComedy and Tragedy in Kafkas The Metamorphosis2608 Words   |  11 Pagesc The subtle yet powerful combination of comedy and tragedy in Franz Kafka’s The Metamorphosis was not an accident. Kafka combined these genres in order to convey the mixture of emotions that accurately mirrors the cruelty of life. The main character, Gregor Samsa, is used to illustrate the betrayal that can exist in a family unit as well as a place of employment. Together, Kafka is making a strong commentary on life in order to express his own feelings of desolation and cynicism regarding societyRead MoreAbsurdity Between Kafka and Camus4307 Words   |  18 PagesThis paper seeks to compare and contrast the philosophical views of two great philosophers, namely Albert Camus and Franz Kafka. The works involved in this argument are Kafkas The Metamorphosis and Camus The Outsider. The chief concern of both writers is to find a kind of solution to the predicament of modern man and his conflict with machines and scientific theories. Death, freedom, truth and identity are themes to be studies here in the sense of absurdity.    Kafka was born in Prague in 1883.Read MoreEssay on Snow White2913 Words   |  12 Pagesgratification. However, is there more to this story in terms of emotion and moral conflicts than Walt Disney was prepared to admit? Previous to this time ?Cartoon characters? were given simple slapstick roles play involving gag after gag to generate comedy and entertainment. Disney broke the boundaries; first by creating a character that people cared about, the world famous Mickey Mouse. But early on in his career he saw the greater potential of animated characters, and so Snow White was born. It wasRead MoreWilliam Shakespeare s Tragicomedy The Tempest1935 Words   |  8 PagesLiterary texts rarely stand alone, frequently including elements from other influences. William Shakespeare’s tragicomedy The Tempest (c:1611) is a play that uses intertextuality to enhance ideas about natural order. Banished to an island, Prospero, the rightful Duke of Milan, conjures up a tempest that brings him his usurping brother, Antonio in an attempt to restore his Dukedom. The play’s amalgamation of tragicomedy and the pastoral genre allows Shakespeare to warn his audience about unbalanceRead MoreEssay on A Midsumme r Nights Dream: Critical Analysis3103 Words   |  13 Pagesromantic of Shakespeares comedies. The themes of the play are dreams and reality, love and magic. This extraordinary play is a play-with-in-a-play, which master writers only write successfully. Shakespeare proves here to be a master writer. Critics find it a task to explain the intricateness of the play, audiences find it very pleasing to read and watch. quot;A Midsummer Nights Dreamquot; is a comedy combining elements of love, fairies, magic, and dreams. This play is a comedy about five couples whoRead More A.M.Holmes Music For Torching, Seth MacFarlanes Family Guy, and Tony Kushners Angels in America1948 Words   |  8 Pagesidentities of the past. References to primarily American popular culture and literature create a discourse investigating the merits of our nation’s development. Each text employs comedy at Sigmund Freud’s tendentious level of jest to challenge personal and social reticence without appe aring antagonistic to any specific group. The use of intertexuality condenses the length of the works and lends to the humor of the subject matter by alluding to already familiar people, places, and events in American cultureRead MoreLanguage : Tool Of Empowerment Essay2280 Words   |  10 Pageshumanity. The method of what and how we communicate in writing or speech can have profound impacts on the receiver. At its best, language is not only limited to communicating our deepest emotions but to also convey abstract concepts. Nonetheless, the use of language can contain deeper implications and may often be intentionally or unintentionally ambiguous. Words with positive connotations may conjure up feelings associated with joy, inspiration or even empowerment. On the other hand, words that convey

Persuasive Essay On Bullying - 1203 Words

â€Å"Early one morning in 2013, this fourteen-year-old from Indiana purposely hanged herself from a tree in front of her school bus stop so that her tormentors would see her lifeless swinging corpse. She had allegedly been repeatedly mocked as a ‘slut’ and a ‘whore,’ as well as enduring relentless teasing over the fact that her father had been jailed for hitting her† (Goad). Bullying has been a major problem in our society. The power of bullying can ruin someone’s life. Nothing good can ever come from bullying no matter how it happens. Bullying has been around for a long time, and it must come to an end. Bullying should be stopped because of the terrible and heartbreaking outcomes. To begin, the power of bullying is disgraceful land will†¦show more content†¦Another type of bullying is called verbal bullying. Verbal bullying occurs when someone is repeatedly harming another person by name calling or yelling at him. Education Developme nt Center notes, â€Å"Verbal bullying occurs when someone is being yelled at or being called names repeatedly† (Education). The third type of bullying is called social bullying. Social bullying occurs when rumors are spread about someone. Education Development Center explains, â€Å"Social bullying occurs when someone is being bullied by rumors spread about them†. The final type of bullying is cyber bullying. Cyber bullying occurs when someone is bullied by hurtful text messages such as name calling, just like verbal bullying, but its via internet on a digital device. Education Development Center mentions, â€Å"Verbal bullying occurs when someone is being bullied through text messages via internet on a digital device† (Education). Education Development Center also expresses, â€Å"Cyber bullying tends to increase other than any other type of bullying as social media becomes more wide spread in in the social culture of children and teens† (Education). Mo ving forward in this argument, bullying is caused by many reasons. Some reasons would be jealousy, racism, popularity, disability. etc. Jealousy is a cause of bullying. Someone can be bullied because he is jealous of someone because they are different or better thanShow MoreRelatedBullying Persuasive Essay730 Words   |  3 PagesBullying is a problem that happens in almost every single school and it can have many different reasons and ways. Bullying can happen online or at schools. It is becoming a big problem because it is worldwide and it is not good for kids to get bullied. Kids can become depressed when they are being bullied. Also they can have mental health problems later on. It already has a lot of attention but it needs more so it can be stopped. Bullying needs a lot more attention because too many kids are beingRead MorePersuasive Essay On Bullying865 Words   |  4 PagesThis was said during a period of time where bullying was not as big of an issue as it currently is. Whether someone has been bullied, been a bully, or have seen bullying happen, it has come up in some way at a point in their life. Bullying has affected various generations of people in many ways, causing a lot of different problems throughout the world. Some of these may include mental and physical health issues which can also lead to suicide. Bullying must be stopped in order to improve our livesRead MoreBullying Persuasive Essay718 Words   |  3 Pagescommunities filled with individuals who are being affected by bullying from a range of young children to adults. According to the internet, bullying is the use of superior strength or influence to intimidate (someone), typically to force him or her to do what one wants. Therefore, bullying can affect everyone for those who are affected by the bullying, those who cause the bullying, and those who witness the bullying. In other words, bullying can have a crucial influence on mental health and in extremeRead MorePersuasive Essay on B ullying1241 Words   |  5 Pagesthey think about classes, friends, and books. They think about the minor struggles of drama and studying for next week’s big test. For them, school is just school. It’s something that has just become a part of life, not good or bad. For victims of bullying, school is a living nightmare. School is harassment, and pain, and a whole series of struggles too much for the normal person to comprehend. Schools have created this image of â€Å"normal† that many people strive to fit into. But when there is someoneRead MorePersuasive Essay On Bullying1259 Words   |  6 PagesThroughout my childhood, I was bullied. This bullying left physical and mental scars, as well as me lacking self-confidence. Whenever I attempted to defend myself or tell someone of the situation, it never worked. Either I would get bullied more by both students and teachers, or be ignored completely. This is when my father grew tired of me coming home sad and injure d, he consulted the school, but they suggested settling it out with the bully’s parents. This resulted in my father meeting the parentsRead MoreBullying Persuasive Essay1247 Words   |  5 Pagessame† - Thirteen Reasons Why. Over 3.2 million students are victims of bullying each year. Bullying is a serious offence and shouldn’t be taken lightly, students around the world should be aware of what bullying does and how it affects the other person. Seventeen percent of American students report bullying two to three times a month or more within a school semester. Bullying has been occurring for years and bullying in schools was one of the first manifestations. Kids go home every dayRead MorePersuasive Essay On Bullying1011 Words   |  5 PagesBullying, bullying has been around for a long time. Bullying has been in America since the country’s founding. Created from a competitive environment, bullying has remained a relevant issue throughout the years. Cyberbullying, has allowed the problem to expand, the thought to survive is an instinct and is common among all humans. Survival is associated with competition due to the large amount of species and limited resources on the planet. Since the dawn of time there has been a constant thoughtRead MorePersuasive Essay On Bullying834 Words   |  4 Pagesenvironment. Bullying effects millions of students in schools each year. This can lead to heartbreaking consequences to the victim and their families. Tyler Clementi, a freshman at Rutgers College, took his own life by jumping off the George Washington Bridge over the Hudson River in New York City, after two of his fellow classmen allegedly streamed live video on the internet of him and another fellow student, who was male, in a sexual encounter (Billiterri, â€Å"Preventing Bullying† 1015). ThisRead MorePersuasive Essay On Bullying1352 Words   |  6 Pagesgetting bullied, would you try to stop it, or would you ignore it and walk away? Bullying is a big problem, especially in the United States. There are active efforts to stop it, but many studies show that a simple intervention from a bystander can work wonders. In fact, a study done by Hawkins and Pepler from York University, along with Craig from Queen’s University, shows that a whopping 57% of interventions (in bullying situations) are effective. A few days ago, during my stay at the Avera-McKennanRead MorePersuasive Essay On Bullying716 Words   |  3 PagesBullying Among students The world changes, society changes, and so should school policies on Bullying change. Bullying to me is the most hurtful way of communicating between students, especially high school students. Bullying can cause students to commit suicide,depression and become antisocial, and rage to the point they shoot up a school. This is the most devastating thing a kid could ever go through. In just 2 weeks I have been to the office. 3-4 times to report some kind of bullying for example

