Eschatology of Priesthood Essay

â€Å"Through the sacred ordination and mission which they receive from the bishops, priests are promoted to the service of Christ the Teacher, Priest and King; they are given a share in his ministry, through which the Church here on earth is being ceaselessly built up into the People of God, Christ’s Body and Temple of the Holy Spirit oriented to Eternal life. † (PO, #1) The Eschatological Value of the Priesthood  Basically, this is all about ministerial priesthood- that office set apart to offer sacrifice and mediate between God and human beings, to act in the person of Jesus Christ as the Head and serve as God’s mouthpiece to proclaim His good intention to humanity. But more than being on the â€Å"ideal† side, priesthood is first and foremost oriented to service. â€Å"That office†¦ which the Lord committed to the pastors of his people, is, in the strict sense of the term, a service, which is called very expressively in sacred scripture a diakonia or ministry† (LG, #24). Priesthood is a ministry of service, both to the common priesthood and to Christ the â€Å"great high priest†. Servant of the People towards God The ordained ministry is always at the service of the common priesthood. â€Å"It guarantees that it really is Christ who acts in the sacraments through the Holy Spirit for the Church. The saving mission entrusted by the Father to His incarnate Son was committed to the apostles and through them to their successors: they receive the Spirit of Jesus to act in his name and in his person†. (CCC, # 1120). Priests are servants of the Church to foster its one and ultimate end. That is, to continue Jesus’ mission here on earth. They bring people back to God- for them to attain salvation and later on be partakers of the heavenly homeland. They serve God’s flock by continuously nourishing their faith so that the people may not go astray and later on find their fulfilment in union with their creator. Through means of sanctifications, the priests are giving the people necessary hope so that they could aspire to that divine promise of Jesus that we will be with Him in Paradise. Priesthood is a lift of everyone’s faith for us to attain eternal life- that is God’s promise to us (Psalm 15). So all these is oriented towards bringing people towards God; in the same way, priesthood is also instrumental of bringing people away from sin and to all destructions that keeps us away from heaven. Upon denouncing the call to sin and embracing the almighty power of God through their everyday life, the people have that fair chance of being with God, which is the primary end of every man. â€Å"Man is created by God and for God; and God never ceases to draw man to Himself. Only in God will he find truth and happiness he never stops searching for†. (CCC, #27). Servant of Christ Towards People  Priesthood finds its fulfilment in Jesus Christ, the God who mediates between God and man. â€Å"The priesthood of Christ is made present in the ministerial priesthood†¦ Only Christ is the true priest, the others being only His ministers† (CCC, #1545). From this sense, priests are made only sharers of that divine task of sanctifying the people for them to be one with God. For us to attain salvation and later on be sharers of the divine state, we need Christ to help us attain that position. So on the part of the priests, they are helping Jesus to carry out His mission here on earth- to bring us closer to God. Priests are co-workers of God. They are handmaids of God to carry out God’s loving plan. Priests are fully dependent on Christ’s priesthood, who is the â€Å"eternal high priest† (Hebrew 5:10; cf. 6:20; Gen. 14:18). Priesthood is directed at unfolding of the baptismal grace of all Christians, gifts of the Lord to us. Priests are helpers of the Lord to His vineyard, so that in the end we may all partake the heavenly fruit of God’s labour. Priests are servants of Christ, first of all, to bring people to heaven. Priest as Mediator: Servant of God and Man Through the priestly ministry, a man can serve God and His people in the noblest form. Priests serve the Church, as a stable union of human beings with a view to attaining an end by action pursued in common. And one with the Church, priesthood is the Church’s primordial asset. Priesthood is representing that we come to experience God’s saving presence, and so find our lives transformed so that we could attain salvation and in the end enter the heavenly Jerusalem. As a mediator, â€Å"every priest is called to be, above all, a man of prayer- to pray for God’s people. By his mission, he is a hearer of the Word of God; he treasures it up in his heart and ponders it. He has made the purpose of his life to be an adorer of God in spirit and in truth, and to help all the priestly people of God to abide in the Word of the Lord, to pray and to find a synthesis between faith and life, to the honour and glory of God† (Bernard H? ring’s Meditation on the Sacrament of the Holy Orders). He made known God’s saving presence. When God and man meet- that is heaven. And that encounter is the main goal of a priest, to bridge the gap between God and man. Though he himself is both limited and sinful, a priest is entrusted by that wonderful task to establish unity. Salus Animarum- that is every man’s goal, a priest is a servant of that goal so that in the end, he may attain his personal salvation. Priesthood is not a guarantee of heaven; rather, it is a humble way towards it. Priesthood is indeed, mediation of God and Man. It builds the communication. It forges the encounter. It is always oriented for the good of man and of God so that all, in the end find its final destiny- to be with each other. That is the eschatological value of being a priest- to help God find His lost sons and to help His sons to find the way to God again.

The Effects of Long and Short Term Stress

The Effects of Long and Short Term Stress Teresa Mcilwain PS2150-3 Emry Somnarain October 21, 2012 What does the term Stress mean? Stress is a term used in many different ways. Stress also can refer to events and circumstances, also examinations that can cause unease; to the specific body responses to such events, like Rapid heartbeat; or the mind's and body's try to deal with in order to recapture a sense of wellness.Stoklos defines stress as  a state of imbalance within a person, drawing out by actual or bought on different enviromental demands and the person's capacity to cope the demands†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is the Effect of Short Term Stress? Short-term stress or acute stress is your reaction to an immediate threat. Divorce or sometime as simple as a deadline is a threat . This is kno wn as â€Å"fight or flight† response. The body is effected by stress is sleep disturbances.Insomnia is one form of sleep disorder. Short- term stress can be back pain, shoulder, or neck pain, Stress can even cause tension or migraine headaches. Depending on the nature of stress, you could experience rashes and hives or even hair loss. Your feet and hands may get cold as your blood flow is redirected from your skin to your heart. Shortness of breath may occur, if you have a touch of asthma and can cause asthma attacks. There are many more ways that stress can effects the body.What are the Long Term effects of Stress? Long-Term stress is the same as chronic stress has been defined by Pearlin as â€Å"the relatively enduring Problems and, conflicts and threats that people face in their daily lives. † The most known bases for this type of stress are family problems with spouse, parents, or children; love or sex problems; job related or s can  break down your immune syst em and make you very vulnerable to infection, including cold and flu symptoms.Prolonged stress can cause then you can suffer from Digestive problems, like constipation and diarrhea. Most people that have lots of stress turn to eating that end up being obese problems; and any other competitive involvement. Long-stress GREGORY L. WEISS, LYNNE E. LONNQUIST,. The Sociology of Health, Healing, and Illness BYESTRESS,htt://www. byestress. com/byestress-articles/effects-0f-stress-on-the-body. htm

Taking both a product and a service of your choice you are to identify Essay

Taking both a product and a service of your choice you are to identify the elements of the marketing mix - Essay Example Keeping the aim of customer satisfaction in mind, it becomes essential for the marketers to make sound decisions regarding various aspects of the product or service (marketing mix), rather making decision solely on the basis of estimates or guesstimates. As a result of evolution of such concepts in the business world, the field of marketing has now become something far beyond rule of thumb decision making. This article is intended to analyze the marketing mix (product, price, place and promotion) of one commodity and one service. Before starting the evaluation, it is essential to have a brief overview of the theoretical basis of the elements of marketing mix. In the end, we will comment on the effectiveness of marketing mix of both of them. The marketing mix is one of the most frequently used term in the field of marketing, in fact we can call it a buzz word of marketing. It includes the basic tactical components of marketing mix. Traditionally there are four elements of marketing mix; product, pricing, place, promotion. However, some of the authors add other three Ps too, to make it 7 Ps. The rest of the three are process, people and physical environment. All these Ps have a number to specific decisions to be taking and the sum total of all those decisions ultimately contribute to what we call marketing mix, a set of tactical decisions aimed to better market the product and thus increase customer satisfaction. Costa coffee established its first coffee shop â€Å"Costa Expresso Bar† in 1978 in Vauxhall Bridge Road in London. Even to this date, they still use the same method of slow-roasting coffee beans. Now it serves the brothers’ authentic blend of 6 Arabica beans to 1  Robusta in 500 coffee shops all over the world. The brand name of COSTA has been promoted as a symbol of status, a symbol of high class. The COSTA coffee is basically a hot drink; however, the various customer researches show that customers who have come here are actually not more intend to

Project Management 2 Essay Example | Topics and Well Written Essays - 500 words

Project Management 2 - Essay Example When cell phones go off due to battery issues, important lines of communication are broken, which, in turn influences our economy negatively. The human charger will not only mitigate but also eliminate the problem. In addition, the human charger will be cheaper as the only requirement for its operation is the body of a human being. The second project I will bring to the fore is the flying car. Many a times, a lot of time is wasted in unending traffic jams that would rather have been used more creatively to build the economy. The flying car will revolutionize air travel by saving on costs for traveling by planes. The third project that I would wish to bring to the front line and ensure its growth and implementation is the intelligent window. The intelligent window employs an electrical glaze on windows that can be converted into heat energy to warm houses during the winter season. This revolutionary project will help save on the sumptuous sums of money spent on warming homes during the winter season. Additionally, the glazing darkens significantly during the summer to reduce the amount of heat getting into houses. My fourth project that I would like to see prosper is the eye tracking system pioneered in Sweden. The eye tracking system lets users control computers using only their eyes. This system makes the computer mouse a redundant tool to use when it comes to controlling computers. In addition, it makes it easy for someone to control a computer without physically having to move which saves on time. In conclusion, all the projects I wish to actualize are workable and achievable if succinct measures are taken in their execution. These projects, once executed, will make work much hassle-free for humans thus ensuring that time is expended on other more important

