Monday, September 30, 2019

K D Logistics

K D Supply Chain Solutions Pvt Ltd www. kdlogistics. co. in Campus Pre Placement Talk KD Supply Chain Solutions Pvt. Ltd. To be most efficient and effective Third party logistics Provider in India†¦.. Our Vision Efficient: ? Productivity. Effective: ? Quality, Flexibility, Service level. efficient and effective ? Cost Minimization. ? Profit maximization. ? Supply Driven ? Demand (Customer) ? Doing Things Right. driven To be most efficient and effective Third party logistics Provider in India†¦.. Services†¦Ã¢â‚¬ ¦THIRD PARTY LOGISTICS WAREHOUSE MANAGEMENT SERVICES TRANSPORTATION SERVICES CUSTOMISATION CENTER OPERATIONS ORDER MANAGMENT SERVCICES WAREHOUSE CONSTRUCTION DIVISION Services†¦Ã¢â‚¬ ¦ THIRD PARTY LOGISTICS > > > > > > > > > > > Inventory management Pick and pack operation Dispatch planning Invoicing Collection Quality control and audit Material handling Document management Stock audits Cycle counting Reverse Logistics Services†¦Ã¢â‚¬ ¦ WAREHOUSE MANAG EMENT SERVICES Every client has a different requirement from its supply chain and we strive to meet that need as closely as we can.Customization is possible for: > Automated operation with racking > Temperature controlled > Raw material handling > Finished good handling > Energy saving and environment friendly Services†¦Ã¢â‚¬ ¦ TRANSPORTATION SERVICES ? Primary Transportation. ? Secondary Transportation. ? Home delivery system. Services†¦Ã¢â‚¬ ¦ CUSTOMISATION CENTER OPERATIONS ?We have dedicated and specialized team operating product customization and intermediate packaging system. ? This team focuses on managing client’s inventory by eliminating transporting time to the packaging facility ?These centers assembles products to suit local market down stream supply chain channel requirements. Services†¦Ã¢â‚¬ ¦ WAREHOUSE CONSTRUCTION DIVISION ?We have established ourselves in the construction of warehouses to suit clients' needs and specific requirements. ? We have developed our own Logistics Park spanning 1. 5 million sq. ft. We are the first 3PL to be to create own infrastructure at Bhiwandi (near Mumbai), Mandideep (Madhya Pradesh) and Gurgaon (NCR). WAREHOUSE CONSTRUCTION DIVISIONSpecial feature: Bhiwandi Logistics Park ? Strategically located and very close Mumbai city touching NH3 ? Racked PEB structure ? State of the art logistics park with a floor strength of 4mt per sq mtrs ? Column less span of 150 feet which facilitate seamless movement of goods with in the facility. ? Exclusive parking facility for more than 100 vehicles. ? Separate entry and exit point for all warehouses. ? Seamless IT connectivity ? Uninterrupted power supply Important Statistics Revenue Logistics- INR 80 Cr †¢ Owned Warehouse Space- 15 lac sq feet †¢ Warehouse space maintained by KDL – FMCG – About 35 lac sq. feet – Retail – About 15 lac sq feet Summer internship -2013 What are we looking for LEADERSHIP OWNERSHIP TEAM PLAY ER DESCISION MAKER Summer internship -2013 What is there for you †¦ †¢ An opportunity which give you ownership. †¢ An opportunity which give direct interaction to our clients. †¢ Exposure to supply chain sector. †¢ An opportunity to explore your entrepreneurial instincts. We†¦. Just started

How to Differentiate Hrd and T&D

In the early 1980s, the field of personnel management shifted its function from handling staffing and related administrative activities to the development of people as a resource of the organization (Sims, R. 2006). Thus, here comes the field of Human Resource Development (HRD). The term HRD started out first simply as â€Å"training†, then involved into â€Å"training and development†(T&D), and finally into HRD. Therefore, some confusion arise relating to the difference between Human Resource Development and â€Å"training and development†.In order to differentiate HRD and T&D, the author illustrates this essay by clarifying the definition of HRD and T&D, their respective main purpose, and the strategies of each term. I. Definition 1. Definition of HRD Because of the evolving nature of HRD, defining HRD is difficult. The first definition of HRD offered by Harbison and Myers related HRD to broad contexts, including economy, political, social and culture contexts, rather than just individuals and organizations.They defined HRD as a process to increase the knowledge, skills and capacities of all the people in a society: â€Å"In economic terms, it could be described as the accumulation of human capital and its effective investment in the development of an economy. In political terms, HRD prepares people for adult participation in the political process, particularly as citizens in a democracy. From the social and cultural points of view, the development of human resources helps people lead fuller and richer lives, less bound to tradition. †(Harbison and Myers, 1964)HRD was also referred as a learning experience provided by employees, leading to the improvement of their performance and/all personal growth (Nadler and Nadler, 1989). A recent definition from Swanson (2009) explained the term HRD as a process of developing and unleashing expertise which aimed at improving organizational system, work process, team, and individual performance . 2. Definition of T&D Generally speaking, training and development is defined as a field concerned with organizational activity whose objective is to improve the performance of individuals and groups in organizational context.To be specific, writers of some literatures have divided the term T&D into two independent parts: â€Å"training† and â€Å"development†. Separated definition for each word is created, which makes the definition of training and development quite straightforward. Training was defined as a â€Å"planned and systematic process to modify or develop attitude, knowledge or skills through learning experiences, to achieve effective performance in an activity or range of activities. † (Garavan et al. ,1995; Harrison, 1993; Reid et al. 1994) .A separate definition of development was that â€Å"the growth or realization of a person’s ability through conscious or unconscious learning, which usually includes elements of planned study and experi ence supported by coaching and counseling† (Wilson, 1999). Similarities can be seen from these definitions that both HRD and T&D provide human resource with learning to improve performance. However, their emphasises are different according to the definitions. T&D focuses more on the improvement of individual performance, whereas HRD is a business approach which plays a crucial role in the improvement of whole organizational.II. Main Purpose of HRD and T&D 1. Main purpose of HRD The key functions of HRD are individual development, organizational development, career development and performance improvement. Actually, the main purpose of HRD is under debate of researchers and practitioners. Should it focus on increasing the performance requirements of its organizations and enhancing the productivity of the workforce or on developing the individual competency and skills? When practiced in productive organizations, HRD should contribute directly to the organization’s goal.As a result, performance improvement becomes the main purpose of HRD. There are many aspects that HRD could improve performance: individual, process, as well as organizational levels. For instance, performance is impeded when the goal of an organization do not fit various internal and external realities (culture, for example). HRD could solve this problem by formulating a goal that fit in the organizational culture while a culture change process being implemented in order to support the goal of the organization. 2. Main purpose of T&DIn many literatures, the purpose of T&D concentrates on individual development. There is need to train and retrain the employees on continuous basis. T&D has the goal of influencing basic values and beliefs of individual. Meanwhile, there are also technical and management T&D programmes related to systems and procedures appeal to the inherent logic, and the planning methods and people skills appeal to the strategies of succeed. The relationship (or differe nce) of HRD and T&D (and other HRD functions) could be illustrated by figure1:Figure1 (Haslinda, 2009) Although the main purpose of T&D is individual development, which is one of the four key functions of HRD, we can not say that T&D is a subset of HRD. HRD and T&D are discrete entities. HRD is the integrated use of T&D, organizational development, career development and performance development to improve individual, group, and organizational effectiveness. III. Strategies of HRD and T&D 1. Strategies of HRD To contribute to the goals and missions of the organization, efforts of making HRD strategies must take place.First, there should be a clear overview of the relationship between the organization’s missions, strategic agenda, and competitive environment. Followed by an assessment of the current capacity of workforce, special needs are identified. An evaluation system needs to be built in order to examine if the target competencies indeed enhance the actualization of organi zational goals. Finally, the organization needs senior leadership and a culture that support lifelong learning of the work role of each employee. 2. Strategies of T&DTraining and development in an organization also requires a mechanism that establishes the competencies required by an organization to achieve success. Therefore, the strategy of T&D includes 1) identifying the employees’ training needs, 2) finding out the HR strategic plan, 3) establishing personal developing plans and 4) evaluating the T&D outcomes by assessment. The process could be revised over and over again. The strategies of HRD and T&D have several points in common. However, those tiny distinctions make HRD a more strategically orientated organizational process.