Implicit and Explicit Learning Two Different Systems Free Essays

string(174) " these experiments they concluded that, although many claims have being made for dissociations between learning systems, Perruchet Amorim regarded these as groundless\." Implicit and explicit learning: Two different systems? Implicit and explicit learning methods have been empirically tested over many years and the debate still goes on, are they connected to one another or are they two separate systems? This essay aims to evaluate studies on both sides and come to a conclusion based on current research. Implicit learning was first defined as, how one develops intuitive knowledge about the underlying structure of a complex stimulus environment, without a conscious effort (Reber, 1967). This in Lehman’s terms is essentially unconscious learning, meaning that certain things are learned without our brain being actively used to learn them. We will write a custom essay sample on Implicit and Explicit Learning: Two Different Systems? or any similar topic only for you Order Now Explicit learning on the other hand is defined by Mathers et al (1989) as being very similar to the conscious problem solving processes, this is because our brain attempts to form a mental representation of the task and searches memory for previous knowledge before testing mental models of task performance. Grant Berg (1948) showed just how clear implicit learning is when they created the Wisconsin card-sorting test (WCST). The participants had to categorize cards but were not told how to categorize them, but only if it was right or wrong. After a few tries the participants were able to successfully match the cards to the right categories however when asked why they could not explain why they matched the card to that category, showing that this learning was done implicitly and is hard to explain how they came to that conclusion. A clear example of explicit learning is when a child is learning their math timetables because they are consciously participating in a new learning exercise. Cleeremans Jimenez (2002) describes implicit-explicit learning as a continuum whereas Aizenstein et al (2004) suggests that different areas of the brain are active during different types of learning. As there are different types of learning, there are also different types of memory and learning and memory are inextricably linked with one another. Therefore neurologists and psychologists have argued that if there are 2 separate systems of memory then surely, as memory and learning are so closely interlinked, learning must also have a similar system (Kihlstrom, Dorfman Park, 2007). Grammar learning has being at the centre of the majority of research as the human brain deciphers grammar through both memory and learning. This was shown in Reber (1967) study or artificial grammar learning, where he presented participants with a string of artificial sentences that have been created by using a complex set of grammatical rules. Reber concluded that while all the sentences across both groups technically made no sense, participants identified that there was a set of grammatical rules behind the sentences. When the sentences changed and some were grammatically correct and some were not, participants knew that there was something wrong about the sentence however they could not explain what this was. This is because the participants were unconsciously learning the set of rules while reading the sentence. During different types of learning, different areas of the brain become active and have increased blood flow, this presents a solid platform for a multiple system view of learning in humans. This debate has been discussed in the context of memory as well as learning systems. Goschke (1998) provides evidence for this when he studied the implicit learning of motor sequences. Goschke discovered, through brain imaging, that different domain-specific areas of the brain became active during motor sequence learning, areas that suggest the different areas of the brain become active through one learning task. Consequently proposing the theory for independent learning systems. This theory was reinforced when Aizenstein (2004) used modern technology in the form of fMRI scans to measure regional brain activity during concurrent implicit and explicit sequence learning, this study found that brain activity was very similar in both types of learning. With the visual cortex and the striatum showing activity in both conditions, however the main difference between the conditions was direction of activation change in the visual cortex. In the implicit condition the visual particle had a negative ? indicating a reduced response related with the learning trials. The prefrontal cortex was also activated more in the explicit condition. Although Aizenstein found a difference in the regional brain activity, there was also an overlap in activity in the two conditions, replicating the findings of Willingham, Salidis Gabrieli (2002) and Schendan, Searl, Melrose Stern (2003). There has been evidence found in studies on amnesia patients that strongly suggests that implicit and explicit memory is two very distinct systems. Levy, Stark Squire (2004) discovered that, through a series of experiments on memory-impaired patients, implicit priming (the identification of an item is improved from an earlier encounter) is still intact in the patients. However new priming proves to be difficult for them. This is due to damage to the hippocampus and other related structures in the medial temporal lobe consequently amnesiacs find a task difficult if it depends on the linking of unrelated items. As there are many models of multiple learning systems that have being empirically tested over the years, this has become the most commonly accepted model of learning. This is also due to modern technology such as fMRI also reinforcing certain factors that suggest a multiple system view, as Aizenstein (2004) showed. Consequently not many researchers take it on themselves to go against the majority and opt to research a singular system view of learning. However, despite a small amount of valid research on this topic, there is still substantial evidence that prolongs this debate. Cleermans Jimenez (2002) present research that indicates the learning process is not two separate systems of implicit and explicit learning, but that it is a continuum. This continuum runs from weak learning, implicit learning, along to strong learning, explicit learning, therefore proposing learning not as two separate systems but as a single loop of learning. Perruchet Amorim (1992) ran a series of experiments on sequence learning and the effect of conscious knowledge on changes in performance. Through these experiments they concluded that, although many claims have being made for dissociations between learning systems, Perruchet Amorim regarded these as groundless. You read "Implicit and Explicit Learning: Two Different Systems?" in category "Essay examples" Meaning that although there might have been experiments created to thoroughly test the hypotheses, Perruchet Amorim argued that these tests failed to provide reliable empirical support for dissociation. Stanton Nosofsky (2007) also provided evidence against the multiple learning systems hypothesis. In this study, Stanton Nosofsky aimed to reverse the dissociations already established by Reber (1967) and Goshke (1998). He aimed to do this to demonstrate how the earlier studies failed to provide solid evidence for a dissociation, by reversing the dissociation Stanton Nosofsky showed just how invalid the previous results were. They concluded that a better research strategy would be to create more fully specified versions of both multiple and single system models of learning therefore being able to evaluate them more wholly. Another key point raised by Willingham Goedert-Eschmann (1999) is that despite learning being a multiple system, there is evidence for a single system connection. They provide evidence that connects the two systems by parallel learning. When a participant is explicitly learning a sequence, their implicit knowledge of the task is improving alongside explicit learning, consequently signifying a connection between the two systems. Willingham Goedert-Eschmann focused this research on the parallelism of the two structures as little research had been done on this theory because of the amount of researchers focusing their resources on the separability of the two systems. In evaluation, the literature reviewed in this essay has being quite compelling, with the majority of research on a multiple system view of learning it seems to be the most widely accepted theory despite no concluding evidence. As there has been a vast amount of research on a multiple system view, there is little on a single system view thus making it hard to evaluate both systems fairly. Despite this, using the literature I have discovered, a conclusion can be made that there is more evidence for a multiple system of learning. Especially in neurophysiology shown by Aizenstein’s (2004) results from the fMRI scans did show some slight differences in brain activity when different tasks were presented that required implicit and explicit knowledge/learning. On the other hand Cleermans Jimenez (2002) suggest that there are slight differences, similar to Aizenstein (2004), however this is due to a singular system in the form of a continuum. As memory and learning are closely connected and there has being different types of memory established, short-term memory and long term memory, there has been many researchers looking for a link between memories and learning processes. As learning is defined as the process of laying down some sort of memory trace, there is no reason to suspect that different memory systems will be able to identify certain categories of learning (Ashby Maddox, 2005). Despite all of the research up to date, no single piece of research has been able to show that different types of memory and learning are directly linked to one another. However Ashby and Maddox did conclude that different memory types (for example sensory and primary memory, short term and long term memory) could identify different categories of learning consequently suggesting that more research needs doing into this phenomenon. Willingham Goedert-Eschmann (1999) provided an interesting explanation of the learning system, they hinted at two separate systems of learning, an implicit system and a completely separate explicit system, that were connected. This was through parallel learning. For example as we explicitly learn a sequence, our implicit system is learning concurrently with our explicit system. Providing evidence for a new theory that, although they are two separate systems, they still work together. Finally, judging from the research that has being done, a conclusion can be made that although the majority of literature out there is focusing on trying to separate the two systems and support the multiple system theory of learning, there are still unanswered questions that have arisen from research. Cleermans Jimenez (2002) provide a very interesting approach to these theories and propose an idea of a learning continuum, this question is still unanswered 10 years after the theory was proposed. Willingham Goedert-Eschmann (1999) also have an input into this debate, they suggest that while explicit and implicit learning systems are separate, they are still constantly synchronized because whilst we are explicitly learning something, our implicit system is working to store the knowledge so we do not need to consciously engage our brains next time we come across the same or similar problem. The final question that is still unanswered is a debate that has gone on for decades, is learning and memory connected? The final answer to that question is yes, yes it is however researchers are still looking into whether certain types of learning go to certain areas of the brain to be stored as memory or whether memory types cannot distinguish category learning. In conclusion, from current research, the most widely accepted theory is that there are multiple learning systems and that it is not a singular system for both explicit and implicit learning. References Aizenstein, H. J. , Stenger, V. A. , Cochran, J. , Clark, K. , Johnson, M. , Nebes, R. D. , Carter, C. S. (2004). Regional Brain Activation during Concurrent Implicit and Explicit Sequence Learning. Oxford Journals: Life Sciences Medicines, Cerebral Cortex, 14(2), 199-208 Ashby, F. G. , Maddox, W. T. (2005). Human Category Learning. Annual Review of Psychology, 56, 149-178. Cleeremans, A. , Jimenez, L. (2002). Implicit Learning and consciousness: A graded, dynamic perspective. In R. M. French A. Cleeremans (Eds. ), Implicit Learning and Consciousness (p1-40) Hove UK: Psychology Press. Goschke, T. (1998) Implicit learning of perceptual and motor sequences: Evidence for independent systems, in Handbook of Implicit Learning (Stadler, M. A. and Frensch, P. , eds), pp. 401–444, Sage Publications. Grant, D. A. , Berg, E. (1948). A behavioral analysis of degree of reinforcement and ease of shifting to new responses in Weigl-type card-sorting problem. Journal of Experimental Psychology, 38, 404–411. Levy, D. , Stark, C. Squire, L. 2004). Intact Conceptual Priming in the Absence of Declarative Memory. Psychological Science, 15(10), 680-686 Kihlstrom, J. , Dorfman, J. , Park, L. (2007). Implicit and Explicit Memory and Learning. Retrieved November 6th, 2012, from http://ist-socrates. berkeley. edu/~kihlstrm/IandMLandM. htm Mathers, R. C. , Buss, B. B. , Stanley, W. B. , Blanchard-Fields, F. , Cho, J. R. , Druhan, B. (1989). Journal of Experimental Psychology: Learnin g, Memory and Cognition, 15(6), 1083-1100. Perruchet, P. , Amorim, M. (1992). Conscious knowledge and changes in performance in sequence learning: evidence against dissociation. Journal of Experimental Psychology Learning Memory and Cognition, 18, 785-800. Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behaviour, 77, 312-327. Schendan, H. E. , Searl, M. M. , Melrose, R. J. , Stern, C. E. (2003). An fMRI study of the role of the medial temporal lobe in implicit and explicit sequence learning. Neuron 37(6),1013–1025. Stanton, R. , Nosofsky, R. (2007). Feedback interference and dissociations of classification: Evidence against the multiple-learning-systems hypothesis. Journal of Memory Cognition, 35(7), 1747-1758. Willingham, D. B. , Goedert-Eschmann, K. (1999). The Relation Between Implicit and Explicit Learning: Evidence for Parallel Development. Psychological Science, 10(6), 531-534. Willingham, D. B. , Salidis, J. , Gabrieli, J. D. (2002). Direct comparison of neural systems mediating conscious and unconscious skill learning. Journal of Neurophysiology, 88(3), 1451–1460. How to cite Implicit and Explicit Learning: Two Different Systems?, Essay examples

