Essay --

The PlayStation 3 is one of the world’s most sophisticated videogame consoles to date. The PlayStation 3 has some of the most complex hardware which works quickly and efficiently. It also has many accessories to make the gaming experience much more enjoyable for users. On top of all these great characteristics, the PS3 also has the PlayStation Network. With all these different functions, it is necessary for the PS3 to have such suitable hardware and technology. â€Å"The heart of the PS3 is the Cell Broadband Engine, developed jointly by Sony, Toshiba, and IBM (Wildstrom, 2006, p1)†. The PlayStation 3 has a Cell Processor which is essentially nine microprocessors on one chip. This allows the system to perform multiple operations at once. The graphics card, which provides some of the sharpest graphics, was made by Nvidia. There are two different versions of the PS3. One has a 60GB hard drive, WiFi capabilities, and the ability to read various flash ram cards. The other version has a 20GB drive, but does not have WiFi capabilities or the ability to read various flash ram cards. The 60GB PS3 is shiny black with a silver accent plate that protects the Blu-ray drive and the 20GB PS3 is clear black and has no silver plate. The PS3 has a built-in Blue-ray disc player which is High-Definition. It can play Blue-ray movies, PS3 games, CDs, and DVDs. The PS3 has many different types of accessories. Some of the most common accessories are the controllers and headsets. The Sixaxis Wireless Controller was the official wireless controller for the PlayStation 3 until the DualShock 3 became available. The DualShock 3 replaced the Sixaxis as the standard PS3 controller. It features the same functions and design as the Sixaxis, ... ...s and restrictions. An account holder for the Master Account must be 18-years-old or older. A Master Account must be made before a Sub Account can be made and there are additional requirements in order to complete registration for sub accounts for children under 13. A Master Account holder must be the Sub Account holder’s parent or legal guardian. The PlayStation 3 is one of the world’s most sophisticated videogame consoles to date. Not only does it have a great amount of hardware installed in it, but it also has many great accessories. These accessories include, but are not limited to, videogame controllers and headsets. On top of that, the PlayStation 3 has a PlayStation Network where users can play games online and access the multitudes of games located in the library. The PlayStation 3 enables users to meet and play with users from all across the world.

Do manners matter? :: Informative, Education, etiquette

Do manners matter? Yes, they do; however, since most parents have gone to work, children have fewer chances to sit with their parents and to learn manners from them. Although America is a melting-pot of cultures with various ideas of manners (Packer 22), and the subject of manners is complicated (Hall 185), the standard of good manners of various cultures is similar. Good manners are the same as civilized behaviors and moral etiquette that have respect, consideration, generosity, and thoughtfulness for others (Stewart 14). What goes around comes around; therefore, people should treat others as they wish to be treated themselves (Stewart 1). In fact, people would love to be with others who have good manners (Brandenberg 2). Therefore, manners should be taught in the twenty-first century because they not only help people become educated and competitive, but they also help the world become peaceful and smooth. First of all, people are more educated and competitive if they have good manners. Ladies and gentlemen who have good manners appear more educated, creditable, and superior than other ill-mannered people. Dr. Sokolosky believes, â€Å"all things being equal in terms of skills and abilities, the person who leaves a good, positive impression will come out on top† (Ricketts, par. 9), which means in a group of people who have equal skills, the one who has good manners will be the winner; thus, good manners can improve one’s competitiveness. Moreover, my Professor Eadus said that manners are the biggest part of social skill, which is true because good manners affect people’s interpersonal relationships and social communications. In fact, dining has been a principal social event in people’s lives; therefore, good table manners are essential and conducive to show one’s education while erroneous table manners can cause punishment by mothers, embarrassment in front of friends, or being dumped by dates (Packer 268). I have had one of the most embarrassing experiences in my life. When I was young, I used to play with my food and hold my knife and fork incorrectly until one day I dropped my whole piece of steak on the woman who was sitting at the next table. At that moment, I was totally embarrassed and frightened while the woman yelled at me and said I was a rude kid. After that, I went to borrow some books to learn table manners. â€Å"The way you handle yourself at the table gives off very clear signals as to what kind of a person you are† (Cooper, par.

Deaf Culture

Deaf Culture in America CAPSTONE PROJECT By Heather Velez Liberal Arts Capstone LIB-495-OL010 Dr. David Weischadle April 19,2013 Abstract The purpose of this research paper is to answer the major question, what is Deaf culture? There are three sub-questions that will assist in answering the major question: (1) What constitutes Deaf culture? (2) How has American Sign Language impacted the Deaf community? (3) What are the major issues that are being addressed in Deaf culture today? With these questions answer, it will give a better understanding as to what Deaf culture is and that it is indeed a culture.The methodology of my research is based off of internet, books, and a survey. My methodology of this paper is clear and simple. It was hard to find a lot of credible sources that should be used in this paper. A survey of one question to the general public in order to prove a point and purpose of this paper. Gallaudet University website has amazing sources to use and also helped guide in choosing the right books/websites to do the research. In this paper there will be a lot of different terms that will confuse the readers.I will take the time now to go over a few of the terms that will be used in this paper. * ASL (American Sign Language) * Deafhood (Deaf Culture, Deaf pride) * ADA (Americans with Disabilities Act) * Bi-Bi (Bilingual-Bicultural) * CODA (Child of Deaf Adult(s)) * NAD (National Association of the Deaf) I With my research I have found a lot of interesting discoveries. Not only were the books and internet research but with the survey I conducted of one simple question, what is Deaf culture? After asking this question to 50 people I have received some interesting answers that were very surprising.This research has taught me a lot of interesting concepts and issues that are being faced today in the Deaf communities. II Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ 3 Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Results †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 Discussion of Results . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20Work Citied †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 III 1 Introduction In this paper I will be discussing Deaf culture in America. The word culture is always interesting and has always been debated on.When people think of Deaf culture they only think of the language that is shared among the Deaf communities. Just like other cultures, Deaf culture is more than just a language shared among others. Deaf culture has been debated on in such that it isn’t a culture and it’s still being debated on today (Padden and Humphries). This paper is intended to educate others about Deaf culture and how it is most defiantly a culture. Most people have not heard of Deaf culture and let alone have met someone Deaf. I hope that this paper will educate those who are unaware of Deaf culture and become more accepting.Deafness is known to be abnormal in the business world. Business professionals tend to miss read the Deaf communities because of thei r lack of speech and hearing loss. A lot of Deaf people in general are looked at as someone with a learning disability or might of psychological problems. In a professional setting things are done differently between the â€Å"Hearing Culture† and the Deaf culture. In Deaf culture it is alright to turn off and on the lights to get everyone’s attention in a room; this is not okay for a hearing professional (signmedia).There is a huge gap in knowledge among the general public on Deaf culture (Padden and Humphries). The way Deaf people act in their daily lives may confuse others. Because the general public might think the way Deaf people act is taboo; they think Deaf people have learning, psychological disabilities because it is not normal for 2 them. A lot of people don’t understand how Deaf people have a culture and might make assumptions that Deaf culture doesn’t exist (Wilcox 2-5). My job is to answer that major question; what is Deaf culture?There are a lso questions that arise such as, what constitutes Deaf culture? There are two other questions that are very important into explaining the importance of Deaf culture, which is, how has ASL (American Sign Language) impacted the Deaf community and what are the major issues that are being addressed in Deaf culture today? This topic is very important to me because I was raised in the Deaf culture. My entire family is Deaf and have faced many of these questions that hearing people are unaware about. I feel that it is my job to educate when I have the chance to do so.By being able to educate at least one person, I have done my job. I do not think there is enough information out there to reach everyone’s awareness of Deaf culture. While investigating this topic I will be trying to ask at least 30-50 people; Deaf and hearing, about what they think Deaf culture is. I am very curious as to how many understand Deaf culture and how many Deaf people actually know what Deaf culture is. Dea f culture has been suppressed for many years that even the Deaf people might not know what really makes up Deaf culture.I also what to get the Deaf people’s take on what they think are the major issues that are being dealt with today and also how they think ASL has impacted their communities (History). I know that everyone will have a different take on these two questions and it is always interesting to see the different answers. I know that these questions and the answer that I get back will make the paper a whole lot more worth reading and understanding from a Deaf person’s perspective. 3 Deaf culture is very important to the Deaf communities.Deaf people have for many years fought to have their culture recognized, but still to this day Deaf culture is still being questioned as a culture. I hope that this paper will show those who read this that there is more to Deafness than what meets the eyes. I hope that I am able to help others understand Deaf culture and have a new respect for the Deaf communities around us (Padden and Humphries). Literature Review Rev. Jesse L. Jackson once said, â€Å"The problem is not the students do not hear. The problem is that the hearing world does not listen. In 1988, the rally that went on at Gallaudet University, Deaf President Now, set off major awareness of the Deaf communities in the United States. This was the beginning of what would change how people perceived the Deaf communities to be. Although, this was 25 years ago, the Deaf communities are still trying to get the awareness out (Deaf President Now). The Deaf communities are still trying to educate the United States that they are not to be perceived as people with disabilities and are unable to do much, but perfectly able bodies that can do just about anything but hear.With that being said, the 1988 rally at Gallaudet University paved the way for other Deaf communities in the United States to raise awareness and try to educate others which remains a dif ficult task to this day. With no language and no culture, there is only isolation which Deaf people will no longer allow (Deaf President Now). Deaf culture has been questioned from time to time. It wasn’t until the rally at Gallaudet University 25 years ago that a light was shone on deafness as a whole. 