CRJS472IP1 Research Paper Example | Topics and Well Written Essays - 750 words

CRJS472IP1 - Research Paper Example A high biometric, as categorized by Woodward (McGuire, L., 2000), are those systems which involve physical features that do not change with time. Examples of these are fingerprints and some parts of an individual’s eye. When something is considered high biometric, it refers to the reliability of the object used for the system. (McGuire, L., 2000). In both the public and private sector, high biometric is used for identification, verification and security purposes. Fingerprinting is the most commonly used biometric system (Spinella, E., 2002) by the government and private organizations. Fingerprints are unique to an individual so much so that even identical twins have different sets of fingerprints for each digit. In fact, they are supposedly more exceptional than the DNA since although twins can share the same genetic material in their body, the same cannot be said for their fingerprints. (Watson, S., 2008) As such, both public and private institutions have turned to fingerprinting to identify individuals. Apple’s iPhone 5S and 5C models do not need a four-digit security number to open the device. Instead of the common security applications, Apple has incorporated a fingerprint scanner which allows the gadget to identify its owner by reading the imprint the individual makes when he or she presses the start button. (Trader, J., 2013) The public sector has also benefited from fingerprint scanning technology. The police and other government agencies tasked in keeping the peace have been using a person’s biometrics to aid in the performance of their duties. The history of fingerprinting in the criminology goes way back to 1903 when a man named Will West drew confusion as another man named William West was already in prison. (The History, 2014) After their fingerprints were taken, it was discovered that they were

Textual Analysis Essay Example | Topics and Well Written Essays - 1000 words - 4

Textual Analysis - Essay Example Victor’s father’s death is the central event that unites Victor and Thomas. Without this death, in Phoenix, Arizona, both men would have continued to live their lives unchanged. As the trip begins, Victor wants only money from Thomas to make this trip alone. When Thomas stipulates that Victor can only have money for the trip, if he is allowed to come along, Victor reluctantly agrees. As the journey unfolds Victor finds that Thomas is worth much more than the money for the trip. Although it is no exaggeration to say that the trip is the most important event to accomplish in the beginning, in the end the trip itself was the important event. The use of flashback in this story helps the reader understand the past between Victor and Thomas. Without the understanding of Victor and Thomas’ past, the reader would be unable to grasp the importance of the trip for Victor’s father’s ashes. Since they are both Native Americans, death and life are perceived differently on the reservation, than in the white community of Spokane, Washington. Thomas’ storytelling relates the foundation of both young men in order for the reader to understand the importance of the trip. Not only Victor, but Thomas had a special relationship with Victor’s father as well. Thomas told Victor of the remembrance with his father during the long journey. He was thirteen years old, having a dream to get to Spokane. He stood there for awhile to have a vision at the falls waiting for the vision all Native American men have around that age. Instead of a vision, when he opened his eyes Victor’s father appeared. He took Thomas to a Denny’s restaurant, fed him and drove him home to the reservation. And then Thomas realized Victor’s father was his vision and dream that people are living under taking care of each other. He almost thought his dream betrayed him before that, but he was salvaged

Effects of Temperature on Potato Catalase Activity Essay

Effects of Temperature on Potato Catalase Activity - Essay Example In most cases, the catalase enzyme reacts with the hydrogen peroxide thus converting it into water and oxygen. To determine the effects of temperature on potato catalase, an experiment was done. To begin with, the potato was grated using a nutmeg grater while making sure that the grated surface frequently is exposed to the calcium carbonate. Thereafter, grinding of the pulp in a mortar, which had some quartz sand for about two minutes, was done. The pulp extract was placed in between an absorbent cotton and cheesecloth to get rid of the water. Thereafter, it was placed in a glass bottle with cold water. This was followed by placing it in a water bath at 200C. Five cubic centimeters of Oakland together with a three percent hydrogen peroxide was added immediately the mixture attained the water bath temperature. Shaking should continue to make sure the effect covers the whole mixture. In most experiments the catalase enzyme is destroyed at temperatures ranging between 660 C and 780 C. however, in a situation involving a potato catalase enzyme, destruction begins at 500 C. There is a correlation in the VANT HOFF velocity coefficient for hemase (Bunzell & Kenyon, 1933). It reads 1.5 in the potato catalase between 0 and 100 C. temperatures above 200 C already start to destroy the catalase enzyme, which in conjunction with the decomposition of hydrogen peroxide makes it difficult to keep the enzymes alive. This is because of the real and total destruction that happens to the catalase enzyme. Hydrogen impurities do not hinder its destruction even under medium temperatures. In the experiment, it is very clear that temperature is the independent variable while both the potato and hydrogen peroxide are the dependant variables. They are dependent on temperature of which has to take place in the glass bottle or a test tube in that matter. The amount of hydrogen peroxide,

