Beowulf Paper Essay

â€Å"Time and again, foul things attacked me, lurking and stalking, but I lashed out, gave as good as I got with my sword. My flesh was not for feasting on, there would be no monsters gnawing and gloating over their banquet at the bottom of the sea. Instead, in the morning, mangled and sleeping the sleep of the sword, lay slopped and floated like the ocean’s leavings. From now on sailors would be safe, the deep-sea raids were over for good. Light came from the east, bright guarantee of God, and the waves went quiet; I could see headlands and buffeted cliffs. Often, for undaunted courage, fate spares the man it has not already marked. However it occurred, my sword had killed nine sea-monsters. Such night-dangers and hard ordeals I have never heard of nor of a man more desolate in surging waves. But worn out as I was, I survived, came through with my life. The ocean lifted and laid me ashore, I landed safe on the coast of Finland.† * Seamus Heaney, Beowulf: A new Transla tion, Lines 559-581 The epic poem, Beowulf, is an old classic hero tale. The author tells throughout the poem how Beowulf is an archetypal hero through different characteristics, good and bad combined. He usually portrays health, skill, consideration, honor, loyalty, respect and the quality of a protagonist, and then at times he also is an antagonist. He sticks to what the king asked him to do, and fought off Grendel, then he stayed around to fight off Grendel’s mother and the dragon to keep the town out of danger and terror, showing loyalty, honor, skill, respect, and health. But he was an antagonist when he taunted Grendel to get him to battle him. (Lines 301-709) He also showed consideration when he fought off Grendel’s mother after she wanted vengeance for Grendel (Lines 710-1007), and when he fought off the dragon (2211-2512). In the particular passage above Beowulf is perceived as Healthy, Skillful and Educated. He comes off as healthy because he says that he fought monsters time and time again, which requires a healthy system to uphold against the constant fighting. He comes off as Skillful because he said that no monsters were gloating over him at the bottom of the sea, instead he was lying on top of the sea, still living and then landed on shore. He also is skillful because he killed nine sea-monsters and protected the sailors from all of the sea monsters that they were once terrorized and killed by. Then Beowulf comes off as Educated because of all the sailors and men that passed through that part of the sea, he was the only one that had the education and skill to kill off the monsters that were dangerous and a hard ordeal. And it’s not only in this passage that the author shows that Beowulf is healthy, it’s all the way up until the very last battle where his health pretty much crashes and burns because he can’t withstand the wound. But even with all the good, Beowulf is also bad, he doesn’t have the best moral quality, being in a Christian poem. He boasts about how he killed Grendel, and still takes money from the people in the town even when they don’t have the most money in the world (Lines 1925-2210). Any person with any moral uphold wouldn’t accept the money, gold and horses from the town people and he wouldn’t boast about killing someone, he would boast that he protected the town from danger. The author successfully proved Beowulf to be the great hero he was said to be through his depiction of Beowulf as the skillful, educated epic hero and the way he told the story. Works Cited: Heaney, S. (n.d.). Beowulf: The New Translation.

Bsa 375 Sr-Rm-022 Part 1

Myrna Bravo Riordan Manufacturing is in need of updating their decrepit HRIS system to stay profitable. This system will move from the legacy system, integrated with the financial system, into a new standalone system used to integrate all of the HR tools within the system presently. In 1992 Riordan Manufacturing opened its doors to the Human Resources Department. At that time the system, HRIS, was integrated to be cohesive with the financial system.Now, 20 years later, the system has seen better days as it continues to utilize both outdated hardware to run the system and processing methods for the current data associated with the system. Riordan Chief Operations Officer, Hugh McCauley, has reached out to find a single standalone solution to their need for an updated HRIS. This solution is aimed at becoming more sophisticated, state of the art information system in the Human Resources Department. Initial Evaluation Riordan Manufacturing currently operates one system for seven differen t facets of the Human Resources Department.This system is responsible for the following information: employee information, training and development records, open positions and applications, performance and attendance, compensation, employee relations, and the original financial suite as well. Each individual facet has its own key personnel that use the systems respectively to the other systems. Some aspects of the system are still in hard copy forms kept in locked cabinets in the offices of the personnel responsible for them. Worker’s compensation is maintained by a third-party organization that maintains their own records.Key Stakeholders Key stakeholders will include the end users of each system that is in use at this time. This can be organized into a JAD session for each area to acquire the information in a brain storming environment instead of the feeling of an interrogation. The culture of the organization will lend invaluable information to developing the system. In ad dition to the end users that work with the software daily both Yvonne McMillan, Director of HR, and Maria Trinh, Chief Information Officer, will be conferenced with the stakeholders to provide their perspectives of the requirements.Maria will be brought in to the requirements solicitation to provide information and resources of the physical requirements while agreeing upon acceptable and favorable terms for the system as a whole. Yvonne will be brought in as an overall eye of the system. Her point of view will be more thorough about the system than the end users. Her sight is of an overall understanding whereas the end users only see their portion. Other key stakeholders will be advised of the information and updated to the progress as the information becomes available.The other key stakeholders will include the other executives of Riordan Manufacturing. Information Gathering and Analysis Tools It is important to have information gathering techniques so that no information can be ov erlooked. The information system that we are looking for must meet the requirements of the organization and the employees that will be using the system. The first part of information gathering should consist of identifying information sources.The main sources of information in the company should be employees who use the system and will be using the new one because they can tell you what works and what does not work or basically what’s good about this system so that we can implement it in the new system. Another source is forms and documents that have been used in the past for example accreditation paperwork or system requirement paperwork. There are also procedure manuals, rule books and reports that can be used to gather information as well.Once the analyst have identified proper sources they will then view the current system and determine the system’s problem areas as seen by the people who currently use the system and from that develop the SRS (Systems Requirements Specification) which is a tool that analyst use to specify what information requirements will be provided and also can be used for detailed design of the system. The SRS should be complete, specify operational, tactical, and strategic information requirements, it should eliminate possible arguments between users and analysts and it should use graphical aids easily understood by users who are not computer savvy.â€Å"Information Gathering†,  n. d). Techniques to Gather Requirements Several techniques are available to gather requirements information about the system. These can include interviews, documentation, and sequestered input through surveys or other mediums. Ideally one of the most effective means of gathering this information is through interviews of the people that use the system most often. While dealing with interviews we need to make the most of the time available and as such one of the best means is by utilizing a Joint Application Development session.This will provide the interviewees the ability to freely share ideas of what is wrong with the system, what is right with the system, and what is neutral. JAD will provide more information than individual interviews. The use cases ability will provide us access to the system to walk step by step through the system processes to discover how the system is for untrained personnel, resource management, and reliability. This will provide us with information that is not obtained by any other means in certain terms.The information gathering process will continue to the end of the project by the stakeholders providing feedback based on results. As we proceed through the design and development of the system we will have the ability to test each phase. This testing will provide the stakeholders with an opportunity to provide information based on the results. Information gathering will be continuous for Maria Trinh and her department as we will require their input about system longevity and down time al lotted for the new system. This information will be obtained at the inception of the project and built into the application.If the time frame provided from Maria Trinh in regards to down time is not obtainable, negotiations will commence to find a favorable median up time to maintenance time. I propose categorizing the requirements into functional requirements, operational requirements, technical requirements, and transitional requirements. The functional requirements define how the user thinks the system is functioning overall, the operational requirements define what background processes need to be executed in order for the system to work optimally over a period of time, the technical requirements define what echnical issues that must be addressed in order to successfully implement the system, and the transitional requirements define the processes or steps needed to implement the system smoothly and successfully. Project Scope â€Å"Project scope is the part of project planning t hat involves determining and documenting a list of specific project goals, deliverables, tasks, costs and deadlines† (Rouse of TechTarget. com).This scope should include the following (â€Å"Dummies. om†,  2012):Justification: How and why your project came to be, the business need(s) it addresses, the scope of work to be performed, and how it will affect and be affected by other related activities.Objectives: The products, services, and/or results your project will produce (also referred to as deliverables).Product scope description: The features and functions of the products, services, and/or results your project will produce.Product acceptance criteria: The process and criteria for accepting completed products, services, or results.Constraints: Restrictions that limit what you can achieve, how and when you can achieve it, and how much achieving it can cost.Assumptions: Statements about how you will address uncertain information as you conceive, plan, and perform you r project.ConclusionAll of the information gathered through JAD Sessions; interviews; and hands on experiences will be set into current attribute categories. Each of these categories will be divided to show the good aspects and the bad aspects of the application. All of this will be agreed upon unanimously in a last JAD session to determine what the actual requirements are that need to be placed into the requirements list. The requirements list will then be compiled to form the foundation of the scope and feasibility of the project. After the scope and feasibility have been accepted by the organization we will begin the development process.