Saturday, September 28, 2019

Succubus Blues CHAPTER 21

I had no boyfriend. Despite all the uncertainties in my world, that at least was one thing I could feel confident about. Unfortunately, this nephilim apparently had a more optimistic view of my love life. â€Å"I don't know who you're talking about,† I shouted to my empty office. â€Å"Do you hear me, you son of a bitch? I don't know who you're fucking talking about!† No one responded. Paige, passing by a moment later, stuck her head inside. â€Å"Did you call me?† â€Å"No,† I grumbled. She wore a dress that clung distinctly to her swelling belly. It didn't help my mood any. â€Å"Just talking to myself.† I closed the door after she left. My immediate impulse was to run for help. Carter. Jerome. Somebody. Anybody. I couldn't deal with this alone. Fail – or involve any of your immortal contacts – and no amount of â€Å"safekeeping† will do him any good. Damn it. I didn't even know who â€Å"he† was. Frantically, I tried to figure out who among my mortal acquaintances could have been mistaken by the nephilim as something more. As if it wasn't hard enough being my friend already. Surprisingly – or perhaps not – my thoughts promptly strayed to Seth. I thought about our recent rapport. Censored and proper certainly, but still warm. Still right and natural. Still occasionally making me catch my breath when we touched. No, that was stupid. My fascination with him was shallow. His books made me suffer from hero worship, and our friendship had become a sort of rebound from Roman. Whatever crush or minor attraction he'd had for me had to be fading fast. He'd shown no other indications of more-than-friends feelings, and my distancing had to be having an effect. Besides, he still kept disappearing for mysterious meetings, probably for some girl he was too shy to tell me about. It was presumptuous of me to even consider him in a boyfriend category. Yet†¦ would the nephilim know any of that? Who knew what the bastard was thinking? If it had observed Seth and me having our coffee chats, it might assume anything. Fear clenched me, making me want to immediately run upstairs and check on Seth. But no. That would be a waste, for now at least. He was writing, in public, surrounded by people. The nephilim would not attack him in such a setting. Who else then? Warren perhaps? That voyeur nephilim had watched us have sex. If that didn't count as some sort of relationship, I didn't know what did. Of course, the nephilim would have also observed that Warren and I almost never interacted in any other intimate way. Poor Warren. Sex with me had already wiped him out; it would be beyond cruel if he became a target for the nephilim's bizarrely misplaced humor. Fortunately, I had already seen Warren come in today. He was busy in his office, but perhaps that still counted as safe. Alone he might be, but any screams from a nephilim attack would immediately draw attention. Doug? He and I had always had a perky flirtation. Certainly one might consider his sporadic pursuit of me indicative of something more than friendship. Yet, in the last few weeks, he and I hadn't talked very much. I'd been too distracted by the nephilim attacks. Those, and Roman. Ah, Roman. There it was, the possibility that had been hovering in the back of my mind. The reality I'd been avoiding because it meant contacting him, breaking the silence I'd tried so hard to maintain. I didn't know what was between us, other than a scorching attraction and the occasional tug of solidarity. I didn't know if it was love or the start of love or whatever. But I knew I cared about him. A lot. I missed him. Cutting myself off completely had been the safest way to recover, to get over my longing and move on. I feared what reinitiating contact could do. And yet†¦ because I cared about him, I could not let this nephilim prey upon him. I could not risk Roman's life in this because, really, he probably was the most likely candidate. Half the bookstore staff still considered us an item; why not the nephilim ? Especially in light of how touchy-feely we'd been on a number of outings. Any stalking nephilim would be well justified in reading that as romantic attachment I picked up my cell phone and called him with bated breath. No answer. â€Å"Shit,† I swore, listening to his voice mail. â€Å"Hi Roman, it's me. I know I wasn't, uh, going to call you anymore, but something's come up†¦ and I really need to talk to you. As soon as possible. It's really weird, but it's really important too. Please call me.† I left him both my cell and the bookstore numbers. I disconnected, then sat and pondered. Now what did I do? On impulse, I glanced at the staff directory and dialed Doug's home number. He had the day off. No answer, just like Roman. Where was everybody? Shifting my attention back to Roman, I tried to figure out where he would be. Work, most likely. Unfortunately, I didn't know where that was. What a negligent pseudo-girlfriend I was. He'd said he taught at a community college. He referred to it all the time, but it was always â€Å"at school† or â€Å"at the college.† He'd never mentioned the name. I turned to my computer and did a search for local community colleges. When the search returned several hits for Seattle alone, I swore again. More existed outside of the city too, in the suburbs and neighboring sister cities. Any of them could be possibilities. I printed out a list of all of them, with phone numbers, and stuffed the paper in my purse. I needed to get out of here, needed to take this search to the field. I opened my office door to leave and flinched. Another identically written note hung on my door. I peered around in the offices' hallway, half hoping to see something. Nothing. I pulled the note down and opened it. You're losing time and men. You've already lost the writer. You'd best get a move-on with this scavenger hunt. â€Å"Scavenger hunt indeed,† I muttered, crumpling the note. â€Å"You're such an asshole.† But†¦ what did he mean about losing the writer? Seth? My pulse quickened, and I raced up to the cafe, earning a few startled looks along the way. No Seth. His corner was empty. â€Å"Where's Seth?† I demanded of Bruce. â€Å"He was just here.† â€Å"He was,† concurred the barista. â€Å"Then he suddenly packed up and left.† â€Å"Thanks.† I definitely needed to get out of here. I found Paige in New Books. â€Å"I think I need to go home,† I told her. â€Å"I'm getting a migraine. â€Å" She looked startled. I had the best track record for attendance of any employee. I never called in sick. Yet, for that very reason, she could hardly refuse me. I was not a worker who abused the system. After she'd assured me I should go, I added, â€Å"Maybe you can get Doug to come in.† That would kill two birds with one stone. â€Å"Maybe,† she said. â€Å"I'm sure we'll manage, though. Warren and I are here all day.† â€Å"He's here all day?† When she reiterated that he would indeed be there, I felt somewhat relieved. Okay. He was off the list. As I walked home to my apartment, I called Seth's cell phone. â€Å"Where are you?† I asked. â€Å"Home. I forgot some notes I needed.† Home? Alone? â€Å"Do you want to get breakfast with me?† I asked suddenly, needing to get him out. â€Å"It's almost one.† â€Å"Brunch? Lunch?† â€Å"Aren't you at work?† â€Å"I went home sick.† â€Å"Are you sick?† â€Å"No. Just meet me.† I gave him an address and hung up. As I drove to the rendezvous, I tried Roman's cell again. Voice mail. I pulled out the community college phone numbers and started with the first one on the list. What a pain. First, I had to start with campus information and try to get to the right department. Most community colleges didn't even have linguistics departments, though almost all had at least one introductory class taught through some other related area – like anthropology or humanities. I made it through three colleges by the time I reached Capitol Hill. I breathed a sigh of relief, seeing Seth waiting outside the place I'd indicated. After I parked and paid the meter, I walked up to him, trying to smile in some semblance of normality. It apparently didn't work. â€Å"What's wrong?† â€Å"Nothing, nothing,† I proclaimed cheerfully. Too cheerfully. His look implied disbelief, but he let the matter drop. â€Å"Are we eating here?† â€Å"Yup. But first we have to go see Doug.† â€Å"Doug?† Seth's confusion deepened. I led him to an apartment building next door and climbed to Doug's floor. Music blared from inside his apartment, which I took as a good sign. I had to beat on the door three times before anyone answered. It wasn't Doug. It was his roommate. He looked stoned. â€Å"Is Doug here?† He blinked at me and scratched his long, unkempt hair. â€Å"Doug?† he asked. â€Å"Yeah, Doug Sato.† â€Å"Oh, Doug. Yeah.† â€Å"Yeah, he's here?† â€Å"No, man. He's†¦Ã¢â‚¬  The guy squinted. Lord, who got high this early in the day? I hadn't even done that back in the 1960s. â€Å"He's practicing.† â€Å"Where? Where do they practice?† The guy stared at me. â€Å"Where do they practice?† I repeated. â€Å"Dude, did you know you have, like, the most perfect tits I've ever seen? They're like†¦ poetry. Are they real?† I clenched my teeth. â€Å"Where. Does. Doug. Practice?† He dragged his eyes from my chest. â€Å"West Seattle. Over by Alki.† â€Å"Do you have an address?† â€Å"It's by†¦ California and Alaska.† He blinked again. â€Å"Whoa. California and Alaska. Get it?† â€Å"An address?† â€Å"It's green. You can't miss it.† When no other information came, Seth and I left. We went to the restaurant I had indicated. â€Å"Poetry,† he reflected along the way, amused. â€Å"Like an ee cummings poem, I'd say.† I was too preoccupied to process what he was saying, my mind racing. Even waffles with strawberries couldn't keep me from worrying about this idiotic scavenger hunt. Seth attempted conversation, but my answers were vague and distracted, my mind clearly not with him through the meal. When we finished, I unsuccessfully tried Roman again, then turned to Seth. â€Å"Are you going back to the bookstore?† He shook his head. â€Å"No. I'm going home. I realized I need too much of my research to write this scene. Easier to stay in my own office.† Panic blazed through me. â€Å"Home? But†¦Ã¢â‚¬  What could I say? Tell him that if he stayed at home, he might be in danger of attack by a sociopathic, supernatural creature? â€Å"Stay with me,† I blurted out. â€Å"Run errands with me.† His polite complacency finally broke. â€Å"Georgina, what in the world is going on? You go home sick when you're not. You're clearly agitated about something, desperately so. Tell me what this is about. Is something wrong with Doug?† I closed my eyes for a second, wishing this was all over. Wishing I was somewhere else. Or someone else. Seth must think I was out of my mind. â€Å"I can't tell you what's wrong, only that something is. You have to leave it at that.† Then, hesitantly, I reached out and squeezed his hand, turning my eyes pleadingly toward his. â€Å"Please. Stay with me.† He tightened his grip on my hand and took a step forward, face concerned and compassionate. For a moment, I forgot about the nephilim. What did other men matter when Seth looked at me like that? I had the urge to embrace him and feel his arms enclose me. I almost laughed. Who was I kidding? I didn't need to worry about leading him on. I was the one getting hooked here. I was the one in danger of escalating this relationship. I needed to stop procrastinating on my â€Å"clean break† with him. I hastily broke apart and lowered my eyes. â€Å"Thank you.