Bacteria Essay Example | Topics and Well Written Essays - 500 words

Bacteria - Essay Example They help the bacteria to move away from the chemicals that can harm them. They play a great role in increasing bacteria pathogenicity because they enable them to move to the targeted locations and to survive. For any infection to occur, the pathogenic bacteria have contacted the target tissues. All organism whether plants or animal deal with flagellated bacteria. The main locations of most flagellated bacteria are the mucosal areas. Pathogenic bacteria have flagella that help them in attacking and colonizing the mucosa. The flagella attack the mucosa through the production of the virulence and adhesion factors (Wassenaar, 2009). Flagella increase pathogenicity through motility. The glycocalyx and mucus obstruct the pathogens. As a result, the pathogens have to counterbalance the upward movement of mucus in the bronchial epithelia and the intestines through motility in order to achieve colonization. Chemotaxis and motility enables the bacteria to aim the mucosal tissues. For instance, the motility of the bacteria like helicobacter pylori and the pseudomonas aeruginosa are responsible for the stomach and the lung infections. Additionally, the motility of the Vibrio cholerae enhances the infection of the intestinal mucosa. The infection of the rabbit appendix by the S. enterica also relies on their motility. Consequently, flagella plays a great role in enhancing pathogenicity since motility makes it easier for pathogens to interact with the hosts (Winn & Koneman, 2006). The structure also contributes to the increase in pathogenity though adhesion. Flagella enable bacteria to occupy a certain niche by acting as adhesin. For instance, the flagella of the Clostridium difficile stick to cecal mucus in mice through adhesion. Cystic fibrosis also occurs when the bacteria called the P. aeruginosa sticks at the airway lumen through adhesion. The bacteria cause infection when the flagella bind it to the mucin Muc 1 which is found in the airway mucus. In addition, the

Procurement Coursework Example | Topics and Well Written Essays - 2500 words

Procurement - Coursework Example Although enacted more than a decade later the Procurement Law was designed to arrest if not prevent a repeat of the era which was considered the lowest ebb the construction industry have experience in the United Kingdom. Although generally applicable in construction project where the government is the primary client, both reports take into consideration one important aspect in construction projects that is the satisfaction of the client. This report shall tackle the procurement process in construction that is designed to deliver projects that will not only address the needs of the clients but also satisfy the requirements of the other leading proponents of the project. This report shall describe the differences and nuances of the different procurement route that is available in the construction industry to achieve the common goals of the clients, the project proponents and the organization tasked to carry out the project to its completion. This report shall likewise attempt to design or come up with a strategic procurement route that could be a hybrid or a combination of the different procurement route that is available to better achieve the requirement of the Principal of Heriot Watt University (HWU). ... This report shall tackle the procurement process in construction that is designed to deliver projects that will not only address the needs of the clients but also satisfy the requirements of the other leading proponents of the project. This report shall describe the differences and nuances of the different procurement route that is available in the construction industry to achieve the common goals of the clients, the project proponents and the organization tasked to carry out the project to its completion. This report shall likewise attempt to design or come up with a strategic procurement route that could be a hybrid or a combination of the different procurement route that is available to better achieve the requirement of the Principal of Heriot Watt University (HWU). The client in this case the Principal of Heriot Watt University (HWU) is contemplating to build a new auditorium, with 200 seats, high specification multimedia theatre with air conditioning and comfortable tiered seati ng that can provide excellent visibility. The auditorium will feature a full size interactive screen and computer driven presentation facilities perfect for conference, lectures and presentations. In developing the best procurement strategy for this requirement a prime consideration would be the complimenting or convergence of technology and the civil construction aspect that would provide the best comfort for the auditorium’s users. A Strategic Approach to Procurement In previous years, the construction industry has taken a passive stance in the delivery of its service to its client that could be from the public or private sector. This resulted not only to failed projects but extremely dissatisfied clients even if the organizations tasked to construct these projects only

Reducing Drug trafficking in the US Research Paper

Reducing Drug trafficking in the US - Research Paper Example One of the facets of prescription drug abuse is opioid abuse, which is abused by more than 7 million people. In discussing this problem, this paper will indicate the breakdown of statistics related to this problem, discuss the factors that drive this high prevalence of prescription drug abuse, the main prescription drugs abuses and then give proposed solutions to the problem. This section will also propose treatment methods for prescription drug abuse. In the United States, the more than 7 million people reported to be abusing prescription drugs make up about 2.7 percent of the whole population, a statistics that indicates the seriousness and prevalence of the problem. The main prescription drugs abused are those that focus on the central nervous system and the drugs that are used medically for psychiatric problems. This means that the main drugs abused fall under pain relievers, tranquilizers, stimulants or sedatives. Reports indicate that adolescents and young adults mainly abuse p rescription drugs that are served over-the-counter. This is also the same for other individuals, although a significant number do doctor-hopping; the process of getting the same prescriptions from different doctors. This high prevalence of prescription drug abuse is usually driven by three main factors. The first factor is the misperception that people have about the safety of the drugs. Many individuals assume that since the drugs are prescribed by doctors, they should be safe to take, and even with the increasing abuse, are not as bad as illegal drugs. What the public fails to understand is that prescription drugs work on the central nervous system in much the same way as illicit drugs. Another driving factor is the increasing availability of these drugs. With the ease at which people get prescription drugs over the counter, statistics for abuse are steadily increasing. The last reason that mainly drives prescription drug abuse is the motivations for their use. Most individuals st art taking the drugs for disease or some problem. However, the continued attachment to these drugs increases the prevalence of abuse. Drugs like opioids, when abused, have severe risks to the human body. The first risk factor associated with opioid abuse is addiction. From research, it is seen that opioids act on the same receptors in the brain as heroine and similar drugs. Causes Drug trafficking is made possible when there is a demand and supply chain. It is an opportunity created by a communities’ dependence on substances that enhance abilities or suppress emotions that a person is not ready to handle. Nevertheless, dependence alone is not the cause; the cause comes when one starts abusing the drug. These drugs vary from prescription drugs to those that are illicit. However, in recent times there has been an upsurge in the abuse of prescription drugs. According to recent data from the National Survey of Drug Use and Health, (NSDUH), a third of the people above twelve years of age who started using drugs in 2009 started by taking prescription drugs without a medical reason. Additionally, the report ‘Epidemic: Responding to America’s Prescription Drug Abuse Crisis, shows that the number of people refilling ‘Opioid pain relievers’ prescriptions has increased as has the dosage prescribed to them. In the same report, prescription drugs come second as the most abused drug after marijuana. Prescription drugs are easy to access especially painkillers. This is because families and

Nursing Application Essay Example | Topics and Well Written Essays - 500 words

Nursing Application - Essay Example Some times I felt the need to assist but I lacked the capacity to do so because I was only a child. However, these occurrences usually strengthened my desire to acquire the capability to assist other people to overcome problems. From that time up to now when I am a grown-up, I still yearn to accomplish my childhood desires of becoming an expert in promoting people’s health and general well-being of children, adults including the healthy, the ailing and the aged. I have the conviction that becoming a nurse will empower me to accomplish my goals. I settled on the decision to apply to Dorothea Hopfer School of nursing came as a result of careful analysis regarding the various institutions that offer the program. I have met with a number of professionals in nursing as well as in other fields who graduated from the institution, and the positions that they hold in the local, as well as international organizations, are admirable. The institution has a good reputation, and local organ izations usually give the first priority to graduates from the institution. I believe that the skills that I need in nursing will be acquired through studying in the institution. I have never felt so right about accomplishing my goals through a particular institution the way I do now. I am ready to sacrifice as much time as the program requires. I have strong leadership and team building skills that enable me to learn quickly through interactions with other students. I actively participate in class and intend to continue with this practice in order to accomplish the best in my nursing studies. I feel privileged to present my application to this reputable institution where I believe my professional goals will be accomplished. I am looking forward to cooperating with the administration as well as my instructors to enhance my performance in studies.

