Digital Fortress Chapter 41 Free Essays

In a cloth storeroom on the third floor of the Alfonso XIII, a house keeper lay oblivious on the floor. The man with wire-edge glasses was supplanting an inn ace key in her pocket. He had not detected her shout when he struck her, however he had no chance to get of knowing without a doubt he had been hard of hearing since he was twelve. We will compose a custom article test on Computerized Fortress Chapter 41 or on the other hand any comparative point just for you Request Now He came to the battery pack on his belt with a specific sort of worship; a blessing from a customer, the machine had given him new life. He could now get his agreements anyplace on the planet. All interchanges showed up promptly and untraceably. He was anxious as he contacted the switch. His glasses gleamed to life. Indeed his fingers cut into the vacant air and started clicking together. As usual, he had recorded the names of his casualties a straightforward matter of looking through a wallet or handbag. The contacts on his fingers associated, and the letters showed up in the focal point of his glasses like phantoms noticeable all around. SUBJECT: ROCIO EVA GRANADA-TERMINATED SUBJECT: HANS HUBER-TERMINATED Three stories beneath David Becker covered his bill and meandered over the hall, his half-completed beverage close by. He made a beeline for the hotel’s open porch for some outside air. In and out, he considered. Things hadn’t worked out very as he anticipated. He had a choice to make. Would it be a good idea for him to simply surrender and return to the air terminal? A matter of national security. He swore softly. So why the damnation had they sent a teacher? Becker moved far out of the barkeep and dumped the rest of the beverage in a pruned jasmine. The vodka had made him bleary eyed. Least expensive alcoholic ever, Susan frequently called him. In the wake of topping off the overwhelming precious stone glass from a drinking fountain, Becker took a long swallow. He extended a couple of times attempting to shake off the light cloudiness that had settled over him. At that point he set down his glass and strolled over the anteroom. As he passed the lift, the entryways slid opened. There was a man inside. All Becker saw were thick wire-edge glasses. The man raised a hanky to clean out his nose. Becker grinned cordially and moved on†¦ out into the smothering Sevillian night. Instructions to refer to Digital Fortress Chapter 41, Essay models