† He offered to drive to West Seattle, freeing me up to keep calling colleges. I had nearly finished by the time we reached the intersection of Alaska and California. He slowed slightly, and we both peered around, searching for a green house. You can't miss it.It was a stupid piece of advice. What constituted green anyway? I saw a sage house, a forest green house, and a color that could have been green or blue. Some houses had green trim, green doors, or – â€Å"Whoa,† said Seth. A small, run-down house painted a glaring shade of mintish lime stood there, nearly obscured by two much nicer houses. â€Å"You can't miss it,† I muttered. We parked and walked toward it. As we did, the sounds of Doug's band clearly emanated from the garage. When we reached the open door, I saw Nocturnal Admission in full glory, Doug belting out lyrics in that amazing voice of his. He cut off abruptly when he saw me. â€Å"Kincaid?† His fellow band members looked on quizzically as he jumped down and sprinted over to me. Seth discretely took a few steps away, studying some nearby hydrangea bushes. â€Å"What are you doing here?† asked Doug, not offended so much as astounded. â€Å"I called in sick,† I said stupidly. What did I do now? â€Å"Are you sick?† â€Å"No. I – I had something to do. Still do. But I'm†¦ I'm worried about leaving the store. How long will you be here? Can you fill in for me after this?† â€Å"You came here to ask me to cover for you? Why'd you call in sick? Are you finally running away with Mortensen?† â€Å"I – no. I can't explain it. Just promise me, after this, you'll swing by the store and see if they need help.† He was staring at me with a look Seth had been shooting me all afternoon. One that sort of implied I needed a tranquilizer. â€Å"Kincaid†¦ you're freaking me out here†¦Ã¢â‚¬  I looked up at him with the same baleful expression I'd used on Seth. Succubus charisma in action. â€Å"Please? You still owe me, remember?† His dark eyes frowned in understandable consternation. At last he said, â€Å"Okay. But it'll be a few hours before I can go.† â€Å"That's all right. Just go there straight afterward. No stops. And don't†¦ don't tell them you saw me. I'm supposed to be sick. Make up some reason to go there.† He shook his head in exasperation, and I thanked him with a quick hug. As Seth and I departed, I saw Doug glance at Seth questioningly. Seth shrugged, answering the other man's silent inquiry with shared confusion. I made more phone calls as we drove away, finishing my college list and leaving yet another desperate message for Roman. â€Å"What now?† asked Seth when I lapsed into silence. Hard to say what he thought of my harassment of both Roman and Doug. â€Å"I†¦I don't know.† I had reached the end of my options. Everyone was accounted for except Roman, and I had no way to reach him. The clock was ticking. I didn't know where he lived. I thought he'd mentioned Madrona once, but that was a big area. I could hardly start knocking on all those doors. The nephilim had said I had until the end of my shift. Despite bailing on work, I assumed that still meant nine o'clock. I had almost three hours left. â€Å"I guess I'll pick up my car and go back home.† Seth dropped me off at the restaurant and followed me back to Queen Anne. A traffic light stopped him, so I made it to my apartment about a minute before he did. On my door was another note. Nice job. You'll probably end up alienating all of these men with your erratic behavior, but I admire your pluck. One left to go. I wonder how fast on his feet your dancer truly is. I was crumpling this note up when Seth reached me. I pulled my key out of my purse and feebly attempted to put it in my lock. My hands shook so badly, I couldn't do it. He took the key from me and opened the door. We entered, and I collapsed on to the couch. Aubrey slithered out from behind it and jumped on my lap. Seth sat nearby, taking in my apartment – including my prominently displayed collection of his books on the new shelf – then returned his worried gaze to me. â€Å"Georgina†¦ what can I do?† I shook my head, feeling helpless and defeated. â€Å"Nothing. I'm just glad you're here.† â€Å"I†¦Ã¢â‚¬  He hesitated. â€Å"I hate to tell you this, but I've got to leave in a little while. I'm meeting someone.† I looked up sharply. Another of those mysterious meetings. Curiosity temporarily replaced my fear, but I couldn't question him. Couldn't ask if he was meeting some woman. At least he said he was meeting someone. He wouldn't be alone. â€Å"You'll be with†¦ them†¦ for a while then?† He nodded. â€Å"I could come back late tonight, if you wanted. Or†¦ maybe I could cancel.† â€Å"No, no, don't worry about it.† By then, it would all be over. He stayed awhile longer, again attempting conversation I couldn't participate in. When he finally stood up to leave, I could see anxiety written all over him and felt terrible I'd involved him in this. â€Å"This will all be resolved tomorrow,† I told him. â€Å"So don't worry. I'll be back to normal then. I promise.† â€Å"Okay. If you need anything, let me know. Call me, no matter what. Otherwise†¦ well, I'll see you at work.† â€Å"No. I have tomorrow off.† â€Å"Oh. Well. Do you mind if I stop by?† â€Å"Sure. Go ahead.† I would have agreed to anything. I was too tired to hold to my earlier notion of distancing. I'd worry about that later. Honestly. One thing at a time. He left reluctantly, no doubt baffled when I told him to spend a lot of time with whoever he was meeting. As for me, I paced all over my apartment, not knowing what to do. Maybe I couldn't get ahold of Roman because the nephilim had already found him. That would hardly be fair since I'd never even had a chance to genuinely warn him, but this nephilim didn't really seem like the type to care about right or wrong. Struck by inspiration, I called Information, realizing I'd missed the obvious way to find him. It didn't matter. Unlisted. Two hours before my shift would have ended, I left Roman another message. â€Å"Please, please, please call me,† I begged. â€Å"Even if you're really mad at me for what happened. Just tell me you're out there and okay.† No return call came. Eight o'clock rolled around. With one hour remaining, I left him another message. I could feel hysteria creeping in. God, what was I going to do? All I did do was continue pacing, pondering how soon would be too soon to call Roman one more time. Five minutes before nine, utterly frantic, I grabbed my purse, desperate to leave my apartment and do something. Anything. Time was almost up. What would happen? How would I know if I'd successfully jumped through the nephilim's hoops? When I saw Roman's murder plastered across the paper tomorrow? Would there be another note? Or maybe some gruesome token? What if the nephilim hadn't even meant any of the people I'd considered? What if it was someone completely out of the realm of – I opened my door to leave and gasped. â€Å"Roman!† He stood there, mid-knock, as surprised to see me as I was him. I dropped my purse and ran to him, flinging myself at him in a fierce embrace that nearly toppled him. â€Å"Oh God,† I breathed into his shoulder, â€Å"I'm so glad to see you.† â€Å"I guess,† he replied, pulling slightly away to look down at me, his turquoise eyes concerned. â€Å"Lord, Georgina, what's wrong? I've got like eighty messages from you – â€Å" â€Å"I know, I know,† I told him, still not letting go. Seeing him stirred up all the old, queasy feelings I had thought were buried. He looked so good. He smelled so good. â€Å"I'm sorry – it's just, I thought something had happened to you†¦Ã¢â‚¬  I hugged him again, catching sight of my watch as I did so. Nine o'clock. My shift was over, as was the nephilim's ridiculous game. â€Å"Okay, it's all right.† He patted me awkwardly on the back. â€Å"What's going on?† â€Å"I can't tell you.† My voice shook. His mouth opened to protest, but he reconsidered. â€Å"Okay. Let's take this slow. You're pale. Let's go get something to eat. You can explain all this then.† Yeah, that would be a fun conversation. â€Å"No. We can't do that†¦Ã¢â‚¬  â€Å"Come on. There's no way you can leave me all those desperate messages and then start playing the ‘we need space' game. Seriously, Georgina. You're a wreck. You're shaking. I wouldn't want you to be by yourself anyway if I'd found you like this, let alone after those calls.† â€Å"No. No. No going out.† I sat down on the couch, needing to let him go, reluctant to do so. â€Å"Let's stay here.† Still looking distressed, Roman fetched me a glass of water, then sat down by me, holding my hand. As time passed, I calmed down, listening as Roman talked about inconsequential things in an effort to make me feel better. For his part, he was quite nice about my psycho phone calls. He continued trying to tease out an explanation, but when I remained evasive, only saying I had cause to worry about him, he stopped pushing – for now. He continued cheering me up, telling me funny things as well as his usual political soliloquies, complaining about the irrational rules and hypocrisy of the powers that be. By late in the evening, I was relaxed again, left only with embarrassment for the way I'd behaved. Damn, I hated that nephilim. â€Å"It's getting late. You going to be okay if I go?† he asked, standing with me near my living room window, overlooking Queen Anne Avenue. â€Å"Probably better than if you stay.† â€Å"Well, that's a matter of opinion,† he chuckled, running a hand over my hair. â€Å"Thanks for coming by. I know†¦ I know†¦ it seems crazy, but you've just got to trust me on this one.† He shrugged. â€Å"I don't really have a choice. Besides†¦ it's kind of nice to know you were worried about me.† â€Å"Of course I was. How could I not be?† â€Å"I don't know. You aren't easy to read. I couldn't figure out if you really liked me†¦ or if I was just something to pass the time. A diversion.† Something in his words rang a bell in my head, something I should have paid attention to. Instead I was more caught up in how close he suddenly stood to me, how his hand ran down my cheek to my neck and to my shoulder. He had long, sensuous fingers. Fingers that could do a lot of good in a lot of good places. â€Å"I do like you, Roman. If you don't believe anything else I tell you, believe that.† He smiled then, a smile so full and beautiful, it made my heart melt. God, I had missed that smile and his funny, breezy charm. Moving his hand back up to my neck, he pulled me toward him, and I realized he was going to kiss me again. â€Å"No†¦ no†¦ don't,† I murmured, squirming out of his grasp. He backed off from the kiss, still holding on to me as he exhaled, disappointment all over his face. â€Å"Still worried about that?† â€Å"You can't understand. I'm sorry. I just can't†¦Ã¢â‚¬  â€Å"Georgina, nothing traumatic happened the last time we kissed. Short of your reaction, I mean.† â€Å"I know, but it's not that simple.† â€Å"Nothing happened,† he repeated, an unfamiliar hardness in his voice. â€Å"I know, but – â€Å" My mouth hung there mid-sentence as I replayed his words. Nothing happened. No, something had happened that night at the concert, kissing in the back hallway. I'd seen Roman stagger from the kiss. But me†¦ what had happened to me? What had I felt? Nothing. A kiss that intense, a kiss with someone strong, a kiss with someone I wanted so badly should have triggered something. Even with a low energy yield like Warren, a deep kiss would wake up my succubus instinct, start to connect us, even if no significant transfer took place. Kissing Roman like that – especially when he ostensibly had a reaction – should have resulted in some kind of feeling on my end. Some sensation. Yet, there had been nothing. Nothing at all. I had written it off to too much alcohol at the time. But that was ridiculous. I drank all the time before getting a fix. Alcohol could muddle my senses – as it obviously had that night – but no amount of intoxication could completely negate the sensation of anima transfer. Nothing could. I had been too trashed to realize the truth. Alcohol or no, I would always feel something from sexual or intimate physical contact unless†¦ Unless I was with another immortal. I jerked away from Roman, breaking his hold on me. His expression registered surprise, immediately replaced by sudden understanding. Those beautiful eyes sparkling dangerously, he laughed. â€Å"Took you long enough.†