Challenging Behavior. Causes and Approaches to Dealing with Essay

Challenging Behavior. Causes and Approaches to Dealing with Challenging Behavior - Essay Example There have been claims that challenging behavior is responsible for exposing the tough in an advanced group level which have the effects of resulting into maturity or segregation from the learning category (Similarly, Simmons & Ward 1998).There were also establishments that there are some behaviors that can never be classified easily by the educators such as distractions, chatting as well as the non verbal maltreatments. Nonetheless, there is a different suggestion from Oliver (2003) that, the categorization of behavior appears as challenging throughout diverse schools. According to this scholar, the challenging behavior is developed socially. There is need for evaluating the matter of challenging behavior amongst individuals since it has attracted different theories and approaches from scholars. Therefore, this piece will look at the dissimilar theories that expound on behavior. Specifically, the piece will attain its baseline points of arguments the works by Bandura, Skinner, Vygot sky, and Watson. The piece will evaluate the Cognitive Behaviorist theory and Social Learning Theory. It is also significant to show how each theory takes care of the needs of the child and this paper will respond to that concern. Reasoning from the behaviorist context, there is a realization that behavior could be learned or modified (Skinner 1904-90), the writer affirms this stipulation through the work entitled, ‘Operant Conditioning’. The scholar proceeded into highlighting that children operate on the environment through engagement in particular identifiable activities due to the results of such behaviors. Skinner outlines that any stimulus leading to the repeat of a particular behavior emphasizes that particular behavior. The response would vary from return, reward, attentiveness as well as social assistance. The situation instance to elaborate this suggestion would follow for instance, if a particular child, let us name him Tim confesses to another that he gets pleasure playing with the other named Carol of late. If Tim invites his playmate for dinner in addition, this would invoke the application of the Skinner’s suggestions. It can be proposed that support in the construction of th e scenario would be a smile in spite of the situation, a word of praise for an outstanding behavior. Skinner upheld that particular rewards for such behavior reoccurrence on a different instance or instances. Even though support contributes to the increment in frequency of the behavior, it does it in a dissimilar manner. This situation may arise in the instance when we prefaer promoting a behavior in the child contrary to demanding the behavior in that person. In case something is happening and the child request the parent to stop it in a polite manner and it is done, then the alternate behavior is reinforced. For instance, the child requests for changing of a video clip. If the parent execute the child’s desire then the parent is strengthening the aimed behavior, that of requesting in a polite way. It can be argued that both positive and unhelpful support, when used appropriately can enhance the frequency of the ideal behavior. Major values of conventional habituation were c ontoured by the work of Ivan Pavlov (1819 -1936) where an unbiased stimulus brings about a response if put together with a stimulus that already has that response. Rewarding a student for positive a behavior exhibited enhances that behavior. For instance, if a teacher