4 Although Deaf culture was formally recognized in 1965, people still didn’t know much about it (J, Michelle).The definition of culture explained by Dictionary. com: 1. The quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, ect. 2. That which is excellent in arts, manners, etc. 3. A particular form or stage of civilization, as that of certain nation or period: Greek culture. 4. Development or improvement of the mind by education or training. 5. The Behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture; the drug culture. (dictionary. com) The debate still is whether or not Deaf citizens have a culture.Given the definition above of what constitutes a culture, Deaf culture consists of all of these. The Deaf culture in America, like many other cultures, have a shared language; American Sign Language (ASL) (Padden and Humphries). ASL is used for Deaf people to communicate with one another and also to communicate with hearing people who know of the language. ASL is a visual/gestural language; there is no vocal component to the language. ASL is not a universal language, but other countries do have their own signed languages such as Italian Sign Language, and British Sign Language (J,Michelle).The use of ASL shares an identification and unity with other Deaf members in communities. Dr. Barbara Kannapel has observed Deaf communities to understand their values, rules, and traditions. She has concluded the following: Deaf communities are supporters of the 5 primary sense of vision for communication at school, in their homes, and in their communities (About American). They value the Deaf children that enter the world as the future of their Deaf culture, it is important to them to have Deaf children to pass on their language.Continuation of Deaf culture goes through the traditions of their films, folklore, poetry, literature, organizations, and school reunions. These traditions are very important to the Deaf communities and those who have children must pass on their traditions, otherwise they will be judged within their communities (About American). Deaf culture has been looked at as arbitrary because most of their language, ASL, cannot be translated into English. Even though Deaf culture has been somewhat acknowledged, the Deaf people are still fighting to be recognized and respected (J, Michelle).ASL is a complete and refined language. ASL contains its own grammar, culture, and syntax. The standardized Sign Language can date back in the early seventeen hundreds which supports the ASL’s origins. A SL isn’t a written form of language and cannot be written into English. When translating ASL it is completely different from the English language (J, Michelle). Abbe de l'Epee was from Paris and developed the Old French Sign Language in his Deaf school in 1754 (History). This was the first time that Deaf individuals had a school they could attend and allowed to learn. This was the frame work in the making for ASL.Meanwhile, in America, Martha’s Vineyard the birth rate of Deaf people where astonishingly high. The Deaf people that lived in Martha’s Vineyard had a genetic code that caused deafness at birth. While there were so many Deaf people living in the area the Martha’s Vineyard Sign Language (MVSL) was created and used in so many households that had Deaf members. Another great man 6 named, Thomas Hopkin Gallaudet is accredited for the promotion of signing methods in America. He later partnered up with Dr. Mason Cogswell to research methods for Deaf chi ldren in Europe (History).Once Thomas had reached American the first Deaf school was opened in 1817, â€Å"American Asylum for the Deaf and Dumb. † It was at this very school that ASL was born and where all different Sign Languages could influence the making of ASL. Today this school is now known as, American School for the Deaf. The children that attended this school later graduated and moved on to opening their own Deaf schools in the United States, influencing the language to thousands of Deaf children and adults. American Sign Language wasn’t always accepted and had some difficult time being accepted within society.Near the end of the 1800’s the use of oralism was imposed on the Deaf. He didn’t believe that ASL was a language that should be used. He believed the Deaf were being lazy and could learn to speak. With this movement it had hindered the growth of ASL in many Deaf communities across America. Deaf individuals couldn’t use their hands to communicate anymore and had to try their best at speaking for what they wanted. This completely crushed the education and language they were destined to have. They no longer could understand anyone let alone themselves, no language meant isolation (History).Carol Padden and Tom Humphries are co-authors of the book Inside Deaf Culture. In chapter 6, they show the similarities with the past silent films to the modern day silent Deaf theater. There is no difference within the two but for some reason with the modern society that we live in, its taboo for silent Deaf theater. People do not 7 understand Deaf people in general enough to understand and appreciate the Deaf theater. Deaf theater is part of Deaf culture, when learning the language you have to be able to show gestures which are used in silent films and Deaf theater (Padden and Humphries 123-143).Deaf people have been pushed in so many different directions with so many people making changes on what they should be doing. The bot tom line is; no language and no culture there is only isolation which the Deaf people will no longer allow. With all of these milestones in the history of the Deaf culture, there is only more to come. Abbe de l'Epee was a great man that gave a â€Å"voice† to those Deaf people who were silenced by their communities (About American). With the help of Thomas Gallaudet, Gallaudet University would have never set off the major awareness about deafness to America.Gallaudet University was the place that paved the way for many Deaf Americans to stand up and educate those around them of their language and culture (Deaf President Now). Methodology This research paper is on the topic of Deaf culture in America. The major question that I will be researching is what is Deaf culture? This paper will also be exploring these sub-questions in order to conclude the research paper; what constitutes Deaf culture, how has American Sign Language impacted the Deaf community, and what are the major issues that are being addressed in Deaf culture today?This topic is very detailed and so many unexplored areas. There will be a few different ways in researching this project. There will be a survey asking the general public and Deaf communities a simple question of, what is 8 Deaf culture. This question will allow me to be able to show the major differences between the two different communities. This research will also be using the Gallaudet University website to do most of my research. With the help of Gallaudet University website, other sources were found. Gallaudet has done so much research on topics today that Deaf communities are facing and also on Deaf culture.Gallaudet is the best source to receive and find information on this topic and very reliable. I will be answering the following sub-questions: 1. What Constitutes Deaf Culture? Using the dictionary. com for definition of culture shows what is involved within a culture. This definition will better show the true meaning o f culture and show that Deaf culture is indeed a culture. Knowing the definition will help others understand Deaf culture. There will be a one question survey asking a mixture of Deaf and hearing people this question to get an idea as to how many know about Deaf culture or the definition of culture. . How has American Sign Language impacted the Deaf community? Looking through the history from signgenius. com, will give a better understand how American Sign Language has impacted the Deaf communities. Gallaudet University has also published an article called â€Å"About American Deaf Culture† which gives you an insight on the impact it has caused. 3. What are the major issues that are being addressed in Deaf culture today? 9 Gallaudet University archives will be assisting in answering this question and also the National Association for the Deaf.This question will have a long list of items, but this paper will be touching upon the most important topic of today. Once all of these sub-questions are answered, the goal is to get the general public to understand the Deaf community better and understand the meaning of Deaf culture. This research in hope will make others more interested in researching more on their own and answer more of their questions. I have already started to ask questions to the general public and to Deaf communities as I go along. I am collecting my answers and putting them into similar answered piles to make up some kind of percentage I could use in my paper.I am also researching the Gallaudet University archives for facts on each topic. I will be using the facts I find from Gallaudet University and from the questions that were answered by the people to confirm my findings in my paper. Results This paper is intended to answer the major question, what is Deaf culture? This question is also followed by three sub-questions to help answer my major question. (1) What constitutes Deaf culture? (2) How has American Sign Language impacted the Deaf community? (3) What are the major issues that are being addressed in Deaf culture today?These sub-questions will also in the end answer many other questions that might arise when reading this paper. The plan is to educate others who are unaware of this topic. Culture has been defined in a way that many believe deafness couldn’t possibly be 10 in its own category of culture (J, Michelle). This paper will be explaining that Deaf culture is indeed a true culture and should be respected just as much as other cultures. What Constitutes Deaf Culture? In order to answer this first question, what constitutes Deaf culture, we need to first look at the definition of culture.The definition is explained by Dictionary. com: 1. The quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, ect. 2. That which is excellent in arts, manners, etc. 3. A particular form or stage of civilization, as that of certain n ation or period: Greek culture. 4. Development or improvement of the mind by education or training. 