Rav V. St. Paul Essays - Supreme Court Of The United States, Law

Rav V. St. Paul R.A.V. v. City of St. Paul, 505 U.S. 377 (1992). Issue: A teenager who placed a burning cross in the fenced back yard of a black family was charged under a City of St. Paul bias-motivated crime ordinance. At trial, the teenager moved for dismissal, alleging the ordinance was violative of the First Amendment. The Trial Court agreed and dismissed the case. On appeal, the MN Supreme Court reversed the lower court's ruling, citing the fighting words doctrine from Chaplinsky v. New Hampshire, 315 U.S. 568 (1942), saying that the ordinance was a narrowly tailored means toward accomplishing the governmental interest in protecting the community. Rule: The ordinance was facially invalid under the First Amendment. Analysis: In the Opinion of the Court, Justice Scalia looks to the association of the fighting words doctrine used by the MN Supreme Court and agrees that the phrase arouses anger, alarm or resentment in others is within the scope of the doctrine. However, the remaining words in the ordinance criminalize acts that are based only on race, color, creed, religion, or gender. Referring to that language, Justice Scalia said the following: Displays containing fighting words that do not invoke the disfavored subjects would seemingly be usable ad libitum by those arguing in favor of racial, color, etc., tolerance and equality, but not by their opponents. St. Paul's desire to communicate to minority groups that it does not condone the group hatred of bias-motivated speech does not justify selectively silencing speech on the basis of its content. Even though the intent of the ordinance was to ensure the basic human rights of groups historically discriminated against, the ordinance can not stand. Justice's White, Blackmun, O'Connor, and Stevens concurred with the Opinion of the Court. Conclusion: Justice Scalia spent a great deal of time focusing on the importance of the fighting words doctrine. In their concurring opinion, Justice's White, Blackmun, O'Connor, and Stevens looked at the ordinance as invalid because it was, as the petitioner argued, overbroad. In the concurring opinion, the Justice's said: In the First Amendment context, criminal statutes must be scrutinized with particular care; those that make unlawful a substantial amount of constitutionally protected conduct may be held facially invalid even if they also have a legitimate application?Although the ordinance reaches conduct that is unprotected, it also makes criminal expressive conduct that causes only hurt feelings, offense, or resentment, and is protected by the First Amendment?The ordinance is therefore fatally overbroad and invalid on its face. Whether the ordinance is overbroad or invalid under the scope of the fighting words doctrine, the end result was the correct and best summarized by Justice Scalia: Let there be no mistake about our belief that burning a cross in someone's yard is reprehensible. But St. Paul has sufficient means at its disposal to prevent such behavior without adding the First Amendment to the fire. Political Issues Essays

