Week 3, Checkpoint, Sequential and Selection Process Control Structure Essay Example for Free

Week 3, Checkpoint, Sequential and Selection Process Control Structure Essay Week 3, Checkpoint, Sequential and Selection Process Control Structure Payroll tax Calculation System Requirements -Salary Range 1 is 0.00 -1,499.99 -Salary Range 2 is 1,500.00-2,999.99 -Salary Range 3 is 3,000.00-4,999.99 -Salary Range 4 is 5,000.00-7,999.99 -Salary Range 5 is 8,000.00-14,999.99 -If the Salary Range is greater than 0.00, then the tax base is 0.00 plus 15% of the amount over 0.00 (amount-0.00*15%+0.00) -If the Salary Range is greater than 1,500.00, then the tax base is $225.00 plus 16% of the amount in excess of 1,500.00 (amount -1,500.00*16%+225.00) -If the Salary Range is greater than 3,000.00, then the tax base is 5. 00 plus 18% of the amount in excess of 3,000.00 (amount-3,000.00*18%+465.00) -If the Salary Range is greater than 5,000.00, then the tax base is $825.00 plus 20% of the amount in excess of 5,000.00 (amount-5,000.00*20%+825.00) -If the Salary Range is greater than 8,000.00, then the tax base is $1425.00 plus 25% of the amount in excess of 8,000.00 (amount-8,000.00*25%+1425.00) Input-Process-Output Chart Input Process Output (keyboard) Get the amount of salary earned GrossSalary (integer) Salary (integer) Calculate the total tax and adjusted net salary GrossSalary (integer) BaseTax (float) AddlTax (float) TotalTax (float) NetSalary (float) GrossSalary (integer) BaseTax (float) AddlTax (float) TotalTax (float) NetSalary (float) Display the Gross Salary, Base Tax, Additional Tax and Adjusted Net Salary (output to screen) FLOWCHARTs Main Module Calculate Net Salary Module DisplayGrossSalaryBaseTaxAdditionalTaxNetSalary Module PSEUDOCODE Main Module Declare GrossSalary as Integer Declare BaseTax as Float Declare BaseSalary as Float Declare AddlTax as Float Declare TotalTax as Float Declare NetSalary as Float Print â€Å"Enter the amount of the Gross Salary earned† Input GrossSalary Call CalculateNetSalary Module Call DisplayGrossSalaryBaseTaxAdditionalTaxNetSalary Module End Main Module CalculateNetSalary Module NetSalary = GrossSalary – BaseTax – (GrossSalary – BaseSalary * AddlTax) If GrossSalary 0.00 1,500.00 Then BaseTax = 0.00 BaseSalary = 0.00 AddlTax = (Gross Salary – BaseSalary) * 0.15 End if If GrossSalary 1,500.00 3,000.00 Then BaseTax = 225.00 BaseSalary = 1,500.00 AddlTax = (Gross Salary – BaseSalary) * 0.16 End if If GrossSalary 3,000.00 5,000.00 Then BaseTax = 465.00 BaseSalary = 3,000.00 AddlTax = (Gross Salary – BaseSalary) * 0.18 End if If GrossSalary 5,000.00 8,000.00 Then BaseTax = 825.00 BaseSalary = 5,000.00 AddlTax = (Gross Salary – BaseSalary) * 0.20 End if If GrossSalary 8,000.00 15,000.00 Then BaseTax = 1,425.00 BaseSalary = 8,000.00 AddlTax = (Gross Salary – BaseSalary) * 0.25 End if If GrossSalary 15,000.00 Then BaseTax = 1,425.00 BaseSalary = 8,000.00 AddlTax = (Gross Salary – BaseSalary) * 0..25 End if GrossSalary – BaseTax – (GrossSalary – BaseSalary * AddlTax) End CaclulateNetSalary Module DisplayGrossSalaryBaseTaxAddlTaxNetSalary Module Print â€Å"Employee Gross Pay, Tax and Net Pay Breakdown† Print â€Å"Gross Salary† GrossSalary Print â€Å"Base Tax† BaseTax Print â€Å"Additional Tax† AddlTax Print â€Å"Net Salary† * NetSalary End DisplayGrossSalaryBaseTaxAddlTaxNetSalary Module Test Values Input Expected Output Comments Salary = 0.00 Tax = 0.00 Lowest salary in salary range 1 Salary = -1,000.00 Error Message Out of range condition Salary = 1,000.00 Tax = 150.00 Midrange salary in salary range 1 Salary= 1,499.99 Tax = 225.00 Highest salary in salary range 1 Salary = 1,500.00 Tax = 225.00 Lowest salary in salary range 2 Salary = 2,250.00 Tax = 345.00 Midrange salary in salary range 2 Salary = 2,999.99 Tax = 465.00 Highest salary in salary range 2 Salary = 3,000.00 Tax = 465.00 Lowest salary in salary range 3 Salary = 4,000.00 Tax = 645.00 Midrange salary in salary range 3 Salary = 4,999.99 Tax = 825.00 Highest salary in salary range 3 Salary = 5,000.00 Tax = 825.00 Lowest salary in salary range 4 Salary = 6,500.00 Tax = 1,095.00 Midrange salary in salary range 4 Salary = 7,999.99 Tax = 1,425.00 Highest salary in salary range 4 Salary = 8,000.00 Tax = 1,425.00 Lowest salary in salary range 5 Salary = 11,500.00 Tax = 2,300.00 Midrange salary in salary range 5 Salary = 14,999.99 Tax = 3,175.00 Highest salary in salary range 5 Salary = 15,000.00 Tax = 3,175.00 Salary that exceeds the highest salary in salary range 5 by 0.01 Salary = 100,000.00 Tax = 24,425.00 Salary that exceeds the highest salary in salary range 5

How does stress affect child development?