5. The Behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture; the drug culture.Just like any culture in the world, Deaf culture consists of social beliefs, values, behaviors, literary traditions, and art which are explained above in the definition (About American). A Deaf house hold will have the same way of communication and how they are able to live within a hearing world. Flashing lights will be the first thing noticed within a Deaf house hold. They flash their lights to get attention of another family member or their alarms, doorbell, and telephone are connected to some kind of flashing device. American Sign Language (ASL) is also shared within the Deaf culture.This language is very important to the way they communicate. This language is very visual 11 and abstract, it’s important to have every detail laid out in the language i n order for a Deaf person to understand what is being said (Padden and Humphries 123-126). ASL shares no similarity to English grammatically; it doesn’t share any aspect of English in any way broken, gestural or even mimed. English uses the subject-object-verb while ASL uses topic-comment syntax. Sign language has been developed specific to their communities and isn’t universal (Nakamura).There are also small communities set up all over for Deaf people to come together and share information or just to have great conversations. These communities are very important to the Deaf culture because there are not a lot of Deaf people living in one area, in order to meet and learn information from each other they have little communities set up and have monthly gatherings. These communities are much like the ones you will find in small villages and tribes but in large industrial societies (Wilcox 2-5). How has American Sign Language Impacted the Deaf Community?To start out with a nswering this question I would like to give a little background on ASL just so there is a more understanding as to what ASL is and how it impacted the Deaf communities in America. ASL is a complete and refined language. ASL contains its own grammar, culture, and syntax. The standardized Sign Language can date back in the early seventeen hundreds which supports the ASL’s origins. ASL isn’t a written form of language and cannot be written into English. When translating ASL it is completely different from the English language (J, Michelle).Abbe de l'Epee was from Paris and developed the Old French Sign Language in his Deaf school in 1754. This was the first 12 time that Deaf individuals had a school they could attend and allowed to learn. This was the frame work in the making for ASL. Meanwhile, in America, Martha’s Vineyard the birth rate of Deaf people where astonishingly high. The Deaf people that lived in Martha’s Vineyard had a genetic code that caused deafness at birth. While there were so many Deaf people living in the area the Martha’s Vineyard Sign Language (MVSL) was created and used in so many households that had Deaf members (History).Another great man named, Thomas Hopkin Gallaudet is accredited for the promotion of signing methods in America. He later partnered up with Dr. Mason Cogswell to research methods for Deaf children in Europe. Once Thomas had reached American the first Deaf school was opened in 1817, â€Å"American Asylum for the Deaf and Dumb. † It was at this very school that ASL was born and where all different Sign Languages could influence the making of ASL. Today this school is now known as, American School for the Deaf.The children that attended this school later graduated and moved on to opening their own Deaf schools in the United States, influencing the language to thousands of Deaf children and adults. American Sign Language wasn’t always accepted and had some difficult time being accepted within society. Near the end of the 1800’s the use of oralism was imposed on the Deaf. Linguist believes that ASL wasn’t a language that should be used. They believed the Deaf were being lazy and could learn to speak. With this movement it had hindered the growth of ASL in many Deaf communities across America.Deaf individuals couldn’t use their hands to communicate anymore and had to try their best at speaking for what they wanted (History). This completely crushed the education and language they were destined to have. They no longer could understand anyone let alone 13 themselves, no language meant isolation. With this isolation came frustration. They were looked at as disabled and unable to function. No one thought anything of a Deaf person, they pushed them in the back of the classrooms and allowed them to sit there all day until school was finished (History). What are the Major Issues within the Deaf Community Today?There is one major issue that is hitting home for just about all Deaf communities in America. Deaf schools are closing throughout the entire United States. There were 63 Deaf schools in the United States; that is no longer the case (U. S. State). Currently there are about 12 different Deaf schools in the United States that are in jeopardy of closing, 9 of these schools are in New York alone. The cause of these schools closing is the proposal of saving money for each state. These schools are government funded even though they are private schools. The government officials are trying to cut down budget by closing these schools.They are also proposing that these students from the Deaf school attend the mainstream schools that are in their area. They think it’s as simple as that but it really isn’t. It is hard for a Deaf student to get an interpreter that is willing to stay throughout the entire school year with them (NAD). The advantages of a Deaf school are the following: 1. Exposure to Deaf culture. Chi ldren who are sent to Deaf schools are exposed to the culture and language. It is important that they are exposed to understand who they are and to provide self-esteem. 2. The environmental learning that surrounds the children is essential to their 4 language. Communication is very vital to any person in the world, being able to speak the same language in school provide a better learning experience. 3. Deaf schools prevent children from falling into education and social gaps. They are able to learn important life skills just like every other child. 4. Deaf schools that are closed translate into job losses for those that are Deaf teachers. These Deaf teachers are less likely to be hired into a public school (Stop Closing). Another issue has also risen in the year of 2003. This may not be an issue for the general public but it has become an issue for the Deaf communities.Before explaining this I do want to take the time to share the true passion the Deaf have for their culture. It is true that many Deaf people wouldn’t do anything to change their life, such as being able to hear. They love and accept who they are and embrace their Deafness and their culture (J, Michelle). With that being said, scientists have been able to identify 30,000 genes that make up the human being, this also including genes that cause Deafness. In the mix of all of the new findings colleges and universities all over were starting to offer American Sign Language courses.American Sign Language courses are among the fifteen most popular taught languages across the United States. With this genetic information doctors and scientists are approaching their goal in being able to identify and correct the gene for Deafness. With this possibility it will most likely eliminate Deafness and American Sign Language. This is a big blow to most Deaf communities across the United States because their culture is very precious to them (Padden and Humphries 163- 15 166). They are not looking to be â⠂¬Å"corrected† they are looking to be understood by others.This is causing a lot of doctors to do more examinations of them instead of understanding them at all. Deaf people do not want to be looked at as some kind of science experiment. Each year there are thousands of Deaf children that are getting implanted with a cochlea implant; this helps the eardrum to react to sound. With these implants they hinder the learning process of language because these children are not taught ASL, they are forced to talk instead. These implants are also a big problem when it comes to needed an MRI or even a lifesaving defibrillator.An MRI or defibrillator could cause the implant to explode and kill the person instantly (163-166). From the above questions stated, there is much to research and so many more questions that may arise. With the research presented in this chapter, the conclusion is somewhat vague but is the building block of what to come in the next chapters of this paper. Again to r einstate the meaning of the word culture once again; culture consists of social beliefs, values, behaviors, literary traditions, and art (J, Michelle). Deaf culture also has the same categories that are stated above.Survey A survey was conducted by myself of 50 different people. This was only a one question survey, what is Deaf culture? The survey was with 25 people from the general public and 25 people from the Deaf communities. It’s important to have asked the same question to the Deaf communities because not every Deaf person were exposed to the Deaf culture or even use American Sign Language (J, Michelle). The results of this survey are: 16 20 people answered with, â€Å"Deaf culture? Is there such a thing? † 5 people answered with, â€Å"Deaf culture? I never heard of it. † people answered with, â€Å"A group of people, meeting together once a month. † 10 people answered with, â€Å" Deaf culture is when history and traditions are shared and passed down to the next generations. † 10 people answered with, â€Å" Traditions, history, stories, and beliefs are passed down and shared with Deaf families. Having Deaf children passes down these traditions that are shared. † Some of these answers have the full idea of what Deaf culture is and others are unaware of Deaf culture. This goes to show that there are a lot of people out there that do not know what Deaf culture is or even that it exist.I hope that this paper will create curiosity and learn more about it. Summary There is a huge gap in knowledge among the general public on Deaf culture (Padden and Humphries). The way Deaf people act in their daily lives may confuse others. Because the general public might think the way Deaf people act is taboo; they think Deaf people have learning, psychological disabilities because it is not normal for them. The purpose of this paper is to educate others that are unaware of the Deaf culture here in America (J, Michelle). Education is power and once people understand more, they are more accepting.The major question is; what is Deaf culture? In order to make this a 17 successful paper and to be able to answer this question there are the following sub- questions. (1) What constitutes Deaf culture? (2) How has American Sign Language impacted the Deaf community? (3) What are the major issues that are being addressed in Deaf culture today? These sub-questions help understand and answer the major question. Research wasn’t only based on internet, books, and journals; I also took it upon myself to question 50 people. The question that was asked is what is Deaf culture?When asking this question I have found some interesting answers and it also supports the purpose of researching this paper. The methodology of this paper is clear and simple. Finding a lot of credible sources satisfies my research paper and also having a one question survey to the general public and Deaf communities in order to support the purpos e of this paper. The Gallaudet University website has amazing sources to use and also helped guide in choosing the right books/websites to do this research. Gallaudet also gets a lot of their research and studies from these two authors, Carol Padden and Tom Humphries.These two authors are very knowledgeable in Deaf culture and how the communities are run; they have taken the time to study the Deaf communities in order to write their books. What really motivated me to do this research is a quote from Rev. Jesse L. Jackson, â€Å"The problem is not the students do not hear. The problem is that the hearing world does not listen. † (Deaf President Now) This quote is sums up the realization that the general public in America are unaware of Deafness and the culture that Deaf people share. In 1988, the ally that went on at Gallaudet University, Deaf President Now, set off major awareness of the Deaf communities in the United States. This was the beginning of what would 18 change how people perceived the Deaf communities to be. Although, this was 25 years ago, the Deaf communities are still trying to get the awareness out. The Deaf communities are still trying to educate the United States that they are not to be perceived as people with disabilities and are unable to do much, but perfectly able bodies that can do just about anything but hear (Deaf President Now).With all my research I want to be able to share a brief summary as to how I was able to answer these sub-questions I created in order to answer the major question. My research was pretty extensive and it took some time to break it down enough to give a direct answer to each sub-question. What Constitutes Deaf Culture? Dictionary. com has provided the definition of culture in order to answer the important question, what is Deaf culture? Giving the definition of culture is a great base to start off of. Being able to understand the definition will give a better understanding of how Deaf culture fits in the same criteria of any culture.Deaf culture has been debatable by many as to whether it was considered a culture or not. Just by putting the definition of culture and explaining all the components that make up a culture and how Deaf culture has the same components, already answers the major question but it’s still only half the answer. I have also asked a single question to 50 people on what they thought Deaf culture was. This also supported the fact that the general public is not knowledgeable in this topic. 