Audit - Assurance Functions - and Standards of Decision Making

Question: Discuss about the Audit, Assurance Functions, and Standards of Decision Making. Answer: Introduction This report has different audit, assurance functions, and standards of decision making. Financial statements of client are prepared with the help of Auditing and assurance where auditors undergo audit process, give their opinion. Auditors are expected be neutral and express their opinion regarding financial Statements. The report shows the responsibility of auditors to third party. To make clear the liabilities of auditors towards third parties case analysis are done. In Second section, 4 cases with different aspects of auditors roles and responsibility are analyzed and suggestion regarding same is provided. In following situations or miss-conduct by auditors, they can be held liable by business entity who has appointed them or client: Breach of contract while performing audit work or audit procedure can lead towards liability of auditor to business entity or client If auditor has allegation of professional negligence or professional misconduct by the business entity or client. Negligence of Statutory duties (duties which are stated by statue for the auditors to performed while conducting audit of the business entity or client) If the business organization or client suffers losses on relying on the audited financial statements or audit report, then auditors can be held liable by the client only. The auditors is liable to contractually extend to client only and further extended to outsiders or third party (Carey et al., 2014). The auditor can be held liable by the third party for negligence of their duties and professional misconduct. Following are the conditions under which only the auditor could be held liable by third party. If the client access the financial statement prepared by the auditor and put reliance on it. Second condition is, if the third party has the actual knowledge of limited class and use and relies on audited financial statements in decision making process. Last condition is; when auditors actually know that the group of stakeholders or one of them will use such audited financial statements and same has been provided in written form to auditors (Carson et al., 2014). On the basis of above provision of auditing standards followings questions or situations will be answered: Would King and Queen be liable to EFL? From the above provisions or laws related to auditors liability towards client and towards third party. It can be concluded that King and Queen Auditor of Impulse Pty ltd can be liable towards allegation of Impulse Pty ltd only and not towards any third party. As per the standards on auditing, professional negligence can be questioned by client (Impulse Pty ltd) only if they has suffered any loss by putting reliance on audit report or audited financial statements. But any third party putting reliance and taking decisions on the basis of audited financial statements or audit report cannot be sue auditors (Saha and Roy2015). Same standards can be applied in the present case and it can be concluded that Easy Finance Limited cannot take action against King and Queen. If EFL had written to King Queen advising you that they intended to make a loan to Impulse and were relying on the 2012 audited financial report to assist them in making their decision? In this situation, it can be observed that Easy Finance Limited has provided prior written notice to King and Queen that they will be using your audit report in their decision making process regarding lending loan to Impulse Pty Ltd. This situation fulfils the last condition as stated in above provision and on this basis Easy Finance Limited can take legal actions against King and Queen (Funnell et al., 2016). Define actual and perceived independence, and explain the importance of each. Actual Independence- Actual independence can be defined as the independence under which auditor has provided written consent that he / she is free from any biasness or interest in company. Importance of such independence is that; outsiders or third party can rely on audit reports and can take decisions on the basis of audit report (Leung et al., 2015). Perceived Independence- Perceived independence is the independence where auditor is assumed to be independent but in actual sense he / she are not independent. List any professional standards and regulatory requirements breached and discuss possible alternative courses of action In this case, confidentially in terms of use of clients financial information has been attracted as breach of professional standards and regulatory requirement. In this case, Bob has used financial information of client without taking permission of client; therefore this is the case of breach of confidentiality (Wines, 2012). Alternate course of action could be; Bob shall asked to client in writing to use financial information apart from audit work then this would not attract confidentiality breach. In this case, working capacity of auditor has been breached which means auditor has to act in auditors capacity of the business entity and snot in any other capacity. In this case, Wendy has acted in dual capacity i.e. auditor and as company secretaries also. In this case, independence of auditor also breached as Wendy is also involved in internal matters as company secretaries of company (Tepalagul and Lin, 2015). Alternate course of action could be; if Wendy can resign from the post of auditor then she can be company secretaries or vice-versa. In this case, audit work of testing internal control system in term of cash payment system has been handed to Leo who is son of foremen, employed by client. Therefore independence of auditor will be hampered. Alternate course of action could be; not to give testing of cash payment system work to Leo but some other work which does not involve cash or other importance assets of the business organisation. This is the case where auditor of company will become shareholder in exchange of their audit fees. In this case, since auditor (Chan Associates) becomes shareholders of $ 1000 then interest of auditor will be sin business organisation. Therefore in this case, independence of auditor will be getting hampered and auditor will not able act as auditor from then (Hohenfels, 2016). Alternate course of action can be; not to accept shares in the clients company. Conclusion To conclude, auditor should be free from biasness, integration shall be followed. Auditors should be independent to express their opinion on the financial statements of the client. Auditors liabilities are not limited, in fact, fulfilling certain conditions they can be held liable for negligence of their duties. Only if there is a written contract between the two auditors can be held liable for misstatement and negligence. Prime necessity of conducting audit is Auditors independence which should be maintained. Clients information should be kept confidential and not misused by auditor. References Carey, P. J., Monroe, G. S., Shailer, G. (2014). Review of Post?CLERP 9 australian auditor independence research.Australian Accounting Review,24(4), 370-380. doi:10.1111/auar.12047 Carson, E., Redmayne, N. B., Liao, L. (2014). Audit market structure and competition in australia.Australian Accounting Review,24(4), 298-312. doi:10.1111/auar.12041 Funnell, W., Wade, M., Jupe, R. (2016). Stakeholder perceptions of performance audit credibility.Accounting and Business Research,46(6), 601-619. doi:10.1080/00014788.2016.1157680 Hohenfels, D. (2016). Auditor tenure and perceived earnings quality.International Journal of Auditing,20(3), 224-238. doi:10.1111/ijau.12069 Leung, P., Coram, P., Cooper, B. J., Richardson, P. (2015).Modern auditing assurance services(6th ed.). Milton, Qld: John Wiley and Sons Australia. Saha, S. S., Roy, M. N. (2015). Statutory auditors' independence in the backdrop of corporate corruption: Select case studies.Indian Journal of Corporate Governance,8(1), 84-102. doi:10.1177/0974686215574433 Tepalagul, N., Lin, L. (2015). Auditor independence and audit quality: A literature review.Journal of Accounting, Auditing Finance,30(1), 101-121. doi:10.1177/0148558X14544505 Wines, G. (2012). Auditor independence.Managerial Auditing Journal,27(1), 5-40. doi:10.1108/02686901211186081

