Saturation Sampling

The parameters that underpin quality research especially qualitative research keep changing and so the need for more clarity and transparency. The lucidity and transparency of reports from qualitative research form the basic philosophical foundation upon which the rigor as well as credibility of the qualitative study is evaluated. Qualitative studies are highly anchored on the quality of the reports generated and thus there is increased emphasis on the data collection stage. Given that all reliable targets may not be available to the qualitative researcher, the concept of saturation sampling allows the researcher to survey all the identifiable targets. In other words, saturation sampling helps researchers to overcome problems of lack of intentional sampling frames. For that reason, the researchers will attempt to survey all samples available. In addition, Fontanella et al (2008) add that saturation sampling allows the researcher to take a multifaceted approach in the study by removing the limits to the techniques of data collection, the mode of use, and the type of data collected. This boosts the reliability of the investigation by providing as much information as possible (Fontanella et al 2008). An example of a research study that employed data saturation is found in the ‘Public Understanding of Science- Journal’ titled ‘Ethno-cultural community leaders’ views and perceptions on biobanks and population specific genomic research: a qualitative research study’ by Godard et al (2010). The authors of the article note that due to the large gap existing due to lack of sufficient data on views and perceptions of communities on biobanks, their qualitative study required an in-depth interview of ethno-cultural leaders but the public’s involvement was also important. In the conclusion of the study, the researchers found that leadership and general public must equally be involved in the partnership even if the public is not informed of the significance of the biobanks. In addition, the model allowed the researchers to identify various socio-cultural and ethical issues that impact on the effective performance of biobanks.

W.E.B Dubois View of Equality vs Frederick Douglass View of Equality

Equality W. E. B. Dubois had a better idea of equality than Frederick Douglass. Both of these civil rights leaders have lived and experienced a remarkable different life. Frederick Douglass was born into slavery. His mother was a slave and his father was a slave owner. W. E. B Dubois was born free and his parents were free African Americans. Douglass and Dubois education upbringing was a totally different experience. Douglass lived in the slave times. It was illegal to a slave to read and write. Any slave caught reading or writing would be severely punished or even killed.Slave owners felt that if they learn they will soon rebel and start to fight back. Douglass even grew up not even knowing his own age. His master’s wife is what started off his education with the alphabet behind the master’s back. Through little poor children, He exchanged food for book lessons with the children. He became self-taught in gradually teaching himself to read and write. Which is how he wen t form slave to free man. Dubois lived in the time after slavery was abolished. It was legal to learn how to read and write. Even with the Jim Crown laws separating blacks and whites.Dubois excelled in his studies becoming valedictorian of his senior class. His education navigated his way of life. No matter how he thought, planned, or reviewed any part of advocacy. They both had different up bringing that shaped them in there life of civil rights and how to go about solving a problem that they faced. Even in the very different upbringings they both became civil rights leaders fighting for the equality of African Americans. But both Douglass and Dubois had a very different way about getting the rights for African Americans. F.Douglass was an advocate and an abolitionist for all black people. He expressed excitement in learning how to making anyone see that blacks are equal to every race. He just wanted to be â€Å" treated as equal in the eyes of the white race† (Douglass pg. 3). He taught slaves to read in the south when it was nearly impossible for them to teach themselves. â€Å" The work of instructing my dear fellow slaves was the sweetest engagement with which I was ever blessed† (Douglass, Narrative Of Frederick Douglass pg. 431). This was his idea of independence from his teachings of independence.He went after every right in order to speak up for those slaves that didn’t have a voice. Education was one of his beliefs that helped him. Telling his story to the world, born a slave but now a free man. He fought for African Americans not are viewed as â€Å"property† or â€Å"slaves† but as equal to whites and must receive fair treatment. Douglass also in his speeches liberated what Americans in this economy would have done with blacks. In his speech â€Å"what the blacks want† he states, â€Å"I have had but one answer from the beginning. Do nothing with us!Your doing with us has already played the mischief. † (Douglass). Society’s â€Å"America† has already put us in a category. Race we are not superior or equal to no other. Economically we don’t have the means to live out what we strive for. Education wise we have none, we are not sufficient enough to read or write for us to have a better life. Douglass in this speech stresses to leave us alone we are cable of doing bad or good on our own. His would view principle of self-ownership, which he understood to include both the racial and equality.In his other speech â€Å"What to the slave is the fourth of July† Douglass pointed out that slaves plow, plant, and reaping mourns of loss, and using all kinds of mechanicals tools. Proof that they deserved the fuel range of natural rights. In the political â€Å"Thought Of Frederick Douglass† he dived into his study of abolitionism. Douglass states â€Å"robust conception of mutual responsibility† and the ideas of universal self – ownership, natu ral rights, limited government, and an ethos of self-independent living (Douglass pg. 3).Douglass advocated for his equal rights amongst other races, and for equality with the slaves. While Dubois believed hard work, education, equality, race, and economics success was the key to success. Dubois was determined to learn all he could about the world and use that knowledge to help fight against segregation and discrimination. He plunged himself into historical, economic, and philosophical studies of being black in America hoping to elude a cure for the race problem in America. He founded The Niagara Movement to accommodate Booker T. Washington â€Å"Atlanta Compromise†.Washington suggested â€Å"African American shouldn’t agitate for social and political equality in return for the opportunity to acquire vocational training and participate in the economic development of the new south† He believed through hard work and earned respect, African Americans would gain the esteem of white and eventually receive full citizenship. Meaning slaves should endure being ridiculed, beaten, demeaned, and disrespected then eventually receive equal rights to slaves. Dubois Niagara Movement â€Å"manifesto† in his words â€Å" We want full manhood suffrage and we want it now†¦ we are men! We want to be treated as mean.And we shall win. † The movement became the forerunner of the N. A. A. C. P. Dubois believed in a true higher education and voting fights for blacks. In those times slaves didn’t have a right to vote. He believed through education blacks can be equal to whites. The most of his free time he devoted to teaching slaves to read and write. He understood how the international perspective and practical oppressions of social justice. Discrimination was based off ignorance. He became convinced that if each race could learn and understand each other’s truths, there would be no reason to fear or hate each other’s race.H e also felt that through education African Americans could prevail and succeed. Not through violence and protests of people demanding their rights as people of America. Dubois concluded that after slavery ended â€Å"African Americans were still viewed as less intelligent, civilized, cultivated, and more prone to violence and crime then white students† (Dubois, Narrative of F. Douglass pg. 3). In order for there to be equality amongst people he started programs to reduce, eliminate color prejudice. W. E. B Dubois wrote a speech titled The Talented Tenth. Black men will rise and become more then there stereotypes. Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work†¦ it must teach life† (Dubois pg. 15). In conclusion Dubois fought for equal rights of African American people through his teachings, speeches, programs, and lessons. His goal w as to make black as equal to whites through education. Not through violence or arguments we can obtain free social justice as righted African American people. But through education we can obtain social equality and be equal to other races.

Short story analysis Essay Example | Topics and Well Written Essays - 1000 words

Short story analysis - Essay Example character, Soapy may be termed as a round character since he has a complex personality as he is often portrayed as a person full of conflicts and contradictions throughout the story as opposed to a flat character that only has one personality. As seen in the story, Henry indicates that Soapy takes different turns in his life (1). One would argue that Soapy does not take these decisions according to his wish but circumstances force him. A good example is when he rejects charity as he believes that he will one day pay for the favors (Henry 1). Soapy also tries to be a criminal by spending time with criminals and hopes to turn himself to jail. From the narration of Henry, Soapy may be termed as a dynamic character. This is because Soapy changes over time due to the various crisis that he is facing. It is even arguable that Soapy is making attempts to solve his central conflicts and that his major role is to resolve the conflicts that face him. A case in point is the event that Soapy is thrown to prison even with his being an innocent person (Henry 1). Despite Soapy breaking the law through committing petty crimes, he does not behave like a criminal and his fate may be described as that of freedom. However, the same does not happen for the case of Soapy (Henry 1). These turn of events steer his life throughout the story. The character, Soapy, plays a major role in the story. Throughout the story, the life and times of Soapy take a central place. Soapy is the protagonist and the crucial moments in his life are well explained throughout the story. He is seen to make attempts to find ways in which he will spend his winter and he opts to commit crime as opposed to getting a job. The crimes would then land him in prison on the island. A success of this plan will ensure that he gets constant food and a home as his pride cannot allow him receive public charity (Henry 1). Soapy does not want to have any pending issues with the public, so he opts to find ways of getting

Nuclear Power Essay Example | Topics and Well Written Essays - 250 words - 1

Nuclear Power - Essay Example In addition, nuclear power provides steady electricity that significantly helps in the reduction of frequent power outages usually experienced in areas with no nuclear energy. The alternative energy sources such as solar, wind, hydroelectricity, geothermal, wave, and tidal power lacks the capacity to deliver reliable and cheap power the world needs (McLeish, 2007). Hence, the world and humanity can no longer overlook nuclear power due to its potential to reduce the emission of greenhouse gases. Besides, accidents that are associated with nuclear energy are relatively low compared to those resulting from fossil fuels and other energy sources. In addition, nuclear power is more consistent and dependable compared to several alternative sources of energy. It is obviously difficult to use water or wind power consistently because quite often there is no enough water or wind (McLeish, 2007). Solar panels can also be too expensive. Lastly, nuclear energy is arguably the alternative of fossil fuel. Continuous use of fossil fuels could result in more global warming and more deaths, particularly when they are eventually used up. In summary, nuclear power is the best energy option for the world because it is safe, consistent, reliable, and reduces carbon emissions into the atmosphere. Hence, it should be a way to go as the next source of energy or an alternative of fossil