The First Historical Hobby and Home Computers

The First Historical Hobby and Home Computers The first Apple was just a culmination of my whole life. Steve Wozniak, co-founder of Apple Computers In 1975, Steve Wozniak was working for Hewlett Packard, the calculator manufacturers, by day and playing computer hobbyist by night, tinkering with the early computer kits like the Altair. All the little computer kits that were being touted to hobbyists in 1975 were square or rectangular boxes with non-understandable switches on them,† Wozniak said. He realized that the prices of some computer parts like microprocessors  and memory chips  had dropped so low that he could buy them with maybe a months salary. Wozniak decided that he and fellow hobbyist Steve Jobs could afford to  build their own home computer. The Apple I Computer Wozniak and Jobs released the Apple I computer on April Fools’ Day 1976. The Apple I was the first single circuit board home computer. It came with a video interface, 8k of RAM and a keyboard. The system incorporated some economical components like dynamic RAM and the  6502 processor, which was designed by Rockwell, produced by MOS Technologies and cost only about $25 dollars at the time.   The pair showed the prototype Apple I at a meeting of the Homebrew Computer Club,  a local computer hobbyist group based in Palo Alto, California. It was mounted on plywood with all the components visible. A local computer dealer, the Byte Shop, ordered 100 units if Wozniak and Jobs would agree to assemble the kits for their customers. About 200 Apple Is were built and sold over a 10-month period for the superstitious price of $666.66. The Apple II Computer Apple Computers was incorporated in 1977 and the Apple II computer model was released that year. When the  first West Coast Computer Faire was held in San Francisco, attendees saw the public debut of the Apple II, available for $1,298. The Apple II was also based on the 6502 processor, but it had color graphicsa first for a personal computer. It used an audio cassette drive for storage. Its original configuration came with 4 kb of RAM, but this was increased to 48 kb a year later and the cassette drive was replaced with a floppy disk drive. The Commodore PET The Commodore PET–a personal electronic transactor or, as rumor has it, named after the pet rock fad–was designed by Chuck Peddle. It was first presented at the Winter Consumer Electronics Show in January 1977, and later at the West Coast Computer Faire. The Pet Computer also ran on the 6502 chip, but it cost only $795half the price of the Apple II. It included 4 kb of RAM, monochrome graphics and an audio cassette drive for data storage. Included was a version of BASIC in 14k of ROM. Microsoft developed its first 6502-based BASIC for the PET and sold the source code to Apple for Apple BASIC. The keyboard, cassette drive and small monochrome display all fit within the same self-contained unit. Jobs and Wozniak showed the Apple I prototype to Commodore and Commodore agreed to buy Apple at one point in time, but  Steve Jobs ultimately decided not to sell. Commodore bought MOS Technology instead and designed the PET. The Commodore PET was Apple’s chief rival at the time.   The TRS-80 Microcomputer Radio Shack introduced its TRS-80 microcomputer, also nicknamed the Trash-80,† in 1977. It was based on the Zilog Z80 processor, an 8-bit microprocessor whose instruction set is a superset of the Intel 8080. It came with 4 kb of RAM and 4 kb of ROM with BASIC. An optional expansion box enabled memory expansion and audio cassettes were used for data storage, similar to the PET and the first Apples. Over 10,000 TRS-80s were sold during the first month of production. The later TRS-80 Model II came complete with a disk drive for program and data storage. Only Apple and Radio Shack had machines with disk drives  at that time. With the introduction of the disk drive, applications for the personal home computer proliferated as the distribution of software became easier.

Ethics and Professionalism in Teaching Research Paper

Ethics and Professionalism in Teaching - Research Paper Example All professions in all societies have the task of contributing to the common good. Compared to other professions, teaching is considered as the noblest job of all. It is described not only a selfless career but as having the most significant impact on society because it takes upon itself the daunting task of educating children. Teaching’s greatest contribution to society, therefore, is to nurture the welfare and development of its citizens – the students. Education, as opposed to the transmission of information, implies an outward orientation of opening up someone’s mind to thinking and reasoning. To achieve this, teachers must concern themselves with both intellectual and moral development. Contrary to Aristotle’s concern of determining which should be the topic of education – intellectual or moral virtue – education would be incomplete without the other. As a result, teachers are tasked not only to impart information to its students to help them become professionals in their own field some day, but also the task of ensuring that they become responsible members of society who could positively contribute to the common good. Teachers have dual roles in their profession. As educators, they have the moral obligation of imparting not only knowledge but also, more importantly, values to students. Instrumentally, they also play other roles in the community and in the school. This includes their roles as researchers, instructors, mentors, and administrators and even the roles they play in their personal lives.

History of the Stanford-Binet intelligence scales Essay

History of the Stanford-Binet intelligence scales - Essay Example The Fifth Edition of the Stanford-Binet Intelligence Scales (SB5) is a relatively new revised method, but has a unique history (figure 1). In 1905, Binet and Simon developed the first formal intelligence test, and Louis Terman created the Stanford-Binet Scale in 1916; this final scale was revised in 1937, 1960, 1986, and 2003. The first versions used items to address functional abilities, and were arranged by levels. The Fifth Edition is a standardized intelligence battery that can be administered to people from ages 2 to 85 years. According to Strauss (2006) the main purpose of the revision was â€Å"to expand the range of the test, to allow assessment of very low and very high levels of cognitive ability†, and to increase its clinical applications (see table 1).The SB5 is based on the Cattell-Horn-Carroll (CHC) theory of cognitive functioning, which is considered â€Å"one of the well-validated, comprehensive models of cognitive functioning† (Fiorello and Primerano, 2 005). Johnson (2007) describes the Stanford-Binet as â€Å"a comprehensive, norm-referenced individually administered test of intelligence and cognitive abilities†. The test is consists of five factors, which include Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory; each factor is further divided in verbal and non-verbal subtests (table 2). The Abbreviated Battery IQ scale consists of two routing subtests: one nonverbal (Object Series/Matrices) and one verbal (Vocabulary) (Coolican, J. et al, 2008).