Friday, September 27, 2019

Outsourcing Term Paper Example | Topics and Well Written Essays - 2000 words

Outsourcing - Term Paper Example For instance, a company may outsource non-strategic functions to companies that specialize in such fields of work. Additionally, outsourcing also includes the transferring of assets and employees to another firm. The term outsourcing extends over both domestic and foreign outsourcing, and it sometimes also involves the relocation of a firm elsewhere; this is known as off-shoring. The company that provides outsourcing services is commonly called as service provider Organizations enter into a business agreement with third-party service providers that involves an interchange of payments and services. Outsourcing helps firms perform efficiently in their core functions and minimize costs incurred and shortage of skill in disciplines where they deem outsourcing appropriate. Since the early 21st century, businesses have exceedingly outsourced to firms in foreign countries; this is commonly known as off-shore outsourcing. In consequence of the widespread practice of outsourcing, several appe llations have been designated to refer to various parts of the relationship between the discipline of outsourcing and firms, such as strategic outsourcing, multi-sourcing and near-shoring. Outsourcing offers more room or elasticity in controlling unnecessary expenses and spending where it is indispensable. Outsourcing gives organizations the advantage to spend on only the services that are absolutely needed and also the precise periods or times in which they need them. This reduces the expenses incurred on hiring and training of employees (Haugen, Musser and Lovelace, 2009). The biggest transition in outsourcing has come from the rapid increase in the number of firms or small groups of professionals using computer technologies to utilize outsourcing as a source or path for building pragmatic service providing businesses or systems that can be operated from any part of the globe where internet access is available. Such service providers are preferred by large firms for ephemeral empl oyment of experts in specialized disciplines so as to have their projects or services worked on and delivered completely virtually or online. This suggests that there is a rapidly growing increase in the number of such businesses that function completely online that outsource to offshore firms to work and complete the work contracted out to them before the final service or project is sent to the end user. This is commonly practiced in website designing. Albeit outsourcing has been practiced by corporations so long work specialization has remained an important part of industry, it is rather recently that there has been a surge in outsourcing by organizations for the execution of non-strategic or non-core processes such as data entry, or billing. This is owing to the fact that such processes could be more efficiently executed by companies that specialize in the aforementioned fields respectively; this makes it more time and cost effective for organizations. Some companies outsource se rvices for the execution of particular business functions, while others outsource services for the execution of entire processes. Outsourcing may take many forms but the two most common forms of outsourcing are: Business Process Outsourcing, BPO, and Information Technology Outsourcing, ITO. Furthermore, Business Process Outsourcing incorporates human resource outsourcing, HRO, call center outsourcing and accounting and finance outsourcing. Such processes for

Thursday, September 26, 2019

Google Assignment Example | Topics and Well Written Essays - 1250 words

Google - Assignment Example nternet companies operate from various countries, and regulations are developed for these companies by the government based on the existing legal framework. These are also known as cyber regulations. Companies failing to abide by the cyber guideline of different countries have also faced penalties like cancellation of their license to trade in the respective country (Factor, 2013). Google faced pressure from the Department of Justice in order to abandon their search terms, and censor the search results from the Government of China. Apart from this, the demand of the government to abide by the privacy policies were also considered and in 2008, Google started responding to the concerns of the customers by adding a link to the home page that will directly take them to the privacy center and show Google’s policies for privacy and security. The political trend affects the subsidies, tax holiday, or rule relaxations, which also affect the sources of revenue generation for a country. Countries like India outsource maximum IT services for countries like US, UK, or Australia (Google, 2013). Answer 4 The companies in the computer software and internet industry got badly affected like any other industry due to the recent financial crisis and recession. However, companies like Google were relatively isolated from such effects due to the strong search engine and internet based methods of advertisement in the world economy. Google was typically well-positioned even when other companies were facing problems of survival. This is mainly because of its diversified operations. Google Inc mainly benefited from advertisements, which made the company a recession-proof business (Google, n. d.). Answer 5 Google Inc is presently testing some new advertising agendas that pay the site owners... The researcher of this essay states that companies in the computer software and internet industry got badly affected recently, like any other industry due to the recent financial crisis and recession. However, it is analyzed that companies like Google were relatively isolated from such effects due to the strong search engine and internet based methods of advertisement in the world economy. Google was typically well-positioned even when other companies were facing problems of survival. This is mainly because of its diversified operations. The political and legal factors are the external factors which has a significant impact on the computer software, and internet industry. Google Inc mainly benefited from advertisements, which made the company a recession-proof business. Google Inc is presently testing some new advertising agendas that pay the site owners on the basis of cost per click model. This program, which is also known as Cost per action was floated through email invitation fro m Google AdSense to different website owners. The researcher mentions that Google Inc has been investing generously to keep up with the changing preferences of customers and users. Google possesses the advantage of the excellent IT framework, which supports its high performance in a cost effective manner. In conclusion, the researcher sums up his study and states that apart from every challenge, that was presented in this essay, Google also enjoys the massive cost advantage over its main competitors like Yahoo, eBay, Microsoft, or Amazon.

The Turk Chess Automaton Hoax and why it was done Research Paper

The Turk Chess Automaton Hoax and why it was done - Research Paper Example Von Kempelen created this machine after attending Maria Theresa’s court, where there was an act of illusion being performed. Von Kempelen promised himself that he would return to the Palace with a creation that would top all of the other illusionists’ acts he had seen. This is exactly what he did. He created a machine with a life-size model of a Turkish man in traditional costume. Its left arm held a long Turkish pipe while the right arm lay on top of a cabinet. Atop this cabinet was the chessboard and the cabinet had three doors, an opening and a drawer, which held a red and white chess set (Standage, 24). The design of the machine was intended to leave observers confused as to how it worked. When opened, it had a variety of gears similar to a clock on one side, while on the other it had a cushion and other brass parts. It was intended that onlookers could see through the machine, which helped to maintain the illusion that von Kempelen was trying to sustain. He further goes on with the presentation with a sliding operator’s seat, which when slid caused the gears of the machine to come into view. This allowed for furthering the illusion, as it kept the operator invisible (Standage, 24-27). To continue the misdirection even further than this, the arm of the Turk could be moved with a lever, opening and closing his hand in suit with the lever’s operation. ... The Turk debuted in 1770, about six months after the illusionists’ acts that von Kempelen had seen in Empress Maria’s court. He always went through an elaborate demonstration of the machine and all of its parts. He would open the doors and drawers and allow audience members to inspect the machine thoroughly. After this, von Kempelen would tell them that the Turk was ready for a game with a willing challenger. The Turk always used the white chess pieces and had the first move. The Turk had some movements that it could make, those being: nodding two times if he threatened his opponent’s queen, three times if he put the king in check. If the Turk’s challenger made an illegal move, the Turk could shake his head, put his opponent’s piece back, and move his own. To continually maintain this illusion even during play, von kempelen would wander around the room during the game and invited the audience to bring magnets, irons and other things to test if the m achine functioned through the use of magnetism or weighting (Standage, 203-204). Another aspect of the Turk’s exhibition was his ability to complete the knight’s tour, a complex and famous chess puzzle. This puzzle required that the player move his knight about the chessboard, landing on each square exactly one time. This was a great phenomenon to even the most experienced players, as most struggled with the knight’s tour but the Turk could complete it easily. The Turk was able to do this because of a pegboard used by the director inside the machine who also had a map of the puzzle, which he could follow (Standage, 203-204). The Turk traveled across Europe as its fame grew. Von Kempelen was more interested in other projects that he had going, thus often lying about the

