Eriksons Theories Personal Portrait Essay Example for Free

Eriksons Theories Personal Portrait Essay Erik Erikson’s and Lawrence Kohlberg developed several different theories that demonstrated each phase of our lives. Their theories demonstrated how each stage developed and how the stages help to make us who we are today. We develop, learn, and revolutionize through developmental and moral developments. This paper will illustrate how each developmental and moral development represents each stage of life. Erik Erikson’s stages of developmental theory consist of eight stages of development versus Lawrence Kohlberg’s six stages of moral developmental theory. Both of these theorists beliefs were different when it came to the breakdown of each stage. Erikson’s infant stage which consisted of trust vs. mistrust which is â€Å"the need for maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment( Patient Teaching, 1990).† This is a stage that I cannot relate to because I do not have any memories from infancy. Kohlberg’s first stage is â€Å"obedience and punishment† which relates that a â€Å"child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey (Kohlberg, 1958b). For example, your principle in your elementary school down to your teacher is an authority figure. I relate to Kohlberg’s stage because I can remember growing up and knew that my parents, teachers, and principles were my authority figures. I knew that I must obey them and if I did not that it would result in severe punishments and sometimes multiple punishments from each individual. Being a female, a felt that I feared authority figures more than my brothers or other boys in my class. Second stage of Erickson’s was the â€Å"toddler† stage â€Å"autonomy vs shame and doubt-works to master physical environment while maintaining self esteem â€Å"The second stage occurs between 18 months and 3 years. At this point, the child has an opportunity to build self-esteem and autonomy as he or she learns new skills and right from wrong. The well-cared for child is sure of himself, carrying him or herself with pride rather than shame. During this time of the â€Å"terrible twos†, defiance, temper tantrums, and stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes feeling shame and low self-esteem during an inability to learn certain skills (Erikson, 1968).† Kolberg’s second stage â€Å"Individualism and Exchange† â€Å"At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints (Kohlberg, 1963, p. 24).† Both Erikson’s and Kohlberg’s theory can be a demonstrated at an early childhood stage. One learned that they were an individual and that one had to respect authority figures. I can remember a time that I was in preschool and I was asked why I took another child’s crayon. I remember stating to the teacher that I wanted my crayons to remain new. I was already developing a sense of being selfish and using others. That was not the route to take which was expressed to me by both my teacher and my parents. The third stage is â€Å"Initiative vs. Guilt† which demonstrates â€Å"purpose† â€Å"During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—†WHY?†(Erikson, 1968)† Whereas Kolhberg’s stage result in â€Å"good interpersonal relationships† At this stage childrenwho are by now usually entering their teenssee morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in good ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. Heinz, they typically argue, was right to steal the drug because He was a good man for wanting to save her, and His intentions were good, that of saving the life of someone he loves. Even if Heinz doesnt love his wife, these subjects often say, he should steal the drug because I dont think any husband should sit back and watch his wife die (Gibbs et al., 1983, pp. 36-42; Kohlberg, 1958b). These two stages are somewhat different in comparison. Erikson’s theory is basically demonstrates how a child mimics what he or she see by using inanimate objects. I believed every little girl played house with Barbie and little boys played cowboys and Indians. I loved to play in my doll house at the age of 4 and older. I also was starting to demonstrate what was right or wrong. Erikson’s fourth stage â€Å"School-Age Child (Competence) – Industry vs. Inferiority† â€Å"the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry (Erikson, 1968).† Kohlberg fourth stage is â€Å"Maintaining the Social Order reasoning works best in two-person relationships with family members or close friends, where one can make a real effort to get to know the others feelings and needs and try to help (Crain, 1985, p 124).† These two stages exemplify several social skills. There are alike in detail. The age range from 6 to 12 is a very adequate age. I can recall being in the 4th and 5th grade and starting to have friends. I was a cheerleader and was learning that you have to be social in order to develop friendships. I was also taught by parents that little boys teased and picked on me because they liked you. I did not understand this but as I got older I slowly started to understand the concept of relationships. Next, the fifth stage of Erikson is â€Å"Identity vs. Role Confusion – Fidelity† â€Å". At this point, development now depends primarily upon what a person does. An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and â€Å"fitting in†, and developing a sense of morality and right from wrong (Erikson, 1968)† Thus, Kohlberg’s fifth stage is â€Å"social contract and individual rights respondents basically believe that a good society is best conceived as a social contract into which people freely enter to work toward the benefit of all. They recognize that different social groups within a society will have different values, but they believe that all rational people would agree on two points. First they would all want certain basic rights, such as liberty and life, to be protected (Crain, 1985, p.125).† I feel that both of these stages are very similar. We want society to help us while giving back to society. It shows a sense of being part of something big. For example, I like the fact that I am able to vote. I believe that voting is a huge part of being part of society. It is important to know and feel that importance. The sixth stage of Erikson is â€Å"Intimacy and Solidarity vs. Isolation – Love† â€Å"the age is from 18-35, at the young adult stage, people tend to seek companions hip and love. Some also begin to â€Å"settle down† and start families, although seems to have been pushed back farther in recent years (Erikson, 1968).† Final stage of Kolhberg is â€Å"universal principles which believes that there must be a higher stagestage 6which defines the principles by which we achieve justice (Crain, 1985, p132).† These two stages are very different. Erikson is speaking about finding love which is considered your soul mate. Ages 18 through 35 is the common age that people start settling down and having children. I was 21 when I gave birth to my daughter. I tried to stay with her father which was 7 years older than me. He had not matured and did not want to step up to his responsibilities, even though he was much older than me. Kohlberg felt that stage 6 which resulted in the final decision of respecting each other’s beliefs. I find myself using an open mind and not judging anyone for their differences. I can relate to both of these stages. Erikson’s last two stages are â€Å"Middle-aged Adult: age ranges from 35 to 55 or 65 and the stage is Generativity vs. Self absorption or Stagnation which is defined as Care â€Å"Career and work are the most important things at this stage, along with family. Middle adulthood is also the time when people can take on greater responsibilities and control (Erikson, 1968).