Strategic management Essay Example | Topics and Well Written Essays - 4500 words

Strategic management - Essay Example The company because of its innovative services has been able to maximize its revenue growth over the years. The company has been able to secure goo profit margins amongst tough competition but in the recent years the net profit margin has shown a decline because of its acquisitions. There exist different forms of strategies that a company undertakes when the competition is fierce in the market place or when the company finds that there is greater scope in a completely different market segment that would be helpful for the company for long run. Strategic management is an important course of action for any organization in today’s dynamic and changing market conditions. Similarly maintaining market leadership is major concern area for Vodafone in the markets of UK. This has also resulted in provided digital convergence by delivering digital services and content through converged networks such as IP networks to devices such as laptops, PCs, smartphones, etc., with the help of vari ous converged applications. These applications are mainly in the form of music streaming on a handheld device or on PC. Bundling services are the major demand in the market place as the number of players in the telecommunication sector is increasing it is giving more chance to the customers to switch over to any other telecom service provider. The strategic development towards change is majorly because of many new forms of technologies in the market. The communication market segment is very dynamic in nature and there is a constant invention of brand new forms of technologies and applications. There has also been a growth in consumer mobility which has given rise to many new form of application such as cloud systems. As the competition is very strong in the markets of UK it has resulted into great opportunity for those players who want to enter into the communications world. This has resulted into more

Superhero Assignment Essay Example | Topics and Well Written Essays - 750 words

Superhero Assignment - Essay Example ble definition, originality seems to be an idea that is unachievable by man since from birth, everyone is influenced in different ways and to varying degrees in terms of thoughts and actions by the immediate environment, which precedes the actions of all the individuals. Originality does not necessarily imply that a person must invent or come up with new discoveries since inventions and discoveries are rare occurrences (Santrock & Halonen, 2007). Originality simply implies that one has to do something different from what other people have done in the past. Coming up with original work involves driving a concept or a theory forward through incremental amounts and then letting other researchers who come later continue from where the research reached. Nevertheless, coming up with an idea in one area that is similar to an idea that was developed in a different area cannot be considered as originality. Therefore, originality is a fundamental objective quality of an aspect that us different from the conventional and pre-established forms while having no form of bearing on the value of something. It also does not play any role in the determination of other attributes that may be more objective such as authenticity. The state of originality can only be achieved once but may be applied to the same individual or work recurrently except if it is being compared to previous of later versions of itself where in this situation, the one that was created first becomes the original. In this context, it is important that students do their own work to avoid cases of plagiarism, which entails taking somebody’s work and presenting it as your own in order to get credit from it. If plagiarism is discovered, the student might lose all the marks depending on the universities regulations. Furthermore, directly presenting the work done by a different person has no academic value to the student as this means the student has not taken time to understand the underlying concepts. The poster

Escherichia coli ESBL positive and its interaction with the human Dissertation

Escherichia coli ESBL positive and its interaction with the human urothelial cells - Dissertation Example The gene encoding the antibiotic resistance is found on plasmids, transposons, and inserted in genes in bacteria all over the world and in multiple species. Although much research has been conducted to characterize the microbial enzyme biochemically, PCR analysis remains the â€Å"gold standard (4, 5, 6).† E. coli isolates from the environment are generally succeptible to beta-lactam antibiotics because of the absence of a strong promoter sequence for the expression of the gene for Beta-Lactamase. However, extensive use of antibiotics and the spread of genetic elements among the bacteria have resulted in development of Beta-lactam resistant strains. Consequently, Beta-lactam resistant strains of E. coli have been isolated from hospitals and clinics around the world (7, 8, 9). Klebsiella is a member of the Enterobacteria that is a small, non-motile rod, and the bacterium is often associated with urinary tract infections. Klebsiella is capable of nonaerobic metabolism and is fou nd in water and soil, in addition to the mammalian intestinal and urinary tracts. Klebsiella possesses the enzyme nitrogenase, and is capable of nitrogen fixation under nonaerobic conditions, but the bacterium loses this capability under the aerobic environment in mammalian intestinal and urinary tracts (1, 10, 11, 12). Aims and Objectives The binding of E.coli to urothelial cells is mediated by pili via the FIMH protein. The receptor for the binding has been elucidated to be uroplakin 1a in mouse cells (13). Mutation of key residues in FIMH attenuates binging of E.coli to the FIMH urinary receptor and consequently reduces colonization of the bacteria in the bladder. The binding is mediated by mannose residues and relies on a key pocket in the FIMH protein (14, 15). Isolates of E. coli from a septic lamb were utilized to characterize the cytotoxic necrotizing factor type 2, and it was discovered that this protein enters effected epithelial cells and targets Rho protein, which subseq uently reorganizes actin filaments into stress fibers in the effected host cells (16, 17, 18). Photodynamic therapy (PDT) has been utilized to treat many epidermal conditions in humans. These include skin cancer, acne, skin rejuvination, hidradenitis suppurativa, psoriasis, cutaneous T-cell lymphoma, disseminated actinic porokeratosis, localized scleroderma, and vulval lichen sclerosis. Other applications include anal and vulvar carcinoma, palliation of metastatic breast cancer to skin, Barrett’s esophagus, and retinal macular degeneration (19, 20, 21). PDT is characterized by the application of moderate light (50mW/s) for a moderate amount of time (15 minutes) to the infected area which creates a photosensitization period followed by a destruction period. PDT application results in a 5 to 6 log decrease in infectious, antiobiotic resistant bacteria by destruction of amino acids and polylysine tracts present in bacterial proteins, as well as the creation of destructive reacti ve oxygen species (22, 23, 24). It is proposed in this work that PDT be utilized to irradiate E. coli and Klebsiella beta-lactamase positive bacteria from cultures of human urothelial cells. Materials and Methods Human urothelial ce

The asset pricing models CAPM Essay Example | Topics and Well Written Essays - 1000 words

The asset pricing models CAPM - Essay Example For instance, if investor A buys more of stocks of X than Y, then every investor in the market will react the same by buying of stocks X and less of Y. Therefore, from this illustration and the aforementioned explanation, it is evident that the two models assumes that the investors in the market evaluate the information they have in the same way, hence arriving at the same decisions regarding their investment activities. However, given that investors have homogeneous expectations concerning their returns, level of risk inherent and investment strategies, they will always tend to remain risk averse (Sharpe, 1964). From the explanation above, it is clear that the models of APT and CAPM depend on the publicly available information concerning the returns and level of risk inherent in specific securities (Watson and Head, 2007). Therefore, the models do not specify any particular information that investors should use regarding their investment decisions but assume the investor will use the most current information available in the market concerning the different securities, thus, helping them choose the best investment strategies. The proponents of the APT argue that the model is the best alternative to the CAPM because it has more assumptions requirements that are flexible (Reilly & Brown, 2011). For instance, whereas the capital asset pricing model uses the expected return of a security, APT uses a security’s risk expected return, in addition to, the risk premiums of a couple of macro-economic elements. Therefore, from this proposition it is undeniable that CAPM has more strong assumptions compared to the APT. For instance, whereas the CAPM assumes that there exists a risk free rate in the market, the APT model tries to identify risk premium to enable investors take advantage of any mispriced securities, which is different from the

Research Methodolgy Essay Example | Topics and Well Written Essays - 3000 words

Research Methodolgy - Essay Example Knowing the manner of data collection readers would be able to evaluate the validity as well as reliability of the results, and the conclusions which were drawn from them. A method of a certain research depends on the type of research conduction and approaches used in the study. The study can be Quantitative type or a Qualitative Research. Quantitative methodologies assume that collected data are measurable, or if they are not, it is necessary to design an experiment or computer simulation in a way that respective measurements can be taken. Once the measurements are done, the problem is to fit (in a broad sense) the data adequately. Derived dependencies are then interpreted in the context of the initial problem formulation with a possible test of the hypothesis about the nature of the data and the errors in the measurements. In qualitative methods, the interest is centered on the qualitative characteristics of the phenomenon. Rather than trying to quantify every detail, these methods try to grasp the Quantitative and qualitative methods are relatively distinctive in the emphasis they position on each (Stake, 1995). For quantitative inquiries, argumentation is based on a demonstration of the phenomenon as a fixed set of variables. There, systematic statistical or further functional relations between the factors or variables. Meanwhile, in qualitative researches, argumentation is with reference on a description of the research observation units fairly than on approximation of some degree of number of variables. The purpose of quantitative research is simply to elucidate observed phenomena; to provide the capacity to predict as well as to control examined concepts. As a result, these concepts call for quantification. The proceeding pages present summaries and criticisms of the two selected research topics (one quantitative and the other one is the qualitative research), as well as the