Wednesday, September 25, 2019

Development of Patient survey to Identify reasons associated with Essay

Development of Patient survey to Identify reasons associated with attrition from diabetes selfmanagement education (DSME) - Essay Example In US alone the figures released by the Centers for Disease Control and Prevention in 2008 indicate that nearly 24 million people are affected by diabetes in the country, which indicates an increase of over 3 million in the last two years (Daly et al, 2009). Such alarming projections underline the importance of self help groups and self management education of the disease. Diabetes Self Management Education (DSME) is considered an important tool for controlling to some extent the epidemic proportions acquired by the disease in recent times. Such measures are known to improve preventive care practices as it helps the patients to lead a disciplined life, thus controlling the extent of damage. During such education the patient gets to know the necessary knowledge, skills and self care methods. In addition the patients also share their experiences, which in turn others in learning from the shortcomings and mistakes. But the DSMEs have been found to suffer from some limitations in that they are not able to maintain the numbers and enthusiasm of the patients, which leads to some amount of attrition from DSME centers. An effort is being made through this study to find out some such cases and correlate the findings to come out with factors cont ributing to the attrition rate. During their research on the subject Peyrot et al (2009) ... Expansion of innovative DSME delivery mechanism plays a key role in influencing the access and delivery of DSME, particularly in community based settings (Peyrot et al, 2009). The ICT era presents a number of opportunities to the educators to be innovative in their approach while reaching out to the patients. Such an approach not only helps in easy reaching out to the patient, but it also helps in saving on the costs. The results based on internet surveys of more than a thousand adult diabetes patients indicted that, Diabetes self management education (DSME) can prove to be of significant help in contributing towards the health and well being of diabetic patients. It was also found out that those having not taken the services of DSMEs are not fully aware about the benefits of them, but those aware about their functioning highly regarded the benefits of such education centers. It might therefore appear quite intriguing that even after being fully aware about the benefits, the attritio n rate is on the higher side. Research by Peyrot et al (2009) also found out that patients having experienced the benefits of DSMEs also inform others as well about the positive side of undergoing a disciplined routine with DSME. The fact that physicians too want more support from self-management groups and educators, is an indication towards the impact such educations can have on the patients. But physicians also find that the educators often tell the patients to do things which quite often they don't agree with. That implies that the DSMEs need to be more user friendly, and they might need to assess the need even on an individual basis instead of categorizing them on the basis of a

Tuesday, September 24, 2019

Homeland Security Essay Example | Topics and Well Written Essays - 1500 words - 1

Homeland Security - Essay Example Seven hundred thousand lines of bug-ridden code that was functionally off target was delivered by VCF’s contractor, Science Applications International Corporation. The bureau had to scrap the $170 million project. Various government and independent reports show that, the FBI, shares the blame for the project’s failure. The ‘investigative data warehouse’ was added to combine several of the FBI’s crime and evidence databases into one. Detailed interviews with people directly involved with the VCF depicted the picture of of an IT project that fell into the most basic trap of software development, from poor planning to bad communication. Some of the evolving problems also included: the failure of the VCF technology to meet the bureau’s requirements the intense pressure to get the product to FBI agents following the terrorist attacks of 9/11 the change in the FBI’s prime mission from criminal investigation to preventing terrorism. Poor management decisions early in the project inadequate oversight for continuing the costly problems. The investigative data warehouse, perhaps a useful tool, doesn’t manage case overflow and doesn’t substitute for an effective case management system.It is critical to keep in mind that intelligence failures of 9/11 happened because the right people didn’t have the right information at the right time. There was also various changes in management, and perhaps too may players in the mix. In September 2000, the FBI IT Upgrade Project was funded for US $379.8 million. ... replace the obsolete Automated Case Support (ACS) system. Instead, the FBI's VCF would become the most highly publicized software failure in history. Seven hundred thousand lines of bug-ridden code that was functionally off target was delivered by VCF's contractor, Science Applications International Corporation (SAIC.) The bureau had to scrap the $170 million project. Various government and independent reports show that, the FBI, lacking IT management and technical expertise, shares the blame for the project's failure. The 'investigative data warehouse' was added to combine several of the FBI's crime and evidence databases into one. Detailed interviews with people directly involved with the VCF depicted the picture of of an IT project that fell into the most basic trap of software development, from poor planning to bad communication. Some of the evolving problems also included: the failure of the VCF technology to meet the bureau's requirements the intense pressure to get the product to FBI agents following the terrorist attacks of 9/11 the change in the FBI's prime mission from criminal investigation to preventing terrorism poor management decisions early in the project inadequate oversight for continuing the costly problems The investigative data warehouse, perhaps a useful tool, doesn't manage case overflow. and doesn't substitute for an effective case management system. It is critical to keep in mind that intelligence failures of 9/11 happened because the right people didn't have the right information at the right time. There was also various changes in management, and perhaps too may players in the mix. In September 2000, the FBI IT Upgrade Project, later called Trilogy, was funded for

Monday, September 23, 2019

Company Law Essay Example | Topics and Well Written Essays - 2750 words

Company Law - Essay Example The rights, duties and powers are conferred to the company and its members who become part and parcel of the Articles of Association2. The articles of association of a company are a binding force for the existing members and future members who wish to join in the days ahead. Moreover, the heirs of members, successors and the legal agents are to comply with the provisions of article. The article of association binds the company and its members as they sign the required documents. In other words, it is a kind of contract that exists between the company and its members. As per the terms of article, the association members can enjoy certain rights and duties towards company; where against the company has certain obligations towards its members. Similarly, the company expects its members to fulfill their duties and obligations that are required for smooth functioning of a company3. The constitution of a company relies on articles of association. The Articles identify a set of procedures t o conduct business, preparation of accounts, hold meetings and directors’ appointment. ... Company Act 2006 Under the Companies Act 2006, different sorts of companies can be formed. It provides guidance with regard to the formation of a Limited / Unlimited company, the shareholders, the directors and the employees. Incorporation of Unlimited Company makes the company liable for all losses and debts under the civil law. If a company is formed limited by guarantee, the guarantor’s liability will be limited to the extent of guarantee7. Insolvency Act 1986 It addresses the  insolvency of firms and individuals in line with the bankruptcy law of the United Kingdom. There are two kinds of bankruptcy law, which comprised cash flow insolvency and balance sheet insolvency. The definition of insolvency under the  Insolvency Act 1986 is that if an individual or the company is unable to pay off the debts on due dates, in order to save the company from becoming insolvent, the company will satisfy the court provided that the value of its assets is more than the amount of its d ebts8. In terms of cash flow insolvency, let us look at the case law Re Chine Finance plc9 where the court examined the financial status of cited company to determine its present and future capabilities to pay off debts when they were due. Hence, the creditors would be in a position to call earlier insolvency of the company10. Brief History The case in point is about Paul, who in the year 2010 established sizzling business of supplying delicious food to individuals and companies. In the subsequent year, Paul formed a company namely Murdock Kitchens Ltd and became its sole director by issuing ordinary shares of pound sterling 40,000. During the course of business, he entered into an agreement with Yorkshire Water to supply food for lunches. Later on, Paul got seriously injured

Sunday, September 22, 2019

Why I Want to Become a Teacher Essay Example for Free

Why I Want to Become a Teacher Essay I always wanted to become a teacher. The main reason for this is that I want to do something to help the community, and give back some of the privileges that I enjoyed. Some of these privileges included a great education, and caring teachers. I could see myself accomplishing this task through teaching. New York City needs hard working, caring, and responsible teachers, and I want to become a part of it. I believe that to become a teacher, your heart really needs to be in it and you need to be committed and dedicated. I will constantly think of ways on how to improve things and how to help my students when I become a teacher. I have the motivation, and the potential to become a New York City Teaching Fellow. In this way, I will be influencing the futures of our next generation in a positive way. I have previously worked as an occasional per diem teacher in the year 2002 with the Board of Education of NYC. Actually, it was my first job right after college. I enjoyed my time working there and helping students out, who were in need of help with their math skills. Through this teaching job, I learned a lot of things. Most important was the behavior aspect of children. I completely understand how to motivate students, and how to get them interested in the coursework. Their enthusiasm and motivation is the key to a better future generation. Besides that, I have very strong math skills, which help me make a strong candidate as a teacher. These math skills were visible when I took Calculus 1, and Calculus 2 in senior year of high school. After that, I took statistics and other advanced calculus classes in college. This progress continued through graduate school. Therefore, I believe that my educational math experience and previous experience as a math teacher will help definitely ensure high academic achievement for my students. New York City has many high-need schools located in low income communities. I also come from a low income family. Therefore, I think of it as my duty to come forward and do something for the low income families. I understand the pressure these kids are facing and the daily hassles that they go through. Therefore, it will be a great opportunity for me to work with the children of a high-need school, while understanding their situation completely. In conclusion, I would say that it is my dream to become a teacher and give back to the community that gave everything to me. I have the experience and the right education to make me a perfect candidate for teaching. I know that I will be a part of the next generation even though I am not in it and that makes me excited. I will be able to help shape history by being a teacher by setting these children up for their future. I cannot wait to get into a classroom and impart my enthusiasm to kids. They will learn and I will as well and it will be a great accomplishment for us.