Biometric devices and applications Essay Example

Biometric devices and applications Paper Biometrics is a combination of two words. Bio means life and metry means something to measure. Biometrics is defined as the statistical measurement of biological observations. It means using the body as a password. Biometric technologies are used to verify person by using physical characteristics and personal traits. Biometric identification systems provide a computer system that allows authorized users to log. The system has many advantages as compared with systems that provide passwords. Biometric devices and applications have been growing worldwide. They are expected to be the way for accessing personal computer systems. According to research it is expected that biometric expenditure will reach $300 million in 2008.   Biometrics works on the principle that everyone in the world is different. This uniqueness can be used for computer security and identity verification (Blackburn, 2001). We will write a custom essay sample on Biometric devices and applications specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Biometric devices and applications specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Biometric devices and applications specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A person is first registered on the biometric system. The unique characteristics of the individual are accomplished by the biometric system. A mathematical algorithm converts these personal characteristics into digital representation. This digital representation is a profile and used to compare when the person authenticates. A biometric measurement is used for authentication. Real time biometric measurement is used to compare with the stored profile of the registered user. Authentication is based simply on the process that a match will allow the user to access the system. If the match fails than the user cannot access the system. System administrators can set the strictness of the biometric identification system depending upon the nature of the organization. Organizations like banks, government facilities, airports, etc will have a strict biometric identification system (Blackburn, 2001). Fingerprints, face, iris, voice, signature and hand geometry are the most common implemented biometrics. Other modalities are being researched and developed. There is no best biometric technology. A variety of factors are taken into consideration when implementing a biometric system. Each system has its own set of security risks. Location, how critical data is and numbers of users are some of the factors which are taken into consideration when implementing a biometric system. Sensors are used to collect biometrics. Data is collected by sensors for recognition and converted into digital form. Digital cameras and telephones are examples of sensors which are used to collect biometrics. A biometric template consists of digital data which is collected by sensors from biometric samples. They are compared in a biometric identification system. Several factors have inhibited the growth of biometric technologies. The huge cost of implementing them is one of the major factors that have hindered the growth of biometric technologies. However as hardware and software prices fall it is believed that the cost of biometric technologies will continue to fall. Newer biometric identification systems are more accurate and secure than previous systems. The internet has also pushed the growth of biometric identification systems. E-commerce websites have been implanting biometric identification systems to allow secure access and protect their consumers from fraud and theft of confidential information (Blackburn, 2001). Currently new technologies are being developed in the field of biometrics. Vein pattern identification is one of these technologies which use infrared light to produce a vein’s image. This technology works on veins which are difficult to erase or tamper with. Another technology is ear shape identification which measures ear geometry. Research is also being conducted on body odor identification. Another development is being undertaken in the design of systems that use body salinity identification. These systems use natural level of salt in the human body to identify people. DNA matching is a potential futuristic technology which could be the ultimate biometric technology. Research is being conducted in palm print identification and electronic nose identification systems (Blackburn, 2001). Biometrics is an evolving field which is being used in various industries and circumstances. Biometric technologies have been defined as automated methods of recognizing identities by using physiological and behavioral characteristics. Automated methods include mechanisms to scan images of personal characteristics. They can also include compressed images which are stored in databases. Finally these automated methods can also act as interfaces for applications (Blackburn, 2001). Another important factor in the design of biometric identification systems is the distinction between physiological and behavioral characteristics. Fingerprints, iris patterns and blood vessel patterns are examples of physiological characteristics. Behavioral traits include typing patterns, unique speaking ability and speech identification. Identification and verification are two different characteristics which are taken into consideration during the design of biometric technologies. Identification includes the process by which the brain performs identifications. Verification is the process to authenticate a person’s identity. Retinal scans are electronic scans of the eyeball’s wall. They remain stable and have accuracy. The disadvantage of such a system is that it requires close contact and might not be acceptable to the public. Another biometric system in use is iris recognition. It records iris by using video technology. It does not require close physical contact. However the system is relatively expensive to maintain and requires huge computer storage. Finger imaging is the most popular and common biometric system in use. It records fingerprints using an optical scanner. It is popular in law enforcement agencies. It is also a reliable biometric system. The disadvantages of the system are that it requires close physical contact. It can also cause recognition problems (Bowman, 2005).

Review of The Rainbow by D.H. Lawrence

Review of 'The Rainbow' by D.H. Lawrence The Rainbow, published first in 1915, is the complete and exquisitely organized form of   D.H. Lawrences views about familial relationships. The novel relates the story of three generations of an English family- the Brangwens. As the main  characters move in and out of the storys framework, readers are brought face-to-face before an intriguing theory of passion and power among the familiar social roles of husbands, wives, children, and parents. That Lawrence meant The Rainbow to be a novel about relationships is manifest in the title of the first chapter: How Tom Brangwen Married a Polish Lady. A careful reading will make it easy to perceive Lawrences perception of power-over-passion in a marital relation. Paradoxically, it is the passion that comes first- the passion for power that is inherent in human animals. How Relationships Play Out Of young Tom Brangwen we read, He had not the power to controvert even the most stupid argument so that he would admit things that he did not in the least believe. And thus Tom Brangwens quest for power seems to end in love for Lydia, a Polish widow with a little daughter, Anna. From Lydias pregnancy to childbirth and onwards, Lawrence immerses the readers consciousness in the subtleties of relationship politics. The story then singles Anna out to elaborate upon the theme of marriage and dominance. Annas love for, and subsequent marriage with, William Brangwen ties in with the continued dominance of the patriarchal system in English society of the time. It is in this generations marital relationship that Lawrence creates a flood of nonconformist questioning of tradition. Anna openly expresses her doubts about the validity of religious traditions of creations. We read her defiant words, It is impudence to say that Woman was made out of Mans body, when every man is born of a woman. Banning and Controversy   Given the zeitgeist of the time, it is no wonder that all copies of The Rainbow were seized and burnt. The novel was not published in Britain for 11 years. More ulterior motives for this reaction against the book, perhaps, include the fear of sharpness of Lawrences openness in divulging mans inner weaknesses and the reluctance to accept the helpless dependence that is essentially materialistic in nature.As the story enters the third generation, the author focuses on the most grasping character of the book, namely, Ursula Brangwen. The first instance of Ursulas negation of biblical teachings is her natural reaction against her younger sister, Theresa.Theresa  hits Ursulas other cheek- turned to her in response to the first blow. Unlike the devoted-Christian action, Ursula reacts like a normal child by shaking the wee offender in a subsequent quarrel. Ursula develops into a highly individualistic character giving her creator (Lawrence) a free hand to explore a taboo subject: homosexu ality. The gravity of Ursulas passion for her teacher Miss Winifred Inger and the description of their physical contact is aggravated by Miss Ingers negation of the falsehood of religion. The Failed Relationship Ursulas love for the Polish young man Anton Skrebensky is D.H. Lawrences inversion of the command of dominance between patriarchal and matriarchal values. Ursula falls for a man from her maternal line of descent (Lydia was Polish). Lawrence renders the relationship a failure. Love-and-Power becomes Love-or-Power in Ursulas case.The individualistic spirit of the new age, of which Ursula Brangwen is the prime representative, keeps our young heroine from following the long-established tradition of marital slavery and dependence. Ursula becomes a teacher at a school and, despite her weaknesses, persists in living on her own instead of giving up her studies and job for her love. The Meaning of The Rainbow Like all his novels, The Rainbow testifies for D.H. Lawrences prodigy of keeping the ideal proportion between the constructive and expressive quality of the novel. Of course, we appreciate Lawrence for the wonderful insight and the quality of putting into words what otherwise could only be felt deep in ourselves. In The Rainbow, Lawrence does not rely heavily on symbolism for the novels meaningfulness. The story stands on its own. Still, the title of the novel symbolizes the whole scene of the story. The last passage of the novel is the crux of Lawrences symbolic quality of the narrative. Sitting alone and watching a rainbow in the sky, we are told about Ursula Brangwen: she saw in the rainbow the earths new architecture, the old, brittle corruption of houses and factories swept away, the world built up in a living fabric of Truth, fitting to the over-arching heaven.We know that a rainbow in mythology, especially in the  biblical tradition, is a symbol of peace. It showed Noah that the biblical flood was finally over. So, too, the flood of power and passion is over in Ursulas life. Its the flood that had prevailed for generations.​

MGMT Assignment Example | Topics and Well Written Essays - 250 words - 1

MGMT - Assignment Example The values play vital role in the actions and reactions of the people in the work place. An intrinsic sense of responsibility ensures understanding and cooperation among the colleagues whether they are their junior or their seniors. The courage and the ambition go a long way in overcoming the conflicting values which may result due the diversity that the work place represents in term of human resource. Managerial leadership within the organizational environment requires creative approach to communicate effectively, especially for resolving workplace conflicts and promoting cross cultural understanding of values. The vast scope of communication, in terms of behavioral pattern, language used and non verbal means of contact are important factors which are extremely relevant in the social interaction. Conscientiousness, extrovert behavior and communication skill of the man are major factors that ultimately decides in his favor in the cut throat competitive professional field. A person, who makes effort to develop better ways of communicating with others in his field, is able to strengthen his professional relationship and facilitate a better understanding that paves way to a success which promises productive outcome.