Human Resource Management Practice Free-Samples for Students

Question: What is Human Resource Development (HRD)? By what method can Human Resource Managers guarantee that Employee Development is useful to the Organization? Answer: Human Resource Development Human asset in an association setting can be characterized as the individuals or workforce of the association who help to accomplish authoritative objectives. Two most basic terms utilized concerning the human asset are human asset the executives and human asset advancement. HRM is a new way to deal with work force the executives and focuses on responsibility, adaptability and quality (Paauwe, 2009). Human asset the board can be characterized as how an administrator can adequately use capacities, information, exertion and submitted practices that the individuals add to an association, that is definitively planned, as a feature of any business contract, which empowers the association to accomplish its targets (Armstrong and Taylor, 2014).Human asset advancement is a procedure of building up the abilities of representatives by supporting social change and making learning chances to accomplish superior (Richman, 2015).The further conversation would cover the contrast between human asset arranging and human asset improvement. It will likewise incorporate the significance and approaches to guarantee HRD is valuable to the association. Human asset improvement is a subset of human asset the executives. As the definition explains Human asset the executives is for applying approaches and principals to oversee individuals successfully though human asset improvement isn't engaged with overseeing, it is the advancement of individuals. Human asset advancement can be thought of a little portion of human asset improvement. The elements of human asset advancement can be arranged into 3 essential classifications preparing and improvement, hierarchical turn of events and vocation advancement. Association regularly faces the test when representatives need capacities and scholarly capacities. This test can be defeated through the capacity of preparing and improvement. Preparing and is characterized as arrangement of exercises that are intended to upgrade the aptitudes, capacities and information on the worker to play out a specific errand. Advancement can be characterized as setting up an individual for future duties. Preparing and advancement not just gets profitability it is significant for creating faculty. Different techniques can be utilized to give preparing improvement like at work, instructing, direction, apprenticeship, exhibition, vestibule, understudy, work revolution and self-advancement (Olaniyan and Ojo, 2008). The following significant capacity of the human asset director is authoritative turn of events. Human asset advancement assumes a fundamental job in authoritative improvement by performing 4 capacities which incorporate upkeep of hierarchical gauges, improves polished skill in the association, upgrades the profitability and guarantees life span of the association. Hierarchical gauges are kept up by normal enrollments, improved assorted variety and better HR administrations. Demonstrable skill can be created by creating and conveying proficient advancement programs. Efficiency can be expanded by defining up reasonable objectives and HR director should suggest and convey about those obje ctives to the representatives. Authoritative life span will be the effect of human asset advancement and scholarly capital turn of events (Kolachi and Akan, 2014). The third significant job that is performed by human asset improvement is profession advancement. Profession advancement is made out of two terms vocation and improvement. Profession implies singular viewpoint of practices and mentalities that are related with business related exercises over the life expectancy of an individual. Advancement is the term identified with development. Profession arranging can be characterized as the ceaseless procedure of enabling workers that are arranging and coordinating activities until they accomplish an individual degree of lifes objectives. HRD helps in profession improvement through vocation arranging and profession the board (Hite and McDonald, 2008). It is obvious that human asset advancement performs different capacities and in this way extremely fundamental for an association. In associations, there is a set structure for executing human asset improvement. This structure can likewise be viewed as the procedure of human asset improvement. It comprises of 4 stages surveying HRD needs, planning compelling HRD programs, executing the arrangement and assessing the arrangement (Werner and DeSimone, 2011). The need examination stage comprises of breaking down an individual, work condition and assignment prerequisites. Requirements may emerge because of present lack or any new test that will be met. Need investigation should be possible by choosing the needs, choosing the targets of explicit preparing HRD and building up the assessment rules. The following comes the planning stage. This stage is worried about planning the preparation and improvement exercises that can bring the