Capital Punishment Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Capital Punishment - Research Paper Example Political campaigns, religious leaders, and foreign press make quite a spectacle of how the United States legal system regularly sentences people to die for the crimes they have committed. As such, the United States is a bit of a novelty in the developed world as one of the last few 1st world countries in which the death penalty is not only still legal but employed in great numbers (Debrevnik, 2004). This short analysis is far too brief to provide the level of critique that a topic such as the death penalty deserves; however, this analysis will discuss a few of the strengths and weaknesses of the death penalty in its current form and weigh them against some of its greatest weaknesses to provide the reader with a clearer understanding and sense of moral responsibility with relation to whether or not the death penalty is a net good or a net evil in the criminal justice system and in our society as a whole. It is necessary to note that although this author is in favor of the death penal ty, there are many serious drawbacks to its application, the high economic costs it entails, and the oftentimes arbitrary nature with which it has been historically employed. Although these concerns are valid, the author maintains that notwithstanding many of the current drawbacks associated with the death penalty, the morality and ethics behind it are still poignant enough to merit its support. From a purely economic standpoint, capital punishment is an extraordinarily expensive form of punishment. As compared with life in prison, the average cost of execution is approximately the same cost to keep a prisoner housed and fed for over 100 years. Currently, the average cost of execution in California exceeds 4 million dollars per criminal executed. Comparatively, the average cost to keep a prisoner housed and fed as well as ensuring proper health care and medicine usually does not exceed $35,000 per year (Semeshenko et al, 2012). At such an exorbitantly high expense, it is clear that choosing capital punishment on the grounds that killing the criminal will somehow save the state money over time is entirely illogical. As such, the argument for execution does not hinge on economic savings; instead, it hinges upon the Judeo-Christian belief of â€Å"an eye for an eye and a tooth for a tooth†. In this way, the major supporters of the death penalty believe that certain crimes are so heinous that rehabilitation is not possible. As such, one’s life is forfeit for certain crimes if convicted. This further raises the tangential issue of the purpose of prison; whether it is it to rehabilitate or to punish. According to death penalty activists, prison’s primary objective is to punish with rehabilitation being a very distant second. A secondary issue with the death penalty in its current form is that they death penalty has been proven not to be a significant deterrent against the crimes it punishes. With the United States being a prime example, it is ob vious that murder rates in the United States are comparably higher than almost any other nation that currently does not have the death penalty as a legal option for a convicted criminal. Accordingly, the death penalty cannot be seen as adequate deterrent to dissuade would-be criminals from committing crime; however, it can be seen as a barometer of a society’s overall tolerance for violent crime and the clear and

The Odyssey in Comparison With “My Father on His Shield” Essay Example for Free

The Odyssey in Comparison With â€Å"My Father on His Shield† Essay Often in literature, writers unintentionally create works that tie very well with one another. Two works that connect well are The Odyssey by Homer, translated by Robert Fizgerald, and â€Å"My Father on His Shield,† by Walt McDonald. While McDonald’s poem underscores the tone of mourning and sorrow by the main character, Homer’s work elucidates the tone of animosity and hurt. As previously stated, the tone of McDonald’s poem, â€Å"My Father on His Shield† is one of mourning and grief. The speaker of the poem is grieving his father who he lost to battle and experiences struggles in coping with it all. McDonald’s details about the sled mentioned in the poem reflect the closeness that was once there between the speaker and his father, in addition to the level of importance the speaker’s father had in his life. The use of diction by McDonald also emphasizes the speaker’s mourning, often accompanied by nostalgia, by implicating the repetition of the words â€Å"I remember† throughout the poem. This constant remembrance expresses the speaker’s difficulty coming to terms with his father’s death. In contrast with McDonald’s poem, Homer’s work, The Odyssey, exhibits a tone filled more with animosity and heartache rather than the previous, more somber and mournful feel. The main character, thus far, is named Telemakhos. The character’s father has been gone for many years without returning or sending any messages, causing the boy and his mother to wonder whether he has died, or if he is gone because he does not wish to return. By the use of detail, readers are able to find out that as a result of his father’s extended absence, a number of suitors have begun to take free reign over their home and all of their property, seeking to marry the possible widow. Homer uses diction in order to indicate the Telemoakhos’ animosity towards his father: Friend, let me put it in the plainest way. My mother says I am his son; I know notsurely.Who has known his own engendering? I wish at least I had some happy man as afather,growing old in his own house – unknown death and silence are the fate of him that, sinceyou ask, they call my father. (Homer 8) Telemakhos is saying that although his mother and everyone say Odysseus is his father, he does not feel that way because he lacks any memory of him. He wishes he could have his father in his life, and is bothered by the fact he hasn’t the slightest bit of knowledge in regards to the whereabouts of his father. Telemakhos and the speaker in the poem by McDonald share similar experiences. They both are dealing with the absence of their fathers who both partook in the military. However, the speaker in the poem actually knows for a fact his father has died, which may be why he copes with the lack of a father better than Telemakhos, solely because he does not need to question whether or not his father isn’t in his life due to sheer carelessness. Because Telemakhos hasn’t the faintest idea of his father’s whereabouts, he is in search for closure, not only for himself, but for his mother and property being destroyed by the savage suitors. Their circumstances are what control the tone in their dialog, allowing the reader to feel the same things the speakers are feeling.