19 How has American Sign Language Impacted the Deaf Community?Carol Padden and Tom Humphries have extensive knowledge about Deaf communities and how the impact of American Sign Language has made on Deaf communities. In order to answer this question, it required a brief history review. In order to understand how hard it was for the Deaf to communicate without sign language I believe gives another perspective on how important American Sign Language is to the Deaf communitie s. Also This helps answers the first sub-question by adding that American Sign Language is part of their culture because it’s a language that is shared throughout the communities and will be passed down to the generations to come.What are the Major Issues within the Deaf Community Today? The NAD (National Association for the Deaf) has been reporting on the major issues in the Deaf communities. As of the present day there are not enough Deaf schools around. This is a major problem because language skills, social skills, and the exposure the children get to their culture are very important (NAD). These schools are being shut down due to the fact there is very little knowledge as to how important these schools are to the Deaf communities. This topic is very important to mention because it also answers my first and second sub-questions.This issue shows how important it is to preserve American Sign Language along with their culture. Children in this generation are having a hard ti me with being able to be exposed to the Deaf culture because these schools are unable to be open to provide this exposure. In order for schools to stay open the government has to be educated in Deaf culture and their language. Without the knowledge they will continue to make these devastating decisions (Stop Closing). 20 Discussion of Results With this research I have found that the knowledge about Deaf culture in general is very minimal within the United States.We are aware of Deafness but we are not aware of the culture and the language that represents these people. In the books by Carol Padden and Tom Humphries, they basically summed up how misunderstood the Deaf communities are. Deaf communities are look at as being disabled and in need of help when that is far from the facts. With this paper and the resources I have provided in it will hopefully prompt others to look more into this topic and educate themselves about Deaf culture. With the three sub-questions that I have choose, (1) What constitutes Deaf culture? 2) How has American Sign Language impacted the Deaf community? (3) What are the major issues that are being addressed in Deaf culture today? I believe I have answered them all in detail and they all strongly support and answer my major question; what is Deaf culture? In conclusion to this paper, I believe it is safe to say that with more knowledge in this topic the Deaf communities will be able to preserve their culture and be understood more as individual Americans. Deafness is not a weakness it is just a miss component to the five senses. Deafness shouldn’t be considered a disability but as an opportunity. 1 Work Cited â€Å"About American Deaf Culture. † Gallaudet University . N. p.. Web. 2 Mar 2013. ;http://www. gallaudet. edu/clerc_center /information_and_resources/info_to_go /educate_children_(3_to_21) /resources_for_mainstream_programs /effective_inclusion/including_deaf_culture /about_american_deaf_culture. html;. â€Å"Amer ican Sign Language:History. † SignGenius. N. p.. Web. 3 Mar 2013. ;http://www. signgenius. com /american-sign-language/american- sign-language-history. shtml;. â€Å"Deaf President Now. † Gallaudet University . N. p.. Web. 2 Mar 2013. ;http://www. gallaudet. du /Gallaudet_University/About_Gallaudet /DPN_Home/Impact. html;. J, Michelle. â€Å"Deaf Culture Uncovered. † Articlesbase (2008): n. pag. Web. 2 Mar 2013. ;http://www. articlesbase. com/languages-articles /deaf-culture-uncovered-612047. html;. â€Å"NAD Action Alert: Preserve State Schools for the Deaf. † National Association of the Deaf. N. p. , 16 FEB 2011. Web. 3 Apr 2013. ;http://www. nad. org/news/2011/2/nad-action- 22 alert-preserve-state-schools-deaf;. Nakamura, Karen. â€Å"About American Sign Language. † Deaf Resource Library. N. p. , 13 Jul 1995. Web. 3 Apr 2013. lt;http://www. deaflibrary. org/asl. html Padden, Carol, and Tom Humphries. Inside Deaf Culture. Cambridge, Massachusetts: Harvard University Press, 2005. Print. â€Å"Stop Closing Schools for the Deaf. † Deaf Think Tank. N. p. , 27 Sep 2012. Web. 3 Apr 2013. ;http://deafthinktank. org/stop-closing-schools -for-the-deaf/;. â€Å"U. S. State Residential Schools for the Deaf. † Deaf Education. N. p. , n. d. Web. 3 Apr 2013. ;http://www. deafed. net /PageText. asp? hdnPageId=105;. Wilcox, Sherman. American Deaf Culture: An Anthology. Burtonsville, Maryland: Linstok Press, 1989. 2-5. Print.

Characters and what Pip learns Essay

Magwitch reminds Pip of his vulnerability throughout the novel. When Magwitch turns Pip upside down in the novel, this can be interpreted as a metaphor for indeed just how much Magwitch does change Pip’s life around. When Pip first meets his convict he does not look down on him, even hoping the guards don’t catch him on the marshes. However, snobbish attitudes towards convicts soon develop when Pip has expectations. Therefore, when Magwitch returns into Pip’s life, Pip looks down on the man who has provided for and supported him, simply because he is not a gentleman. This is a great irony as is the convict had kept the money to himself, Pip would be the inferior, and Magwitch the gentleman. â€Å"The abhorrence in which I held the man, the dread I had of him, the repugnance with which I shrank from him, could not have been exceeded if he had been some terrible beast. † Pip realises that Magwitch takes more pride in seeing Pip exist in such a rich manner than if he himself was having all the comforts. The money Magwitch gives to Pip does not make him happy, so Pip learns about the value of money from the convict. He learns that money alone cannot make him happy and that deserting dear Joe for the posh London lifestyle was wrong. ‘It was for the convict†¦ that I had deserted Joe’ At the end of the novel Pip would rather let Magwitch die a happy man with the ignorance that Pip would inherit a fortune, than let Magwitch know the crown would take his money for a chance that he might get some of it. Pip begins to realise that Magwitch was not an evil man, and not all convicts are typical of their social stereotypes. In fact, Pip’s realisation that Magwitch is indeed a more honest, true and loyal person than he had ever been, changes him completely. Going to Magwitch’s trial and holding his hand in front of the public states just how much Pip begins to pay the convict the respect he so deserved. Pip realises you cannot become a gentleman by simply having money, but it needs a change of heart. ‘No varnish can hide the grain of the wood; and the more varnish you put on, the more the grain will express itself’ Therefore, the idea that people are not always as they seem on the surface crops up in the novel. This is also brought to our attention when we find out that Estella, who was brought up a lady and seemed a lady, actually came from apparently more lowly backgrounds than Pip himself. Pip’s encounter with Estella at Satis House changed his whole perception of himself. Before Estella revealed to him that he was â€Å"a coarse and common boy† Pip had always been happy in his destiny as an apprentice to Joe in the forge. However, having fallen for Estella’s beauty he wanted more than anything in the world to be a gentleman, so that he might have a chance to compete for her love. The knowledge that Pip was common and seen as inferior made him ashamed of home, and unhappy in his job with Joe. â€Å"†¦ I had believed in the forge as the glowing road to manhood and independence. Within a single year this was all changed. Now, it was all coarse and common†¦ † Therefore, Estella and Miss Havisham had in effect poisoned Pip’s mind and given him knowledge he would have been happier without. Estella herself ends up miserable from the lifestyle she had been brought up to lead. Pip realises that Estella thinking she had no heart ruined more than just the men she teased lives, but her own. By Estella marrying Drummle and refusing Pip’s love, she made a very big mistake and admits to it. Pip learns that love should never be refused or scorned, but repayed. For example, he is happiest in his self when he is in a muturally affectionate relationship with Magwitch and Joe. Miss Havisham and Orlick teach Pip that revenge is not a route to take. The desire to have revenge on each other between Compeyson and Magwitch leads to the end of both of their lives. Orlick’s plans for revenge on Pip are unsuccessful and he ends up in the County Jail. Miss Havisham dies a thoroughly unhappy lady when she realises in horror that by raising Estella to have no heart, Estella herself cannot love even her. Another fact is that she herself had broken Pips heart in a similar fashion to how her own was broken, and she despaired at the thought. Pip regards Biddy as having a ‘bad side of human nature’ whenever she tries to approach him in the respect that Pip was not behaving correctly or had a thought that was not agreeable to him. Similarly, Pip privately believed Herbert to be a lost cause and planned eventually to disassociate himself with him. When he looks back, in retrospect, Pip realises that the faults he saw in Biddy and Herbert were not their faults at all, but his. In this way he realises that his vanity and arrogance had led him to believe he was a better person than honest and hard working Herbert and Biddy, when in fact he was far below them. ‘We owed so much to Herbert’s ever cheerful industry and readiness, that I often wondered how I had conceived that old idea of his inaptitude, until I was one day enlightened by the reflection, that perhaps the inaptitude had never been in him at all, but had been in me. ‘ Pip learns that there is more to people than just the impressions they give you. For example, Pip cannot understand how Joe can be proud of his life early on in the novel, but later finds Joe to be one of the greatest people in his life and is proud of him. Pip’s debts were paid off by Joe and this surprised Pip because he hadn’t even considered Joe would do it. Although Joe appears to be one of the simplest people in his life, Joe always remain true to Pip and always treats him exactly the same throughout, with the exception of the time when Joe comes to London and is made to feel uncomfortable. He also gives very wise advise to Pip on the way life is, and proves that the wisest men are not necessarily the ones with the largest bank accounts, but the ones with the largest hearts. ‘If you can’t get to be a oncommon scholar through going straight, you’ll never get to do it through going crooked. So don’t tell no more on ’em Pip, and live well and die happy. ‘ Jaggers behaves throughout the novel like a lawyer both while at work, and at home. He is very efficient and all his words seem as if they are planned to derive a specific reaction. Jaggers appears to have no emotion at all. However, when Pip reveals he knows of Estella’s parentage, Jaggers displays qualities that imply Jaggers does indeed have a heart, as he rescused Estella and had ‘poor dreams’ himself. This is another example of how people are not always as they seem. Pumblechook is portrayed by Dickens as a sycophantic, arrogant obnoxious, vain and selfish man. By Pip’s uncle claiming to be Pip’s earliest benefactor, it reveals that not all gentlemen are necessarily nice people. It is indeed an irony that it may be Pumblechook’s recommendation of Pip to Miss Havisham that ruined Pip’s life, rather than helped him. This idea can be seen again where Compeyson uses his education and manners to gain Miss Havishams love in order to drain her of her money.