How does stress affect child development? The early years present us with a window of opportunity to enhance development; we also need be aware of times of vulnerability when the brain is affected by adverse experiences. (Landy, 2009, p.29) This is a passage taken out from Landy, Pathway to Competence; encouraging social and emotional development in young children. From her book, we see evidence of how children can be influenced through different experiences. Stress for instance, can have significant adverse effects on how children develop whether physically, mentally and socially. Children display changes in their physical well-being when under stress such as, getting sick frequently, and weak immune systems. Illness in children due to weak immune system impacts the mental developmental stage as children experience high levels of stress affected by trauma and abuse that influences their brain in dramatic ways. As the childs brain experiences dramatic changes, it also affects the social developmental stages and plays an impa ct on the childs behaviour. We often see children who are abused at home would normally exhibit peculiar behaviours that would affect them negatively with their social relationship. These developmental stages are interrelated with each other; usually interference in one area would frequently mean delays with the others. Hence it is important to provide a nurturing environment that promotes balance with all stages of development. How does stress has adverse effects with children physically? Stress is the physiological and psychological responses to perceived threat. (Weiten, 2004, p.529). Stress is often times related to bad experience; this is the general public assumption. The fact is that stress can be good or bad. The body response to stress by pumping the heart faster to increase blood flow to our muscles so we have better strength, bronchioles in the lungs are dilated so we can breathe better, pupils are dilated so we see better (Sympathetic nervous system, 2010). Stress in a positive aspect normally puts children in a stage of alertness, which can help them focus. When children are focused, they can learn and they will be better at retaining information, they will have appropriate responses; all in all, stress can be a good thing as it leads to positive brain development. Prolonged exposure to stress however will also have critical undesirable effects on children and their brain. Stress response includ es reducing peristalsis movement in the gastrointestinal tract, decreased urine secretion and triggered releases of the hormones cortisol and adrenaline. (Gould, 2006, p. 218). Adrenaline and cortisol both play an important role in stress physiology. Adrenaline and cortisol suppressed immune system, additionally; cortisol also suppressed physical growth and affects many aspects of brain activities, including memory and emotion. (Victor G. Carrion, Carl F. Weems, and Allan L. Reiss, 2007) Due to the prolonged exposure of stress, children can get sick frequently from all sort of infection due to suppressed immune system; unable to heal properly due to malnourishment and delay or undergrowth from excessive adrenaline and cortisol hormones. These hormones cause childrens brain to under develop leading to their physical development being delayed. Positive stress in childrens physical development will lead to healthy overall development of the child. Stress in early development can either have positive effects or be extremely destructive of brain organization and development. (Landy, 2009) The structural organization of the brain from early childhood helps shape and defines a person. According to Doctor Perry, in his article regarding traumatized children, children reflect the world in which they are raised. If that world is characterized by threat, chaos, unpredictability, fear and trauma, the brain will reflect that by altering the development of the neural systems involved in the stress and fear response. (Perry, 2000, p48-51) As mentioned above, stress response from our body triggers the release of the hormone cortisol. The prolong secretion of the hormone cortisol can affect the cells activity in our body; which mean children who are under stress constantly are at higher risk of developing genetic disorder, both mental and physical. (Landy, 2009) The brain consists of many different circuits and pathways of neurons connecte d to each other; it can be extremely sensitive to any disturbance. Long term stress can rewire the brain, leaving affected individual more vulnerable to anxiety and depression. (Smith, Gill, Segal, 2009) Extended period of stress can cause part of the brains to weaken, for example, the hippocampus in the limbic system, which is an area of the brain that is responsible for memory and information processing, can become smaller. (Smith, Gill, Segal, 2009) There are cases of abused children who have limbic system abnormalities; Research has shown that abused children or children who are suffered from post traumatic stress disorder have smaller