Tuesday, May 26, 2020

The Mystery of In Cold Blood Essay Topics That No One Is Discussing

The Mystery of In Cold Blood Essay Topics That No One Is Discussing The New Angle On in Cold Blood Essay Topics Just Released I was happy with the outcome. A superb method to start is with some easy-to-answer questions that are thought-provoking but don't require a lot of analysis. As an example, within both passages, the setting is created up of Mountain. But if you begin marking them each time you see them a pattern develops. The 2 sources also have two unique endings. What's more, another thing that to a good extent contributes to the compelling sort of the narration is Truman Capote's use of several time leaps and changes in the sort of the speech. Below is a list of distinct kinds of essay questions based on the kind of essay required for the training course. By my criteria, for something to be true, there must be significant evidence to demonstrate that it's indeed fact and not simply a random statement. My definition of truth makes it almost impossible for me to believe many facets of the narrative as a result of quantity of invention in the text, it's difficult to ascertain what's evidence towards a statement and what's not. I thought he was a really fine gentleman. It doesn't take a brilliant man to understand that's a very good lead. His father states that the day of the automobile accident he wasn't the exact boy. Though he might seem as a calm and well-balanced individual, he's actually a fighting personality who's prepared to sacrifice himself for his main ideal, that's the family. He spent almost all of his life being a very low end criminal who's always seeking the easy way out. However, there's a remarkable debate over the degree of punishment which random murder deserves. Using in Cold Blood Essay Topics In Cold Blood does not incorporate a massive quantity of invention in comparison to the majority of narratives in the novel category but there's enough to be significant. The description suggests this is a place that's been forgotten by everyone. Emphasis is laid on a few important scenes in the novel on account of the way it isn't written in complete chronological purchase. There's some important information that's important that you know before going more in depth Executing the Death Penalty Essay The implementation of capital punishment in the USA today has changed into a seldom-used ways to deter crime. The Death of in Cold Blood Essay Topics Hi s roots are exactly what would be thought of as a life that would lead to a negative mental influence on anyone, somewhere where no one would ever wish to grow up. Hickock does show signals of emotional abnormality. A lot of people find the very long distance views relaxing and the majority of the town is composed of individuals who have lived there for the majority of their lives. The simple fact that she wasn't mentally stable and remained sick the majority of the time aided within her vulnerability at the right time of the murders. Key Pieces of in Cold Blood Essay Topics He introduces delays, like the debut of new characters and psychiatric records at the conclusion of the book. The allusion between the two of these portions of the book is made by the diary. Also, those who read this book find that they're even more intrigued because of the simple fact that it's based on a real story. Reading example essays works the exact same way! Every new section of the book is mark ed by the debut of a new character that increases the richness of the principal characters and the way they're connected to the primary event of the book the murder. Almost the whole first half of the book is devoted to describing the Clutter family and both killers. He began writing stories at age fourteen, based on the seasonal alterations. It was very tough for Truman Capote to compose this novel because he had to gather large amounts of information to be able to create the book factual. It's plain excitingand just a little terrifyingguaranteeing student intrigue. The countless examples of biased stories and false facts' clearly demonstrate this novel, while recounting a genuine event, is really a bad attempt by a writer to produce certain all his readers feel the specific same way he does about the subject available. Your vet can suggest the most reputable pet healthcare insurance businesses. He's got the very best advice for you on several difficulties. To begin with, make an appointment to talk to your veterinarian.

Friday, May 15, 2020

Ageism Prejudice Or Discrimination Against A Particular...

According to the online dictionary, Merriam Webster (2015) ageism is â€Å"prejudice or discrimination against a particular age group and especially the elderly.† Ageism is a form of stereotyping that can be pernicious to organisations by creating a platform for discrimination and further conflict. Ageism occurs quite regularly within organisations, whether it is directly or unknowingly, and intervention methods need to be employed to stop this conflict from arising. Stereotypes have long been prevalent in society, they are a part of our everyday lives – they are everywhere. â€Å"Stereotyping is the process of assigning traits to people on the basis of their membership in a social category,† (McShane, Olekalns and Tavaglione 2014). For example, the common belief that all blondes are unintelligent is a stereotype. Stereotyping is very much a natural and unconscious process – we cannot help it. Stereotypes can come from situations we ourselves may experience, our values and attitudes as well as our perception of certain topics, but typically stereotypes are a result of media portrayals. We engage in stereotyping for a number of reasons – it makes life easier for us as it allows us to remember only certain features or parts of a stereotype, which is much easier than remembering each unique characteristic that makes up a person. We also stereotype because of our need for closure, and in particular our need for cognitive closure. This means that we tend to fill in the missing informationShow MoreRelatedSocial Inequality in Elderly Americans1115 Words   |  5 PagesSocial Inequality in Elderly Americans Elderly people (women and men age sixty-five or older) (Macionis, 2005), Have many obstacles to face as they grow older, many of these obstacles involve social inequality. Not only do the elderly have to learn to deal with many forms of Ageism (the stereotyping and prejudice against individuals or groups because of their age), some also have to deal with the fact that they do not have enough savings or pension benefits to be self supporting, for most peopleRead MoreAgeism : The Most Prevalent Prejudice Essay1269 Words   |  6 PagesAgeism: The most prevalent prejudice Prejudice is defined by dictionary.com as â€Å"unreasonable feelings, opinions, or attitudes, especially of a hostile nature, regarding an ethnic, racial, social, or religious (Define prejudice in Dictionary.com, n.d.). Ageism is seldom recognized as a form of prejudice. Nonetheless, research shows that ageism is the most prevalent prejudice (Bousfield and Hutchinson, 2010, p. 451). This finding calls for an evaluation of how children view the elderly if theyRead MoreAgeism in Healthcare6728 Words   |  27 Pagesï » ¿ Age Related Healthcare Discrimination (Ageism) in Healthcare Student Name Professor Name DHA-865 July 14, 2013 Age Related Healthcare Discrimination (Ageism) in Healthcare While the â€Å"Greatest Generation† is a title often given to those Americans who lived and died during the era of the Great Depression and World War II, their offspring, the â€Å"Baby Boom† generation, significantly shaped and improved the American landscape as well if for no greater reason thanRead MoreThe Geriatric Population Is Surging Across The World1295 Words   |  6 Pagesglorifies youth and beauty whilst it simultaneously holds prejudiced views against the aging process, even though every individual ages with every second that passes. Stereotypes are exaggerated, prejudiced, and distorted generalizations that degrade individual uniqueness by creation of commonalities of a type of person or within a group of people (Novak, Campbell Northcott, 2014). Older adults in the Western world are especially victims to stereotyping due to cultural standards and media portrayalRead MoreCorrelation Between Age And Preference For Association With Individuals From A Age Group Or Bracket1497 Words   |  6 Pagesto evaluate the correlation between age and preference for association with individuals from a certain age group or bracket. The use of an IAT test revealed that most people have a strong bias towards old individuals in favor of associations with younger people. The research study was based on extensive observations in numerous American societies that prefer or exhibit a veiled discrimination and/or bias towards old people. Once individuals attain a particular age when they are not self-supportingRead MoreRacism, Prejudice, And Discrimination1031 Words   |  5 Pages The movie we watched to see ageism was Up. The definition of ageism, from Meriam Webster, is prejudice or discrimination against a particular age-group, especially the elderly. In my opinion, we can also see it against young people. We can see when a job is hiring, they might not hire someone because they are too young, and they might think they are unprofessional. We can also see ageism in the Bible. Proverbs 23:22 says, â€Å"Listen to your father who begot you, and do not despise your mother whenRead MoreEssay on Eth125 R8 Disability Diversity1763 Words   |  8 Pages Answer the following questions in 100 to 200 words each. Provide citations for all the sources you use. †¢ What is ageism? How does ageism influence the presence of diversity in society? Ageism is prejudice or discrimination against a particular age-group, especially the elderly. Ageism influences the presence of diversity because those who are affected by ageism within their career may lose their job due to newer, younger, cheaper people coming into the workplace to take over theirRead MoreDiversity Worksheet1946 Words   |  8 Pagesyou use. What is ageism? How does ageism influence the presence of diversity in society? Ageism is prejudice and discrimination against older adults. (Schaefer, 2012) It is a set of beliefs, attitudes, norms, and values used to justify age based prejudice, discrimination, and subordination. This may be casual or systematic. The term was coined in 1969 by Robert Neil Butler to describe discrimination against seniors, and patterned on sexism and racism. Butler defined ageism as a combination ofRead More Ageism in the Workplace Essay2447 Words   |  10 PagesAge discrimination has long been present in society due to the rapid development happening around us. According to Farney, Aday Breault (2006), this era of ageism is defined as discrimination against any age group, but it often is pointed to age discrimination among adults which is slowly causing a negative effect for them in the workplace. In the workplace, adults with more experience and longer history behind them are targets of this ageism belief that companies and employers tend to have (FarneyRead MoreCompla int Case Studies1559 Words   |  6 Pagesofficers varying in ages from 21 to 59. The officers serving at the department have varying tenures with some putting in more than ten years of service to the department. It has come to my attention that the department has come up with a policy where police officers with better performance receive increased compensation after some sort of performance review. It is open knowledge that the duties of police officers require very strong physical ability in most situations especially when it comes to apprehending