Textual Analysis Essay Example | Topics and Well Written Essays - 1000 words - 4

Textual Analysis - Essay Example Victor’s father’s death is the central event that unites Victor and Thomas. Without this death, in Phoenix, Arizona, both men would have continued to live their lives unchanged. As the trip begins, Victor wants only money from Thomas to make this trip alone. When Thomas stipulates that Victor can only have money for the trip, if he is allowed to come along, Victor reluctantly agrees. As the journey unfolds Victor finds that Thomas is worth much more than the money for the trip. Although it is no exaggeration to say that the trip is the most important event to accomplish in the beginning, in the end the trip itself was the important event. The use of flashback in this story helps the reader understand the past between Victor and Thomas. Without the understanding of Victor and Thomas’ past, the reader would be unable to grasp the importance of the trip for Victor’s father’s ashes. Since they are both Native Americans, death and life are perceived differently on the reservation, than in the white community of Spokane, Washington. Thomas’ storytelling relates the foundation of both young men in order for the reader to understand the importance of the trip. Not only Victor, but Thomas had a special relationship with Victor’s father as well. Thomas told Victor of the remembrance with his father during the long journey. He was thirteen years old, having a dream to get to Spokane. He stood there for awhile to have a vision at the falls waiting for the vision all Native American men have around that age. Instead of a vision, when he opened his eyes Victor’s father appeared. He took Thomas to a Denny’s restaurant, fed him and drove him home to the reservation. And then Thomas realized Victor’s father was his vision and dream that people are living under taking care of each other. He almost thought his dream betrayed him before that, but he was salvaged

Positive Impact of Guidance Counselors Essay Example for Free

Positive Impact of Guidance Counselors Essay A school counselor, usually called a guidance counselor, is one who helps guide students through different aspects of their life whether it be academic, career, college, or social aspects from grades K-12. At some levels a guidance counselor may help students with bullying or a bad home life, and at other levels they help students stay on track and guide them down the right academic path for the student’s success and graduation. No matter what direction the guidance counselor is going, their mind set is always one that will have a positive impact on their school climate and culture. Guidance counselors have the ability to work collaboratively with other educators to make program changes necessary to help prevent students from dropping out of school. With the help of the counselor, students can be directed down correct paths that will prevent student drop outs, thus positively affecting the school climate and culture. An effective guidance counselor will also spend time with troubled students helping them work through their issues, thus creating a better classroom environment for the teachers. When troubled students are receiving the help they need outside the classroom, teachers can maintain an orderly environment free of disruptions, and therefore higher learning can take place. This is yet another example of the positive impact that the counselor has on school climate and culture. The school culture is positively affected by counselors yet again due to the fact that guidance counselors help connect the school with the community, and the school with the parents. Counselors help connect the family as a whole to the educational process by having informative sessions with the community in regards to things like: how to file the FAFSA; explaining what test scores mean; offering help with ACT study sessions, etc. Counselors also send home informative newsletters keeping the parents and community informed about what’s going on inside the school building. In conclusion, it is evident that a school counselor has numerous positive impacts on a school’s climate and culture. They are an irreplaceable resource for the students, school, and the community. Without their presence, schools and students could not and would not be where they are today.