† Next, â€Å"Late Adult: age ranges from 55 or 65 to Death and the stage Integrity vs. Despair defined as wisdom As older adults, some can look back with a feeling of integrity — that is, contentment and fulfillment, having led a meaningful life and valuable contribution to society. Others may have a sense of despair during this stage, reflecting upon their experiences and failures( Erikson, 1968).† I am not at either stage of my life. I am very close to middle age. I actually consider myself to be a middle aged adult now. I am focused on furthering my career and supporting my family. I feel that this stage should be very important to both males and females. I have learned from working in the criminal justice field that this stage is not very important to males in society. There are more men in prison and jail than there are females. These men do not put the proper priorities in order to stay stable and have legitimate career. I am destine to reach far beyond 65 and live my life prosperous. In Closing, these two theorists had the same theories in mind. They described each stage of development differently. There concepts both compared and contrast with each other’s stages. I related to both theorists. I consider my life as a mirror of both Erikson’s and Kohlberg’s stages. Their phases exemplify positive and refined steps of everyone’s life. References Crain, W.C. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.

Dissertation Methodology

Dissertation Methodology How to Write a Dissertation Methodology The methodology chapter of the dissertation Not all dissertations require a dissertation methodology section and so you should check with your supervisor and/or course handbook as to whether your individual department expects one to be included. Customarily, the methodology section will comprise ten to fifteen per cent of the dissertation. As a general rule, undergraduate dissertations in subjects such as law, politics and history do not require methodology sections (as such dissertations tend to be focused on the reinterpretation of existing data) whereas dissertations that involve the collection of new data, via interviews or experiments, for example, do require explicit methodology sections (for instance, in risk management, business, or chemistry). In dissertations that do not feature a methodology chapter, the word count released is divided among the other sections. There are two main research types and three main types of research analysis. These are, respectively, primary and secondary research, and quantitative, qualitative, and mixed research analysis methods. Primary research relates to the collection of primary (new) data or the use, in history, of sources written at the time of the event you are studying by actors within that period. A questionnaire that you conduct as part of your research would be primary research and a letter written by Henry VIII would also be a primary source. Secondary research refers to data that has already been published and the re-examination of that data and further utilisation of it within your study. The reusing of a questionnaire and the results that have already been published would be secondary research in the same way that a book explaining the aforementioned letter by Henry VIII would also be a secondary source. Quantitative research only produces results on the specific issue that is being investigated and uses statistical, mathematical, and computational programmes. A closed-ended questionnaire would be analysed using quantitative research if the researcher merely computed the results and produced a series of comments as to the percentages of respondents who gave specific answers. A common programme by which to analyse quantitative research is SPSS. Qualitative research tends to be used more in the social sciences and the arts and is when a researcher seeks to ask why and how something has happened and explains the reasons with recourse to empirical mathematical models. Within primary research that uses qualitative research, small focus groups can often be employed. An open-ended questionnaire that collates and assesses a range of verbal responses would be analysed using qualitative techniques as the answers given do not lend themselves to being processed in the manner described above relating to closed questionnaires. A mixed methodology features aspects of each or all of the above techniques. In a dissertation where one is assessing, for instance, the effects of flooding in the Wirral peninsula, it is likely that all the research techniques mentioned above would be used. Secondary data would be used through a literature review, closed-ended questionnaires could be analysed using a statistical panel and interviews with experts would be commented upon with reference to existing literature. Accordingly, both primary and secondary research techniques would be utilised as well as qualitative and quantitative mechanisms. Dissertation Methodology Examples Which approach you use depends upon the subject matter and the means by which primary data will be collected. Clearly, if your dissertation is primarily a review of existing data then your methodology will be centred upon secondary data. Conversely, if you are undertaking street interviews on issues of fashion for a BA in Fashion Marketing, you will be more involved in collecting primary data and will then need to decide whether you analyse your data through qualitative or quantitative methods, or a mixed-method approach. It is strongly recommended that you undertake further reading on methods of research. The methodology section will explain why you have chosen to adopt the approach you are using. In so doing, you should also note (briefly) what is inappropriate about the other approaches as well as the ways in which you have overcome any negatives that are associated with your approach. Thus, for instance, you might, if conducting interviews, note that you have used some closed questions so that the personal bias of the interviewer (you) is minimised. Whichever approach you use it is important that you justify your decision and that you do so via reference to existing academic works and writing only in the third person. As with the background section of your dissertation, your methodology section needs to be grounded in existing academic opinion. The following books provide not only an overview of methodological approaches (and the strengths and weaknesses associated with each) but are also the sorts of books that your lecturers may expect to see referenced within your methodology section, depending on the type of course you are doing. Denscombe, M. (2010). The good research guide (4th  edn). Maidenhead: Open University Press. Bryman, A. (2015). Social research methods (5th  edn). Oxford: Oxford University Press. Bell, J. (2014). Doing your research project  (6thedn).  Maidenhead: Open University Press. Flick, U. (2015). Introducing research methodology  (2ndedn). London: SAGE. Ritchie, J. and Lewis, L. (2013). Qualitative research practice: A guide for social science students and researchers  (2ndedn). London: SAGE. Robson, C. (2016). Real world research (4th edn). Oxford: Blackwell Publishing. Silverman, D. (2017). Doing qualitative research: A practical handbook (5th edn). London: SAGE.