ideal intercession. This includes deciding the goals of th e program, building up a reasonable exercise intend to accomplish those targets, gathering required material for the program, choosing the individual who has the ability to convey the program, the following stage includes picking the setting that is generally appropriate for conveying the program. After all the viewpoints have been concluded, there is the requirement for usage. This is the fundamental activity stage. Usage isn't a simple errand it includes different difficulties, for example, executing everything about per the arrangement, making a domain that underpins the arrangement and settling issues that emerge while actualizing. In the wake of structuring stage comes the assessment stage, this is worried about deciding the adequacy of the program. This is where choices are taken with respect to proceed or quit utilizing specific program, planning and assets related choices and finding any elective HR approach whenever required (Vinaya, Mahatab, Sujoy). It is the key job of each human asset advancement director to time to time assess the human asset improvement program to guarantee that the actualized program is gainful for the association or not. Human asset advancement plan can carry different advantages to the worker whenever assessed adequately. For example Google, the organization finds a way to build up its workers. Each representative at Google is offered with a particular course identified with their activity this causes them to learn better, Google attempts to augment profitability by guaranteeing worker fulfillment and focusing on the worries of representatives, 20% of working time is given to representatives to spend on their own tasks and it is ceaselessly occupied with finding a way to develop extraordinary ability (Toscano, 2015). The model shows human asset improvement can make the Google showcase pioneer. It is confirmation that representative improvement is gainful to the association. The supervisors can check if th e HRD program is compelling by checking scarcely any key focuses. These key focuses incorporate the inquiries that if the association is growing perfect individuals, the secret sauce, in the correct way, at the opportune time and with the correct materials. Administrators need to quantify the genuine outcomes against the normal outcomes. The troughs need to discover the reasons and make revisions as indicated by the reasons distinguished. Time to time assessments empowers the supervisor to check the proficiency of the general advancement program. There are different advantages of worker advancement for the association. It empowers and association to stay up with the adjustments in the business. It empowers representatives taking care of the most recent innovation; in this way association can utilize most recent innovation. It additionally empowers the administration to think about the shortcoming of workers and the expertise holes. It builds up the people for progressively mindful s ituations in the association (Gill, 2014). It very well may be presumed that human asset improvement is a significant and indistinguishable piece of the association. Each association needs to build up the capability of its human asset to accomplish better outcomes. Significant elements of human asset improvement incorporate preparing and advancement, profession improvement and authoritative turn of events. It is useful both individual and association. The human asset advancement program can be actualized in 4 stages in an association. The initial step is deciding the HRD needs, the second is planning the appropriate HRD plan, third is executing the structured HRD plan and the fourth step is actualizing the arrangement. In the event that HRD plan is effectively executed it can demonstrate productive for the association. Administrators can guarantee that program is useful to the association by successful assessment of the program. In general representative improvement gives various advantages and is an essential undertaking. It builds up the workforce for additionally moving jobs and assists with accomplishing the hierarchical objectives. References Armstrong, M. what's more, Taylor, S., 2014.Armstrong's handbook of human asset the board practice. Kogan Page Publishers. Gill, A., 2014. The Top 10 Benefits Of Ongoing Staff Training And Development, saw on 25 August 2017 from https://www.saxonsgroup.com.au/blog/HR/top-10-benefits-of-continuous staff-preparing advancement/ Hite, L.M. also, McDonald, K.S., 2008. Another time for profession improvement and HRD.Advances in Developing Human Resources,10(1), pp.3-7. Kolachi, N. also, Akan, O., 2014. HRD Role in Organizational Development (A Case of Corporate Thinking at ETISALAT, UAE).International Business Research,7(8), p.160. Olaniyan, D.A. also, Ojo, L.B., 2008. Staff preparing and advancement: a crucial instrument for hierarchical effectiveness.European Journal of Scientific Research,24(3), pp.326-331. Paauwe, J., 2009. HRM and execution: Achievements, methodological issues and prospects.Journal of Management studies,46(1), pp.129-142. Richman, N., 2015. Human asset the executives and huma