Wednesday, May 6, 2020

Essay on The Role of Education in Modern Society - 723 Words

The Role of Education in Modern Society Functionalism is based on the notion of social consensus. They see society as consisting of distinguishable parts. All these parts have a clear role, which is to fulfil functions, which keeps the society whole and orderly. As applied to education, functionalists view the education system as fulfilling the important function of socialisation. E.g. the curriculum taught at school should reflect the common culture to ensure that pupils, who are all members of society, will act out their particular roles in society’s interests. According to the functionalist, education also transmits society’s norms and values, which promotes value consensus. Not only do†¦show more content†¦Education, according to Durkheim, provides this link between the individual and society. Durkheim also argues that in complex industrial societies, the school serves a function, which cannot be provided by family or friends. This taught in school, where the pupils must interact with other pupils in terms of a fixed set of rules. By teaching this it will prepare pupils for interacting with other members of society in terms of the society’s rules. Durkheim also believes that existing school rules should be strictly enforced as it teaches pupils not to act out against the interests of the social group as a whole. Hargreaves agrees with Durkheim on this matter. He has criticised contemporary schools for placing too much stress in developing the individual and not enough on the duties and responsibilities towards group life. Hargreaves argues that these schools fail to produce a sense of dignity for working class pupils, which may lead to the failure to develop a sense of belonging within schools, which can then lead to pupils forming subcultures that reject the values of schools and therefore those of the wider society Another functionalist that has given his view is Parsons. Parsons argues that after the primary socialisation has been provided to the child by its family, the school takes over as the main socialising agencyShow MoreRelatedThe Functionalist Explanation of the Role of Education in Modern Society621 Words   |  3 PagesThe Functionalist Explanation of the Role of Education in Modern Society I will discuss the functionalists theories in comparison to those of the Marxist and Interactionists. Functionalists believe that all in society serves a purpose and its a positive function. They also believe that education is a way of achieving in society; it develops people so that it gives them the opportunities in society (workplace). Durkheim believed that in order for children to feelRead MoreAldous Huxleys Brave New World Essay1423 Words   |  6 PagesBrave New World Huxley observes in his work, Brave New World that the modern world revolves around technological development. The aspirations and morals of modern society do not entirely rely on social issues such as love, family, and success but rather on industrial progress and social development. According to Huxley, technological improvement and growth are critical factors that shape the operation and activities in modern society. So far, community members need to observe the world as technologicallyRead More Compare, Contrast and Evaluate the Sociological Perspectives on the Ro1259 Words   |  6 Pages The role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism. nbsp;nbsp;nbsp;nbsp;nbsp;Functionalists view the role of education as a means of socialising individuals and toRead MoreCompare, Contrast and Evaluate the Sociological Perspectives on the Ro1255 Words   |  6 PagesThe role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism. Functionalists view the role of education as a means of socialising individuals and to integrate society, to keep societyRead MoreDescribe the Functionalist (Emile Durkheim), Conflict (Marxist) and Interactionist approach to the Socialization of Education.877 Words   |  4 PagesDescribe the Functionalist, Conflict and Interactionist approach to the Socialization of Education. Education - A Functionalist Perspective Emile Durkheim proposed an explicitly functionalist explanation of the role of education in society. The major function/task of education was, according to Durkheim, the transmission of society s norms and values. Durkheim considered that all societies must have means of passing on their norms and values to the young. If they did not, they could not continueRead MoreUsing Material from Item a and Elsewhere Assess the Contribution of Functionalism to Our Understanding of the Role of Education.1422 Words   |  6 Pagescontribution of functionalism to our understanding of the role of education. Functionalism is based on the view that society is a system of interdependent parts held together by a shared culture or value consensus (agreement) amongst individuals as to what values or norms are important in society. Therefore they take a positive view of the education system. As item A suggests they see it as a form of secondary socialism essential to maintaining society i.e. the values and norms transmitted by social institutionsRead MoreThe Reform Movement Of Rural Canada During The Nineteenth And Twentieth Century1072 Words   |  5 Pagesan â€Å"urban and modern orientation† to direct social reform movements in rural Canada. Often, this perspective came into conflict with the needs of the rural society at the time. Therefore, the widespread discontent within the rural society was illustrated through the various efforts of social reform in Canada during the 1860s-1960s. The first set of readings of this course outline the ways in which the hopes of the social reformers were to promote reform based on an â€Å"urban and modern orientation†Read MoreSociety And Government In The Handmaids Tale By Margaret Atwood1411 Words   |  6 PagesAs we examine today’s society and government, there are different aspects that may lead people to agree with or be against society and government. When compared to the Republic of Gilead in The Handmaid’s Tale by Margaret Atwood, civilians had little to no freedoms and abided by extremely strict regulations. The Republic of Gilead divided individuals and forced them into completing tasks and working without giving them any choice. The handmaids were forced to have sex in order to bear children, whileRead MoreModern Technology And Its Effect On Society1439 Words   |  6 Pages2015 Modern Technology Modern technology is machinery that makes people’s lives easier and convenient. In today’s fast paced society modern technology plays the most important role in society. Technology surrounds almost everywhere and everyone in modern society. We can say this time as the technological age because of the today’s dependence on technology. Technological products are available everywhere and everyone is using it. We are living in the 21st century, time of science and modern technologyRead MoreEssay on The Changing Role of Women in Thai Society1138 Words   |  5 PagesTheir role and position were subservient and controlled by their fathers, brothers and husbands. They could not make any important decisions or even run the families equally. Society was convinced that women were not capable of performing any work outside of home. Thus, they were not allowed or expect to do anything except performing day-to-day tasks such as taking care of their children, preparing food f or their husbands and family members and washing clothes. Nowadays, the status and role of Thai