Lying v. Misleading Essay Example | Topics and Well Written Essays - 1750 words

Lying v. Misleading - Essay Example Philosophers have not only tried to characterize the difference between lies and misleading statements, but also have debated over the moral significance of each kind of utterance. Therefore, the two main question s are what speech act is required for lying, as opposed to being misleading; and what is the moral difference between the two acts of speech. One theory, from a linguistic point of view, according to Stokke (2), is that there are different ways of conveying information, which means, in turn, that there is a difference in the speech acts involved in both misleading and lying. When one is lying, the mode of communication is saying. This means that lying requires saying something, and being misleading is conveying information without coming right out and saying it. The example that Stokke (1) gave was a person who is looking forward to going to a party that evening after work. Another person, a co-worker, comes up and says that she doesn't want to go to the party unless person A is going. To which, person A simply says â€Å"I have to work.† But person A is actually going to be going to the party. This is misleading, because A implies that she wouldn't be going to the party by her statement. But she wasn't lying – she did have to work that day. Lying would mean that person A would come right out and say â€Å"no, I am not going to go the party tonight,† when she really is. As it was, the scenario was an example of merely misleading person B. Green (160) makes the distinction between lying and misleading by stating that lying is telling a false statement, while misleading involves stating something that is true, but is calculated to draw the inference of a lie. Stokke (348) further makes distinctions between lying and misleading, and the ethical implications of each. Someone might lie without the intent to deceive. This is because there are reasons for lying that do not have to do with deception. For instance, a person can lie on the witness stand because he fears reprisals, not that he wants to deceive everybody. This is especially true when it is clear that he did see the murder, or whatever it is that he is lying about on the witness stand. He knows that he isn't deceiving anybody, and that was never his intent. Rather, his intent was to simply secure his own safety or the safety of others who he might be protecting as well. Therefore, some philosophers have attempted to craft categories of lying where there is not an intent to deceive, such as the case above. In this definition, a lie is a lie even if there is not an attempt to deceive, as long as there is a warrant for the truth (Stokke, 349). Since one can warrant for the truth, while knowing that the statement is false, even if that person did not intend to deceive, then this would still be considered to be a lie. Therefore, there does not necessarily have to be an intent to deceive for the statement to be considered to be a lie (Stokke, 349). This would contradict the basic formula which is put in place by Stokke (348), which is that a person lies a person A makes a knowing false statement to person B, and there is also an intention to deceive person B. This somewhat complicates the ethical consequences of a lie, according to Stokke (350). this is because there is one traditional school of thought that lying is morally wrong when one intends to deceive. But, if there is not an attempt at deception, is this lie morally wrong? Stokke (350) states that it still is morally wrong, even if the person does not intend to deceive, and, in fact, deceives nobody (such as the witness to the murder, when that witness was caught on tape actually witnessing the murder. He doesn't intend to deceive

Selective Abortion Of Female Fetuses In India Creating Gender Essay

Selective Abortion Of Female Fetuses In India Creating Gender Imbalance Crisis - Essay Example Indian activists estimate that as many as 8 million unborn females were aborted over the past decade due to pressurization of mothers to produce only boys. Amendments in the present law seek to make families equally liable for selective abortion of female fetuses since they go to clinics performing sex-selection tests initiating the process of sex selection and female feticide. Although the overall abortion rate in India is lower than that seen in many other countries, selective abortion of girls is higher and on the rise since girls die at twice the rate of boys before they reach the age of five. In some Indian families, girls are seen as economic burdens for the family whereas boys can become earners and care for their parents when they become elderly. The high abortion rate of female fetuses has rendered a dramatic gender imbalance in India. A woman is blamed for producing a female child since she's not keeping the family name. She then faces desertion, discrimination and violence . If the mother go for abortion, she will too be threatened by her family and husband hence difficulties by the Indian government of whom to criminalize for the abortion. The fundamentals of female empowerment will be absolutely tampered with. Gender imbalance as a result of the abortions of female fetuses is also a menace in China. In India, there are 7.1 million fewer girls than boys up to the age of six while in China; boys are also more than girls by 32 million under the age of 20. This gender imbalance will lead to millions of men unable to get wives especially the poor. Indian government must therefore increase the value of women and girls in society in order to reduce selective abortion as stated by Dr. Raj. Selective abortion of female fetuses in India dates to the tradition of male preference. ... Male preference often focuses on economics whereby girls are viewed as economic burdens for their families whereas boys can become earners and provide for their respective families. Traditionally, boys are a source of protection and care to their parents when they become elderly whereas girls will care for the families of those they marry. A girl is often viewed as a financial burden in some Indian families because when a girl is married off, the families of the groom demand a dowry payment which is illegal in India but still widely practiced (Seguino 1228). As a result, this take of girl child in India has led to creation of gender imbalance due to selective abortion of female fetuses. According to reports of the Daily Telegraph newspaper of Britain, Indian activists estimate that as many as 8 million unborn females were aborted over the past decade due to the pressurization of mothers to produce only boys. A mother is therefore blamed for producing a female child and faces desertio n, discrimination and even violence to some extent for punishing the family. Census reports in India also show that over the 50 year period from 1961 to 2011, the number of girls born per 1000 boys dropped from 976 to 914 creating a dramatic gender imbalance (Seguino 1221-2). Since Indian men already outnumber women by almost 10 million, there is demand to abolish abortions which occur every day as stated by Uttar Pradesh. Indian government and authorities have launched the fight against selective abortion of female fetuses. Entire families who pressure their female relatives into aborting female fetuses may be imprisoned together with the medical professionals who perform ultrasound tests to determine a

Morality and Humanity In Kants View Essay Example | Topics and Well Written Essays - 1000 words

Morality and Humanity In Kants View - Essay Example Second, recast that maxim as a universal law of nature governing all rational agents, and so as holding that all must, by natural law, act as you yourself propose to act in these circumstances. Third, consider whether your maxim is even conceivable in a world governed by this law of nature. If it is, then, fourth, ask yourself whether you would, or could, rationally will to act on your maxim in such a world. If you could, then your action is morally permissible. Throughout his moral works, Kant returns time and again to the question of the method moral philosophy should employ when pursuing these aims. A basic theme of these discussions is that the fundamental philosophical issues must be addressed a priori, that is, without drawing on observations of human beings and their behavior. Once we â€Å"seek out and establish† the fundamental principle of morality a priori, then we may consult facts drawn from experience in order to determine how best to apply this principle to huma n beings and generate particular conclusions about how we ought to act. Kant's insistence on an a priorimethod to seek out and establish fundamental moral principles, however, does not always appear to be matched by his own practice. The Groundwork, for instance, makes repeated appeals to empirical facts (that our wills are determined by practical principles, that various motivations are variable in producing right actions, and so on). Later ethical works rely even more heavily on empirical generalizations. Kant did not take himself to be employing these assumptions in seeking out and establishing the fundamental moral principle, only in applying it to human beings. Nevertheless, it is not always easy to tell whether Kant's arguments gain their plausibility only by relying on ideas established by observations of human being and the world they inhabit. Kant's example of a perfect duty to others concerns a promise you might consider making but have no intention of keeping in order to get needed money. Naturally, being rational requires not contradicting oneself, but there is no self-contradiction in the maxim "I will make lying promises when it achieves something I want". An immoral action clearly does not involve a self-contradiction in this sense (as would the maxim of finding a married bachelor). Kant's position is that it is irrational to perform an action if that action's maxim contradicts itself once made into a universal law of nature. The maxim of lying whenever it gets what you want generates a contradiction once you try to combine it with the universalized version that all rational agents must, by a law of nature, lie when it gets what they want. Here is one way of seeing how this might work: If I conceive of a world in which everyone by nature must try to deceive people any time it will get what they want, I am conceiving of a world in which no practice of giving one's word could ever arise. So I am conceiving of a world in which no practice of giving one's word exists. My maxim, however, is to make a deceptive promise in order to get needed money. And it is a necessary means of doing this that a practice of taking the word of others exists, so that someone might take my word and I take advantage of their doing so. Thus, in trying to conceive of my maxim in a world in which no one ever takes anyone's word in such circumstances, I am trying to conceiv

