A Usability Study for Promoting E-Content Essay Example for Free

A Usability Study for Promoting E-Content Essay Electronic content or e-content is defined by creating, providing, and distributing information as a digitized content. It is produced and stored electronically rather than in printed form. E-contents use in education can be in the form of e-journals, e-books, e-research reports, e-lecture modules, e-lecture notes and e-lecture slides. E-content has a huge potential in future education. Many higher education institutions publish books, research reports, lecture modules, theses and other information for academic purposes, but they are usually in print-form rather than electronic. Although, there are compelling reasons why these printed publication should be in electronic form. E-content use in education benefits from hyperlinking, non linearity, addition of multimedia, portability, and automatic searching. Hyperlinking is where contents can be linked to other pages inside and outside the book. Users can determine the order of accessing information by non-linearity. The addition of multimedia in presentation has been enhanced by the introduction of information types such as, sound and video. The data density has also been reduced where, storage capacity is decreased due to less storage of printed contents, while portability of information has increased. Searching for useful contents is enhanced by the ability of the users to locate any information instantly via e-content. As a whole, the usage of e-content requires less effort, thus making it more easier than printed contents. The outcome of some studies suggest that the involvement with computers through the use of e-content can promote positive attitude towards learning and higher achievement among learners. Studies also show that computer based learning leads to a significant increase in in the learners performance in reading, computer knowledge, mathematics and grammar. There is a huge potential in marketing e-contents to students through the internet. They can take advantage of this technology in which students can get fast access to study materials at a cheaper cost. Promoting, publishing and marketing e-contents are accomplished through electronic bookstores such as, E-campus.com, Amazon.com and e-libraries for instance e-Library.com. It serves as a portal for the e-content community and readers who are seeking information. E-content has a huge potential in increasing the satisfaction of students as well as academics. Many higher education institutions are introducing electronic learning environment through the web to their students. It is believed that,e-content can help promote academics work worldwide and assist students to immediate access to lecture notes, modules, and textbooks.

Anti-Crime Programs Essay -- essays research papers

The basis of our justice system has learned to treat criminals with punishing sentences to jail. The problem is, our jails are beyond their intended capacity. This has forced our way of justice to shift from jail sentencing to more ‘help’ type programs. This has paved the road for Anti-crime legislation and other ‘help’ programs. These programs were created for people with a wide variety of problems. However, I am going to concentrate on sex crimes and violent crimes programs and laws.   Ã‚  Ã‚  Ã‚  Ã‚  A sex crime program that attacks the core of child pornography is the programs ACPO (Anti-Child Pornography Organization). This program was set up to rid the Internet of loose links. By loose links, meaning the links that transfer an online user to a site that they are not looking for. For example, if you typed in ‘car’, and were sent to a pornographic site, that would classify as a loose link. The people who shut these sites down are called net nannies. They surf the web looking for sites where average words will send the link to a pornographic site. This is especially aimed at the types of words persons younger than 18 would look for. This program has been extremely effective because it attacks the source of the problem. Once the net nannies find a site that violates this conduct they contact the site provider, and shut it down. This penalty may be harsh, but the web providers know the rules, and if they violate those rules they should be shut down.   Ã‚  ...

