Education foundation Essay

Christian missionaries played a vital role in the introduction and development of Western education in Kenya. These missionaries began their activities here in the second half of the 19th Century. Although their main aim in coming to Africa was to Christianize a ‘dark and savage’ continent, the provision of rudimentary education was found inevitable. Missionaries had found out that, by having the ability to read the Bible and the hymn book, the early convert would be a valuable asset in getting more of one’s neighbours to Christianity. It would then appear, the role of Christian missionaries in providing western education to Africans was not by design but accidental. Should this assumption be correct, the entire phenomenon of western education as introduced and provided by Christian missionaries was flawed. In that case, they were to offer an improper education for as long as they were in control all by themselves. From 1895 Kenya became a colonial enclave of Britain up to 1920. Kenya was referred to as the East Africa Protectorate. The construction of a railway line from Mombasa in 1895 to Kisumu in 1901 was a boom for both missionary and colonial government activities. Missionaries were able to spread out faster by opening more centres in the interior. On the other hand, the colonial administration was able to pacify resistant African groups. Regrettably for indigenous people too, the railway line also saw the in-flaw of European settlers and Asian groups. These aliens were to change the development of events to the disadvantage of Kenyan locals. Missionary spread out Inspired by the desire to embrace as many adherents as they could, Protestant and Roman Catholic missionaries moved to almost all accessible and habitable regions in Kenya. The Church Missionary Society (CMS) led in this ambitious crusade. From 1844 John Ludwig Krapf of CMS began to explore the East African Coast and was joined in 1846 by Johan Rebman. They established their first mission station at RabaiMpya, among the Rabai people, near Mombasa. Later the CMS operated a station in Taita in 1895. Other CMS  centres were started in the following places: Kahuruko (1901); Weithaga (1903); Kahuhia (1906); Mahiga (1908); Embu (1910) etc. A branch of the CMS also entered Western Kenya from Uganda and in 1903 had set up a mission station at Maseno. Holy Ghost Fathers set in at Mombasa in 1890 and a year later was also stationed at Bura. They got themselves a station in Nairobi in 1899. Their counterparts, the Consolata Fathers opened stations at Kiambu (1902), Limuru (1903) and Mang’u (1906). Roman Catholics also entered Kenya from Uganda and soon established centres at Kisumu (1903) and later at Mumias and Kakamega. Other missionary groups that were pivotal in the spread to various parts of the country were: Evangelical Lutheran Mission of Leipzig (from Germany); African Inland Mission; church of Scotland; Friends African Mission (Quakers); Church of God Mission, the Nilotic Independent Mission, the Seventh Day Adventists and the Presbyterian Church of East Africa. Although with other unbecoming consequences for indigenous people the multiplicity of Christian church denominations stirred a rivalry that became a catalyst in the spread of churches and schools. Every other group scrambled for a sphere of influence. On the whole, by 1920 Christian missionary groups had ‘stuck out their necks’ as important players in the spread of western influences among indigenous people. By 1918, there were 16 missionary bodies active in the country. Roman Catholics and CMS had the largest proportion of schools for Africans. Between them, they controlled 46 station schools and 261 village schools. Mission Education Basically, the purpose behind the establishment of mission stations and schools was to spread Christianity. The provision of education for other ends was therefore secondary to missionaries. Education was only used as a facility for evangelisation. The curriculum of mission schools was largely religious. Out of this experience, these schools have been referred to as prayer houses. These institutions only taught Christianity. While strongly inclined to offering religious education, a number of factors forced mission schools to include other curricula. First, Africans strongly resented religious education. In a number of cases, students staged strikes and demonstrations to demand for a more secure curriculum. Boys in Mumias at the Mill Hill Fathers schools staged a strike in 1912. Second, the colonial government urged the missions to include industrial education in their curricula. Third, the circumstantial imperatives of the day necessitated the inclusion of other courses such as industrial education. Missionaries, as well as the colonial administration needed skilled labour to construct buildings, make furniture inter alia. Religious education alone could not produce such manpower. Out of this development therefore, although mission education was largely basic, it had to offer the 3Rs, religious education and industrial training. The method of instruction was by rote learning. Learners were supposed to memorize and recite whatever they were taught. Missionaries, above all, offered an education that was elementary and designed to keep Africans in their subordinate place i. e. being servants of Europeans. Their educational orientation, in general emphasized the spiritual value of hard work and the principles of evangelical Christianity with an aim of producing hard working Christians. There were two types of schools. There was the village/bush/out-schools. These were feeder schools to the second type – the central mission school. Village schools offered very rudimentary education. They were under the direction of African catechists. On the other hand, central schools were intended to offer additional curricula. In this case, vocational training in teaching and nursing etc abounded. Vocational training was largely a preserve of the bright students. All said of mission education, by 1920, though many learning