Report On Military Applications Of Gnss Information Technology Essay

Report On Military Applications Of Gnss Information Technology Essay Recent years have witnessed an increasingly use of GNSS technologies in diverse areas of human endeavours. Governments, organisations, individuals etc. are beginning to rely upon GNSS technology in finding solutions to problems in different fields of life (Spirent, 2002: 17). One obvious area where GNSS technology has been deployed successfully since the launching of satellite navigation is in military applications. Military applications of GNSS date back in 1978 when the first Global Positioning System was launched by US Department of Defence. Since then, many GNSS and associated navigation systems are being used in military mission fields. This report examines past and present military applications of GNSS; it also attempts to look into future of military applications in the context of emerging trends and developments in GNSS world. 1.2 Global Navigation Satellite Systems (GNSS) Global Navigation Satellite Systems (GNSS) is generic term encompassing all satellite navigation systems that allows users to determine their locations by observing radio signals transmitted by GNSS satellites. First among them is the US Navigation by Satellite Ranging and Timing (NAVSTAR) Global Positioning System (GPS). Russian Global Navigation Satellites System (GLONASS) is the second generation of GNSS, conceived also as a military system.. The next generation of GNSS is the European Unions Galileo which is expected to be in full operation by early 2014. GNSS market is poised for revolution with the full deployment of Galileo constellation of satellites. Other Regional GNSS include Beidou operated by China, although through its Compass, China has planned to launch satellite navigation system with global coverage. Indian Regional Navigation Satellite System (IRNSS) is another GNSS in the development. Uncertainty still trail IRNSS project since India entered into partnership with Russian GLONASS. QZSS is another regional navigation system operated by Japan. It is developed to supplement GPS signals in Japan and neighbouring areas. Besides these, there are other regional GNSS space-based augmentation systems aim to improve the performance of GPS/GLONASS. The major regional augmentation systems are WAAS, EGNOS (European Geostationary National Overlay Service), MTSAT-Based Satellite Augmentation System (MSAS) in Japan and Indian GPS Aided Geo Augmented Navigation (GAGAN) GPS and GLONASS stand out among the list when it comes to military applications. GPS and GLONASS have been used in many military operations. 1.3 Global Positioning Systems (GPS) US Global Positioning System (GPS) was designed as a dual-use technology (civilian and military use). The positioning service available to civil users is called Standard Positioning Service, while that of the military is called Precise Positioning Service. GPSs Precise Positioning Service (PPS) is used for most military applications. Precise Positioning Service is restricted to only US military, NATO forces, and other users licensed by US Government. The encrypted precise code signals P(Y) and M-code are used for military applications. M- Code is a new signal being to realise the fundamental aim of achieving precise and accurate navigation services for military applications. These signals are broadcasted in link 1 (L1) and link 2 (L2) bands. L1C-d and L1C-p signals will be added to the PPS users under the GPS phased modernisation programme (Groves, 2008: 12). In times of navigation data messages, MNAV message broadcasts are broadcast on M-code signals. GPS is presently undergoing p hased restructuring and modernisation and it is expected that new programme will ensure that existing users are transmitted P(Y) code while the new users are transmitted new M code (Kaplan and Hegarty (2006: 654). 1.4. GLONASS Like GPS, GLONASS was conceived as a military system but designed to offer both military and civil positioning service (Groves 2008: 17). GLONASS P code signals are used for military applications and transmitted in both bands LI and L2 with frequencies 1592.95MHz 1613.86MHz and 1237.83 MHz 1256MHz respectively (Groves, 2008: 19). GLONASS K, fully modernised satellites are set to broadcast new signals that will improve the accuracy of military operations. 2.0 GNSS Positioning Requirements: The positioning principles are basically the same for GNSS systems. Generally, a GNSS receiver records three or more satellites signals to determine a 2 dimensional coordinates, while four or more signals are needed for 3 dimensional coordinates. The accuracy of GNSS position solution depends on the type of GNSS device used and application under consideration. Accuracy: Accuracy is a critical factor in military applications. GPS was launched because of the military requirements for high accurate global navigation (Len, 2007:185). In case of timing service, military operations require precise time transfer for synchronization of equipment and various operations (Len 2007: 184). The GPS PPS offers horizontal accuracy of 1.2m and vertical accuracy of 1.9m based on 24 satellite constellations (Groves, 2008). With its modernisation program, GLONASS is set to compete with GPS as it planned to achieve the same positioning accuracy with GPS. The Galileo Public-Regulated Service (PRS) has a lower accuracy when compared to that of GPS PPS; it has horizontal accuracy of 3m and