Young People as Co-Designers of School-Based Civics Curriculum

Question: Discuss about theYoung People as Co-Designers of School-Based Civics Curriculum. Answer: Introduction High levels of hate crime, intolerance, and prejudice, support of extremism, distrust of politicians and low voter turnouts especially among the youths have been observed in many countries worldwide. This threatens the legitimate goals of democracy which are unity and patriotism. This is because of production poor inactive and unengaged citizens. These goals, however, must be balanced with the realization and tolerance of diversity in the society. These goals of democracy can only be achieved through an inclusive, active formal education (Smith et al., p. 4). The youths should, therefore, be co-designers of school-based civics curriculum to contribute their ideas. This paper discusses the importance of an inclusive curriculum and the role of youth as co-designers of the civic curriculum in preparing them to be active citizens of the future. Significance of co-designing a civics curriculum The issue of crisis democracy presents young people as the real problem who engages in violent activities. They have been displayed as a disengaged, an apolitical, and apathetic group. Their behavior has been somehow attributed to deficiencies in various institutions that are supposed to offer civic education (Bessant et al., 279). It becomes important, therefore, to engage the young people in designing a civic-oriented curriculum so that they can give out their views and hence shape them to be a better generation. The fact that the young people are politically disengaged shows that there is a need for more civic education. Educating them, however, does not play a critical role in their lives thats why involving them in designing of the civic curriculum is the best approach. Co-designing the curriculum gives the students a chance to improve the political arena (Chou et al., p. 5). Coordinating the digital media and civic engagement with youths is crucial. Young people spend a lot of time in social media as such they have a lot of information concerning politics and civics. Social media and the internet has revolutionized the world immensely. With youths spending much of their time on the internet, they are at a better-placed position to identifying upcoming and trending issues concerning democracy and politics (Youniss et al., p. 132). Involvement of youths in the process of civic education enhances the decision-making process which determines how people should conduct themselves politically. The current 21st-century politics have significantly changed and, therefore, requires different contributions from various social groups. Politics have become highly interactive, and that makes the young people ideal in co-designing of the civic curriculum. The politics also are peer-based, and the youths are the most vocal group and the unruly ones. Giving their views on matters that affect them politically becomes crucial to be integrated into the curriculum (Manning and Edwards, p. 29). Despite the fact that the internet has mitigated the power disparities such as social status, resource, experience, and power, the youthful activist politics, are not devoid of power and produces highly gendered space. Politics as usual model The concept of politics as a usual model has received critique from various social and political fields throughout the entire Europe. It aims at achieving a political consensus on the core neo-liberal project. It could lead to an expansion of the free market while causing the state to shrink. The young people, however, were the most vocal class to reject the consensus. Numerous policies such as the neo-liberal and conventional electoral policies had failed before. It was crucial, therefore, to commit the young people in social participation by creating a neo-liberal active citizenship framework. Young people as such, have the capability of restructuring the civic education to the betterment of everyone (Bennett et al., p. 111). Through digital network use, they can establish new approaches encompassing politics re-imagining, political imaginaries, and political action-oriented new norms which can create a free non-hierarchical interaction. Typically, it is thought that the older peop le can be the best designers of the civic curriculum due to their experience. As such, they can represent the young people in the political field and deploy the skills and knowledge necessary for young people to become active citizens. Contrary to this, the young people have a huge role to play in designing of the civic curriculum since they are so active and vocal concerning emerging issues and politics. Civic education is important since it helps the youth and students to understand the concepts of democracy, advocacy, human rights, and the rule of law. Young people as a source of democratic innovation Its important for the society to start viewing young people as equals in matters related to civic education rather than perceiving them as inexperienced individuals. Young people thorough their skills and innovation can improve the democracy of a country. Therefore, they stand best to be co-designers of civic education together with the teachers and older people to bring civic education to every individual. Due to their role in changing the democratic process of a country through civic education, young people can be termed as political and moral agents (Lange, p. 106). Their involvement as well gives the educators, and other collaborators have a broad knowledge of how young people think and reason in political terms. The institutions education is also oriented towards building a democratic curriculum and practices. The young people will as well give the policymakers an opportunity to reveal to the world their actual political profile. Contrary to what people perceive the youth as nar cissistic, apolitical, and disinterested individuals, the chance of co-designing the civic curriculum will counteract the negative notion of the youths in politics. It