Euglena Research Paper

The effect of fertilized water on growth of Euglena Water is a good habitat for many organisms. The pureness of water has strong effect on aquatic organism (Walter, 2008). The altering of water condition could favor for the growth of one certain organism, but less favor for other organisms that leads to the competing out other organism by abundance of favor one . So, the result goes to decreasing of water biodiversity. Water ecology, which studies on the interaction between of biotic and abiotic factors to the growth of organism in water, is too important in order to keep the ecosystem balance.In our study, we focused on how the fertilize (nitro, phosphorus) effects on the populations of water organisms. Euglena is the mixotrophic which could synthesis energy from photosynthesis, but also could consume the food to make energy (Robert. et al, 2012). From the trophic characteristic of Euglena, my hypothesis for this study was the population of Euglena would increase in the rich fertili ze environment. The rationale for my hypothesis was Euglena could consume the food to have energy, so the rich fertilize environment was a good source for growth and reproduction of Euglena, that’s why their population would increase by time.The water from American river was collected for our sample. We set up three different ecosystems for organisms in three different jars: control, low fertilize and high fertilize environment. First river water was added to the jar, then organisms was added and the different amount of fertilize was put last to appropriate jar. We were helped to identify each organism under microscope. Before adding organism to ecosystems, counting sample had been done. The sampling was done every week through 3 weeks.After 3 weeks, the number of organisms of Euglena and other heterotrophic in each ecosystem was used to plot graphs and analysis. The population of Euglena in control condition increased in first two weeks, and then it decreased. In the low and high fertilize condition; the population of Euglena was very low and at the constant after 3 weeks. (Figure 1) My hypothesis was not supported from result. Euglena population in the high fertilize jar didn’t increase as we predicted. In contrast, the population of Euglena in the control jar increased. From our observed, there were abundant of green algae in the fertilized jar.This observing was matched with the statement that the high amount of nitro and phosphor could lead to the boom of green alga, and the high production of green algae could compete out other organism in the water (N, 1999). Green alga covered on the surface of the jar that inhibited the photosynthesis of Euglena. Then other question was asked, Euglena could consume the food to make energy, but why their population didn’t increase in the rich nutrient environment. Other hypothesis was stated by us: in the higher fertilize condition; the population of other heterotrophic would increase.The rationale was other heterotrophic could use the food source more effective than Euglena. Euglena didn’t have enough time to convert from photoautotroph to heterotrophic mode, so they could not use the food source to growth (Hall, 1939). The second hypothesis was supported when the population of other heterotrophic first increased in fertilized water, and then by time, after food was used up, the population started to decrease (figure 2). From our results, we could conclude that fertilize which is defined as a good source for plant but could polluted the water (2008) effects on the growth of other organism.It could make the imbalance ecosystem because of the abundance of one specie and extinct of other species. So, keeping water clean is very important task to be concerned. Figure 1: The populations of Euglena in control, low fertilize and high fertilize environment through 3 weeks. Figure 1: The populations of Euglena in control, low fertilize and high fertilize environment through 3 weeks. Figure 2: The populations of other heterotroph in control, low fertilize and high fertilize environment through 3 weeks Figure 2: The populations of other heterotroph in control, low fertilize and high fertilize environment through 3 weeksLiterature Cited: Dodds. K. W (2008). Fresh water ecology: concept and environmental application of limnology (2nd ed. ) San Francisco: Elsevier. Hall, R. P. , & Schoenborn, H. W. (1939). The question of autotrophic nutrition in Euglena gracilis. Physiol Zool, 12(1), 76-84. Sanders, R. , & Gast, R. (2012). Bacterivory by phototrophic picoplankton and nanoplankton in arctic waters. FEMS Microbiology Ecology, 82(2), 242-253. Sharply. A. N,Daniel. T &Sim. T (1999). Agriculture phosphorus and eutrophication. Washington: United Department of Agricultural.

El Filibusterismo 10 Kabanata

1  Ã‚  Velocity, Speed, Acceleration, and Deceleration The goal for today is to better understand what we mean by terms such as velocity, speed, acceleration, and deceleration. Let’s start with an example, namely the motion of a ball thrown upward and then acted upon by gravity. A major source of confusion in problems of this sort has to do with blurring the distinction between  speed  and  velocity. The speed  s  is, by definition, the magnitude of the velocity vector:  s  := |v|. Note the contrast: – velocity –|   | – speed –| The change in  velocity  is uniformly downward.   | The  speed  is decreasing during the upward trajectory, and increasing during the subsequent downward trajectory. | The laws of physics are most simply written in terms of velocity, not speed. Physics uses a technical definition of  acceleration  that conflicts with ordinary vernacular use of the words â€Å"acceleration† and â€Å"de celeration†. That’s tough. You’ll have to get used to it if you want to do physics. In physics, acceleration refers to a change in velocity, not speed. If you want to be really explicit, you can call this the  vector acceleration.   | In the vernacular, â€Å"acceleration† commonly means speeding up, i. e. an increase in speed. If you insist on using the word in this sense, you can remove the ambiguity by calling it the  scalar acceleration. | |   | The scalar acceleration can be considered one component of the vector acceleration, namely the projection in the â€Å"forward† direction (although this is undefined if the object is at rest). | In physics, the word â€Å"deceleration† is not much used. In particular, it is not the opposite of acceleration, or the negative of acceleration.Any change in velocity is called an acceleration. |   | In the vernacular, â€Å"deceleration† commonly means slowing down, i. e. a decrease in speed. | Do not confuse the vector acceleration with the scalar acceleration. | In physics, acceleration does not mean speeding up. | | |   Ã‚  Ã‚  Ã‚  Ã‚  | To repeat: In physics, the term  acceleration  is defined to be the change in velocity, per unit time. It is a vector. This term applies no matter how the acceleration is oriented relative to the initial velocity. There are several possible orientations.The following table shows how to convert vector language to scalar language in each case: – Vector language –|   | – Corresponding scalar language –| Acceleration in the same direction as the velocity. |   | Speeding up. | Acceleration directly opposite to the velocity. |   | Slowing down. | Acceleration at right angles to the velocity. |   | Constant speed. | Note: Sideways acceleration corresponds to turning. In the case of uniform circular motion, the magnitude of the acceleration remains constant, and the direction of acceleration re mains perpendicular to the velocity.This is a classic example of a situation where the scalar acceleration is zero even though the vector acceleration is nonzero. | Acceleration at some odd angle relative to the velocity. |   | No good way to describe it in terms of scalars. | Acceleration of an object at a moment when its velocity is zero. |   | No way to describe it in terms of scalars; the scalar acceleration formula produces bogus expressions of the form 0/0. | 1. To decrease the velocity of. 2. To slow down the rate of advancement Problem #1:  Ã‚  Ã‚  A skater goes from a standstill to a speed of 6. 7 m/s in 12 seconds.What is the acceleration of the skater? | | Step 1:  Ã‚  Ã‚  Write down the equation needed for solving for acceleration. | a =  Ã‚  vf  Ã¢â‚¬â€œ vi  Ã‚  Ã‚  =    v  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  t   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  t| Step 2:  Ã‚  Ã‚  Insert the known measurements into the equation. | Known  :   The initial speed of the skater was zero since he was not in motion. The skater finally reached a speed of 6. 7m/s in 12 seconds, which is the final speed or velocity. The equation will look like this:a =  6. 7m/s – 0m/s  =  6. 7m/s  =  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s| Step 3:  Ã‚  Ã‚  Solve. Carefully put all measurements into your calculator.You must solve the change in velocity portion of the equation before you can do the division portion to solve for acceleration. Don't forget that the SI unit for acceleration is m/s2   . | SOLUTION:  Ã‚  The skater had an acceleration of   . 56m/s2 . a =  6. 7m/s – 0m/s  =  6. 7m/s  = . 56m/s2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12s| PRACTICE PROBLEMS: 1. As a shuttle bus comes to a normal stop, it slows from 9. 00m/s to 0. 00m/s in 5. 00s. Find t he average acceleration of the bus. 2. During a race, a sprinter increases from 5. 0 m/s to 7. 5 m/s over a period of 1. 25s.What is the sprinter’s average acceleration during this period? 3. A baby sitter pushing a stroller starts from rest and accelerates at a rate of   0. 500m/s2. What is the velocity of the stroller after it has traveled for 4. 75 minutes? * A bicyclist accelerates at 0. 89ms2  during a 5. 0s interval. What is the change in the speed of the bicyclist and the bicycle? * A freight train traveling with a speed of 18. 0m/s begins braking as it approaches a train yard. The train’s acceleration while braking is -0. 33m/s2. What is the train’s speed after 23 seconds? * A skater travels at a constant velocity of 4. m/s westward, then speeds up with a steady acceleration of 2. 3m/s2. Calculate the skater’s speed after accelerating for 5. 0s. | * Practice Problems: Solving for Time Solving for Time:| | * * Marisa’s car accelerates at an average rate of 2. 6m/s2. Calculate how long it takes her car to accelerate from 24. 6m/s to 26. 8m/s. * If a rocket undergoes a constant total acceleration of 6. 25m/s2, so that its speed increases from rest to about 750m/s, how long will it take for the rocket to reach 750m/s. * A dog runs with an initial speed of 1. 5m/s on a waxed floor. It slides to a stop with an acceleration of -0. 5m/s2. How long does it take for the dog to come to a stop? | Additional acceleration problems (with answers) 1. A body with an initial velocity of 8 m/s moves with a constant acceleration and travels 640 m in 40 seconds. Find its acceleration. 2. A box slides down an inclined plane with a uniform acceleration and attains a velocity of 27 m/s in 3 seconds from rest. Find the final velocity and distance moved in 6 seconds (initially at rest). 3. A car has a uniformly accelerated motion of 5 m/s2. Find the speed acquired and distance traveled in 4 seconds from rest. 4.A marble is dropped from a b ridge and strikes the water in 5 seconds. Calculate the speed with which it strikes and the height of the bridge. 5. A ship starts at rest and reaches a speed of 83 km/h. Suppose it took 2. 0 minutes for the ship to reach that speed. What is the acceleration of the ship? Answers 1. A body with an initial velocity of 8 m/s moves with a constant acceleration and travels 640 m in 40 seconds. Find its acceleration. (a = 0. 4 m/s2) 2. A box slides down an inclined plane with a uniform acceleration and attains a velocity of 27 m/s in 3 seconds from rest.Find the final velocity and distance moved in 6 seconds (initially at rest). (Vf = 54 m/s, d = 162 m) 3. A car has a uniformly accelerated motion of 5 m/s2. Find the speed acquired and distance traveled in 4 seconds from rest. (Vf = 20 m/s, d = 40m) 4. A marble is dropped from a bridge and strikes the water in 5 seconds. Calculate the speed with which it strikes and the height of the bridge. (Vf = 49 m/s, d = 122 m) 5. A ship starts at res t and reaches a speed of 83 km/h. Suppose it took 2. 0 minutes for the ship to reach that speed. What is the acceleration of the ship?