Tuesday, May 5, 2020

Legal studies syllabus free essay sample

The syllabus focuses on the way in which law is generated, how it is structured and how it operates in Australian and international contexts. Learning about our legal system will allow students to investigate the way our society operates and the influences that shape it. Students will develop an understanding of the implications that legal decisions can have for Australian society and the ways in which the legal system can affect the lives of Australian citizens. A critical understanding of the processes of reform and change will help students to contribute to making our society more equitable for all. The Legal Studies Stage 6 course offers excellent preparation for life through a study of the legal system, its principles, structures, institutions and processes. The course fosters respect for cultural diversity. It allows students to question and evaluate legal institutional structures in the domestic and international environments and to undertake a comparative analysis of other political and institutional structures. We will write a custom essay sample on Legal studies syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Legal Studies enables students to have confidence in approaching and accessing the legal system and provides them with a better appreciation of the relationship between social and legal structures. The course will assist in the development of students’ knowledge of their basic legal rights and responsibilities in a broad selection of contexts which appeal to their interests. Legal Studies is situated in the key learning area (KLA) of Human Society and Its Environment (HSIE). The skills developed in the HSIE KLA empower students to become critical learners and thinkers. The Legal Studies Stage 6 course also provides learning that prepares students for further education and training, employment and full and active participation as citizens in Australia and in the global society. Students gain the skills of critical analysis, independent research, collaboration, and effective communication. 6 Legal Studies Stage 6 Syllabus 3 Employability skills statement Legal Studies provides a context for the development of higher-order thinking skills necessary for further education, work and everyday life, and a range of other employability skills. Employability skills are embedded in the Legal Studies syllabus to enhance student learning. The employability skills of planning and organising, learning and communication are explicit in the objectives, outcomes and content of the Preliminary and HSC courses. The development of these skills results from the nature of Legal Studies and the investigation and analysis of legal issues. The employability skill of self-management is explicit in the outcomes for the HSC course. Students will also work towards other employability skills throughout the Legal Studies Stage 6 course. During investigations they will need to use appropriate information technologies and so develop the appropriate employability skills in technology. The Law in Practice unit in the Preliminary course supports students to demonstrate initiative and enterprise as they investigate areas of the law in which they have an interest. Finally, as students investigate and propose solutions to legal problems, they develop problem-solving skills. 4 Aim Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as responsible citizens at the local, national and international level. 5 Objectives Through Legal Studies, students will develop: knowledge and understanding about: †¢ the nature and institutions of domestic and international law †¢ the operation of Australian and international legal systems and the significance of the rule of law †¢ the interrelationship between law, justice and society and the changing nature of the law skills in: †¢ investigating, analysing and communicating relevant legal information and issues interest in, and informed and responsible values and attitudes in regard to: †¢ legal functions, practices and institutions. 7 Legal Studies Stage 6 Syllabus 5. 1 Objectives and outcomes Objectives A student develops knowledge and understanding about: Preliminary course outcomes HSC course outcomes A student: A student: P1. identifies and applies legal concepts and terminology H1. identifies and applies legal concepts and terminology P2. describes the key features of Australian and international law H2. describes and explains key features of and the relationship between Australian and international law 2. the operation of Australian and international legal systems and the significance of the rule of law P3. describes the operation of domestic and international legal systems H3. analyses the operation of domestic and international legal systems P4. discusses the effectiveness of the legal system in addressingissues H4. evaluates the effectiveness of the legal system in addressing issues 3. the interrelationship between law, justice and society and the changing nature of the law. P5. describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H5. explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change P6. explains the nature of the interrelationship between the legal system and society H6. assesses the nature of the interrelationship between the legal system and society P7. evaluates the effectiveness ofthe law in achieving justice H7. evaluates the effectiveness of the law in achieving justice P8. locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents H8. locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents P9. communicates legal information using wellstructured responses H9. communicates legal information using well-structured and logical arguments P10. accounts for differing perspectives and interpretationsof legal information and issues H10. analyses differing perspectives and interpretatio ns of legal information and issues. 1. the nature and institutions of domestic and international law A student develops skills in: 4. investigating, analysing and communicating relevant legal information and issues. Outcomes are applicable to all topics. Some may be more relevant to a particular topic than others. Outcomes may be examined. 8 Legal Studies Stage 6 Syllabus 6 The structure of Legal Studies Preliminary Core Part I: The legal system HSC Core Part I: Crime †¢ Basic legal concepts Core 40% †¢ The nature of crime †¢ Sources of contemporary Australian law †¢ The criminal investigation process †¢ The criminal trial process †¢ Classification of law †¢ Sentencing and punishment †¢ Law reform †¢ Young offenders †¢ Law reform in action Core Part II: The individual and the law †¢ International crime Core Part II: Human rights †¢ Your rights and responsibilities †¢ The nature and development of human rights †¢ Resolving disputes †¢ Promoting and enforcing human rights †¢ Contemporary issue: the individual and technology Core 30% †¢ Contemporary issue Core Part III: Law in practice Core 30% Core 30% Part III: Options The Law in practice unit is designed to provide opportunities for students