Business Plan for an Offshore Engineering Services Coursework

Business Plan for an Offshore Engineering Services - Coursework Example This location inhabits companies offering identical and similar services and a couple of technical universities from where the personnel intake is relatively easy. Huge investment is warranted in machines, equipments and human resources. However, the company wishes to start with few leased equipments and machines that need huge investment. The land for office premises is planned to be taken on a rental basis, which has to be paid for one year at the time of commencement of business. Thalatech (name of the firm) is a start-up firm, which has exciting business opportunities in the UK market where it is intended to concentrate its business in the first few years. The firm plans to provide technical services for offshore telecommunication projects - cable installation and surveys- throughout the country and expand its business to foreign countries in the near future. The service includes power cable installation for connecting oil platforms and its surveys for companies engaged in oil production and distribution. The major activities of the company involve the installation and maintenance of submarine fiber optic cables and other marine engineering services. ... This is the reason why it is planned to be located near to sources (i.e., similar firms and technical universities) of abundant workers-skilled and unskilled. The company envisages to providing professional service and advice to keep itself far ahead of its competitors, domestic and global. It firmly believes that it could capitalize the abundant business opportunities where its competitors are lagging behind. Falcon is likely to achieve 150 % of what its competitors are doing because of favourable location (near to airport) and other completive advantages such as personalized and professional service. A pilot market study to explore the key aspects of business finds that the firm would be able to achieve a substantial growth in sales over the next two years from the date of commencement of business. 1.2 Finance Required As the nature of the service of the proposed company is of highly technical and demands high professionalism, huge amount of funds is needed to finance the investment in various equipments machines and workforce. The company, therefore, plans to start with leased equipments that need huge investment. Moreover, in the beginning, the firm plans to hire only highly qualified and experienced staff, who have proved their mastery over the field. In addition to that, a very few unskilled laborers are to be deployed and trained by technicians and experienced staff. This also incurs costs. The office premises (land and office building) and other initial legal charges are also to be met by the start-up capital apart from those mentioned above. All these need huge capital and the company plans to raise funds for these needs through that contributed by shareholders. 1.3 Financial

Business and Society Assignment Example | Topics and Well Written Essays - 1000 words - 2

Business and Society - Assignment Example Growth of industries and corporations in the modern world helps to generate greater employment opportunities and increases the per capita income level of individuals (Elliot, 2011). Thus, the corporations help to shape up economic welfare of the individuals. Corporate social activities of the modern organizations help to improve the quality of environment and society. However, these companies often utilize their own financial power for manipulating the policies established by the regulatory authorities (Langeland, 2013). Such activities are conducted through the lobbying practices of the corporations. Thus, industries and corporations in the modern era possess the power to shape the political, social, cultural and economical aspects of the world. Most of the corporations try to maximize their profitability and revenue in business. However, unique strategies of some companies create significant impact on the social and economic environment of some individuals. For instance, Ben & Jerry, a popular ice cream company of United States provides extensive attention on social and environmental improvement aspects (Roach, 2007). In 2001, the company had used all unbleached paperboard pints for packaging purposes. In its popular One Sweet Whirled crusade, the company tried to address over the issue of global climatic change. Such social responsibility related activities of Ben & Jerry helps to improve the social and net welfare across different economies (Roach, 2007). Giant multinational companies such as Apple Inc., generates employment opportunities for thousands of individuals. However, lobbying practices of the multinational companies diminishes social welfare. Companies like Samsung spend almost $900,000 for manipulating the tel ecommunication property rights related regulations introduced by the Federal government (Langeland, 2013). Business, government and society are three highly interrelated factors in the current epoch.

Linguistics and Point Essay Example for Free

Linguistics and Point Essay I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of  the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.  ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ]