hippocampus, due the degeneration of dendrites in the hippocampus area. (Lundback, 1997) Dendrites are the branches of neurons which are important for conducting information through all parts of the brain and body. Children who are under chronic stress may show signs of fatigue, loss of appetite, disinterest, short attention span, difficulty und erstanding or retaining information, and the list goes on. All these factors will reflect on childrens brain their mental development; as they are unable to stabilize due to the stress in their environment that they are being exposed to. Negative emotions related to stress are often manifested through behaviours. Stress may cause disruptive behaviours such as problem with controlling impulses, which may end with children hurting themselves or hurting other children around them (Nemours Foundation, 1995-2010). Children who have no self control may not have a sense of time, may be prone to throwing temper tantrums, display aggression towards others. Stress may also causes changes in behaviour. Children under stress change their behaviour and react by doing things that are not in keeping with their usual styles. (Nemours Foundation, 1995-2010) As mentioned aggressive children may take out their frustration on other children around them; behaviours with hitting, biting, kicking, pushing, forcefully taking other toys are normal in children who are suffering from stress. Children who are stressed may show disinterest towards many things; they lose focus in school, withdrawn and no interest of new friendship, unable to func tion independently, may exhibit fears and timid toward their surroundings and are unable to form social relationship. Other children may shun them for their aggressive behaviours, wary of their disruptive behaviours, or may not want to socialize with them because of the lack of responses. The lack of social support may eventually lead the children who also suffer from stress to depression. If a child leaps to depression the brain is unable to relay messages to different parts of the brain which in return leads the child to unable to process information to making positive decisions in the social aspect. There are interventions available for children who suffer from stress. First and foremost, parents must realize there is something wrong with their children. The presence of sensitive and responsive caregivers can help equip children with the tools needed to handle stress in a healthy manner. (Gunnar, Herrera, Hostinar, 2009) Parents must be able to recognize the signs and symptoms of stress. Once a parent realizes their children are in need of help, parents should continue to provide care. Care givers may help children meet basic care by making sure they are eating adequately, sleep, eliminates, and maintains personal cleanliness. (Valfre, 2009, p.142) Often times parents or caregivers are the only people who can provide love and acceptance, no matter how peculiar the behaviours of the children may be. Each child is capable of doing something. Parents or care givers can help them find something to do; encourage them to think of ideas that help them reduce their stress. Encourage yo ung children to grow and to reach for higher levels of functions, to strive for more. (Valfre, 2009, p.143) Children who can actively contribute ideas can help them build confidence and reduce stress. Children who found something to help with their stress would feel that their situation is not so hopeless after all. Encourage self care and independence help children grow and develop. (Nemours Foundation, 1995-2010) Parents and care givers should be there to listen, provide assistance when needed, and limit stress situations as much as possible. It is normal to be anxious when parents see their children under stress, and as parents and care givers, it is normal to want to fix their problems. However this will not help them in the long run. Instead, parents and care givers should focus on helping them with their problem solving skills, helping them grow. The least but not the last, parents or care givers should be there when their children need them. Kids dont always feel like talking about whats bothering them. Sometimes thats OK. Let your kids know youll be there when they do feel like talking. Even when kids dont want to talk, they usually dont want parents to leave them alone.(Nemours Foundation, 1995-2010) Stress can have adverse effects in developing children. Consequences of unmanaged childhood stress are linked to physical, emotional and behavioural difficulties that adversely influence all aspects of development, often leading to lifelong problems.