Saturday, September 21, 2019

Teaching Education Students Disabilities

Teaching Education Students Disabilities Education Students Disabilities 2.1 The role played by teacher’s attitudes towards education of students with disabilities in the development of inclusive education. It is a well known fact that attitude of teachers affect the atmosphere of learning and influence whether students with limited abilities receive equal educational chances. This can be shown by looking at situations in different parts of the world. In Ghana for instance, the idea of education that is inclusive is aligned with the policy of increasing access, participation and retention of all students of school going age in education. Challenges exist in areas of access, quality education and retention especially for students with disabilities. This is attributed to lack of professional activities of development for teachers, limited resources and ineffective monitoring system provided to schools. Negative attitude and prejudice is the most critical of all barriers to free universal education especially for disabled students. Interestingly, some teachers still name the curses from gods as the cause of disabilities. (Agbenyega 2005) Beliefs about ethnicity, disability, concerns, ethnicity and attitude of teachers influence practice of all inclusive education, educational materials’ quality and instructions received by students. Many regular education teachers feel unprepared and scared to work with disabled learners and display anger, frustration and negative attitude towards education. They also believe it lowers academic standards. (Education Act, 1996) Teachers’ beliefs about inclusion suggest that they do not like teaching disabled students especially those who have sensory impairments as in regular classes. They prefer them being educated in special schools. Their defense is that with usual students too much time is not wasted in support and guidance. They are yet come to terms with the belief that mute and deaf students can receive education in regular schools. Teachers also believe that including disabled results in incompletion of syllabuses as they limit the amount of work that can be done in a term. They further believe that including disabled in regular classes affects the performance of their fellow students without disabilities. On this they claim that there must be consideration on placement of students with disabilities into regular schools as their placement disturbs academic performance and emotions and of other students who are not disabled. (Smith and Luckasson 1995) Teachers overwhelmingly believe that inclusive education is impossible unless their needs for specialist resources are addressed. Overall belief is that without sufficient support and resources, inclusive education is not possible and is doomed. The beliefs, negative attitude and concerns expressed by teachers may be explained due to lack of professional preparedness, available resources, sufficient orientation and specialist assistance. Initial professional knowledge and further training, human and material resources enhance teachers’ attitudes positively and affect their willingness make inclusion work (UNESCO 1994) 2.2 Teachers’ attitudes towards education of students with disabilities. A historical review. Estimates of global populations indicate that more children with disabilities live in developing third world countries than in industrialized countries. It has been suggested that integration in developing countries can be facilitated much more easily and successfully than in North America and Western European countries because there disabled students are already in the mainstream unlike in countries with a dual system of regular and special education. Recognizing that schools in developing countries have untrained teachers, large class sizes, transportation problems, lack of resources and facilities, the policy makers should consider the regular classroom as the mainstream model in facilitating inclusive education in poor countries.(UNESCO 1997, 1999) Educational researchers have historically taken varied positions which are varied regarding integration or inclusion. Those who support the programmatic model point to the academic and social gains of the students with disability as well as acceptance of diversity among fellow students and community members as benefits of inclusion. Opponents note concerns about lack of training, personnel and administrative support and the uncertainty of academic and social gains through adopting such models (Gartner, 1995; Whitaker, 2004). Research that has been carried out in most regions of the world on teachers mirrors the political agenda of these countries in focusing attention on the exclusion of children from educational opportunities (UNESCO 1994). Some countries have enacted legislation pertaining to integration of disabled students while some are just beginning the process of implementing these programs and policies. In overall, research seems to support the notion of a general culture of teaching in that teachers’ attitudes towards students with disabilities are consistent and similar irrespective of the different national cultures in which teaching takes place. A cross cultural study conducted on teachers’ attitudes in Haiti and the USA revealed that teachers had similar attitudes towards inclusion. (Thematic Group 9, 1996). Special Education in the United States has a long history that reflects many changes in attitudes towards disabled people. Special education was a established in the United States in the 1800’s with students who had demonstrated disabilities such as deafness, blindness, crippling conditions as well as idiotic and feeble-mindedness being taught in institutions. Many diverse groups have attributed this change to including parents, psychologists, educators, physicians, clergy, researchers and the disabled. (Smith and Luckkason, 1995) 2.2.1. Shaping the development curve: mainstreaming-integration and inclusion The right of students with disabilities to receive a free and appropriate education in the least restrictive environment is solidly rooted in the provisions of the United States constitution. Particularly, the guarantee of equal protection under the law granted to all citizens P.L.94-142 clearly required states to ensure that children with disabilities be educated with children who were not disabled and that other educational placements be considered only when the nature of the disability was such that education in regular classes with the use of supplementary aids and services could not be achieved satisfactorily. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students are being included at every level of the education system as a result of efforts by all of those concerned about them, parents, advocates, teachers and administrators. The effect of inclusive education is being increasingly being evaluated by including children with disabilities in assessments of school performance. (Barlett and McLeod 1998) Much has been learned about the strategies that make inclusion work from the experience of others. School staff that focus on changes in the school as a whole-curricular, instructional strategies, instructional strategies and use of resources have been successful when given time for training, collaborative planning and opportunities to celebrate their achievements. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students require extra supports facilitated through personal assistance, class assistive technologies and related services in order to receive an appropriate education. Planning for studies should include the scheduling of supports at appropriate times in order for supports to be able to complement activities in classroom. Students who need assistance later in life benefit greatly from learning management support services early in life. (Marches 1998) The fact that students with disabilities are included in some schools is all the more remarkable given the vast numbers of barriers that exist from the federal government going down. In addition to the barriers faced by most students with disabilities minority students with disabilities face even greater barriers to inclusion. Of all the barriers to inclusion, the single greatest factor seems to be the system of financing special education. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) The basic concept of inclusion and integration states that principles of equity, discrimination, social justice and human rights make it compulsory that students with special needs and disabilities should enjoy the same privileges as all other students in a regular school environment and to a broad, balanced and relevant curriculum (Knight 1999). It is believed that integration in the mainstream enables students with disabilities to benefit from the stimulation of mixing with relatively more able students and having the opportunity to observe higher models of social and academic behavior (Elkins 1998). The move towards integration began tentatively in a few countries as long ago as the late 1960s and early 1970s, but the trend became much more vigorous on an international scale in the 1980s and throughout the 1990s. A major factor influencing the rapid worldwide movement towards inclusion was the promulgation of the Salamanca statement and Framework for Action on Special Needs Education. This statement recommends among others, that all students with special needs should have full access to regular schools and be taught in schools using predominantly adaptable and child centered pedagogy. (UNESCO, 1994) For integration and inclusion to be successful, one clear condition is that teaching methods and curricula will need to change in order to accommodate the diversity of students to be included in the average classroom. The reforms proposed by most education commissions certainly suggest that all students would benefit from more student centered approaches in teaching and much greater flexibility in curriculum planning. This will certainly make it more feasible for students with special needs to receive an education geared to their abilities. (Ainscow, 1997) 2.2.2. Attitudes of regular school teachers’ vis-Ã  -vis of special school teachers. Inclusion of students with disabilities in the regular classroom has been met with a lot of resistance from regular education teachers who would be responsible for educating special needs students. This is because they lack in-service training to increase their skills. In-service presentations are most effective in improving attitudes. Regular classroom teachers are usually stereotypic and negative. (Befring, 1997) Regular school teachers believe that students with disabilities require special needs which cannot be provided in inclusive based regular classroom. They also believe that their professional knowledge and skills are inadequate to effectively teach students with disabilities in regular schools. (Sharma, 1999) Special school teachers usually have a positive attitude towards students with disabilities. This is because they are usually trained before service on how to handle students with disabilities. Their positive attitude about including and teaching students with disabilities in general education classroom is related to the levels of special education training and experience in working with students with disabilities. (Forlin and Hattie, 1996) 2.3 Teachers’ attitudes towards inclusive education of students with disabilities at different school levels. 