Introduction to UK graduate study Essay Example | Topics and Well Written Essays - 1000 words

Introduction to UK graduate study - Essay Example This reflective essay is a personal reflection about a study module, i.e. introduction module of the UK graduate study and the aspects that I have learned from the module. In the module, I have studied about individual presentation and group presentation, direct and indirect quotation, report writing and essay writing and also about ‘how to write and use the different references’. This module has been of immense benefit and has helped in developing my basic concepts and understandings in various critical aspects that I will require to use not only throughout my graduate degree program but also throughout my life. The introduction to the UK graduate study module has helped me not only to gain practical knowledge and develop my skills related to various key facets such as individual presentation and group presentation method but has also helped to instil within me a sense of cohesion and group bonding. A study module is developed with an aim to provide module-specific skil ls, discipline specific skills and also personal and key skills. The aim of any module is to develop within an individual critical thinking ability, problem solving ability, ability to judge and analyse an available peace of research to correlate and integrate with actual requirement by judging the strengths as well as weaknesses of an available research. I have also been able to learn these key factors through the introduction module. Through the course related to individual presentation, I have been able to learn aspects such as self-management, independent studying capacity, problem solving skills as I had to integrate my learning in the module with the subject matter, i.e. topic provided (University of Exeter, 2011). The group presentation course also helped me to learn basic skills of giving presentation such as searching for relevant data for preparing the slides, preparing slides with relevant contents, distributing overall slides among entire group efficiently, using of verb al and non-verbal language as well as developing body language while speaking. I have also been able to learn and develop persuasive skills and strategies, time management skills, group behaviour skills through presentation course in my module which will be of immeasurable benefits throughout my career (McCarthy & Hatcher, 2002). Another extremely valuable learning that I have acquired through the module is related to report and essay writing. â€Å"Writing is a uni-directional process of recording pre-sorted, pre-digested ideas† (Taylor, 1981). Writing an essay is observed as ‘hi-directional movement’ between two aspects, i.e. content as well as written form. I have also been able to learn various facets on how to integrate my thought process in a written form. This has also helped towards improving my language and vocabulary skills along with my planning and coherent writing skills (Taylor, 1981). Report writing course has also helped me to learn and develop my written communication skills along with the ability to present and use appropriate data and content from various sources such as academic sources. The use of graphs as well as relevant statistics along with writing a report in a proper framework have been all learned by me within the course framework. Both essay and

Abraham, Issac and Regan Essay Example | Topics and Well Written Essays - 500 words

Abraham, Issac and Regan - Essay Example This brief vignette brings to mind the first line of Anna Karenina, â€Å"Happy families are all alike; every unhappy family is unhappy in its own way.' Joan and Kate are both unwise 'in their own way.'Consider the case of Joan's wasted life. Early in her career Joan took a highly ethical stand on an issue central to academia, student grading. Specifically, she refused to grade students on the basis of anything other than the work they submitted and her assessment of it. Undeniably, this decision effected the arc of her entire career. However, this is no reason to remain embittered throughout her life. Many people at the age of fifty deeply regret decisions they made with little thought half a lifetime earlier. This does not condemn them to a live of regret. Joan's academic discipline is not specified but if it were anything other than cost intensive-scientific research (history, languages, writing) she might have continued with her research.She could easily have moved from the 'ath letic factory' she could not see eye-to-eye with into teaching at smaller, private universities without a deep commitment to athletics and admiration for her academic integrity. Joan is unwise to have abandoned her personal search for fulfillment because a significant, but single aspect – her career – was unexpectedly disrupted early on in her adult life.Kate, in a nutshell, is leading an unexamined life. She viewed her early unethical behavior as 'unfortunate'. However, nowhere does the case mention that she made use of her profile and success.

Conflict and Communication Skills Reflection

Conflict and Communication Skills Reflection Wong Yuen Han Alison Introduction Hong Kong is known as a shopping paradise. â€Å"Service like this just isn’t good enough in today’s standard, this is a popular slang said by Andy Lau used to describe poor service in Hong Kong. Conflict occurs may lead to poor service quality. Conflict is â€Å"an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare rewards and interference from the other parties in achieving their goals†. (Ronald B. Adler 2006; George Rodman 2006) Following is an interpersonal conflict happened recently on me in a cupcake shop. I will analysis what are the possible causes of the conflict and a reflection on my communication skills. Episode I held a Christmas Party at home last year. One week before the Christmas Party was Saturday, I ordered 5 dozens of cupcakes from Natural Chiffon which located in Mong Kok. It required me paying full payment and damage deposit for renting dessert trays. â€Å"Please remember to bring along with this receipt with you return dessert trays. Otherwise, we will not return damage deposit to you.† salesperson reminded me after I paid all the payments and received the receipt. There were a crowd of people waiting for buying cupcakes, I left quickly. On the party day, Natural Chiffon sent cupcakes and dessert trays to my home, everyone enjoyed and pleased with those cupcakes. After the party, I wrapped up all the dessert trays and readied to return back to Natural Chiffon. I was not free the day after the party. Therefore, I decided to return the trays two days after the party. Two days after the party, I returned the dessert trays and the salesperson said, â€Å"Sorry, you are late for one day and you will be fined for $50.† I was shocked. I tried looking for any regulations posted in Natural Chiffon but there was not any notice posted. There was not any big wordings stated on the receipt that dessert trays should be returned within one day. Perhaps I did not recognize, they wrote the statement in small. However, the salesperson did not remind me that I should return the trays within one day when I was ordering or when they sent the cupcakes and dessert trays to my home. â€Å"Please ask your boss to look into this case.† I requested. â€Å"If you have any questions, please contact us through e-mail. According to our company regulation, I should collect $50 for the overdue.† said salesperson while she was serving next customer. There were lots of people waiting for and I did not want to argue with him. Therefore, I paid that $50 and le ft the shop. Possible causes There are mainly four possible causes that caused the conflict emerged. Communication Models and Conflict Style When I was making payment, the communication model between salesperson and I was in linear. After the salesperson reminded me to bring back the receipt in order to redeem back damage deposit, I left quickly. Salesperson was the speaker and I was a listener only. There was not any interaction between us as there was a crowd of people. On the day when I returned dessert trays, our communication model had been changed to transactional model. Salesperson required me to make the overdue payment and I asked their boss to look into this case. Both of us were striving for our own interest. We were engaging in the sending and receiving of messages simultaneously. (Barnlund, D.C. 2008) Our conflict did not solve perfectly though our communication was in transactional model. However, we solved our problem by accommodating that is I am not okay, you are okay. Accommodators deal with conflict by giving in, putting the other’s needs ahead of their own. Self-sufficiency is low. (Ronald B. Adler 2006; George Rodman 2006) At that time, there were lots of people waiting for buying cupcakes. I did not want to argue with the salesperson and try to maintain harmony and peace. Therefore, I made the overdue payment and left the shop. Our communication model changed from linear to transactional. Although we are at stage of transactional model, we solved our problem by accommodating instead of compromising as the salesperson declined my request. Verbal Communication Verbal communication can express abstract or concrete message in an easier manner. However, if we misinterpret the message, conflict will be caused. Allness thinking is â€Å"the tendency to decide we know everything about something or someone based on limited interactions or perceptions†. (Nicole Allaire 2009) The salesperson reminded me to bring along with the receipt and the damage deposit would be returned. There were lots of people at that moment, may be the salesperson was under pressure and forgot to remind me I should return the trays one day after the party. Therefore, I applied allness thinking that I could return the trays and collect the damage deposit at any time as long as I brought along with the receipt. The salesperson did not give enough information and I did not ask for further information, conflict emerged. Nonverbal communication message meaning are in people Nonverbal communication is communication with gestures instead of words. Nonverbal communication can reveal your truth feeling towards something as it will be emitted without conscious awareness. Sometimes, nonverbal communication may contradict the meaning with verbal communication. When I requested their boss should look into this case, the salesperson was not looking at me and asked me sent an e-mail to their company if I had any questions. Though the salesperson answered me politely, there was no eye contact. Avoiding eye contact can be decoded as untruthful or not respecting to others. From my point of view, I thought the salesperson was not respecting me as I was angry with their unclear statement. From the salesperson point of view, maybe she was very busy with serving the next customer. His intention was to minimize the waiting time of other customer but not trying to disrespect me. Therefore, every gesture can be decoded into different meaning if we are standing at different positions with different feelings. Cultural Influence generation and gender stereotyping People communicate with others may vary from one culture to another. From the outlook of the salesperson, she is a post 90s student. Nowadays, post 90s are symbolized their individualism is very strong. Personal goals are far more important than group goals. The salesperson’s goal is collect overdue payment from me. She should try to fulfill customer’s request or do the follow up later but not just asking me send an e-mail to contact with their company. Gender stereotyping in Hong Kong is quite serious. Women should be elegant and keep silenced when they are in any situations. Therefore, I tried to avoid another conflict or argument with the salesperson. After she refused my request, I made the payment and left the shop. However, keeping silence or evading form an issue is not an appropriate way in solving problem. Using wrong communication model, misinterpreting verbal and non-verbal communication, cultural influence and wrong style of solving conflict are the possible cause that the conflict emerged in this case. Self-reflection on communication skills Change our communication model If the communication model between the salesperson and I was initially in transactional model, our conflict may not be occurred. Transactional model required us to be listener and speaker simultaneously. I should not only rely on her reminder but also ask for further information. If I further asked, â€Å"Is there any deadline for returning the dessert trays?† Usually most of salesperson will replied with a smile, â€Å"Sorry, I forget to inform you that the trays should be returned the day after we send it to your home. Thank you for reminding me.† Then conflict may be avoided. Change our conflict style From my point of view, out conflict style is accommodating. From the salesperson point of view, our conflict style is competing. Though win-win situation is the best, there is limited time to seek a win-win outcome. If the salesperson contacts with their boss to look into our conflict or giving , then our conflict style may be changed to compromising. One person is suggesting a solution that can meet each other half-way, another person try to fulfill or accept that advice. Sources Barnlund, D. C. (2008). A transactional model of communication. In. C. D. Mortensen (Eds.),Communication theory(2nd ed., pp47-57). New Brunswick, New Jersey: Transaction. http://12843.educatorpages.com/