will also increase youth participation in politics and contribute to the implementation of civic education programs and policies. Students' engagement instills civics and citizenship knowledge and competencies that are very vital for democracy (Comber, p. 5). The young men and women learn the need to act with moral and ethical integrity. The future of democracy of a country depends on the moral values and integrity of her citizens. Lack of integrity always causes a lot of the most significant problems in a personal, professional and political arena. Offering training and education to the young citizens through an inclusive school-based curriculum could prevent these issues. This approach will enable them to appreciate the need for integrity amongst themselves and also test the integrity of the leaders and politicians during the voting and various democratic processes. An inclusive curriculum Engagement of the young as co-designers will also produce informed citizens. An inclusive curriculum is essential for students understanding of democratic institutions, processes, and their importance. It develops a sense of belonging and commitment to national values. The young citizens will then understand the need to stay informed of the national and international issue which enhances communication between them and the leaders. This, in turn, increases participation which is vital for democracy (Fletcher, p. 2012). It includes participation in voting and other democratic processes. The students are also encouraged to practice democracy through their involvement in decision-making processes. The knowledge and skills gained help them to develop analytical and critical thinking required in conflict resolution and evaluation of electoral candidates by their manifestos. The focus should be the improvement of the curriculum by controlling disruptive and violent incidences by encouraging democratic conflict resolution processes. Effective implementation of such practices, in turn, enhances democratic citizenship. Also, inclusive curriculum produces citizens who understand democracy concepts of equity and justice (Lawy and Biesta, p. 39). Students' participation is the only means through which this educational goal can be achieved. A Democratic environment in the school institutions, clubs and organizations gives students experience in decision making and conflict resolution and ensures justice and equity. The environment and exposure help the students to learn how qualities like tolerance and acceptance are vital for co-existence and democracy. Therefore, students should be actively involved in the curriculum to ensure they understand the form and spirit of democracy. This can be done by use of democratic teaching approach to enable students to practice democracy as a way of life. Students are also able to appreciate and value cultural diversity. Through an inclusive curriculum, the students develop openness and mindfulness to other people's beliefs, views, and practices. This promotes tolera nce which facilitates coexistence among the citizens. It is, therefore, necessary to employ practices and educational strategies for promoting cultural diversity and facilitate positive interactions. Students are also prepared for taking responsibility for their actions. Taking responsibility for one's actions is critical for democracy (Westheimer and Kahne, p. 247). Creation of supportive, inclusive curriculum encourages students to develop this skill by helping them understand how one's actions affect others. Conclusion Education is an essential tool for establishing a democratic culture. Arnold Packer suggests that creating informed citizens should be education's goal (2016) for citizens' contribution to democracy. Democratic culture is not like riding a bicycle, but like speaking a language: if you do not practice it you will lose the ability. It is also difficult to teach old dog new habits. Therefore, young people should be co-designers of school-based civics curriculum to provide them with the opportunity to practice democracy as a way of life. This will help eliminate the threats to the future of democracy in many countries. References Bennett, W.L., Wells, C. and Rank, A., 2009. Young citizens and civic learning: Two paradigms of citizenship in the digital age. Citizenship studies, 13(2), pp.105-120. Bessant, J., Farthing, R. and Watts, R., 2016. Co-designing a civics curriculum: young people, democratic deficit and political renewal in the EU. Journal of Curriculum Studies, 48(2), pp.271-289. Chou, M., Gagnon, J.P., Hartung, C., and Pruitt, L.J., 2017. Young People, Citizenship and Political Participation: Combating Civic Deficit? Pickering Chatto Publishers, pp. 1-9. Comber, M.K., 2003. Civics curriculum and civic skills: Recent evidence. The Center for Information and Research on Civic Learning and Engagement (CIRCLE), pp. 1-9. Fletcher, A., 2012. Meaningful student involvement. Retrieved on December, 1, p.2012. Lange, D. ed., 2013. Schools, Curriculum and Civic Education for Building Democratic Citizens (Vol. 2). Springer Science Business Media, pp. 1-245. Lawy, R. and Biesta, G., 2006. Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British journal of educational studies, 54(1), pp.34-50. Manning, N. and Edwards, K., 2014. Does civic education for young people increase political participation? A systematic review. Educational Review, 66(1), pp.22-45. Naval, C., Print, M. and Veldhuis, R., 2002. Education for Democratic Citizenship in the New Europe: context and reform. European journal of education, 37(2), pp.107-128. Smith, A., Fountain, S., and McLean, H., 2002. Civic Education in Primary and Secondary Schools in the Republic of Serbia.pp.1-7. Westheimer, J. and Kahne, J., 2004. What kind of citizen? The politics of educating for democracy. American educational research journal, 41(2), pp.237-269. Youniss, J., Bales, S., Christmas?Best, V., Diversi, M., Mclaughlin, M. and Silbereisen, R., 2002. Youth civic engagement in the twenty?first century. Journal of research on adolescence, 12(1), pp.121-148.