vertical accuracy of 6m, much more lower to its Open Service (Groves, 2008: 20) Availability: Availability is also of the important characteristics of GNSS performance. Availability of navigation system is defined by US Federal Radionavigation Plan (FRP) as the percentage of time that the services of the system are within the required performance limits (Wang et al 2006: 1). Global availability of GNSS for military applications is expected to increase with the ongoing modernisation of GLONASS. GLONASS K satellites when fully launched will improve the accuracy of P code for military applications. India has partnered with Russia in the GLONASS project, and it is expected that India and other countries will have access GLONASS military signals for their mission operations and equipment testing. Aside from GPS military signals, more countries are today using civil signals in many military missions and equipment testing. Integrity: GPS will have full integrity monitoring and alert system as the fourth segment when the modernisation programme is completed. GLONASS K satellites will broadcast integrity information and differential corrections in L3 band. Similarly, Galileo will broadcast integrity alerts and some differential corrections. 2.1 GNSS Markets GNSS technology is naturally divided into two broad markets/applications civil / commercial markets and military markets. The user equipment used in military applications can be classified into two types: (i) GNSS receivers operated by human beings such as handheld type, human operated receivers on ships, aircrafts and vehicles (Len, 2007: 184 -185) (ii) Autonomous receivers these are not dependent of any human operation and usually integrated with inertial sensors. They are used in guided missile programs and newer military applications. Comparison between Military and Civil Receivers Military Civil Frequencies L1, L2 L1 and /or L1, L2 (L5 on 11F satellites Codes P(Y), M, C/A, C C/A and C (on modernised satellites Size/weight/power Card, handheld, receiver unit Chips, handheld, receiver unit Navigation accuracy 1m to 5m 5m to 10m Anti interference Greater than 54 dB Usually not more than 24 dB Integration A/J antennas, communications, inertial sensors Speed/heading sensors, communications, GIS, inertial sensors Adapted from (Len 2007: 183) 3.0 Military Applications of GNSS Of all GNSS, GPS has been most widely used in military applications. Essentially, GPS was developed to satisfy military requirements for a global positioning, navigation and timing service. (Kaplan, and Hegarty, 2006: 654). Military application of GPS started in late 1970s when GPS was used for weapon testing in the then US Navy Submarine Launched Ballistic Program (SLBM). GPS was used to track the Submarine Launched Ballistic Missiles from a ship as the missile travelled down the Atlantic (Len, 2007: 174). The GPS military equipment used for the missile testing then made use of translator. Subsequently, other weapon testing was conducted in the air and ground vehicles (Len, 2007: 177). Today, GPS can be deployed to variety of military applications. Some of these include: target acquisition; missile guidance, search and rescue; coordinate bombing; precision survey, instrument approach; antisubmarine warfare; range instrumentation; remotely piloted vehicle operations; barebase operati ons; close air support; en route navigation; command and control; field artillery and shore bombardment; rendezvous, sensor emplacement etc. (Len, 2007: 177 -178). Other military applications of GNSS include mine location, enemy radar location, Special Forces intelligence gathering etc (Dye and Baylin, 1997: 82). 3.1 GNSS/ Inertial Integration Systems: GNSS such as GPS has been proved to be weak in term of providing high quality and reliable position solution (Spirent, 2010). Thus inertial sensors are being used in many applications to complement GNSS. Inertial navigation system is a small, self contained device that uses inertial sensors (accelerometers and gyroscopes) to calculate position and velocity solution of a moving object (Logsdon, 1995: 39). It makes use of dead reckoning navigation system (Groves 2008: 7). Using GPS measurements, INS navigation solution is calibrated and corrected via integration algorithm (Groves and Long, 2005: 2). GPS/INS integration is popular in the guided weapons and unmanned air vehicles (UAVs) where low cost sensors are used (Groves and Long, 2005: 2). INS function independently of GNSS signals susceptible to jamming, interference, enemy manipulation and other distortions and are therefore used in many military applications (Dye and Baylin, 1997: 13). Examples of practical applications of GNSS/ INS based solutions are given in the report. Advantages of GNSS/INS based solution: INS offers continuous navigation operations; it provides high-bandwidth output (50 Hz) and low short-term noise; it also provides attitude, angular rate, and acceleration measurements as well as position and velocity (Groves and Long 2005: 419) (Groves 2008: 8). GPS provides a high accuracy which does not drift with time(Groves and Long, 2005: 419) Disadvantages of GNSS/INS based solution: The accuracy of INS output is degraded with time thus necessitating the need to calibrate the errors (Groves 2008: 8). Unlike INS, GNSS has lower bandwidth (1Hz), more noisier than that INS and does not usually include altitude (Groves and Long 2005: 419, 420) One obvious challenge in the military use of GNSS is issue of deliberate jamming and interference by the enemies. GPS receivers have been found to be susceptible to jamming due to low signal power of GPS signal. This trend has raised a concern to US Department of Defence in the recent years thus signalling the programme of developing various anti-jamming techniques to mitigate these effects. Recent anti jamming technologies include nulling of antennas and ultra tight coupling of the GPS and the inertial sensors (Kaplan, and Hegarty (2006: 656). 