Lives of Athenian and Spartan Women

Lives of Athenian and Spartan Women Athens and Sparta were known as the famous Greek city states. The two governed their city state differently in political system, social life, economy, education, religious view, and so on. Another main difference was the womens rights and power. Athenian women were horribly treated. They were highly kept and protected at home because the belief to Athenian men was that women were highly sexual beings who could not control their sexual urges and therefore had to be restricted for their own benefit. On the other hand, Spartan women enjoyably live with their status, rights, power, and respect which the women of another Greece city states werent lucky to be delight with those freedom. Spartans realized that regardless of gender all Spartan people had an obligation to serve the militaristic end of Sparta.(Gaughan) This essay mostly focuses on how Athens and Sparta differently and similarly treated their women to the following questions: How were Athenian and Spartan women educated? How did they get married? Could they women divorce their husband? What did they do when they become a mother? How did Athenians and Spartans judge their women? How sociable were Athenian and Spartan women? Did they have right to own property? How did they receive citizenship? What are the similarities between both of them? Athens was a powerful capital and the largest Greece city state. It was a heart of economic, political, financial and culture life in Greece. Athens represented freedom, art, and democracy. Athens was given its name from Athena goddess who is the goddess of wisdom and knowledge and won the competition with the sea god  Poseidon. Furthermore, the government of Athens was limited democracy. And Athens economy mostly depended on trade. Sparta was a well known city state in Greece, and located on the banks of the River Eurotas in Laconia, in south-eastern Peloponnese. When Sparta invaded Dorians, and brought both the local and non-Dorian population under control, it appeared as a political entity around the 10th century BC. Later on, it became a strong and dominant military land-power in ancient Greece. It considered itself as the Greece protector, providing expert armies to Greece whenever needed. The political system of Spartan government was a monarchy ruled by two kings. Moreover, economic in Sparta mainly focused on agriculture rather than trade. How were Athenian and Spartan women educated? Athenian women werent expected to get education from school such as how to write and read. However, they were taught reading at home. They were also taught necessary household skills such as spinning, weaving, and sewing, cooking, cleaning and managing other domestic duties by their mothers, and even the slaves whom their families had. Furthermore, they got education about facts on mythology, religion and occasionally musical instruments. On the other hand, since the Spartans believed that if their women are educated and are able to protect themselves; Spartan women could also manage property of their husband while he was gone. As the result, most of Spartan women are literate. At the age of seven, Spartan women were both academically and physically educated. But they didnt receive any knowledge related to domestic work as Athenian women such as weaving, cooking, sewing, and others because these kinds of work were responsibilities of helots and slaves in Sparta. For academic education, they were taught to read, write, and protect themselves. They got cultural education including poetry, social and religious customs, choral recitation, dance and music. In addition, music was a main section in religious festival. Spartan women, therefore, learned to sing and perform dance. For physical education, Spartan women were trained in athlete competitions such as running, wrestling, and javelin throwing. Moreover, they were well known  with their great knowledge in not only breeding and training but also riding horseback and driving small horse-driven carts. How did they get married? Since birth, Athenian girls were highly protected and kept at home. Athenian fathers arranged and married of their young teenage daughter at early age, normally at the age of thirteen or fourteen; to men who were 30 years old and sometimes from prominent families in Athens society. The brides father celebrated a marriage ceremony call gamos, which the aim is to show that the bride was passed to the groom. Athenian bride couldnt meet her groom until the contracts had already been approved. The process of marriage was quite very long and complicated. After the marriage Athenian women were supposed to join or move to live in their husbands family though they werent considered as full member of the new family until they birthed the first child. Unlike Athenian women, Spartan women had non-ceremonial for their marriages. Commonly, they got married at the age of eighteen years old. A Spartan woman was assigned to married a man who came and abducted her at mid night from her family. After that, she shaved her head and wear mans clothes. Then she was able to meet her husband, mostly for children purpose. After marriages, husband and wife lived separately. If husband joined war for too long time, Spartan woman could find a new husband. Could they women divorce their husband? Women in Athens couldnt divorce their husband without providing any reasonable evidences to public official and agreement from their husband. Though they successfully divorced, they would lose all rights to their children. Oppositely, Spartan women could divorce their husband without losing any wealth, properties, and even rights to children. What did they do when they become a mother? Athenian women were supposed to give healthy son who would be strong soldier. Thus they werent allowed to take parts in sport, competition, and military. On the other hand, being a healthy mother producing strong and brave son to serve in Spartan armies was a primary purpose for Spartan women since Spartan was known as strong militaristic city state of Greek. Thus, Spartan women involved in  military training, did exercises, and join athletic competition to make their bodies fit, strong and healthy. How did Athenians and Spartans judge their women? Athenian women were strongly determined on their artificial beauty rather than natural beauty. They liked wearing valuable and elaborate jewelry and nice clothes for being attractive and other purposes. On the contrary, Spartan women were well known for their natural beauty. Consequently, they were forbidden to wear or use any kinds of cosmetics or makeup, especially jewelry, which was a serious avoidance for them. How sociable were Athenian and Spartan women? Athenian women had very less freedom. They had a secluded life since they were forced to stay at home most of the time. They would lose their status if they failed to do so. Since Athenian women were educated, they couldnt have carriers or hold office in society such as prostitute, market seller, flute players, dancers, nurses, and mid wives. Only freewomen of poorer classes could do trade in market places, and went outdoor much more than wealthy women. More than this, women from rich family were physically protected by their slaves or male relatives, and they had to maintain and protect their reputation by not talk closely with men. Though Athens was a democracy, Athenian women still couldnt join public activities such as voting or taking part in state operation. They could neither watch nor participate in the Olympic Games, military training, and even athletic competitions. But, they could leave the houses to join religious festival. Spartan women, on the other hand, lived freely and left the house whenever wanted. They were strongly given confidence to speak in public. They could join group discussion in public. They could involve in military and also politics. Did they have right to own property? Spartan women were allowed to own wealth and property. After married, women in Sparta could own both her husbands land and hers, but her land couldnt become her husband land. Aristotle stated that, by the fifth century B.C., Spartan women owned two-fifths of the land. Spartan women had authority to control, manage and, abandon the land they owned whenever they wished. They could legally  pass their land to sons and daughters. In addition, they could also get income earned form their land. Even thought Athenian women could own jewelry, clothes, inexpensive things, they couldnt get the kind of ownership as Sparta such as owning land, luxuries, or any things that put into contract. In short, they didnt have financial independence. How did they receive citizenship? In idea of Athenian men, women were less necessary. Thus, Athenian women werent offered Athenian citizenship. Unlike women in Athens, women in Sparta were considered as Spartiates and also citizens of Sparta thought they couldnt join public assembly. Receiving citizenship in Sparta, one had to withdraw profit from owning land to pay for government. As what mentioned above, Spartan women could own land, so they could be awarded the Spartan citizenship. What are the similarities between both of them? According to what shown above, the life of Athenian and Spartan women are different from each other. However, they still had several commons. Both of them were required to get married. And the marriages were arranged by fathers. More than this, the two were expected to give strong and healthy sons. The two had to bear their children. They couldnt join assembly. They could own property. In short, women status in Sparta and Athens are quite different from each other. As we see, while Spartan women were educated to write, read, and know about cultural knowledge, Athenian women were taught managing household duties. For marriage, Athenian women were expected to get married in early age, and the process of getting married seemed be complicated. But in Sparta, women got married unless they were eighteen years old. Moreover, Athenian women were judged on artificial beauty, but Spartan woman were judged on natural beauty. And Spartan women were very active in the public. Contrast of Spartan women, Athenian women stayed at home most of the time. Last but not least, Athenian women didnt have valuable property ownership as Spartan women. Comparing ancient Athenian women to women nowadays, there are both similarities and differences. For similarities, both of them were pressed to produce  children and take care them, looked after home, and increased their beauty and attractiveness by wearing additional jewelry and beautiful clothes. One more similarity is that marriage is an important thing for their lives. Though they are similar, they are still different from each other. In contrast to ancient Athenian women, present women can go to work and do their own careers. They are sociable; they can go wherever they want, do whatever they prefer, and talk with whomever they like. Moreover, the marriages of modern women are mostly not arranged or chosen by their parents. Another difference is that women nowadays can involve or have status in politics and government. They also have right to education, and to own property as men have. However, most of what modern women can do is the same as what ancient Spartan could do. Consequently, we can assume that modern women and ancient Spartan women share many similarities. In my own view, if I had been born in ancient Greek, I would have preferred to be a woman of Sparta.