Compare your mothers parenting style with your fathers Essay

Compare your mothers parenting style with your fathers - Essay Example When I am out of my home, I receive a call from her every half an hour in which she asks me where I am and what am I doing etc. Sometimes, it gets irritating because if I miss a call because of an uncharged battery or any other reason, she gets very upset until I attend her call. I know not many moms are that caring and protective about their children but mine is. One reason my mom is over-protective about me is perhaps that she tries to fill in the void created by dad’s lack of attention. My well-being, my health, my safety, and my happiness are her first priority, to ensure which, she generally maintains a bossy attitude. While my mom is on one extreme, my dad happens to be at the other end of the continuum. Dad has a permissive parenting style. Dad is very friendly but is always too immersed in work. He is a very successful businessman and to be that way, he has to spend a lot of time away from his family. I get to dine with dad only twice or thrice a week. Although he cannot give me a lot of time, yet I feel that deep inside, he remains concerned about my health, education, and well-being. When he is on holidays or on weekends, he takes us to some recreational spot to spend some quality time with the family. While my mom is always advising, dad lets me be the way I am or the way I like to be, probably to let me grow to my maximum capacity in the direction I like. He gives me money whenever I ask for it, and buys me anything I want anytime. My mom is bossy but my dad is very friendly. My mom has all the time to parent me but my dad has to fight real hard to find some time for me. My mom tries to buy me anything I need but my dad just gives me money to provide me with more freedom. Common things between dad and mom are that both are concerned about my education, health, well-being, and happiness. Probably if my dad gives me a little more attention and my mom gives me a little lesser attention, together their

Rhetorical analysis Essay Example | Topics and Well Written Essays - 1000 words - 8

Rhetorical analysis - Essay Example He has an alcohol abuse problem that becomes a source of rift between him and his employers. Osborne is not able to do his best at the job owing to his drinking issues. Eventually Osborne Cox is fired by the CIA owing to his drinking problem that fills him with much angst, rage and disappointment. Osborne decides to get even with the CIA by drafting his memoirs narrating his experiences with the CIA that eventually he ends up losing, giving way to much personal black mailing and harassment. The movie Burn after Reading revolves around the theme that one should avoid writing one’s personal information and secrets anywhere to avoid eventual data theft which may result in unwarranted and harmful implications (Doom 45). Had Osborne not written his personal experiences on the ill fated CD, not only it would have saved him much trouble, but would have also not led to much chagrin and tragedies. Once Osborne gets fired from the CIA, his paediatrician wife sees in it a chance to end her dysfunctional marriage with Osborne and to continue with her adulterous affair with Harry. In Osborne’s professional problems she sees an opportunity to seek a divorce from him so that she could carry on with the affair she is having with Harry. The sad thing is that Osborne has saved much prolonged diatribe against his ex employer that is the CIA on his computer hard drive. Desirous of seeking a divorce from Osborne, his wife Katie Cox on the advice of his divorce lawyers decides to save all the data residing on Osborne’s computer hard drive on to a CD. Unluckily she also ends up saving the professional details regarding the CIA that Osborne had saved on his computer onto the very same CD. This lets loose a chain of events that give way to much harassment and loss. The diskette onto which Katie has copied many of his personal files from the memoir falls into the hands of two un scrupulous gym employees, Linda and Chad, who try to sell it. Linda wants some money for an elective

The Market for Lemons Essay Example | Topics and Well Written Essays - 1250 words

The Market for Lemons - Essay Example In this paper, Akerlof presented a research on the relationship between quality and uncertainty by using the example of wide market for used cars to draw relevance (Akerlof 488). As per the paper, Akerlof gives the description of a used car, which he gives as the exchange of ownership from a car buyer to a seller after the first owner has used it to a state that may attract wear and tear (489). Asker of intimates that ‘cherries’ and ‘lemons’ are two categories of used cars where by a car attracts these categories depending on the quality of the car and the previous owner’s driving technique. Frequencies of maintenance and vehicle accident history are the other factors that contribute towards a car becoming a ‘cherry’ or a ‘lemon’. With this, this essay will review the article by Akerlof George by giving the summary of the article then discussing the points that he intended to put across. As per this article, a buyer may end u p buying a used product without having adequate information concerning the cars history or if it has any hidden defects. During car purchase, a buyer may not have the time to go through all the elements of the vehicle hence making a seller to take advantage of the situation. The implication of this is that the car buyer may not be certain on whether they are buying a ‘cherry’ or a ‘lemon’ as the buyer relies on the general quality of the vehicle and not quality in details. In the end, the average quality assessment that a buyer does influences them to buy it at their chosen value irrespective of whether the car has a good maintenance history or not. Therefore, a buyer or seller may be at a loss as the seller sells the car at a high price as the car deserves or the buyer buys the car at a low price. For this reason, car owners that are sure of the quality of their cars do not sell their cars in the used market for cars as this reduces the average car quality for the vehicles that they intend to sell. On the other hand, the reluctance by good quality used car owners reduces the value of other vehicles in the market hence translating to a reduction of product prices. 2. Asymmetrical information As indicated, quality used cars, tend to receive low value during their sale because of lemons and vice versa. This relatively the bad pushing out the good in a sequence whose dependency is two variables (490). p, is the first variable that denotes the price of the vehicle and the used cars quality presented for trade, or Qd = D (p, p), the supply of lemons and cherries together with their quality on average p will depend on the price (p = p) or (p) and S = S (p).  

Report on The Scottish Parliament Building (Edinburgh) Assignment

Report on The Scottish Parliament Building (Edinburgh) - Assignment Example The building was officially opened by the great Queen Elizabeth on 9th October, 2004. The first debate to be held in the building was on 7th September, 2004. Since its construction, the building has been successful in achievement of its objectives and has won various awards as well as the Sterling Prize of 2005. Construction of Scottish Parliament Building The Scottish parliament building design has been rated among the most innovative in British even to date (Heaphestus, 2011, p.17). This is because of the materials used to make it, comprised of a mixture of oak, granite and steel. The building is also a combination of many buildings, showing diverse architectural styles. However, the construction of the building was not easy. It brought up heated arguments and faced very strong criticisms. The construction company received criticisms from the media, politicians and the general Scottish public. This did not hinder its completion and today, it is the most adored building whose story and attractive nature continue to attract millions of people. Due to the criticisms and the political environment surrounding the construction of the building, Scottish parliament building was completed three years later than the planned time (Dainty, 2006, p. 179). According to plans, the building was estimated to cost around 40million and be completed by 2001. This was not the case as it cost 414million and was completed in the year 2003. The Scottish parliament building was constructed with features which ensure its sustainability. To begin with, the building was constructed on Brownfield which has good proximity to public transport and the hubs. These have been seen to be very sustainable. The building also has solar panels, which assist in saving energy up to 80%, the building thus relies more on its renewable sources of energy than the purchased electricity. The building possesses features, which are linked to land and nature. It has motifs which are leaf shaped and its roof n ear the garden lobby. The debating chamber has large windows. While one is inside the building, you will not fail to notice the link of land reinforced using Scottish rock like granite on the walls and gneiss. Sycamore and oak is also used in its furniture’s construction. Management of the Project There has been sound management of the Scottish parliament building project (Alec & Burnside, 2010, p.142.). This achievement however, was arrived at, after a bitter struggle which saw the cost of the entire project multiply over ten times of the original estimate. It also delayed three years behind time schedule. The fact that there were changes in major design and costs of the project, the management of the project was in question and a commission of enquiry was set to investigate into the matter. Right from its inception, the management foreseeing the construction received constant pressure as to the location, design, architect and the company awarded the contract of constructing the building. Despite these, the building has been very instrumental in representing national identity and uniting the Scottish people, their landscape, Edinburgh city and the culture. Taking into consideration uniqueness of the project, the project manager was questioned as to whether he provided the best

Turkey and the European Union Essay Example | Topics and Well Written Essays - 1500 words

Turkey and the European Union - Essay Example As a prerequisite for joining the union, a country should satisfy a basic condition of being able to prove that it is democratically stable and able to address the issues of humanitarian and international concerns. However, the public and media circles have been full of accusations labeled against turkey mostly because it is a predominantly Muslim nation. Most of the European Union nations have argued that the country is of an incompatible value system having been through a different timeline in its historical and religious history. As a result, the arguments against the nation’s membership to the EU have been based on a religious cum cultural compatibility with other states in the union. In other words, by being a country that has faced a lot of historical influence through Islamic dominance in its political and social structure, the opposing voices for the country’s inclusion in the EU state that this has worked against the country. The attachment of Islamic faith wit h terrorism has also been a factor in the determination of the country’s EU status at least according to some public observers. The fear of Islam among other faiths in the region has been high in the aftermath of terror attacks in major European cities; all connected to individuals or groups of Islamic background. It then follows that most people have wanted to associate the integration of the country into the union to increased terrorism in the region. Apart from the country’s religious heritage, its size has been a factor with many arguing that the country population which nears that of Germany; may be a hindrance to the region’s economic development. Other issues raised have attachment to the country’s poverty index, largely rural population and conflict prone boarders. Turkey has myriad of problems just like other European Union countries. Some of the problems are a result of the coup attempt in Cyprus. Muftuler and Guney (282) indicate some of the re asons why this conflict has a bearing on the determination of Turkey as a member of the EU. The origin of this conflict starts with the long followed conflict in Cyprus, which stems from the Greek and Turkish Cypriots living in the country. The country has been in the middle of the conflict due to its push to defend their counterparts who are settled in Cyprus. One factor that complicates this matter is that Greece is already a member of the EU yet it has been conflicting with the country concerning Cyprus. Turkey’s involvement in the conflict was as a result of the marginalization of the Turkish Cypriots even after the United Kingdom, Greece and the country signed a treaty of guarantee to Cyprus. This issue also highlights the problem of immigration. Migration has historically been attached to the enhancement of multiculturalism in regions such as Europe. However, Huysmans (752) highlights that a social realignment of this issue has resulted in ‘securitization of migra tion.’ Simply put, migration has been attached mostly to security issues rather than on the potential of interactions of the immigrants that can result into economic and social development. Most western nations have always majored on security and used this as a reason for restricting movement against the foundations of freedoms of association and movement.

To what extent can a democracy infringe Human right through means of Research Paper

To what extent can a democracy infringe Human right through means of torture in order to preserve National security - Research Paper Example Conversely, so much have been talked about ways in which the states are handling the terror suspects. For example, while some people are supporting the idea of detention of terrorist without trial, others are against the idea. They argue that detention of a person without trial is a violation of human rights. International terrorism has been the greatest challenge to every state trying to deal with it. The biggest challenge is however the balance between terrorism and human rights. This paper explains some issues brought forward against states with regard terrorist detention. It also presents steps taken by the states such as the U.S. to stop terrorist. Many people disagree on the definition of terrorism meaning that there is more than one definition of terrorism. According to White (4), terrorism is an act that has to be analysed, measured, and weighed. In addition, the definition of terrorism is presented by different people based on their political and social realities and so there are many definitions. However, there is one that many scholars are using to explain the picture of terrorism. White (4) point out â€Å"that terrorism is an act or threatened act of violence against innocent people for political purposes.† This one definition used by scholars to bring out the picture of terrorism. Department of homeland security have taken quite a number of measures to counter terrorist, this includes, anti-terrorism and counter-terrorism programs. Anti-terrorism is steps taken by state to reduce the threat posed by terrorist. On the other hand, counter-terrorism is offensive measures taken to disrupt, preempt and respond to terrorism. Other measures include terrorism consequence management; the state prepares for consequences of terrorist incidences (Kraft and Marks, n.p). Counter-terrorism measures taken by the U.S. assisted in

Training and Development Participant sheet Research Proposal

Training and Development Participant sheet - Research Proposal Example ch in the company is to bring out the most important aspects in training and development in the human resource management in Gulf Petrochemical International Company (Gibaldi, 2009). The main purpose of the research is to bring out the various aspects that go around the training of the employees in the organization (Bax, 1998). The participants have been chosen in a way that they are the ones who will be required to go through the past training programs that the company has had over time (McLaughlin, 2009). The people that have been chosen are those that are able to understand the different ideologies that the people in the company have and to bring the different development aspects. The age used in the study also are those that are able to identify the weaknesses in the training program and the abilities in improving the company. Taking part in the following research is voluntary and the people who will be appointed to do the research are expected to sign that they are able to take well the research and do it in a way that will bring out the information that is required well (Yin, 1994). The voluntariness in the research should not prevent the people doing the research from assisting in the understanding the training process of the company further. When one will not be able to attend the research, the time that will be needed to come out with the desired results will be long (Booth and Colomb, 1995). The information that may be collected when one participant is not able to attend the research also may be adequate since some of the areas in the company may not be able to be covered. The researchers also will be needed to attend the research more often than when there was more of the participants taking part in the action. The participants are guaranteed some expenses that they will need in the course of the exercise. The expenses such as those on travel will be covered (Polachek, 20011). Since the activity is voluntary, there will also be rewards to the