Effects of Reintroduction of Capital Punishment in the UK

Effects of Reintroduction of Capital Punishment in the UK The legal and political effects of re-introducing capital punishment into the British Criminal Justice System. Acknowledgement I would like to thank Ms Rebecca Greenhalgh of the charity group Amicus, who provided endless assistance with source materials and statistics reflecting the psychological effects of being on ‘death row’. Amicus is a charity based organisation that assists the lawyers of families of death row prisoners and also provides help with coping with the stress that goes hand in hand with the anticipation of execution. Help is also provided in order to assist with prison visits and other initiatives for the benefit of raising awareness of the unconstitutional status of Capital Punishment in the USA. Appetiser â€Å"I remember the pounding fists of the wooden railings that kept the mob out of the sand covered courtyard. I can still smell the burning embers of Ellion’s pages as they rose above the various bonfires that lined the outskirts of the crowd. These were the ashes of testimonies given by Ellion during the trial but I mourned no loss, for as long as Ellion was alive, his words, teachings and truths would never be lost. I took the final steps of my life knowing above all else that my path was great. I chose to dwell on only one sight and it was not the mob and their deafening cries as they yelled the word HERETIC alongside the din of the executioner’s drums. Nor do I remember the sight of the wielded axe and the faceless man who held it high above my head, ready to strike away at the last of my breath. I remember, but one thing, I remember as I looked up at the distant Minoton in flight, I witnessed it soar up into the skies that at last, to me, boar the eeriness that I could comprehend. I now knew that it was the eeriness that comes with the discovery that these were not the skies that had known of our forefathers. The last words I ever spoke resounded in the ears of the peoples of Giddo Kaata for all time. â€Å"For Peace and Knowledge.† With that the drums halted and the crowd was silent. I closed my eyes as I knelt and felt a slight breeze, then pain and, as I opened my eyes again, I found myself in a vast world of perpetual darkness, and I feared nothing. Live long Ellion, the man for whom I die. Live long, and recite your chronicle.† Extract from ‘The Heretic’ by Nicola Louise Tysoe (unpublished, copyright Nicola L Tysoe) Contents Page (Jump to) Introduction Part 1: The legal effects of the re-introduction of capital punishment into the  British Criminal Justice System 1.1 History 1.2 Effects of the Human Rights Act 1998 and the ECHR 1.3 Comparison with USA, the need to repeal the Human Rights Act 1998 1.4 The Legal Consequences for Britain as an EU Member State and a brief mention of the recent Turkey situation 1.5 The legal effects of International Law Treaties Part 2: The Political Effects of the Re-introduction of Capital Punishment into the British Criminal Justice System 2.1 Internal Politics 2.2 The European Policy with Turkey as an example 2.3 The Alterations of the International Political Alliances with the UK 2.4 Resultant Weakness of the UK’s participation in international politics 2.5 A USA/UK Alliance Introduction The death penalty was abolished in 1965 as a result of the Sidney Silverman (MP) private member’s bill. The debate on the concept of re-introduction did however take place although with increasing failure and with the current governance of the Human Rights Act 1998, the question is now posed, what would be the legal and political effects of the British re-introduction of the death penalty? In order to answer this question it is important to give a brief overview of the history of death penalty reform in order to become aware of the core issues that motivated changes in the law that profoundly stretched over a period of time that included the Napoleonic wars, the industrial revolution, the rise of an educated, middle class, two world wars and their aftermath of social enlightenment. The importance of this exercise will be to also reveal the type of social and political climate that would form the necessary pre-requisite for inspiration to finally abolish the death penalty. Further to this, the effect of the ECHR and the Human Rights Act 1998 will be assessed and comparison with the wording of the US Constitution will provide the subject of analysis for contrasts between pro and con death penalty policies as well as illustrate how capital punishment is allowed in a country that has a Bill of Rights. In light of the UK’s commitments to the ECHR, the legal consequen ces of re-introduction of the death penalty will be revealed in part one, with a complimentary description in Part 2 of the political steps that the UK would have to take in order to realise this hypothetical goal. Part One will end by giving a description of the contrasting commitments under international law treaties. As already explained, part two will discuss the political consequences for the British re-introduction of the death penalty. This means that, as well as stating the steps required for realisation of a death penalty policy, there will be a detailed analysis of UK internal politics, as well as the Country’s relationship with the political, international community and current weaknesses. The purpose of this exercise will be twofold. In the first place, it will be necessary to fully understand the position of the UK in global politics and, in the second place, this understanding will, give way to a more accurate representation of the political, international impact of re-introduction of Capital Punishment to the UK. Part One: The Legal Effects of the Re-introduction of Capital Punishment 1.1 History 1.1.2 The early days – reducing the scope of the offence The first death penalty reforms were introduced by Samuel Romilly in 1808, who sought to remove this form of punishment from over two-hundred various crimes. These crimes were referred to as England’s â€Å"Bloody Code† and included such offences as remaining in the company of gypsies for a minimum of one month[1], the vagrancy of soldiers and sailors[2] and ‘strong evidence of malice’ in children ranging between the ages of seven and fourteen years. Following this early era of reform the early 1830s saw the removal of the penalty for petty crimes such as shop lifting, sacrilege and the theft of mail. The emphasis at this time was a clear campaign to remove the disproportionate trends of the criminal justice system. The result of these reforms did however reveal a higher instance of convictions but it is widely held that poverty and starvation were an additional contributing factor to the occurrence of these lesser crimes[3]. The reforms continued through to 1843 with the removal of gibbeting, which entailed the public display of the executed dead in cages and, finally, by 1861 the death penalty remained for only four separate and serious offences, which were murder, arson in royal dockyards, piracy with violence and, treason[4], of which the latter two crimes continued to carry the death sentence until the enactment of the Crime and Disorder Act 1998. 1.1.3 Limiting the mode of execution As well as limiting the number of crimes that fell within the scope for the death penalty, the methods of execution were also reduced. In 1868, public hanging was outlawed[5] and the punishment of being hung, drawn and quartered was condemned to the history books in 1870[6]. By the start of the 20th century the compulsory form of death for murder was hanging. 1.1.4 A picture of the early 20th century dilema There did however exist the discretion of the jury to aid the ‘recommendation to mercy’ but this was fully reversible by the Home Secretary[7]. Further to this, appeals in the Court of Appeal were to be heard only once and only for the points of law that had amounted to the prima facie case for conviction. House of Lords appeals were strictly allowable at the exclusive discretion of the Attorney General who was to decide whether the particular case involved significant points of law that merited further examination[8]. The result of any successful appeal was the reduction of sentencing to that of life imprisonment but the Home Secretary did later obtain the power to obtain the opinion of a medical panel to determine the mental capacity of the condemned offender[9]. 1.1.5 After the world wars The issue of controversy over the death penalty did not once again grab full media and political attention until after the end of the second world war, when capital punishment became a focus of the British media[10]. The delay in reform was of course a direct result of the suspension of legislative reform that took place during the war, and was the ultimate reason for the shelving of the original 1938 Commons vote to abolish the death sentence over an experimental period of five years[11]. Following the war there were in fact a number of lobbies both for and against the death penalty as well as overall concerns over the innocence of many of those condemned to die. To date, since 1945, there have been three posthumous pardons for Mr Timothy Evans in 1966[12] and Mahmood Mattan and Derek Bently in 1998[13]. 1.1.6 The emergence of new but flawed limitations to Capital Punishment In 1948 the then Labour Government created the Royal Commission on the death penalty but it was not until the election of the Conservative Government when a true legislative compromise was introduced in the form of the Homicide Act 1957. This act was in fact a direct result of the gross miscarriages of justice that had taken place in the years since the war and acted to reduce the scope of the sentence to a mere six kinds of murder. The first was murder executed in the furtherance of theft, followed by murder as a result of shooting or causing an explosion. The third scenario was murder carried out within the course of resisting arrest or while attempting to escape. The fourth and fifth was the murder of a police officer or prison officer while in prison and finally, the sixth murder charge that carried the death penalty was when there were at least two murders on separate occasions. It is clear that the ethos behind this restriction was to reserve the most profound of sentence to the most acute and extreme manifestations of the crime of murder, thereby theoretically condemning to death those few criminals who were deemed to deserve to die[14]. There were however three problems associated with this so-called compromise. In the first place, while this rationale was a step up from the carte blanche capital punishment of all murderers it is clear from analysis of the selected forms of death bearing murders that there was no justifiable reason for such a profound distinction between murder by stabbing and murder by gunshot wound. Secondly, the ultimate flaw here was that the distinctions were wholly based on the actus reus of the crime and not on the mens rea with the result that, in order to avoid the death penalty, perpetrators would become aware of the law and choose their method wisely. Thirdly the provisions of the Homicide Act 1957 did absolutely nothing to curb the suspicions of miscarriages of justice that remained for such cases as that of James Hanratty, who was executed in April of 1962 for shooting Michael Gregsten[15]. Finally, the last executions in Britain, which were of Peter Anthony Allen and Gwynne Owen Evans took place in August 1964 who together murdered John West while robbing his home earlier in the same year. 1.1.7 The abolishment of Capital Punishment in the UK In 1965 Sidney Silverman produced his private members bill that proposed a five year trial for the abolishment of the death penalty, which was indoctrinated in the Murder (Abolition of the Death Penalty) Act 1965. A further vote in 1969 in the House of Commons sealed the fate of the death penalty in Britain as it slipped into the history books and was abolished for good. This status followed in 1973 in Northern Ireland and neither portion of the British Isles have looked back since. 1.1.8 Since Abolishment While there have been more that ten attempts to reintroduce the death penalty in the UK, the last pre-Human Rights Act, Commons vote for hanging as a result of shooting a police officer on duty resulted in a 197 majority in favour of continued abolition. In addition to clear political favour against hanging, there are a number of high profile cases that, since the abolishment of the death penalty, would have resulted in death by hanging but were later revealed to have been gross miscarriages of justice of which the Birmingham Six is one of the most notable examples. Until the enactment of the Crime and Disorder Act 1998, the death penalty remained in force for treason and piracy with violence although at no point in the time since the abolishment for murder were these sentences ever carried out. Finally, sovereignty over the matter of the death penalty was officially removed in 1999 when Jack Straw signed the Sixth Protocol of the European Convention of Human Rights and in 2002, the Thirteenth Protocol was also signed. The full effects of this are set out below in part 1.2. 1.2 Effects of the Human Rights Act 1998 and the ECHR 1.2.1 Relevant Provisions of the ECHR, Identifying the relationship between the original convention and further human rights provisions. 