Analysis Of Mobile Communication Communications Essay

Analysis Of Mobile Communication Communications Essay Wireless communication has become a ubiquitous part of modern life, from global cellular telephone systems to local and even personal-area networks. This book provides a tutorial introduction to digital mobile wireless networks, illustrating theoretical underpinnings with a wide range of real-world examples. The book begins with a review of propagation phenomena, and goes on to examine channel allocation, modulation techniques, multiple access schemes, and coding techniques. GSM and IS-95 systems are reviewed and 2.5G and 3G packet-switched systems are discussed in detail. Performance analysis and accessing and scheduling techniques are covered, and the book closes with a chapter on wireless LANs and personal-area networks. Many worked examples and homework exercises are provided and a solutions manual is available for instructors. The book is an ideal text for electrical engineering and computer science students taking courses in wireless communications. It will also be an invaluabl e reference for practicing engineers. Wireless communication technology is diffusing around the planet faster than any other communication technology to date. Because communication is at the heart of human activity in all domains, the advent of this technology, allowing multimodal communication from anywhere to anywhere where there is the appropriate infrastructure, is supposed to have profound social effects. Yet, which kind of effects, under which conditions, for whom and for what is an open question. Indeed, we know from the history of technology, including the history of the Internet, that people and organizations end up using the technology for purposes very different of those initially sought or conceived by the designers of the technology. Furthermore, the more a technology is interactive, and the more it is likely that the users become the producers of the technology in its actual practice. Therefore, rather than projecting dreams and fears on the kind of society that will result in the future from the widespread use of wireless communication, we must root ourselves in the observation of the present using the traditional, standard tools of scholarly research. People, institutions, and business have suffered enough from the unwarranted prophecies of futurologists and visionaries that project and promise whatever comes to their minds on the basis of anecdotal observation and ill understood developments. Thus, our aim in this report is to ground an informed discussion of the social uses and social effects of wireless communication technology on what we know currently (2004) in different areas of the world. We would have like to consider exclusively information and analyses produced within the rigorous standards of academic research. This constitutes a good proportion of the material examined here. The rise of mobile communication Mobile communication has diffused into society at a rate that is unprecedented. On a world basis, the number of mobile phones rose 24% between 2000 and 2005. According to the International Telecommunications Union (ITU), there was about one telephone subscription for every third person in the world (2005).2 At the same time there were about half as many who had access to the intent (ITU 2005). The highest adoption rates are found in Europe where there are approximately 82 subscriptions per 100 persons. In Oceania (Australia, New Zealand, etc.) there are 69, and in the Americas there are 52 subscriptions per 100 persons. Following this Asia had 22 subscriptions per 100 and Africa had 11. While the adoption rate in Europe has levelled off, there is an almost Klondike like atmosphere in many other countries. The growth rates in India and China are far above 50% per year. In addition, growth in sub-Saharan Africa often tops 100% and sometimes even 200% per year.3 Thus, in the last decade; we have seen the widespread adoption of a new form of communication. One of the unique aspects of mobile communication is that it changes the locus of interaction. When thinking of landline telephony, we call to specific locations. The metaphor is that we call to a persons home, their work or to some other physical location in the hopes that the individual is someplace near by. Mobile communication and mediated ritual This new channel of interaction allows more nuanced forms of micro-coordination (Ling and Yttri 2002). It provides us with various forms of safety and security (Ling 2004; Baron and Ling forthcoming) as well a different types of phatic interaction (Ling 2005b). In short, the mobile telephone allows us to elaborate and develop cohesion that is often generated in copresent situations. This is not to say that relationships can be founded and developed in the absence of copresent interaction. While there are examples of friendships and â€Å"communities† that have been fostered and developed exclusively via mediated interaction dating all the way back to telegraphy (Standage 1998), for all practical purposes social interaction needs copresent interaction in order to coalesce into a cohesive form, this process can be aided through the use of mediated interaction. Thinking, for example of romantic relationships, the meeting of individuals, their wooing and the development of a common sense of involvement is largely a copresent activity. Following the discussion above, it is also a heavily ritualized interaction. There is the need to come into contact and there is the need to engender a mutually recognized sense of the relationship. The couple goes through a series of stages as they enter into a more intense and intimate sense of their coupled status (Ling 2000). Much of the process has to do with the mapping of common interests and the development of a mutual sense of trust. The assembly of the group, the use of â€Å"tie signs† (Goffman 1971) the establishment of a mutual focus of attention, the development of a common argot or set of symbols and the building of a barrier to outsiders are all parts of founding an intimate relationship (Collins 2004, 193; Berger and Kellner 1964). Mediated interaction, and in particular interaction via the mobile telephone is an obvious channel of communication that can be drawn into this work. In survey material from Norway, for example we see that in an interestingly asymmetric finding that 50% of teen girls and 32% of teen boys reported that they had flirted on a weekly basis via the mobile telephone.5 This finding underscores the role of the mobile phone in this process. Indeed the mobile telephone is well designed for the purpose. It is a technology of the individual. It allows for the communication of both synchronous and asynchronous messages directly between the concerned individuals and these messages need not be observed by others.6 During the establishment of the relationship the mobile telephone provides a channel through which the interests of the individuals can be mapped and the intensity of the nascent relationship can be explored. This might include simple information regarding which type of mus ic they like or the timing of their next assignation. It might also include risquà © â€Å"pick up† lines and perhaps the exchange of pro-vocative or quasi-provocative photos. This contact, along with copresent interaction play into each other as the couple moves toward the establishment of a coupled identity. TYPES OF SYSTEM In a mobile communication system at least one of the transceivers is mobile. It may be on board a vehicle that can move at high speeds, or it may be a handheld unit used by a pedestrian. Basic types of systems include base/mobile, peer-to-peer, repeater, and mobile satellite systems. In a base/mobile system, a base station connected to a public network communicates with a mobile unit. This gives the mobile unit access to the public network. More than one mobile at a time can be supported if a different channel (such as a narrow band of spectrum) is assigned to each user. In most systems, channels are assigned to users as needed rather than giving each user a dedicated channel that is reserved for that user at all times. This is called trunking and allows large numbers of users to be supported with a limited number of available channels, with a small probability that any given call will be blocked because all channels are busy. Cellular telephony uses the base/mobile configuration to give mobile users access to the public switched telephone network. In peer-to-peer systems, mobile units communicate directly with each other. Mobile units sharing a frequency channel can communicate with one another, and independent conversations can take place on different channels. Many amateur, and most CB radio contacts fit into this peer-to-peer model. In peer-to-peer systems, a mobile can sometimes hear only one of two other mobiles that are using a channel, when a total of three users are active. In this system, all users transmit on one channel and listen on a second channel. The repeater, a transceiver that is located at a high point, retransmits the signals with greater power on the second channel. In this system, all users can communicate with each other using one pair of frequencies. A repeater system allows communication over a much greater range than in a direct peer-topeer system. Repeaters are used for public services and some amateur radio operations at VHF and UHF frequencies. A variation is a trunked radio system that uses several frequency pairs and assigns a frequency pair for each conversation between mobiles. A trunked system can support many more users than the number of frequencies available because all users typically do not operate at once. In a mobile satellite system, one or more satellites relays signals between a mobile user and an earth-based base station or â€Å"gateway† that connects to the public switched network. The large distances and high speeds of the satellites introduce some difficulties, but a system of this type can provide worldwide coverage. Characteristics of wireless LANs Advantages very flexible within the reception area Ad-hoc networks without previous planning possible (almost) no wiring difficulties (e.g. historic buildings, firewalls) More robust against disasters like, e.g., earthquakes, fire or users pulling a plug Disadvantages typically very low bandwidth compared to wired networks (1-10 Mbit/s) {10-4 compared to 10-10 in fiber optics} many proprietary solutions, especially for higher bit-rates, standards take their time (e.g. IEEE 802.11) products have to follow many national restrictions if working wireless, it takes a vary long time to establish global solutions like, e.g., IMT-2000 Interfenece Conclusions Wireless and mobile communication is currently a hot topic and it is thus important to include it in the education of computer and telecommunication engineers. The benefit of teaching wireless mobile communication in a virtual course is that students from polytechnics all over the country, and also from foreign polytechnics, can share and participate in the same course without being physically present. Since students from several different polytechnics participate, feedback and development suggestions are retrieved in a much larger perspective, compared to in an internal course, which results in a higher quality of the course material. The production of a virtual course is, however, a much more demanding task than the production of a traditional internal course. Experts, like graphical designers, have to be included in the production team. The graphical layout of the learning environment is important in order to make the learning and browsing of the course material interesting and ea sy as well as to lead the students attention to the essential parts. Before the course is in its final form many prototypes have to be tested and feedback from the students is needed. A proper choice of computer software and IT technology is necessary. A sufficient and realistic budget is also essential. Teaching and learning in a virtual course is also more demanding than in an ordinary course. Students cannot directly interact with the course teacher in the same way as during lectures and teacher assisted exercise sessions. Email and newsgroups is not enough for assisting students since they dont provide direct communication. It is thus important to provide the students the possibility to use real-time E-communication channels such as text, voice, and video chat. REFERENCE http://partners.nytimes.com/library/tech/00/07/biztech/articles/05talk.html http://www.ntia.doc.gov/ntiahome/threeg/ceareportoct2000.pdf http://www.business2.com/b2/web/articles/0,17863,513551,00.html http://weatherhead.cwru.edu/pervasive/Paper/UBE%202003%20-%20Yoo.pdf http://jite.org/documents/Vol3/v3p189-217-038.pdf http://informingscience.org/proceedings/InSITE2006/IISITBerg205.pdf http://lib.tkk.fi/Diss/2005/isbn9512279819/isbn9512279819.pdf http://www.aber.ac.uk/media/Documents/S4B/sem02.html http://www.gsmworld.com/services/messaging.shtml http://www.itu.int/ITU-D/ict/statistics/ http://journal.fibreculture.org/issue6/issue6_proitz.html. http://www.160characters.org/documents/SocialEffectsOfTextMessaging.pdf