Adolf Hitler and Japanese Canadians War

Talk about the job that Italy played in World War II. How did the country become associated with the contention? How did its support influence the heading of the war and Germany’s fortunes? 3. Talk about the issues encompassing the United States’ choice to utilize nuclear bombs against Japan. What thought processes were behind this activity, and what contentions have been made against it? 4. Clarify how the circumstance in Europe promptly following the fall of Germany drove straightforwardly to the Cold War. As you would see it, should the Western Allies have acted to contradict Soviet control of Eastern Europe? 5. Think about the job of innovation during World War II. Did it on a very basic level influence the result of the war? Provided that this is true, how? If not, why not? 6. Think about the jobs of Germany and Japan during World War II. As a rule, were their hostilities in a general sense comparative or on a very basic level unique? . Clarify Germany’s botches in Russia and the manners by which they influenced the result of the war. 8. For what reason did the British government yield to German requests with respect to Czechoslovakia in 1938, yet took a generally firmer remain over Poland in 1939? 9. Look at Soviet and British strategies toward Poland somewhe re in the range of 1943 and 1945, concentrating on the two points and results. 10. Did the idea of German rearmament somewhere in the range of 1935 and 1939 help the view that Hitler was making arrangements for a Blitzkrieg war? 11. Asses and clarify whether the internment of Japanese Canadians legitimized during World War Two? 2. Talk about the significant contrasts between how the partners treated Germany after World War Two with World War One and how it might have been something more. 13. Look at the key importance of the Battle of Stalingrad and the Battle of Britain. 14. Talk about Blittzkrieg and the significance of this strategy during World War Two. 15. Evaluate and clarify the job of ladies during WWII and contrast them with WWI. 16. The Second World War had ramifications for European culture and the world everywhere that were just as significant as the progressions fashioned by World War I. Survey these results as they got apparent in 1945 as the war finished just as for the years following from the point of view of physical misfortunes (setbacks, evacuees, foundation, and so forth ) just as the political and regional settlements in Europe and the world on the loose. 17. Whatever degree were the German’s individuals liable for Hitler/Holocaust. 18. Contrast WWI with WWII, distinguishing similitudes in the causes, improvement, and results of the wars. Different themes to think about Appeasement (WLM King) Isolationism The Treaty of Versailles The League of Nations (disappointment of) Dieppe D-Day (Juno Beach) Liberation of Holland Dunkirk (clearing of) Battle of Britain Battle of the Atlantic Role of Technology/Canadian war creation Anti-Semitism in Canada Internment of Japanese Canadians War on the homefront †War creation/Changing job of ladies TOPIC LIST Blitzkreig The Battle of the Atlantic Women’s Royal Canadian Naval Service (Wrens) Lebensraum The Brtsh Commonwealth Air Training Plan Canadian Women’s Auxiliary Airforce Control of the Rhineland Camp X The Munich Pact Cdn Women’s Army Corps D-Day The Nazi-Soviet Non Aggression Pact The Battle for Normandy Canadian War Brides Dunkirk Treaty of Versailles The Royal Cdn Air Force Wm. L. Mackenzie King War on the Homefront War Propaganda The Home Front General Guy Simonds Canada and the Italian Campaign Conscription The Scheldt Estuary The Internment of Japanese Canadians Liberation of the Netherlands Canada and Hong Kong Juno Beach The Battle of the Atlantic VE Day Dieppe Verrieres Ridge Adolf Hitler and Japanese Canadians War Examine the job that Italy played in World War II. How did the country become engaged with the contention? How did its investment influence the bearing of the war and Germany’s fortunes? 3. Talk about the issues encompassing the United States’ choice to utilize nuclear bombs against Japan. What thought processes were behind this activity, and what contentions have been made against it? 4. Clarify how the circumstance in Europe promptly following the fall of Germany drove legitimately to the Cold War. As you would like to think, should the Western Allies have acted to restrict Soviet control of Eastern Europe? 5. Think about the job of innovation during World War II. Did it in a general sense influence the result of the war? Provided that this is true, how? If not, why not? 6. Look at the jobs of Germany and Japan during World War II. As a rule, were their hostilities in a general sense comparable or essentially extraordinary? . Clarify Germany’s botches in Russia and the manners by which they influenced the result of the war. 8. For what reason did the British government surrender to German requests with respect to Czechoslovakia in 1938, however took a generally firmer remain over Poland in 1939? 9. Think about Soviet and British strategies toward Poland somewh ere in the range of 1943 and 1945, concentrating on the two points and results. 10. Did the idea of German rearmament somewhere in the range of 1935 and 1939 help the view that Hitler was making arrangements for a Blitzkrieg war? 11. Asses and clarify whether the internment of Japanese Canadians legitimized during World War Two? 2. Talk about the significant contrasts between how the partners treated Germany after World War Two with World War One and how it might have been something more. 13. Think about the vital centrality of the Battle of Stalingrad and the Battle of Britain. 14. Talk about Blittzkrieg and the significance of this strategy during World War Two. 15. Survey and clarify the job of ladies during WWII and contrast them with WWI. 16. The Second World War had ramifications for European culture and the world everywhere that were just as significant as the progressions created by World War I. Evaluate these results as they got obvious in 1945 as the war finished just as for the years following from the viewpoint of physical misfortunes (losses, evacuees, framework, and so on ) just as the political and regional settlements in Europe and the world on the loose. 17. What exactly degree were the German’s individuals answerable for Hitler/Holocaust. 18. Contrast WWI with WWII, recognizing likenesses in the causes, improvement, and results of the wars. Different subjects to think about Appeasement (WLM King) Isolationism The Treaty of Versailles The League of Nations (disappointment of) Dieppe D-Day (Juno Beach) Liberation of Holland Dunkirk (clearing of) Battle of Britain Battle of the Atlantic Role of Technology/Canadian war creation Anti-Semitism in Canada Internment of Japanese Canadians War on the homefront †War creation/Changing job of ladies TOPIC LIST Blitzkreig The Battle of the Atlantic Women’s Royal Canadian Naval Service (Wrens) Lebensraum The Brtsh Commonwealth Air Training Plan Canadian Women’s Auxiliary Airforce Control of the Rhineland Camp X The Munich Pact Cdn Women’s Army Corps D-Day The Nazi-Soviet Non Aggression Pact The Battle for Normandy Canadian War Brides Dunkirk Treaty of Versailles The Royal Cdn Air Force Wm. L. Mackenzie King War on the Homefront War Propaganda The Home Front General Guy Simonds Canada and the Italian Campaign Conscription The Scheldt Estuary The Internment of Japanese Canadians Liberation of the Netherlands Canada and Hong Kong Juno Beach The Battle of the Atlantic VE Day Dieppe Verrieres Ridge

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.