TIME :: essays research papers

T I M E â€Å"Time, what time is it? Is it time for class already? No, we still have some time.† It is time that we have totally forgotten about, and have taken it for granted for so long. But does time really exist? Does the 24 Hours of the day mean anything? Or does 12 months? Time means different things to different people. According to â€Å"COLLINS COBUILD Learner’s Dictionary† ( ©HarperCollins Publishers Ltd.1996) time is defined as ‘the measurement we measure in minutes, hours, days, and years.’ Seems rediculously simple, but does it have more to it? ‘Time’ actually have a more scientific meaning, which will later be explained. The basic definition of time comes down to â€Å"1. What we measure in minutes, hours, days and years. 2. Time is what we use to specify a certain point in the day or refer to the period which something has been happenining.† (Stephen Bullon – TIME – Collins Cobuild Learner’s Dictionary – 1999 – Pg 1155) From that definition, how long is a day? It is the amount of time taken for the earth to rotate its axis once, containing two 12hour periods. Telling the difference between the two periods, the notations AM and PM are used (Ante and Post Meridiem). We cannot literally see or tuch time, but time seems to be all around us, from waking up with an alarm clock to watching your dinner eaten away. However, reversing this process can be another concept that raises many questions. As we all are living, we are also time travellers, since time goes by as we live our lives day by day. But since this topic seems to capture our vivid imaginations, it has also become the origin of many science fiction books, movies and even cartoons. The idea of time has been thought of for so long yet, but he first evidence of the existence of time appeared in Homer’s Iliad. In this historical Greek epic, Homer stated â€Å"Now Dawn the saffron-robed was spreading over the face of all the earth.† Homer mentioned the start of a new day allowing us to know that the idea of time has been around even before 700BC. In early years, people used to record the beginnings and ends of seasons and noticing that they do come in cycles. With the advancement of astronomy, Ancient Greek started to utilize heavens and stars for designing calendars.

Should Any Vaccines Be Required for Children?