Tuesday, April 14, 2020

Testbacksecurity Essay Example

Testbacksecurity Essay Chapter 2 Why Security is Needed TRUE/FALSE 1. Information security’s primary mission is to ensure that systems and their contents retain their confidentiality at all costs. ANS:FPTS:1 2. Information security safeguards the technology assets in use at the organization. ANS:TPTS:1 3. A firewall is a mechanism that keeps certain kinds of network traffic out of a private network. ANS:TPTS:1 4. An act of theft performed by a hacker falls into the category of â€Å"theft,† but is also often accompanied by defacement actions to delay discovery and thus may also be placed within the category of â€Å"forces of nature. ANS:FPTS:1 5. Two watchdog organizations that investigate allegations of software abuse: SIIA and NSA. ANS:FPTS:1 6. A number of technical mechanisms—digital watermarks and embedded code, copyright codes, and even the intentional placement of bad sectors on software media—have been used to enforce copyright laws. ANS:TPTS:1 7. A worm requires that another program is running before it can begin functioning. ANS:FPTS:1 8. A worm can deposit copies of itself onto all Web servers that the infected system can reach, so that users who subsequently visit those sites become infected. ANS:TPTS:1 9. Attacks conducted by scripts are usually unpredictable. ANS:FPTS:1 10. Expert hackers are extremely talented individuals who usually devote lots of time and energy to attempting to break into other people’s information systems. ANS:TPTS:1 11. With the removal of copyright protection, software can be easily distributed and installed. ANS:TPTS:1 12. Forces of nature, force majeure, or acts of God can present some of the most dangerous threats, because they are usually occur with very little warning and are beyond the control of people. ANS:TPTS:1 13. Much human error or failure can be prevented with training and ongoing awareness activities. ANS:TPTS:1 14. Compared to Web site defacement, vandalism within a network is less malicious in intent and more public. ANS:FPTS:1 15. With electronic information is stolen, the crime is readily apparent. ANS:FPTS:1 16. Organizations can use dictionaries to disallow passwords during the reset process and thus guard against easy-to-guess passwords. ANS:TPTS:1 17. DoS attacks cannot be launched against routers. ANS:FPTS:1 18. A mail bomb is a form of DoS. ANS:TPTS:1 19. We will write a custom essay sample on Testbacksecurity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Testbacksecurity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Testbacksecurity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A sniffer program shows all the data going by on a network segment including passwords, the data inside files—such as word-processing documents—and screens full of sensitive data from applications. ANS:TPTS:1 20. A timing attack involves the interception of cryptographic elements to determine keys and encryption algorithms. ANS:TPTS:1 MODIFIED TRUE/FALSE 1. Intellectual property is defined as â€Å"the ownership of ideas and control over the tangible or virtual representation of those ideas. † _________________________ ANS:TPTS:1 2. The macro virus infects the key operating system files located in a computer’s boot sector. ________________________ ANS:F, boot PTS:1 3. Once a(n) back door has infected a computer, it can redistribute itself to all e-mail addresses found on the infected system. _________________________ ANS:F virus worm PTS:1 4. A(n) polymorphic threat is one that over time changes the way it appears to antivirus software programs, making it undetectable by techniques that look for preconfigured signatures. _________________________ ANS:TPTS:1 5. When voltage levels surge (experience a momentary increase), the extra voltage can severely damage or destroy equipment. ________________________ ANS:F, spike PTS:1 6. The shoulder looking technique is used in public or semipublic settings when individuals gather information they are not authorized to have by looking over another individual’s shoulder or viewing the information from a distance. _________________________ ANS:F, surfing PTS:1 7. Hackers are â€Å"people who use and create computer software to gain access to information illegally. † _________________________ ANS:TPTS:1 8. Packet kiddies use automated exploits to engage in distributed denial-of-service attacks. _________________________ ANS:F, monkeys PTS:1 9. The term phreaker is now commonly associated with an individual who cracks or removes software protection that is designed to prevent unauthorized duplication. _________________________ ANS:F, cracker PTS:1 10. Cyberterrorists hack systems to conduct terrorist activities via network or Internet pathways. _________________________ ANS:TPTS:1 11. The malicious code attack includes the execution of viruses, worms, Trojan horses, and active Web scripts with the intent to destroy or steal information. _________________________ ANS:TPTS:1 12. The application of computing and network resources to try every possible combination of options of a password is called a brute crack attack. _________________________ ANS:F, force PTS:1 13. One form of e-mail attack that is also a DoS is called a mail spoof, in which an attacker routes large quantities of e-mail to the target. _________________________ ANS:F, bomb PTS:1 14. Sniffers often work on TCP/IP networks, where they’re sometimes called packet sniffers. _________________________ ANS:TPTS:1 15. A(n) cookie can allow an attacker to collect information on how to access password-protected sites. ________________________ ANS:TPTS:1 MULTIPLE CHOICE 1. Which of the following functions does information security perform for an organization? a. |Protecting the organization’s ability to function. | b. |Enabling the safe operation of applications implemented on the organization’s IT systems. | c. |Protecting the data the organization collects and uses. | d. |All of t he above. | ANS:DPTS:1 2. ____ is an integrated system of software, encryption methodologies, and legal agreements that can be used to support the entire information infrastructure of an organization. a. |SSL|c. |PKC| b. |PKI|d. |SIS| ANS:BPTS:1 3. ____ are software programs that hide their true nature, and reveal their designed behavior only when activated. a. |Viruses|c. |Spam| b. |Worms|d. |Trojan horses| ANS:DPTS:1 4. Which of the following is an example of a Trojan horse program? a. |Netsky|c. |Klez| b. |MyDoom|d. |Happy99. exe| ANS:DPTS:1 5. As frustrating as viruses and worms are, perhaps more time and money is spent on resolving virus ____. a. |false alarms|c. |hoaxes| b. |power faults|d. |urban legends| ANS:CPTS:1 6. Web hosting services are usually arranged with an agreement providing minimum service levels known as a(n) ____. . |SSL|c. |MSL| b. |SLA|d. |MIN| ANS:BPTS:1 7. Complete loss of power for a moment is known as a ____. a. |sag|c. |brownout| b. |fault|d. |blackout| ANS:BPTS:1 8. Acts of ____ can lead to unauthorized real or virtual actions that enable information gatherers to enter premises or systems they have not been authorized to enter. a. |bypass|c. |trespass| b. |nature|d. |security| ANS:CP TS:1 9. There are generally two skill levels among hackers: expert and ____. a. |novice|c. |packet monkey| b. |journeyman|d. |professional| ANS:APTS:1 10. One form of online vandalism is ____ operations, which interfere with or disrupt systems to protest the operations, policies, or actions of an organization or government agency. a. |hacktivist|c. |hackcyber| b. |phvist|d. |cyberhack| ANS:APTS:1 11. According to Mark Pollitt, ____ is the premeditated, politically motivated attacks against information, computer systems, computer programs, and data which result in violence against noncombatant targets by subnational groups or clandestine agents. a. |infoterrorism|c. |hacking| b. |cyberterrorism|d. |cracking| ANS:BPTS:1 12. ___ is any technology that aids in gathering information about a person or organization without their knowledge. a. |A bot|c. |Trojan| b. |Spyware|d. |Worm| ANS:BPTS:1 13. The ____ data file contains the hashed representation of the user’s password. a. |SLA|c. |FBI| b. |SNMP|d. |SAM| ANS:DPTS:1 14. In a ____ attack, the attacker sends a large number of connection or information requests to a target. a. |denial- of-service|c. |virus| b. |distributed denial-of-service|d. |spam| ANS:APTS:1 15. A ____ is an attack in which a coordinated stream of requests is launched against a target from many locations at the same time. . |denial-of-service|c. |virus| b. |distributed denial-of-service|d. |spam| ANS:BPTS:1 16. ____ are machines that are directed remotely (usually by a transmitted command) by the attacker to participate in an attack. a. |Drones|c. |Zombies| b. |Helpers|d. |Servants| ANS:CPTS:1 17. In the well-known ____ attack, an attacker monitors (or sniffs) packets from the network, modifies them, and inserts them back into the network. a. |zombie-in-the-middle|c. |server-in-the-middle| b. |sniff-in-the-middle|d. |man-in-the-middle| ANS:DPTS:1 18. The ____ hijacking attack uses IP spoofing to enable an attacker to impersonate another entity on the network. a. |WWW|c. |FTP| b. |TCP|d. |HTTP| ANS:BPTS:1 19. â€Å"4-1-9† fraud is an example of a ____ attack. a. |social engineering|c. |worm| b. |virus|d. |spam| ANS:APTS:1 20. Microsoft acknowledged that if you type a res:// URL (a Microsoft-devised type of URL) which is longer than ____ characters in Internet Explorer 4. 0, the browser will crash. a. |64|c. |256| b. |128|d. |512| ANS:CPTS:1 COMPLETION 1. A(n) ____________________ is an object, person, or other entity that represents an ongoing danger to an asset. ANS:threat PTS:1 2. Duplication of software-based intellectual property is more commonly known as software ____________________. ANS:piracy PTS:1 3. A computer virus consists of segments of code that perform ____________________ actions. ANS:malicious PTS:1 4. A(n) ____________________ is a malicious program that replicates itself constantly, without requiring another program environment. ANS:worm PTS:1 5. A virus or worm can have a payload that installs a(n) ____________________ door or trap door component in a system, which allows the attacker to access the system at will with special privileges. ANS:back PTS:1 6. A momentary low voltage is called a(n) ____________________. ANS:sag PTS:1 7. Some information gathering techniques are quite legal, for example, using a Web browser to perform market research. These legal techniques are called, collectively, competitive ____________________. ANS:intelligence PTS:1 8. When information gatherers employ techniques that cross the threshold of what is legal or ethical, they are conducting industrial ____________________. ANS:espionage PTS:1 9. The expert hacker sometimes is called ____________________ hacker. ANS:elite PTS:1 10. Script ____________________ are hackers of limited skill who use expertly written software to attack a system. ANS:kiddies PTS:1 11. A(n) ____________________ hacks the public telephone network to make free calls or disrupt services. ANS:phreaker PTS:1 12. ESD means electrostatic ____________________. ANS:discharge PTS:1 13. A(n) ____________________ is an act that takes advantage of a vulnerability to compromise a controlled system. ANS:attack PTS:1 14. A(n) ____________________ is an identified weakness in a controlled system, where controls are not present or are no longer effective. ANS:vulnerability PTS:1 5. Attempting to reverse-calculate a password is called ____________________. ANS:cracking PTS:1 16. ____________________ is a technique used to gain unauthorized access to computers, wherein the intruder sends messages with a source IP address that has been forged to indicate that the messages are coming from a trusted host. ANS:Spoofing PTS:1 17. ____________________ is unsol icited commercial e-mail. ANS:Spam PTS:1 18. In the context of information security, ____________________ is the process of using social skills to convince people to reveal access credentials or other valuable information to the attacker. ANS:social engineering PTS:1 19. The timing attack explores the contents of a Web browser’s ____________________. ANS:cache PTS:1 20. A(n) ____________________ is an application error that occurs when more data is sent to a program buffer than it is designed to handle. ANS: buffer overrun buffer overflow PTS:1 ESSAY 1. List at least six general categories of threat. ANS: Compromises to intellectual property : piracy, copyright infringement Software attacks : viruses, worms macros, denial of service Deviations in quality of service : ISP, power, or wan service issues from service providers Espionage or trespass : unauthorized access and /or data collection Sabotage or vandalism : destruction of system or information Forces of nature Human error or failure Information extortion Missing, inadequate, or incomplete Missing, inadequate, or incomplete controls Theft Technical hardware failures or errors Technical software failures or errors Technological obsolescence PTS:1 2. Describe viruses and worms. ANS: A computer virus consists of segments of code that perform malicious actions. The code attaches itself to the existing program and takes control of that program’s access to the targeted computer. The virus-controlled target program then carries out the virus’s plan, by replicating itself into additional targeted systems. A worm is a malicious program that replicates itself constantly, without requiring another program to provide a safe environment for replication. Worms can continue replicating themselves until they completely fill available resources, such as memory, hard drive space, and network bandwidth. PTS:1 3. Describe the capabilities of a sniffer. ANS: A sniffer is a program or device that can monitor data traveling over a network. Sniffers can be used both for legitimate network management functions and for stealing information from a network. Unauthorized sniffers can be extremely dangerous to a network’s security, because they are virtually impossible to detect and can be inserted almost anywhere. Sniffers often work on TCP/IP networks, where they’re sometimes called packet sniffers. A sniffer program shows all the data going by, including passwords, the data inside files and screens full of sensitive data from applications. PTS:1