2.3.1. Pre school teachers’ attitudes and primary teachers’ attitude. Pre School teachers’ have negative attitudes towards children with disabilities. A lot of children who are emotionally disturbed possess deficient long-standing patterns of disruptive and deficient behavior. These children are particularly upsetting to teachers because they challenge the teachers’ role and threaten the order and composure of the classroom. Some of these children exhibit the feelings needed to get what they want that is manipulate others. These children are often able to identify weaknesses in the teacher and exploit them. (Carey, 1997) Majority of primary school teachers both female and male have negative attitudes towards the inclusion of students with abilities in regular classes. Children taught by teachers who show highly positive attitudes have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Primary school teachers are usually worried about the well being of students with special needs in the general education. It is usually hard for them to ensure that special children do not lose out in both academics and related skills as compared to other children in the class. (Carey, 1997) 2.3.2 Education administrators Demographic factors, training and experience does not have a statistically significant effect on administration attitudes towards inclusion. Administration programs that are good prepare administrators with stronger, more positive attitudes toward including students with disabilities. School counselors can take the lead in assessing school climate in relation to students with disabilities initiating interventions or advocating for change when appropriate. (Wilczenski, 1992) Some school administrators might possess slightly negative attitudes toward students with disabilities. The attitudes of school counselors are similar to if not more positive than those of other school personnel. Principals who have completed more training both (pre-service and in service) related to inclusion and special education have positive attitudes towards students with disabilities. It is claimed that the understanding of administrators on the Americans with Disabilities Act (ADA) is very limited and they have not taken any measure to ensure compliance to it. Negative attitudes have been indicated to be of the more significant barriers to successful integration of students with disabilities. (Wilczenski, 1992) 2.3.3. Secondary schools teachers’ attitudes These teachers have more positive attitudes compared to primary school teachers. Teachers’ expectations and beliefs are easier to change than their behaviors and emotions. High school teachers also have positive attitudes towards the use of the software because the software has the potential to improve student learning, increase student engagement, provide important study skills and improve student motivation through the novelty of using computers is social studies instruction. High school teachers cooperate more with each other when it comes to provision of assistance regarding disabled students. (Schumacher et al, 1997) Some people argue that in primary school inclusion develops well only for serious problems to emerge at the secondary level. These problems could be from the increase in subject specialization which makes it hard for inclusion to sail smoothly. This problem is made worse by the fact that the gap between special students and the rest increase with age. Secondary schools usually use the streaming model where students are grouped depending on their level of grasping knowledge. It is also difficult to make curriculum adaptations for heterogeneous students because secondary education is characterized by an excessively academic curriculum for a homogenous group of students. (Smith, D. Luckasson, R. 1995). 2.4 Influential factors of teachers attitudes 2.4.1 Student related factors One of the most important factors affecting teachers’ attitudes towards integration or inclusion is the type and severity of disabilities. Research revealed that irrespective of teaching experience, severity of disability shows an inverse relationship with positive attitudes such that as the perception of severity increase, teachers positive attitude decrease. (Forlin, et al 1996). A study done in fourteen nations discovered that teachers favor disabilities of certain types to be included in the regular school setting. Teachers are more disposed to accept students with mild disabilities than students with more severe disabilities particularly students with social maladjustments and emotional disturbance, due to a lack of training and support and large class sizes. (Leyser and Tapperndirf, 2001). 2.4.2 Teacher-related factors With regards to gender, reports showed that male teachers’ attitudes towards integration are more negative than female teachers. Other studies that examined teachers experience noted that teachers’ acceptance of integration is related to previous experience with children with disabilities. (Giangreco, 1997) Overall teaches’ contact and interactions with people with disabilities promote positive attitudes towards integration. Teachers’ with a higher education level are also more negative towards integration. The opposite is true in some cases. Teachers’ attitudes also appear to vary based on integration in-service training. The study reported positive teacher attitudes after in service training, while other studies found that staff development failed to improve teachers’ attitudes. (Stoler 1992) 2.4.3 Education environment-related factors a) Administrative and policy factors Factors related to administrative support have been linked to teachers’ commitment to integration. Teachers’ consider the presence of organizational support and resources as critical in forming positive attitudes towards integration. An additional component of positive attitude is related to class size. General educators report that reducing class size to 20 students would facilitate their integration effort (Pollard and Rojewski, 1993) b) Support factors Top-down educational initiatives can be rendered ineffective if the program is interrupted at the principle level or the teacher level. The attitude of special educators is determined by general educators. Furthermore most principals are critical of policy changes and their support of inclusion is viewed by teachers as being motivated by cost savings opportunities. (Whitaker 2004) If a country or state has policy friendly to students with disabilities then teachers are likely to have a positive attitude towards inclusive education. For example, the Zimbabwe education Act 1996, the Disabled Person Act 1996 and various Ministry of Education circulars (Education, Secretary’s Policy Circular No P36, 1990) require that all students, regardless of race, religion, gender, creed and disability, have access to basic or primary education. (Education Act, 1996). c) Other related factors Factors external to the school that affect the working conditions of teachers such as financial rewards, status in society and professional expectations have also been found to influence the teachers’ motivation and dedication. The grade level taught is such an external factor found that high school teachers displayed more positive attitudes towards integration than elementary school. Their results also showed there were more positive attitudes towards integration in high school teachers than in primary school. (Leyser et al 1994) Financial rewards; given that teachers spend up to fifty percent of their time providing instruction to individual students, it is imperative that they receive adequate and appropriate financial and professional development to ensure they are able to work effectively with students with special needs. Reference Agbenyega, J. S., Deppeler, J., Harvey, D. (2005).Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to measure teachers attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, pp. 1-15. http://www.coe.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/articles/3-1%20Agbenyega.doc. Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24, 3-6. Bartlett, L., McLeod, S. (1998). Inclusion and the regular class teacher under the IDEA. Wests Education Law Reporter, 128(1), 1-14. Befring, E. (1997). The enrichment perspective: A special educational approach to and inclusive school. Remedial and Special Education, 18, 182-187. Boudah, D.J., Schumacher, J.B., Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316. Carey, L. (1997). Inclusive training for pre-service teachers-from theory to best classroom practice. B.C. Journal of Special Education, 21, 52-58. Corbett, J. (2001). Teaching approaches, which support inclusive education: a connective pedagogy. British Journal of Special Education, 28(2), 55-59. Education Act. (1996). Harare, Zimbabwe: Government Printers. Education. Secretarys Policy Circular Number 36. (1990). Harare, Zimbabwe: Author. Elkins, J. (1998). The school context. In A. Ashman J. Elkins (Eds.), Educating children with special needs (3rd ed., pp. 67 – 101). Sydney: Prentice Hall. Forlin, C., Douglas, G., Hattie, J. (1996). Inclusive practices: Are the teachers accepting? International Journal of Disability, Development and Education, 43(2), 19-33. Giangreco, M.F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44, 193-206. Kling, B. (1997). Empowering teachers to use successful strategies. Teaching Exceptional Children, 30(2), 20-24. Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for Learning, 14 (1), 3 – 7. Leyser, Y., Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761. Leyser, Y. Kapperman, G, and Keller, R. (1994). Teacher attitudes toward mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education. 9, 1-15. Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30, 3-12. Lipsky, D. K., Gartner, A. (1996). Inclusion, school restructuring, and the remaking of the American society. Harvard Review, 66, 762-796. Marchesi, A. (1998). International perspectives on special education reform. European Journal of Special Needs Education. 13, 116-122. National Council on Disability. 1994. Inclusionary Education for Students with Disabilities: Keeping the Promise. Washington D.C. 20004-1107.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm OECD (Organization for Economic Co-operation and Development) (1999). Inclusive education at work: students with disabilities in mainstream schools. Paris: OECD Centre for Educational Research and Innovation. Pollard, R., Rojewski, J. (1993). An examination of problems associated with grading students with special needs. Journal of Instructional Psychology, 20(2), 154-162. Sharma, U. (1999) Integrated education in India: A historical perspective. Paper published in India- Australia Training and Capacity Building Project: Integrated Education for Children with Special Needs- A Training Manual, The University of Melbourne. Smith, D.D. Luckasson, R. (1995). Special education: Teaching in an age of challenge. Needham, MA: Allyn and Bacon. Stoler, R. D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. The Clearing House, 66(1), 60-62. Thematic Group 9. (1996). Fostering cooperation between mainstreaming and special Education. Funen, Denmark: Modersmalets Trykkeri. UNESCO (1994). World conference on special needs education: Access and quality. (Final Report). Salamanca: Author UNESCO (1996). Inclusive schooling and community support programs. Paris: Author UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Wilczenski, F. L. (1992). Measuring attitude towards inclusive education. Psychology in the Schools, 29, 306-310. Whitaker, P. (2004). Fostering shared play and communication between mainstream peers and children with autism: approaches, outcomes and experiences. British Journal of Special Education, 31(4), 215-223.