The Transnational History of a Chinese Family Essay Example for Free

The Transnational History of a Chinese Family Essay Beginning in the late 19th century and continuing to the early 20th century, many Chinese families struggled to gain social, economic, and educational stature in both China and the United States. In the book, A Transnational History of a Chinese Family, by Haiming Liu, we learn about the Chang family rooted in Kaiping County, China, who unlike many typical Chinese families’ exemplified hard-work and strong cultural values allowing them to pursue an exceptional Chinese-American lifestyle. Even with immigration laws preventing Chinese laborers and citizens to enter unless maintaining merchant status, Yitang and Sam Chang managed to sponsor approximately 40 relatives to the states with their businesses in herbalist medicine and asparagus farming. Though the Chang’s encountered many of the hardships typical of Chinese families for the time, they relied on their outstanding work ethic so that their families would always be supported, receive the best possible education, and preserve family and kinship relationships to get them through the tough times and long periods of separation. America in the early 19th century was a place full of racial discrimination, and citizens were very unwelcoming to immigrants of other races. During this time period, they did not find the presence of these immigrants useful, and went as far as passing federal restrictions on immigration. For one race in particular, the Chinese, there were very high restrictions in place. The Chinese Exclusion Act of 1882, which we discussed in lecture, banned almost all Chinese laborers and their families from entering the U. S for 10 years. Some changes were made, and the Act was passed again as in 1892 as the Geary Act, but it was not completely repealed until 1942. Luckily, being an herbalist, Yitang Chang was classified as a merchant, and this allowed them to immigrate into America since they were not laborers. This classification was a sign of an educated Chinese man, a quality many Chinese laborers and immigrants did not possess. Yitang was eventually able to bring over family members to help with his business once he was settled. He first called upon his son Sam Chang to travel across the Pacific and assist him in the family business, giving him the opportunity to further support his family. MENTION WORK ETHIC AND HOW THIS RELATES TO THE CHANGS IMMIGRATION PROCESS, SOCIETY ALREADY AGAINST THEM Along with the Exclusion Act barring further immigration, immigrants who were already in America had to work around another restriction known as the Alien Land Act, which we also discussed in class. This prohibits both Chinese and Japanese immigrants from owning or leasing land unless they were American-born. This made it arduous for families, as it forced them to rely on those family members who were citizens to register the land under their name, which made their kinship and appreciation for each other stronger. The Chang family had registered their land under Sam’s third and fourth daughters names as they were both American citizens, but not all families were privileged enough to have those members to fall back on. With all the discrimination the Chinese race was suffering in America, Yitang sought it to be best if his wife and kids stayed in China until he could make a better life in America. Yitang and Sam Chang were successful in starting up an herbalist shop and asparagus farm and quickly realized there were many advantages to owning them, both socially and economically. Owning an herbalist shop provided cures and treatments for illness and other various diseases by using holistic medicine. It put the Chang’s in constant contact with both Chinese and Americans looking to him for help in his area of expertise. This was a reverse encounter many immigrants never experienced. Patients realized the risks of this profession, as it dealt with human health, and they began to feel how beneficial these herbs were to their own health. After earning a positive reputation in the community, the Changs began to form relationships and friendships with people in a higher social class, one in which they strived for. These relationships he would later be able utilize in testimony when helping his family migrate to the U. S, a key role in the economic success of the businesses. Like we discussed in lecture, most Chinese immigrants were laborers and did not receive many pleasant encounters with white men. Although Yitang was seen by many Americans as a valuable Chinese immigrant, he and his family members still received discrimination other immigrants had to face. Their thriving asparagus farm did not have as many social benefits as the herbalist business did, but the farm was their main source of income, and with this they were able to provide for their families while living transnationally. Once the Chang family moved into Los Angeles and had their herbalist shop and asparagus farm under way, they realized the need for more laborers. In order to support their wives and kids with groceries, clothing, and education, the Chang’s needed to find the cheapest labor possible while still establishing the farm as a business that could support their income. The cheapest laborers were relatives, and they were for the most part thankful to come and work for Yitang, even if it was not their ideal working situation. One frustration Sam expressed in the book that may correlate to the continuing poor treatment and vision of the Chinese, is that within the Chinese workforce, most hard-working laborers in the railroad, farming, mining, and foresting businesses were almost 50 years or older and sent a majority of their earnings back to their families in China. Meanwhile, the younger Chinese generations were involved in gambling, restaurants, and laundries as they did not have the willpower to spend long days in the sun working in the fields, and knowingly allowed their elders to partake in much harder work than they had. This was viewed by many as un-filial, especially from a culture so embodied with ‘filial piety’, which is a virtue of respect for ones parents and ancestors. This did not seem to be the case with the Japanese-Americans however, who regardless of their age, dedicated so much hard-work to the farming and grocery business. Sam writes in a letter home, â€Å"While the Japanese have made much progress, the Chinese have achieved downward rather than upward mobility,† and refers to the younger Chinese generations as â€Å"parasites† and â€Å"lazy bones. † Sam was intelligent enough and quickly figured out the importance of weeding out the unproductive workers who complained too often, and keeping the ones who complained from time to time but whose work reflected dedication. To Sam’s surprise, even a few of the younger Chang relatives who were sponsored to help on the farm complained often and did not show as much commitment as Sam had expected. It was apparent when workers, especially family members did not share the same interest in the goals of the farming business and were solely concerned with making their wages and returning back to their families as soon as possible. This occurrence was very rare in the Chinese culture, as one of their main values is the strength of their kinship relationships. In the Chinese culture the word â€Å"kinship† refers to the entire family, including extended family. Not all Chinese businesses encountered this struggle with diligence, while some failed under the lack of perseverance, and the ones that did, play a role in the different views Americans had of Chinese people compared to the Japanese. While some of the kinship relationships in the Chang family were slightly severed, most family members who were given the opportunity to work on the asparagus farm saw it as an honor and were thankful to be sponsored by Yitang. Unfortunately, and fortunately, Yitang acquired many of the relative workers due to family unrest in China. While returning home for a visit four years after his initial trip to America, there were family conflicts where they were fighting over land and ended up spliing into two different kinship organizations. The arguments resulted in outrage and sometimes violence. Yitang finally urged his kinship to move out of the province to a safer area until he could get them to the U. S. This shows how rural families, the Chang family in particular, would move from time to time depending on their social and economic situations in order to strengthen their family success and kinship relationships in the migration process. Many Chinese businesses were not as successful as the Chang’s. Struggles arose because families could not make enough of a profit with just one farm of agriculture and did not have the resources or money to purchase more land or hire workers. The Chang family, having their herbalist medicine shop was crucial to their success. Although the farming generated more revenue, the family members who were sponsored to America came in as merchants claiming work at Yitang’s herbalist shop. They eventually maintained another asparagus farm and generated enough of a profit to further educate their children and grandchildren so they could have lives just as fulfilling, which in the Chinese culture was the greatest honor a parent could feel. Education for the Chinese was the most important achievement and was the gateway to all the success the Chang family incurred on their transnational voyage. It all started with Yitang as a young herbalist mentor and only after years of schooling and experience gained enough confidence to travel to America to open his own shop in Los Angeles. With having the experiences he did and knowing how important education is in reaching your goals, he strived to instill the desire to receive the best education possible in all his children and grandchildren. Self-sacrifice of the parents obliged the children to work vigorously in school in hopes of pursuing a good career that allowed them social mobility. The Chang family benefitted greatly from having received educational opportunities in both China and America. Education for most started in China where they received basic Chinese literacy schooling, but they would eventually leave home to attend more advanced schools in other towns or cities. Sam’s son Tennyson and daughter Constance were paid more attention to in this book in regards to education. Both were born in China and while Tennyson stayed there throughout his entire schooling and career, Constance went to America for part of her schooling, but then returned to China for a college education. While attaining an education in the early 20th century America was cheaper for the Chang family, it was not necessarily the best choice for their ideals and overall morale. Sam believed that it was important to have a well-versed knowledge and understanding of the Chinese culture and education as well as having an English educational background. Because of this, Tennyson who remained in China and never had the exposure to the English language that Constance did, searched for someone to come and teach him English. The Chang family stressed being culturally diverse, but when it came down to it also stressed looking into a future in China as the economic and social opportunities were far more vast and accommodating. Many Chinese-American children attended school in America their whole life, and it was known that secondary school campuses were not a very suitable environment for young children, women in particular. At this age kids are very impressionable and the values that American born Chinese possessed were different than the naturalized Chinese citizens. While Sam never personally saw his own daughter struggle with low self-esteem, or harassment by men, the general consensus was that the children were very impressionable and for this reason he made the tough decision to send Constance back to China for her senior high, and college. While low self-esteem wasn’t a huge worry for Sam with Constantine, children that did suffer from it tended to come from and surround themselves with people of lower social classes. Yitang and Sam made the choice to surround themselves with wealthy, educated, upper-class Chinese and even Americans during their stay in the states, and they only hoped to encourage their children to want the same as it helps maintains important relationships, and a healthy, determined mind. In Sam’s decision to send Constantine back to China it is apparent that the cultural values and aspects gave way to the economic aspects. The position of higher social status of the Chang family in both China and America is an example of how the Chang family was not your typical Chinese immigrant family. During the years of Yitang’s stay in America his kinship relations and commitment to home never changed. His transnational achievements were not internally gratifying for only Yitang, but also for the whole Chang lineage. Due to his major successes obtained while abroad, family members in China built an ancestral hall in his honor. Ancestral halls were usually constructed after someone has passed, so the proposal for it to be constructed during his life further illuminates just how highly regarded he was in the Chang family. [ 1 ]. Haiming Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration (New Brunswick, N. J. : Rutgers University Press, 2005), 117. [ 2 ]. Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration, 117. [ 3 ]. Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration, 2. [ 4 ]. Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration, 36. [ 5 ]. Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration, 126. [ 6 ]. Liu, The Transnational History of a Chinese Family: Immigrant Letters, Family Business, and Reverse Migration, 43.

Webform2 †wireless LAN, users and access points management Essay Example for Free