3.2 Practical Applications of GPS in Precision Guidance In 1991, US army and its allies successfully deployed GPS in the attack to rescue oil rich Kuwait after its invasion by Iraq in an operation tagged Operation Desert Storm. GPS receivers were fitted in the military aircrafts and helicopters, bombs were dropped from these aircrafts as targeted thus eliminating unwanted casualties. GPS receivers were used to know the coordinates of the targets so that the weapons can be delivered accurately. In 1995, GPS was also deployed during the Bosnia war by the combined US and NATO forces in a campaign tagged Operation Deliberate Force. Military aircrafts operating from their base in Italy were fully equipped with GPS equipment in the strike against the Bosnia Serb forces. Perhaps, the Joint Direct Attack Munition (JDAM) is the most impressive breakthrough GPS has achieved in area of precision guidance. JDAM is an independent, tail kit with gravity bomb; it is usually mounted on the military fighter jets and uses GPS/INS guidance to deliver the target (Cozzens, 2006). JDAM has the capability of working in all weather conditions and its accuracy is not dependent on the altitude (Cozzens, 2006). JDAM recorded 9.6m accuracy during their testing. JDAM have been successfully deployed in many operations. For example, in June 2006, US Air Force successfully used GBU-38 Joint Direct Attack Munition equipped with GPS precision guidance to kill former Iraq terrorist leader Abu Musab al Zarqawi in his house (Cozzens, 2006). Once on the air, GPS/INS guidance enables the gravity bomb to be delivered accurately at the targets (Cozzens, 2006). In case of GLONASS, Russian military has deployed GLONASS military signals in many missions (Len, 2007: 189). Russian Federation Airforce recently developed latest KAB family of weapons called KAB 500S. KAB 500S is a guided bomb similar to that of US JDAM. KAB 500S can be dropped from aircraft at altitudes of 500 to 10,000 metres and airspeeds of 550 to 1,100 kilometres per hour (Deagel, 2007). It uses GLONASS Military code and INS to strike the targets (Len, 2007: 189). The third generation GNSS, Galileo has encrypted signal Public Regulated Service that may be used for military applications in the near future. 4.0 GNSS Future and Military Applications: The GNSS have made giant strides in military applications particularly in area of guided weaponry and smart bombs. GPS-aided munitions, ranging from artillery shells to smart shells have proved to be a reliable technology in recent time in times of accuracy (Lucio, (2002), (Wells, (2001). Countries all over the world will continue to embrace these technologies as cheaper GPS/INS coupled munitions are being produced to meet the requirements for accurate, precise timing and navigation solutions in the land, air and sea in near future. Current developments in GNSS industry like new signals and constellations acquisition will usher new era of high accurate military based satellite navigation. The separation of GPS signals for military and civilian use will lessen the effects of jamming and interference in military operations coupled with high signal power of new M code. GPS new military code will improve the anti-jamming capability of the system as current modernisation programme will make it autonomous. Non coherence integration of the acquisition circuit of the new military code will enhance the performance of the system in the presence of noise and jamming (Betz et al, 2005: 45, 46). In the area of system integrity, modernization programme of GPS and GLONASS will offer users more reliable measurements as they will have options to validate GNSS measurements. Presently, only GPS and GLONASS are used for military applications. I look at future where GNSS will be more available for military applications. More countries will be authorised to have access to GPS P(Y) code in near future and others will want develop their own SBASs. For example, Nigeria has developed its own SBAS called NIGCOMSAT with coverage only in Nigeria for now. Modernised GPS civil signals will continue to be used by countries not authorised to use P(Y) code. Only, recently, Russian Government announced that GLONASS military signals will be freely made available to any country that want to use them. Already, India and Russian have agreed to collaborate on GLONASS project (Len, 2007: 190). It is expected that more Countries will enter into agreements with Russian when GLONASS constellation of satellites are fully deployed in the orbit. China is making steady progress on its Compass project and is poised to use the system to strengthen its national security. Finally, GNSS industry is geared for revolution when Galileo is fully operationalised in next few years. Galileo has an encrypted signal PRS which has potentials for military applications. It is already been speculated that this may be used for military applications in the near future, although Galileo is purely conceived as a civilian system.