(Landy, 2009) It is essential for parents, care givers or teachers to realize when a child is in need. Early intervention can often prevent serious complications. Children should have a chance to grow in an environment which will help their brains develop. The brain is an essential part of humans in which the proper development in the early years of childhood is essential to healthy brain. The early years of life constitute a particularly sensitive period during which chronic stress may lead to dysregulation of the stress system and may compromise brain development. (Gunnar, Herrera, Hostinar, 2009) After all, according to Nash, Rich experiences in another word really do produce rich brain. References Berk, L.E. (2002). Infants, children, and adolescents. Boston: Allyn and Bacon. (Berk, 2002) Gould, B.E. (2006). Pathophysiology for the health professionals. Philadelphia: Saunders Elsevier. (Gould, 2006) Gunnar, M.R, Herrera, A, Hostinar, C.E. (2009). Stress and early brain development. Manuscript submitted for publication, Centre of Excellence for Early Childhood Development, University Of Minnesota, Minnesota, USA. Retrieved March 1, 2010 from http://www.ccl-cca.ca/pdfs/ECLKC/encyclopedia/Enc09_Gunnar-Herrera-Hostinar_brain_en.pdf (Gunnar, Herrera, Hostinar, 2009) Jewett, J, Peterson, K. (2002, December). Stress and young children. Retrieved March 1, 2010 from http://www.athealth.com/Consumer/disorders/childstress.html (Jewett, Peterson, 2002) Landy, S. (2009). Pathways to competence: encouraging healthy social and emotional development in young children. Baltimore: Paul H. Brooks Publishing and Co. (Landy, 2009) Longenbaker, S. (2007). Maders understanding human anatomy physiology. Toronto: McGraw-Hill. (Longenbaker, 2007) Lundback, . (1997). Brain explorer focus on brain disorders anxiety disorders aetiology. Retrieved March 3, 2010 from http://www.brainexplorer.org/anxiety/Anxiety_Aetiology.shtml (Lundback, 1997) Valfre, M. (2009). Foundations of mental health care. Missouri: Mosby Elsevier. (Valfre, 2009) Nemours Foundation. (1995-2010). Helping kids cope with stress. Retrieved March 3, 2010 from http://kidshealth.org/parent/positive/talk/stress_coping.html Perry, B.D. Traumatized children: How childhood trauma influences brain development. In: The Journal of the California Alliance for the Mentally Ill11:1, 48-51, 2000 Smith, M, Gill, E.J, Segal, J. (2009, July). Understanding stress signs, symptoms, causes, and effects. Retrieved March 2, 2010 from http://www.helpguide.org/mental/stress_signs.htm#authors (Smith, Gill, Segal, 2009) Sympathetic nervous system. (2010, March 14). In Wikipedia, The Free Encyclopedia. Retrieved March 2, 2010, from http://en.wikipedia.org/w/index.php?title=Sympathetic_nervous_systemoldid=349741366 (Sympathetic nervous system, 2010) The Franklin Institute. (1994-2009). The Human brain-stress. Retrieved March 2, 2010 from http://www.fi.edu/learn/brain/stress.html (The Franklin Institute, 1994-2009) Victor G. Carrion, Carl F. Weems, and Allan L. Reiss. Stress Predicts Brain Changes in Children: A Pilot Longitudinal Study on Youth Stress, Posttraumatic Stress Disorder, and the Hippocampus. Pediatrics, Mar 2007; 119: 509 516. Retrived March 5, 2010 from http://pediatrics.aappublications.org/cgi/reprint/119/3/509. Weiten, W. (2004). Psychology: Themes and Variations. Toronto: Thomson Nelson Learning. (Weiten, 2004)

The Hurt Locker

The Hurt Locker â€Å"The Hurt Locker†, written by Mark Boal and directed by Kathryn Bigelow. Nominated and won for Best Picture, this award winning film captured the attention of many filmmakers and audiences for boldly showing the harsh reality of war and how a soldier deals with the horrors of war. â€Å"War is a drug†, a quote that this movie successfully reflects in its story and theme. The soldier associates war as some kind of drug that one must take to for keep going in life. This film emphasizes this through James, main protagonist of the story, who is a constant danger to himself and to others around him. The film is about an American army bomb disposal unit in wartime Iraq tasked with finding and disarming bombs in order to protect the local populace. The Hurt Locker also focuses on their struggles and victories in Iraq and portrays the life of the military. Not only does the Hurt Locker have a good story, but this film also implements many film techniques such as elements o f mise en scene, superb cinematography, and editing. I will talk about how â€Å"The Hurt Locker† deserves to be an Academy Award winner referencing these elements of film. The reason why this film is considered to be a great film is because of its emphasis on film technique. One of the elements portrayed in this film would be the incorporation of Mise en Scene. There are many examples of Mise- En -Scene used to create a sense of realism in the film. One I would describe the visual style would be gritty. Everything from the setting to the costumes were authentic enough that it added to the realism of film. In the beginning of the film, I would