Webform2 – wireless LAN, users and access points management Essay Private void Page_Load(object sender, System. EventArgs e) { // intializing the sqlDataAdapter and dataSet sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter3. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM APusers,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1); sqlDataAdapter3. Fill(usersDataSet11); sqlDataAdapter2. AcceptChangesDuringFill = true; sqlDataAdapter3. AcceptChangesDuringFill = true; } private void Button9_Click(object sender, System. EventArgs e) //add button(users) { //saving the data the manager insert and adding it to the users table//goto each AP checked by the manager using SNMP protocol and add //them the user String user_name,user_id,user_MAC; String str2=,str3=; int i,j,tmp,k; user_name = TextBox1. Text. ToString(); user_id = TextBox2. Text. ToString(); user_MAC = TextBox5. Text. ToString(); int items = CheckBoxList1. Items. Count; // APs will hold the names of all the APs that the user // can access string[] APs = new string[items]; k=0; APs. Initialize(); try { apDataSet1. Clear(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr. GetLength(0); // add this user to the table // str2 has the names of all the APs coulms // str3 has the values of all the coulms j=0; for(j=0;ji;j++) { str3= str3 + arr[j]. ItemArray. GetValue(0) .ToString()+, ; } str3 = str3. Remove(((str3. Length)-2),2); str2= +user_name +, + user_id +, +user_MAC + , ; tmp = CheckBoxList1. SelectedIndex; for(j=0;ji;j++) { if (tmp==j) { APs[k]=CheckBoxList2. SelectedItem. Text; k++; str2= str2 + 1, ; CheckBoxList1. SelectedItem. Selected = false; tmp = CheckBoxList1. SelectedIndex; } else str2= str2 + 0, ; } str2 = str2. Remove(((str2. Length)-2),2); SqlCommand insCommand = new SqlCommand( INSERT INTO APusers (userName, id_num, mac_adr, + str3 + ) VALUES ( + str2 + ),sqlConnection1); insCommand. Connection. Open(); insCommand. ExecuteNonQuery(); insCommand. Connection. Close(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); / the steps to update the access points:   1. for each AP in the APs array: *  Ã‚  Ã‚   1. 1 get the AP IP address from the AP database. 1. 2 get the add entry to table object ID *   1. 3 call snmpSET function */ /* String IPaddr,OID; * for(i=0;ik;i++)   {*     DataRow [] arr = apDataSet1. AP. Select(Apname ='+APs[i]+); *  Ã‚   IPaddr = arr[0]. ItemArray. GetValue(1). ToString(); *  Ã‚   OID = avaya. addEntry(); *  Ã‚   snmpexe. snmpSet(IPaddr,OID,user_MAC); * } */ } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } TextBox7. Text=; TextBox1. Text=; TextBox2. Text=; TextBox5. Text=; TextBox3. Text=; TextBox4. Text=; } private int GetIndexofelement(string [,] arr,string elem) { int j,i = arr. Length; for(j=0;ji;i++) { if (arr[0,j]. ToString() == elem) return j; } return -1; } private void Button3_Click(object sender, System. EventArgs e) //remove user button. { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=false; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; Label3. Visible=false; TextBox5. Visible=false; Label10. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList1. Visible=true; Button6. Visible=true; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Select the user you wish to remove and press remove; /////////////////// //bring the users list into the dropdown box DropDownList1. Items. Clear(); int i=0; try { usersDataSet11. Clear(); sqlDataAdapter3. SelectCommand. CommandText = SELECT userName FROM APusers; sqlDataAdapter3. Fill(usersDataSet11); DataRow [] arr = usersDataSet11. APusers. Select(); i = arr. GetLength(0); while (i! =0) { DropDownList1. Items. Add(arr[i-1]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter3. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM APusers,sqlConnection1); sqlDataAdapter3. Fill(usersDataSet11,APusers); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } } private void Button1_Click(object sender, System. EventArgs e)// add AP button { CheckBox1. Visible=true; Label12. Visible=true; TextBox7. Visible=true; DataGrid2. Visible=false; DataGrid1. Visible=false; Label1. Visible=true; Label2. Visible=true; Button10. Visible=true; TextBox3. Visible=true; TextBox4. Visible=true; TextBox5. Visible=false; Label10. Visible=false; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; Label3. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Insert the AP detials and press add; } private void Button4_Click(object sender, System. EventArgs e) //remove AP button. { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=false; DropDownList2. Visible=true; Button8. Visible=true; Button9. Visible=false; TextBox5. Visible=false; Label10. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; Label3. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Select the AP you wish to remove and press remove; //bring the APs list into the dropdown box try { DropDownList2. Items. Clear(); int i=0; apDataSet1. Clear(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr. GetLength(0); while (i! =0) { DropDownList2. Items. Add(arr[i-1]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } } private void Button5_Click(object sender, System. EventArgs e) //show all users button { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=true; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; TextBox5. Visible=false; Label10. Visible=false; Label3. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; try { sqlDataAdapter3. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM APusers,sqlConnection1); sqlDataAdapter3. Fill(usersDataSet11,APusers); DataGrid1. DataSource = usersDataSet11; DataGrid1. DataBind(); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } Label6. Text=which operation would you like to perform? ; } private void Button6_Click(object sender, System. EventArgs e) // remove button(users) { //goto all APs listed for this user and remove the user from //ther table and then remove the user from the data base String user_name; try { user_name = DropDownList1. SelectedItem. Text. ToString(); Label6. Text=Remove user + user_name; /* * the steps to update the access points: * 0. create an array with the APs name * 1. for each AP in the APs array: *  Ã‚  Ã‚   1. 1 get the AP IP address from the AP database *  Ã‚  Ã‚   1. 2 get the remove entry to table object ID *  Ã‚  Ã‚   1. 3 call snmpSET function */ /* String IPaddr,OID; * for(i=0;ik;i++) * { *  Ã‚   DataRow [] arr = apDataSet1. AP. Select(APname ='+APs[i]+); *  Ã‚   IPaddr = arr[0]. ItemArray. GetValue(1). ToString(); *  Ã‚   OID = avaya. removeEntry(); *  Ã‚   snmpexe. snmpSet(IPaddr,OID,user_MAC); * } */ SqlCommand DelCommand = new SqlCommand(DELETE FROM APusers WHERE userName = + user_name + ,sqlConnection1); DelCommand. Connection. Open(); DelCommand. ExecuteNonQuery(); DelCommand. Connection. Close(); usersDataSet11. Clear(); sqlDataAdapter2. Fill(apDataSet1); sqlDataAdapter3. Fill(usersDataSet11); //todo: refrash list DropDownList1. Items. Clear(); int i=0; usersDataSet11. Clear(); sqlDataAdapter3. SelectCommand = new SqlCommand( SELECT userName FROM APusers,sqlConnection1); sqlDataAdapter3. Fill(usersDataSet11); DataRow [] arr = usersDataSet11. APusers. Select(); i = arr. GetLength(0); while (i! =0) { DropDownList1. Items. Add(arr[i-1]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter3. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM APusers,sqlConnection1); sqlDataAdapter3. Fill(usersDataSet11,APusers); } catch(Exception ev). {Label6. Text=ERROR ACSESSING THE DATABASE; } } private void Button10_Click(object sender, System. EventArgs e) //add button(AP) {//updata the APs table and init the AP String AP_name,AP_ip,Location; bool active; try { AP_name = TextBox3. Text. ToString(); AP_ip = TextBox4. Text. ToString(); Location = TextBox7. Text. ToString(); active = CheckBox1. Checked; apDataSet1. AP. AddAPRow(AP_name,AP_ip,Location,active); sqlDataAdapter2. Update(apDataSet1); SqlCommand myCommand = new SqlCommand(ALTER TABLE APusers ADD +AP_name+ bit,sqlConnection1); myCommand. Connection. Open(); myCommand. ExecuteNonQuery(); myCommand. Connection. Close(); //todo: make all the users in the APusers table marked as not allowed to this AP myCommand = new SqlCommand( UPDATE APusers SET +AP_name+= 0,sqlConnection1); myCommand. Connection. Open(); myCommand. ExecuteNonQuery(); myCommand. Connection. Close(); /* the steps to update the access points: * 1. connect to the AP IP address from the AP database * 2. get the remove entry to table object ID *3. call snmpSET function */ /* String IPaddr,OID; * for(i=0;ik;i++) * { *  Ã‚   OID = avaya. setName(); *  Ã‚   snmpexe. snmpSet(AP_ip,OID,AP_name); *  Ã‚   OID = avaya. setLocation(); *  Ã‚   snmpexe. snmpSet(AP_ip,OID,Location); * }   */ }catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } TextBox7. Text=; TextBox1. Text=; TextBox2. Text=; TextBox5. Text=; TextBox3. Text=; TextBox4. Text=; } private void Button8_Click(object sender, System. EventArgs e) //remove button(AP) {//remove the APs table String AP_name; try { AP_name = DropDownList2. SelectedItem. Text. ToString(); Label6. Text=Removing AP + AP_name; SqlCommand DelCommand = new SqlCommand(DELETE FROM AP WHERE APname = + AP_name + ,sqlConnection1); DelCommand. Connection. Open(); DelCommand. ExecuteNonQuery(); DelCommand. Connection. Close(); apDataSet1. Clear();sqlDataAdapter2. Fill(apDataSet1); sqlDataAdapter3. Fill(usersDataSet11); sqlDataAdapter2. AcceptChangesDuringFill = true; sqlDataAdapter3. AcceptChangesDuringFill = true; DataGrid1. DataSource = apDataSet1; DataGrid1. DataBind(); //todo: refrash list DropDownList2. Items. Clear(); int i=0; apDataSet1. Clear(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr. GetLength(0); while (i! =0) { DropDownList2. Items. Add(arr[i-1]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); //todo: remove the AP_name culomn from the APusers table SqlCommand myCommand = new SqlCommand(ALTER TABLE APusers DROP COLUMN +AP_name,sqlConnection1); myCommand. Connection. Open(); myCommand. ExecuteNonQuery(); myCommand. Connection. Close(); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } /*SNMP: * goto the selected AP * a. go to the data base and get the AP IP number * b. snmp. snmpSet(IP,DisableAllUsers) */ } private void Button2_Click(object sender, System. EventArgs e) // add user button. { int i=0; CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=false; Button9. Visible=true; TextBox1. Visible=true; TextBox2. Visible=true; TextBox5. Visible=true; Label10. Visible=true; Label3. Visible=true; Label4. Visible=true; Label5. Visible=true; CheckBoxList1. Visible=true; DropDownList1. Visible=false; Button6. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Insert the user detials and press add; //bring to the checkbox list all the APs available CheckBoxList1. Items. Clear(); apDataSet1. Clear(); Try { sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr. GetLength(0); int j =i; while (i! =0) { CheckBoxList1. Items. Add(arr[j-i]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } } private void Button11_Click(object sender, System. EventArgs e) //show all APs button { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=true; DataGrid1. Visible=false; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; TextBox5. Visible=false; Label10. Visible=false; Label3. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; try { DataGrid2. DataSource = apDataSet1; DataGrid2. DataBind(); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } Label6. Text=which operation would you like to perform?; } private void Button7_Click(object sender, System. EventArgs e) { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=false; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; Label3. Visible=false; TextBox5. Visible=false; Label10. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; DropDownList3. Visible=true; Button12. Visible=true; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=false; Button16. Visible=false; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Select the user whose details you wish to update; bring the users list into the dropdown box DropDownList3. Items. Clear(); int i=0; try { usersDataSet11. Clear(); sqlDataAdapter3. SelectCommand. CommandText = SELECT userName FROM APusers; sqlDataAdapter3. Fill(usersDataSet11); DataRow [] arr = usersDataSet11. APusers. Select(); i = arr. GetLength(0); while (i! =0) { DropDownList3. Items. Add(arr[i-1]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter3. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM APusers,sqlConnection1); sqlDataAdapter3. Fill(usersDataSet11,APusers); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } }private void Button12_Click(object sender, System. EventArgs e) { string user, id_num, mac_addr; int i=3, length; int APnum; user= DropDownList3. SelectedItem. Text. ToString(); original = user; Label6. Text=Update user + user; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=true; Label14. Visible=true; Label15. Visible=true; Label16. Visible=true; TextBox6. Visible=true; TextBox8. Visible=true; TextBox9. Visible=true; CheckBoxList2. Visible=true; Button13. Visible=true; //filling the text boxs with the existing user data CheckBoxList2. Items. Clear(); sqlDataAdapter3. Fill(usersDataSet11); DataRow [] arr = usersDataSet11. APusers. Select(userName ='+user+); id_num = arr[0]. ItemArray. GetValue(1). ToString(); mac_addr = arr[0]. ItemArray. GetValue(2). ToString(); //displaying the current user data in text boxs TextBox6. Text=user; TextBox8. Text=id_num; TextBox9. Text=mac_addr; CheckBoxList2. Items. Clear(); apDataSet1. Clear(); try { sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr1 = apDataSet1. AP. Select(); APnum = arr1. GetLength(0); i = APnum; int j =i; while (i! =0) { CheckBoxList2. Items. Add(arr1[j-i]. ItemArray. GetValue(0). ToString()); i=i-1; } sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); for(i=0;iAPnum;i++) { SqlCommand myCommand = new SqlCommand( SELECT + CheckBoxList2. Items[i]. Text + FROM APusers WHERE (userName = + user +),sqlConnection1); myCommand. Connection. Open(); SqlDataReader data = myCommand. ExecuteReader(); data. Read(); CheckBoxList2. Items[i]. Selected = data. GetBoolean(0); myCommand. Connection. Close(); } } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } } private void Button13_Click(object sender, System. EventArgs e) { String user_name,user_id,user_MAC; String str2=,str3=; int i,j,tmp; user_name = TextBox6. Text. ToString(); user_id = TextBox8. Text. ToString(); user_MAC = TextBox9. Text. ToString(); int items = CheckBoxList2. Items. Count; try { apDataSet1. Clear(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr. GetLength(0); //todo: add this user to the table //todo: create str2 with the names of all the APs coulms //todo: create str3 with the values of all the coulms j=0; for(j=0;ji;j++) { str3= str3 + arr[j]. ItemArray. GetValue(0). ToString()+, ; } str3 = str3. Remove(((str3. Length)-2),2); Label6. Text =CheckBoxList2. SelectedIndex. ToString(); str2= +user_name +, + user_id +, +user_MAC + ,; tmp = CheckBoxList2. SelectedIndex; for(j=0;ji;j++) { if (tmp==j) { str2= str2 + 1, ; CheckBoxList2. SelectedItem. Selected = false; tmp = CheckBoxList2. SelectedIndex; } else str2= str2 + 0, ; } str2 = str2. Remove(((str2. Length)-2),2); Label6. Text =str2; SqlCommand delCommand = new SqlCommand(DELETE FROM APusers WHERE userName = + original + ,sqlConnection1); delCommand. Connection. Open(); delCommand. ExecuteNonQuery(); delCommand. Connection. Close(); SqlCommand insCommand = new SqlCommand(INSERT INTO APusers (userName, id_num, mac_adr, + str3 + ) VALUES ( + str2 + ),sqlConnection1); insCommand. Connection. Open(); insCommand. ExecuteNonQuery(); insCommand. Connection. Close(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT * FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); } catch(Exception ev) { Label6. Text=ERROR ACSESSING THE DATABASE; } /*SNMP: * goto the selected user * a. get all the APs IP numbers * b. for each IP *  Ã‚  Ã‚      if checked. *  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   snmp. snmpSet(IP,addUsers) *  Ã‚  Ã‚      else *  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   snmp. snmpSet(IP,removeUsers) */ Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; } private void Button14_Click(object sender, System. EventArgs e) { CheckBox1. Visible=false; Label12. Visible=false; TextBox7. Visible=false; DataGrid2. Visible=false; DataGrid1. Visible=false; Button9. Visible=false; TextBox1. Visible=false; TextBox2. Visible=false; TextBox5. Visible=false; Label10. Visible=false; Label3. Visible=false; Label4. Visible=false; Label5. Visible=false; CheckBoxList1. Visible=false; DropDownList1. Visible=false; Button6. Visible=false; Label1. Visible=false; Label2. Visible=false; Button10. Visible=false; TextBox3. Visible=false; TextBox4. Visible=false; DropDownList2. Visible=false; Button8. Visible=false; DropDownList3. Visible=false; Button12. Visible=false; Label13. Visible=false; Label14. Visible=false; Label15. Visible=false; Label16. Visible=false; TextBox6. Visible=false; TextBox8. Visible=false; TextBox9. Visible=false; CheckBoxList2. Visible=false; Button13. Visible=false; DropDownList4. Visible=true; Button16. Visible=true; Button15. Visible=false; Label11. Visible=false; Label17. Visible=false; Label18. Visible=false; TextBox11. Visible=false; TextBox12. Visible=false; TextBox10. Visible=false; CheckBox2. Visible=false; Label6. Text=Select the AP you wish to update and press select; //bring the APs list into the dropdown box try { DropDownList4. Items. Clear(); int i=0; apDataSet1. Clear(); sqlDataAdapter2. SelectCommand = new SqlCommand(  Ã‚  Ã‚  Ã‚  Ã‚   SELECT APname FROM AP,sqlConnection1); sqlDataAdapter2. Fill(apDataSet1,AP); DataRow [] arr = apDataSet1. AP. Select(); i = arr.