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

Stereotype - Essay Example Women on the other hand can now be seen to be getting involved with the kind of work that gender wise, was left for man. The main concepts that have been presented in the articles are stereotypes that are experienced among the Stay At Home Dad. From the story, it can be learnt that SAHD faces several stereotypical arguments such as being unmanly enough. According to the Glen Sack, it is believed that men should always be out there fending for the family and should not be preoccupied with the household duties. Sometimes they are also accused of living at the mercies of their stronger wives who have to go out there and fend for the family. In the case of the Hispanic women, the authors Jeffery Shelter and Michael have identified the connotations like, Hispanic women being hot female or sexual firebrands. These stereotypes are fueled by the media, which just pick the generalization and relay it without establishing facts around it. Jeffery and Michael also suggest that this stereotype is something that is transferred from the parents specifically the mothers who at the tender age of their children begin to teach children about the images and what to regard as a good image and what is bad. They also do this through color separation, where male children are associated with the blue colors while female children are The change in the gender roles has been one of the achievements that have been made in the society to ensure that gender equality and equity are observed. This however also comes with its own challenges. First and foremost, when gender roles change, new responsibilities are realized. With increase in rights, comes responsibility. What has been elaborated carefully in the articles particularly by Glen Sack on SAHD. Men now got to adjust to new role of taking care of the children in the house. He now must admit that women must also now contribute in the house just like the man would do in order to sustain

Business ethics Essay Example for Free

Business ethics Essay -Ethics derived from the Greek word ethos – which refers to the conventional customs and norms of a given culture – the term ethics can be understood in two ways: †¢ as a traditional field of philosophical inquiry dating back to ancient Greece, which is concerned with values as they relate to human conduct; and †¢ as the systematic study of norms and values that guide how people should live their lives. -Ethics is to do with what is good and bad or right and wrong. The study of ethics can be either descriptive or normative. Descriptive ethics involves empirical research or inquiry into the actual rules and standards of a particular social group. Normative ethics is concerned not only with what people believe they ought to do, but also with what they really ought to do. It therefore entails taking a position. Nevertheless, it must be recognised that these two categories are in actual fact intertwined, as even the most empirically minded individuals engage in prescription as well as description. There is therefore no conceptual barrier to combining descriptive with normative ethics. -Business ethics theories include the moral principles or codes a company implements to ensure that all individuals working in the company act with acceptable behavior. Business owners and managers can use an ethics theory they deem most appropriate for use in their operations. A few different business ethics theories exist, such as the utilitarian, deontological, rights, justice, common good and virtue approach. These theories can be used on their own or in combination with each other. Each theory includes specific traits or characteristics that focus on specific ethical principles that can help companies correct business issues. -The utilitarian approach focuses on using ethical actions that will promote the most good or value among a society while limiting the amount of harm to as few people as possible. Among the business ethics theories, this is typically seen as the oldest theory, as it was propagated by many philosophers, such as Jeremy Bentham (1748-1832) and John Stuart Mill (1806-1873). Businesses can use this theory to ensure the outcome of various situations helps the maximum amount of stakeholders. The â€Å"rightness† or â€Å"goodness† of ones action is not inherent in the action per se, but can only be judged by its consequences (or ends). Utilitarianism is the dominant ethical perspective in the business sphere, and can be seen as a â€Å"calculating approach† to ethics (Fisher and Lovell, 2006). A common example of business utilitarianism is the adoption of ethical principles – not because it is the â€Å"right thing to do† – but because of the image enhancement which this may produce, in view of societys increased demand for ethical conduct in the business sphere. A positive company image creates what is known in the literature as â€Å"reputational capital† or advantages accruing to companies from a good reputation which may lead to positive outcomes in areas such as improved employee morale, increased strategic flexibility and enhanced financial performance. -The deontological system (Immanuel Kant: 1724-1804) is based on the assumption that actions must be guided by universalisable principles and rules which apply regardless of the consequences of the actions. For Kant, the â€Å"moral person† is one of good will, who makes ethical decisions based on â€Å"what is right†. From this viewpoint, nevertheless, an action can only be morally right if it is carried out as a duty – not as an expectation of approval or reward. -The rights ethical approach is based on the belief that all individuals have rights in life and should be treated with respect and dignity. Morals play a large role in this because individuals must personally use ethical behavior in order to achieve the end goal without mistreating people. -Justice as an ethical approach is where all humans are treated equally through society, regardless of rank, position, class, creed, or race. This is also known as the fairness approach in business ethics theories. If people are not treated fairly — such as one employee receiving higher compensation than another — a justifiable reason must exist, such as higher technical skills or the exclusiveness of a job position. -The common good approach attempts to promote the common values and moral or ethical principles found in a society. This varies from place to place, based on countries specific cultural or societal beliefs. For example, the moral principles found in Japan will often be different than those in the United States. Business owners and managers often implement these principles to ensure their company’s overall mission is in sync with society as a whole. -The virtue approach (Aristotle 384-322 BC) is a bit more difficult for businesses to implement, as its approach focuses on following ethical principles that should be evident in society. These principles or virtues seek to replace the current values if they do not bring about the most good or best development of humanity. Businesses can implement this approach, although it may run against the grain of society until the values take hold among the general public. -Business ethics is the behavior that a business adheres to in its daily dealings with the world. The ethics of a particular business can be diverse. They apply not only to how the business interacts with the world at large, but also to their one-on-one dealings with a single customer. -Good business ethics should be a part of every business. There are many factors to consider. When a company does business with another that is considered unethical, does this make the first company unethical by association? Some people would say yes, the first business has a responsibility and it is now a link in the chain of unethical businesses. -If a company does not adhere to business ethics and breaks the laws, they usually end up being fined. Many companies have broken anti-trust, ethical and environmental laws and received fines worth millions. -Therefore, business ethics is concerned with good and bad or right or wrong behavior and practices that take place within a business context. -In short, business ethics refers to â€Å"values, standards and principles that operate within business†. Unethical behaviour -It is a sad truth that the employees of just about every business, in every business, will occasionally encounter team members who are taking part in unethical behaviors. Such unethical behaviors include a wide variety of different activities. Among the most common unethical business behaviors of employees are making long-distance calls on business lines, duplicating software for use at home, falsifying the number of hours worked, or much more serious and illegal practices, such as embezzling money from the business, or falsifying business records. -Though there is sometimes a difference between behaviors that are unethical and activities that are actually illegal, it is up to the business itself to decide how it deals with unethical behavior legal or not. -As unethical behaviors are manifested by upper-level management, workers throughout the organization note them, and unethical behavior becomes a cultural norm. Ultimately, this culture results in detrimental behaviors. Leadership -Leadership is the primary way companies foster proper ethical behavior. Leaders and executive managers have a responsibility to set the tone for ethical behavior by conducting business in an ethical and moral manner. If a leader fails to display a proper ethical behavior, workers may be unwilling to accept the companys ethical guidelines. -Leaders who act ethically ensure that problems and issues in the company are identified quickly and handled appropriately by managers and employees. Proper leadership ethics also maintain an organizations long-term viability and business environment, because customers are more willing to embrace an ethical company. Company Culture -A company culture is the intangible business environment created by leaders and executive managers. Leaders use the companys culture to pass on the mission, goals and objectives and how employees should approach jobs when helping the company reach its goals. Important elements of a strong company culture include integrity, trust, leadership, professional behavior and flexibility. Leaders and executive managers should weave these elements into company culture to ensure employees understand and follow ethical business principles. -Companies can teach employees the companys culture by using manuals or informal meetings. These mediums give management an opportunity to explain the importance of ethical business behavior. -A whistleblower (whistle-blower or whistle blower) is a person who tells the public or someone in authority about alleged dishonest or illegal activities (misconduct) occurring in the business organisation. The alleged misconduct may be classified in many ways; for example, a violation of a rule, regulation and/or a direct threat to the stakeholders, such as fraud, health/safety violations, and corruption. Whistleblowers may make their allegations internally (for example, to other people within the accused organization) or externally (to regulators, law enforcement agencies, to the media or to groups concerned with the issues). -Businesses have a Code of Conduct and/or Code of Business Ethics that are actively promoted to the corporation’s employees and that are entrenched in its corporate values. As a business grows and as the business model gets more complex, it is important that we provide the company employees with a common set of guidelines to help reinforce and uphold its values. Codes of conducts are very common in business organization and the members are required to sign to indicate formally their acceptance. E. g. Customers are at the core of the success and must be treated with respect. One way do this is through the customer-focused business model– customer centricity. Customer centricity requires an ongoing relationship of trust between the employee and the customer because the relationship between the customer and the employee is much more than transactional. The employees share an obligation to: †¢ Treat all customers fairly and honestly. †¢ Communicate in a respectful and helpful manner. †¢ Provide prompt and accurate customer service. It is a duty to protect any customer’s information and privacy. †¢ It is extremely important to keep the Company’s private information confidential. Not discuss these confidential matters with anyone outside the organization. -A business success is based on strong relationships with customers, vendors, suppliers and others. Employees and directors are prohibited from: †¢ Taking personal advantage of opportunities that are discovered through the use of corporate property, information or position. †¢ Using corporate property, information, or position for personal gain. †¢ Employees are required to disclose or avoid any activity or interest that may be regarded as a possible conflict with the company’s interest. †¢ Employees are expected to be mindful of the Company’s values and standards in their business dealings. It is never acceptable to solicit gifts, gratuities or business courtesies on behalf of the business organisation for the personal benefit of an employee, family member or friend. †¢ In all situations employees are prohibited from implying that they represent the company in any political activities. †¢ If you are contacted by a representative of any government agency, don’t handle the situation by yourself. Contact your Legal Department. A model of an employee acknowledgment of the Code of ethics of XYZ co. Ltd. I acknowledge that I have received and will comply with XYZ co. Ltd Code of Business Ethics (the Code). I also understand that I have the responsibility to review XYZ co. Ltd policies and procedures. I understand that violation of the policies and ethical standards outlined in the Code may subject me to disciplinary action up to and including termination without notice. I understand that if I have questions related to the standards of conduct outlined in the Code or other Company polices not covered in the Code, I am to discuss them promptly with my manager or the Ethics Office, Human Resources dept. I also understand that I may be required to sign one or more annual statements reporting conflicts of interest or receipt of gifts and gratuities. Date: Name of employee: Department: Employee number: Signature: Sources: Caroll Buchholtz, Business and Society, 5th edn. Robbins P. R, Organisational Behaviour, 11th edn. Weiss J. W, Business Ethics, 4th edn. www. bestbuycanadaltd. ca/ www. edc. ca/ www. ehow. co. uk/ www. wisegeek. com.