1.2.1.1 The general applicable provisions The preamble of the ECHR (European Convention on the Protection of Human Rights and Fundamental Freedoms) states that signatories: reaffirming their profound belief in those fundamental freedoms which are the foundation of justice and peace in the world and are best maintained on the one hand by an effective political democracy and on the other hand by a common understanding and observance of the human rights upon which they depend; being resolved, as the governments of European countries which are like-minded and have a common heritage of political traditions, ideals, freedom and the rule of law, to take the first steps for the collective enforcement of certain of the rights stated in the Universal Declaration†¦ The concept of a foundation for justice and peace, as is stated above and was written in 1950, did not at first encompass abolishment of the death penalty but this changed with the enactment of the sixth protocol, which directly concerns the abolishment of the death penalty as an extrapolation of the more general provision under Article 2 of the Convention and stipulates the basic right to life. Article 2(1) states: â€Å"1. Everyones right to life shall be protected by law. No one shall be deprived of his life intentionally save in the execution of a sentence of a court following his conviction of a crime for which this penalty is provided by law.† It is this breadth of wording that facilitates both wide interpretation and, in relation to the right to life in particular, a wide scope for discretion to exclude or include issues based solely on the political climate of the day. Indeed, at the time of the assignation to the ECHR in 1951, the campaign for the abolishment of the death penalty did not gather huge momentum in light of this provision. 1.2.1.2 The Addition of formal, specific ratifications on the abolishment of the death penalty. Jack Straw MP signed the 6th protocol of 1983 on January 29, 1999, in which Article 1 states that: â€Å"The death penalty shall be abolished. No one shall be condemned to such penalty or executed.† While the provision is extremely clear cut on this basis, there was an exception provided for under Article 2 of Protocol 6, which provided that: â€Å"A State may make provision in its law for the death penalty in respect of acts committed in time of war or of imminent threat of war; such penalty shall be applied only in the instances laid down in the law and in accordance with its provisions. The State shall communicate to the Secretary General of the Council of Europe the relevant provisions of that law.† The exception to the death penalty abolishment to times of war was repealed following ratification of Protocol 13 in 2002, which came into force on 1 July, 2003.[16] This therefore made it also contrary to the European Convention to legislate for lawful capital punishment during times of war. 1.2.1.3 The overall impact of ratification of specific death penalty provisions Prior to enactment of the Human Rights Act 1998, ratification of the ECHR alone meant that recourse could only be had to it when raised at the European Court of Human Rights in Strasbourg. In relation to Articles 8 on the right to privacy and Article 14 on the prohibition of discrimination, there is a myriad of case law on this point, some of which was successful such as P v S Cornwall County Council[17] on the coverage of gender reassignment as falling within the scope of Article. However some cases did fall prey to the overtly wide provisions of the ECHR and failed. An example is that of Grant v Southwest Trains Ltd[18] in which it was held that the definition of ‘sex’ under the provision of Article 14 did not encompass sexual orientation. With regard to the 6th and 13th Protocols, there exists no such danger of judicial discretion in the exercise of provision interpretation for the simple reason that the wording of these annexes are sufficiently precise to ensure that all signatories to these protocols will harbour citizens who may consciously rely on the provisions under EU jurisdiction. It will however be shown in part two that, despite this misgiving, there is a further political tool for the inclusion of abolition of the death penalty at European level, which is that indoctrination facilitates the use of this policy as a condition of EU Membership. It is in precisely this area that Turkey is having severe setbacks on their journey to EU Membership, and this is set out below under Part 1.4. 1.3 Comparison with the USA the need to repeal the human rights Act 1.3.1 Brief Background of the legal circumstances that permit the death penalty in the USA. 1.3.1.1 Judicial interpretation of the Eighth and Fourteenth Amendments – Furman v Georgia[19] The death penalty in the USA is constantly debated on account of there being heated disagreement over whether or not Capital punishment is caught by the Eighth Amendment, which states that: â€Å"Excessive Bail shall not be required, nor excessive fines imposed nor cruel and unusual punishments inflicted[20]†. The Fourteenth Amendment (Section 1) is also relevant for the consideration of applicable Constitution provisions that regulate the rights that are affected by the imposition of the death penalty. This states that: â€Å"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities o citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.[21]† In 1972, the case of Furman v Georgia[22] it was held that the imposition of the death penalty did amount to ‘cruel and unusual punishment’ that contradicted the Eighth Amendment and was also a moral affront to the perceptions of justice by the American people. Justice Brennan remarked that: â€Å"Today death is a uniquely and unusually severe punishment. When examined by the principles applicable under the Cruel and Unusual Punishments Clause, death stands condemned as fatally offensive to human dignity. The punishment of death is therefore cruel and unusual, and the States may no longer inflict it as a punishment for crimes.[23]† In relation to the Fourteenth Amendment, it was successfully argued that the obvious disparity in the provision of adequate legal advice was a clear cause of depravity of due process. The crux of the argument on this matter surrounded the fact that the rich would be able to afford the best legal advice, the poor would be provided with the best legal advice and the middle classes would receive little aid and with their more modest financial resources, were able to afford counsel, although not the best. 1.3.1.2 Reinterpretation – Gregg v Georgia[24] The decision of Furman v Georgia was however overturned in Gregg v Georgia[25] in which Justice Brennan maintained his stance and dissented. The judgement was however split eight to three, and of those who lent a hand to re-impose the death penalty it was stated that the Georgian law on the matter did not impose a cruel or unusual form of punishment as the death penalty in general constituted a form of retribution that would not be against the morals of the American people and that arguments against its effects as a significant deterrent were deemed to be inconclusive and therefore, unreliable. With regard to retribution, Justice Stewart quoted from his own concurring opinion in Furman v Georgia, in which he stated that: â€Å"The instinct for retribution is part of the nature of man, and channelling that instinct in the administration of criminal justice serves an important purpose in promoting the stability of a society governed by law. When people begin to believe that organized society is unwilling or unable to impose upon criminal offenders the punishment they deserve, then there are sown the seeds of anarchy of self-help, vigilante justice, and lynch law[26]† As retaliation to the above notion of anarchy, Justice Stewart quoted from the dissenting answer by Justice Powell, who said that in relation to anarchy: â€Å"Retribution is no longer the dominant objective of the criminal law,[27]† but neither is it a forbidden objective, nor one inconsistent with our respect for the dignity of men[28]† With regard to the accusation of breach of the Fourteenth Amendment, the Georgian statute was deemed to have been precise enough to prevent the capricious and arbitrary application of the death penalty on account of there being specific guidelines for the jury on the matter of deciding the case. On the basis of this argument is was therefore held that there was adequate ‘due process’ that would prevent the death sentence from falling foul of the Fourteenth Amendment. On this matter, Justice Stewart stated that the Georgian Statute: â€Å"†¦focus(es) the jurys attention on the particularized nature of the crime and the particularized characteristics of the individual defendant. While the jury is permitted to consider any aggravating or mitigating circumstances, it must find and identify at least one statutory aggravating factor before it may impose a penalty of death. In this way, the jurys discretion is channelled. No longer can a jury wantonly and freakishly impose the death sentence; it is always circumscribed by the legislative guidelines†¦[29]† 1.3.2 Commentary of the Re-interpretation in Gregg v Georgia[30] GreenhalghÙ ­ states that there are two problems with this interpretation of Amendments in Gregg v Georgia.[31] Firstly, the opinions of the concurring judges weakly distinguished the prohibition of cruel and unusual punishment in the Eighth Amendment with the death penalty on the basis of the mode of execution. Recently, Georgia has abolished use of the electric chair and now only the lethal injection is the acceptable mode of execution that may be carried out in this State[32]. However, the method of execution continues to be the wrong focus for the ascertainment of Criminal Justice and the Supreme Court fully failed to argue that the deprivation of life or punishment, where the result is actual death, was both cruel and unusual. The method of execution is therefore irrelevant and need not have been dissected as a point of distinction in law[33]. Secondly, Greenhalgh continues by stating that there was equally wrongful focus on the determination that due process under the Fourteenth Amendment was fulfilled on the basis of ten aggravating circumstances that were to correctly guide the jury. There was equally inadequate examination of the argument over ability to afford the better counsel for the defence[34], as well as complete disregard for the issue of race disparity on death row[35]. The correct path to have taken was that due process is never fulfilled where counsel for the defendant is faced with the task of saving a man’s life every time he acts within his duty in a capital offence trial. Further to this, due process is equally flawed where the prosecution is set the task of persuading the jury to condemn the defendant to death. The argument here therefore, is that, in non warlike scenarios, and where self defence does not enter the equation, no one should be required to engage in the facilitation of involuntary k illing as part of their career. There is also a second argument, namely that due process extends beyond the trial and continues throughout the sentence so that appeals may be lodged where new evidence comes to light. Senator Patrick Leahy of Vermont stated in 2001 that he was greatly concerned over the fact that, since 1976, 85 prisoners on death row were exonerated on the basis of new evidence and that a number of these had occurred only days before execution[36]. He asserts that the issue is not one of a mere state or two, but is nationwide, thereby making academic analysis of the US system an ideal national focus as opposed to mere State-to-State comparison. The Senator states: â€Å"The appalling number of exonerations, and the fact that they span so many States—a substantial majority of the States that have the death penalty—makes it clearer than ever that the crisis I spoke of last year is real, and that it is national in its scope. This is not an â€Å"Illinois problem† or a â€Å"Texas problem.[37]† Clearly, for those that are exonerated after death, there is utter futility and pointlessness with the exception of empty and shell like, posthumous dignity. In order to combat this, the Innocence Protection Act was passed in 2001 with the aim of: â€Å"†¦reducing the risk that innocent persons may be executed. Most urgently, the bill would afford greater access to DNA testing by convicted offenders, and help States improve the quality of legal representation in capital cases.[38]† This is once again an attempt to gloss over the deprivation of due process that is taken at the point of death and is clearly a savage desire to retain the death penalty to the expensive extent to installing legislation for the purpose of ensuring as fair a trial as possible. 1.3.3 Comparison with the ECHR – The requirement to abolish the Human Rights Act 1998 Like the wording of Article 2 of the ECHR, the scope of meaning for the vocabulary of both the Eighth and Fourteenth Amendments is utterly imprecise. This therefore allows for the common but unannounced practice of reverse judgement whereby a decision is reached prior to the submission of counsel for both the prosecution and the defence and ratio are devised in order to justify he finding in law. However, unlike the ECHR, there is no express prohibition of the death penalty, as located under protocols 6 and 13 to the Convention, which means that the whole question of abolishment lies in the exclusive hands of the Supreme Court of the United States. Therefore, as a matter of jurisdiction, the Supreme Court is set the task of independently interpreting the Constitution, whereas the EU has made it perfectly clear that this issue is far too profound to be considered judicially. 1.3.4 Is the UK’s only recourse to repeal the Human Rights Act? The result for the UK is therefore clear and repeal of the Human Rights Act 1998 would be wholly necessary in order to re-introduce the death penalty. This is explained in more detail under part 1.4 in relation to the full spectrum of legal requirements and consequences of re-introducing the death penalty in the UK. 1.4 The legal Consequences for Britain as an EU Member State and the Current Turkey Situation 1.4.1 The Legal Consequences for Britain The standpoint of the EU on the concept of the death penalty is outwardly precise and any attempt of the UK to introduce this form of sentencing would cause a direct breach of protocol 13, thereby going against the policy under the s 3 (1) of the Act, which states that all legislation is to be read as being in accordance with the provisions of the ECHR. The enactment of incompatible legislation would fall foul of investigation by