Louis Fyne and Miss Rollings in the Film True Stories :: essays research papers

True Stories is not a movie of a town but yet a movie of people that just happen to live in this little town called Virgil, Texas. True Stories had a lot of unique and bizarre characters that each represents a characteristic of a typical American. There were two main characters, in my opinion, which stuck out from all the others. Louis Fyne who represents the common man, and the very lazy Miss Rollings who represents a very typical yet sad American feature, materialism. Louis is a working man who is not necessarily a physical specimen and is getting ready to settle down. Problem is he has not found any one to love. Miss Rollings, on the other hand, is a very wealthy, attractive but aging woman. She doesn’t know it in the beginning of the movie but she is not content as being the lazy women she is. She also is looking for love. Even though these characters are very different at first glance, they have one common interest, which is loneliness. Miss Rollings does not realize that she is lonely until she sees Louis’ performance. Louis’ and Miss Rollings’ search for fulfillment all comes together at the end of the movie for a nice typical American ending, happily ever after. These two characters might have been the main characters but were by far not the only ones that represent a typical American feature. The search for significance and meaning is another American trait in this movie. The cute woman, for example, can not comprehend sadness. Therefore she chooses to ignore all sadness while focusing on all things cute. Then there is the Lying Woman, who personally is my favorite character in the movie. She is apparently dissatisfied with the actuality of her life. She decides to â€Å"improve† her life by telling lies to all that will listen. She creates a whole other personality that is rich and vivid but still false. If you are thinking that there can not be possibly any more American traits in this movie you are wrong. The love for business can also be represented in this movie by the owner of Varicorp, Earl. His love for overall work and business can display what is known as corporate obsession in today’s America. The scene at the dinner table where Earl uses food and china to describe what is yet to come of Virgil and Varicorp displays this obsession.

Ancient Greece :: Ancient Greece Greek History

Ancient Greece This paper tells you about the Golden Age of Greece, which is from 500 to 350 BC. It tells about what Greeks did, who they worshipped, and other important things. The thing the Greeks are best known for, is their gods, and stories about them. The stories explained how things became. For instance, one story said that before the earth was made, there was a fight between a god, and a giant. The god killed the giant, and the parts of the giant became the earth. His teeth became the rocks, and his hair became the grass. His hands and feet became mountains, and his toes and fingers became trees. Some of the gods were Zeus, who was the ruler of all the gods, Hera was his wife, and Hermes was his messenger. Artemis was the goddess of the moon, and Apollo was the god of the sun. Poseidon was the god of the sea, Loki, the god of mischief, and, Dionysus, the god of wine. The Greeks, made sacrifices to the gods, so that the gods would honor them, and help them in times of trouble. They sacrificed animals, and other things that were special to them. The Greeks built temples, where they worshipped the gods. Each city had several temples, because each temple was used to worship one god. In each temple, there was a statue of a god that they worshipped. They had an extra big temple, and statue for the god that guarded their city. The Greeks had lots of heroes, who were like role models for their children. Hercules was the strongest man ever, and destroyed many monsters with his strength. Perseus had killed a monster called the Medusa. If someone looked at it, they would immediately turn to stone. Oddysseus beat the Trojans in the Trojan war, and on his way home, with his cunning, tricked, and killed many monsters. The Greeks are also known for their creativity, and knowledge in arts, such as making sculptures, music, and paintings. They made statues out of clay, gold, silver, and bronze. For instruments, they used harps and flutes. The Greeks had houses like us. All the houses had a kitchen, an eating nook, and a bedroom. The richer families had rugs, and decorations, such as vases, paintings, and tapestries. They also had a courtyard in the middle of the house, and in the courtyard was a well.

Margots Intentional Killing in Hemingways The Short Happy Life of Fra

Ernest Hemingway is known for writing novels and short stories with unresolved endings. In his short story, ?The Short Happy Life of Francis Macomber?, he definitely leaves his readers guessing. The question is whether Margot kills her husband, Francis, intentionally, or if she accidentally shoots him, because she tries to save his life. There are many points that could be argued for both conclusions, but my observations have led me to believe that Margot did indeed shoot her husband intentionally, however, without pre-meditation. Margot has one of the most obvious motivations to kill her husband: money. In addition, she, on the other hand, has one great asset, her beauty, ?They had a sound basis of union. Margot was too beautiful for Macomber to divorce her and Macomber had too much money for Margot ever to leave him? (Hemingway). As this sentence says, their relationship is one of selfishness on both their parts. Francis desires beauty while Margot desires wealth. Money has long been considered the root of evil especially for those who do anything to keep it. The marriage bet...