Ethics & defined Essay

Ethics is commonly defined as the rules or standards governing the conduct of people. Gender is the social dimension of being male or female. Most people acquired gender identity by the age of three. War should be understood as an actual, intentional and widespread armed conflict between political communities. No nation can be expected to wage war with one hand tied behind its back, but ethical issues of most profound nature are raised anytime. Once the actuality of possibility of war becomes the context within which we live, men and women are forced into set roles. Gender serves as a medium or vector for war’s presence in our innermost social settings. This essay will discuss these ethical issues in war and their link to gender. Discrimination is one of the ethical issues in war. Women have always participated to some extent in combat, but several recent wars have seen them fighting on the front lines. While the roles of female ex-combatants vary widely the women seem to share one unfortunate characteristic, limited access to benefits when peace and demobilisation come. This is also true for girls abducted for sexual services and the families of ex-combatants in the receiving community. These groups are often neglected during mobilisation and reintegration; or at best women, girls, and boys may receive equal benefits but are treated as a homogenous group which prevents specific needs being addressed. (Goldstein, 2001 pg207-212) Sexual violence especially on women especially rape has its own brand of shame to recent wars. From conflicts in Bosnia, Peru and Rwanda women have been singled out for rape, imprisonment, torture and execution. Systematic rape is often used as a weapon of ethnic cleansing. More than 20, 000 Muslim girls and women have been raped in Bosnia since fighting began in 1992. Impregnated girls have been forced to bear the enemy’s child. (Human Rights Watch, 2000 pg12) Sexual violence of women erodes the fabric of community in a way that few weapons can. Rape’s damage can be devastating because of strong communal reaction to the violation and pain stamped on entire families. The harm inflicted in such cases in a woman by a rapist is an attack on her family and culture, as in many societies women are viewed as repositories of a community’s cultural and spiritual values. (UN, 2005 pg8) In addition to rape, girls and women are also subject to forced prostitution and trafficking during times of war sometimes with complicity of governments and military authorities. During World War II, women were abducted, imprisoned and forced to satisfy the sexual needs of occupying forces and many Asian women were also involved in prostitution during the Vietnam War. The trend continues in today’s conflicts. Nearly 80 percent of the 53 million people displaced by wars today are women and children. Refugee families frequently cite rape as the key factor influencing in their decision to seek refuge. (Alison, 2007pg78-83) The high risk of inflection with sexually transmitted diseases including HIV/AIDS, accompanies all sexual violence against women and girls. The movement of refugees and marauding military units and the breakdown of health services and public education worsen the impact of diseases and chances for treatment. The exchange of sex for protection during the civil war in Uganda in the 1980’s was a contributing factor to the country’s high rate of AIDS. (UN, 2005 pg131) Women suffer a double victimisation, in that they were compelled against their will to join the armed forces and today they are victimised by society for having played a combative role in the conflict. They are treated with hostility suspicion for ‘breaching’ both gender and sex roles. These women are largely excluded from disarmament and reintegration programmes of Sierra Leones peace process which favour men and boys. This especially occurs in Sierra Leone. (Human Rights Watch, 2000 pg7) Men and boys are also victims of gender based sexual violence during war. Women are raped as a way to humiliate the men they are related to, who are often forced to watch the assault. In societies where ethnicity is inherited through the male line, ‘enemy’ women are raped and forced to bear children. Sexual violation of children has devastating effects. The experience of captivity and sexual destroys a girl’s sense of home and security, of self worth and power of the possibility of safe interpersonal relationships, indeed of any future at all. Men tend to greatly underreport experiences of sexual violence. They may have doubts about their sexuality and fear infertility. (Carpenter, 2003 pg 661-694) A war is only just if it is fought for a good reason. A country that wishes to use military force must demonstrate that there is a just cause for doing so. Just war theory is the most influential perspective on ethics of war and peace. For a war to be just there must be a just cause, right intention, proper authority and public declaration, proper authority and public declaration, a last resort, probability of success, and proportionality. Pacifism is also an ethical issue in war. Pacifism rejects war in favour of peace. It is not violence in all its forms that the most challenging kind of pacifism objects to: rather is the specific kind and degree of violence that wars involves which the pacifists objects to. They object to killing in general and particular mass killing for political reasons, which is part and parcel of the war time experience. Most women are generally pacifists as compared to males. People are pacifists for one or some of these reasons: religious faith, non-religious belief in the sanctity of life and practical belief that war is wasteful and ineffective. Pacifism cannot be national policy as it only works when no one wants to attack your country or if the nation with whom you are in dispute is also committed to pacifism. Because most societies regard going to war as fulfilling a citizens’ ethical duty, they honour those who give their lives in war. If there is believe in war governed by ethics we should only honour those who give their lives in a just war and who followed the rules of war. It should be wrong to honour dead soldiers who killed the enemy or wounded or raped enemy women. (Harris and King, 1989 pg78) (Goldstein 2001) defines war as lethal inter group violence and feminism as an ideology opposing male domination and promoting gender equality. Cross cultural consistency of gender wars is pervasive and not universal. Women have fought in wars but are portrayed as exceptions to the gender rule that men are warriors. Gender exclusion from combat is by policy choice not by physical ability, women can and do fight. There is no support for arguments regarding predisposition to aggression and little support for the hypothesised link between testosterone and aggression. Gender is portrayed as a weapon to humiliate a military opponent or to discredit peace activism and political dissent from military policy. A recent example is, Secretary of Defence Donald Rumsfield’s remark about â€Å"media mood swings† in regard to criticism of the war in Iraqi, a reference clearly intended to evoke the archetype of the â€Å"irrational† menstrual/menopausal women. Rape in war as well as military homophobia underlies exclusion of policies aimed at sexual minorities. Neither men nor women benefit from war at the expense of the other, both genders lose in war. Neither genetics per se, nor hormones (males or female) nor male bonding nor women’s innate pacifism explain gendered war roles. (Suzzane, 2002 Pg 407). The interdependence between war and gender is obscure. However it is clear that it is not soldiers who make war but societies that make war. War does not happen without women’s knowledge cooperation, and participation, however few or many actually take up arms and engage in battle. War is based on a dominatory approach to relationships in which the usual overriding aim is to get the better of or overcome the other who is framed as an opponent or competitor. Gender as we know it, which positions men as dominant and characterises them as aggressive and heroic, is fundamental to the culture of domination of which war is an expression. The human resources of moral sensibility and decency have been buried or seriously depleted. The impetus towards peace that is so necessary in ending of violence conflict is diminished by the discouragement of half the population from active participation. A gendered perspective of human security enables a more advanced understanding of the perspectives of those involved in conflict including victims’ perpetrators and decision makers.(Zeigler and Gilbert, 2006) References Alison, M. (2007) Wartime Sexual Violence: Women’s human rights and questions of masculinity, Review of International Studies Pg 75-90 Carpenter, R. C, â€Å"Women and Children First†: gender norms and humanitarian evacuation in the Balkans, International Organization 5, 7, 4, 2003, Pg 661-694 Cohn, C â€Å"Sex and Death in the Rational World of Defence Intellectuals, Signs, Vol. 12, No. 4 1987 Pg 687-78 NO1101 Harris, A and King, Y (eds) Rocking the ship of state: Towards a feminist peace politics, Bovider, C. O West view press 1989. Human Rights Watch (HRW) 2000: Rape as a weapon of Ethnic cleansing HRW, March 1. Jousha S. Goldstein (2001) War and Gender: How Gender shapes the war system and vice versa. Cambridge University Press Pg 201-213. Moser N, and Clark F (eds), victims, Perpetrators or Actors: Gender, Armed Conflict and Political Violence; London Zed Books 2001, V. 64. Nashim: A Journal of Jewish Women’s studies & Gender Issues. Rosemarie Skaing (1999) Women at War: Gender issues of Americans in combat: McFarland and Company: North Carolina and London ‘Symposium on war and Gender, (2003) (Reviews of Goldstein’s Book) Perspectives on policies, 1, 2, 330-347 The state of World’s Children 1996. UNICEF United Nations (2005): Africa Renewal â€Å"Sexual Violence, an ‘invisible war crime’ Warren, J and Cady, L (1994) Feminism and Peace: Seeing connections’ Hypatia special Issue on Feminism and peace Pg 7-14. HQ1101. World Bank (2002) Addressing Gender Issues in Demobilisation and Reintegration Programs, Africa Region Working Paper Series 33 Zeigler, S and Gilbert, G (2006) The Gendered Dimensions of Conflicts Aftermath; A