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. 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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. 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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

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

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

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

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English - Essay Example by FIFA, or Federation International de Football Association which organizes the immensely popular FIFA World Cup, the sport’s principal event, once in every four years. It also regulates all levels of soccer- including the professional games on the international level, Olympic competitions and youth leagues. America’s National Football League or NFL is the principal professional league in the world, several other leagues forming later in North America and Europe. On par with them is the Major League Soccer with many teams with fans world over, the most famous ones being A.C. Milan of Italy, Ajax Amsterdam of The Netherlands, Manchester United of England, Real Madrid of Spain, Boca Juniors of Argentina, Sao Paulo of Brazil, and Colo Colo of Chile. There are certain aspects which are common to both games and rhere are some differences. What is common to both forms of soccer -association football, and American football is the fact that both require two teams with 11 players each, in which players try scoring a goal by hitting the ball into the opponents’ goal, using any part of their body other than the hands requiring remarkable skills in use of feet and heads for kicking, dribbling, or passing the ball toward the goal or to another player. Important contrasts are as follows. Firstly the area of the playing fields differs which for soccer, is 90 and 120 m (100 and 130 yd) long and between 45 and 90 m (50 and 100 yd) wide and for American football is 120 yd (110 m) long and 53 yd 1 ft (48.8 m) wide. While in soccer 11 players serve as goalkeeper, defender, midfielder, and attacker American football having no such clear definitions, the players have to adapt to many roles. In soccer a referee single handedly decides and is assisted by two linesmen signaling when a player is â€Å"offside† or when a ball crosses the boundary line. In American football however there is a referee, an umpire, a linesman, a field judge, a back judge, a line judge, and a side