Supply Chain - Six Catagories of Cost Essay Example | Topics and Well Written Essays - 500 words

Supply Chain - Six Catagories of Cost - Essay Example This means that the cost of manufacturing a product is not always stable. The manufacturers should understand variable manufacturing concepts, and how a change in cost may lead to additional expenses or even reduce the production cost. The variable manufacturing costs that affect the entire process of manufacturing includes all the steps from the material cost, cost of the required electricity for production to the labor cost (Albrecht, et at 2010). The term â€Å"fixed manufacturing costs† describes the fees required in creating an item. Manufacturers must pay the fixed manufacturing cost in order to produce the goods. According to some business principles, fixed manufacturing costs are not always fixed permanently. They often change over time, but get fixed when related to the production quantity for the period which is relevant. For example, a company which has warehouse costs fixed over the period of lease, can have unpredictable and unexpected expenses, which are unrelated to the production. This is an expense that contains both the fixed cost and the variable components. The fixed cost component shall represent the part of the cost which must be paid irrespective of the activity level achieved by the entity. The variable component of cost, on the other hand, is payable proportionate to the activity level (Drury, 2007). For example, in billing structure of a phone, there exists a monthly flat-rate charge, plus an overcharge of any bandwidth used which exceeds the flat rate. Therefore, the flat rate is the fixed component of the cost, whereas the excess bandwidth becomes the variable component of the cost. Another example is employees who get compensated by commissions (Aryasri, 2008). There is usually a salaried element which happens to be the fixed cost and the commission which is the variable cost. In accounting, total