A Problem Statement Of Quality Services Information Technology Essay

A Problem Statement Of Quality Services Information Technology Essay CHAPTER 1 1.1 INTRODUCTION Library is the important place for the people especially the students since it helps the students in their learning process. As it seems important for the students, library should be able to provide a conducive environment in order to help the students to do their revision for example. In other words, student satisfaction is an important measure of quality while providing the services in libraries. However, students perceptions about libraries seem to have been largely ignored by library management in developing countries. So, the assessment of quality while giving the services provides an important feedback for libraries to assess and improve its services to its users (Yrd.Doc.Dr. Zeynep Filiz -2007). Good service delivery to students is one of the primary goals of service organizations like libraries and is the ability of any service provider to provide promised products or services. Libraries are essentially learning organizations stimulating academic and research activities by providing access to world-class information resources. Traditionally, the success of any library is measured in terms of the size of its collection, staff, and budget. But in the present day competitive world, the libraries need to go beyond the traditional modes of assessments and apply marketing techniques for understanding customer requirements. Students focus in services delivery is essential for satisfying the students. The success depends on students perceptions or judgment on the quality of products/services provided by the service personnel in libraries and quality is the measure of how well the products/ services delivered meet students expectations (Manjunatha K and Shivalingaiah D-2004). 1.2 PROBLEM STATEMENT Quality services in library are very important aspect in order to satisfy the students through having continuous improvement and the students perception is an important aspect to reveal how satisfied the students towards the library contribution in helping them in learning process. Library must provide a good quality of services, sufficient of collection/information, good activities and staff attitude at the same time solving the challenging faced by them. This can ensure that library can play their role as an academic centre that contributes to a conducive learning environment. If the challenges faced not being solved, it will make students satisfaction become lower and it is hard for the students to find what they want in the library. Therefore, library must find out what kind of solution that needs to be done in order to face the challenges since every year new students come with different needs and expectations. Then, library should do the continuous improvement every time so tha t they could give focus on quality services which makes the service runs smoothly. For that reason, this research is made to know the quality of services provided by UMS library and any continuous improvement can be done if needed. The issues that arise is in terms of the ability of UMS as a learning places to contribute a conducive learning environment in helping the students to access information sources and University to produce a knowledgeable and successful graduate This is accordance with the mission of UMS library Providing comprehensive resources and services to support the university requirements in teaching, learning, research, innovation and publication. So that, this research can measure whether student satisfaction on UMS library services provided fulfill the students need through examine the ability of UMS library in terms of quality services, collection/information, library activities and staffs attitude. 1.3 RESEARCH OBJECTIVE The objectives of this study are: To investigate the students satisfaction on the contribution of UMS library in supporting learning environment process. To determine services at UMS library that need for improvement. 1.4 SCOPE OF STUDY The scope of the study covers the public as the user at UMS library. Public in this scope will involve the final year students that consists of part 6 (semester 2 year 3) students in economy. The purpose by choosing part 6 students is because they are more experience in using the library services. They will now either the UMS library has help them in supporting their learning process over the three years study at UMS. 1.5 SIGNIFICANT OF STUDY 1.5.1 This study as a basis to determine students dissatisfaction towards services given by UMS library. 1.5.2 This study as a platform for the students to express their perception on services given by UMS library. 1.5.3 This study as a basis to identify the area of concern at UMS library. 1.5.4 This study as a platform to suggest possible solution to the problem and for improvement. 1.6 DEFINITION OF TERMS/CONCEPTS 1.6.1 Learning environment The place and setting where learning occurs; it is not limited to a physical classroom an includes the characteristics of the setting (www.teach-nology.com/glossary/terms/l/). 1.6.2 Quality Nunan and Calvert (1992) point out that: The term quality defies any definition which will be universally accepted. When it is linked to performance, quality implies evaluation for comparative purposes; `measures of quality involve norms and standards and judgments of quality are assisted through use of norm or criterion referenced indicators. Where measurement focuses on the student as a product of education, quality is seen as `value-based by the process of education. When the emphasis is management of quality, attention focuses on strategies for achieving or improving quality. 1.6.3 Perception Perception is the process of attaining awareness or understanding of sensory information. 1.6.4 Satisfaction The good feeling that you have when you have achieved something or when you wanted to happen does happen (Oxford Advanced Learners Dictionary) 1.6.5 Library A considerable collection of books kept for use, and not as merchandise, as a private library; a public CHAPTER 2 LITERITURE REVIEW AND CONCEPTUAL FRAMEWORK 2.1 LITERITURE REVIEW The concepts of satisfaction and quality are often used together, and sometimes interchangeably. Few researchers have identified the particular relationship between the two concepts, however a number of general statements have been made. According to Oliver (1981:42) à ¢Ã¢â€š ¬Ã‚ ¦ satisfaction is the emotional reaction following a disconfirmation experience which acts on the base attitude level and is consumption-specific. Perceived quality, on the other hand, is defined and contrasted to satisfaction by (Parasuraman, Zeithaml and Berry, 1988:16) as à ¢Ã¢â€š ¬Ã‚ ¦ a global judgment, or attitude, relating to the superiority of the service, whereas satisfaction is related to a specific transaction. Thus, these two concepts are related in that incidents of satisfaction, over time, result in perceptions of quality (Hebert, 1993:21). However, academic libraries are facing two major threats: a global digital environment and increasing competition. They must improve the quality of their services in order to survive (Rowena Cullen, 2001). Each year new students enter the learning environment with varying library usage and information gathering skills. Millson-Martula and Menon (1995) state that one element of high quality service is the incorporation of users personal needs and expectations into the development of programs and service. The concept of user satisfaction in the library literature likewise has evolved to include a broader focus on the users perspective of the library. Applegate (1997) defines user satisfactionà ¢Ã¢â€š ¬Ã‚ ¦ as a personal, emotional reaction to a library service or product. Bitner and Hubbert (1994) suggest that it consists of service encounter satisfaction, the consumers dis/satisfaction with a discrete service encounter, and overall service satisfaction, the consumers overall dis/satisfaction with the organization based on all encounters and experiences with that particular organization. In addition, a characteristic of service delivery is the simultaneous nature of production and consu mption (Zeithaml Bitner, 1996). Customers are usually involved in some (if not all) of the production processes and therefore have an impact on the outcomes of the service delivery and their satisfaction with it. Bowen (1986), Mills and Morris (1986), and Kelley, Donnelly and Skinner (1990), have shown that participation, or the use of customers as partial employees, can improve productivity for providers as well as improving service quality and customer satisfaction. Bateson (1985) note that problems in the service encounter are often due to conflicts over who is in control of the service interaction, and hence, a way of increasing control for the customer is to offer alternatives or choices within the service setting, such as providing on-site or remote access to electronic resources, loan or photocopying of printed materials, self-service or staff service facilities, silent study or discussion areas, on-site or telephone or email or postal reference consultation. Service providers must develop mechanisms in order to ensure that customers provide the required information and effort to facilitate the service encounter and outcome (Kelley, Donnelly Skinner, 1990). However, though quality is a much studied subject in manufacturing as well as service sectors, there is no universally accepted definition to define quality. The definition of quality is subjective, personal and changes from person-to-person, place-to-place, organization-to-organization, situation-to-situation and time-to-time. However, Conformance to Standards and Fitness for Use is the classic definitions of quality. The quality as a subject of academic interest took momentum in 1950s as a result of the studies on the subject of quality by management gurus like Deming, Juran, Crosby, Taylor, Feigenbaum, and Peters. However, the concepts of quality were mainly applied to products in the manufacturing sector. Due awakening of consumerism in 1980s, the quality of service as a subject of academic interest caught the attention of marketing professionals and they attempted to define service quality from customers perspective. Experts like Kotler, Levitt, Gronroos, Garvin, Cronin, Taylor, Teas, Rust, Parasuraman, Zeithaml, and Berry have contributed to the growth of the subject and many models were developed on its measurement. The team of Parasuraman, Zeithaml and Berry (hereafter PZB) had conducted several research studies to define service quality and identify the criteria that customers use while evaluating the service quality in service organizations. They define service quality as the extent of discrepancy between customers expectations or desires and their perception of what is delivered. In other words, it is the comparison of what customers expect before the use of product or service with their experience of what is delivered. According to Professor Gaynor Taylor, Deputy Vice-Chancellor of Leeds Metropolitan University in her talk on seminar of the impact of Libraries on Learning, Teaching and Research (LIRG) (2001), she spoke of the impact of libraries on cultural and educational life across the country and their key role in enabling and expanding participation in education and lifelong learning. She then went on to praise the role of libraries, arguing that they were central to academic communities. She emphasized the benefits of integrating libraries fully into the student learning experience. Libraries need to be involved from the very beginning of course development and need to make relevant information available in ways that suits users access needs. According to Stamatoplos (1998), consideration of satisfaction should be an important part of the evaluation of library services. Satisfaction depends, to some extent, on patron expectations of services. Satisfaction appeared to be related to student perceptions of information accessibility, staff competence and helpfulness, computer usefulness and ease of use, and skill level for using libraries. He questioned why should library administrators care about patron satisfaction? Some think patron satisfaction is of secondary importance that the purpose of a library is to provide information services and that evaluation of the library performance ought to be judged from that perspective alone. However, others recognize that failing to satisfy the patron is failing to serve the patron. This is not about just making patrons feel good. There is a basic reason for focusing on patron satisfaction: Who is the best judge of whether a patron has been served well or poorly? Professional librarian s may know whether they have provided accurate, timely information in response to a request. Is that enough? Clearly, accurate and timely information is a minimum requirement, but unless the patron is satisfied, in general, the service could have been better. Based on his research on the Effects of Library Instruction on University Students Satisfaction with the Library, he found that the patrons experienced less difficulty in finding material than expected, the patrons also received materials faster than expected; average and maximum wait times were shorter than expected for both books and articles. In terms of the perception of staff helpfulness, patrons perceived the library staff to be significantly less helpful than expected. In addition, in his findings on the perceptions of information accessibility he found that the proportion of needed materials available at the library, the difficulty of finding the materials, and the maximum wait time for articles are all significantly re lated to overall satisfaction with the library. Besides that, in terms of the perceptions of staff competence and helpfulness, it shows that the perceptions that library staffs are competent and helpful are highly correlated with overall satisfaction. Based on the research done by Steve Hiller (2001) on the Assessing User Needs, Satisfaction, and Library Performance at the University of Washington Libraries, the 1998 survey asked whether libraries were open when needed on evenings, weekends, summer, and interim periods. Graduate students, as the case with the previous two surveys, had the lowest satisfaction with hours while faculty had the highest, undergraduate student satisfaction had slipped from 1995 when it was similar to faculty satisfaction. When asked to choose from a list of priorities, more than 37 percent of graduate students and 42 percent of undergraduates chose increased library hours as a priority compared to 17 percent of faculty. Graduate students also wrote more comments about hours than any other group. So, responses to overall library satisfaction questions on the 1998 survey showed faculty had the highest satisfaction while undergraduate students the lowest. According to research done by Noriah Mohamed Ali on the Staff Professionalism in University (Universiti Teknologi MARA, Shah Alam), she said that in organization fulfilling customer satisfaction is very important. It is a part of staff jobs. Customers do not ask for too much, it is enough if staff can provide them with clear information, courtesy, the ability to answer them politely and the service can easily be accessible. In service oriented organizations, staff has a big responsibility to treat customers well. This is because service is their core business like in library. As an important person in library, there is no emotional influence in delivering services to the students. Staff must be professional in dealing with students. They should be helpful, polite, friendly, respectful, well trained and knowledgeable. All these will lead to the students satisfaction. Based on this research also, it shows that there is linear relationship between knowledge level of staff and customers satisfaction. Customers need to get information and staff needs to be able to respond to customers questions. It may be that, staff needs to have some alternative methods in answering customers questions. Staff should not cause customers to doubt and be confused about the solution offered by them. Staff needs to have better knowledge in academic affairs and other matters that related to the university. On the other hand, based on the research done by Norliya Ahmad Kassim (Faculty of Information Management, Universiti Teknologi MARA, Shah Alam, MALAYSIA) and Khasiah Zakaria (Perpustakaan Tun Abdul Razak , Universiti Teknologi MARA, Shah Alam), they were investigate users perceptions on the contributions of Universiti Teknologi MARA (UiTM) Libraries in creating a learning environment. It shows that the library users were only quite satisfied in terms of the services, collection/information, and activities of the library as a whole. The findings revealed that users were least satisfied with the attitude of the library staff compared with other aspects of the library evaluated. Among the four aspects of the library, respondents were relatively most satisfied with collection/ information (mean score = 3.27), followed by services to users (mean score = 3.18), library activities (mean score = 3.16) and staff attitude (mean score = 3.06) in that order. The information produced through this study will be of use to the improvement of library services and betterment of the library profession, and serve as a contribution to the body of knowledge in the area of user satisfaction on libraries contribution and their services to users. There is an urgent need to examine the perceptions of the students on the contribution of UMS library in creating learning environment process. 2.2 CONCEPTUAL FRAMEWORK Independent variables Dependent variable Perception of the students Collection / information provided Library activities Staffs atitude Quality services Figure 1 2.2.1 INDEPENDENT VARIABLES: SERVICES 2.2.1.1 Quality services Quality services is refer to opening hour, signage, reference service, willingness to help, performing services right, photocopy services and etc. 2.2.1.2 Collection/Information Collection/Information is refer to past exam papers, OPAC stations, comprehensive online database, accessible on digital collection, up-to-date information, comprehensive books collection and complete relevant journal. 2.2.1.3 Academic activities Teaching, learning and training that library provide to the students. 2.2.1.4 Staffs attitude Appearance, knowledgeable, confidence, availability and motivate learning are refer to the attitude that shows by the librarys staff. 2.2.2 DEPENDENT VARIABLE: PERCEPTION Perception is the process of attaining awareness or understanding of sensory information. CHAPTER 3 RESEARCH METHOD 3.1 Research Design For the purpose of this study, the research design will be sample survey. It means the administration of questionnaires to a sample of respondents selected from some population. Types of approaches being used is by a questionnaire survey. 3.2 Unit of Analysis As the study will identify public perception towards the contribution of UMS library in supporting learning environment process, therefore the unit of analysis will be the final year students in school of Economy and Business study. 3.3 Sample size The sample size for the purpose of this study is 100 respondents. 3.4 Sampling Technique In this study, the stratified random sampling will be used. This sampling design which is the most efficient is a good choice when differentiated information is needed regarding various strata within the population which are known to differ in their parameters (Sekaran 2003). The population from this study consists of the user of UMS libraries. 3.5 Research Measurement/instrument The questionnaire used was structured into 3 sections. Section A focused on the personal data of the respondents such as age, gender, education level and the frequency using the UMS library services. The respondent only need to label the data related to them. Section B focuses on the perception of the students on contribution of UMS library in supporting learning environment process. The question is regarding on four elements that consists the quality of services, collection/information, library activities and staffs personality. The respondents were answer according to five-point of likert scale that indicate 1 is strongly disagree, 2 is disagree, 3 is neither agree or disagree, 4 is agree and 5 is strongly agree. The respondent required to circle one of it. Respondent perception is measure according to five-point of likert scale. Respondents were ask with certain statement to look their respond on that statement either they agree or disagree. Agree or disagree on that statement will reflect their perception. Finally, Section C consist only one question which is regarding the satisfaction on the contribution of UMS library in supporting learning environment process. This is the overall satisfaction of the students based on the question ask in section B. In this section, the respondents answer were also based on the likert scale (5 points) .The respondent were required to express their satisfaction towards the UMS library contribution from 1 is refer to worst perception to 5 refer to better perception. 3.6 Data collection Basically, there are two method used for the collection. Those are primary data collection and secondary data collection. Primary data is a data which collected originally by the researcher based on his effort. Example, the data for this study will be collected through questionnaire to the focus group. This method was chosen because the designed questionnaire could be sent personally to them in a limited time and they have to return it back on that time. While, secondary data is the information which is already in existence that related to the study. It includes the data from the journal, book, and internet search. For this study, both of the data collection method is being used so that it will be help in term of an understanding and the accuracy of information that will be received. 3.7 Data Analysis The data analysis for this study conducted through Statistical Package for Social Science software or SPSS version 17.0 which use the descriptive analysis and also crosstab. SPSS will be used as medium to analyze the data where the raw will be entered in the computer as a data file. By using the tools, any missing value can easily be identified. The tool will help in analyzing data such as table, figure also percentage.