Facebook As A Learning Tool

Facebook As A Learning Tool Many teachers believe that students using laptops during class are not always taking notes or doing research related to their class discussion. If students are wondering then chances are they are using Facebook. Statistics show that students spend most of their time on Facebook. Most of the teachers believe that Facebook is a disturbance in the classroom, but Facebook has the potential to be a learning tool when it`s used strategically and creatively. I assert that Facebook can be a reliable and a popular medium through which both educators and students can interact appropriately. I will review findings by some researchers to understand the relationship between Facebook and education, and will show how it could be a reliable and popular mean to be used as a learning tool by focusing on three main points: (1) Facebook promotes knowledge and maintains effective and efficient student interaction with educators. (2) Facebook open doors to new opportunities for ubiquitous learning. (3) Fa cebook as a medium to develop communication skills and encourage participation and social commitment. Develop communication skills and encourage participation and social commitment: Communication through Facebook is different from traditional face-to-face communication. First, friendships through Facebook are explicit, where traditional friendships usually tend to be implicit. Secondly, conversations through Facebook are persistent. They are permanently stored and easily retrieved at any point in time. Finally, Facebook conversations share with all friends who can access someones profile (Siegle 15). Facebook is used as a primary communication activity through which young adults post, comment, and share information with each other. Facebook can provide a window into anyones life. Given that fact, it is the responsibility of the parents to monitor and provide guidelines to their children once they start using Facebook. The use of Facebook by students entails education-related interactions, while some use it to obtain information on a missed class, others may use Facebook to engage in humorous comments about their own and their teachers actions. No one can deny the fact that Facebook broke down the barriers between students and educators because the informal learning that occurs in the context of sharing media offers important opportunities for increased student involvement in formal learning settings (Fewkes and McCabe 2012). Fewkes and McCabe have argued that a learning community would perform its best if the characteristics of connectedness and trust have been established amongst the learners (Fewkes and McCabe 2012). For this reason, education remains one of the areas most heavily impacted by technology. Promotes knowledge and maintaining effective and efficient student interaction with educators: Various studies have been conducted on teachers, university professors, and young adults to understand and assess the usage of social networks in the light of education and its effect on students academic achievements as well as fulfilling the desire of promoting knowledge and maintaining effective and efficient student interaction with educators. Aaron M. Fewkes and Mike McCabe conducted a survey on a sample of students at Waterloo Regional District School Board after the latter had made a decision to embrace the growing popularity of Facebook to verify if their vision of using Facebook in schools aligns with the actual behavior of the students. The results show that 48% of students do log on to Facebook at least once during class time, moreover, the research exposed a possible disconnect between school board and students due to improper implementation of this policy. Educators who relied on Facebook to follow professional organizations were more knowledgeable than those who did not (Pilgrim and Bledsoe 38-39). We live in an age in which we are fully dependent on instant updates and information, the rationale behind using Facebook as a tool for professional learning adopts the idea that the internet is this generations defining technology for literacy (Pilgrim and Bledsoe 39). Facebook is indeed an important source of information for educators who seek to continue their learning. According to a study conducted on university instructors in Turkey, all instructors who participated in the survey somehow use Facebook in their courses; even the instructor with the lowest frequency had used Facebook to make announcements about the course by creating a group. The study concludes that instructors have adopted Facebook and they are using it intensively, with a greater tendency toward its use for educational purposes. According to my cited sources, the studies recognized Facebook as a reliable source for academicians because it is flexible and user friendly, in addition, the sources emphasized on the role of Facebook as a medium between students and instructors and argued that Facebook can neither be solely dependable for conducting courses nor can it be ignored. Open doors to new opportunities for ubiquitous learning: Educators respond the use of technology in their classrooms in five ways: (1) Ban it: This has been deemed ineffective due to the fact that technology is becoming a part of our life that we constantly use. Typical workarounds are hiding devices behind books and texting from pockets. (2) Do business as usual: I disagree with this behavior of educators as it is the educators responsibility to engage the students in their classrooms (3) limit the use of Technology: a clear guideline indicating what is to be tolerated and what would be unacceptable. (4) Enhance traditional practice: Technology is dependent on users. (5) Use the technology to restructure the educational process: encourage students to use technology for inquiry, problem solving and/or instruction. (Siegle ) If I was an instructor, my choice would be the fifth option, as it is the most effective and efficient according to the studies conducted by Pilgrim, Beldsoe, and Siegle, who all have concluded in their studies the importance of learning how to incorporate Facebook into the education process. The use of technology allows students to use social media websites like Facebook to engage in formal or informal discussions with their instructor as well as their fellow students. There are many ways educators and students can connect using Facebook. For instance, teachers can post comments for the students, students can post their final work for their peers to review and provide feedback, and also students can use the wall feature to ask questions and respond to each other. In addition, teachers set up a central page where all classroom mates can join to participate at any time of their choice to exchange knowledge and understanding of the subject being studied. Using social media should be, however, accompanied by some important precautions which educators should adhere to when using Facebook as a tool for educating students: (1) Teachers should consider setting up a separate Facebook account. (2) Educators should obtain signed parental consent prior to interacting with young students on Facebook. (3) Teachers should refrain from installing any applications on their page that would negatively affect their professional image. (4) Educators should remind students that they need to transfer the respectful tone teachers expect in class to their online interactions with them and ensure that students are aware that a teachers ethical responsibility will continue online. After I have explored the usage of Facebook by educators as well as students and identified the benefits of such usage by each party, I can say that Facebook is a reliable and a popular medium through which both educators and students can interact appropriately. In order for this medium of communication to work in its most effective and efficient way, students need to be trustful and self-regulated, that is, to refrain from the over- use of Facebook. In conclusion, Educators and students use Facebook; the education process should be focused on the interaction of each party with the other and not the technology itself. Facebook opens new doors to students and allows their knowledge to grow. Facebook also allows them to learn about themselves from their peers. It is my belief that social networks like Facebook will continue to evolve and optimize the education channels in the context of human communication. Educators should consider Facebook as a mean of enhanced communication that provides traceability to what has been discussed and a source of feedback and/or evaluation on whether the discussion has fulfilled what it is mandated for or not.

Minorities Essay -- Minority Race Gender Essays

Minorities A minority group is made up of people who share a common set of cultural or physical characteristics that marks them as different from the powerful dominant group and for which they often suffer social disadvantages, because of their lack of power. As in the case of race and ethnicity, minority group membership is given by society. The most common minority groups are African Americans, Hispanic Americans, and Women. African Americans Low status jobs In 1997 African Americans were considered 12.5% of the U.S. population and 64.7% of their race participated in the labor force. African Americans were also considered for 21.6% of all guards, 21.5% of all service occupation, cleaning, and building. Also 30.8% of all health service occupation (Macionis 1998). Less Education A mere of 75% have graduated high school, and 38% of all African Americans have completed at least one year of college. On the other hand 84% of European Americans have graduated high school , and 51% of them complete at least one year of college.(Macionis 1998). Less Medical Care In 1996 there was 19% of African Americans who didn’t receive health coverage under the age of 65, while only 15% of all the European Americans had not received it as well. Over the age of 65 with members of their population 30.1% had Medicare only. The European Americans had a low of 16.9% of Medicare. (Horner 1999). Crime infested ghettos Almost one third of all African Americans live in crime infested ghettos three times that of European Americans. An approximate percentage of African Americans that live in ghettos in 1997 was 80%. (Robertson). Large percent of prison population In 1997 African Americans were considered 42% of all jail inmates. In 1998 African Americans were considered 12.5% of the U.S. population, yet they were 32.4%of those arrested.(Macionis 1998). Women Low status jobs They have been considered that 98.4% of all women are secretaries. Household and child care workers is 86.5%, and 94.3% of all private household cleaners or maids are women. (Macionis 1998). Less Education In 1970 women had earned only 17% of a bachelor’s degree in computer engineering computer science, and natural sciences. In 1995 though, the proportion was still low but it increased to 31%. (Macionis 1998). Unequal Pay for Equal Work In 1998 women had... ... in the view. They allow themselves into fulfilling the prophecy to take place, as they see it as an uncontrollable variable in their lives. Women in society have been said to be weak, sensitive, and home making, in that they are better suited in the house. False explanation gives that views of women are physically inadequate to do the job of the man. A numerous amount of men still perpetuate this explanation as they would like to maintain their status as the head of the house. They believe that women’s equality would diminish their dominance, especially in the catholic society. Many women still believe this ideology because of the strong religious belief, ethnic or cultural backgrounds and the personal perspective. People are not created equal, and some races are not considered with respect. As you can see if there is no inequality then there cannot be a society. Works Cited Black Americans: A Statistical Source book & Hispanic Americans: A Statistical Source book . By Louise L. Hornor published 1999. Society: The Basics 1998-00 by John J. Macionis Society: A brief Introduction 1989 by Ian Robertson Gangs In America 2nd ED. 1996 by Ronald C. Huff

World War III Essay example -- Creative Writing Essays

...I remember. It was all a blur. I remember sitting on the cold dusty floor; in the stadium, at my school. We all had no clue what was going on. The students, staff and facility staff, we were all jam-packed in the stadium. In front of all of us there was a tall dark man who had a skunk’s tail around his face, his shoulders were brawny, and His face was cold sober. The tall man thought that We were so naà ¯ve and absurd wearing, poppies on and kept sniggering every time he took a glance at us. What does what? Who is he? I also wanted to know why he is here those were the questions that were circling in my mind. The tall dark man looked very intimidating he looked as hard as a brick. He had three men on each side of him, looking like bowling pins. He told us that his name he said his name was Dedrick, ruler of people, he said this with gratification. The silence in the room broke. The whalley rangers erupted with hilarity. His face turned red with a slow burn â€Å"SILENCE!† he compelled. All of a sudden the clock struck eleven o’clock. He declared â€Å"I Dedrick Hitler, Hitler’s son! When I saw the villainous spiteful look of his face I started to put all the puzzle pieces together. I knew what was going on. Words were racing through my mind. If you ever hear the word Hitler’s son on Remembrance Day at eleven o’clock you just know y ou’re going to be in a rat' nest. I slowly raised my hand terrified of what was going to happen. All eyes were focused on. Dedrick said â€Å"yes zilltle girl† in a strong, powerful, and stentorian. German accent â€Å"vat do you vant?† I softly then said to him in a calm voice â€Å"what is your plan, what do you want at this school?† He came closer. He whispers in my ear with his melting voice â€Å"my plan? I felt so rotten m... ... stand the heat. I did not vote for you so that, you can encourage kids to fight. Sleeping on the warm bloody red floor made me feel queasy, at the beginning but Haley who is only 8 told us to stay strong. Haley is a better leader than you will ever be. I cannot breathe in the nasty powdery plague. The smell is awful like fish bathing in manure. I shouldn’t have voted for you even. Jacob who is 12 has more leadership in his finger than you have in you body, if I come out alive I’m not voting for you again. Yours sincerely Solace I stormed out the tent with fury. The winds spoke with exhaust. The wind ran through my hair, as I was preparing to battle. I climbed to the top of the hill, feeling the cold-heat running past my face. I waited for the venomous against, but before I went down, I turned around there he was dedrick with a glimmer in his eye.