Evil Lives are meaningless lives? Essay

Profound though it may seem we often ask this very basic question:   What is the meaning of our life? This is one question that has existed for a long as humanity has.   It is one mystery that has fascinated many of the great philosophers.   Although many will find it absurd, pretentious even, that we want to answer this question, Julian Baggini thought otherwise. This is proven by his treatise in the book entitled What’s It All About: Philosophy and the Meaning of life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Indeed, while many people will shy away from bursting forward with this question, Mr. Baggini was brave enough to try to answer it. He attempted to break down several issues plaguing people – some of which are helping others, serving humanity, being happy, becoming triumphant – and successfully delivered his views without making his ideas sound so ostentatious and metaphysical.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The essential issue in the book actually deals with the question of whether there is a profound and mysterious meaning to life.   It also asks what the ultimate purpose of our existence is. Mr. Baggini argues that there really is no single meaning to our existence. He says that every little thing that we do has meaning in itself so it is pointless to look for one whole package of meaning.   Indeed, the first-two chapters examine if and why the existence of God should make a difference into determining the meaning of our life. The remaining chapters then evaluate the claims of some people as to what they find significant in their life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By planting his feet firmly on the ground and dealing with specific issues, I think that Mr. Baggini effectively shows us that the quest for the meaning of our existence is right here with us everyday.   We don’t need to travel to far places to look for it.   We don’t need to serve in the UNICEF to render ourselves useful to humanity.   Most importantly, we don’t need legislation to render ourselves empowered.   The answer we have always been looking for in our life is in our own hands.   It is how we cope with our everyday existence that will truly define the life that we have lived.   The outside forces are just mere accompaniment, whereas our actions and reactions are the essential factors that will judge us in the end.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Corollary to this, the meaning of our life cannot be found in books and idealistic treatise. We don’t need to look for its meaning in our neighbor’s house; it is right at the tip of our nose. Mr. Baggini shows us that we can value happiness even as we accept that it is not everything. We can see the value of success without drowning ourselves in it.   We can even shout â€Å"Carpe Diem† to the whole world even as we help others lead fruitful lives.   In the end, it is still love that powerfully motivates us all. Indeed, Mr. Baggini shows us that the search for meaning is very personal and within our power to find. He supports his stand by drawing from actual experiences drawn from real life of real people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In many ways, those who have read this book will deduce that Mr. Baggini qualifies himself as a modern-day heir of Bertrand Russel. In his own way, he shows us that we can find the meaning of life if we can only be more philosophical and rational.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Chapter 4 of the book subtitled Here to help, Mr. Baggini discusses the proper place of altruism if we are to pursue meaningful lives.   â€Å"If the meaning of life is to help others, then only those doing the helping can lead meaningful life.   The people being helped are thus mere instruments to the end of giving purpose to the altruists.† (65)   Of course, Mr. Baggini does not brush off altruism as a useless virtue. It is still needed if we have to co-exist peacefully with others.   However, he emphasizes that altruism should be put in its proper perspective and that people should make sense in defending values which go beyond itself. Altruism in itself is a virtue but it should not used to define one’s life.   It is just but one part of our existence, not the whole of it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Chapter 7 subtitled Becoming a contender, Mr. Baggini writes â€Å"To raise a happy family, or live your life pursuing your passion, no matter which recognition you get, should be seen as a success.†(123) This in itself shows the kind of philosophical sense that Mr. Baggini follows in this book.   He does not aim for huge successes but makes one feel that no matter how small the achievement is, it is still worth noting because it has helped one become the kind of person that he is today. It is therefore important for us to do our best in every thing we do because these small things can also enrich our life.   Indeed, it does not matter whether the good deeds we have done are great or small.   The most important is we did it.   This is what life should be all about.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Chapter 9 subtitled Lose yourself, Mr. Baggini emphasizes that we don’t need a Maya Angelou or a Deepak Chopra to lead us to the real meaning of our life.   He strongly criticizes the promises of religious and ideological beliefs; consequently convincing us that we really don’t need vast esoteric knowledge or a time-tested guru to find the meaning of our life. Here, Mr. Baggini argues that we just have to look into our self and we will find everything that we have always been looking for. Resorting to ideological beliefs may only pose greater danger of losing one’s proper perspective, thus, this is highly discouraged.   Apparently, Mr. Baggini believes that each person is unique and lessons learned from one’s experiences may not be uniform for everyone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mr. Baggini’s main purpose for writing this book is actually to show us that philosophy – rather than our average New Age psychobabble — is a better tool to analyze life’s little mysteries with. This is the reason why he purposely puts forward a largely down-to-earth approach to the issues being raised in the book. In a world where existentialism has morphed into an alienated version of the â€Å"I and me† culture, utilitarianism offers rational discourses where once we had heaven for guarantor.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like the movie Dead Poets Society, Mr. Baggini encourages us to seize the day. Each day is a chance for us to define the life we lead.   It is therefore essential that we have to live our life to the fullest everyday.   Of course, he admits that defining our life this way is not an easy task but there is nothing impossible if we only go back to our very selves. In this aspect, Mr. Baggini dislikes paradox and hyperbole and anything too extreme.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What’s It All About: Philosophy and the Meaning of Life ends up being a rational and secular inquiry into the meaning of life. Although it is obviously a prà ©cis of Mr. Baggini’s personal views on life, he hopes that this is something many philosophers would mostly agree. Several times in the book he would refer to past experiences as he draws lessons from them. In spite of his bold statements, however, Mr. Baggini takes a cautious approach.   This stance disappoints because at the end of the book, there is little to disagree with. His supposition that the meaning of life is really â€Å"quite humdrum† only sums up his attitude to the question.   In this aspect, he shows that life is just a mirror that reflects back the image of whoever seeks its meaning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To his credit, Mr. Baggini tries to sum up the meaning of life in fewer than 200 pages – a big achievement in itself.   However, it is also because of this that his argument suffers greatly; being that its supporting discourses have been so squeezed together. This problem is apparent in the chapter on the loss of selfhood, where he points out that New Age ideas are quite â€Å"nonsense.†Ã‚   He says that anyone who professes to lose his ego during meditation is being self-righteous.  Ã‚   Anyone who professes to lose his ego during meditation is being smug and self-righteous.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mr. Baggini then saves the best for last when he declares that â€Å"we should forget about the meaning of life and just get on with it.†Ã‚   The analysis made on life stems from a rationalist and humanist perspective. As I said earlier, he proceeds to his main thesis with utmost caution even as he answers each question thrown his way with distinctive directness.   The outcome of this is that the readers are left to form their own conclusion based on the framework that Mr. Baggini has constructed.   Each reader will be able to form his own meaning to life – one that will be personal, more meaningful and sociologically moral.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If a reader has majored in philosophy, this book will be viewed as a bit simplistic.   However, for ordinary readers like me, it makes for an easy comparison of the various isms in life. Sure, it does not dole out definitive answers to specific questions. Still, it’s a good read for someone who is literally searching for a meaning of his existence. For me, Mr. Baggini’s insistence that our life should be led on an everyday basis is congruent to the fact that we should live it in peaceful co-existence with our neighbors.   Doing otherwise (or by being evil) will render our life meaningless.   In a nutshell, Mr. Baggini offers us ideas about life that are balanced, good and practical. The bottom line here is that living itself, for its own sake, is what truly the only thing that gives life meaning.   All the other ascriptions are, at best, plain spices to make the journey fun and enjoyable.    References: Baggini, Julian. (2005) What’s It All About: Philosophy and the Meaning of Life. Granta Publishers, Inc. Williams, Peter. (2003) Sorting the wheat from the chaff http://www.damaris.org/content/content.php?type=5&id=319