SHOULD ANY VACCINES BE REQUIRED FOR CHILDREN? SHOULD ANY VACCINES BE REQUIRED FOR CHILDREN? Most Vaccinations protect people from certain diseases which can make them sick, disabled or can in some cases even kill them. The vaccination helps boosts people’s body’s defence system, also known as the immune system. Vaccines create immunity which protects people from infections without causing suffering of the disease itself. Vaccines can also be called shots, immunizations or needles. (Smith, n. d. ) Most vaccines contain a disease that is either very weak or dead.However, they do not contain a type of disease that can make people sick. Some vaccines do not contain any germs at all. Putting that little bit of disease inside the body makes the body’s defence system produce antibodies which fight off that kind of disease. The body makes antibodies in two different ways, one way is by getting the disease or the vaccine, however getting the vaccine is much safer when mak ing the antibodies without having the risk of become disabled or maybe dying. The antibodies stay with the human for a very long period of time.These antibodies remember how to fight off a certain disease, which means that if the germ causes that disease enters the body at a later date, the body’s defence system will automatically know how to fight it off because of the antibodies. Most of the time the body’s defence system will remember how to fight the disease/germ for the rest of the human’s life. However, sometimes defence systems need a little reminder, a booster shot to remind the defence system how to fight off the disease/germ. In the first two years of a baby’s life they are given several different vaccines to protect them.The table below shows each vaccine that a baby gets all the way up to six years old. The table also shows how many doses a baby’s get of each vaccine and when they are given them. The majority of babies do not have side effects from vaccines, however if they do they are normally nothing serious. ‘Some vaccines may cause low fever, a rash or soreness at the spot where the shot was given. Although the body may seem like it is getting sick after the vaccination, these reactions are good signs that the immune system is working and learning to fight off infections’ ((CDC), n. . ). In rare cases, a baby may have a serious allergic reaction to a vaccine. Signs of a serious allergic reaction include: * Breathing problems and wheezing * Swelling of the throat * Being hoarse * Weakness * Dizziness * Fast heartbeat * Hives * Paleness ((CDC), n. d. ) Vaccinations are quick and highly effective. Once a child has been vaccinated against a disease, their body can then fight that disease more effectively if they come into contact with it. If a child is not vaccinated they can have an increased risk of catching the illness. (CDC), n. d. ) Age| Vaccine| Information| Problems| 2 Months old| 5-in-1 (DTaP/ IPV/Hib)| ‘The 5-in-1 (DTaP/IPV/Hib) vaccine is used to protect against separate disease which include: Diphtheria, Tetanus, Whooping cough, Polio and Haemophilus influenza type b’. (NHS, n. d. )| ‘Diphtheria: Can be a highly contagious infection that generally affects the throat and nose and less commonly, it can affect the skin. The bacteria spreads when an infected person coughs or sneezes and their saliva enter another person’s nose or mouth.The symptoms of Diphtheria include: * High temperature (fever) * Sore throat * Breathing difficultiesTetanus: Tetanus is a very serious infection but is also very rare. It is caused by bacteria. It normally occurs when an open wound becomes contaminated. If it is not treated it may lead to complications which can end up being fatal. Tetanus is caused by a type of bacteria called Clostridium tentai. This bacteria can live in many different substances which include: * Soil * House dust * Animal and human waste (manure )Whooping Cough: Whooping cough is a highly contagious bacterial infection of the lungs and airways.The conditions usually begin with a continuing dry and irritating cough which then progresses into intense coughing’. ‘This is then followed by a distinctive whooping noise, which is how the condition gets its name. Symptoms include: * Runny or blocked nose * Sneezing * Watering eyes * Dry, irritating cough * Sore throat * Raised temperature * Feeling generally unwell. Polio: Polio is a highly contagious viral infection that can lead to paralysis, breathing problems and even death.Although polio can cause paralysis and death the vast majority of people who are infected with the polio do not become sick and are never aware they’ve been infected with polio. Signs and Symptoms will generally last one to ten days, these include: * Fever * Sore Throat * Headache * Vomiting * Fatigue * Back pain or stiffness * Neck or stiffness * Pain or stiffness in arms or legs * Muscl e spasms or tendernessHaemophilus influenza type b’: This is a bacterial infection that can cause a number of serious illnesses such as pneumonia or meningitis, especially in young children.Hib can cause any of the following infections: * Meningitis * Pneumonia * Pericarditis * Epiglottitis * Septic arthritis * CellulitisSome of these infections can lead to blood poisoning, which can be fatal. Symptoms of this include: * Fever * Lethargy * Vomiting * Stiff neck(NHS, n. d. )| 2 Months old| Pneumococcal (PCV) vaccine| ‘The Pneumococcal vaccine is used to protect infants and young children against the caused by a bacterium. There are currently three PCV vaccines available. ’ (Wikipedia, n. d. | The Pneumococcal disease is caused by a bacterium, which can lead to serious infections in the lungs, blood and brain. You can catch the bacteria from people who cough or sneeze around you. Even if you get good medical care pneumonia can be deadly. The disease is hard to trea t because the bacterium becomes resistant to antibiotics. Some common symptoms include: * A high temperature * Chills * Sweats * Aches and pains * Headache * A general sense of feeling unwell Other symptoms may include: * Nausea * Vomiting * Tiredness(NHS, n. d. | 3 months old| 5-in-1 (DTap/IPV/Hib) Vaccine; Second Dose| ‘This vaccine is used to protect against separate diseases: Diphtheria, Tetanus, and Whooping cough, Polio and Haemophilus influenza type b. ’ This vaccine is a booster because your memory cells may need a reminder to protect you from the disease. (NHS, n. d. )| Refer to: 2 months- 5-in-1 (DTap/IPV/Hib) Vaccine. If the second dose of the vaccination is not taken then the patient will not be protected from things such as Tetanus and Whooping cough because they are not taking every little bit of the vaccination course which they need to protect them in the future. 3 months old| Meningitis C| ‘The Meningitis C vaccine is conjugate vaccine against Gro up C meningitis. The Meningitis C vaccine was introduced in 1999 and in Ireland in 2000. It provides excellent protection against meningitis caused by Group C’. (Meningitiswise, n. d. )| Meningococcal disease is caused from a bacterial infection which is caused by an organism called Neisseria meningitides. This bacterium can cause an epidemic disease. The disease is transmitted through droplets or coughing and sneezing, or more directly through kissing.For the disease to go from person to person there has to be either frequent contact or prolonged contact. Signs and Symptoms of Meningitis C:Early Stages of infection: * Fever * Stiff neck * Severe headache * Pain in back or joints * Vomiting * A high pitched, moaning cry for babies * Difficult to wake (babies) * Pale of blotchy skin (babies)Later stages on infection: * Dislike of bright lights (photophobia) * Reduced awareness/drowsiness (can lead to a coma) * Bruise-like rash that does not fade under pressure. Meningitis is v ery serious and must be treated straight away. (1999, n. d. | 4 months old| 5-in-1 (DTap/IPV/Hib) Vaccine; Third Dose| ‘This vaccine is used to protect against separate disease: Diphtheria, Tetanus, Whooping cough, Polio and Haemophilus influenza type b. ’ This vaccine is a booster because your memory cells may need a reminder to protect you from the disease. (NHS, n. d. )| Refer to: 3 months- 5-in-1 (DTap/IPV/Hib) Vaccine. If the third dose of this vaccination is not taken then the patient will not be protected from things such as Tetanus and Whooping cough because they are not taking every little bit of the vaccination which they need to protect them in the future. 4 months old| Pneumococcal (PCV) vaccine; Second Dose| ‘This vaccine is used to protect infants and young children against the bacterium. There are currently three PCV vaccines available’. This vaccine is a booster because your memory cells may need a reminder to protect you from the disease. ( Wikipedia, n. d. )| Refer to: 2 months- Pneumococcal (PCV) vaccine. If the second dose of this vaccination is not taken then the patient will not be protected from the disease. They will not be protected because they are not taking the full course of the vaccination. 4 months old| Meningitis C; Second Dose| ‘The Meningitis C vaccine is conjugate vaccine against Group C meningitis’. (Meningitiswise, n. d. ). The second dose is given as a booster vaccine; this is given to remind your memory cells that they need to protect you for the disease. | Refer to: 3 months- Meningitis C. if the second dose of this vaccination is not taken then the patient will not be protected from the disease. They will not be protected because they are not taking the full course of the vaccination. Between 12 and 13 months old| Hib/Men C booster| ‘This vaccine helps boosts children’s protection against two different disease, these are Haemophilus and Meningitis C infections. They are both serious infections and can both cause blood poisoning’. (NHS, n. d. )| This vaccination is given as a single injection which basically boosts the babies’ protection against Haemophilus influenza type b and meningitis C. (NHS, n. d. )| Between 12 and 13 months old| Measles, mumps and rubella (MMR) Vaccine| ‘Measles, Mumps and Rubella are highly infectious conditions.The MMR vaccine contains weakened versions of live measles, mumps and rubella viruses. The vaccine works by triggering the immune system to produce antibodies against measles, mumps and rubella’. (NHS, n. d. )| The first MMR vaccine is given as a single injection to babies as part of their routine vaccinations, usually within a month of their first birthday. The MMR vaccine can sometimes be given earlier than their first birthday if the baby has been exposed to the measles virus.Signs and Symptoms: * Small rash of bruise-like spots * Small chance of seizures * High temperature * Loss of ap petite * General feeling of being unwell * Swelling of the glands in the cheek, neck or under the jaw. (NHS, n. d. )| Between 12 and 13 months old| Pneumococcal (PCV) vaccine; Third dose| ‘This vaccine is used to protect infants and young children against the bacterium. There are currently three PCV vaccines available. ’ This vaccine is a booster because your memory cells may need a reminder to protect you from the disease. (Wikipedia, n. d. | Refer to: 4 months- Pneumococcal (PCV) vaccine. If the second dose of this vaccination is not taken then the patient will not be protected from the disease. They will not be protected because they are not taking the full course of the vaccination. | 3 years and 4 months old, or soon after| Measles, mumps and rubella (MMR) Vaccine; second dose| Measles, Mumps and Rubella are highly infectious conditions. The MMR vaccine contains weakened versions of live measles, mumps and rubella viruses. The vaccine works by triggering the immune system to produce antibodies against measles, mumps and rubella’ (NHS, n. . ). The second dose is given as a booster vaccine; this is given to remind your memory cells that they need to protect you for the disease. | Refer to: between 12 and 13 months. Measles, mumps and rubella vaccination. If this second dose is not taken then the baby will not be protected from this disease, this is because they have not taken the full course of the vaccination. | 3 years and 4 months old, or soon after| 4-in-1 (DTaP/IPV) pre-school booster| ‘The DTaP/IPV vaccine boosts children’s protection against four serious childhood diseases; these are Diphtheria, Tetanus, Whooping cough and Polio.The vaccine is recommended for children about three years and four months old. There are two vaccines available, one contains higher-strength Diphtheria and the other contains lower-strength Diphtheria. (NHS, n. d. )| This vaccine is given to three-year-old children to boost their protection a gainst: * Diphtheria * Tetanus * Whooping cough * PolioChildren are routinely vaccinated against these illnesses as babies. This booster increases their immunity even further. (NHS, n. d. )| (NHS, n. d. : I have chosen to use this table from the NHS website because I think that the information that is given useful. It is also reliable because it has come from a trustworthy website. Pro’s and Con’s of Vaccinations: Vaccines can impose some risks. It is important that parents consider the benefits and risks of vaccines when they are decided whether or not they should have their child/children vaccinated. Many people need to realise that when considering vaccination, one of the most important questions asked is ‘does the risk of the disease over weigh the risk of the vaccination? This does include the risk of being exposed to certain diseases. There are about 12 diseases that are considered serious and have been vaccinated against, these include: Measles, Mumps, Rub ella, Diphtheria, Tetanus, Whooping Cough, Polio, Hepatitis A and B, Pneumococcal disease, chicken pox and HIB disease. The vaccinations that are given for these diseases help play a large role in lowering the risk of exposure to the diseases. (2000, n. d. ) This graph is showing that since 1989 up to 2000 the number of ases of Mumps has decreased dramatically and also it is showing that a lot more people are having the MMR vaccination. We know this because of the number of notifications for mumps has decreased dramatically. There are many more pros than cons I think when it comes to vaccinations. These include your child will be safe during the first years of his/her life. Mortality can be prevented even in dangerous and life threatening diseases, when you child catches diseases now or later on in life, he’ll/she’ll likely to have it milder than you would expect.Contagious diseases can be prevented especially if your child is in his/her pre-school years and the risk o f complications are lower than those who do not go through with vaccinations. Also there will be less health issues by this I mean disability, there will be less cost on the society via disability benefits but also there will be a better life for individuals. Most parents today haven’t seen a child suffer with an infection such as Tetanus or Polio so it is very easy for them to say that vaccinations against such illnesses are not necessary.However the vaccination routine is the only reason why such infections have been nearly completely wiped out in the UK. If a certain number of children do not have the vaccinations then it will not be long before the diseases appear again. Vaccinations are a very powerful preventative tool. They work by exposing the immune system to something that resembles the disease. The body’s own immune system responds and is then able to build up some sort of immunity that protects us in the case of infection by a live virus.The effectiveness o f vaccines is proved by the fact that smallpox has been completely wiped out, and the incidence of other serious illnesses has lowered a lot since the introduction of vaccinations. | Maximum number of Annual Cases in Pre-Vaccine Era (Year)| Number of cases in 2009| Percent Change| Diphtheria| 12,641 (1899)| 0| -100. 