Service brokerage: Learning disability services

Service brokerage: Learning disability services Service Brokerage Explore the role of models of commissioning such as service brokerage and direct payments in the provision of services for people with a learning difficulty/disability This essay will discuss how service brokerage helps in the provision of services for people with a learning disability, by starting with commissioning in relation to services. Followed by an explain on how personalisation is about giving people the power and responsibility to choose what services they want and control over how they are delivered. Subsequently describing service brokerage and how it would help people with learning disabilities. The term Commissioning is described as a process of assessing how a persons need is to be met, through priorities and choices, and allocation of resources. Once this stage has been achieved decisions are made on how services will be delivered, planned and developed by monitoring and evaluating the delivery and effectiveness of services. All the stages in the commissioning process are interlinked and dependent on each other to ensure the best outcome for people. In recent years, the Government has publicised a number of initiatives that would change the way that services for learning disabled people are planned, commissioned and provided, to ensure that learning disabled people have greater choice and control over their lives through personalisation. Personalisation is a moderately new term and has generated different thoughts on what it will mean and how it will work in practice. The idea of personalisation has become central to the Governments policy on social care reform in helping people to become empowered by shaping their own lives and the services they receive (Cabinet Office, 2007, Building on Progress: Public Services).The Government White Paper Our health, our care, our say (2006) gives details of the Governments vision to create real changes, by allowing people more choice and greater access to both health and social care services. This transformation of social care and the personalisation agenda is reinforced in the Governments strategy Putting People First (Department of Health White Paper, 2007). Personalisation reinforces the idea the individual knows best what they need and how those needs can be best met. This allows people to be responsible for themselves and can make their own decisions about what they require, but that they should also have information and support to enable them to do so. In this way services should respond to the individual instead of the person having to fit with the service. Brokerage is a way in which people with learning disabilities can be helped to navigate the social care system. Support planning and brokerage is likely to be of benefit to anyone who receives social care funding, those people who privately pay for their own care, people who are looking for unpaid informal support as well as people who use other sources of funding to assist with leading their lives the way they want to Brokers provide information, advice and technical assistance to develop, cost, negotiate, implement and mediate PLANS as required by individuals. Salisbury B. and Webb P. (2003) Service brokerage was developed in 1978 in British Columbia, by The Woodlands Parents Group, a body of parents who were concerned about the lack of quality of life their children were experiencing in an institutionalized setting. They established a voluntary, community-based brokerage agency called the Community Living Society (CLS). The society was authorised to act as a planning and linkage medium, enabling individuals with learning disabilities (and their families) to navigate what seemed to be a difficult system; to empower decision-making control in identifying and acquiring services that would enable them to live more dignified and self-determining lives in their own communities. It has since been developed and refined and adopted by projects in the United States and a few in the UK, as service brokerage in Britain has until now been the interest of a select few policy makers and academics. However, some schemes do not entirely follow the Canadian model; and, equally, some schemes which are not called service brokerage may integrate the main features. Whilst the language of brokerage may appear new, the functions of brokerage are not and many people will have been receiving this sort of support as part of their existing support arrangements. Therefore this can make Service brokerage a term that can be used to mean many different things to many different people. The role of the broker is: an intermediary who arranges a contract between a purchaser and provider of services. However, in the term of provision of services to people with learning disabilities, the role of the broker has developed to have a wider scope. While the role has been accepted in principle by the government, the details remain undecided in policy, and the cause of much debate and confusion. In that various functions of brokerage could be carried out by a variety of different personal supporters to the individual, as support staff employed by service providers, local authorities can perform brokerage tasks. Because of the roles that support brokers play, the decisions that they make on behalf of the individuals they support can lead to conflicts of interest. Therefore, ideally an independent professional should be the best option to provide support brokerage to people with learning disabilities, i.e. free from accountability or loyalties to the council authorities or service providers, so that they are able to focus on the requirements of the person they are assisting. The independent broker would be directed by the customer and accountable to him/her and working only for their best interests. The broker may also have to work with the family or personal circle of supporters, whilst recognising that the family especially may have conflicting interests to those of the individual. As a broker s/he should remain focused on the aims of the individual and work to their direction; at the same time, it will be important to maintain respectful contact with others concerned and to mediate and negotiate resolution of any conflict. Freedom from conflict of interest and accountability to the individual establishes a good basis for trust. The brokers ethical standards must ensure that they operate within the limits agreed by the individual and within appropriate boundaries of the role and that the relationship is free of any exploitation or abuse. Although working independently, the broker will be able to be more effective if seen by all as competent and trustworthy. People who become brokers (or offer brokerage support) will need to become expert information gatherers and interpreters (CSIP. 2007:11) A support broker is trained to co-ordinate the process of organizing and maintaining a support package for an individual, By supporting individuals make informed choices about their care needs and choosing what services support that best fits those needs, including arranging complex care packages, service finding, service arranging, short term enabling community support and signposting Brokerage can be provided by people who are specifically trained and employed as brokers or by members of the individuals family or friends who may not be paid to undertake the role. The National Brokerage Network promotes a training package, which includes reflective practice and an ongoing commitment from the broker that continual self development is expected. In addition to this a mentoring and supervision programme is also promoted. The National Brokerage Network an authoritative voice for the development of brokerage in the UK, will take a lead role in lobbying politicians and policy makers with the views of the support broker movement and hopes to provide strong leadership and guidance in the development of the growing network. However service brokerage does have its limitations, in that service users have never heard of it. This is mainly due to organisations that represented service users, not being made aware of brokerage or being provided inadequate information about how it worked. Meaning most organisations did not see it as a priority. Service brokerage was meant to increase empowerment for service users, however the lack of promotion in the United Kingdom has left service users excluded and not empowered. Yet other organisations that represent people with learning disabilities are opposed to service brokerage, viewing it as foreign import that has no place in the United Kingdom or in the plans for helping people with disabilities lead an independent life. There is a danger that professionals will take over the role of broker in brokerage, employed by service providers or local authorities, this can lead to a conflict of interests when planning for people with learning disabilities. Brokerage does have good points when it comes to helping in the provision of services for people with learning disabilities, in that a broker is directed by the person with learning disabilities to carry out the tasks necessary for greater control and choice in their lives. In situations where a person may have no informal network of support, a broker can provide the support to carry out the brokerage tasks. An independent broker who is not employed by a service provider or by local authority is outside of the perceived conflict of interests i.e. connection to resources and or the provision of services, and therefore in a better position to give advice, support and implement plans. Brokers are in a good to position to navigate the provider market and see what is available, how the services can be provided and developed and respond to the individuals requirements. The development of brokers can lead to a wealth of local expertise of both support services and/or community resources If brokerage is to achieve its aims, the following key points will require attention or further exploration: brokerage needs to be clearly defined and explained so that the function is understood by people who may need to use brokerage services. Brokerage needs to be advertised to the general public as well as to people with learning disabilities, as many people have never heard of service brokerage or know of its existence. Brokerage allows for personalisation of services for someone with a learning disability, as the person can choose what services they want and how they would like them, this helps the learning disabled person have control over their life and chose how they would like to live their life from day to day. This allows people to be responsible for themselves and can make their own decisions about what they require, the broker provides the information and support to enable them to do. Brokerage is a way in which people with learning disabilities can be helped to navigate the social care system.As Support Brokerage is a key element that enables Personal Budgets and Self Directed Support to work. 3 References Salisbury B. and Webb P. (2003) Service brokers parameters of best practice San Diego. commissioning http://www.doncaster.gov.uk/about/chamber/default.asp?Nav=ReportReportID=9195 http://www.thecbf.org.uk/planning-future/england/knowhelp.htm Self-Directed Support: The role of Support Brokerage within Individual Budgets. Jan 2007. CSIP. Accessed on 23 February 2010 from www.networks.csip.org.uk/personalisationbrokerageadviceandinformationsupport http://www.nationalbrokeragenetwork.org.uk/information.html http://moneycarer.org.uk/articles/articles/29/1/Support-Brokerage-For-Care-Services/Page1.html http://www.newcastle.gov.uk/core.nsf/a/socserv_adultcommld 3