Role Of Multiple Sclerosis Nurse Health And Social Care Essay

Within this assignment the followers will be covered, a description of multiple induration along with the assorted diagnosed types. The statistics of multiple induration will be given, every bit good as who are most at hazard. The many functions the multiple induration nurse specializer provides including, back uping those freshly diagnosed to accept they have multiple induration, managing symptoms, advice on life style and working life, instruction and instruction. The nurse specializer ‘s function in disease modifying therapy will be discussed, with treatment given to concordance with prescribed medicines. Evidence will be given to back up why the multiple induration nurse specializer is required and the importance of the function in footings of diagnosing, probes and intervention. The principle behind this chosen subject is to place if the multiple induration nurse specializer improves attention for patients with multiple induration ( Forbes et al 2006 ) . Besides does the multiple induration nurse specializer adjutant in advancing harmony with medicine and intervention programs ( Shaw & A ; McMillan 2008 ) . Multiple Sclerosis ( MS ) is a chronic status that affects the cardinal nervous system ( CNS ) . The medulla covering the nervousnesss of the CNS is damaged doing the tissues to be attacked by the immune system, in belief that a foreign organic structure has invaded the country involved ( MS Society 2010 ) . The consequence of the harm of the tissues is recognised through slower reactions from the signals of the encephalon to the organic structure, which can ensue in jobs with motion, address, weariness, vision, co-ordination to call but a few ( Burgess 2010 ) . There are three more common types of diagnosed MS which are, Get worsing Remitting, Secondary Progressive and Primary Progressive. On first diagnosing of MS it may be hard to lucubrate what type of MS the person is diagnosed with due to changing clip in backslidings from individual to individual ( Ms Trust 2010 ) . Get worsing remitting MS is more common in footings of diagnosing with over two tierces of those diagnosed with MS being categorised under this type ( Leary et al 2005 ) . With get worsing remitting MS an person may see backslidings in the part of one or two per twelvemonth. Full recovery periods in between onslaughts may be noticeable, although single ‘s symptoms may deteriorate due to the badness of the backsliding. Secondary imperfect is associated with less frequent backsliding but disablement with MS additions. Over half of those diagnosed with backsliding remitting ab initio, will be diagnosed with secondary imperfect within 10 old ages of initial diagnosing ( Leary et al 2005 ) Primary imperfect can be unfortunate with those diagnosed, unlike backsliding remitting and secondary imperfect there is no remittal periods, around 10 per centum of those diagnosed with this type of MS experience symptoms from the oncoming ( MS Society 2010 ) In 2008 MS statistics showed that over 85,000 of the population in the United Kingdom where diagnosed with MS, ( MS Trust 2008 ) . On the 10 April of this twelvemonth the MS trust ( 2010 ) republished figures demoing that figures have increased to 100,000, about 20 % addition within 2 old ages. Diagnosis age is normally between 20 and 40 and adult females are more likely campaigners to be diagnosed, there is no account for this, nevertheless the statistics are greater in Scotland, this is said to be due to the environment but research into this is ongoing ( MS Trust 2008 ) . In 2005 a survey was carried out by Forbes et Al ( 2006 ) . This survey evaluated the programme of the nurse specializer function, and aimed to place if the MS specializer function improved attention provided. The paper concludes that the specializer nurse continuance to care was evidentiary. There was argument over betterments with jobs with disease, and the betterment in quality of life with MS due to the specializer nurse. This may hold been true in footings of jobs with disease prior to 1993 when there was no available interventions, symptoms may hold been managed with steroids ( Shaw & A ; McMillan 2008 ) . Although Forbes et Al ( 2006 ) supports the function of the MS nurse specializer and the benefits to those who have MS to hold a nurse who is dedicated in this field, Forbes et Al ( 2006 ) believed that the Nurse specializer function in Ms may profit to be more research based. This is disagreed with Embrey and Lowndes ( 2007 ) who shows grounds of the many roles the nurse spe cializer dramas, including the nurse led clinics provided by the nurse specializers who aid with symptom control provides information and support for those who are freshly diagnosed or get downing interventions such as disease modifying therapy. Care needs for MS patient ‘s can be differential from patient to patient, this depends non merely how long diagnosing has been, but how persons deal with the diagnosing. The persons apprehension of the status and how their lives may be affected professionally and personally at different phases of there lives ( Malcomson et al 2008 ) . The nurse specializer can be a anchor for these patients understanding single attention demands, supplying information on how to cover with state of affairss that occur and supplying other signifiers of information and support services if and when required ( Burgess 2010 ) . Over the old ages intervention for MS has developed leting persons to pull off the status more successfully. The nurse specializer plays a large portion in reding, and back uping the person ‘s pick on chosen intervention if required ( Burgess 2010 ) . For get worsing remitting MS and those who have had two or more onslaughts over the twelvemonth Disease Modifying Therapy ( DMT ) may be a pick of intervention ( Shaw & A ; McMillan 2008 ) . However harmony with DMT can be an issue and the manner the nurse specializer uses her cognition and expertness may play a portion in the patients go oning the planned intervention programme ( Shaw & A ; McMillan 2008 ) . A survey by Shaw & A ; McMillan ( 2008 ) evaluated harmony with MS prescribed medicines ; grounds showed that 20 five per centum ne'er followed the planned government when on DMT intervention. This may hold been for assorted grounds including timing of injection, side effects or injection techniques. The biggest ground may be that an apprehension that DMT does non work from oncoming. The intervention takes clip to work patients must be made cognizant of the procedures involved in DMT. This can be clip devouring for the Ms nurse specializer but in their dedicated function nurse will to the full measure whether the single patient is able to understand that benefits out manner the backslidings and the progressive disablement that MS may hold ( Gutteridge 2006 ) .