Barbie :: miscellaneous

Barbie Good afternoon everyone. I’m Dr. Nikolovski and I’m here to talk to you about the controversial Barbie. Barbie, recently turned 40, is perhaps the most debated about child’s toy in the world. She is sold in over 150 Countries and is known to almost every child and adult worldwide. According to creator Mattel, over 93% of all Australian girls aged between 3 and 10 own at least one Barbie each, and the typical American girl of the same age has on average 9. So what does this model of ‘supposed perfection’ have to do with real life you may ask? This successful toy whom is considered to promote an unhealthy lifestyle and image, is a role model of millions of girls around the world, including you daughters. Today I am here to put you any doubts you may have to rest and to promote Barbie as a good and inspiring toy for your children to be playing with. Barbie is one of the most enduring stars in the world. She’s loved, hated, tortured, adored and disemboweled by millions. But the argument still remains, that Barbie is a bad role model for young girls. While some agree yes, I definitely believe no! Barbie has been blamed for quite a few things. Eating disorders being one them, as a result of her â€Å"anorexia-inspired† body. However it must be noted that eating disorders are proven to be a mental disease, just as something like schizophrenia. How a doll, a toy, something for girls to play with is able to be responsible for such a disease is a question I’d be curious to hear answered. Especially as the girls whom play with Barbie are those aged between 3 and 10. Barbie has been around since March 1959, and I’m yet to hear about an eating disorder directly linked with her. I believe that Barbie is an inspiration to young girls in her multiple careers. Which over the years have included things from tennis player, presidential candidate, and paleontologist to an astronaut, which was back in 1964, before there were any women astronauts. This year’s new generation millennium Barbie of 2002 is set to head off to international High School in New York. Barbie’s instant success was not from her body or looks, but clearly from what came with her. It's clear now that her ultimate success is her transformation like qualities.

Sophie’s World

Philosophy 101 Mr. Trembley While reading Sophie’s World Jostein Gaarder identifies and tackles large philosophical questions. Using Sophie as the â€Å"fresh† child mind, Gaarder attempts to portray how a young mind would react to large philosophical questions. By the time I got to page 13 in the text, I noticed that the major philosophical questions were simply stated by the mysterious teacher of Sophie. One major question that Sophie asks and tries to answer is â€Å"who are you? At first, on page 3, Sophie blatantly focuses on the physicality of the question. She is the girl staring back at her self-reflected image on the mirror. She then concluded by saying â€Å"you are me,† and â€Å"I am you,† to her mirror image. Once again, it was a very obvious and physical truth in regards to who she was. However, by page 7 she takes a more philosophical approach and understands that there are many levels after she ponders about it more. After pondering, she e ssentially concludes that the questions are riddles.Yet, coming from narrator verbatim, â€Å"For the first time in her life she felt it wasn’t right to live in the world without at least inquiring where it came from. † She went from a mentality of specific perspective to understanding the general concept that finding a philosophical answer isn’t the purpose†¦but pondering and asking questions about who she was and where the world came from was more beneficial. In my perspective, the acknowledgement of these philosophical questions is a massive step for Sophie.I definitely agree with Sophie because sometimes the questions are very annoying, because no one will really know the answers to the questions the teacher asked her. The narrator states on page 7 that the questions â€Å"jolted Sophie out of her everyday existence and suddenly brought her face to face with the great riddles of the universe. † I find this particularly interesting because to me t he questions asked by philosophers are not meant to be confusing, time wasting questions. Instead, the questions spark of wonder that leads to creative, varied perspectives on extremely large questions. Sophie’s World The book review that I will be doing is about the book Sophie’s World (Norweigan: Sofies verden), a 1991 novel written by Norwegian writer Jostein Gaarder. According to the book itself, Sophie’s World is Gaarder’s first book to appear in English because he is a Norweigan. . It was originally written in Norwegian and became a best seller in Norway. The novel was later translated into fifty-three languages, with over thirty million copies in print. It follows the events of Sophie Amundsen, a teenage girl living in Norway and Alberto Knox, a middle aged philosopher who introduces her to philosophical thinking and the history of philosophy. II. SUMMARY: Sophie Amundsen is fourteen years old when the book begins, living in Norway. She begins a strange correspondence course in philosophy. Every day, a letter comes to her mailbox that contains a few questions and then later in the day a package comes with some typed pages describing the ideas of a philosopher who dealt with the issues raised by the questions. Although at first she does not know, later on Sophie learns that Alberto Knox is the name of the philosopher who is teaching her. He sends her packages via his dog Hermes. Alberto first tells Sophie that philosophy is extremely relevant to life and that if we do not question and ponder our very existence we are not really living. Then he proceeds to go through the history of western philosophy. Alberto teaches Sophie about the ancient myths that people had in the days before they tried to come up with natural explanations for the processes in the world. Then she learns about the natural philosophers who were concerned with change. Next Alberto describes Democritus and the theory of indivisible atoms underlying all of nature as well as the concept of fate. At the same time as she takes the philosophy course, Sophie receives a strange postcard sent to Hilde Moller Knag, care of Sophie. The postcard is from Hilde's father and wishes Hilde happy birthday. Sophie is confused, and moreso when she finds a scarf with Hilde's name on it. She does not know what is happening but she is sure that Hilde and the philosophy course must somehow be connected. She learns about Socrates, who was wise enough to know that he knew nothing. Then Alberto ends her a video that shows him in present day Athens and somehow he seems to go back in time to ancient Athens. She learns about Plato and his world of ideas and then about Aristotle, who critiqued Plato, classified much of the natural world, and founded logic and our theory of concepts. Then, as Sophie's education continues, the Hilde situation begins to get more complicated. She finds many more postcards to Hilde, and some of them are even dated on June 15, the day of Sophie will turn 15. The problem is t hat June 15 is still over a month away. She discovers some of this with her best friend Joanna, and one of the postcards tells Hilde that one day she will meet Sophie and also mentions Joanna. Strange things are happening that the girls cannot figure out. Sophie's relationship with her mother becomes somewhat strained as she tries both to cover up the correspondence with Alberto and to practice her philosophical thinking on her mom. Meanwhile, Alberto teaches Sophie about Jesus and the meeting of Indo-European and Semitic culture. She learns about St. Augustine, St. Aquinas, and the christianization of Greek philosophy that occurred in the Middle Ages. By this time, Sophie has met Alberto and he begins hinting that the philosophy is about to get extremely relevant to the strange things that are happening to her. Sophie learns about the focus on humanity in the Renaissance and the extremes of the Baroque and then Alberto focuses on some key philosophers. Urgently, he teaches her about Descartes, who doubted, and by doing so knew at least that he could doubt. They move on to Spinoza as it becomes clear that Hilde's father has some awesome power over them. Then Sophie learns about the empiricists. Locke believed in natural rights and that everything we know is gained from experience. Hume, an important influence on Kant, showed that our actions are guided by feelings and warned against making laws based upon our experiences. But Berkeley is most important to Sophie because he suggested that perhaps our entire lives were inside the mind of God. And Alberto says that their lives are inside the mind of Albert Knag, Hilde's father. At this point the story switches to Hilde's point of view. On June 15, the day she turns fifteen, Hilde receives a birthday gift from her father entitled Sophie's World. She begins to read and is enthralled. We follow the rest of Sophie's story from Hilde's perspective. Hilde becomes certain that Sophie exists, that she is not just a character in a book. Alberto has a plan to escape Albert Knag's mind, and they must finish the philosophy course before that can happen. He teaches Sophie about the Enlightenment and its humane values and about Kant and his unification of empiricist and rationalist thought. Things in Sophie's life have become completely insane but she and Alberto know they must figure out a way to do something. It will have to occur on the night of June 15, when Hilde's father returns home. They learn about the world spirit of Romanticism, Hegel's dialectical view of history, and Kierkegaard's belief that the individual's existence is primary. Meanwhile, Hilde plans a surprise for her father on his return home. They rush through Marx, Darwin, Freud, and Sartre, desperate to come up with a plan to escape even though everything they do is known by Hilde's father. Then at the end of Sophie's World, the book that Hilde is reading, while at a party for Sophie on June 15, Alberto and Sophie disappear. Hilde's father comes home and they talk about the book, and Hilde is sure that Sophie exists somewhere. Meanwhile, Sophie and Alberto have a new existence as spirit—they have escaped from Albert Knag's mind but they are invisible to other people and can walk right through them. Sophie wants to try to interfere in the world of Hilde and her father, and at the end of the book she is learning how to do so. III. PROPER BOOK REVIEW: The day that this book was handed to me, I thought it was boring at all because it’s about philosophy. But then, when I started reading, I became interested and even more interested in the plot of the story in which Sophie Amundsen received a letter from an anonymous sender. I became to wonder who it came from. Did it come from a suitor or maybe from school? Those were just the things that came up to my mind while reading the first page of the book. When the questions were revealed, such as such as â€Å"Who are you? † and â€Å"Where did the world come from? , I myself were interested to know the answers too. It was like it was me who was in Sophie’s situation. It’s really funny how I became attached with the story though I don’t really read novels. As the story progresses, the reader becomes attached to Sophie and follows her on the quest for answers. We are reminded of the beauty in the genuine thirst for knowledge and f or answers that we often devalue as we get older. This book can be approached in different ways. It is on one hand the story of a few individual lives, and on the other a philosophy book. Seeing it only as the story of Sophie Amundsen brings little satisfaction, but regarding it only as a reference on philosophy does not fulfill its purpose. To me, its theme is an expression of people's propensity to become caught up in their daily lives and lose the desire to question. And though the characters seem two-dimensional at times, I viewed them as tools of the writer, commenting on what Gaarder saw in the world. The style of the novel is similar to a detective story which emphasizes Gaardner’s idea that philosophy’s search for answers to the fundamental questions of life is much like a detective’s investigation. Throughout the book, we are reminded that philosophy is not the pursuit of someone who has spare time to sit and ponder; rather, it is essential for every living, thinking human being. This novel is a great substitute for a boring philosophy book. Sophie’s World is probably the best way to learn about philosophy. Even more redeeming is the fictional portion of the novel, so although readers may grow bored and want to skip over the philosophy lesson bits, you'll still find yourself being pulled in enough to finish the entire lengthy book. Sophie’s world took me in a wild and crazy ride while also learning about the history of philosophy. I liked this book because it was never preachy and is not trying to force any grand idea down my throat. Instead it gave me a bunch of really good ideas and let me form my own philosophy and let me choose the ideas I wanted to believe. I also loved the crazy plot twists of the story. Just like when the story revealed that Sophie and Alberto Knox were just part of another story and when Hilde wanted to believe that Sophie and Alberto were real people as opposed to some characters in a book written for Hilde’s 15th birthday. I think it was great how the author just kept making the story weirder and weirder. First Sophie kept getting mysterious post cards, then they started popping up everywhere, then a banana said â€Å"Happy Birthday Hilde†, then the dog talked and when she found out she was in a book she started seeing Winnie the Pooh and Little Red Riding Hood. This book was just a bunch of jumbled insanity that kept my attention every step of the way. I absolutely loved it I think everybody on the planet should read this book. Personally I thought the philosophy lessons were boring, but Jostein Gaarder paints such a beautiful picture and story that Sophie's World truly is compelling.