Can Writing Be Fun? Essay -- essays research papers

Writing and school work, to be honest, have always been at the bottom of my list for things that I enjoy doing. I can remember from as early as grade 1 having great difficulty in most areas of school work. I have always had a great anxiety about completing assignments or having to read the required books, I went through all of high school having never read a complete book. It’s not that I think I am stupid but just not interested in these types of activities. I find it hard to keep my attention focused on reading when there are so many great things, or maybe not so great things, out in the world to think about. Now don’t get me wrong, I could read all day long about how to make my car faster or my dirt bike jump higher but writing something uninteresting to me makes it hard to be creative...

Malaria Essay -- essays research papers fc

Malaria Malaria parasites have been with us since the beginning of time, and fossils of mosquitoes up to thirty million years old show that malaria’s vector has existed for just as long. The parasites causing malaria are highly specific, with man as the only host and mosquitoes as the only vector. Every year, 300,000,000 people are affected by malaria, and while less than one percent of these people die, there are still an estimated 1,500,000 deaths per year. While Malaria was one of the first infectious diseases to be treated successfully with a drug, scientist are still looking for a cure or at least a vaccination today (Cann, 1996). Though many people are aware that malaria is a disease, they are unaware that it is life threatening, kills over a million people each year, and is a very elusive target for antimalarial drugs (Treatment of Malaria, 1996). Being a very specific disease, malaria is caused by only four protozoal parasites: Plasmodium falciparum, Plasmodium vivax, Plasmodium ovale, and Plasmodium malariae. Not only is the disease specific, but the parasites are too, with only 60 of 380 species of female Anopheles mosquitoes as vectors. With the exception of Plasmodia Malariae which may affect other primates, all parasites of malaria have only one host, Homo sapiens. Because some mosquitoes contain substances toxic to Plasmodium in their cells, not all species of mosquitoes are vectors of Plasmodium. Although very specific, malaria still causes disruption of over three hundred million people worldwide each year (Cann, 1996). The life cycle of the parasite causing malaria exists between two organisms, humans and the Anopheles mosquito. When a female mosquito bites a human, she injects an anticoagulant saliva which keeps the human bleeding and ensures an even flowing meal for her. When the vector injects her saliva into the human, it also injects ten percent of her sporozoite load. Once in the bloodstream, the Plasmodium travel to the liver and reproduce by asexual reproduction. These liver cells then burst releasing the parasites back into the bloodstream where they then enter red blood cells. Here, the Plasmodium feed on hemoglobin and reproduce again by asexual reproduction. Afterwards, the red blood cells burst and release the parasites. Some of the para... ...ion people annually. As the Plasmodium parasites mutate more and more to resist the effect of antimalarials, it becomes harder for scientist to find a cure (Treatment of Malaria, 1996). Over forty percent of the world’s population still at risk from this deadly disease, is yearning for a cheap, effective vaccine (Cann, 1996). Bibliography Dr. Cann, Alan J. PhD., "The Walter and Eliza Hall Institute Malaria Database", 1996, http://www.wehi.edu.au/biology/malaria/who.html. Graham, David, "Malaria-Proof Mosquitoes," Technology Review, October 1996, Vol. 99, Issue 7, p20-22, MAS FullTEXT ELITE, Nancy Guinn Library. Herman, Robert, "Malaria," New Groliers Multimedia Encyclopedia, Copywrite 1996. "Atovaquone and Proguanil for Plasmodium Falciparum Malaria," Lancet, June 1, 1996, Vol. 347, Issue 9014, p1511-1515, MAS FullTEXT ELITE, Nancy Guinn Library. "Limited Imagination," Economist, September 28, 1996, Vol. 340, Issue 7985, p80- 82, MAS FullTEXT ELITE, Nance Guinn Library. "Treatment of Malaria," New England Journal of Medicine, September 12, 1996, Vol. 335, Issue 11, p800-807, MAS FullTEXT ELITE, Nancy Guinn Library.

Marx and arnold †individual in the class

Karl Marx was one of the most influential ideologues of all times. His ideas fired men to revolutions and empowered them as a class denoted by the proletariat to wage struggle against domination by the bourgeois. (Marx. Engels. Et Al.:1998). His ideology of individual empowerment contributing to class control over society holds sway amongst a large swathe of humanity even to this day. While Marx was a powerful believer in individual power, it was through its regulation that change in society was brought about. This change was not the way a person pleased or sought it to be but on the basis of history and as per existing circumstances. (Marx. Engels: 1986).   In the struggle of the classes, Marx believed that it was individual influence as denoted in labor power which had been undermined over the years by the bourgeoisie. The control granted to individuals through their work denoted labor power which comprised of the prime energy which created a vital force in nations. (Marx: 1999). Marx values labor power as it is the only means which can produce more value than its worth, thus this is the productive value of individuals.   (Marx: 2003).   Class struggle as per Marx begins with individual power generated by personal toil which is coagulated to destroy those elements which work against their interests. Thus Marx believed that the exploitative nature of individual power particularly amongst the bourgeoisie will be brought to an end through collective authority of individuals of the proletariat. (Karl Marx: 2006). Marx states that each man in a capitalist system works in his own interest and thus ultimately results in the destruction of the organism as a whole. (Aron: 1965). The ideal structure for harnessing individual power is thus felt to be the communist system wherein the power of each individual can be channelised for the collective good. An individual’s role is related to his role in class and economic relations and thus his power is also channelised in that direction. (Marx: 1999). The view of individual power held by Marx is thus of production, material creation and contribution to the class struggle. The individual soul loses its power in the collectivity of the class to which he belongs. Arnold was a poet in the Victorian era who is said to have guidance and rationality in an age which was increasingly industrialized and when individuals were losing their moorings to increased vocationalisation of human activity. By adopting the analogies of the Barbarians, Philistines and Populace wherein individuality was subordinated, Arnold attempted to bring back a sense of power to the individual. (Arnold EB: 2006). Arnold’s philosophy of individualism was based on the ability of the individual to change society by following a contrarian approach rather than just blindly following reality. Arnold abhorred the average man who he believed failed to contribute to quality in society. It is the individual who is not average, the, â€Å"remnant† as he called it who contributes most to the social order and democracy. A remnant is required to be humble and should look upwards to some standard. Once a majority of the people assume such a quality, as per Arnold, the whole society will rise above the normal. For raising such a social order, education was a key parameter. Education has to be humanist and religious and not merely utilitarian or sentimental. The scientific temper of education has been reducing the humane standards that people have.   There was a greater need for reinventing education to enable a holistic approach. (The Dialogue: 2006). Arnold calls for finding the best amongst oneself and then follow it. This self needs to be one which is the best and not what is upper most in the mind. An individual should not go against this, â€Å"best light† and ensure that this light is not darkness. (Arnold : 2000). Pursuit of culture which generates beauty and intelligence or what Arnold has called sweetness and light in individual is its main purpose. (Arnold : 2000)   Action by individuals should be guided by such sweetness and light. There should be no fear that such men cannot bear the trials of a tough life, by avoiding rough action. By relying on less random action people can confront such acts. Arnold believed that the central theme of British society was assertion of personal liberty. However he was clearly against individualism resulting in anarchy. (Arnold : 2000) Arnolds identified religion as per Christ as a force which was based on individual proclivities acting on himself rather than injunctions from outside. Thus the individual can gain control over himself and thus contribute to society. (Style : 2006). Arnold spawned the movement of humanism in the United Staes which provided the guiding light of morality from past civilisations for individuals to survive in a world which was turning towards greater individualism and materialism. (New Humanism : 2006). The strength of Arnold’s style lay lies in his use of the satirical and analytic to denote his theories which made them more explicit. (Genre : 2006). The individual power denoted by Marx is one which has been harnessed for creation, production and destruction. (Marx. Engels: 1986). It is power in the individual for action resulting from his labor, as against intrinsic power developed through intermix with education and culture. Marx wants to harness individual power to change society, to bring class struggle; Arnold wants individual power to raise the resistance of humans to survive in an increasingly materialistic and industrialized World. (Marx. Engels: 1986). The strength or power in an individual as per Arnold came from within, while Marx believed that individual power came from the society and the environment surrounding him. The power of individuals as per Marx rests in his ability to produce value through labor, it is to be harnessed collectively, on the other hand, Arnold believes in power of the individual which is derived from his culture and sensitivities and which guides him to do the right things for the overall good of society. (Arnold : 2000). Thus there was a major differentiation between the identification and use of power between Marx and Arnold. Reference 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Dialogue. 2006. The Dialogue Of The Mind With Itself† http://www.nhumanities.org/arnold.htm† (30 May 2006). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Culture and Anarchy. http://www.authorama.com/culture-and-anarchy-4.html. (31 May 2006). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Arnold, Matthew. 2000. Culture and Anarchy : An Essay in Political an Social Criticism (Collected Works of Matthew Arnold). Classic Books. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Arnold, Matthew. EB 2006. â€Å"Encyclopà ¦dia Britannica. Encyclopà ¦dia Britannica Premium Service.http://wwwa.britannica.com/eb/article?tocId=9009580>. (30 May 2006). 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New Humanism. (2006). In Encyclopà ¦dia Britannica. Encyclopà ¦dia Britannica Premium Service: http://wwwa.britannica.com/eb/article?tocId=9055477. (30 May 2006). 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Style. 2006. http://www.victorianweb.org/authors/arnold/style1.html. (31 May 2006). 7.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.victorianweb.org/genre/ej/2c4.html. (31 May 2006). 8.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Karl Marx. 2006. http://www.anu.edu.au/polsci/marx/classics/manifesto.htmlKarl Marx. (31 May 2006). 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marx. 2003. http://plato.stanford.edu/entries/marx/. (31 May 2006). 10.  Ã‚  Ã‚   Aron, Raymond. 1965. Main Currents in Sociological Thought. Basic Books. New York. 11.  Ã‚  Ã‚   Marx, Karl. 1999. Das Kapital. Gateway. New York. 12.   Marx, Karl. Engels, Friedrich McLellan, David. 1998. The Communist Manifesto. Oxford University Press, New York. New Ed edition. 13.   Marx Engels. 1986.   Collected Works. International Publishers.