Developing a Challenging Environment for Children

Developing a Challenging Environment for Children Noshaba Jadoon Q1: Explain how to organise a safe but challenging environment for children? The environment plays a major role in supporting children’s learning and development. While organizing a safe and challenging environment for children following factor should be consider: Health and safety; First and most important factor while setting environment to be considered is the health and safety of the environment, for health and safety the EY statutory frame work provides regulation. These regulations must be following while setting the environment. Curriculum and layout of the room; It includes role play area, a PC area, literacy and numeracy area, reading area, messy play area. Material objects; Material objects consist of all toys and resources that are used for children. Material objects that are used for children must be suitable for their age and stage of development. Toys and resources should be organized according to the height of the children to access and explore, by always providing a choice of toys, rather than force children to play with a particular toy of practitioner choice, especially for babies and younger children who are less mobile. The EY. Emphases children independence and encourages child-initiated play and active learning. Early years setting provides separate setting according to the age of the children i-e from birth to year three and three to five etc. Birth to three: Babies learn through their senses and they enjoy taking toys to their mouths, also they enjoy reaching out for toys and grasping them, therefore interesting toys or objects should be placed with in their access to explore. Practitioners should ensure that materials object and toys for this age group are appropriate. Furniture is secured to prevent it from falling onto the children as their movement and body control develop, they become very mobile. Three to five: Children’s imaginations and bodies control develop in this age group, and role-play areas can help children to take on different roles. For example, an area of the room can be transformed into a scenario for the children to play and explore, like post office ,fruits and vegetable shops, kitchen ,car park area etc. The outdoor environment provides equal opportunities for learning and development. Advantages of outdoor playing result into promotion of healthy lifestyles, as they get the chance to exercise, run around, climb on and off equipment, jumping, balance, learn about their body and exert energy, also develop socially, intellectually, physically, emotionally by making friends, sharing with them and taking care of them. Children begin to learn how to take care of other children. Therefore resources and toys that are used for children must be suitable for their age and stage of development. According to EY, Outdoor play opportunities also depend on children age: 0-12 months Outdoor environment provides fresh air, more exploring and practising physical skills. Due to limited mobility in this age group practitioner can take soft play mats and resources. 12-24 months As this age group children are more mobile so equipment such as slides, climbing frames and ride on toys will help children to develop their physical skills. Practitioner should encourage children to get responsibility of environment around them, for example plants and flowers. Children can take part in planting fruit and vegetable seeds and get responsibility to take of them. 24-36months Children should continue to be given responsibility about their environment, growing their own seeds of fruit and vegetables and taking care of them by watering plants and seeds. As physical skills and body control increase therefore toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. 36-60 months Children in this age group have good body control and refine skills, so opportunities for climbing, running, jumping and balancing of their body should be continue. As physical skills and body control increase there for toys that involve balance of the body should introduce to help them to refine their skills, like scoters or larger frames. Children should be encourage to investigate objects that how they are work. Social and emotional environment; The emotional environment extends to the feelings and emotions of the children. When children are able to express their feeling they are more confident to explore and investigate. Practitioners should give them chance to talk and express their feelings. Children belong to wider social network like ethnicity, religions and family history or back ground skins colour, practitioner should recognise the importance of the values and give them respect. It is responsibility of practitioner to help children to understand about different cultures and religions. Therefore social and emotional environment mean value and respect for everyone, regardless of their ethnicity, religion, skin colure, family back ground etc. Q2: Explain the practitioners’ role within the wider, multi-agency environment. If practitioner has any concern about any area of child’s development, or it is believed that child requires additional support then other professional can be involved as a source of advice for welfare of children and their families. Providing early help is more effective in promoting the welfare of children. Early help means providing support as soon as problems arise or identified, therefore key worker will help to identified children and their families who can get benefit from early help. Following professionals can be involved with in early years setting: 1: General practitioner, when child is ill 2: Health visitor. They support children and their families from birth to five. They provide health and lifestyle support to parents. 3: Paediatiatrician. They support children and their families from 24 weeks of pregnancy to18 years, especially when a child is diagnosed with disability or illness. 4: Social worker provides help, support and safe guarding of the children. 5: Dentist provide care for children teeth 6: Physiotherapist support children motor skills and mobility. They provide specialised care for children with disabilities etc. 7: Speech and language therapist provide information for effective communication. 8: Emergency services it include police officer, fire fighters ,paramedics may visit school time to time to help children understand about these services. The practitioner will play an important role within this team to support and following care plans set out by other professionals and attending regular meeting to discuss the progress of child. Q3: Describe the regulatory requirements that must be followed when organising an environment. Laws and legislation The health and safety at work Act 1974 provides guidelines that protect everyone within the workplace. However health and safety implementation is over all responsibility of employer. Practitioners are also responsible for ensuring health and safety with in the workplace is observed. For health and safety the EY statutory frame work provides regulation these regulation must be follow while organizing the environment. Staff ratios and qualifications; The EY Sets out the minimum requirement for staff ratios and qualifications. Failure to meet this requirement could cause an accidents or injuries because it is difficult for staff members to care for and supervise a large number of the group. Well trained and qualified staff that work well as a team is required for best possible care of the children. Size of the room; The EY also sets out minimum requirement for space depending on the age of children that is how many children can be present in any one room at one time and number of the staff to ensure the safety of the children. Children under two Children from birth to two years require 3.5 square meter per child. For every three children, there must be at least one member of staff. At least one practitioner must be qualified to a recognised level three childcare qualification and be experienced in working with babies and children under two. At least half of the remaining staff members must be qualified to at least a recognised, level two childcare qualification. At least half of the staff members must have training specifically for working with babies and young children below the age of two. Children under two to three Children of this age group require 2.3 square meter space per children One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Children aged three to five They required 2.3 square meter space per child One member of staff for 8 children One practitioner must be qualified to level three. Half of remaining staff members must be qualified to level two. Q4: Evaluate how effective the environment is in meeting children’s needs Playing is one of the effective ways of teaching. Children learn through play and exploring their environment. Effective environment plays vital role in meeting individual age group children needs. According to (EY Development Matters document) ‘children learn and develop well in enabling environment, in which their experiences respond to their individual needs and is a strong partnership between practitioner and parents and carers’. The early years foundation stage (EYFS) requires early year’s practitioner to review children progress and share a summary with parents or career. It also can be used as a guide about whether a child is showing typical development for their age or any delay or ahead for their age. According to statutory frame work for the early years foundation stage (EYFS) ‘children develop and learn in different ways and at different rates’. Practitioner must consider the individual needs, interest, and stage of development of each child. There are seven areas of learning and development: Communication and language: emphases to speak and listen in a range of situation and express themselves with confidence and skill. Children follow instructions. They can use past, present, future forms accurately when talking about events that have happened or going to be happened in future. Physical development involves moving and handling. Children should show good control and co-ordination in large and small movements. They can handle equipment’s and tools effectively including pencil for writing. Personal, social and emotional development helps children to develop a positive sense of themselves and others. They learn how to develop social skills, they play co-operatively taking turns with each other, they show sensitivity to other’s needs and felling, form positive relationship with adults and other children. They learn how to manage their own feelings. The can manage their own basic hygiene and personal needs including dressing and going to toilets independently and to have self-confidence and self-awareness. Literacy, they are able to link sound and letters and to begin read and write. Mathematics, they improve their skills in counting, they can count up to twenty, they can do simple addition and subtraction, and able to recognized shapes. Understanding the world, Arts and design should involve providing opportunities to share their thought, concepts and feeling through a variety of ways in art music dance role-play.