The Da Vinci Code Essay Example for Free

The Da Vinci Code Essay Also searching for the Grail is a secret cabal within Opus Dei, an actual prelature of the Holy See, who wishes to keep the true Grail a secret; the revelation of this secret would certainly destroy Christianity. The Da Vinci Code film, like the book, was considered controversial. It was met with especially harsh criticism by the Roman Catholic Church for the accusation that it is behind a two-thousand-year-old coverup concerning what the Holy Grail really is and the concept that Jesus Christ and Mary Magdalene were married and that the union produced a daughter. Many members urged the laity to boycott the film. Two secret organizations, the Priory of Sion and the Council of Shadows, whose existence is a polarizing issue, figure prominently in the story. In the book, Dan Brown insists that the Priory of Sion and all descriptions of artwork, architecture, documents and secret rituals in this novel are accurate. The Da Vinci Code was met with largely negative critical response upon its release on May 19, 2006. However, this did little to hamper its box office performance; it earned US$230 million in its opening weekend and was the second highest-grossing film of 2006 behind Pirates of the Caribbean: Dead Mans Chest. Cast * Tom Hanks as Professor Robert Langdon * Audrey Tautou as Sophie Neveu * Ian McKellen as Sir Leigh Teabing * Paul Bettany as Silas * Jean Reno as BezuFache * Alfred Molina as Bishop Aringarosa * Charlotte Graham as Mary Magdalene * Jurgen Prochnow as Andre Vernet * Etienne Chicot as Lt. Jerome Collet * Jean-Yves Berteloot as Remy Jean (RemyLegaludec in the novel) * Jean-Pierre Marielle as Jacques Sauniere * Hugh Mitchell as Young Silas * Seth Gabel as Michael the Cleric * Marie-Francoise Audollent as Sister Sandrine Plot In Paris, Jacques Sauniere is pursued through the Louvres Grand Gallery by albino monk Silas (Paul Bettany), demanding the Priorys clef de voute or keystone. Sauniere confesses the keystone is kept in the sacristy of Church of Saint-Sulpice beneath the Rose before Silas shoots him. At the American University of Paris, Robert Langdon, a symbologist who is a guest lecturer on symbols and the sacred feminine, is summoned to the Louvre to view the crime scene. He discovers the dying Sauniere has created an intricate display using black light ink and his own ody and blood. Captain BezuFache (Jean Reno) asks him for his interpretation of the puzzling scene. Silas calls a mysterious man known as The Teacher, revealing that he has killed all four protectors of the keystone and that all confirmed the same location. He dons a metal cilice on his thigh and proceeds to flagellate himself with a whip for the sins of murder. Facilitated by Bishop Manuel Aringarosa, Silas then travels to Saint-Sul pice and is admitted by an elderly nun; left alone, he excavates beneath the floor of the church to find a stone saying only JOB 38:11. He confronts the nun, who quotes the passage: Hitherto shalt thou come, but no further. Realizing that he has been deceived, Silas is enraged and kills the nun. Sophie Neveu, a cryptologist with the French police, enters the Louvre as well and slips Langdon a message which leads him to the bathroom. There, Sophie meets him and tells him that he is being tracked, a GPS tracking dot has been (unknown by him) slipped into his jacket and that he is a primary suspect in the murder case because of a line of text found by the corpse (P. S. find Robert Langdon). Sophie however, believes that Sauniere, who is revealed to be her grandfather, wanted to pass a hidden message on to her (Princesse Sophie, P. S. , was the nickname he used for her), and that he had wanted to bring Langdon into the equation so that he could help her crack the code. Buying some time by throwing the tracking device into the back of a truck, the pair begin exploring the Louvre, finding more anagram messages that Sauniere had left behind. Many of these relate to Leonardo da Vincis art, and the pair find a key with a Fleur-de-lis behind Madonna of the Rocks. Langdon deduces from this that Sauniere was a member of the Priory of Sion, a secret society associated with the Knights Templar. Pursued by the French police and cut off from the United States Embassy, the pair escape to the Bois de Boulogne where Langdon closely inspects the key. He notices an inscription on the side – an address. The address directs them to the Depository Bank of Zurich where the key is used for a safety deposit box. In the bank, they find Saunieres deposit box and open it using the 10 digit Fibonacci numbers in order (1123581321). Inside the box, they find a rosewood container, which contains a cryptex: a cylindrical container with five alphabetical dials which must be arranged in the correct sequence to spell out a 5-letter code word, in order to open and access the papyrus message inside. Using force to open the cryptex would break a vial of vinegar inside, which would dissolve the papyrus and destroy the message. Unfortunately, the police are called by a security guard and they are forced to leave. The bank manager, Andre Vernet, assists them in escaping by taking them as passengers in an armoured van to escape the routine checks of the police. In the back of the truck Langdon and Neveu have a lengthy discussion about the cryptex and Neveu says that her grandfather often played games with her involving cryptexes. Langdon says that the cryptex might hold valuable information or another clue about what they are trying to discover. Eventually, they come to a sudden stop and Vernet forces them at gunpoint to give him the cryptex. Langdon tricks Vernet and disarms him and he and Sophie escape with the cryptex in their hands. Langdon suggests that they visit his friend, Leigh Teabing (Ian McKellen), for assistance to opening the cryptex. Leigh Teabing turns out to be an enthusiastic seeker of the Holy Grail, which he believes is not actually a cup but instead Mary Magdalene. Mary was pregnant at the time of Christs crucifixion, and Teabing tells Sophie that the Priory of Sion was formed to protect the descendants of Jesus. Jacques Sauniere was believed to be a part of this society and Teabing suspects that he was training Sophie to join it also. Silas, meanwhile, breaks into Teabings mansion and attempts to steal the cryptex. Teabing uses his cane to knock Silas out and they escape again, taking the butler, Remy Jean, and Silas with them. The group escapes in Teabings plane, following the next clue to London. Fache learns of their