describe the actors as your typical jarhead in war films. As the film progressed however, they became rather complex. Each character has their own sense of values, some want to stay in Iraq and fight because they believe its the right thing to do while others, like James, the main protagonist, loves being a soldier and wants to stay in the chaos forever. The location of the filmed in Jordan, which is located a few clicks away from the Iraqi border. This helped created the realism and atmosphere it needed for film to be authentic as possible, which audiences love in war films. The scene that implements elements of Mise-en-scene would be the opening sequence of the film. The film opens with the quotation â€Å"The rush of battle is a potent and lethal addiction, for war is a drug†. The sequence is portrayed as a documentary film, having the camera act as if it were reporting a story on the soldiers rather than traditionally film a scene. The camera movements were rough and visuals were grainy. The lighting in this sequence was realistic, using frontal lighting to an area to create a natural environment and the color of the scene was neutral, which gave the impression that they were filming in a real situation. Being able to use mise en scene to convey a film’s message, theme, and symbols is such an enthralling experience, especially with the Hurt Locker. Achieving realism, you are able to guide an audience towards key narrative elements, and thus having a viewer’s such as me fully engaged. We want to know what it will be like to be a soldier like James and this film was able to take us into the action. This film was able to create the feeling of curiosity and suspense which adds to the many reasons why this film is great. Cinematography are one of the many film elements that contribute to this film’s success. To have a scene to be more suspenseful, the director incorporated different types of camera angles. The scenes that focuses a character on a personal level, the framing would be tight and concise. The most occurring thing in the film are bombs, this represents how the bad the world is. The soldiers themselves can be described as the ones who are morally good and are praised for it because they are considered the main focus of the film. I noticed that green and orange was the reoccurring color theme of the entire film. These colors represents the correlation between peace and chaos in the film. Green represents the goodness that the soldiers are bringing into the war. Orange is suppose to represent the chaos and violence that war brings to an area. The camera was constantly close to the action, giving more suspense to it. The distance of the camera in the establishing shot is a bit isolated as it tries to show every part of a given location, which makes every scene dramatic and shoves away visual beauty for harsh, honest realism. The film was shot on-location, so actual sunlight and fluorescents were used as the film’s source of light. The best example of light contrast would be the scene where there was a massive explosion. The fire was able to provide the light source and it perfectly contrast with the pitch black night. The supermarket scene would be the one that would be the most vital part of entire film. This scene’s cinematography was perfectly coordinated to convey the hollowness of the James as a person. It portrayed the contrast of the film by showing Jamess inner conflict between his civilian life and his life in the military. James has become someone who rather risk his life in the battlefield than living a normal life. The setting would be the focal point of contrast between the two worlds. In Iraq, danger is everywhere, poverty is prevalent, every step you take could be your last. Then the scene’s setting changes and see James walking around a supermarket. The place is filled with food and basically the opposite of what it’s like in Iraq. This contrast portrays these worlds as completely different things. Another things to portray a contrast between the two worlds would be the use of color. In the parts where it shows James in Iraq, the color of sand is used to repres ents the grittiness of his life in the military. Everything from the buildings to the uniforms, they all share the same color. On the other hand, the supermarket’s use of colors is your typical color scheme of an average store in America. The color distinction was done intentionally for to correlate the sandy color palette of Iraq to dirtiness and the white color scheme of the supermarket is associated with cleanliness. Cutting from Iraq to America emphasizes the nature trying to cope with living with war and returning to civilian life. This was done on purpose to have the audience feel confused. One moment James is talking about how he loves his job and another where James is back home, trying make