SWOT plan business school Essays - Management Education,

Hull Business School (HUBS) was created in 1999 but even before they formed HUBS, business- related subjects were been taught for over thirty years at the Management and the Finance School. The business school has a good reputation in the United Kingdom and around the world because of the teaching and the large list of proposed courses. It aims to create responsible leaders through its ?connected thinking? approach, which teaches students how to understand the world business environment. That is probably why the administration wants to raise the fees for undergraduate students in 2012 but they fear that the number of applications applying for business school will decrease. In order to counter this problem this report will elaborate a marketing communication plan to find solutions to attract more students from all over the world. SWOT ANALYSIS Strengths Lecturers are teaching from experience. All the teachers are working for years and have a good knowledge of students. Diverse courses are available for students. With a large choice of business classes, students can also attend other lectures in different department. Lots of international students. Students from 100 foreign countries. General education. During the first years the curriculum is general then they can specialize themselves. The Business school offers internships and jobs to students Thanks to the Hull University Union students can find contact or job more easily. Commitment to research. The Hubs takes part of the small number of universities which was recognized by the UK Economic and Social Research Council. Proximity to major companies thanks to alumni. In some lectures we have the chance to have alumni talking about their career or some stakeholders from famous companies.Weaknesses Lack of publicity. People and students may not know about the existing recognized areas. The ranking. The ranking of the business school world wide is quite bad: 301 on 400 Not enough diverse. There are about less than 1000 international people at the business school and most of them are from East Asia Opportunities Partnerships with businesses. The HUBS has 40 corporate partners with whom students can get in touch. International Program. International students are well supported to choose their courses. Take part from the European Union. The UK can benefit the EU rules. It is easier for European students they do not need a visa to come to England. Cultural changes bring more diversity to the school. The number of international students raised and now the Uk is the second host country behind the USA. Bursaries. Students can applied for bursaries which balance between 1000? and 500? according to their incomes. Threats Crisis. With the crisis parents may not be able to afford a university for their children. Besides with the raise of the fees it will be worst. Negative public perception. The city of Hull has a burglary and a poverty rate high. Lack of knowledge or not a family habit to go to university. Some students may not know about the HUBS or higher education in general and some others have to deal with family pressure that wants them to work directly. Growing competition of universities around Hull. Leeds and York Business Schools are the principal competitors. Government policy. It may be more selective about funding of teaching and research and decide to privilege other sectors. Rise of the fees. The university wants to raise the tuition fees at 9000 from 2012. Situation: The HUBS counts more than 3500 students and is one of the 1% business schools worldwide to have the ? triple crown? accreditations from AMBA, EQUIS and AACSB, which guarantee a high level of quality. Concerning the school vision and mission, it wants to be a leading business school in UK known for its international implication, its research program, learning and teaching. The school focuses on an approach called ?connected thinking? which encourages interconnections between students from different countries and teaches them how to work in an international environment. The second point of the brand image is the slogan: ?Responsible leadership in a complex world? which show the desire of the school to form perfect managers able to work abroad. At the business school students can choose between four degrees: undergraduate, MSc, MBA and research. This diversity of choice is a benefit for the school in the way that more people can be interested in applying in this business schools. Besides the fame of teaching the