The Importance of Childhood Vaccination Essay -- Medicine Health

Since the introduction of vaccinations, medical science has managed to all but eliminate many formally fatal and debilitating childhood illnesses in countries where the immunization of children is nearly universal. Diseases such as measles, mumps, diphtheria, rubella and polio have been relegated to a marginal status in developed countries with active immunization campaigns; smallpox is actually considered to have been completely eliminated from the earth, without a single case having been reported since roughly 1979 (â€Å"Childhood†). Largely centered around a study published in 1998 in the British medical journal â€Å"The Lancet†, there has been an upsurge in concerns of the safety of vaccinations and a resulting decrease in their usage, which has lead to a somewhat anachronistic return of these diseases. While some parent's concerns over the safety of vaccinations are based upon the well-intentioned desire to keep children safe from autism, the act of not vaccinat ing children actually causes far greater damage by exposing them to acquiring potentially life-threatening illnesses and removing a critical link in the chain of herd immunity. Over the last 12 years, a growing population of parents have chosen to avoid immunizing their children with the misguided belief that they are protecting their children from the specter of autism. One of the most common concerns in this vein centers around the MMR (Measles, Mumps, Rubella combination) vaccine. The concern over the MMR vaccine began when â€Å"In 1998, Andrew Wakefield and colleagues published a paper in the journal â€Å"The Lancet†. Wakefield's hypothesis was that the MMR vaccine caused a series of events that include intestinal inflammation, entrance into the bloodstream of proteins harmful ... ... In Context. Web. 28 Oct. 2010. Deer, Brian. "MMR doctor Andrew Wakefield fixed data on autism." The Sunday Times. Times Newspapers Ltd , 8 Feb. 2009. Web. 28 Oct. 2010. â€Å"HAZLEHURST v. SECRETARY OF HEALTH AND HUMAN SERVS.† 604 F.3d 1343 (2010). Leagle.com. Leagle, Inc. Web. 28 Oct. 2010 "Noncompliance with Mandatory Vaccinations Threatens Community Health." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccine Risks Are Outweighed by the Risks of Not Vaccinating." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccines." Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Gale Opposing Viewpoints In Context. Web. 9 Nov. 2010.

Jerusalem in the Scriptures :: Christianity Bible Scriptures Essays

Jerusalem in the Scriptures 37 "O Jerusalem, Jerusalem, the one who kills the prophets and stones those who are sent to her! How often I wanted to gather your children together, as a hen gathers her chicks under her wings, but you were not willing! 38 "See! Your house is left to you desolate; 39 "for I say to you, you shall see Me no more till you say, 'Blessed is He who comes in the name of the LORD!'" (Matthew23:37-39) Jerusalem in the Scriptures is symbolic of the Church in general. The word "Jerusalem" means "city of peace". Paul writing to the church at Galatia makes a distinction between the two Jerusalems - the natural one and the spiritual one. Both Jerusalems are described symbolically as mothers with children. 25 for this Hagar is Mount Sinai in Arabia, and corresponds to Jerusalem which now is, and is in bondage with her children; 26 but the Jerusalem above is free, which is the mother of us all. (Galatians 4:25-26) We see that when Jesus laments over Jerusalem, He is actually lamenting over BOTH the natural Jerusalem AND the spiritual one. From history we know that Jerusalem had a record for killing the prophets God sent to her to warn her to repent of idolatry. The irony of it all, is that the city of God had a tendency to reject God Himself when He came to them in the form of these men. This led to the ultimate of all ironies - the rejection of the man Jesus, who was in fact God in the flesh. And all this by those zealously attempting to adhere to the principles of God but at the same time rejecting the person of God in Jesus. 37 "And the Father Himself, who sent Me, has testified of Me. You have neither heard His voice at any time, nor seen His form. 38 "But you do not have His word abiding in you, because whom He sent, Him you do not believe. 39 "You search the Scriptures, for in them you think you have eternal life; and these are they which testify of Me. 40 "But you are not willing to come to Me that you may have life. (John 5:37-40) We, as born-again believers, have the seed of the word of God living and abiding in us because we were willing to "come to Him" and "believe in Him". Likewise, as we learn to recognise those sent by God, we will be able to receive the word living in them which may be the very anointing we need to have the yokes and bondages destroyed in our lives and be changed from glory

Differences Between Troy Movie and Iliad

The differences between the movie â€Å"Troy† and the poem â€Å"Iliad† and the explanation of why they occurred? The film Troy which is directed by Wolfgang Peterson has been deeply influenced by the epic poem, the Iliad. This work is generally credited to the Ancient Greek poet named Homer. Both the film and the poem have the same ending plots, such as the blockade of Troy by the Greeks, the disagreement between the warrior Achilles and the king Agamemnon and these actions started when the prince of Troy Paris who took the wife king Menelaus of Sparta with him.However there are many main differences related to these plots. These differences include some very major characters dying in the Iliad and surviving in the film troy, the time of the death of characters, and the relationships between the characters. Some of the major differences between the film and the poem are:   1. In the Iliad the war took 10 years in the film Troy it only took 17 days. 2. In the Iliad, P atroclus was not the cousin of Achilles, only a friend. 3.There is no mention of the horse in the Iliad. 4. In the poem, Paris is killed, Hector’s baby is killed, and Hector’s wife is the slave of Greek however in the film Troy they escape safely. 5. Agamemnon was killed by his wife, â€Å"Clytemnestra† in the Greece after the war, not by Briseis who kills him in the film. 6. Hector was too scared of Achilles to fight him and he ran away around the walls of troy 3 times. 7. In the movie Agamemnon brought the kings together for this war, which is not true in the Iliad. . In the movie, Briseis is a member of Priam's family but in the poem, she was simply a slave girl. 9. The movie tells that Achilles is so arrogant that he does not respect Apollo and the Iliad tells that Achilles respects the gods and goddesses. 10. The movie hasn’t shown any close relationships between the Greeks and Trojans and their gods and goddesses. The Iliad demonstrates the close in teractions between the gods and goddesses and their followers.The reason of these differences in the film Troy and the Iliad are to convenience of the director and for entertainment. If the film remained same as the poem â€Å"Iliad† then the movie would have received more limited ratings and decrease the amount of the audience. They would earn less money for the publishing company. Director attempted to make the film more likable by making the film a more feel good by letting Paris, Hector’s wife, Hector’s baby, Helen and Briseis escape with citizens of Troy which created an environment of hopes.The film would have appeal to lower amount of people, if Paris, Hector’s wife and baby had been killed. Many people would have feel frustrated by watching everyone dying that’s why the director did not remain true to the Iliad but in the Iliad there is really no hope left for Troy. There is no other reason for these differences except from money and as all the major and small differences are observed, it becomes very obvious that the film was moulded to a modern day audience with modern day expectations of the film.