assimilate back into the normal of a civilian. Overall, what James had to go through in the supermarket scene can relate to many soldiers who have been consumed by the horrors of combat. To them, trying to adjust to the normal life is just too hard for them. The supermarket scene describes that feeling perfectly. The techniques implemented were able to get into the emotional state of a war torn soldier who’s desperately trying to live a normal life. The feeling of being changed after emotionally intense events and feeling disoriented were drawn with detailed precision. James may be a ticking time bomb waiting to happen, but I think many soldiers can relate to what he’s been through. Editing can be a subtle, but powerful tool that enable filmmakers with a plethora of film decisions. Surprisingly, â€Å"The Hurt Locker† had little editing done on the film, maybe that it wanted content, rather than form. Instead of making any â€Å"fancy† editing to the film, keeping it to a minimal actually preserves the realism of its message. It takes advantage of some very simple techniques. In most films, if not all of them, the length of the cuts depends on the situation of the scene. The pacing of this film was usually slow. Whenever something dramatic or emotional is happening, the duration of the shots lengthen, to extensive proportions. An example of this would be the conversation between Sanborn and James after the failed attempt of disarming the bomb from a suicide bomber. Sanborn snaps saying that he can no longer deal with the stress of being a soldier. This scene was the most critical in defining two different characters. Lengthening the shot helped giv e a sense of realism to the scene. During the action scenes however, the pace of the film quickens and the length of the shots shorten. This creates the rush needed to keep the audience invested into the film. (CONCLUSION) The Hurt Locker is a very powerful film that deserves all the praise received of being an Academy Award Winner. The message that war can be used as a drug and soldiers themselves can be addicted to it has been prevalent throughout the film. This addiction has soldiers such as James to value war over anything else, including family. Personally thought the film’s topic was interesting because it focused on that impact a lot of people. The film has a good sense of projecting reality of what it is. It’s not the typical movie where it creates an illusion of fantasy where when the film is over, the audience returns to reality.

Portrait of a Cartographer :: Creative Writing Essays

Portrait of a Cartographer Someone must decide how to color maps. Where to put the pale yellow, coral pink, the olive green, burnt orange, magenta. Where to put the darkest shades of blue. The lightest. There is something of symmetry, of composition. There is topography to consider. Demographics. The vast expanse of open land, open water, the sensuous curves of coastline, of mountain ranges, of rivers with their writhing bodies and forked tongues. The color of the ocean is according to its depth. In terms of Indonesia, of Nova Scotia, of Sudan, colors are arbitrary. They reject symbolism, existing only to say look here, I am this and not the other. Differentiation, identity within borders. To imagine each color as a body, each convex to the concave of another, like spoons stacked, like lovers in bed, like the earthen layers of sedimentary rock. Pages of a history book warped from moisture. In the skies of the northern hemisphere, I have learned to trust Orion. His delicate belt of three hanging sensuously off-center, suggesting contraposto. I imagine he must look much like stone, marble perhaps. Michelangelo's David. Head of frozen curls, rippled abdomen, arms to the side, large curled hands like leaves. A summer sky in Africa, I could not find him so I trusted the Southern Cross. Four stars are one more than three. I am the space between stars. In stellar cartography, you will know me as such. Smothered by darkest nebula, clusters of blue-white giants. Orphaned objects in deep sky, brilliant for the taking, I push them apart with my palms. I could swallow them whole but my throat is too small, my belly distended and blue like an infant. And that is the way I cry. There in my narrow boat cutting across a black sea, no moss. Carina the keel, Vela the sail. Flapping of white light across my face. Carry me from this world of names, of butterflies asphyxiated, pinned down across blue velvet. Each wing goes unremembered in this sky, this world of moon stations. The phoenix was remembered too late. She needed room to breath; she has choked on ash. No one heard her cry out, but I felt the earth, the night sky quake. The Pleiades are seven sisters, a young and hot open cluster of stars. Daughters of Atlas and Pleione. Violet beauties, a core of white heat.