00| Measles| 52,866 (1952)| 2| -99. 99| Mumps| 18,709 (1957)| 13| -99. 93| Pertussis| 13,333 (1937)| 371| -97. 22| Polio| 3,950 (1955)| 0| -100. 00| Rubella| 34,148 (1943)| 1| -99. 9| Tetanus| 45 (1925)| 0| -100. 00| HIB| 147 (1987)| 1| -99. 32| Chickenpox| 23,768 (1953)| 2,219| -90. 66| (LaMorte, n. d. ) This table is showing how vaccinations have helped the number of cases of disease and infections. I think this source is reliable because it clearly shows that number of cases for each disease has dropped dramatically because more and more are having the vaccinations. However everything has two sides. No vaccination is 100% safe, and there are always certain risks invol ved in vaccinations.If people are not vaccinated there is a high chance that the risk of disease will increase dramatically because people aren’t protecting and preventing themselves from specific diseases and infections. Also there will be a major increase in health risk, by this I mean that there will be a lot more children with a weaker immune system which will them lead to an increase in diseases and infections which can also in some severe cases cause death, this is because the children have not been vaccinated from those certain diseases so their immune systems do not know how to fight them off or at least protect them from it.If children are not vaccinated then the country has less control over epidemics and pandemics because the children that are not being vaccinated can spread the disease and infections rapidly to other people which means that more people that are not being vaccinated are going to get the disease or infection. (safety, n. d. ) This graph is showing t hat there has been an increase in the confirmed cases of measles due to parents no longer wanting to vaccinate there babies/children due to the risk factors. Alternatives to vaccinations Parents face many tough decisions when it comes to vaccines.There is an alternative called Homeoprophylaxis (HP) or homeopathic immunization. It has been around for over 200 years, and recent studies show its effectiveness in epidemics, and its effectiveness at preventing childhood diseases (not injuring the child). Homeoprophylaxis is a dilute preparation from a disease product i. e. from the sputum of n individual with the disease, or in the case of influenzium (homeopathic version of the flue shot), the four viruses selected by the WHO for the annual flu vaccine. They are safe for everyone, including babies and they come in a small sugar pill that dissolves quickly in your mouth.It involves no side effects. No trauma, no toxins and no risks. It is given when the body is healthy and shouldnâ€℠¢t be given during a time of illness. The benefits of homeopathic immunization are pretty good. It works by naturally strengthening the resistance of the child instead of targeting the pathogen, bacteria, or virus that causes the epidemic disease. For this reason pathogens can never develop a resistance to the prophylactics. The immunization protects against diseases for which no vaccine exists; an example of this is the â€Å"B† strain of meningococcal (meningitis) disease that is responsible for many infections.The immunization protects those that traditional vaccines are unsuitable, such as those who have had adverse reactions to other vaccines, the malnourished, and the sick and debilitated the immune-compromised, the pregnant, those allergic to vaccine materials and those on steroids. Vaccination: * Material dose; live, attenuated or killed virus, bacteria, toxin, in crude dose * Adjuvants to stimulate allergic response and other additives with the possibility of other v iruses, human fetus tissue, and DNA, animal byproducts etc. Multiple diseases given at once Homeoprophylaxis * Energetic dose; substances are potentized/diluted to reduce material dose but retain memory of disease/pathogen * Single disease at a time * No adjuvants, preservatives or contaminants National Attack rates and the Efficacy of Homeoprophylaxis Disease| Attack rates unimmunised %| Attack rate Homeoprophylaxis %| Efficacy of Homeoprophylaxis%| Whooping Cough| 85. 0| 11. 7| 86. 2| Measles| 90. 0| 9. 0| 90. 0| Mumps| 70. 0| 5. 9| 91. 6| (Golden, n. d. )Should any vaccines be required for children? Arguments for and arguments against: (Dimes, n. d. ) Argument FOR: Vaccination should be required for children. No individual should have the right to risk the health of the public solely for the purpose of satisfying their personal moral or religious views. (Parenting, n. d. ) This graph is showing that since vaccinations have been introduced the number of deaths caused by disease su ch as Measles, Whooping Cough, Diphtheria and Scarlet Fever have decreased.Therefore I believe that Vaccinations should be required for children, and no individual should have the right to risk the health of the public because they satisfying their personal moral or religious views because if they aren’t being vaccinated they are affecting everyone else around them. This graph is reliable because it clearly shows important information which shows that FOR argument is important because vaccinations are decreasing the deaths of people because of disease. Argument AGAINST: Governments should not have the right to intervene in the health decisions parents make for their children. 1% of parents believe they should have the right to refuse mandated school entry vaccinations for their children. This graph is showing the number of people contracting measles has increased due to parents refusing to let their children have the school entry vaccinations. Because of this there could end up being an epidemic in Wales, because a number of children are not protected from Measles. I think that the school entry vaccinations should be made mandatory; I think this because it will stop the spread of an epidemic as people will be vaccinated against Measles.This source is reliable because it clearly shows that because people are not being vaccinated, diseases are spreading rapidly. From looking at both these arguments for and against I think that all children should be forced into having vaccinations, no matter what there religion is or what they believe in. If all children have the vaccinations that are available to them then maybe one day all the horrid diseases will be wiped out. This includes anyone who migrates because nobody knows what diseases they could be carrying or they could have come from a disease ridden area.Argument FOR: Vaccines can get rid of disease and prevent serious illness and death. Mandatory vaccination has got rid of disease that once killed thousan ds of children, such as polio and small pox. (Murakami, 2011) This graph is showing that when the Small Pox Vaccination was made mandatory the number of deaths per million shot right down because people were made to have the vaccination. Then when the vaccination was no longer mandatory so the number of deaths per million shot straight back up again.Then finally the vaccination was made mandatory one last time, this was when Small Pox was finally wiped out. I think this source is reliable because it clearly shows how helpful the Small Pox vaccination was and also how effective it was to England and Wales. Argument AGAINST: Many parents hold religious beliefs against vaccination. Forcing such parents to vaccinate their children would violate their rights to the free exercise of their religion. From looking at both the argument for and against I feel that vaccinations should be mandatory no what the circumstances are.Everyone in world should be given these vaccinations because when va ccinations are made mandatory they do work, they do wipe out harmful disease, as my source shows about Small Pox. If the Small Pox vaccination was not made mandatory then the Small Pox disease would still be runny wild today. Argument FOR: Some individuals that have been vaccinated may still get sick when exposed to infected individuals, 75%-94% of the population, depending on the disease, must be vaccinated to achieve herd immunity. When the herd immunity is achieved the number of immunized individuals is high enough to prevent the spread of disease through the population. BBC, 2012) This graph is showing that the confirmed cases of Whooping cough in England and Wales rose from 2011 to 2012. This graph is perfect for the Argument FOR because it shows that the number of confirmed cases could be due to the vaccinated individuals being exposed to the infected individuals. My source is not as reliable as I would like it to be because it does not actually show that some of the confirmed cases of Whooping cough are due to the vaccinated children being exposed to the infected individuals. Argument AGAINST: Vaccines interfere with the natural law and God’s plan for humanity.Disease is a natural occurrence and humans should not interfere with it. From looking at the argument for and the argument against I feel that people should not be aloud to say that they do want vaccinating because it is going against God and the natural law, because yes they may believe that but them believing that affects a lot of other people they are not vaccinated so they are a risk to more people. I disagree with the statement that disease is a natural occurrence because if everyone in the world was to be vaccinated then diseases would be wiped out and nothing would occur.Argument FOR: The risks of not being vaccinated far outweigh the small risks associated with vaccination. Preventable diseases like measles and mumps can cause permanent disability and death. In 1991 an outbreak of m easles in an unvaccinated group of children in Philadelphia caused seven deaths. Children infected with mumps can become permanently deaf. Although a very small number of deaths from the MMR (measles, mumps, rubella) vaccine have been reported, the most common adverse reactions are minor soreness and or fever.Argument AGAINST: Common childhood vaccinations may cause rare yet serious reactions including anaphylactic shock, paralysis, and sudden death. This risk is not worth taking, considering most diseases vaccinated against are not necessarily life threatening. (Health, n. d. ) From looking at this pie chart I can see that there were a number of deaths related to diseases than can be preventable by a few simple vaccines. This graph shows that if all these children had been vaccinated from these diseases then the deaths wouldn’t have been anywhere near as high as they were.I think this graph is reliable because it shows the number of lives that could have been saved if the ch ildren have been vaccinated. From looking at the argument for and argument against I think the risk of contracting a disease should over weigh the possible side effects that the vaccination can bring. Although the side effects of the vaccination can be bad they only last a couple of days at most, whereas if you contract a disease it last between one and ten days and in some cases is can kill you.I think that parents should think about the risks and benefits in a lot of detail before they say that they do not want to vaccinate their children. Argument FOR: Because children and babies are more open to the swine flu they should be required to take FDA- approved vaccine to prevent illness and possible death. Argument AGAINST: Vaccines can cause brain inflammation which can then lead to either death or permanent brain damage and disorders such as autism, ADD/ADHA, and other developmental problems.Also this vaccine has been associated specifically with the development of autism and is sti ll found in certain tetanus and flu vaccines. (Anon. , n. d. ) This graph is showing the percentage of people who would and would not consider the swine flu vaccination. This pie chart just shows exactly why people are contracting diseases just like swine flu. I would say this source is reliable because it gives people a clear understanding of why certain diseases are quite rife.Argument FOR: Children should be required to receive vaccination against hepatitis B. the disease can cause inflammation of the liver leading to scarring of the liver or cancer. The world health organization recommends that hepatitis B vaccination be part of universal childhood vaccination routine. (Organization, n. d. ) This map shows which countries have and which countries have not introduced the HepB vaccination. This map shows us which countries have more disease issues and which do not.I think this vaccination is reliable because it shows us where vaccinations need to be put in place and then also made mandatory so diseases do not become rife. Argument AGAINST: All vaccines cause immune system suppression and can permanently damage the natural immune system. Unvaccinated children can build and strengthen their immune systems through fighting off infection and developing natural immunity to disease like measles and chickenpox. From looking at both the for and against argument I think that HepB should be made mandatory because it is a life threatening disease.I disagree with the statement that children can build and strengthen their immune system because with the diseases that can be contracted only the vaccination can properly protect them. To conclude I am for this question because I feel that all vaccines should be required for children for their own protection and well being. Parents who straight away say ‘NO NO NO I am not vaccinating my child’ should think about the benefits and risk factors, because I believe that the benefits over weigh the risk factors by a lo t.I understand that some parents do no want their children to have to suffer some of the side effects that the vaccinations bring, they need to realise that the side effects of the vaccinations are nothing compared to the diseases that they can contract. The diseases can also be life threating, so the parents need to realise that yes their child may have side effects from the vaccination which only last a day or two whereas if they contract a disease it is likely to last around one to ten days and also some can kill. I know what I’d rather my child have.In my opinion vaccinations should be made mandatory from everyone and anyone, whether they are religious or not. I think this because if half of a population are religious and the other half are non religious and are for vaccinations for example, the religious side are going to always contract the diseases because they are not protected against them and even though the non religious side that have been vaccinated are protected they can still contract the disease but it may not be as extreme as if the religious side were to contract the disease.If anyone migrates to the country they should be tested on and vaccinated straight away no questions asked because people do not know what they could be carrying, they could be bringing all sorts of diseases in the country. Bibliography (CDC), C. f. D. C. a. P. , n. d. [Online] Available at: http://www. marchofdimes. com/baby/wellbabycare_vaccinations. html [Accessed 16 February 2013]. 1999, D. O. H. , n. d. 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[Online] Available at: http://forums. naturalparenting. com. au/vaccination/39639-disease-vaccination-graphs. html [Accessed 16th February 2013]. safety, C. h. a. , n. d. Wakefield data questioned again. [Online] Available at: http://ebdblog. com/2009/02/wakefield-data-questioned-again/ [Accessed 16th february 2013]. Wikipedia, n. d. Wikipedia. [Online] Available at: http://en. wikipedia. org/wiki/Pneumococcal_conjugate_vaccine [Accessed 16 February 2013].