Sample Essay - Describe an Event in Brief

Sample Essay - Describe an Event in BriefWhen writing a sample essay for college admissions, it is helpful to first describe an event that the student is likely to be discussing in his or her essay. In many cases, writing a sample essay will have the effect of simply providing information. It is helpful to write a brief description of an event that has significance to the reader. If your event is significant, the description should draw from the actual circumstances that took place.When the event described is not significant, it is still helpful to be descriptive in your writing. In most cases, an accurate description of the event is most effective when it contains a mix of factual and opinion-based information. The less information the reader has to go on the better. Readers will appreciate the fact that you provide enough facts to keep them engaged.Describing an event that took place in a personal or professional setting can be particularly difficult. At some point in the writing p rocess, you may decide to make a statement about your own experiences or those of someone else. If this is the case, you need to make sure that your written description does not appear to be opinion or 'spin.' Instead, the information should speak directly to the reader and maintain some degree of objectivity.A student must be aware of their writing style when describing an event that took place outside of a school or work setting. Writing samples are typically available for schools and workplaces. It is wise to use these samples as a guide.One of the key elements to a sample essay is a strong beginning. The first paragraph should begin with a compelling introduction and then follow with an explanation of the event. The content of the first paragraph should include a focus on the main topic of the essay. The focus should be a certain aspect of the event and not an attempt to cover all of the various aspects of the event. For example, if your essay is about job opportunities during t he recessions, your opening paragraph may begin by discussing the fact that more people are not able to find employment during recessions.After the focus of the opening paragraph has been established, you can move on to the middle portion of the essay that describes the various aspects of the particular event. This portion should describe both the action and the events surrounding the action. An excellent example would be to start your essay with the fact, 'Jerry joined the Army after reading an advertisement in the newspaper.' From there, you could describe the exciting time he spent in Iraq and the challenges he encountered.You should never attempt to describe the event as a whole. If the topic of the event is important, the description should contain only enough facts to give the reader the information they need. In addition, there is no sense in describing events that took place during different time periods.To illustrate the points I made above, I offer to you an example of an interesting sample essay. This sample is from a high school student who had a friend who was going to cheer for the Tar Heels in the NCAA tournament. His friend did not make the trip and the student who wrote the essay decided to describe his experience and the events that took place by providing a few details about the friend he didn't see in person.