Charles Dickens Narrative Styles

Charles Dickens Narrative Styles As the voice of a fictional and, sometimes, nonfictional literary work, the narrator is often the central feature in literary works and is given a number of responsibilities. Depending on how the narrator is attached to the particular story or book, these roles include helping to lend a voice to the authors thoughts as well as frame the story and ensure focus, deliver the plot, and provide perspective. Narration can be delivered by either indirect discourse or omniscient narration based on the authors intent, providing a range of techniques that add credibility to the story or lead the reader to question or distrust the narrator, depending on the characterisation, language, and plot line that is being utilised. The narrator can be the main character but they can also be a minor character, a combination of characters, or even serve an omniscient role as a storyteller who is not part of the story. On a simple and straightforward level, both books utilise the narrator as a way of reminding the reader about the plot, framing the story and focusing the action due to their serialised nature. In this way, both narrators explain gaps in time and action, speaking to the reader and helping elicit their thoughts of what had previously happened. Both serve as directors in terms of guiding the reader through the story and uncovering what they want to be seen or what they want the reader to ponder in terms of the intention of meaning whilst still being able to establish boundaries around what is to be inferred from reading the narrative (Brooks, 503). On a deeper level further explored within this paper, both narrators represent the overriding theme of Victorian literature that Dickens has made famous in terms of the weak supporting the strong as well as the poor satiating the wealthy (Bloom, 155). In this way, the narrator also serves as a device to hold up and guide the reader through t he construction of the story but also a construction of the human self. As the narrator of Great Expectations, Pip takes on a number of roles as he moves from a young child to mature man, providing a humanistic touch to Dickenss often bleak and despairing tales. The reader can then relate to in these terms of following his expectations and doubts about how he will fare in life as well as ascertaining his sense of values set against those of society by reflecting on what he is learning about himself. Overall, as a narrator, it is Pip who serves to connect the concepts of character and event within the plot, linking these together in a manner that helps the reader stay meaningfully connected to the story (Gissing, 95). In this way, Dickens uses Pip as a way of making a commentary about society, morality, and class struggles with an overriding narrative that experiences greed, wealth, and power whilst trying to remain hardworking, ethical, and caring. Instead of making the commentary directly, Dickens establishes the narrator as a way of disassociating hims elf as the author in the readers mind from the story so that Pip becomes the translator for what Dickens is trying to communicate to the reader (Miller, 249). What sets the narrative apart in Great Expectations is the complex form in terms of Mr. Pirrip, the grown Pip, reflecting on his life as a poor boy and doing so from the perspective of a mature and somewhat successful businessperson. He seems to tell the story in a calm and reflective tone that does not appear to be angry with his childhood despite having expectations in youth that went unfulfilled. Even in retelling situations that were rather traumatic and cruel, Pip remains detached. This illustrates how Dickens uses this tone to build sympathy and create a distinction between the bad society and the good nature of some human beings. He provides a matter-of-fact tone to what could be considered a serious commentary on society of the day. This can be seen as he states, I tell this lightly, but it was no light thing for me (Dickens, 235). This sense of detachment and isolation from previous events illustrates how a narrator can be positioned in a way that shows how all human relationships are not logical and rational in terms of communication, interaction, and level of meaning but that life is a much more complex and illusive set of actions and mindsets (Vande Kieft, 325). There are also times where the limitation of what the narrator chooses to relay or how it is being relayed will greatly impact on the readers reaction to what the narrator has to say, thereby influencing the reader to potentially draw certain conclusions. This can especially be the case for Pip as Dickens tries to use the narration to explain the movement from self-awareness to self-acceptance that expectations are often replaced by doubt when society has the power and cruelty to control ones existence (Dessner, 436). Throughout all of his novels, including Hard Times and Great Expectations, Dickens makes it clear that he would like to remain detach ed from the story and the narrator he has created, somewhat inferring his own distrust of the narrator but acknowledgement that the device helps him achieve his intent as a writer (Daldry, 99). The fact that he seems to change from making assumptions about his childhood to a defensive tone that illustrates confidence in his memory and his feelings positions Pip as a more trustworthy narrator in terms of making him more human and akin to the reader (Daldry 1987,141). Yet, even the desire to trust Pips perspective is taken off-balance when the reader discovers later on in the story that they have been intentionally deceived about certain episodes. In this way, Dickens is able to put the reader in the same frame of mind as the innocent and naÃÆ' ¯ve Pip who, as a child, had considered certain people trustworthy only to find that he had been deceived. In this way, the narrative becomes a reflective device that Dickens uses to make the reader feel what he is trying to explain about society and the lack of morality and integrity in the world. This is also carried out through Pips sense of that helplessness over his situation based on how overwhelmed the other characters make h im feel. This adds to the mood and emotion of the novel which is emitted through Pip and to the reader (Woloch, 178). This sense of being overwhelmed may lead Pip to be somewhat unreliable as the other characters dominate him and tend to shape his self and the readers sense of his personality and character (Woloch, 178). The continued focus of Dickens on the concept of how personality forms (Morgentaler, 1) is also explored through the narrative techniques of Hard Times. Like Pip, the anonymous narrator in Hard Times is also used as a device to help the reader feel a sense of isolation of self set against a harsh society (Miller, 251) as well as express an individuals sense of self in relation to society and in relation to other individuals (Miller 1958, 225). There is a similar realisation with this narrator in terms of explaining what he had perceived as reality that, upon further existence and exploration, was not correct nor was it logical, leading him to re-examine himself and his life (Dickens, 29). Using this technique in both books is also a way for Dickens to lend a deeper perspective for the reader in terms of providing what may seem like a confusion or fragmentation of views by the two narrators (Shires, 18). This fragmentation can be seen in how Pip and the anonymous narrator tend to change their minds about various actions or situations that they are relating as well as becoming more emotional at times whilst other situations are explained calmly and rationally, sending the reader through a kaleidoscope of perspectives about various events in the book. In this way, Victorian literature utilised the narrator as a device for moving away from Realist literature that was focused on reconciliation and wholeness. Instead, books by Dickens and others during the time pushed the boundaries of what the reader could handle by providing a narrator who could guide and frame the readers journey through which perspectives were tested, altered, or replaced by another (Shires, 18). This open sense of the world and society provides an omniscient sense to the narration within Great Expectations, which one critic described as a first-person narrator trapped within third person narrative world (Woloch, 178). In understanding the differences in narrative technique, first person narrative makes a qualitative distinction between the human figure who narrates the story (and it is thus presented as an agent or subject of perception) and the characters he writes about (mere objects of perception) (Woloch, 178). In this case, Pip is narrating his perception of his own character or self, which leads him to continually attempt to detach himself. The reader then determines what the mature Pip is really thinking about in terms of his life, his connection to society, and his sense of self. However, it is within Hard Times where Dickens more loosely uses an alternative personality to cover up his direct communication to the reader in the form of an indirect discourse and the use of omniscient narration. In this manner, there is a framed structure because the narrator is telling a story that seemingly has a different protagonist than the narrator (Woloch, 178). This was a way to transmit his perspective on political and social issues of his time even though his intent was for the reader to focus on the creation of an omniscient narrator who is simply helping the reader look beyond the fictional world and draw conclusions about real society and the one within Hard Times (Watts, 135). As an omniscient narrator, there is also a vagueness that is pronounced in terms of how situations are described or what they are to symbolise in terms of making an inference to the political and educational systems of the day (Watts, 138). Whilst there are many places in which it would seem as though the narrator would come out and direct the reader to a certain belief, such as destroying mills, it is never said; it is only inferred (Watts, 139). Hence, the conclusions based on the re-examination and evaluation of self through the omniscient narrator is left more up to the reader in Hard Times than the more direct, but still somewhat caged, responses of Pip in Great Expectations. Whilst seemingly left up to the reader, there is room to consider the possibility that, despite room for interpretation that an omniscient perspective allows the reader to draw their own conclusions, Dickens still seems to allow both narrators only enough license to review certain information by which to manipulate control of the readers point of view thereby inciting a certain sympathy or contempt for different groups of people within society (Boege, 90). This same perspective was also noted by a researcher who said, In a sense, the whole purpose of the novel is to convince us of a number of equivalences, most particularly that between the educational philosophy of Gradgrind and the economic theory and practice of the new industrialism (Bloom, 120). Leaving the narration to be conducted by a somewhat anonymous voice is Dickenss way of not focusing the reader on the actual elements of character of the narrator but keeping the reader solely set on understanding the purpose of the novel. In this way, the reader is connected to the information provided by the anonymous reader in an unemotional manner that does not bring personal interest into the controversial subjects of the novel, including the grinding ugliness of industrial development; the abstract theory of Utilitarianism; shallow self-interest; the anti-social force of the capitalist; and trade unions (Hosbaum, 174). In many ways, information and perspectives about these subjects a re provided in a detached manner somewhat similar to Pip who seemed, at times, to be narrating someone elses life. In both novels the narrators attempt in a personal and direct way with Pip in Great Expectations and with an omniscient manner in Hard Times to tell the reader about society and how what is ideal and moralistic is not necessarily what reality involves, especially in light of the individuals who seemingly are not able to make a difference in terms of overcoming society with their expectations of how things should be (Jordan, 70). Both transmit Dickenss messages about the struggles of humanity against a powerful and greedy society (Jordan, 78). In both of Dickenss texts, the narrators provide the tools by which the reader can receive the context of what Dickens wants to communicate so as to transmute the relevance of the social and political messages that appear in these books (Walsh, 36). Whilst the information within the texts is viewed as fiction, Dickens employs his narrators to provide a level of authenticity, honesty, and relevance to the fiction by which the reader can glean kno wledge of specific events and issues that have occurred in the real world as opposed to just being viewed as fictional events (Walsh, 36). As one critical analysis of narrative techniques noted, The knowledge offered by fictionà ¢Ã¢â€š ¬Ã‚ ¦is not primarily specific knowledge of what is (or was), but of how human affairs work, or,à ¢Ã¢â€š ¬Ã‚ ¦how to make sense of them-logically, evaluatively, emotionally (Walsh, 36). Hence, through an omniscient presence as well as through the presentation of a sympathetic narrator like Pip, the reader can make connections to these books, which helps deepen the contextual effect that Dickens is trying to create. The narrators are a way to connect the cognitive processes of the author and the reader, thereby passing on knowledge of reality but doing so through a fictional process that is guided and controlled by the narrator. Throughout both books, Dickens attempts to take the reader into the mind of his characters, himself, and society as a way to connect the reader to the events and issues of his day whilst still trying to provide a number of perspectives by which to humanise the st ory and to build sympathy for the points he is attempting to make about the real world.