Libertarians Unethical in Respect to Poverty Essay -- Libertarian Polit

Poverty in the United States has long been a social, political, and human rights issue. Few people would say that it is not our moral duty, as social human beings to take care of those less fortunate than ourselves, to the best of our ability. I say "few" because there are some people out there who believe that we have no moral obligation to do anything outside of ourselves. These types of people have what is called a "libertarian" viewpoint. There is really no specific definition of "libertarian", but it is associates "justice with liberty and†¦liberty itself with the absence of interference by other persons." In relation to the matter at hand, specifically poverty in America, libertarians are against taxing the affluent or forcing people to aid the starving and poor. One of the most influential libertarians of our time is Professor Robert Nozik. His theory of justice begins with the premise that all people have "Lockean rights", which require that we refrain from interfering with others. Other than this we have no obligation to do anything positive for anyone else, and likewise, they have no obligation towards us. These rights are natural or inalienable because all humans have them and they do not come from any social or political institutions. These rights forbid us from interfering with a person's liberty even if it would promote some general good, or prevent another's rights from being violated. Overall, the general idea is that people have the liberty to live a life free from intervention of others, and can lead their life however they so choose. In addition, he says that if a person acquired their fortune or possessions without harming, defrauding, or violating the rights of any others, then it is morally perm... ...down to it, we are all the same. Some people have been fortunate enough to grow up in an environment that is financially, emotionally, and spiritually stable. Some people have not been so fortunate. Does this mean that they should not be given the opportunity to try to make something of themselves so that they can change their respective situation? A society that employs a libertarian point of view is one that is regressing, not progressing. In India, the system of social classes is still in effect. Whichever class a person is born into is the class that they remain a part of†¦forever. Such a system offers no opportunity for advancement, and essentially is an example of a belief in the predestination of all people. It is sad to think that in a society as advanced as the United States, there are still those among us who would employ such systems, if possible.

What Is a Human Person?

â€Å"What Is Human Person? † Essay What is a person? A seemingly easy question, however, once looked into, the ideas and presumptions that people have are filled with contradictions and controversies. Many people, religions, organisations, and governments have a differing opinion on what qualities an entity must possess to be a person, however, there are many similarities. Many religions, for example, believe a person, houses an immortal ‘soul’ or spirit, capable of eternal life. There is also the question raised – are human beings the only ones who can be a ‘person’, can animals and machines also be, or become persons? Philosophers generally agree that there are several key characteristics that can be discussed concerning personhood. The characteristics are as follows: A soul (or spirit), embodiment of the mental and physical (the question of the mind being separate to the body), the idea of beliefs and morals, rationality, self awareness, the use of language and meaning, self reflection (and imagination), and exploring what different societies and peoples, view as a full and whole person. Religions house some of the oldest beliefs and explanations of this world, and hold a key way to understanding the people of the past, as well as their ways of thinking and explanation. Whilst modern science had proven a lot of religious beliefs (such as the origins and complexities of the of the universe) to be false, many people base their view of a person on that of their religions. For example, Christianity. The belief of the Christian Church is that every human being in born with a soul, this soul the dwells within them is unobservable, however, it is the immortal, personal link between themselves and God, connecting through prayer and reflection, and is believed that every person possesses this, thereby rendering a soul as a component of personhood. However, since the soul is unobservable, there is seemingly no way to tell whether or not a person has one, or if they exist at all. However, the Catholic Church also teaches that human beings were created in the image of God, therefore making every human a sacred being, and possessing a soul, their spiritual link between themselves and the divine. Therefore, a soul, spirit or equivalent is a required part of personhood to the spiritual or religious person. Another key point of relevancy is one’s mind, the question of the mind and body, are they one thing, or do they exist separately from each other? The mind is the term often referring to the higher functions of the brain, the totally of conscious and unconscious mental activity that controls the way we think, feel judge, our intellect and consciousness, perception, emotion, memory, imagination et cetera. The mind resides within the brain, and is central to our being, it controls us, it is us. The brain is the one part of the body that humans have been unable to create via artificial means – scientific progress has allowed the body to function using artificial means, such as machines aiding, or sometimes in place of our internal organs. Given time, research and money, it is