Free Essays on Critique of Quantitative Research Article

A COMPARISON OF VALUES ESPOUSED BY QUALITY AND OTHER MANAGERS Entrekin, L.V. & Pearson, C.A.L. 1995, ‘A comparison of values espoused by quality and other managers’, Asia Pacific Journal of Human Resources, vol. 33, no. 3, pp. 130-139. BACKGROUND TO RESEARCH The article by Entrekin and Pearson (1995) reports on research conducted in Australia in 1995. The research compared the personal value sets of Quality Managers against the personal value sets of general managers. This research article was directed at HR managers as could be seen from the journal in which it was published, as well as by the assertion (on page 8 of the report) that the results of this research has implications for Human Resource Management. TYPE OF RESEARCH AND PERSPECTIVE The type of research could be classified as Positivist as it is testing two hypothesis. These hypothesis were: (Entrekin, L.V. & Pearson, C.A.L. 1995, pge 4) 1. Quality managers have significantly different personal value systems to those held by general managers. 2. The personal value orientations of managers in organisations employing TQM/QA practices will be commensurate with the key principles of TQM. It is an example of quantitative research in that uses correlational research methods in an attempt to show that Quality Managers are more customer focused than general managers RESEARCH PROBLEM The decline in competitiveness of Australian industry has prompted industrial reforms. These reforms included the introduction of various quality schemes, such as Total Quality Control (TQC), Total Quality Management (TQM) and Quality Assurance (QA). But the introduction of these schemes alone is not the cure for the ills of industry; the problem is in recognising that a shift in values of management is required. The Authors of the report cite Hall (1996) in giving a definition of values which are â€Å"the chosen priorities that energize individuals†¦Ã¢â‚¬  These personal values are a means in wh... Free Essays on Critique of Quantitative Research Article Free Essays on Critique of Quantitative Research Article A COMPARISON OF VALUES ESPOUSED BY QUALITY AND OTHER MANAGERS Entrekin, L.V. & Pearson, C.A.L. 1995, ‘A comparison of values espoused by quality and other managers’, Asia Pacific Journal of Human Resources, vol. 33, no. 3, pp. 130-139. BACKGROUND TO RESEARCH The article by Entrekin and Pearson (1995) reports on research conducted in Australia in 1995. The research compared the personal value sets of Quality Managers against the personal value sets of general managers. This research article was directed at HR managers as could be seen from the journal in which it was published, as well as by the assertion (on page 8 of the report) that the results of this research has implications for Human Resource Management. TYPE OF RESEARCH AND PERSPECTIVE The type of research could be classified as Positivist as it is testing two hypothesis. These hypothesis were: (Entrekin, L.V. & Pearson, C.A.L. 1995, pge 4) 1. Quality managers have significantly different personal value systems to those held by general managers. 2. The personal value orientations of managers in organisations employing TQM/QA practices will be commensurate with the key principles of TQM. It is an example of quantitative research in that uses correlational research methods in an attempt to show that Quality Managers are more customer focused than general managers RESEARCH PROBLEM The decline in competitiveness of Australian industry has prompted industrial reforms. These reforms included the introduction of various quality schemes, such as Total Quality Control (TQC), Total Quality Management (TQM) and Quality Assurance (QA). But the introduction of these schemes alone is not the cure for the ills of industry; the problem is in recognising that a shift in values of management is required. The Authors of the report cite Hall (1996) in giving a definition of values which are â€Å"the chosen priorities that energize individuals†¦Ã¢â‚¬  These personal values are a means in wh...