destination, and alerts the London Metropolitan Police to apprehend them at the airport. But Teabing manages to slip the party past the police with a trick of misdirection. Teabing leads Langdon and Neveu to the Temple Church in London, which is shown to be a red herring. Silas is freed by Remy Jean, who is revealed to be a follower of The Teacher as well. The two take Teabing hostage, and Silas, believing Remy to be The Teacher, holes up in an Opus Dei safehouse. Remy is killed by the mysterious man after deceiving Silas. Silas accidentally shoots Aringaros and is shot by the police. Aringarosa is taken to the hospital and apprehended by Fache. Langdon is betrayed by Teabing, who is revealed to be the true Teacher. He escapes with the Cryptex, and attempts to find the next clue at Isaac Newtons tomb in Westminster Abbey, as Newton was another member of the Priory. Langdon and Neveau catch up with him, and chase him into the nearby hapter house. Teabing explained that he wanted to find Mary Magdalenes remains to prove he was correct about the Holy Grail and threatens to shoot Sophie if Langdon does not open the cryptex. Langdon throws the cryptex into the air, and Teabing fumbles and destroys it. Distraught at not receiving the code, Teabing is arrested, but Langdon had cracked the code (Apple, a reference to Newton) and removed the cl ue from the cryptex before destroying it. Using the clue, they travel to Rosslyn Chapel in Scotland where Magdalenes remains had previously been hidden. The remains had since been moved, but they meet other members of the secret organization that protected her. Sophie is actually Magdalenes descendant and therefore is the current living descendant of Jesus Christ. They vow to keep her safe before going their separate ways. In Paris, Langdon accidentally cuts himself while shaving and the line of blood on the sink reminds him of the Rose Line. He follows the Rose Line and finds the location of the Holy Grail, buried under the pyramid in the Louvre. Langdon then kneels above Mary Magdalenes tomb as the Knights Templar did before him. first-rate thriller . The exposition is actually the best and most valuable part of the film A great film to look at and Salvatore Totinos cinematography is pitch-perfect. This is a servicable enough adaptation, but like many others, the book is of course far better. Robert Langdon is a symbology professor who gets called into a criminal investigation that gets him wrongfully implicated. On the way to figu ring things out for himself, he begins a quest to discover the truth about the Holy Grail, the details having some very shocking revelations. I really liked the book. Its a standard thriller sure, but its so well written and thought provoking. In the end, you need to just put personal beliefs aside (same here) and just accept it as riveting and entertaing fiction. Even though it is just fiction, the details of the truth behind the Holy Grail are so well argued that Dan Browns ideas actually do seem like a realistic and plausible scenario. With this adaptation, it seems a little stiff, and more overly serious than the book, but its mostly faithful, for the most. Some details had to be changed for time concerns, others for content, but the end result here could be far worse. I enjoyed this a fair amount when I first saw it, but in revisiting it, some of that has worn off, and the films not as good as I initially thought, but its hardly a failure. Its just not as gripping and suspenseful as the book. The film is really well cast though, and their performances are better than average, especially those by Bettany and McKellan. The location shooting is good, the direction is fair, and having Howard as director ensures that the film has some decent clout and production values. All in all, its okay. The Twilight Saga: Breaking Dawn – Part 1 (commonly referred to as Breaking Dawn – Part 1) is a 2011 romanticfantasy film directed by Bill Condon and based on the novel Breaking Dawn by Stephenie Meyer. The first part of a two-part film forms the fourth installment in the The Twilight Saga series. All three main cast members, Kristen Stewart, Robert Pattinson, and Taylor Lautner, reprise their roles. Plot Further information: Breaking Dawn The film starts out as Bella Swan plans her wedding with the Cullen family. Before the wedding, Edward Cullen tells Bella that he has murdered people in the past. Undaunted by this, Bella and Edward go ahead with the wedding. During the reception following her wedding to Edward, Bella is visited by her friend Jacob Black. When Bella admits that she and Edward plan to consummate their marriage during their honeymoon, Jacob becomes angry but is held back by his pack. He then runs off into the woods, and Edward takes an upset Bella back to the reception. The couple spends their honeymoon on the Cullens private Brazilian island. Although hesitant, Edward has sex with Bella for the first time. After, Edward realizes that he bruised Bellas arm, back and shoulders during sex and he vows to never be intimate with her again, much to her disappointment; he later gives in to her seductions. Two weeks into their honeymoon, Bella discovers that she is pregnant with a baby growing at an extraordinarily accelerated rate. After consulting with Carlisle, they rush back to Forks. Bella refuses to consider having an abortion, and enlists Rosalies help to protect her wishes. Opposed to Sam Uleys plans to kill Bella and her child, which is thought to be a demon, Jacob angrily leaves his pack and arrives at the Cullens to protect Bella; Seth and Leah Clearwater join him, forming a new wolf pack. As the pregnancy progresses, Bellas health severely deteriorates. As a last resort, she begins drinking blood, which satisfies the fetus vampiric thirst and allows her to regain some strength. Soon afterward, Bella goes into a painful labor and gives birth to her child, Renesmee, anconflation of the names of Bellas mother, Renee and Edwards adoptive mother, Esme. To save her life, Edward injects Bellas heart with his venom to transform her into a vampire, but nothing seems to happen and Bella is thought to be dead. Greatly distraught, Jacob attempts to kill the baby, but stops when he realizes he has imprinted on the child. When the werewolves learn of Bellas death, they attack the Cullens house in an attempt to kill the baby. They are forced to stop after learning Jacob has imprinted on Renesmee (imprinting is the involuntary response when a werewolf finds his soul mate; thus under their wolf law, Renesmee cannot be harmed).