Essay example --

The First Silesian War The First Silesian War inaugurated, and is generally seen in the context of, the wider ranging War of the Austrian Succession. It owed its origins to the Pragmatic Sanction of 19 April 1713 whereby the Habsburg emperor Charles VI decreed the imperial succession arrangements as set out in his will, according precedence to his own daughters over the daughters of his (by now deceased) elder brother Joseph I. This proved prescient: in May 1717 the emperor’s own eldest daughter was born and on his death in 1740, she duly succeeded as Archduchess of Austria as well as to the thrones of the Bohemian and Hungarian lands within the Habsburg Monarchy as Queen Maria Theresa. During the emperor’s lifetime the Pragmatic Sanction was generally acknowledged by the Imperial States; however, upon his death it was promptly contested both by the Hohenzollern scion Frederick II, who had just ascended the throne of the King in Prussia, and by the Wittelsbach elector Charles Albert of Bavaria. While Charles launched a claim to the Imperial throne and the Habsburg territories, King Frederick II aimed at the annexation of the Silesia, a Bohemian crown land since 1526. Frederick based his demands on a 1537 inheritance treaty of the Silesian duke Frederick II of Legnica with the Hohenzollern elector Joachim II of Brandenburg, whereby the Silesian duchies of Legnica, WoÅ‚Ã ³w, and Brzeg were to pass to the Electorate of Brandenburg on the extinction of the Silesian Piasts. The Bohemian king Ferdinand of Habsburg, aware of the Hohenzollern ambitions, had immediately rejected the agreement; nevertheless, in 1675 the "Great Elector" Frederick William of Brandenburg raised claim to the principalities, when with the death of Duke George Will... ...ides, and in this war, they supported Prussia against their former allies the Austrians. After battles in 1761–1762 went well for Russian and Austrian forces, in January 1763 Russia had suddenly abandoned Austria after the rise of Peter III who recalled his army from within Berlin and Pomerania upon the death of Queen Elizabeth of Russia Peter was soon assassinated and Catherine the Great succeeded him and could once again bring Russia into an alliance. Peace talks that were already in progress, war had ended in February 1763. worse for Austria, Peter had mediated an agreement between Prussia and Sweden, allowing Frederick II's forces to consolidate his position and bolster Prussia's claims in January and February. All these events were against Austria's interests. Consequently, Prussia was then confirmed with her Silesian possessions in the Treaty of Hubertusburg.