Friday, September 20, 2019

The Biomass Power Plants Environmental Sciences Essay

The Biomass Power Plants Environmental Sciences Essay Biomass is claimed to be the fourth largest energy resource in the world after oil, coal and gas and biomass power plants are becoming one of the most promising alternatives to the established power generation technologies based on fossil fuels. Biomass is defined as any organic material derived from plants, available on a sustainable basis. Generally identified as feedstocks, these materials include: wood, from forestry trimmings or wood processing systems; energy crops, which are crops grown exclusively for energy purposes; agricultural residues; municipal waste such as waste paper, cardboard or food waste; and also animal waste from farms and animal processing industries. The production of electricity from biomass is described as a carbon neutral technology because the carbon dioxide released into the atmosphere when plant material is burnt or decomposed during the electricity generation process, is then absorbed again by new growing plant material. This process maintains the atmospheric CO2 levels and is known as carbon cycle. There are currently two main processes used in power plants for the production of electricity from biomass: and they are direct combustion and gasification [2]. Direct combustion is essentially the incineration of dry biomass in the presence of air to produce heat. Gasification is the thermo-chemical transformation of biomass into a combustible gas which is called syngas (synthesis gas) and is a combination of principally carbon monoxide and hydrogen. This process occurs at high temperature (700Â °C to 1000Â °C) in the presence of a limited amount of oxygen [3]. The heat produced by direct biomass combustion can be used to generate electricity using a steam turbine in the same way as in a coal-fired power plant. The biomass material is collected, taken to the power station and then burnt in the boiler. The heat from burning the biomass is used to boil water which generates steam that rotates the turbines. The turbines are connected to generators where the mechanical energy is converted to electrical energy. Plants designed for working just with biomass are called dedicated biomass power plants. However, biomass combustion can be combined with coal combustion in existing coal-fired power plants. This process is called co-firing and is one of the most profitable ways of transforming biomass into electricity because it makes use of the infrastructure of the coal plant and therefore it reduces the total investment. Co-firing power plants can be designed under three concepts: direct, where biomass and coal are mixed and burnt in the same boiler; indirect, where biomass is first gasified before the combustion with coal in the boiler; or parallel, where biomass and coal are burnt in separate boilers and the processes are connected on the steam side [4]. In efficiency calculations, the scale of operation is a very important factor. In systems producing from 10MW to 50 MW, the efficiency is in the range of 18% to 33% [5]. The maximum efficiencies could reach about 45% in large scale plants producing more than 100 MW [6][7]. In co-firing plants, efficiency of 39% can be reached [8]. Biomass gasification process can be couple with a conventional combined-cycle gas turbine (CCGT) power plant to produce electricity. Biomass feedstock is first dried and then injected into the gasifier. The resulting biogas is purified in a cleaning system and from there the procedure is the same as in a natural gas power plant [9]. To produce from 10 kW to 10 MW, biogas produced in the gasification process can also be used in combustion engines with efficiency of 30% 35% [10]. At larger scales (>20 MW), where gasification-based systems are coupled with combined cycle gas turbines the efficiency increases up to about 45% [11]. There are two others processes which can be used to produce electricity from biomass but they are not commercially developed: pyrolysis and anaerobic digestion. Pyrolysis is a thermo-chemical decomposition of organic material at high temperatures (325Â °C to 500Â °C) similar to gasification but in this case there is no presence of oxygen. This process generates combustible gas and liquid products that could be used in power generation units or upgraded to transport fuel [12]. A carbon-rich residue called biochar is also produced from pyrolysis, and one of the important aspects of biochar is that it is a natural fertiliser that can be used to improve soils quality, which can potentially increase energy crop productivity. The second one, anaerobic digestion, is a natural biochemical process in which the biomass material is broken down by microorganisms in a environment with no air, to produce biogas, which is mainly a mixture of around 60% methane and 40% carbon dioxide. This process can be applied to wet biomass, municipal or animal waste to produce power generation on site [13]. There are a number of technologies that support the different methods for converting biomass material into electricity, which include: drying, pelletisation, briquetting, cleaning and lately carbon capture and storage. Drying is fundamental because in order to increase the energy density of biomass feedstocks, their moisture content needs to be reduced ( Pelletisation and briquetting are technologies to compact feedstocks mechanically, very useful for their transportation and management. Pelletisation is used for example to compress low quality wood, and agricultural residues are compacted through briquetting process [14]. The gas obtained from gasification contains impurities and particulates that need to be removed before using it in power plants, because these contaminants can cause erosion and corrosion in the gas turbine components, and decrease the strength of the system. Conventional methods for removing contaminants from biogas are typically based on physical cleaning processes at low temperatures ( Combining biomass power plants with carbon capture and storage processes (BECCS) to provide negatives emissions [15] is a new approach. When the CO2 emitted during biomass electricity generation is captured and stored, new growing plant material will absorb CO2 from the atmosphere reducing the current high level concentrations. The key advantage of power generation from biomass is that it is based on a CO2 neutral process and it can be a clean and reliable power source if sufficient feedstocks are available. It is also a way to utilise waste materials that otherwise would represent environmental risks. Biomass electricity deployment has also a significant social and economic impact because it can create employment in the agricultural and forestry sector, benefiting rural communities and in general developing countries which economies are based on agriculture [16]. The expansion of biomass power generation faces several challenges such as high costs, low conversion efficiency and availability of biomass material [17]. As any new technology, biomass power generation currently requires financial support which make it less commercially competitive compared to fossil fuel based electricity. Biomass electricity production will depend also on technology improvements in order to increase efficiencies at small and large scale. Major concerns are associated to biomass production (intensive farming, biodiversity conservation) and competition for land with food production. Energy from biomass has been used since fire was discovered from the combustion of wood, and before the industrial revolution wood was used for all of our energy needs. However In 1890 coal began to displace wood used in steam power generation. During the 1980s decades, high prices of oil and the instability caused by the dependence on foreign fossil fuels created new interest in biomass energy in several countries, especially in North America. A large biomass power industry rapidly developed in California, who had 850 MW of installed biomass power capacity by 1985. Due to concerns about greenhouse gases emissions and global warming, governments took a greater interest in using biomass as a renewable and clean alternative to produce electricity. Currently most biomass electricity generation is based on direct combustion in dedicated and co-firing steam power plants. Electricity supply from biomass has augmented gradually since 2000, and in 2010 biomass provided 1.5% of world electricity production approximately. Although biomass power generation is still stronger in developed countries, China and Brazil are also becoming important electricity producers in particular from agricultural residues thanks to support programmes. The models established in these China and Brazil could become a viable way to encourage electricity generation from biomass in other developing countries with similar conditions [18]. According to the International Energy Agency [19], world electricity generation from biomass will multiply by more than 10 times from around 280 TWh in 2010 to 3100 TWh in 2050 and could provide around 7.5% of world electricity generation. China will become the major producer of bioenergy electricity with 920 TWh, above OECD Americas (520 TWh) and OEDC Europe (370 TWh) which will also increase their generation levels.

Thursday, September 19, 2019

Comparing Fascism, Communism and Nazism Essay examples -- Compare Cont

Comparing Fascism, Communism and Nazism Fascism, and discontent go hand in hand. After WWI Europe was devastated, the people had lost hope in the systems, neither the liberals, nor conservatives had been able to prevent the terrible disaster that was the war. Socialists were the closest one, however not happy with socialism either, a group of socialist joined and formed their own ideology. The difference between this new ideology, and other that had originated before, is that the first thing that comes to mind when you talk about fascism, is not what they stood for but what they hated most. Fascist hated socialism because of its internationality. They hated liberals because specifically because their ideology center in the individual strength of the human been, and in sharing when a variety of thoughts are in conflict, not imposing. They hated conservatives because they like to preserve the system, and for them change had to be very small, and slow, while fascist wanted radical change now. Fascism and communism had a lot in common. They both wanted radical change,...

Wednesday, September 18, 2019

To what Extent the Progressive Movement was Successful Essay -- essays

In the beginning of the twentieth century, the economy was booming, new technology flourished. The rapid industrialization brought achievement to the United States, however, it also caused several social problems. Wealth and power were concentrated in the hands of a few, and poverty and political corruption were widespread. As people became aware of these problems, a new reform group was created. Unlike populism, which had been a group of farmers grown desperate as the economy submerged into depression, the new reform movement arose from the educated middle class. These people were known as the progressives. The Progressive Movement was a movement that aimed at solving political, economic, and social problems. The Progressives were people from the middle class who had confidence that they could achieve social progress through political reform. The Progressives sought after changes and improvements in the society through laws and other federal actions. Many progressives thought that the greatest way to reform society was through its schools. Public education had grown rapidly since the Civil War. Progressives had new ideas about the purpose of education. Progressive educators believed that children should learn best by contributing in activities where they can work on projects and learn at their own rate. I thought this idea was a better way of learning because memorizing methods were really stressful and many people have diverse ways of learning: visual, hearing, hands on, and etc. In addition, the Progressives were absolutely correct to improve society by education because by having an education, it will prepare an individual to earn a living, but also to prepare the student to play a useful role in a democratic society. With e... ...icter safety laws, for instance, employees must wash their hands before working. The Women Christian Temperance Union, they fought against liquor, and at this time, they still fight about liquor and driving and they are called MADD: Mother?s Against Drunk Driving. Women are also allowed to run for Senators/Representatives in government and for presidencies. They have the right to vote for anything and have a voice. Education has also influence us because now we have a law called ?No Child Left Behind?, and we have standardized testing: CAPT (CT), SATS, ACTS, etc, which shows how much a student demonstrates their skills in a specific subject. Working laws has change minimum wage because people deserve more money for the hours they work, and some business provide health/dental/life insurance. In brief, the Progressive Era?s actions are still affecting Americans today.

Tuesday, September 17, 2019

The Effects of Cyber Bullying

Cyberbullying is defined as deliberately attempting to upset someone; cyberbullying can happen via a number numerous ways. With all different forms of social media, whether it be Twitter, Facebook, or even, Instagram, cyberbullying can occur. Bullying effects our communities. Kids that are bullied appear likely to experience anxiety, depression, loneliness, unhappiness, and sleep deprivation. Yet, while the victim might appear passive, it stands imperative that the parent may not. When a parent takes part in his or her child’s social media, it makes it harder for his or her child to be made fun of because their parents watch over them.A parent can stand as the ultimate counselor a child needs when getting bullied. Real life bullying stops when that final bell rings, but cyberbullying continues outside of the classroom. People will bully someone because they want to lower another person’s self-esteem. But bullying can do more than that! Bully victims appear two to nine t imes more likely to consider suicide. Victims go through this depression where they cannot feel anything except worthlessness. Actions of cyberbullying does not only happen on the social media, it happens through texting as well.More than likely, another student harasses and bashes another student just for their own self amusement. The person never stops to consider the thoughts of his or her victims. Cyberbullying causes depression, school phobia, social anxiety, not wanting to leave the house, and, even thoughts of suicide. Most often cyberbullying may appear as a touchy subject that students must learn how to properly handle and get the help they need. Kids going though this harassment can feel at their lowest then have the harassment to pile on to it.When it comes to cyberbullying, they often are motivated by anger, revenge, or frustration. Sometimes they do it for entertainment or because they appear bored and have too much time on their hands. Many do it for laughs, or to get a reaction, but some do it by accident, that person sends a message to the wrong recipient, or he or she do not think before he or she acts. Power-hungry people do it to torment others and social popularity. Revenge of the nerd may start out as defending themself from traditional bullying only to find that he or she enjoys being the tough guy.Mean girls do it to help bolster, or remind people, of their own social standing. Some think they are justifying the wrong and standing up for others. In general, cyberbullies have their own motives on why they are involved in cyberbullying. Some of their intentions have been identified as anonymity, power, attention, retaliation, boredom, jealousy, and the pleasure of inflicting pain. Numerous people who participate in cyber bullying do it to make themselves feel better. Bullies tend to have much insecurity, but they hide them through insulting others. There are many ways to overcome cyberbullying.He, or she, may just want to click â€Å"dele te† on every hateful email, text, or IM. However, this may not appear as the right motive because there may come a time when this bully needs to get reported, and he or she will need all the evidence right there in front of him or her. To prevent bullying one must save and print each and every mean thing they send. The day will come, when he or she will need this evidence. If the person receives a â€Å"bully† message, never get more involved than needed. Replying to that hurtful comment will only worsen the problem. When all else fails, get others involved.Let Parents or teachers know about the situation. Most likely, they can track the IP address, and get the exact location of the attacker. A cyberbully stands as nothing when they do not behind their internet mask. Talking to them about it upfront, might even scare them away. If this person seems not to be intimidated, or issues more violent or humiliating threats, contact an adult to intervene. Bullying of any kind a ppears illegal in most states. After letting a parent into the situation, allow them to contact the bully's parents. Cyberbullying can happen to anyone and anyone can overcome it as well.