Evaluate and Reflect Upon Practice in Early Years Settings in Supporting Children’s Social Development

This rationale will discuss the issues around gender and whether or not as parents, teachers or practitioners we influence children into their gender identity or whether it is inherent within our genetic makeup. I will be evaluating the complexities of my role as a practitioner in supporting children’s social development and reflecting upon how I could improve and modify my practice. There are differing views when it comes to defining gender. Some use gender to focus on biological differences such as sex, physical differences or hormones (Guarian 2002: 20).Others refer to ‘gender’ as the social constructions of masculinity and femininity (ATL 2004: 9 and Francis et al 2005: 73) meaning boys’ and girls’ behaviours and attitudes, which are not necessarily fixed by their biological make up. There is therefore a need to realise that ‘gender’ can be and often is regularly an interchangeable term that can be suited to both of these definitions . Kohlberg (1966) in (Harris and Butterworth 2002) suggests that there are three stages of gender identity beginning around the age of two to three years.The first stage is Gender Identity, where children become aware of sex. A child will say ‘I am a boy’ for example but not necessarily know what being a boy means. The second stage is Gender Stability which happens around the ages of three and a half to four and a half years old. In this stage children will develop awareness and understanding of the durability of their own gender and of others, this is generally focused on the physical appearance and a child may think that a person who dresses in typically opposite gender clothing has also changed sex (Emmerich et al 1977 in Harris and Butterworth 2002).The third of Kohlberg’s stages is Gender Consistency. This usually happens around the age of four and a half and upwards and this is when children begin to realise that regardless of their appearance people remain male or female. When looking at gender within education, there is a need to consider what effect it has on a child’s achievement. The DfES (2007: 1) states that there is a gender gap within English, Maths and Science from Foundation Stage through to Key Stage Three, where girls are outperforming boys.The attention on gender and children’s achievement has been present both within the media and schools for many years. Recently this emphasis has been geared towards the underachievement of boys. Siraj-Blactchford (2001: 72) in (Sharp et al 2006) states: Recently we have heard a good deal in education debates about (working class) boys’ underachievement. The results from the school league- tables suggest some boys do underachieve in basic literacy. This is portrayed by the media as ‘failing’ and suggests that girls are outperforming boys in education.It may not necessarily be that boys have a low achievement rate, rather it could be that they are simply not yet reaching their full potential (Warrington et al 2006: 39). I feel therefore the media has over inflated the idea that boys are underachieving. Instead of focusing on the failure, the emphasis on underachievement here should be looking at which boys (or girls) are not reaching their full potential. From my experience I have seen that teachers and practitioners also act in ways that maintain and maybe even extend the gender roles that are taught at home.It seems they often emphasise gender distinction with labelling that promotes gender stereotyping. It seems that boys do get more attention than girls, whether it is good or bad, as teachers generally seem to think that because a girl is quiet they do not need their attention. Francis et al (2005: 92) reiterates the idea that boys’ underachievement is due to feminisation and female teachers however within my setting there are five male teachers and two male teaching assistants.I feel that this has a good impact on some of the children. In today’s society there is not always a mother and father within the family environment. There is an increase of fathers being absent within the child’s life. Having so many male teachers within my setting has encouraged children to see that it is acceptable to participate in what children perceive as stereotypical activities and even enjoy them without being teased by their peers.Stetsenko et al (2000) states that male and female brains differ from each other suggesting that boys generally excel in spatial tasks such as sport and girls are generally better academically. According to Blum et al, (1989: 16) boys’ brains have more cortical areas dedicated to the spatial mechanical functioning and they use on average only half the brain that females use for verbal – emotive functioning which essentially means that females are predominately seen as better talkers and listeners and males are doers.Having worked for nearly ten years in childca re and education and being a parent myself I have also realised that boys and girls do behave in different ways Mothers and Fathers are responsible for the initial gender socialisation of their children. As suggested by Bowlby (1969) in (Johnston and Nahmad- Williams 2009) family is the first and most important influence on a child’s social development. Many of a child’s early family experiences shape their initial motivations, values and beliefs.Bandura’s social learning theory (1963) suggests that boys learn how to behave from observing and imitating masculine behaviours especially from their fathers and girls learn from imitating their mothers. When children imitate same sex behaviours they are rewarded but imitating the opposite sex may result in threat or even punishment (Bandura 1963). This behaviour is mainly displayed by fathers when they come to pick up their sons and find them playing dress up or pushing a pram.This is a barrier that is still on-going within my setting but only with the fathers. Mothers do not seem to have a problem with this type of behaviour. I explain that the boys are only expressing themselves and generally not acting in a stereotypical way but having fun with the situation whereas when a girl dresses up she tends to pretend to be a mother figure. What the