Influenza, Avian Influenza, and the Impacts of Past and Looming Pandemi

Influenza, Avian Influenza, and the Impacts of Past and Looming Pandemics Avian influenza is a disease that has been wreaking havoc on human populations since the 16th century. With the recent outbreak in 1997 of a new H5N1 avian flu subtype, the world has begun preparing for a pandemic by looking upon its past affects. In the 20th Century, the world witnessed three pandemics in the years of 1918, 1957, and 1968. In 1918 no vaccine, antibiotic, or clear recognition of the disease was known. Killing over 40 million in less than a year, the H1N1 strain ingrained a deep and lasting fear of the virus throughout the world. Though 1957 and 1968 brought on milder pandemics, they still killed an estimated 3 million people and presented a new problem of vaccine manufacturing and production. The new avian flu in Asia now claiming 54 lives has the world rushing to find a vaccine and prevent another, even more deadly pandemic Influenza is a pathogenic virus that has been the cause deadly pandemics throughout recorded history. Influenza is caused by an A or B virus, the more deadly of the two is influenza A which derives from the avian species and initiates pandemics in the human population (Levison, 2004). The genomes in influenza viruses are divided into eight parts of RNA. Influenza A viruses are named by the two sets of proteins that protrude from the surface of the cell. The first protein is haemaglottin, or HA, which determines binding and cell entry. There are fifteen HA subtypes with H1, H2, and H3 most common in human infection (WHO, 2005). The second of the two proteins is neuraminidase (NA) that presides over the release of virus DNA from infected cells into host cells. There are nine subtypes of the NA protein (WHO, 2005). The ... ...ration of international health organization on vaccine development, education of medical professionals on safety and protection, and increase of public awareness on basic prevention. Though H5N1 Impacts of Past and Looming Pandemics 7 has only claimed 54 lives, science must compete with nature to assure the lives of millions more. Impacts of Past and Looming Pandemics 8 Bibliography CDC. (2005, May). General Information On Avian Flu. Center of Disease Control and Prevention. July 7, 2005, http://www.cdc.gov/flu/avian/gen-info/facts.htm Levison, M. (2004). Infections of Leisure. Washington D.C.: ASN Press Ruben, F. (2005). Influenza: Getting Our Attention. Clinical Infectious Diseases, (40), p. 1697. World health Organization. (2005, June). Avian Influenza: Assessing the Pandemic Threat. WHO. July 5, 2005, www.who.int/csr/disease/influenza/H5N1-9reduit.pdf.