Colt: A Man And His Guns :: essays research papers fc

Colt: A Man and His Guns The Colt six shooter will always be a legend to many fighting men. Whether you know it as an accurate, cowboy, Texas Ranger, gun-slinging, out West, corral gun, or as a little protection, the Peacemaker by Samuel Colt and Samuel Colt will never be forgotten. Samuel Colt is known as the inventor of the first revolving firearm. Colt was born in 1814 to a family were money was not the pressing issue. His father , Christopher, was a man that owned his own silk mill in the town where Colt was born, Hartford, Connecticut. Colt's mother died when he was six and his father's business started to fail. When Colt Colt was seven, he was fascinated by guns. He took apart his father's gun in a field and was able to successfully rebuild it. At the age of ten Colt was an apprentice in his fathers mill, mostly dying clothes. Science, adventures of an active life, and mechanics were all the favorite passions of young Colt. The adventures eventually led Colt into trouble. At the age of seventeen Colt was expelled form a preparatory school in Amherst, MA. During the years of 1830 - 1831 Colt voyaged to India.. It was during these years that Colt first conceived the idea of a revolving firearm. Some think it may have come from watching the revolving wheel of the ship, turning and locking. While on board ship, Colt must have seen other revolving firearms in London or India. He carved a wooden model of his ideal gun while he was at sea. None of what Colt may have previously seen on revolving guns could have led to his invention. His ideas were not copied from any source, even though the revolving idea was not unique. When Colt arrived home from sea, he showed the wooden model to his father and a family friend. This friend was Henry Ellsworth, Commissioner of the United States Patent Office. Both Colt's father and Mr. Ellsworth were greatly impressed by the model. They encouraged Colt to file for a patent for his revolving firearm. In the year 1831 Colt hired a man to create the first working model. In 1836 Colt began the production of the first revolver after his petition for the patent. Between these years Colt presented lectures on chemistry and did practical demonstrations of laughing gas. On February of the 25, in the year 1835, the first United States patent was granted for Colt revolver. The patent that Colt received covered eight basic features. First, the application of caps at the end of the gun cylinder.

The European Union (EU) vs the North American Free Trade Agreement Essa

The European Union (EU) vs the North American Free Trade Agreement Introduction The European Union (EU) is the organization which integrates the countries listed below, both politically and economically. It is a customs union, which is an agreement amongst a group of countries to eliminate trade barriers between them on the movement of goods, services, labor and capital, and also to establish a common external tariff on goods and services coming into the union. The EU evolved from the European Coal and Steel Community (ECSC), which was formed in 1951 as a response to the First and Second World Wars to try to ensure future peace in Europe. This became the European Economic Community (EEC) in 1965, which in turn became the European Union in 1992 following the signing of the Maastricht Treaty. The North American Free Trade Agreement (NAFTA) has brought economic growth and rising standards of living for the people of all three member countries since 1994. As well, by strengthening the rules and procedures governing trade and investment throughout the continent, NAFTA has proved to be a solid foundation for building Canada’s future prosperity. NAFTA has enabled both Canada and Mexico to increase their exports to the United States: Canadian manufacturers now send more than half their production to the U.S., while Mexico’s share of the U.S. import market has almost doubled from 6.9% in pre-NAFTA 1993 to 11.6% in 2002. Manufacturers in all three countries are better able to realize their full potential by operating in a larger, more integrated and efficient North American economy. In 2002, Canada was the most important destination for merchandise exports from 39 of the 50 U.S. states. Relevant Sections Trading Blocs .. ...ading blocs: the growth of regionalism in the world economy’, New York: John Wiley & Sons. Hopkinson, N. (1992) ‘Completing the GATT Uruguay Round: renewed multilateralism or a world of regional trading blocs’, Wilton Park Paper No. 61 London. Hunt, D. (1989) ‘Economic theories of development: an analysis of competing paradigms’, New York: Harvester Wheatsheaf. O’Brien, R. (1992) ‘Global financial integration: the end of geography’, London: Pinter. Preeg, E. M. (1989). The GATT trading system in transition: an analytic survey of recent literature. The Washington Quarterly 12, 201-213. Schott, J.J., ed. (1989) ‘Free trade areas and U.S. trade policy’, Institute for International Economics, Washington, D.C., p. 59 United Nations Conference on Trade and Development (UNCTAD) (1999) ‘Handbook of Trade and Development Statistics’, Geneva: United Nations.

Environmental Ethics Essay -- Ethics Philosophy Global Warming Climate

Our modern industrial society provides us with great physical and psychological comfort. We live not with a fear for our lives, we are politically stable and dominant; even the terrorist attacks against us cannot strip us of our safety bubble. We live with the luxury of convenience provided by our technologies, such as household appliances, personal computers, indoor heating and plumbing, personal automobiles with â€Å"endless fuel† the list is infinite. We live in a disposable society, where it is not commonplace to have material goods fixed, but rather replaced. We have disposable everything, diapers, water bottles, contacts, paintbrushes†¦ again, our convenience is never-ending. This convenient lifestyle coupled with our massive desire for material goods has created immense devastation to the Earth. As time progresses we learn of more tragic outcomes of our lifestyles. I will discuss the major environmental tragedies that are facing our planet and possible solut ions to the disasters. I will also give comparative thoughts by a handful of philosophers and dispute our moral obligations to the environment and for those whom occupy it. I feel that we need to do something soon to stop the destruction before it is too late. First off, the biggest argument for preserving the environment would be; we have an obligation to future generations. Singer discusses these thoughts in his chapter on environmental ethics in his book, Practical Ethics. He begins with the assumption that people are self-interested, and while current philosophy and economics fail to present answers to the problem of obligations to future generations, we still have them. He recognizes that we do not know exactly what future people will cherish; will they cho... ...e need to come together and work towards a common goal: a cleaner America. Don’t think with tunnel vision, think long term, and consider how quickly humans have made an impact on the environment. Earth has been surviving with out us for millions of years and it took us a couple hundred to wreck havoc. There are small things that we can do everyday to help right here in Alma; recycle, walk to 7-11, bike to the baseball games, and etc. All great things start with an idea and starting is the hardest part. Sources * Flavin, Christopher. The Heat is On: The Greenhouse Effect. * Gross, Rita. Toward a Buddhist Environmental Ethic. * Pajman, Louis. Environmental Ethics: Reading in Theory and Application. Wadsworth Publishing Co. March 2002. * Singer, Peter. Practical Ethics. New York: Cambridge University Press, 1996.

The Handsomest Drowned Man Close Reading Essay

Sha-Dasha Poe November 12, 2012 2nd Period Close Reading Essay Digging deep within The Handsomest Drowned Man in the World Gabriel Garcia Marquez intoduction of â€Å"The Handsomest Drowned Man in the World† already questions the story just from the thought of the title. How can a drowned man be handsome is the main question. The title of the story itself portrays imagery, allegory and imagery. This handsome drowned man is the main character of this whole story. To start with, this story is full of sea imagery.The story starts off with children playing on a beach and notices something floating about in the sea. When the object eventually floats upun the shore, the children immediately starts to play with it. The object is described as a whale, a ship, and then a nasty sea monster. When Estebans body floated upon shore they removed the seaweed, jelly fish tentacles, and the remains of fish. We were told that he had the smell of the sea about him. The women of the town used a sa il to make him a shirt.The women also stated that if he were alive â€Å"he would have had so much authority that he could have drawn fish out of the sea by simply calling their names†. Later within the story, the women imagine â€Å"his soft pink sea lion hands† as he â€Å"stretched out like a sprem whale†. This drowned man is clearly known as an object of the sea. He comes from the sea in the beginning and eventually ends up back in the sea. The relationship of the drowned man to the sea initiates his role as a supernatural mythical creature that didn’t belong on earth as a human being.Furthermore, the author then goes to use allegory to represent the drowned man in comparison to something or someone else. The drowned man represents numerous mythical creatures and historical figures. First, the women of the village name him Esteban. At this very moment, Marquez has grabbed the readers attention as to who Esteban is and how did the villagers come about with this name. Esteban is another name for Estevanico which means a slave from the 1500’s who was suppose to be the first man born in africa to ever step foot in the mericas. Esteban became legendary in Latin America and was given a list of incredible skills. Marquez also stated that the younger women hoped that the drowned man was Lautaro. Lautaro was a military leader of the Native Americans. The handsomness and masculinaty of the drowned man inspires the young women that he is Lautaro. The representation of Esteban and Lautaro shows a hidden message of leaders in comparison to the drowned man. The author also used historical leaders to illustrate the meaning of the drowned man.Also, the author describes the town in the beginning as â€Å"twenty odd wooden houses that had stone courtyards with no flowers†. Throughout the story the women imagined that if the drowned man was alive, he would have put so much work into his land that springs would burst through and that he would have planted flowers along the cliff. At this point, we notice the contrast beteen the villagers and the drowned man. The drowned man brings much color and liveliness to the grey town of the villagers.The drowned man also brings the thought of springs and flowers to the village. As the woman began to prepare his funeral, they went to go get flowers from neighboring villages. They then told the other women about the drowned man and they too followed the villagers to bring flowers t the funeral. After the other women seen the drowned man, they also startede to admire him and went to seek more and more flowers. The flowers symbolize the ability of someone who’s great to seek out others to do something great.They also symbolize love and respect to those who once lived. In Conclusion, the author used three literary devices to explain and bring out hidden messages of the story to grasp the reader’s attention. This is a great way to keep readers interested in the sto ry’s theme/central message. At this point, we now know that Marquez likes for the reader to dig deep within to understand the essential thought of the story. He used a drowned man to bring out the greatness of a whole village and to change their whole aspect of life within their own village.