Is Sports A Best Sport - 1257 Words

Once upon a time, there was a ten year old Hispanic boy named Roberto, called â€Å"Beto† for short by his loved ones. He belonged to a family of Catholic faith who were proud of their Mexican ethnic roots, culture, and traditions. Therefore, strongly emphasizing on the importance of family and education. The children in the family were taught at an early onset about their heritage, and to speak Spanish. At night in his bed before falling asleep, Beto pondered on the idea of his family’s deep, passionate beliefs, thus, trying to comprehend the reasoning behind it. Beto, an academically bright child with a nature that embraced such blissful energy, with big brown eyes that glistened in the sunshine, a warm inviting smile, with a lanky frail†¦show more content†¦Anyway, that’s the explanation her parents gave when she inquired about the essence of her name. She would get extremely annoyed with the fact her friends boasted and laughed, trying to convince her â€Å"Cipactli† actually meant an ancient Aztec god described as being a primeval sea monster, part crocodile, part fish, part toad, with no definite gender. Beto didn’t appreciate his mother being taunted, he loved his mother’s name, in his eyes, she was a living goddess with the purest soul. Beto would be mesmerized by the scent of the early morning ocean breeze coming from the bay, it was so refreshing and invigorating. Beto and Cipactli lived with great-grandma Maria and grandma â€Å"Nana†, the matriarch of the family, a strong woman with a strong will. No one dared to cross Nana. Their home was a two-story white house with a large front porch and a white picket fence. The property was surrounded by a variety of enormous trees and plants, a place where Beto could pretend he was in a jungle, in some faraway land, surviving only on tasty sweet mangos and purple juicy plums. Great-great-grandpa, Jesus and great-great-grandma, Elvira planted the surrounding greenery when they bought their home in 1945. During the week, Beto rode the school bus to a predominant White elementary school. His mother enrolled him in this school with the pure desire for him to receive a better education. He enjoyed hanging out with his