Thursday, March 12, 2020

Ngo in Mauritius Essay Example

Ngo in Mauritius Essay Example Ngo in Mauritius Essay Ngo in Mauritius Essay LIST OF APPROVED NGOs |S/N |Name |Address |Tel/Fax No |Date of Registration |Registration Number |Contact Person |Field of Activities | | |Action Familiale |Royal Road |Tel: 464 3512 |1964 |Ordinance 1964 |President: Mr J. Sauvages |Promote natural family planning among| | | |Rose-Hill |Fax: 465 1006 | | |Secretary: Mrs Lawrence |couples | | | | |Email: [emailprotected] u | | |Harel |Educate students of primary and | | | | | | | | |secondary school on sound sexuality. | | | | | | | | |Assist couples with unplanned babies. | |Adolescent Non-Formal |1, Celicourt Antelme St, |Tel: 465 1484 / 714 7943 |1/12/2003 |7704 |Mr Bernard |Provide non-formal education to CPE | | |Education Network (ANFEN) |ROSE HILL |Fax: 465 1484 | | |d’Argent |drop-outs across a network of 19 | | | | |Email: [emailprotected] om | | | |centres | | | | | | | | |Provide training for the personal and| | | | | | | |professional development of teachers | | | | | | | | |and volunteers | | | | | | | | |Advocate for social economic | | | | | | | | |integration of school drop-outs | | |African Network for the |Office No. 5 – 1st Floor –|T: 670 7422 |2004 |7898 |Mrs Marie Josee Baudot |Promote Child Rights | | |P rotection and Prevention of |PKL Building – Malartic |F: 676 7422 | | | |Enhance the prevention and protection| | |Child Abuse and Neglect |Street |Email: [emailprotected] u | | | |of children from all forms of | | | | | | | | |discrimination and maltreatment | | |Aid Action |28 Bassin Road |Tel: 736 3107/910 0201 |2006 |9251 |President: Mr Ajay Lachhman |Community Development/Poverty | | | |Auatre-Bornes |Fax: 427 7374 | | |Secretary: Mr Rajcoomar |alleviation | | | | |Email: [emailprotected] mu | | |Ramchurn |HIV/AIDs and Corruption. | | | | | | | | |Advocate for social economic | | | | | | | | |integration of vulnerable groups. | |ALLIANCE FOR CHILDREN |Britannia Park,Vacoas |T/F: 6868603 |12 December 2006 |9636 |Mr Veenace Koonjul |Works for the welfare and rights of | | | | | | | | |children. For the disabled and | | | | | | | | |vulnerable groups. | | |Amnesty International |S. Dhanjee street, |T: 466 3364 |June 1983 |2021 |Mr Lindley Couronne |Advocacy for human rights | | |Mauritius Section (AIMS) |Rose-Hill |M: 912 6827 | | | |Human rights education | | | | |F: 454 8238 | | | |Awareness campaigns on human rights | | |Arc-En-Ciel Disabled Group |Ramchandar Rd, Near |7770142 |2004 |7736 |President:Ms Gridevi |Economic Empowermemt of people with | | | |Basdeo Bissoondoyal | | | |Seegoolam |disabilities | | | |College | | | |Secretary: Ms Rameshwaree |Run a workshop for people with | | | |Central Flacq | | | |Ramputty |disabilities | | | | | | | | |Enhance the quality of life on the | | | | | | | | |handicapped. | | |Association Amour Sans |Former Dispensary, Beau |T: 288-1563 |21st July 1996 |4885 |Mrs. Nicole Maingard |Runs a day care centre for mentally | | |Frontieres |Sejour, Piton |F: 282-0738 | | | |disabled children and adolescents | | |ASSOCIATION AUTREMENT CAPABLE |C/O Mr Joel Kandan, |T: 6277329 |15 January 2002 |6837 |Mr Joel Kandan |runs a day care centre for mentally | | |TOUJOURS JOYEUX |Kandan Lane | | | | |disabled children and adolescents. | | |Mont Fertile | | | | | | | | |New Grove | | | | | | | |Association Civique Midlands |Royal Road |T/F: 664 5580 |2001 |6650 |President: Mr S Chitanand |Work for the welfare of the community| | | |Midlands | | | |Secretary: Mr Seewooruttun |Environmental Health, and sports | | | | | | | | |activities | | |Association de Parents |Morcellement Betzim |T: 4671681/4671398 / |15th December 1970 |930A |Ms Desiree Kong |works for the welfare of mentally | | |d’enfants inadaptee de L’ile |Trianon |4671711 | | | |disabled persons. | |Maurice(APEIM) | |F: 4669490 | | | | | | |ASSOCIATION DES MALADES ET |Opposite RCA S chool |T/F:4139346 |10 April 2001 |2924 |Mrs Alcine Sakir |runs a day care centre for disabled | | |HANDICAPES DE L’EST |Poste de Flacq | | | | |children and adolescents. Promotes | | | | | | | | |the general welfare of the disabled | | | | | | | | |persons. | |Association des Parents |Rue Remono |T: 6746916 |24th August 1990 |3301 |Mrs Cassette |runs a day care centre for mentally | | |D’Enfants aux Besoins Speciaux|Curepipe | | | | |disabled children and adolescents | | |(APEBS) | | | | | | | | |Association des Parents des |16C Bougainville Lane, |T: 6764681 |23rd January 1992 |3658 |Mr A Succaram |runs a specialized school for hearing| | |Deficients Auditifs (APDA) |Curepipe Rd | | | |Mrs. M. Sumun | | | | | | | | | |impaired children. | | |Association des Parents pour |Raoul Rivet (near Murugan|4664748 |7th August 1987 |2748 |Mrs. Josiane Ah Siong |runs a day care centre for severely | | |la Rehabilitation des Infirmes|Temple), Mont Roches | | | | |disabled children and adolescents | | |Moteurs (APRIM) | | | | | | | | |Association Etoile de Mer |71, Route Cotiere |411 5009 |27th October 2003 |7652 |Mrs Christiane Baudot |Training of CPE drop-outs | | | |Roche-Noire | | | | |Literacy and preparation for the | | | | | | | | |workplace | | |Association EXEMP |Avenue Langlois Plaisance|Tel: 701 1110 |2004 |7764 |President: Iqbal Oozeer |Organise activities for the | | | |Rose-Hill |Email: [emailprotected] | | |Secretary: Shirly |rehabilitation of alcoholic and drug | | | | |aquarelle. clothing. com | | |Antonymootoo |addicts and social activities for | | | | | | | | |poor hildren | | |Association Kinouete |Ex-Imprimerie Pere Laval,|T: 217-3484/ 217-3485 |4th September 2003 |7560 | |rehabilitation of ex-detainees | | | |Route Nicolay, Port-Louis|F: 217-3486 | | | |(women)- provide training | | | | | | | | |ac compagnement of creation of | | | | | | | | |micro-business | | |ASSOCIATION OF DISABILITY |Ruisseau Rose |T:2451373 |17 October 2003 |7635 |Mrs P. Ullagen |runs a day care centre for mentally | | |SERVICE PROVIDERS |Village Hall |F: 2450167 | | | |disabled children and adolescents. | | | |Long Mountain | | | | | | | |Association Pere Laval des |Impasse Pere Laval, Route|216-1764 |17th October 1996 |4394 |Mr. Josian Babet |Rehabilitation of ex-detainees | | |Sans Abri-Maison La Passerelle|Nicolay, Port-Louis | | | | | | | |Association Pour l’Education |Dr Bour Street, |T: 670 1943/7736443 |2002 |7154 |President: Mrs Anooradah |Provide free pre-primary education to| | |des Enfants Defavorises |Forest-Side |Email: [emailprotected] com | | |Poorun |200 needy children in Mauritius and | | | | | | | |Secretary: Ms Anju Beechook |60 in Rodrigues | | | | | | | | |Empowerment of women through | | | | | | | | |cultivation medicinal plants in a | | | | | | | | |green house in Chemin Grenier | | | | | | | | |Distribute books and school materials| | | | | | | | |to needy children secondary schools | | | | | | | | Follow up of children under EAP | | | | | | | | |Provision of meal and transport to | | | | | | | | |EAP children | | |Association Pour la Protection|EU CEB, Arcade Rond |T: 725 5378 |2001 |6509 |President: Mr Raj Soodeehul |Human rights for Disabled Health | | |des Droits des Handicapes-APDH|Point, Rose-Hill | | | |Secretary: Ms Patricia |Education | | | | | | |Abellard | | | |Association pour |47, Bougainville, |784 4404/ 212 2701 |23/05/2006 |9268 |Sister Elizabeth Songor |Home and care for street children | | |l’accompagnement, la |Terrasson, Pointe aux | | | | |(boys and girls) | | |rehabilitation et l’insertion |Sables | | | | | | | |Sociale des Enfants | | | | | | | | |Association pour le bien etre |c/o Colonel Maingard |466-4006 |14th June 1983 |2012 |(1) Mrs Chantal Dahoo |This NGO caters for children and | | |des aveugles de lile Maurice |Government School | | | |(Officer-in-Charge) |adolescents with social problems, the| | |(ABAIM) |Colonel Maingard Street | | | |(2) Emmanuel Valeran |blind and partially blind | | | |Beau Bassin | | | |(Secretary) |individuals. The policy of the NGO is| | | | | | | | |based on integration. | | |Association pour le |30 Antelme Avenue |465 0116 |Feb 2007 |9744 |Mr S. Ragoonaden |Protection and conservation of the | | |Developpment Durable |Quatre-Bornes |4929068 | |Mr Chacowry |environment | | | | |248 8583 | | | |environmental education | | |Atelier de Formation Joie de |Royal Rd |Tel:631 9801 |28/06/2001 |6643 |Ms Sylvie Mayer |Training of CPE drop-outs literacy | | |Vivre |Chemin Grenier |Fax:622 8819 | | | |and preparation for the workplace | | |At elier Mo’zar |4, Desperoux Street Roche|7728220 |13th June 07 |9903 |Therese Josee |Placement and training of young | | | |Bois | | | | |musicians | | |Blood Donors Association |c/o Transfusion Service, |T/F: 4277011/ 4244766/ 4240644 |22nd March 1999 |5719 |Mr. Teeluckdharry (2543932) |promotes blood donation | | | |Victoria Hospital, Candos| | | | Mr. Hossen (7560077) | | | |CARITAS ILE MAURICE |1 Rue d’Estaing |T:212 3405/773 7838 |29 November 1970 |926 |Mme Patricia Adele Felicite | « Rehabilitation of the poor and | | | |Port Louis |2122772 | | | |underprivileged  ». | | | |F:2123405 | | | |Community Development Programme; | | | | | | | | |Service d’Ecoute Et de Developpement,| | | | | | | | |ecoles complementaire. | | | | | | | |Agricultural training ( Ferme O’conor| | | | | | | | |at Curepipe and Common Garden at Pte | | | | | | | | |aux Piment) | | | | | | | | |Run 2 Night Shelter and 8 Groupe | | | | | | | | |D’Eveil des tout petits | | | | | | | | |Functional Literacy | | | | | | | | |Life Skills Management programme | | |Centre de Solidarite pour une |Impasse Larcher |T: 464 9980 |1996 |4637 |President: Mr Roger |Run a rehabilitation centre for drugs| | |nouvelle Vie |Rose-Hill |F: 464 33 42 | | |Travailleur |addicts and alcoholics. | | | | |Email: [emailprotected] mu | | |Secretary: Ms Ginette |Provide support to the wives and | | | | | | |Emamally |children of the residents of the | | | | | | | | |centre | | | | | | | | |Organise awareness campaign against | | | | | | | | |Drug Abuse | | |Centre dEducation et de |Beetun Lane |696-7640 |10th April 1985 |2267 |Mrs Rita Venkatasawmy |The target group of the NGO is mainly| | |Development pour les Enfants |Floreal |6965013 | | | |children with disabilities and | | |Mauricien | | | | | |children with social problems. | |(CEDEM) | | | | | | | | |Centre des Dames Mourides |1A Tagore Avenue, |Tel:696 4712 |1993 |4100 |President: Mrs Rahima Fazul |Organise training and skills | | | |Mesnil |Fax: 698 5653 | | |Secretary:Mrs Beekawoo |development programmes for women. | | | |Phoenix |Email: [emailprotected] com | | | |Advocate on Human Rights issues | | | | | | | |mainly gender | | | | | | | | |Provide assistance to n eedy women and| | | | | | | | |children | | |Centre pour lEducation et le |Royal Road, Argy, Flacq |Tel:413-1077/913 2346 |7th June 1996 |4766 |President: Mrs Zama Claudia |Economic empowerment of handicapped | | |Progres des Enfants Handicapes| |Fax: 413 1077 | | |Secretary: Mr. Vijay Kumar |children through training and | | |(CEPEH) | |Email: [emailprotected] om | | |Domun |placement | | | | | | | | |Run a workshop in woodwork, basketry | | | | | | | | |and embroidery for mentally disabled | | | | | | | | |adolescents | | |Century Welfare Association |Kleber Street, Plaine |T/F: 2168080 |27th January 1969 |782 |Mr. Said Sheikh Nissah |Runs a day care centre for severely | | | |Verte | | | | |disabled children and adolescents | | |Chrysalide |Route Royale |452 5509 |18/01/96 |4637 Ms Ursule Ladine |Home caring for women (and their | | | |Bambous | | | | |children) in distress | | |Club Sportive Zanfan Vallee |57 Alma Street |Tel: 242 4969 |2001 |6748 |President: Mr Bassir Ta joo |Organise Social and Sports Activities| | |Pitot |Vallee Pitot |250 7421 | | |Secretary: Mr Nizan |for the Youth | | | |Port-Louis | | | |Nasroollah |Organise house visits and assist the | | | | | | | | |old and needy people | | |Collectif Urgence Toxida |21 bis, Pandit Nehru |Tel: 210 7075 |17/10/2007 |10073 |Ms Nathalie Rose |Prevention and information in the | | | |Street, Port-Louis | | | | |fight against HIV/AIDS | | | | | | | | |Operation of needle exchange | | | | | | | | |programme at community level | | |Comite Bien-Etre Stanley Camp |Ste Anne Road |464 4124 |1999 |5633 |President: Mrs Nicole |Conduct Adult literacy courses | | |Levieux and Trefles |Stanley-Rose-Hill | | | |Beeharry |Organise activities for the welfare | | | | | | |Secretary: Mrs Simi Parsand |of children, vulnerable groups | | | | | | | | |including persons with disabilities | | |Communaute de Partage |L6, Jules Koenig |Tel: 454 4676 |2005 |8813 |President:Gilda Bhoyroo |Provide assistance to p oor people and| | | |Beau-Bassin | | | |Secretary:Ms Chistelle |persons with disabilities | | | | | | | |Lebrasse |financial assistance to children | | | | | | | | |inoperable in Mauritius | | |Destiny Community Foundation |La Croisee |Tel: 292 9822 |2007 |9681 |President:Mr JI Paul Chenney|Organise remedial classes for | | | |Royal Road-Plaine Magnien|Fax: 637 4354 | | |Secretary: Ms Vanessa |underprivileged children and provide | | | | |Email: [emailprotected] com | | |Dassiya |social assistance to elderly people | | |Diabetes Parents Support Group|Boodhram Street, |Tel: 291 4106 |2006 |9249 |President: Mrs Sumookhee |Provide education to children and | | | |Mont Roches |911 6737 | | |Balloo |adolescents living with diabetes and | | | Beau-Bassin | | | |Secretary:Ms Jacqueline |empower them to manage their disease | | |Dr Idrice Goomany Centre for |Sir Edgar Laurent |Tel: 242 3016 |1988 |2918 |President:Mr Imran Dhannoo |Organise vocational training and | | |the prevention and treatment |St-Port-Louis |F: 242 6098 | | |Secretary:Mr Norman |other activities to address the | | |of Alcoholism and Drug Addicts| |Email: [emailprotected] intnet. u | | |Tambanivoul |problem of the feminasation of the | | | | | | | | |HIV/AIDS pandemic | | | | | | | | |Provide treatment to IDUs and | | | | | | | | |alcoholics | | |Eastern Welfare Association |La Lucie Building, Bel |419-2578 |1st August 1996 |4823 |Mrs. Bindiya Sambal |Runs a day care centre for mentally | | |for the Disabled |Air Riviere Seche | | | | |disabled children and adolescents | | |EDUCATIONAL DEVELOPMENT YOUTH |442 State Land, |T:5080904 |24 December 1997 |5268 |Mr Youssouf Noormamode |Welfare of epileptic persons. | | |CONSULTANCY SERVICES (EDYCS) |Boulevard Rivaltz, |F: 2131733 | | | |To guide and provide | | | |Port Louis |M: 7622691 | | | |medication/consultation to epileptic | | | | | | | | |people. | |Entreprendre au Feminin Ocean |Centre Boyen de la |790 0083 |28 Nov 2002 |7270 |ARANDIN Jivelle |Provides mentoring services for SME | | |Indien (EFOI) |Girofay | | | | | | | | |Route du Club | | | | | | | | |Vacoas | | | | | | | |Environment Care Association |51 Royal Rd |T/F: 233 4237 |2006 |9652 |President:Mr Poorundeo |Organise sensitization programmes | | | |Coromandel |Email: [emailprotected] om | | |Ramgoolam |through 300 talks