Research Methods Db 2

Group Discussion Board Forum 1 – Part 1 1. Ch. 1 Q. 8  Ã¢â‚¬â€œ As area sales manager for a company manufacturing and marketing outboard engines, you have been assigned the responsibility of conducting a research study to estimate the sales potential of your products in the domestic (U. S. or Canadian) market. Discuss key issues and concerns arising from the fact that you, the manager, are also the researcher. A very important aspect of good research is for the researcher’s experience to be reflected (P. 17). The research has a greater chance of being successful if the researcher is experienced.Thus, as a manager the research process might be bias to the manager’s perception of the problem compared to the research problem. The inexperience as researcher will make it difficult to perform both roles effectively. Additionally, the manager might only analyze secondary data to obtain answers and rely on it for decision making. 2. Ch. 1 Q. 10- Apply the principles in Exhibit 1-4 to the research scenario in question 8. In order to apply the principles from Exhibit 1-4 to the scenario in question 8 we need to use the scientific method. a.Purpose clearly defined: The research study must present an estimate of the sales and marketing of the outbound engines in the market for the U. S and Canada. b. Research process detailed: First, the researcher presents a proposal and budget for approval. Then, the researcher presents weekly reports related to the progress of the research and also provides an estimated timeframe for completion. c. Research design thoroughly planned: The procedures are outlined. Once primary and secondary data is collected it needs to be analyzed for interpretation. d.Limitations frankly revealed: interpreted data about the size market for the outbound engine is compared to the desired procedure. e. Management Decision: The manager is presented with the information for decision making, after it has been analyzed, interpreted and c ompared. 3. Ch. 3 Q. 6- You observe the following condition: â€Å"Our female sales representatives have lower customer defections than do our male sales representatives. † a. Propose the concepts and constructs you might use to study this phenomenon. My proposal for the concepts is female sales representatives and male sales representatives.I would use customer defection as the construct for the research. b. How might any of these concepts and/or constructs be related to explanatory hypotheses? According to explanatory (casual) hypotheses, the independent variable needs to be the reason for the existence of the dependent variable (p73). Therefore, the skills of both male and female representatives are taken under consideration in this scenario. An example of this is that female sales representatives are naturally more skillful with establishing and maintaining relationships (IV), allowing them to have this advantage and have less customer defection (DV). . Ch. 3 Q. 8-  Ide ntify and classify all the variables in the Army’s dud shell research. I identify three variables (p. 62 & 67): 1. The dud shell as the independent variable because it can be manipulated 2. The exploding shell as the independent variable because is the one being monitored and 3. The people coming into contact with it as intervening variables because civilians were cracking the bombs open to obtain copper. 5. Ch. 4 Q. 4-  Confronted by low productivity, the president of Oaks International, Inc. asks a research company to study job satisfaction in the corporation.What are some of the important reasons that this research project may fail to make an adequate contribution to the solution of management problems? The low productivity in Oaks International Inc. presents a management dilemma to the president. The president has related this issue to the job satisfaction of the employees. Therefore, the management has decided to study job satisfaction only as the cause of low producti vity. Even though, this in fact has some influence in the productivity of employees, the study is already bias because all other factors of influence are being excluded.There may be other factors to consider that may be affecting low productivity such as machinery and equipment, technology, management, etc. This will eventually become a waste of time and resources if the results prove that job satisfaction is not the main cause of low productivity. Consequently, the management dilemma will not be resolved and more time and resources will need to be invested to find the real cause. 6. Ch. 4 Q. 5-  Based on an analysis of the last six months’ sales, your boss notices that sales of beef products are declining in your chain’s restaurants.As beef entree sales decline, so do profits. Fearing beef sales have declined due to several newspaper stories reporting E. coli contamination discovered at area grocery stores, he suggests a survey of area restaurants to see if the situ ation is pervasive. a. What do you think of this research suggestion? I think the research suggestion will be beneficial because it will reveal if the decline in consumption of beef as an entree is in fact caused by the concern of the E. coli. This survey will also allow comparing the competition and discovering their strategies or suggestions on how to survive this crisis.I also believe that the restaurant can introduce some new entrees that contain fish, chicken and even duck as an alternative to increase their sales and profits. b. How, if at all, could you improve on your boss’s formulation of the research question? I believe the study should include both external and internal factor. The survey to competitors would be considered an external factor, but including the customers, the preparation and presentation of their beef entrees can be considered internal factors.It has already been established that the people are already alarmed due to the several stories in the newsp apers about the E. coli. However, the restaurant can ask these frequent customers about their perception about the incident and even accept suggestions from them. This will allow the restaurant to get a clearer and direct answer to their dilemma. 7. Ch. 5 Q. 12- Develop the management-research question hierarchy (Exhibits 5-6 and 5-8), citing management dilemma, management question, and research question(s) for each of the following: a. he president of a home health care services firm. MD: The president receives many complains about the quality of health care services. MQ: What can be done in improve the quality of the health care services? RQ: Why are the services provided considered poor? In which specific areas of services do we get the most complains? What can be implemented or change to improve the services provided? b. The vice president of investor relations for an auto manufacturer. MD: The vice president experiences low productivity. MQ: What is causing low productivity?RQ: When did the company start to experience low productivity? Do we have up to date technology for production? How are the job conditions perceived by employees? c. The retail advertising manager of a major metropolitan newspaper. MD: The metropolitan newspaper is experiencing a decline in advertising sales. MQ: What can be done to increase the sales? RQ: Should the prices/rates for advertising in our newspaper be evaluated? When did sales start to decline? What methods can be implemented to increase the sales and attract more customers to advertise with newspaper? . The chief of police in a major city. MD: The chief of police has received several reports of increased crime in the city. MQ: What can be done to reduce crime in the city? RQ: Where are the majority of reports coming from? Which areas are being more affected? What group of people is the one being affected the most? What types of crimes have increased? How can we prepare and equip police officers to monitor these crimes an d areas? This is to be completed by 11:59 p. m. (ET) on Sunday.