Broken Globe Stage 2

Characterization is the process by which authors make characters come alive for readers. Authors have many techniques available to portray characters, and they can broadly be divided into indirect and direct presentation. In the short story â€Å"The Broken Globe†, author Henry Kreisel brillantly develops the two principle characters, Nick Solchuk and his father, through indirect presentation. Consistency is the key to good characterization. From ? rst person point of view, the reader obtains a full portrait of both Nick and his father indirectly by learning what the narrator sees and hears somewhat objectively. Nick, the narrator’s friend, is a successful geophysicist studying the curvature of the earth. He demonstrates persistance, passion, and determination in the study of the earth. He asks the narrator â€Å"eagerly† with â€Å"his face reddening† about his paper to the International Congress. Even under the torture of his father, he still keeps his goal of proving that the earth moves. He even retorts his father by saying â€Å"You can beat me and break my globe, but you cannot stop [the earth] from moving. † This passage shows his determination in his belief. On the other hand, Nick’s father adopts personas of sophistication during the short visit of the narrator. His father is stubborn that he only believes what he sees is the truth: â€Å"[the earth] is ? at, and she stands still. † He is also imptuous and fractious that he â€Å"[beats] Nick like he is the devil† when he wants Nick to accept the same concept of the earth as he believes. Both characters are consistent and static, for they are still living in their own world: one lives in a ? at world and the other lives in the world of science. Another signi? cant objective of characterization is to reveal motivation. Kreisel’s story is set mainly in Alberta, a â€Å"land ? attens until there seemed nothing. † Living in Alberta, Nick’s father sees only the open prairies and ? elds every day; thus he perceives that the earth is exactly ? at and still as what he sees. Moreover, the reader learns that he is hard to change his mind because â€Å"he received an education of sorts when he was a boy. † Therefore, he believes that the earth is the center of the universe and the center is still. Similarly, Nick’s motivation is intrigued by a teacher who teaches him the earth is round and is moving. This teacher’s â€Å"enthusiasm [is] infectious† as Nick says. The teacher shows Nick a world larger than the ?at prairies, a world that is exuberent. Although the two characters’ own views of the world contradict one another, they do care and love each other. To build characters that convincing, the author must make their actions realistic and believable. Nick and his father are plausible due to their backgrounds. Nick’s father is taught that â€Å"the earth is ? at and still,† and what he sees outside in Alberta is only the far-distant prairies with â€Å"neither hill nor tree nor bush. † Furthermore, Nick, suffering from the violence of his father, always illustrates indomitable perserverence in seeking the truth. He continually shows to his father a globe can move, even though he knows his father will be mad. People with bond ? de determination can achieve their goals, just like Nick achieves his goal and becomes a geophysicist (to prove his father wrong? ). Altogether, they both are rounded characters in that they demonstrate many attributes and traits. Nick’s father is a stubborn, impulsive, and fractious father whereas Nick is a passionate, indomitable, and persistent geophysicist. In the story â€Å"The Broke Globe† Henry Kreisel effectively utilizes many techniques to develop characters, and further reveals a thoughtful insight into life. Nick’s father who insistently believes that the world is ? at and still lives in his own â€Å"broken globe†, where â€Å"Satan has taken over all the world† but him. 1. Sample Task for English 12 Writing Prepared by Seaquam Page 15 Characterization: A Father and a Son, How the Apple Falls Characters can make a short story rich and worth reading. In Henry Kreisel’s â€Å"The Broke Globe† the differences in ethics between a man and his father is seen through the eyes of a somewhat neutral narrator. Nick Solchuk is a brilliant man of science, while his father is the polar opposite. His father is a pious prairie farmer who does not value higher education or the values its teaches. Even though these characters are presented indirectly, Kreisel utilizes other methods to develop the characters. He shows them as static and round characters who are plausible and who remain consistent. Being ? rst person narrative, no direct presentation is used because the author cannot speak directly. He simply assumes the persona of a a narrator and therefore all presentation is indirect. One can ? nd out a lot about a character by what others say about him. Nick’s father is developed in the beginning during the conversation between Nick and the narrator. At this point the reader discovers that Nick and his father differ in many ways. Obviously, Nick is a man of great intelligence as the narrator say, â€Å"he studied at Cambridge and got his doctorate there and was now doing research at the Imperial College. † The reader also learns that despite being a brilliant man, nick whistfully remembers his simple childhood growing up in Three Bear Hills, Alberta. Nick’s father is developed much the same way later on in the conversation. Nick reveals that his father is a polar opposite. Nick’s father is shown as a religious prairie farmer with â€Å"a strange imagination. † Nick also explains why there is tension between himself and his father. â€Å"Curious man my father. He had strange ideas and a strange imagination too. He couldn’t understand why I was going to school or university. † â€Å"I suddenly realized that the shape of the world he lived in had O been O ? xed for him by some medieval priest in the small Ukranian villiage he was born in O But he still lived in the universe of the medieval church. : The reader now knows that Nick and his father are very different. Dialogue becomes a very important part of this story. The reader learns a lot about the father by what he says and by what he says he does. The ? rst meeting between the father and the narrator shows a lot about the father. â€Å"You friend of NickOWhat he do now? O still tampering with the earth? † Now, it has been con? rmed that Nick’s ideas differ greatly from his father’s. Nick’s father may be a simple prairie farmer, but that does not mean that he is rude. The father acts very formally when inviting the narrator inside his house. He stands as the narrator comes in, which is a sign of respect; he even brings out coffee for the narrator. The reader continues to learn about the relationship Nick’s father has with his son, and certain other people. The father explains how he exploded at a teacher for â€Å"letting Satan in† and for teaching Nick science at school. This act shows how the father deals with other people. The father goes on to elaborate on how he dealt with Nick as a child. â€Å"I grab him by the arm and I shake him and I beat him like he was the devilOAnd he made me madder and madder because he doesn’t cry or shout or nothing. † â€Å"I would of killed him right there for sure. † The reader now knows how he handles his son. Nick and his father are both static, round characters. They do not change at the end of the story, but they have many traits. Nick’s father proves he does not change by saying to the narrator â€Å"Satan has taken over all the world. † Then he suddenly rousled himself and hits the table with his ? st crying passionately, â€Å"But not me! Not me! † The characters act consistently throughout the story. â€Å"The Broken Globe† is a deeply driven character story. Both main characters are well developed. In some cases, the apple falls very far from the tree.