Digital Fortress Chapter 71-75

Chapter 71 Tokugen Numataka lit his fourth cigar and kept pacing. He snatched up his phone and buzzed the main switchboard. â€Å"Any word yet on that phone number?† he demanded before the operator could speak. â€Å"Nothing yet, sir. It's taking a bit longer than expected-it came from a cellular.† A cellular, Numataka mused. Figures. Fortunately for the Japanese economy, the Americans had an insatiable appetite for electronic gadgets. â€Å"The boosting station,† the operator added, â€Å"is in the 202 area code. But we have no number yet.† â€Å"202? Where's that?† Where in the vast American expanse is this mysterious North Dakota hiding? â€Å"Somewhere near Washington, D. C., sir.† Numataka arched his eyebrows. â€Å"Call me as soon as you have a number.† Chapter 72 Susan Fletcher stumbled across the darkened Crypto floor toward Strathmore's catwalk. The commander's office was as far from Hale as Susan could get inside the locked complex. When Susan reached the top of the catwalk stairs, she found the commander's door hanging loosely, the electronic lock rendered ineffective by the power outage. She barged in. â€Å"Commander?† The only light inside was the glow of Strathmore's computer monitors. â€Å"Commander!† she called once again. â€Å"Commander!† Susan suddenly remembered that the commander was in the Sys-Sec lab. She turned circles in his empty office, the panic of her ordeal with Hale still in her blood. She had to get out of Crypto. Digital Fortress or no Digital Fortress, it was time to act-time to abort the TRANSLTR run and escape. She eyed Strathmore's glowing monitors then dashed to his desk. She fumbled with his keypad. Abort TRANSLTR! The task was simple now that she was on an authorized terminal. Susan called up the proper command window and typed: ABORT RUN Her finger hovered momentarily over the ENTER key. â€Å"Susan!† a voice barked from the doorway. Susan wheeled scared, fearing it was Hale. But it was not, it was Strathmore. He stood, pale and eerie in the electronic glow, his chest heaving. â€Å"What the hell's going on!† â€Å"Com†¦ mander!† Susan gasped. â€Å"Hale's in Node 3! He just attacked me!† â€Å"What? Impossible! Hale's locked down in-â€Å" â€Å"No, he's not! He's loose! We need security inhere now! I'm aborting TRANSLTR!† Susan reached for the keypad. â€Å"DON'T TOUCH THAT!† Strathmore lunged for the terminal and pulled Susan's hands away. Susan recoiled, stunned. She stared at the commander and for the second time that day did not recognize him. Susan felt suddenly alone. Strathmore saw the blood on Susan's shirt and immediately regretted his outburst. â€Å"Jesus, Susan. Are you okay?† She didn't respond. He wished he hadn't jumped on her unnecessarily. His nerves were frayed. He was juggling too much. There were things on his mind-things Susan Fletcher did not know about-things he had not told her and prayed he'd never have to. â€Å"I'm sorry,† he said softly. â€Å"Tell me what happened.† She turned away. â€Å"It doesn't matter. The blood's not mine. Just get me out of here.† â€Å"Are you hurt?† Strathmore put a hand on her shoulder. Susan recoiled. He dropped his hand and looked away. When he looked back at Susan's face, she seemed to be staring over his shoulder at something on the wall. There, in the darkness, a small keypad glowed full force. Strathmore followed her gaze and frowned. He'd hoped Susan wouldn't notice the glowing control panel. The illuminated keypad controlled his private elevator. Strathmore and his high-powered guests used it to come and go from Crypto without advertising the fact to the rest of the staff. The personal lift dropped down fifty feet below the Crypto dome and then moved laterally 109 yards through a reinforced underground tunnel to the sublevels of the main NSA complex. The elevator connecting Crypto to the NSA was powered from the main complex; it was on-line despite Crypto's power outage. Strathmore had known all along it was on-line, but even as Susan had been pounding on the main exit downstairs, he hadn't mentioned it. He could not afford to let Susan out-not yet. He wondered how much he'd have to tell her to make her want to stay. Susan pushed past Strathmore and raced to the back wall. She jabbed furiously at the illuminated buttons. â€Å"Please,† she begged. But the door did not open. â€Å"Susan,† Strathmore said quietly. â€Å"The lift takes a password.† â€Å"A password?† she repeated angrily. She glared at the controls. Below the main keypad was a second keypad-a smaller one, with tiny buttons. Each button was marked with a letter of the alphabet. Susan wheeled to him. â€Å"What is the password!† she demanded. Strathmore thought a moment and sighed heavily. â€Å"Susan, have a seat.† Susan looked as if she could hardly believe her ears. â€Å"Have a seat,† the commander repeated, his voice firm. â€Å"Let me out!† Susan shot an uneasy glance toward the commander's open office door. Strathmore eyed the panicked Susan Fletcher. Calmly he moved to his office door. He stepped out onto the landing and peered into the darkness. Hale was nowhere to be seen. The commander stepped back inside and pulled the door shut. Then he propped a chair in front to keep it closed, went to his desk, and removed something from a drawer. In the pale glow of the monitors Susan saw what he was holding. Her face went pale. It was a gun. Strathmore pulled two chairs into the middle of the room. He rotated them to face the closed office door. Then he sat. He lifted the glittering Beretta semi-automatic and aimed steadily at the slightly open door. After a moment he laid the gun back in his lap. He spoke solemnly. â€Å"Susan, we're safe here. We need to talk. If Greg Hale comes through that door†¦Ã¢â‚¬  He let it hang. Susan was speechless. Strathmore gazed at her in the dim light of his office. He patted the seat beside him. â€Å"Susan, sit. I have something to tell you.† She did not move. â€Å"When I'm done, â€Å"he said, â€Å"I'll give you the password to the elevator. You can decide whether to leave or not.† There was a long silence. In a daze, Susan moved across the office and sat next to Strathmore. â€Å"Susan,† he began, â€Å"I haven't been entirely honest with you.† Chapter 73 David Becker felt as if his face had been doused in turpentine and ignited. He rolled over on the floor and squinted through bleary tunnel vision at the girl halfway to the revolving doors. She was running in short, terrified bursts, dragging her duffel behind her across the tile. Becker tried to pull himself to his feet, but he could not. He was blinded by red-hot fire. She can't get away! He tried to call out, but there was no air in his lungs, only a sickening pain. â€Å"No!† He coughed. The sound barely left his lips. Becker knew the second she went through the door, she would disappear forever. He tried to call out again, but his throat was searing. The girl had almost reached the revolving door. Becker staggered to his feet, gasping for breath. He stumbled after her. The girl dashed into the first compartment of the revolving door, dragging her duffel behind her. Twenty yards back, Becker was staggering blindly toward the door. â€Å"Wait!† He gasped. â€Å"Wait!† The girl pushed furiously on the inside of the door. The door began to rotate, but then it jammed. The blonde wheeled in terror and saw her duffel snagged in the opening. She knelt and pulled furiously to free it. Becker fixed his bleary vision on the fabric protruding through the door. As he dove, the red corner of nylon protruding from the crack was all he could see. He flew toward it, arms outstretched. As David Becker fell toward the door, his hands only inches away, the fabric slipped into the crack and disappeared. His fingers clutched empty air as the door lurched into motion. The girl and the duffel tumbled into the street outside. â€Å"Megan!† Becker wailed as hit the floor. White-hot needles shot through the back of his eye sockets. His vision tunneled to nothing, and a new wave of nausea rolled in. His own voice echoed in the blackness. Megan! David Becker wasn't sure how long he'd been lying there before he became aware of the hum of fluorescent bulbs overhead. Everything else was still. Through the silence came a voice. Someone was calling. He tried to lift his head off the floor. The world was cockeyed, watery. Again the voice. He squinted down the concourse and saw a figure twenty yards away. â€Å"Mister?† Becker recognized the voice. It was the girl. She was standing at another entrance farther down the concourse, clutching her duffel to her chest. She looked more frightened now than she had before. â€Å"Mister?† she asked, her voice trembling. â€Å"I never told you my name. How come you know my name?† Chapter 74 Director Leland Fontaine was a mountain of a man, sixty-three years old, with a close-cropped military haircut and a rigid demeanor. His jet-black eyes were like coal when he was irritated, which was almost always. He'd risen through the ranks of the NSA through hard work, good planning, and the well-earned respect of his predecessors. He was the first African American director of the National Security Agency, but nobody ever mentioned the distinction; Fontaine's politics were decidedly color-blind, and his staff wisely followed suit. Fontaine had kept Midge and Brinkerhoff standing as he went through the silent ritual of making himself a mug of Guatemalan java. Then he'd settled at his desk, left them standing, and questioned them like schoolchildren in the principal's office. Midge did the talking-explaining the unusual series of events that led them to violate the sanctity of Fontaine's office. â€Å"A virus?† the director asked coldly. â€Å"You two think we've got a virus?† Brinkerhoff winced. â€Å"Yes, sir,† Midge snapped. â€Å"Because Strathmore bypassed Gauntlet?† Fontaine eyed the printout in front of him. â€Å"Yes,† she said. â€Å"And there's a file that hasn't broken in over twenty hours!† Fontaine frowned. â€Å"Or so your data says.† Midge was about to protest, but she held her tongue. Instead she went for the throat. â€Å"There's a blackout in Crypto.† Fontaine looked up, apparently surprised. Midge confirmed with a curt nod. â€Å"All power's down. Jabba thought maybe-â€Å" â€Å"You called Jabba?† â€Å"Yes, sir, I-â€Å" â€Å"Jabba?† Fontaine stood up, furious. â€Å"Why the hell didn't you call Strathmore?† â€Å"We did!† Midge defended. â€Å"He said everything was fine.† Fontaine stood, his chest heaving. â€Å"Then we have no reason to doubt him.† There was closure in his voice. He took a sip of coffee. â€Å"Now if you'll excuse me, I have work to do.† Midge's jaw dropped. â€Å"I beg your pardon?† Brinkerhoff was already headed for the door, but Midge was cemented in place. â€Å"I said good night, Ms. Milken,† Fontaine repeated. â€Å"You are excused.† â€Å"But-but sir,† she stammered, â€Å"I†¦ I have to protest. I think-â€Å" â€Å"You protest?† the director demanded. He set down his coffee. â€Å"I protest! I protest to your presence in my office. I protest to your insinuations that the deputy director of this agency is lying. I protest-â€Å" â€Å"We have a virus, sir! My instincts tell me-â€Å" â€Å"Well, your instincts are wrong, Ms. Milken! For once, they're wrong!† Midge stood fast. â€Å"But, sir! Commander Strathmore bypassed Gauntlet!† Fontaine strode toward her, barely controlling his anger. â€Å"That is his prerogative! I pay you to watch analysts and service employees-not spy on the deputy director! If it weren't for him we'd still be breaking codes with pencil and paper! Now leave me!† He turned to Brinkerhoff, who stood in the doorway colorless and trembling. â€Å"Both of you.† â€Å"With all due respect, sir,† Midge said. â€Å"I'd like to recommend we send a Sys-Sec team to Crypto just to ensure-â€Å" â€Å"We will do no such thing!† After a tense beat, Midge nodded. â€Å"Very well. Goodnight.† She turned and left. As she passed, Brinkerhoff could see in her eyes that she had no intention of letting this rest-not until her intuition was satisfied. Brinkerhoff gazed across the room at his boss, massive and seething behind his desk. This was not the director he knew. The director he knew was a stickler for detail, for neatly tied packages. He always encouraged his staff to examine and clarify any inconsistencies in daily procedure, no matter how minute. And yet here he was, asking them to turn their backs on a very bizarre series of coincidences. The director was obviously hiding something, but Brinkerhoff was paid to assist, not to question. Fontaine had proven over and over that he had everyone's best interests at heart; if assisting him now meant turning a blind eye, then so be it. Unfortunately, Midge was paid to question, and Brinkerhoff feared she was headed for Crypto to do just that. Time to get out the resumes, Brinkerhoff thought as he turned to the door. â€Å"Chad!† Fontaine barked, from behind him. Fontaine had seen the look in Midge's eyes when she left. â€Å"Don't let her out of this suite.