Biology Aqa

16. 8 – Genetic fingerprinting43 Section 9. 1 – Sensory Reception †¢ A stimulus is a detectable change in the internal or external environment of an organism that produces a response. The ability to respond to a stimulus increases an organism’s chances of survival. †¢ Receptors transfer the energy of a stimulus into a form that can be processed by the organism and leads to a response. †¢ The response is carried out by â€Å"effectors† which can include cells, tissues, organs and systems. Taxis – A simple response that’s direction is determined by the direction of the stimulus An organism can respond directly to a change in the environment by moving its body either: 1. Toward the stimulus (positive taxis) 2. Away from the stimulus (negative taxis) Kinesis – Results in an increase of random movements †¢ Organism does not move towards/away from the stimulus †¢ The more intense the stimulus the more rapid the movements †¢ Kinesis is important when the stimulus is less directional such as heat or humidity Tropism – a growth movement of part of a plant in response to a directional stimulus Positive phototropism – shoots/leaves Positive Geotropism – roots Section 9. 2 – Nervous Control Nervous organisation The nervous system can be thought of as having two main divisions: . The central nervous system (CNS) – brain and spinal cord 2. The peripheral nervous system (PNS) – Made up of pairs of nerves that originate either from the brain or the spinal cord The peripheral nervous system This is divided into: †¢ Sensory neurons which carry impulses away from receptors to the CNS †¢ Motor neurons which carry nervous impulses from the CNS to effectors The spinal cord is a column of nervous tissue A reflex – involuntary response to a stimulus (you do stop to consider an alternative) The pathway of neurons involved in a reflex is called a reflex arc. Reflex arcs contain just 3 neurons: 1. A sensory neuron 2. An intermediate neuron 3. A motor neuron There are several stages of a reflex arc: 1. Stimulus 2. Receptor 3. Sensory neuron 4. Synapse 5. Coordinator (intermediate neuron) 6. Synapse 7. Motor neuron 8. Effecter 9. Response Importance of the reflex arc †¢ Involuntary – does not require the decision making power of the brains †¢ Brain can override the response if necessary †¢ Protects the body from harmful stimuli Effective from birth – does not need to be learnt †¢ Short pathway – fewer synapses Synapses – slow Neurons – fast Section 9. 3 – Control of heart rate The Autonomic nervous system Controls subconscious activities of muscles and glands Has two main divisions: The sympathetic nervous system – Speeds up activities and thus allows us to cope with stressful situations (fight or flight r esponse) The parasympathetic nervous system – Inhibits effects and slows down activities. This allows energy to be conserved. Controls under normal resting conditions The two divisions are antagonistic meaning that their effects oppose one another Control of heart rate Changes of the heart rate are controlled by a region of the brain called the medulla oblongata which has two main divisions One division is connected to the sinoatrial node through the sympathetic nervous system The other is connected to the sinoatrial node via the parasympathetic nervous system Control by chemoreceptors Chemoreceptors are found in the wall of the carotid arteries and detect hanges in pH as a result of CO2 concentration When CO2 concentration in the blood is too low, chemoreceptors detect the drop in pH and send impulses to the section of the medulla oblongata responsible for increasing heart rate This section then increases the number of impulses sent to the S. A node via the sympathetic nervous system This results in an increase in heart rate which then causes blood pH to return to normal. Control by pressure receptors Pressure receptors occur in the wall of the carotid arteries and the aorta When blood pressure is too high – impulses are sent to the medulla oblongata which then sends impulses to the S. A node via the parasympathetic nervous system decreasing the heart rate When blood pressure is too low – impulses are sent to the medulla oblongata which then sends impulses to the S. A node via the sympathetic nervous system, increasing the heart rate Section 9. 4 – Role of receptors Features of sensory reception A sensory receptor will: †¢ Only respond to a specific type of stimulus (e. g. light, pressure, etc) †¢ Produce a generator potential by acting as a transducer. This means that it can convert the information to a form that the human body can interpret. This is achieved by using the energy of a stimulus into a nerve impulse called a generator potential. Structure and function of a pacinian corpuscle Responds to mechanical pressure Occurs in ligaments and joints so that it is possible to tell which direction a joint is changing The neuron of a pacinian corpuscle is in the centre of layers of tissue, each separated by gel The sensory neuron of a pacinian corpuscle has stretch-mediated sodium channels in its plasma membrane †¢ During its resting state, stretch-mediated sodium channels are too narrow to allow sodium through. The corpuscle therefore has a resting potential †¢ When pressure is applied, the membrane of the neuron is stretched causing sodium channels to widen therefore allowing sodium to diffuse into the neuron †¢ The influx of sodium ions cause a change in the polarity of the neuron, creating a resting potential †¢ The generator potential creates a action potential which moves along the neuron Receptors working together in the eye Different receptors respond to a different intensity of a stimulus Light receptors of the eye are found in the retina (the inner most layer) The light receptors in the eye can are of two types, rod and cone cells. Both receptors convert light energy into a nervous impulse and are therefore acting as transducers Rod cells Cannot distinguish between different wavelengths Many rod cells are connected to the same neuron and so can function at low light intensities. A threshold must be reached in the bipolar cells to which they are attached to and so since they can all contribute to reaching this threshold, they will function at lower light intensities Rod cells breakdown the pigment rhodopsin to generate an action potential. Rhodopsin is easily broken down in low light intensity Since more that one rod cell is connected to the same neuron, only one impulse will be generated. It is impossible for the brain to determine which rod cells were stimulate to begin with and so it is not possible to determine exactly the source of light This results in rod cells having a relatively poor visual acuity and so are not very effective in distinguishing between two points close together Cone cells There are three types of cone cells, each of which respond to a different avelength The colour interpreted depends of the proportion of each type of cone cell stimulated Cone cells are connected only to one bipolar cells, this means that they cannot combine to reach a threshold. As a result of this a high light intensity is required to create a generator potential Cone cells breakdown the pigment iodopsin to create a generator potential Iodopsin can only be broken down by a high light intensity Since cone cells are connected to a single bipolar cell, when two adjacent cells are stimulated, two separate nervous impulses will be sent to the brain. This means that it is easier to determine the source of the light. As a result, cone cells are responsible for higher visual acuity since they allow you to better distinguish between two points Light is concentrated by a lens to the centre of the eye called the fovea. This region receives a high light intensity and therefore has more cone cells. The peripheries of the eye receive a low light intensity and therefore consist mainly of rod cells. Section 10. 1 – Coordination Body systems cannot work in isolation and must therefore be integrated in a coordinated fashion. Principles of coordination In mammals, there are two main forms of coordination: 1. The nervous system – Uses nerve cells that can pass electrical impulses along their length. The result is the secretion of chemicals by the target cells called neurotransmitters. The response is quick, yet short lived and only acts on a localised region of the body. 2. The hormonal system – Chemicals are transported in the blood plasma which then reach target certain cells, thus stimulating them to carry out a function. The responses due to secretion of hormones often act over a longer period of time, yet are slower to act. Chemical mediators Nervous and hormonal forms of communication are only useful at coordinating the activities of the whole organism. At the cellular level they are complimented by chemical mediators. Chemical mediators are secreted by individual cells and affect other cells in the immediate vicinity. A common example of this type of coordination is the inflammation of certain tissues when they are damaged or exposed to foreign agents. Two examples of chemical mediators are: 1. Histamine – Stored in white blood cells and is secreted due to the presence of antigens. Histamine causes dilation of blood vessels, increased permeability of capillaries and therefore swelling the infected area. 2. Prostaglandins – Found in cell membranes and cause dilation of small arteries and arterioles. They release due to injuries and increase the permeability of capillaries. They also affect blood pressure and neurotransmitters. In doing so they relieve pain. Hormonal system |Nervous system | |Communication by chemicals |Communication by nervous impulses | Transmission takes place in the blood |Transmission is by neurons | |Transmission is generally slow |Transmission is very rapid | |Hormones travel to all areas of the body, but target only |Nerve impulses travel to specific areas of the body | |certain tissues/organs | | |Response is widespread |Response is localised | |Effect may be permanent/long lasting/ irreversible |Effect is temporary and reversible | Plant growth factors Plants respond to external stimuli by means of plant growth factors (plant hormones) Plant growth factors: †¢ Exert their influence by affecting growth †¢ Are not produced by a particular organ, but are instead produced by all cells †¢ affect the tissues that actually produce them, rather than other tissues in a different area of the plant. One plant hormone called indoleacetic acid (IAA) causes plant cells to elongate Control of tropisms by IAA IAA is used to ensure that plant shoots grow towards a light source. 1. Cells in the tip of the shoot produce IAA, which is then transported down the shoot. 2. The IAA is initial transported to all sides as it begins to move down the shoot 3. Light causes the movement of IAA from the light side to the shaded side of the shoot. 4. A greater concentration of IAA builds up on the shaded side of the shoot 5. The cells on the shaded side elongate more due to the higher concentration of IAA 6. The shaded side of the root therefore grows faster, causing the shoot to bend towards the source of light IAA can also effect the bending of roots towards gravity. However in this case it slows down growth rather than speeds it up. IAA decreases root growth and increases shoot growth Section 10. 