Pathology Science Essay Example | Topics and Well Written Essays - 1000 words

Pathology Science - Essay Example The mechanical instability resulting from theses horizontal membrane defects is enough to cause haemolytic anaemia. Protein 4.1 or glycophorin C deficiencies are also attributed to the cause of hereditary elliptocytosis. Clinical symptoms range from an asymptomatic carrier status to various degrees of haemolytic anaemia. Chronic haemolysis in individuals also might accompany with complications such as splenomagaly, early gall bladder disease and jaundice. The disease has no reported sex predilection and is more common in individuals of Mediterranean and African descent. Diagnosis of the disease is based on the presence of elliptocytes in peripheral blood smear. The diagnosis can be confused with iron deficiency anaemias as the condition also shows the presence of elliptocytes in peripheral blood smear. However it is only less than 25% of the total erithrocytes in iron deficiency anaemias where as it is more than 25%, sometimes up to 60% in hereditary elliptocytosis. 1. Which inherited anaemia is characterised by red blood cells that are smaller than normal, pale in the centre and have a rounder shape? How does it arise, how common, how may the condition be alleviated? The inherited anaemia is hereditary spherocytosis. HS is caused by disruption of the cytoskeleton due to membrane protein defects. Spherical RBCs are the result of loss of erythrocyte surface area due to spectrin deficiency in the cytoskeletal framework. Spherocytic RBCs are removed rapidly from circulation by the spleen and leads to haemolysis. Spectrin deficiency is often caused due to the impaired synthesis of the protein but sometimes also caused due to deficiency of binding proteins that integrate spectrin into the cell membrane. Hereditary spheroytosis is considered to be the most common haemolytic anaemia among Northern European descent (Perrotta S,2008). Other ethnic group incidence and

The security strengths and weaknesses of the Internet Essay

The security strengths and weaknesses of the Internet - Essay Example Internet security is very important for a person who keeps or sends important data over the network. â€Å"A basic knowledge of internet security is essential for anyone who uses the web for tasks such as email, networking and shopping† (Paul). Importance of Internet Privacy Internet security has become one of the main concerns for every individual connected to the internet for any purpose. It is because there are a number of hackers present on the internet continuously trying to break into other computers in order to steal important data or to destroy the important data. Hacking has become so common in today’s world that almost every person who uses internet is a target of hackers. â€Å"Hacking is the process in which a system is tested before it goes into the market for direct use by the customers† (Douglas). Any individual, whether using internet for communication purposes or for information sharing, needs to ensure premium level internet security because hac kers not only try to break into such computers which contain highly critical information but also they try to gain control of such computers which although do not contain any important information but can be used to hack other computers. There are many security measures, which an individual can take to reduce the chances of internet attacks. â€Å"Internet security fundamentals are designed to protect individual Internet users from security risks which accompany use of the Internet† (Smith). Some of the easiest and most effective security measures include regularly changing the login passwords, setting difficult passwords, downloading a personal firewall, setting encryption standards, and installing up to date antivirus software. One can never deny the significance of internet security in today’s world. Internet privacy is one of the biggest concerns for any individual doing any kind of work on the internet. The issue of internet security or privacy is not just limited to big organizations and companies; rather it has become a need for any individual having online presence. â€Å"It is a common misconception that Internet security plays a large role only in organizations, or when people have sensitive information on their computers† (Sundaram). For online businesses, maintaining internet security is of extreme importance. Some of the key steps which every company should take while going online include registering an anonymous domain name, taking steps to protect online communications, making use of e-currency payment solutions, and ensuring local security along with online security. Implementing internet security measures is very important for any individual for many reasons. Some of the most significant reasons include keeping privacy of important information, not letting strangers to view personal information, being online with no fear, protecting personal and business emails, and doing business activities with optimum security. A very i mportant question related to internet security is that what can happen if a person does not care about internet security or why a person needs to implement effective internet security measures. The answer to the question is that if a person does not take steps to ensure internet security, he/she is likely to face many problems, such as, loss of important data, misuse of data, misuse of computer identity, receiving fake emails, receiving hazardous links, and loss of important files. Therefore, maintaining optimum