Fourth Amendment Issue Essay

Bailey v. United States In this paper I leave alone be discussing the case of Bailey v. United states. First we volition be looking to see every last(predicate) the circumstances of this case to nail a clear(p) view of the issue at hand. whence well cover what the issue is for this case, and why it would be an issue in accordance to the quartern Amendment. I will make a stance in this paper well-nigh if I think the issue at hand is or isnt a violation of the Fourth Amendment. The decisions of all the courts will be looked at, and t heritor reasonings.These sort of cases argon classical to the ever living and breathing document that is the Constitution because cases like hese help change, form, and modify (so to speak) the rights that we are afforded according to the United States. On July 28th, 2005 the jurisprudence of Suffolk County received information via a confidential informant that he had purchased medicates. The drug deal was for the amount of six grams of divulge cocaine. During the drug deal the informant draw that he had seen a firearm in the flatcar.The flat was separate space ofa stand located in the root cellar of 103 Lake find in Wyandanch, New York. The information gave supercharge details as such. The exact translation of the person he had urchased the guns from a heavy put in black male with short named cognize as Polo. Oustice. org, page 2) The informant overly gave the exact details of the type and translation of the gun that he had seen in the apartment which was a handgun. On the same daytime the police went to the Judge on claver to obtain a authorisation.after proving the credibleness of the informant they were able to obtain a no-knock warrant. A no-knock warrant is given when in that respect is an idea that the police going to fly the coop a warrant might be harmed or if there is a go on that the conclusion expected to be ollected could be stamp outed. The attempt warrant specified the basement apar tment as the location to be expected, and items to be retrieved were the handgun and whatsoever ammunition to go along with it.A star Detective was given the task of nonice the apartment dapple the warrant was creation obtained to ensure that the blank spacers that were going to guide the warrant would know if any one was in the apartment, and if so how to a greater ex cardinalt. The affiant then went to the scene while the look for unit got clear to execute the warrant. While they were watching the polarity the two of them itnessed two individuals that could meet the verbal description of the the informants description of Polo exit from the basement apartment and get into a car.The two reachicers followed the car fora fewer blocks before depicting over the vehicle. later on the car was stop the officers asked the two occupants to maltreat out of the vehicle and proceeded to pat them down. After the two identified themselves, the officers confirmed the device d river was the Polo, and the occupant was a friend he was driving home. During the stop the officer searched the pockets and put a set of headstones in Polos front pocket. Polo explained the keys were to his apartment.The officer then office stated that he was being detained not arrested incident to the search warrant of the apartment. The officer put the two men into a patrol car that was called in and they were determined to the apartment. The second surveillance officer drove chisel Polos car back to the apartment while the depressionly drove the hole-and-corner(prenominal) car. By the time they all reached the apartment again the search unit had already entered the home, executing the warrant. A gun and drugs were in plain view when they had entered the apartment. It was then that the Polo and Middleton were arrested.The keys that were raise in the front pocket were to a fault seized incident to his arrest along with two addition guns outside the one in plain view, many rounds of ammunition, a warmer proof vest, 40 grams of crack cocaine,39 grams of powderize cocaine, drug paraphernalia, and several documents with the petitioners name on them. Several boxes of personal items that indicated somebody had late moved into the apartment. The police officers also had tried the keys they had seized from Polo and set in motion that one of the keys opened the admission to the apartment.It was in April 2006 that Bailey, Polo, was indicted on the multiple counts for having both drugs and firearms in his apartment. The questioned issue here elicit be clarified by this avouchment presented in the government brief. Whether the Fourth Amendment permitted police officers, incident to the execution of a reasoned search warrant for a deleterious weapon at a semiprivate residence, to detain an occupant who leave the immediate vicinity of the premises, when the cargo area was conducted as short as reasonably practicable. (americanbar. org).The issue seems to be the fact they the pair were ot in the remove vicinity of the place to be searched when they were ab initio stopped and detained, nor was the warrant being punish when they were pulled over. The key and the statements were the only things that could absolutely plug into the petitioner to the apartment and the drugs and firearms found indoors it. Bailey moved to suppress the evidence of the key that was seized, and his conversation with the two officers during his stop downstairs the argument that they had illegally detained him.The court state this was a legal stop victimization the case of Michigan v. Summers (452 U. S. 692 1981)) as an account as to why the police had a right to detain Bailey. in that location are tercet points to the Summers case that explain why an officer may detain someone during execution of a search warrant those being officer safety, aiding the completion of the search, and preventing escapism of stairs of stairs of steps if incrimi nating evidence is found (ohioattorneygeneral. gov).The first issue of officer safety is considering the fact that multitude within the residence may being riled and rise up and try to harm the officers in causa to conceal or destroy evidence (law. cornell. edu). Secondly the dea of aiding officers to complete the search claims those that would be detained, if they were not occupants might wander somewhat the premises, and there is the potential for interference with the execution of the search warrant. They can hide or destroy evidence, seek to distract the officers, or only get in the way. (law. ornell. edu) Lastly on this seemingly 3 pronged streak when it comes to the Summers case, is the prevention of flight if evidence is found. It is because of the prosecution using this cases three pronged try on to determine the rigourousness of etaining someone during a search that I take a stand on the side of the defense and say that the detention of Bailey is something that un lawful and violated his fourth extra car is was not. there are many reasons why, but I can manifestly look at the three prong turn up and clearly shred two of their prongs to pieces.There was no real reason for them to pull Bailey over after he left field his home and because they did the key they found on his person during the pat down and the justifications he made to the officers are something that should grant been left out of the trial. When it comes o the first prong of the Summers test in comparison of the Bailey case it is besotted to even believe that from nearly a mile down the road that Bailey would control been able to affect the safety of the officers.It was argued that if they had stopped Bailey just outside the apartment people within the apartment could get to been notified of the police and they could have been ready to harm the officers, since it was surmise that weapons were in the home. This is true, however if this were the case why did they not simply stop him as soon as he got around the corner? The second art of the three is the fact that there could be an voice where those in the home being searched could go around and destroy evidence or even hide it.I check over that the police can do their concern further more effectively, and search more thoroughly, if they dont have to persist an eye on those inside a home. However how can this even reach to Bailey? Bailey and the other person that had been in his house were no longer in it. There was no threat that Bailey nor his companion would have been able to hinder the execution of the search warrant. So to me this prong absolutely does not pply in this case. The final result of the Summers prong is that the person in question could become a flight issue if there were evidence found during the search.This is true, Bailey could have fled and become a flight risk if someone were to tip him off that there were cops searching his apartment. However, this is true of any search war rant ever. This is too tolerant ofa point when it comes to the detention of people. Does this mean that ten miles across town if a search warrant is being executed that they have a right to find you wheresoever you are until they are finish with heir search? If not circumscribed, the rationale of preventing flight would Justify, for instance, detaining a suspect who is 10 miles away, ready to board a plane.The interest in preventing escape from police cannot extend this far without downstairsmining the usual rules for arrest based on probable cause or a brief stop for questioning under standards derived from Terry. (law. cornell. edu) So in closing I absolutely agree that the detention of Bailey in this case was unlawful and one one C percent violated his fourth amendment rights. When this ase first went to court this petition to withhold the keys and confession was denied by the District court, and The Second band agreed on this finding.

Social Media Ads

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Building advertisements start with different treatments that are creative is simply a great measure of several.Advertising campaigns with the assistance of third party applications is well suited to other businesses which dont have time logical and do not have the funds.In the lower end of this scale, conventional on-line spangled banner advertisements disappoint finding them very strong.Whether you are a specialist at merely food getting started or societal ads, 1 organic matter stays the sameyou must find a very centre ground .

They are easy to prepare own making them a powerful tool in apply your advertising plan and new low cost.Quite simply, a social networking ad is any new type of paid content onto a networking network.LinkedIn Ads special offers the capacity to target businesses.You best can opt to produce a new ad or use an post.