2 – Neurons Specialised cells adapted to rapidly carry electrochemical changes (nerve impulses) from part of the body to another Neuron structure Cell body †¢ Nucleus †¢ Large amounts of rough endoplasmic reticulum to produce neurotransmitters Dendrons †¢ Extensions of the cell body sub-divided into dendrites †¢ Carry nervous impulses to the cell body Axon †¢ A single long fibre that carries nerve impulses away from the cell body Schwann cell †¢ Surrounds the axon †¢ Protection/electrical insulation/phagocytosis. Can remove cell debris and are associated with nerve regeneration. Myelin sheath †¢ Made up from the Schwann membrane which produces myelin (a lipid) †¢ Some neurons are unmyelinated and carry slower nerve impulses Nodes of Ranvier †¢ The gaps between myelinated areas †¢ 2 – 3 micrometers long and occur every 1 – 3mm Sensory Neuron †¢ Transmit impulses from a receptor to an intermediate neuron or motor neuron †¢ One Dendron towards the cell body, one axon away from the cell body Motor neuron †¢ Transmit impulses from the sensory/intermediate neuron to an effector †¢ Long axon, many short dendrites Intermediate neuron †¢ Transmit impulses between neurons †¢ Numerous short processes Section 10. 3 – The nerve impulse A nerve impulse is not an electrical current! It is a self-propagating wave of electrical disturbance that travels along the surface of an axon membrane. Nerve impulse – temporary reversal of the electrical p. d across an axon membrane The reversal is between two states The resting potential no nerve impulse transmitted The action potential – nerve impulse transmitted Resting potential †¢ Sodium/potassium are not lipid soluble and cannot cross the plasma membrane. Transported via intrinsic proteins – ion channels †¢ Some intrinsic proteins actively transport potassium ions into the axon and sodium ions out. This is called the sodium potassium pump. Sodium potassium pump 3 sodium ions pumped out for every 2 potassium ions pump in †¢ Most gated potassium channels remain open – potassium ions move out of the axon down their chemical gradient †¢ Most gated sodium channels remain closed The action potential †¢ Temporary reversal of the charge of the membrane from (-65mV to +65mV). When the p. d is +65mV the axon is said to be depolarised †¢ Occurs because the ion channels open/close depending upon the voltage across the membrane †¢ When the generator potential is reached, sodium ion channels open and potassium close, allowing sodium to flood into the axon. Sodium being positively charged causes the axon to become more positive in charge The passage of an action potential along an unmyelinated axon †¢ Stimulus – some voltage – gated ion channels open, sodium ions move in down electrochemical gradient †¢ Causes more sodium channels to open †¢ When the action potential reaches ~ +40mV sodium channels close †¢ Voltage – gated potassium channels open and begin repolarisation of the axon Hyper – polarisation †¢ The inside of the axon becomes more negative than usual due to an â€Å"overshoot† in potassium ions moving out of the axon. †¢ Potassium channels close †¢ Sodium potassium pump re-established the -65mV resting potential Section 10. 5 – The speed of a nerve impulse Factors affecting speed 1. The myelin sheath – Prevents the action potential forming in myelinated areas of the axon. The action potential jumps from one node of Ranvier to another (salutatory conduction) – this increases the speed of the impulse as less action potentials need to occur 2. The greater the diameter of the axon the greater the speed of conductance – due to less leakage of ions from the axon 3. Temperature – Higher temperature, faster nerve impulse. Energy for active transport comes from respiration. Respiration like the sodium potassium pump is controlled by enzymes. Refractory period After an action potential, sodium voltage-gated channels are closed and sodium cannot move into the axon. It is therefore impossible during this time for a further action potential to be generated. This time period, called the refractory period serves two purposes: It ensures that an action potential can only be propagated in one direction – An action potential can only move from an active region to a resting region. It produces discrete impulses – A new action potential cannot be generated directly after the first. It ensures action potentials are separated from one another. It limits the number of action potentials – action potentials are separated from one another, therefore there is a limited amount that can pass along a neuron in a given time. All or nothing principle Nervous impulses are all or nothing responses A stimulus must exceed a certain threshold value to trigger an action potential A stimulus that exceeds the threshold value by a significant amount, will produce the same strength of action potential as if it has only just overcome the threshold value A stimulus can therefore only produce one action potential An organism can perceive different types of stimulus in two ways: The number of impulses in a given time (larger stimulus, more impulses per second) Having neurons with different threshold values – depending on which neurons are sending impulses, and how frequently impulses are sent, the brain can interpret the strength of the stimulus Section 10. 6/10. 7 – Structure and function of the synapse / Transmission across a synapse A synapse occurs where a dendrite of one neuron connects to the axon of another Structure of a synapse Synapses use neurotransmitters to send impulses between neurons The gap between two neurons is called the synaptic cleft The neuron that produces neurotransmitters is called the presynaptic neuron The axon of the presynaptic neuron ends in a presynaptic knob The presynaptic knob consists of many mitochondria and endoplasmic reticulum These organelles are required to produce neurotransmitters which are stored in synaptic vesicles Synaptic vesicles can fuse with the presynaptic membrane releases the neurotransmitter Functions of synapses †¢ A single impulse from neuron can be transmitted to several other neurons at a synapse. This means that one impulse can create a number of simultaneous responses †¢ A number of different impulses can be combined at a synapse. This means that several responses can be combined to give on single response Neurotransmitters are made in the presynaptic cleft only When an action potential reaches the presynaptic knob, it causes vesicles containing the neurotransmitter to fuse with the presynaptic membrane The neurotransmitter will the diffuse across the synaptic cleft The neurotransmitter then bind with receptors on the postsynaptic membrane, in doing so generating a new action potential in the postsynaptic neuron Features of synapses Unidirectionality Impulses can only be sent from the presynaptic membrane to the postsynaptic membrane Summation †¢ Spatial summation Different presynaptic neurons together will release enough neurotransmitter to exceed the threshold value to form an action potential †¢ Temporal summation – One neuron releasing neurotransmitter many times over a short period. Eventually the neurotransmitter will accumulate so as to overcome the threshold value of the postsynaptic membrane. Therefore generating a new action potential Inhibition Some postsynaptic membranes have protein channels that can allow chloride ions to diffuse into the axon making it more negative than usual at resting potential. This type of hyperpolarisation inhibits the postsynaptic neuron from generating a new action potential. The importance of these inhibitory synapses is that it allows for nervous impulses to be controlled and stopped if necessary Transmission across a synapse When the neurotransmitter across a synapse is the chemical acetylcholine it is called a cholinergic synapse Acetylcholine is made up of acetyl (ethanoic acid) and choline Cholinergic synapses are more common in vertebrates Cholinergic synapses occur in the central nervous system and at neuromuscular junctions 1. When an action potential reaches the presynaptic knob, calcium channels open allow calcium to diffuse into the presynaptic knob 2. The influx of calcium ions causes presynaptic vesciles containing acetylcholine to fuse with the presynaptic membrane, releasing the neurotransmitter into the synaptic cleft 3. Acetylcholine diffuses across the cleft and fuses with receptor sites on sodium channels found on the presynaptic membrane. When they do so, the sodium channels open, allowing sodium ions to diffuse along their concentration gradient into the postsynaptic knob. 4. The influx of sodium ions, generates a new action potential in the postsynaptic neuron 5. Acetylcholinesterase hydrolyses acetylcholine back into the acetyl and choline which will the diffuse back across the synaptic cleft into the presynaptic neuron. In this way acetylcholine can be recycles and reused and also is prevented from continuously generating new action potentials on the postsynaptic neuron. 6. ATP is released by mitochondria, providing energy to recombine acetyl and choline. Sodium channels on the postsynaptic membrane are now closed due to the absence of acetylcholine attached to receptor sites. Section 11. 1 – Structure of skeletal muscle There are three types of muscle in the body: Cardiac muscle which is found only in the heart Smooth muscle which is found in the walls of blood vessels Skeletal muscle which is attached to bone and is the only type of muscle under conscious control Muscles are made up of many muscle fibres called myofibrils If the cells of muscles were joined together from the end of one cell to another, the point between cells would be a point of weakness Because of this, the muscle cells are fused together into muscle fibres Cells of the same myofibrils share the same nuclei as well as cytoplasm (sarcosplasm). Within the sacroplasm are many mitochondria as well as endoplasmic reticulum Microscopic structure of skeletal muscle Myofibrils are made up of two types of protein filament Actin – thinner, consists of two strands twisted around each other Myosin – thicker and is made up of long rod shaped fibres with bulbous heads projecting outwards Myofibrils have coloured bands The isotropic (I) bands appears lighter since it consists only of actin (no overlap) The anisotropic (A) bands are darker since this is where acting and myosin overlap The H zone is the region in the centre of the sarcomere that is lighter in colour since there is only myosin The z line lies at the centre of the I bands Types of muscle fibre Slow-twitch fibres – Contract more slowly, less powerful. Adapted for endurance/aerobic respiration so less lactic acid forms Adaptations include: Large store of myoglobin, Supply of glycogen, Rich supply of blood vessels, Numerous mitochondria Fast-twitch – Contracts more rapidly with more power but only for a short period of time. Adapted for intense exercise by: Having hicker and more numerous myosin filaments, having a high concentration of enzymes used for anaerobic respiration, a large store of phosphocreatine to provide phosphate to make ATP Neuromuscular junctions Many neuromuscular junctions are spread through the muscle for simultaneous contraction Each muscle fibre has one motor neuron associated with it. The muscle fibre and the neuron make up one motor unit When only a small force is needed only a few motor units are stimulated When a nerve impulse reaches the neuromuscular junction, the synaptic vesicles join with the presynaptic membrane and release acetylcholine which diffuses across to the postsynaptic membrane and stimulates it to allow sodium ions to enter. The acetylcholine is then broken down by Acetylcholinesterase and then diffuses back into the presynaptic neuron. Section 11. 