Divorce and Its Impact on the Family

Introduction A significant and often heated debate has been in progress for years regarding the effect of divorce on the family, and more specifically, on children of different ages. On the one side, there are writers, theorists and scholars who argue that divorce does not affect the children over the long term and on the other side are those who argue that divorce has a negative effect on the children for all their lives. It is indeed impossible to make a clear and definitive conclusion based on the research studies that have been conducted over the years. Each investigator argues strongly for their own conclusions, providing statistical evidence to support those conclusions. Does divorce have a negative impact on children, regardless of age when the divorce occurs? Does divorce have more impact on specific age ranges of children? If divorce has a negative impact on children, then, how long does that impact last? Do adult children of divorced parents find it easier to blame all their failures and pitfalls on their parents' divorce instead of taking responsibility for their own actions through the years? These are the only some of the questions that underlie the problem: What impact does divorce have on the children. Very few definitions are needed regarding this investigation: †¢Children means the children of the parents who get divorced, regardless of age. Thus, â€Å"children† refers to adolescents as well as younger children. When a specific age range is meant, that will be clarified in the text. †¢Divorce means that the couple has gone through the legal process of divorce and are, thus, no longer legally married. †¢Absent father refers to those fathers who do not keep in contact with their children subsequent to a divorce. Also, the absent father does not contribute to the children's support. †¢Custodial parent refers to the parent who has legal primary custody of the children. First a brief overview of what marriage and divorce was throughout history, and what would happen to those children after the divorce was finalized Marriage and Divorce in History The roots of marriage can be traced back to time of the Romans and Greeks. For the Greeks and Romans marriage wasn’t really something of a choice. It was more of a family obligation and a way to help the family gain higher status. Marriage in Roman times was often not at all romantic. Rather, it was an agreement between families. Men would usually marry in their mid-twenties, while women married while they were still in their early teens. As they reached these ages, their parents would consult with friends to find suitable partners that could improve the family’s wealth or class. †(PBS) Women really didn’t have a choice in who they married, they were chosen by their fathers. And even for the men, love wasn’t taken into account because it was up to the parents who they married. The actual marriage in Roman times was very simple. The couple would just have to declare their desire to live with each other in front of both families. Divorce in this time was just as easy as marriage. â€Å"Just as marriage was only a declaration of intent to live together, divorce was just a declaration of a couple’s intent not to live together. All that the law required was that they declare their wish to divorce before seven witnesses. † (PBS) Divorce was a very common thing for the Romans. The only condition was the woman would get her dowry back, and she would move back in with her father. If the wife was divorced because of adultery only half of her dowry was given back. The laws did not mention anything about husbands as they could not be divorced because of an adulterous they have committed. It is assumed that children were left with the father as men were the law in Roman times. Not much is known on what happened to the children after a divorce, whether they are allowed to see their mother or not, if the mothers were allowed to keep the children, or if the child’s best interests were ever a factor for who got to keep them after the divorce. Marriage in African countries was relatively similar to the Greeks and Romans, but with a few changes. Marriage signified a union between two families. â€Å"The death of a husband did not terminate the union of families. Upon a husband’s death a relative would assume his role. † (Simon and Altstein) Marriage was more of a binding contract than anything else. The woman being married didn’t really matter in the long run either as if she died or was unable to bare children, a younger sister would take over her role as the wife â€Å"But the wife wasn’t fully excepted until she gave birth to her first child. (Simon and Altstein) The actual marriage didn’t really require that much, just consent from both parties and their guardians, as well as some form of payment from the husband’s family to the wife’s. This would most likely be cattle. There wasn’t really any ceremony like today; it was more of a series of rituals. Divorce was a simple thing for Africans. Grounds for divorce were; adultery, desertion, insanity for at least seven years, and being imprisoned for more than five years. The children would normally have been given to the father, but in more recent times the child would go with whichever parent was more able to take care of them. If a child was old enough to make up their own mind the court would consider who they wished to live with, but that didn’t always mean the child’s pick would be the one he/she would be given to. In the 1500’s after the Reformation, a change in how marriages and divorces were performed occurred. The peasants were allowed to marry whomever they choose, but the nobles still kept with the arranged marriages to keep their line pure and to improve their power, this would go for royalty as well. Marriage then became a public affair, and it was considered part of the earthly kingdom instead of the heavenly kingdom. This meant that vows would be made in public before the church consummated the marriage. Prior to this the Church was in charge of marriage and divorce but they lost that power with the coming of the Reformation. â€Å"Marital disputes would be tried before a civil court, not a Church court. The Church did not have legal authority over marriage. †(Simon and Altstein) Also laws that prohibited the marriage of clerics, monks, and nuns were also rejected. Divorces were allowed as long as there was just cause. Cause included impotence, sexual incompatibility, abuse and acts of incest. † (Simon and Altstein) The average length of a marriage was only fifteen years at the time, but this was caused more by death, than by divorce. In more recent times a decision was made by the courts of the United Kingdom that they will not longer decide which parent the child should custody of. The parents were to make the decision together and stick with it, only if they can not agree will the court make one, this decision can not be argued. In the United States of America, arriage is â€Å"the legal union of a man and a woman as husband and wife, and a spouse is a husband or wife of the opposite sex. † (Simon and Altstein) Only men and women are allowed to be married to each other, in some states though same-sex civil unions are allowed. The church is where the marriage is held but the state must approve the marriage for it to be final. The laws of marriage vary from state to state. In the United States of America divorce rates are very close or over fifty percent. Divorce varies on the state as well but some form is permitted by every state. Thirty-four states have adopted no-fault divorce in addition to traditional grounds for divorce. † (Simon and Altstein) As for the children, their wishes are considered by all but four states. The effects in which those children concur will be explained later. Literature Review The literature regarding the impact of di vorce on children is voluminous. It is also highly contradictory and heated in terms of debate. Anyone investigating this topic can find research studies to support their own opinions no matter what that opinion is. We begin by offering some data regarding divorce. In the United States, one out of every two marriages will end in divorce (Marano, 2000). Despite this devastating statistic, 90 percent of Americans will marry (Marano, 2000). Of those individuals who divorce their first spouse, 75 percent will remarry, even though their first marriage ended (Marano, 2000). Given that so many divorced individuals simply live with other persons or combine the homes with others without the sanction of legal marriage, the figure for â€Å"remarriages† escalates significantly when these people are included (Marano, 2000). Out of all second marriages, 60 percent end in divorce (Marano, 2000). It is not just in the U. S. that a large proportion of marriages fail. The BBC reported that one in seven marriages (16. 4 percent) end in divorce in the United Kingdom (2000). The divorce rate differs dramatically by location in the UK, for example, in Biggleswade, only 6 percent of marriages end in divorce but in Skelmersdale in Lancashire, 32. 4 percent of marriages end in divorce (BBC, 2000). The divorce rates have risen in most European countries, as well (Bjornberg, nd). The highest rates are found in Denmark, Sweden, Estonia and the United Kingdom (Bjornberg, nd). In the year 2000, there were 45,500 divorces, a new high (Victorian State Conference of Teams, 2001). Anyone who has kept up with public mass media also knows that the divorce rate in China has escalated to as much as 25 percent in recent years. It has become such an issue that the government began debating about a new law that would make adultery a crime and that would put further restrictions on divorce in that country. Most of the research regarding the impact of divorce on children has been conducted in the United States and the United Kingdom. Two of the primary and most discussed studies contradict each other, which has come to be known as the â€Å"Hetherington-Wallerstein debate–a battle of superstars† (Corliss, 2002, p. 40). Hetherington argues that â€Å"75% to 80% of children of divorce function well, with little long-term harm to their adult lives† and Wallerstein argues that â€Å"the damaging effects of divorce on children are cumulative, and the major impact comes in adulthood† (Corliss, 2002, p. 0). Wallerstein first published her findings in a book in 1971; this was then updated in another book entitled The Unexpected Legacy of Divorce: A 25 Year Landmark Study in 2000 (Corliss, 2002). In the most recent book, Wallerstein concluded that divorce leads to depression, juvenile delinquency, poor grades, among other things and that the divorce affects people wel l into adulthood (Corliss, 2002). Hetherington published her findings in a co-authored book (with John Kelly) entitled For Better or For Worse: Divorce Reconsidered (Corliss, 2002). In this book, Hetherington and Kelly argue â€Å"that 75% to 80% of children of divorce are functioning well, with little long-term damage† (Corliss, 2002, p. 40). Hetherington and Kelly tracked nearly 1,400 families and more than 2,500 children, some for three decades and concluded: Within two years of their parents' divorce, the vast majority of children are beginning to function reasonably well again (Corliss, 2002, p. 40). 