fathers do not tend to see is that although the boy is playing with the pram he is using it in a way that would not usually be displayed by a female.Even before a child is born and when parents know the sex of their child there is a tendency to buy and receive toys and clothes in either pink for a girl or blue for a boy. This is reinforced when the child is born and the hospital attaches either a blue or a pink wristband depending on the sex of the child. Research shows differences in the ways that boys and girls are treated by caregivers from the moment of birth. According to Archer and Lloyd (1982) baby boys are handled less gently by their caregivers be ing bounced and roughhoused, whereas baby girls are generally talked and sung to.It is suggested by Gervai et al (1995) and Woods et al (2001) that fathers more than mothers encourage â€Å"gender-appropriate† behaviour, and they place more pressure to achieve on sons than on daughters. In the early years parents are more likely to undertake activities such as drawing, reading books and singing with girls than boys (Siraj-Blatchford and Sammons 2004). I feel that only having a son I cannot make a fully informed judgement on this statement however I do feel that within my setting I allow girls to engage in rough and tumble play as much as the boys do.I feel that this is an important part of their social development. I also encourage all children to participate in more creative activities such as painting, cooking and making things. Through the growing process of a child, the toys that are given to them begin to define whether or not they are going to be typically and strongly masculine or feminine. Girls will generally play with dolls while boys choose cars and trucks (Kanazawa 2008) which suggests that maybe boys’ and girls’ toy preferences may have a biological origin.Studies with Vervet monkeys in 2002 showed the same sex typical preference as humans yet there was no influence from humans and they had not seen the toys before. What was even more remarkable was that the monkeys knew how to play with the toys in the same way a child would. Kanazawa (2008) states: It is becoming less and less likely that â€Å"gender socialisation† is the reason why boys and girls prefer different toys, and more and more likely that there are some genetic, hormonal, and other biological reasons for the observed sex differences in toy preference.The media also plays a role in gender socialisation and impacts on children’s play from an early age (Burke 2006). Parents of a girl would be more likely to put on programmes such as â€Å"My Little Po ny† and ‘Dora the Explorer’, whereas parents of a boy might show their child ‘Bob the Builder’ or ‘Postman Pat’. When a child is sitting in front of the television, they often see commercials with ladies either cooking or shopping and men working, driving or lifting. I feel that this portrays a universal image of what society thinks is right for males and females to do.Discussions with children have led me to believe that within their family environment it seems to be that mothers are now working longer hours than was the norm and fathers are spending more and more time taking care of their children and also carrying out tasks typically known as female roles by preparing food and going shopping. Through observation in my setting this seems to be the case. Sweden is unique in the value it places on gender equality (Berk 2006).They state that both genders are equal in the workforce, childcare and the home environment and men and women have the same rights including paternity leave and pay. According to several indicators the Swedish family model is very successful (Berk 2006). I feel that the United Kingdom is working towards the same model but because of all the old traditions that man has continued over the decades in the U. K. I feel that as a society we are less likely to let go and that it is up to the individual to form their own gender identity.Experience with children, wider reading and lectures in college have led me to develop the opinion that there are numerous influences on children regarding their gender identity and that there is a need for staff to be appropriately trained to enable them to meet the needs of both boys and girls. I feel that practitioners can be gender biased and may be likely to make general assumptions regarding gender issues. These assumptions would be stereotypes in themselves even though they are required to treat each child as an individual (Bignold 2006).Having this knowledge has helped me to develop my setting by having exciting resources which engage and motivate both individuals and gender groups. I feel this can have a positive impact on what children choose to take part in and help children step away from what they have been told is right for boys and girls. The design and layout of my setting is very important. It creates an environment where children can decide what and who they wish to play with by offering complete freedom of choice as far as toys and activities are concerned.This encourages a non-stereotypical environment in which boys and girls can interact comfortably and self-assuredly. It seems that nurseries, schools and the media are putting one gender against the other when it comes to academic levels. This has only highlighted an equality issue with regards to the differing achievement between genders. I feel that this emphasis needs to move away from comparing achievements according to gender but to focus on which children are underachievi ng in terms of both attainment and reaching their full potential.I feel that in order for me as a practitioner to achieve gender equality within my setting I need to make myself and my colleagues aware of any preconceptions I or they may hold. It is also vital that I create an environment and ethos where gender is not an issue. Children regardless of their gender are to be viewed and treated as individuals and given equal opportunities and experiences. Where the opportunities to access all areas of the curriculum are the same and gender stereotypes are challenged and deconstructed, it will become possible to move away from comparing gender gaps and focus on individual achievements instead. .