2 contraction of skeletal muscle During muscle contract, actin and myosin slide past each other; hence its name the sliding filament mechanism Evidence for the sliding filament mechanism When a muscle contract, the following changes occur to the sarcomere: The I band becomes narrower The z lines move close to one another The h band becomes narrower The a band does not change as this band is determined by the width of the myosin Myosin is made up of two different types of protein 1. A fibrous protein arranged into the filament called the tail 2. A globular protein that forms a head at each end Actin is a globular proteins thats molecules are arranged into two chains that twist around each other in a helical manner Tropomyosin forms long thin stands that s wound around the actin molecule The process of muscle contraction has a three main stages: Stimulation, contraction and relaxation Muscle stimulation When an action potential reaches the neuromuscular junctions, Calcium ion channels open and calcium ions move into the synaptic knob The Calcium ions cause the synaptic vesicles to move to the presynaptic membrane and fuse with it releasing acetylcholine Acetylcholine diffuses across the synaptic cleft and binds with receptors on the sodium voltage gated channels on the postsynaptic membrane causing it to depolarise Muscle contraction The action potential movies through the fibres by travelling through T – tubules that branch through the sarcoplasm The action potential moves through the tubules until it reach the sarcoplasmic reticulum The action potential opens calcium ions in the sarcoplasmic reticulum Calcium ions diffuse out into the muscle Calcium ions cause tropomyosin to change shape and so that the binding sites on the actin filament are exposed An ADP molecule that is attached to the myosin heads allows it to form a cross bridge with actin by binding with the receptor site Once the cross bridge is formed, the myosin head changes shape and slides the actin across. In doing so it loses the ADP An ATP molecule attaches to the myosin head and thus causes it to detach Calcium ions activate the enzyme ATPase which hydrolyses ATP and releases energy that allows the myosin head to resume its original shape. The myosin head now has a new ADP molecule that will allow it to bind with a new receptor site somewhere along the actin filament Muscle relaxation When the muscle is not being stimulated, the sarcoplasmic reticulum actively transport calcium ions back into it The lack of calcium ions means that tropomyosin can establish its original position, covering the myosin head binding sites Energy supply Energy is needed for the movement of myosin heads and the active transport of calcium ions ATP often needs to be generated anaerobically Phosphocreatine provides inorganic phosphate molecules to combine with ADP to form ATP Section 12. 1 – Principle of homeostasis The maintenance of a constant internal environment By maintaining a relatively constant environment (of the tissue fluid) for their cells, organisms can limit the external changed these cells experience thereby giving the organisms a degree of independence. What is homeostasis? Maintaining the volume, chemical make up and other factors of blood and tissue fluid within restricted limits There are continuous fluctuations; however, they occur around a set point Homeostasis is the ability to return to that set point thus maintaining equilibrium The importance of homeostasis Enzymes and other proteins are sensitive to changes in pH and temperature Water potential of blood and tissue fluid should be kept constant to ensure cells do not burst or shrink due to a net movement of water (osmosis) Maintaining a constant blood glucose concentration ensures that the water potential of the blood remains the same Independence of the external environment – a wider geographical range and therefore a greater chance of finding food shelter, etc Mammals – homeostasis allows them to tolerate a wide range of conditions Control mechanisms The set point is monitored by: 1. Receptor 2. Controller brain analyses and records information from a number of different sources and decides on the best course of action 3. Effector – brings about the change to return to set point 4. Feedback loop – informing the receptor of the changes in the system brought about by the effector Section 12. 2 Thermoregulation Mechanisms of heat loss and gain Production of heat – Metabolism of food during respiration Gain of heat from the environment – Conduction, convection (surrounding air/fluid), Radiation (electromagnetic waves particularly infrared) Mechanisms for losing heat Evaporation of water Conduction – to ground/solid Convection convection (to surrounding air/fluid), Radiation Endotherms derive most heat energy from metabolic activities Ectotherms – obtain most heat from the external environment Regulation of body temperature in Ectotherms Body temp fluctuates with the environment Controlled by exposure to the sun Shelter to the sun/burrows at night/obtains heat from the ground and very little from respiration. Can sometimes change colour to alter heat that is radiated Regulation of body temperature in Endotherms Most heat gained through internal metabolic activities Temperature range 35 – 44 oC – Compromise between higher temperature where enzymes work more rapidly and the amount of energy needed (hence food) to maintain that temperature Conserving and gaining heat in response to a cold environment Long term adaptations: Small SA:V ration Therefore mammals and birds in cold environments are relatively large Smaller extremities (e. g. ears) thick fur, feathers or fat reserves to insulate the body Rapid changes: Vasoconstriction – reducing the diameter of arteries/arterioles Shivering – in voluntary rapid movements and contractions that produce he energy from respiration Raising hair – enables a thick layer of still air to build up which acts as a good insulator. Behavioural mechanisms – bathing in the sun Decreased sweating Loss of heat in response to a warm environment Long term adaptations: Large SA:V ratio so smaller animals are found in warmer climates Larger extremities Light coloured fur to reflect heat Vasodilation – Arterioles increase in diameter, more blood reaches capillaries, more heat is therefore radiated away Increased sweating – Heat energy is required to evaporate sweat (water). Energy for this comes from the body. Therefore, removes heat energy to evaporate water Lower body hair – Hair erector muscles relax. Hairs flatten, reduces the insulating layer of air, so more heat can be lost to the environment Behavioural mechanisms – seeking shade, burrows, etc Control of body temperature Mechanisms to control body temperature are coordinated by the hypothalamus in the brain The hypothalamus has a thermoregulatory centre divided into two parts: A heat gain centre which is activated by a fall in body temperature And a heat loss centre which is activated by an increase in temperature The hypothalamus measures the temperature of blood passing through it Thermoreceptors in the skin also measure the temperature Impulses sent to the hypothalamus are sent via the autonomic nervous system The core temperature in the blood is more important that the temperature stimulating skin Thermoreceptors Section 12. 3/12/4 – Hormones and the regulations of blood glucose/Diabetes and its control Hormones are produced by glands (endocrine glands) which secrete the hormones into the blood The hormones are carried in the blood plasma to the target cells to which they act. The target cells have complementary receptors on the cell surface membrane Hormones are affective in small quantities set have widespread and long-lasting affects Some hormones work via the secondary messenger model: 1. The hormone (the first messenger) binds to receptors on the cell surface membrane, forming a hormone-receptor complex 2. The hormone-receptor complex activates an enzyme inside the cell that produces a secondary messenger chemical 3. The secondary messenger acts within the cell produces and a series of changes Both glucagon and adrenaline work by the secondary messenger model Adrenaline as a secondary messenger 1. The hormone adrenaline forms a hormone-receptor complex and therefore activates an enzyme inside the cell membrane 2. The activated enzyme the converts ATP to cyclic AMP which acts as the secondary messenger.

Checklist for the purchase of legal software Essay

Checklist for the purchase of legal software - Essay Example Managing calendaring and accounting practices are the main purposes of the required software. The software purchased for these purposes should exhibit characteristics reflects the interests of law firm purchasing it. This is because different software that serve the same purpose are developed, suitable for various management practices. The law firm intending to purchase the legal software should be well aware of the costs to be incurred. In other words, cost allocations made for management software should match the potential and affordability of the firm acquiring the software (Roper, 2007). Cost is evaluated alongside purpose and features exhibited by the software. Technological advancements are ever leading to software and hardware sophistication. In this regard, it is important to evaluate the technical knowhow of the parties involved, so that the software purchased is fully utilized as it should be. In other words, software that favors end usability should be purchased (Roper, 2006). Acquiring the software should be expected to change the practice efficiency for the better. In other words, calendaring and accounting practices in the management of a law office should not remain the same with or without the software. The software’s degree of enhancing the management of calendaring and accounting should be predetermined (Cornick, 2011). Fundamentally, the software should depict a scenario of operational cost reduction upon its purchase in relation to software licensing and law office management. Data capturing is essential, and purchasing the software at an early stage is essential. The software should be purchased and installed when the workload and data volumes are low, so that its integration into the management system is easier. This also means that the software to be purchased should have a long life span to minimize cases of changing software every now and then on a mid-practice