70 percent of divorced parents are living happier lives than they did before divorce (Corliss, 2002, p. 0). Some women and girls turned out to be more competent, able people than if they had stayed in unhappy family situations (Corliss, 2002, p. 40). In Hetherington's study, 25 percent of the children from divorced families had serious emotional, psychological or social problems (Corliss, 2002). This compares to 10 percent of children from families that remain intact (Corliss, 2002). Still, it is a much smaller proportion than many other studies, includi ng Wallerstein's. Cudina and Obradovic summarized a great deal of the research, most of which concludes that children from divorced families are â€Å"more aggressive and depressive†; â€Å"more prone to anxiety†; and â€Å"of a generally poorer adjustment than children living in intact families† (2001, p. 247). The instability of the marriage also affects boys and girls differently, for instance, â€Å"boys are more often found to be more vulnerable† and â€Å"more aggressive and displayed more behavioural problems than girls† (Cudina and Obradovic, 2001, p. 247). It should be pointed out, however, that the gender differences found have not been consistent. Another finding is that the reaction of children seem to differ according to age when the divorce occurs (Cudina and Obradovic, 2001). For instance, the research suggests that â€Å"emotional response being more intense for children younger than 6, and for those in early adolescence at the time of parental divorce† (Cudina and Obradovic, 2001, p. 247). There is also a substantial amount of research that concludes that â€Å"prolonged parental marital distress could be even more damaging to the child's emotional and social development than parental divorce† (Cudina and Obradovic, 2001, p. 47). Fighting, conflict, violence all combine to make the child feel insecure and unstable as well as fearful (Cudina and Obradovic, 2001). Mitigating factors that affect the impact of divorce on children have been identified as the availability of the noncustodial parent, the relationship between the parents after the divorce, the quality of the parent-child relationships with both par ents, and the degree of economic hardship and stress the child experiences after the divorce (Cudina and Obradovic, 2001). Because the overwhelming majority of research has been conduced in English-speaking countries, Cudina and Obradovic studied the impact of divorce on children in Croatia, a society that is very different in many ways from the United States and other English-speaking nations (Cudina and Obradovic, 2001). Croatia is smaller, has a relatively low GNP and in most ways can be considered a developing nation (Cudina and Obradovic, 2001). The divorce rate in Croatia has increased over the last 30 years, rising from 13. 5 percent in 1962 to 17. percent in 1996 (Cudina and Obradovic, 2001). The Croatian family reflects a myriad of both traditional and modern values (Cudina and Obradovic, 2001). Nonetheless, there is still a stigma attached to divorced individuals in Croatia (Cudina and Obradovic, 2001). Cudina and Obradovic found that Croatian children respond in much the same way as children in other countries – children of divorced parents are more emotionally unstable and more depress ive than children from intact families (Cudina and Obradovic, 2001). The study did not support the premise that children suffer equally negative effects from living in a home where the parents are in conflict as do the children from divorced parents (Cudina and Obradovic, 2001). They study also confirmed that the degree of impact is related to age – younger children showed more emotional distress than did older children (Cudina and Obradovic, 2001). Hyatt reported that the adjustment of the children is primarily dependent on the parents and how they behave after the divorce (1999). Hyatt was reporting a study conducted at Iowa State University and reported in the Journal of Marriage and the Family. Simons, who led the research investigation team, said that â€Å"Even though divorce more than doubles the risk for emotional and behavioral problems in both boys and girls, the good news is that the vast majority of children from divorced families do just fine. . . . What is essential for kids is that they be parented well. If mom and dad continue to persevere in their parenting, are warm and supportive, monitor the kids and are consistent in discipline, the risk for conduct problems is no greater than in two-parent families. This is a more optimistic scenario than is often assert† (Hyatt, 1999). This was also a longitudinal study that involves 600 families and is ongoing (Hyatt, 1999). Theoretical Foundations Attachment theory would seem to be the most appropriate theory to discuss in terms of the effects of divorce on children. Beginning in infancy, the child develops an attachment to the parent through interactions with the parent. According to Bowlby, an interruption or disruption of the attachment relationship can result in psychopathology (Garelli, 1997). Research indicates that the formation of attachments in infancy and childhood contribute to healthy adulthood (Galston, 1996; Fields, 1996). Research also indicates that when the attachment is disrupted, the child may well suffer both emotional and physical traumas affecting their ability to function today and in their future life (Galston, 1996; Fields, 1996). Divorce is an event that disrupts attachments. Attachment theory asserts that children do develop attachment feelings to people, places and objects. Research concludes that attachments are essential for good mental health. One study in Israel concluded that â€Å"Attachment between parent and child plays a crucial role in the healthy development of the child. Accordingly disturbances in parental bonding will be linked with the development of mental disorders later in life† (Canetti et al, 1997, p. 381). Note that the need for attachment is for all children. Divorce does not necessarily mean that the child's attachment to the noncustodial parent would be eliminated by the divorce. Discussion, Summary and Conclusions As can be seen from the few research studies presented, there is a heated debate and strong controversy regarding the effects of divorce on the family. There is equally strong evidence to support either side of the debate. That leaves the reader with a strong question as to how much divorce actually does affect the future development and adult life of the divorced family. There is no perfect study, which means that every study has its limitations. More studies suggest that children face significant effects when their parents divorce. It does seem, however, that the impact of a divorce on a child would be dependent upon the circumstances and the subsequent behaviors of the parents involved. More studies in recent years are pointing to this premise. If the parents both continue parenting and they parent well, a far smaller proportion of children will experience significant negative effects than what has been said in the past. If the parents continue their fighting and place the child in the middle of that fighting, then, common sense would tell us that the child will have any number of psychological and emotional problems as a result. It is important to note the studies that have compared children of divorced parents to children of parents who stayed married but whose relationship was so unstable. Certainly, living with verbal conflict and loud fighting between the parents has a devastating effect on the child. Living with parents where spousal abuse is prevalent would have tragic effects on the child, worse effects than would a divorce. Even the researchers who conclude that a small percentage of children experience serious problems after a divorce, clearly state that they are no promoting divorce and that children will develop more securely and more positively if the family is kept intact – except when violence and abuse is present. The conclusions, in other words, do not support divorce; they are simply saying the outlook for these children is not as bleak as has been publicized. There is another issue that one must also look at. These kinds of studies rely a great deal on interviews with the survivors of divorce. It is very convenient for many of these adults or older adolescents to blame all the problems in their lives on their parents' divorce. Scapegoating is very prevalent in today's society – people simply do not want to take responsibility for their own lives. The conclusion of this paper must be that: 1. Divorce will have an effect on children – to think otherwise is naive. 2. Children of divorced families do not automatically develop serious emotional and psychological problems. 3. The full effect of divorce on children will depend on how the parents behave after the divorce, the degree of attachment that was in existence prior to the divorce and the child's own mental state/stability at the time of the divorce. REFERENCES BBC. (2000, November 15). The capital of happy ever after. Retrieved April 05, 2007, BBC Web Site: http://news. bbc. co. uk/hi/english/uk/newsid_1024000/1024963. stm Bjornberg, Dr. Ull. (nd). Children and their Families/Children and Society. 2002, Retrieved April 05, 2007, Council of EuropeConseil de l'Europe Web Site: http://eurochild. gla. ac. uk/Documents/CoE/Reports/estud/Estud_2. htm Canetti, Laura, Bachar, Eytan, Weisstub, Esti Galili, De-Nour, Atara Kaplan & Shalev, Arieh Y. (1997, Summer). Parental Bonding And Mental Health In Adolescence. Adolescence 32(126), 381 – 395. Corliss, Richard. (2002, January 28). Does Divorce Hurt Kids? Time 159(4), 40 Cudina, Mira & Obradovic, Josip. (2001, Spring). Child's Emotional Well-being and Parental Marriage Stability in Croatia. Journal of Comparative Family Studies 32(2), 247. Field, Tiffany. (1996, Annual). Attachment And Separation In Young Children. Annual Review of Psychology 47, 541-562. Galston, William A. (1996, June). Divorce American style. The Public Interest, 12 – 27. Garelli, Juan Carlos. (1997). Controversial Aspects Of Bowlby's Attachment Theory. Bowlby's Theory of Attachment. Retrieved April 03, 2007, Attachment Research Center at St. John's University Web Site: http://rdz. stjohns. edu/lists/bowlby-l/ Hyatt, Kay. (1999, November 19). Children's Adjustment to Divorce Largely in Hands of Parents. Retrieved April 03 2007, National Council on Family Relations Web Site: http://www. cfr. org/pdf/childr_1. pdf Marano, Hara Estroff. (2000, March). Divorced? Psychology Today 33(2), 56. Simon, R. J. , & Altstein, H. (2003). Marriage and Divorce (pp. 5-7, 29-34). New York: Lexington Books. Victorian State Conference of Teams. (2001, October). Looking forward in Confidence. A Married Couple's Movement: Conference Reports & Proceedings Web Site: http://www. tol-oceania. catholic. org. au/publications_vicconf. htm#Victorian%20State%20Conference Weddings, Marriage & Divorce. (n. d. ). Retrieved April 25, 2007, from http://www. pbs. org/empires/romans/empire/weddings. html