theoretically possible for the brain to function outside the body, through a machine (A body could almost be considered a machine, as the brain sends out electrical signals to control the rest of the body). In this sense, yes, the mind is a separate being to the body, able to function outside of the flesh when given an adequate source of power. The body, in a sense, is a battery, and output source for the mind, much like a gaming console and a game disc. The disc holds the functions, and the console executes them. The mind relies on the body to function, however they are two different entities. This theory completely disregards the mortal body as being a part of personhood, or rather, everything but the brain and it’s processes. This raises the question of whether or not an animal or robot (machine) can be a person. Following on from the previous paragraph, the idea that a person’s mind can exist and function within a machine poses the question of a machine being a person in itself. As modern science has enabled virtually every part of the body (except the brain) to be reconstructed and function as a machine, it is not entirely implausible for science to get as far as to reconstruct the brain through mechanics, the brain consciousness, activities and functions, electrical currents, being uploaded into the ‘mechanical brain’. The human mind, being present in the machine knows itself to be a person, observes itself as a person therefore classes itself as a person. It has the mind and processes of a person, therefore sees itself as a person. A vital part of personhood may in fact acknowledging oneself (and others) as people. In a Descartes like manner, â€Å"I think I am a person, therefore I am a person. † The ability to be able to reflect on one’s self and being, an ability that only human beings possess, can be considered another trait of personhood. The human’s ability to the reflect, sympathise and empathise with each other and other beings is something that is specific (as far as scientific progress has proved) to humans alone. From these stem the ideas of ethics and morality, which again branch off to the law of society behaviour. An animal, for example, will not stop preying on other animal because they see it as morally wrong, the animal sees the other simply as food, to eat. A human however, has a respect and value for life, thus why some people choose to become vegetarians. An animal does not process this, and continues to kill other animals to sustain nourishment. This respect for life, and others, has led to the creation of laws to maintain an orderly and fully functioning society. Society and laws have differing opinions on what a person can or cannot do. These vary country to country, even state to state. Age regulations and restrictions restrict what a person of a certain age or ability can or cannot do. This may influence thinking that people of a certain age or ability are not full people, but underdeveloped, or not people. The subject of personhood is a difficult one, if one defines a person as having the qualities or w, x, y, and z, it is certainly possible for some animals to qualify as persons, or some people to not. owever, if one defines a person as a human being, then one has to then define a human being. The English language reinforces the theory of a human being the sole entity capable of personhood as the word ‘person’ and ‘human being’ are used interchangeably. Although modern secularism and the more traditional religious views have differing ideas, it all comes down to the individual’s opinion. This also comes b ack to individual beliefs and truths, as well as the person’s ability to think and reflect on a subject. If one believes a person has qualities x and y, then all things with these qualities are persons. If one believes a person is a human being, then human beings to them are persons. And argument could be made that the ability to think, reflect, argue and to form an opinion through observation, belief and personal values over what is a person makes one a person themselves, thereby making anyone agreeing or disagreeing with these examples a person. Bibliography. Law, Stephen, 2007. The Great Philosophers, Quercus Publishing Plc, London. Handouts from class: What is a Human Person? Summary Notes Problems of Knowledge: The Brain in the Vat The Weekend Australian Magazine: January 30-31st, 2010: Can animals think? The Human Being: Roman Catholic perspective Metaphysics Handout Handout with exerts from various stories: I, Rodney Brooks, am a Robot, How Smart is the Octopus, Spanish Parliament†¦ Etc.

Green Computing Essay

parkland computing or green IT, refers to environmentally sustainable computing or IT. It is the depicted object and practice of designing, manufacturing, exploitation, and disposing of computers, servers, and associated subsystemssuch as monitors, printers, terminus devices, and networking and communications systemsefficiently and effectively with borderline or no impact on the environment. squirt IT also strives to achieve frugal viability and improved system performance and use, era abiding by our social and honourable responsibilities. Thus, green IT includes the dimensions of environmental sustainability, the economics of animation efficiency, and the total cost of ownership, which includes the cost of administration and recycling is the study and practice of using computing resources efficiently. To comprehensively and effectively terminus the environmental impacts of computing/IT, we must lard a holistic approach and obtain the entire IT lifecycle greener by addres sing environmental sustainability on the following four complementary paths Green use reducing the energy function of computers and other information systems as wholesome as using them in an environmentally sound manner