† Brinkerhoff nodded and hustled after Midge. Fontaine sighed and put his head in his hands. His sable eyes were heavy. It had been a long, unexpected trip home. The past month had been one of great anticipation for Leland Fontaine. There were things happening right now at the NSA that would change history, and ironically, Director Fontaine had found out about them only by chance. Three months ago, Fontaine had gotten news that Commander Strathmore's wife was leaving him. He'd also heard reports that Strathmore was working absurd hours and seemed about to crack under the pressure. Despite differences of opinion with Strathmore on many issues, Fontaine had always held his deputy director in the highest esteem; Strathmore was a brilliant man, maybe the best the NSA had. At the same time, ever since the Skipjack fiasco, Strathmore had been under tremendous stress. It made Fontaine uneasy; the commander held a lot of keys around the NSA-and Fontaine had an agency to protect. Fontaine needed someone to keep tabs on the wavering Strathmore and make sure he was 100 percent-but it was not that simple. Strathmore was a proud and powerful man; Fontaine needed a way to check up on the commander without undermining his confidence or authority. Fontaine decided, out of respect for Strathmore, to do the job himself. He had an invisible tap installed on Commander Strathmore's Crypto account-his E-mail, his interoffice correspondence, his brainstorms, all of it. If Strathmore was going to crack, the director would see warning signs in his work. But instead of signs of a breakdown, Fontaine uncovered the ground work for one of the most incredible intelligence schemes he'd ever encountered. It was no wonder Strathmore was busting his ass; if he could pull this plan off, it would make up for the Skipjack fiasco a hundred times over. Fontaine had concluded Strathmore was fine, working at 110 percent-as sly, smart, and patriotic as ever. The best thing the director could do would be to stand clear and watch the commander work his magic. Strathmore had devised a plan†¦ a plan Fontaine had no intention of interrupting. Chapter 75 Strathmore fingered the Berretta in his lap. Even with the rage boiling in his blood, he was programmed to think clearly. The fact that Greg Hale had dared lay a finger on Susan Fletcher sickened him, but the fact that it was his own fault made him even sicker; Susan going into Node 3 had been his idea. Strathmore knew enough to compartmentalize his emotion-it could in no way affect his handling of Digital Fortress. He was the deputy director of the National Security Agency. And today his job was more critical than it had ever been. Strathmore slowed his breathing. â€Å"Susan.† His voice was efficient and unclouded. â€Å"Did you delete Hale's E-mail?† â€Å"No,† she said, confused. â€Å"Do you have the pass-key?† She shook her head. Strathmore frowned, chewing his lip. His mind was racing. He had a dilemma. He could easily enter his elevator password, and Susan would be gone. But he needed her there. He needed her help to find Hale's pass-key. Strathmore hadn't told her yet, but finding that pass-key was far more than a matter of academic interest-it was an absolute necessity. Strathmore suspected he could run Susan's nonconformity search and find the pass-key himself, but he'd already encountered problems running her tracer. He was not about to risk it again. â€Å"Susan.† He sighed resolutely. â€Å"I'd like you to help me find Hale's pass-key.† â€Å"What!† Susan stood up, her eyes wild. Strathmore fought off the urge to stand along with her. He knew a lot about negotiating-the position of power was always seated. He hoped she would follow suit. She did not. â€Å"Susan, sit down.† She ignored him. â€Å"Sit down.† It was an order. Susan remained standing. â€Å"Commander, if you've still got some burning desire to check out Tankado's algorithm, you can do it alone. I want out.† Strathmore hung his head and took a deep breath. It was clear she would need an explanation. She deserves one, he thought. Strathmore made his decision-Susan Fletcher would hear it all. He prayed he wasn't making a mistake. â€Å"Susan,† he began, â€Å"it wasn't supposed to come to this.† He ran his hand across his scalp. â€Å"There are some things I haven't told you. Sometimes a man in my position†¦Ã¢â‚¬  The commander wavered as if making a painful confession. â€Å"Sometimes a man in my position is forced to lie to the people he loves. Today was one of those days.† He eyed her sadly. â€Å"What I'm about to tell you, I never planned to have to say†¦ to you†¦ or to anyone.† Susan felt a chill. The commander had a deadly serious look on his face. There was obviously some aspect of his agenda to which she was not privy. Susan sat down. There was a long pause as Strathmore stared at the ceiling, gathering his thoughts. â€Å"Susan,† he finally said, his voice frail. â€Å"I have no family.† He returned his gaze to her. â€Å"I have no marriage to speak of. My life has been my love for this country. My life has been my work here at the NSA.† Susan listened in silence. â€Å"As you may have guessed,† he continued, â€Å"I planned to retire soon. But I wanted to retire with pride. I wanted to retire knowing that I'd truly made a difference.† â€Å"But you have made a difference,† Susan heard herself say. â€Å"You built TRANSLTR.† Strathmore didn't seem to hear. â€Å"Over the past few years, our work here at the NSA has gotten harder and harder. We've faced enemies I never imagined would challenge us. I'm talking about our own citizens. The lawyers, the civil rights fanatics, the EFF-they've all played a part, but it's more than that. It's the people. They've lost faith. They've become paranoid. They suddenly see us as the enemy. People like you and me, people who truly have the nation's best interests at heart, we find ourselves having to fight for our right to serve our country. We're no longer peacekeepers. We're eavesdroppers, peeping Toms, violators of people's rights.† Strathmore heaved a sigh. â€Å"Unfortunately, there are naive people in the world, people who can't imagine the horrors they'd face if we didn't intervene. I truly believe it's up to us to save them from their own ignorance.† Susan waited for his point. The commander stared wearily at the floor and then looked up. â€Å"Susan, hear me out,† he said, smiling tenderly at her. â€Å"You'll want to stop me, but hear me out. I've been decrypting Tankado's E-mail for about two months now. As you can imagine, I was shocked when I first read his messages to North Dakota about an unbreakable algorithm called Digital Fortress. I didn't believe it was possible. But every time I intercepted anew message, Tankado sounded more and more convincing. When I read that he'd used mutation strings to write a rotating key-code, I realized he was light-years ahead of us; it was an approach no one here had never tried.† â€Å"Why would we?† Susan asked. â€Å"It barely makes sense.† Strathmore stood up and started pacing, keeping one eye on the door. â€Å"A few weeks ago, when I heard about the Digital Fortress auction, I finally accepted the fact that Tankado was serious. I knew if he sold his algorithm to a Japanese software company, we were sunk, so I tried to think of any way I could stop him. I considered having him killed, but with all the publicity surrounding the algorithm and all his recent claims about TRANSLTR, we would be prime suspects. That's when it dawned on me.† He turned to Susan. â€Å"I realized that Digital Fortress should not be stopped.† Susan stared at him, apparently lost. Strathmore went on. â€Å"I suddenly saw Digital Fortress as the opportunity of a lifetime. It hit me that with a few changes, Digital Fortress could work for us instead of against us.† Susan had never heard anything so absurd. Digital Fortress was an unbreakable algorithm; it would destroy them. â€Å"If,† Strathmore continued, â€Å"if I could just make a small modification in the algorithm†¦ before it was released†¦Ã¢â‚¬  He gave her a cunning glint of the eye. It took only an instant. Strathmore saw the amazement register in Susan's eyes. He excitedly explained his plan. â€Å"If I could get the pass-key, I could unlock our copy of Digital Fortress and insert a modification.† â€Å"A back door,† Susan said, forgetting the Commander had ever lied to her. She felt a surge of anticipation. â€Å"Just like Skipjack.† Strathmore nodded. â€Å"Then we could replace Tankado's give-away file on the Internet with our altered version. Because Digital Fortress is a Japanese algorithm, no one will ever suspect the NSA had any part in it. All we have to do is make the switch.† Susan realized the plan was beyond ingenious. It was pure†¦ Strathmore. He planned to facilitate the release of an algorithm the NSA could break! â€Å"Full access,† Strathmore said. â€Å"Digital Fortress will become the encryption standard overnight.† â€Å"Overnight?† Susan said. â€Å"How do you figure that? Even if Digital Fortress becomes available everywhere for free, most computer users will stick with their old algorithms for convenience. Why would they switch to Digital Fortress?† Strathmore smiled. â€Å"Simple. We have a security leak. The whole world finds out about TRANSLTR.† Susan's jaw dropped. â€Å"Quite simply, Susan, we let the truth hit the street. We tell the world that the NSA has a computer that can break every algorithm except Digital Fortress.† Susan was amazed. â€Å"So everyone jumps ship to Digital Fortress†¦ not knowing we can break it!† Strathmore nodded. â€Å"Exactly.† There was a long silence. â€Å"I'm sorry I lied to you. Trying to rewrite Digital Fortress is a pretty big play, I didn't want you involved.† â€Å"I†¦ understand,† she replied slowly, still reeling from the brilliance of it all. â€Å"You're not a bad liar.† Strathmore chuckled. â€Å"Years of practice. Lying was the only way to keep you out of the loop.† Susan nodded. â€Å"And how big a loop is it?† â€Å"You're looking at it.† Susan smiled for the first time in an hour. â€Å"I was afraid you'd say that.† He shrugged. â€Å"Once Digital Fortress is in place, I'll brief the director.† Susan was impressed. Strathmore's plan was a global intelligence coup the magnitude of which had never before been imagined. And he'd attempted it single-handedly. It looked like he might pull it off too. The pass-key was downstairs. Tankado was dead. Tankado's partner had been located. Susan paused. Tankado is dead. That seemed very convenient. She thought of all the lies that Strathmore had told her and felt a sudden chill. She looked uneasily at the commander. â€Å"Did you kill Ensei Tankado?† Strathmore looked surprised. He shook his head. â€Å"Of course not. There was no need to kill Tankado. In fact, I'd prefer he were alive. His death could cast suspicion on Digital Fortress. I wanted this switch to go as smoothly and inconspicuously as possible. The original plan was to make the switch and let Tankado sell his key.† Susan had to admit it made sense. Tankado would have no reason to suspect the algorithm on the Internet was not the original. Nobody had access to it except himself and North Dakota. Unless Tankado went back and studied the programming after it was released, he'd never know about the back door. He'd slaved over Digital Fortress for long enough that he'd probably never want to see the programming again. Susan let it all soak in. She suddenly understood the commander's need for privacy in Crypto. The task at hand was time-consuming and delicate-writing a concealed back door in a complex algorithm and making an undetected Internet switch. Concealment was of paramount importance. The simple suggestion that Digital Fortress was tainted could ruin the commander's plan. Only now did she fully grasp why he had decided to let TRANSLTR keep running. If Digital Fortress is going to be the NSA's new baby, Strathmore wanted to be sure it was unbreakable! â€Å"Still want out?† he asked. Susan looked up. Somehow sitting there in the dark with the great Trevor Strathmore, her fears were swept away. Rewriting Digital Fortress was a chance to make history-a chance to do incredible good-and Strathmore could use her help. Susan forced a reluctant smile. â€Å"What's our next move?† Strathmore beamed. He reached over and put a hand on her shoulder. â€Å"Thanks.† He smiled and then got down to business. â€Å"We'll go downstairs together.† He held up his Berretta. â€Å"You'll search Hale's terminal. I'll cover you.† Susan bristled at the thought of going downstairs. â€Å"Can't we wait for David to call with Tankado's copy?† Strathmore shook his head. â€Å"The sooner we make the switch, the better. We have no guarantees that David will even find the other copy. If by some fluke the ring falls into the wrong hands over there, I'd prefer we'd already made the algorithm switch. That way, whoever ends up with the key will download our version of the algorithm.† Strathmore fingered his gun and stood. â€Å"We need to go for Hale's key.† Susan fell silent. The commander had a point. They needed Hale's pass-key. And they needed it now. When Susan stood, her legs were jittery. She wished she'd hit Hale harder. She eyed Strathmore's weapon and suddenly felt queasy. â€Å"You'd actually shoot Greg Hale?† â€Å"No.† Strathmore frowned, striding to the door. â€Å"But let's hope he doesn't know that.†