delivered in | | | | | | | |Secretary:Mr Ally Busawon |primary school on climat e change and | | | | | | | | |sorting of waste. | | |Environmental Protection |75 Chevreau Lane Calodyne|Tel: 288 2423/763 3195 |1988 |3021 |President:Mr Keshwar B. |Organise awareness activities on | | | Organisation |Grand Gaube |Fax: 288 2423 | | |Panray |environmental issues such as climate | | |-EPCO | |Email: [emailprotected] u | | |Secretary:Mr Raj Muni Reddi |change, biodiversity and | | | | | | | | |reconstruction of artificial reef | | |Falcon Citizen League |Royal Road Bois Pignolet |Tel: 249 8976 |2004 |7770 |President:Mr Gunsham |Provide training in agriculture to | | | |Terre-Rouge |Fax: 211 7636 | | |Seeborun |unemployed persons and encourage them| | | | |Email: [emailprotected] com | | |Secretary: Mr L. Kasur |to launch their greenhouse. | | | | | | | |Provide training in catering to young| | | | | | | | |persons | | |Fellowship First Aiders |Old Moka Road, Rose-Hill |Tel: 466 4251 |1999 |5810 |President:Mr D. Grandport |Health- First Aid treatment | | | | |Fax: 465 6386 | | |Secretary:Mr Prakash Dhooky | | | | | |Email: [emailprotected] u | | | | | | |Flacq Disabled Centre |Opposite Auguste Voltaire|413-0897 |14th May 1999 |5836 |(1) Mrs V. Aukhey |The Association runs a day Care | | | |Stadium, Flacq | | | |(President) |Centre for physically and or mentally| | | | | | | |(2) Baboa Dhaneshwar |retarded persons. Basic academic | | | | | | | |(Secretary) |classes and workshops on woodwork, | | | | | | | | |basketry and embroidery are also | | | | | | | | |provided to the beneficiaries. | | |Fleurita Women Association |Corner Drapeur Avenue |Tel: 793-3477 |1999 |6019 |President:Ms Rita Ramdin |Empower women through training in IT,| | | |St Jean Rd |Fax: 467 5358 | | |Secretary:Mrs Vimla Motah |handicraft etc.. | | | |Quatre-Bornes |Email: [emailprotected] om | | | | | | |FONDATION GEORGES CHARLES |16 Royal Road |T:2345415 |23 June 1986 |2440 |Mr Jac Falzara |Caters for the welfare of mentally | | | |Pointe aux Sables | | | |Mrs Margaret Zamudio |retarded persons. | | |Fondation pour LEnfance, |Camp Creole, Albion |2384196 2383170 |6th June 1989 |3106 |Mr. Alain Muneean |welfare of poor /abandoned children, | | |Terre de Paix | | | | |And Mrs. Patricia Yue |empowering the poor and vulnerable | | | | | | | | |people in the region of Albion | | |Foyer Vivre Debout |2 Charles Cheron St, Eau |670 5898 |1982 |1883 |President:Mrs Jouahnie |Provide care to persons with | | | |Coulee Curepipe | | | |Gontran |disabilities in a home and day care | | | | | | | |Secretary:Mrs M. Lourdes |centre run by the association. | | | | | | |Gerard |Organise activities to enhance the | | | | | | | | |quality of life of the disabled. | | | | | | | | |Run a workshop | | |Fraternite Mauricienne des |175, Royal Road, GRNW, |T:2123549 |13th Septembre 1979 |1527 |Mr. Jacques Kim Lee |runs a day care centre for disabled | | |Malades et Handicapes (FMMH) |Port Louis | | | | |children and adolescents | | |Friends in Hope |Goburdhun Lane, Avenue |427-4067 |22nd August 1997 |5139 |(1) Mrs Martine Neveu |The NGO runs a rehabilitation centre | | | |Sookdeo Bissoondoyal |4271870 | | |(Secretary) |for persons suffering from mental | | | |Bonne Terre | | | |(2) Mrs St Mart (Centre |illness. | | |Vacoas | | | |Manager) | | | |Group Elan |Rte Nicolay |Tel: 686 9436 |2002 |7229 |President:Mr Lindsay Aza |Implement sensitization programmes | | | |Port-Louis |Fax: 686 9542 | | |Secretary:Mr Mahen Neeliah |with prisoners, exdetainees and | | | | |Email: [emailprotected] mu | | | |family members of prisoners and | | | | | | | | |facilitate their reinsertion. | | | | | | | |Provide support to ex-drug addicts | | |Human Service Trust |Krishnanand seva ashram |Tel: 248 9651/ 249 1873 | |Act 52 of 1984 |President:Mr P. Boojhawon |Provide support and care to the | | | |Calebasses |Fax: 248 9025 | | |Secretary:Mr N. Bauhadoor |elderly in the Asram managed by the | | | |Pamplemousses |Email: [emailprotected] mu | | | |organization | | | | | | | |Organise and Participate in | | | | | | | | |socio-cultural activities. | | | | | | | | |Organise educational activities to | | | | | | | | |the youth. | | |Islamic Centre for Disabled |Bathurst Street, Port |T:2409815 F:2437145 |1st February 1999 |5646 |President: Mrs. Salima |runs a day care centre for disabled | | |Children Canal |Louis | | | |Allemudar |children and adolescents | | |Laveture Technical School for |Shivala |Tel: 418 2988 |2005 |8842 |President:Mr Laldeo Ancharug|Provide educational and training to | | |Disabled |Road Laventure |765 6865 | | |Secretary:Mr Yogesh Ancharug|disabled children to enhance their | | | | | | | | |social integration. | | | | | | | | |Organise sports and leisure | | | | | | | | |activities for the disabled. | |Leonard Cheshire Mauritius |Perrefonds |Tel: 427 4141 | |Act of Parliament 1965 |President:Mrs Ginette Lan |Provide residential care and medical | | | |Palma-Quatre-Bornes |FaxL 427 8626 | | |Yee |services to old persons in their | | | | |Email: [emailprotected] mu | | |Chiu |Homes at Tamarin and Palma. | | | | | | |Secretary:Mrs Marilyn Harel |Advocate for the improvement of | | | | | | | | |accessible health services | | |Link to Life |13 Britannia Park |Tel: 6860666 |2003 |7668 |President:M r Shashi Desai |Promote public awareness on the | | | |Vacoas |Fax: 686 0666 | | |Secretary:Mr Mooten |Prevention of Cancer | | | | |Email: [emailprotected] u | | |Kamlanaden Vella |Provide Counseling, support and care | | | | | | | | |to people suffering from cancer, | | | | | | | | |members of the family and caregivers. | | |LIZIE DAN LA MAIN |Pasteur Street |T: 6751777 |26th August 1983 |2036 |Mr Reynolds Permal |Works for the welfare of the blind. | | | |Forest Side |F: 6702676 | | | | | |Lois Lagesse Trust Fund |101, Colonel Maignard |454-3253 |   |Incorporated under the |President:Mr Retnon |(1) The Association runs specialised | | | |Street |465-9961 | |Lois Lagesse Trust Fund |Pyneeandee |schools (pre-primary and primary) to | | | |Beau Bassin |Email: l. [emailprotected] mu | |Act | |visually impaired children. | | | | | | | |Secretary:Mrs L. Jumnoodoo |(2) The NGO also have a workshop | | | | | | | | |where rattan baskets are made. | | | | | | | |(3) LLTF runs a home for blind | | | | | | | | |elderly people who have been rejected| | | | | | | | |by their families. | |LUPUS Alert |E111 Clos Verger |Tel: 464 8276 |2000 |6097 |President:Mrs B. Vankatasamy|Provide support to persons suffering | | | |Rose-Hill |Fax: 464 8276 | | |Secretary:Ms Rabia Yerally |from lupus | | | | |Email: [emailprotected] com | | | |Promote awareness of lupus and its | | | | | | | |impact on sufferes | | | | | | | | |Operate a Drop-in documentation | | | | | | | | |Centre/library | | |Magic Fingers Association |14, Labourdonnais Street |T: 755 4147 |13th June 2007 |9902 |Mr Ramanjooloo |Specialised in patchwork; MFA is | | |(MFA) | | | | | |providing training to women of SPUW | | |MAISON FAMILIALE RURALE DU |Balisage Road Calebasses |T:5431021 |29 January 1997 |4980 |Mr Raj Jatoo |welfare of the CPE school drop outs. | |NORD |Branch Road |M:7326076 | | | |Helps to integrate the school drop | | | |Calebasses |F: 2437145 | | | |outs in the working environment | | | | | | | | |through acquisition of knowledge and | | | | | | | | |hands on experience. | | |Mauritian Organisation on |88 Raoul Rivet Street |Tel: 775 1507 |2006 |9421 |President:Mr Ravind Lahootun|Organise parent outreach

Monday, February 24, 2020

Nursing Research Appraisal Essay Example | Topics and Well Written Essays - 2000 words

Nursing Research Appraisal - Essay Example The purpose of the study is to investigate the background of â€Å"getting evidence into practice†. In order to provide for representation of the facts that revealed during the study, the authors used a framework, reflecting the elements influencing the process. The elements that are observed by the authors to be major influencing factors are the â€Å"nature of the evidence†, the â€Å"context†, and the â€Å"facilitation†. The authors aimed at examining the components of the framework with the help of empirical enquiry approach. The research was divided into two parts. At the first stage investigative focus groups were appointed to give a perspective of the factors that may influence the process of implementing the evidence into practice. At the second stage the experts collected the data of case studies. The designed used by the authors is effective to provide for relevant data within the research and represent them in accurate manner. This essay declares that qualitative research involves narratives, in-depth interviews and focus groups. Powell et al give the following notion of a focus group: â€Å"a group of individuals selected and assembled by researchers to discuss and comment on, from personal experience, the topic that is the subject of the research†. Focus groups are similar to interviewing groups but they have definite distinctions. As Jones states, â€Å"Group interviewing involves interviewing a number of people at the same time, the emphasis being on questions and responses between the researcher and participants. Focus groups however rely on interaction within the group based on topics that are supplied by the researcher†. ". (p. 379) As it is stated in Research Methods, "The rule for selecting people for focus groups tends to be commonality rather than diversity. Research has shown that people tend to disclose more to people who resemble them in various ways than to people who differ fr om them. The kind of homogeneity you need depends on the specific purpose of the research. It is likely that you will want to consider the relevance of factors such as age, educational background, sex, professional status and ethnic formation". All qualitative researches and this in particular are based upon analytical categorization to describe the phenomena. (Rice, P. L. & Ezzy, D, p.168) The data revealing in the research process provide for a ground to point out new categories. Thus, the authors of the study reconsidered pre-set theories and pointed out new categories to be highlighted within the research process (Gibbs). The grounded theory approach usually is "to read (and re-read) a textual database (such as a corpus of field notes) and "discover" or label variables (called categories, concepts and properties) and their interrelationships. The ability to perceive variables and relationships is termed "theoretical sensitivity" and is affected by a number of