institutions had been established; only a handful would pass the litmus test for quality. In the western part of Kenya, only three centres and developed substantial primary school programmes. These were mission schools at Kaimosi, Maseno and Yala. The same were true of central Kenya with centres at Kabete, Kahuhia, Kikuyu, Tumutumu, Kabaa and Nyeri as main contenders. At the coast full-fledged primary school courses which other elementary schools of the time were not offering. This education did not go beyond six years. The recipients of such a number of years were very few. Whatever missionary activity in education this time, it should be understood that a number of factors influence their orientation, working and results/outcomes. For instance, due to misconceptions by European anthropologists of the nature of Africans, missionaries were prejudiced in their interaction with Africans. Africans suffered in this interaction and so did their education. Africans were of three categories: stupid, average and intelligent. On the part of missionaries, a majority of them were not professional educators and therefore they tried out what they did not know. A look at the curricula during their training reveals no does of professional training in teaching whatsoever (Anderson, 1970: 25). Besides, in their bid to expand educational activities they were always curtailed by meagre financial resources. More-so, the colonial government’s policy dictated certain centres that they could hardly achieve and, in the course of ‘playing the tune of the caller’, stumbled. Regrettably for Africans, they were the ones who received all the results of these missionary education mishaps. The lessons learnt by Africans from this unfortunate state of their education were to be instrumental in advocating for schools of their own, if not government-managed, from the 1920s onwards. THE ROLE OF GOVERNMENT IN THE ESTABLISHMENT AND DEVELOPMENT OF WESTERN EDUCATION IN COLONIAL KENYA UPTO 1920 Between 1895 and 1911, the involvement of the colonial government in the establishment and development of educational opportunities for the indigenous Kenyans was minimal. At this time, the government was more concerned with the pacification of the ethnic groups and inculcating in them a proper respect for the European interpretation of law and order. However, when the colonial administration got involved in education, this sector was seen as a potential source of a better and more efficient labour force. In this official thinking, through education Kenya would move fast into becoming self-sufficient. The government also wanted indigenous people to be given an education that would help it put into operation its doctrine of indirect rule through chiefs and headmen. These needs of the colonial administration for African education did concur with those of the Europeans settler community. The settlers needed an enlightened labour force that was capable of taking instructions both as house servants and farm workers. But more significantly, settlers relied on both the missionaries and colonial government for African educational development to offer the ‘right’ kind of education, whereas the colonial government was to control its level. Educational progress during the early period of colonial rule was directed more by the force of circumstances rather than be deliberate and well developed policy. In many cases, the policy that was laid down failed to meet practical needs. More often, policy was frustrated by the conflicting interests of the administrators, the settlers, the missionaries and with time, African interests. One can then observe if the development of African education in colonial Kenya, it was an unending struggle between conflicting interest groups. The first worthy involvement by the colonial government in educational development was in 1911. A department of education was set up with a Director, James R. Orr, at its helm. The Director was charged with the responsibility of the formulation of educational policy, its implementation and administration in general. The creation of this department followed a report on education in the East African Protectorate produced in 1909 by Prof. Nelson Frazer, a seasoned Briton on educational matters in India. He had been appointed as Educational Advisor to the British colonial enclaves of East Africa by the colonial office in London. With such an official capacity, Frazer’s report was taken seriously and its proposals followed. One of the lasting legacies of the Frazer Report was the recommendation that education in Kenya be developed along racial lines. African education rested at the bottom of a hierarchy that saw Arab/Asian and European education take prominence in that ascending order. This bottom position  meant that little could be achieved for indigenous Kenyans in terms of educational development. Indeed, throughout the colonial period, African education was treated as an education for the third class citizens. Frazer’s report also encouraged the teaching of technical/industrial education in African school to the chagrin of Africans who saw this as a play to keep them out of mainstream social, economic and political development. But for Frazer, such as education would help the government get more Africans with appropriate technical skills and thereby replace the expensive Asian artisans. Above all, technical education for many Africans was hoped to foster economic development fir the colony. It would then become self-sufficient. The colonial governments thrust into educational development can also be seen in the system of grants to mission schools that offered industrial education. Through the Department of Education, the government gave out grants on the basis of results. In other words, the more the candidates and the better their results in industrial subjects, the more certain a school would be of a government grant. Although for some time this measure was resisted by the missionaries, claiming that the government was overstretching its jurisdiction and that this education was costly, by 1912 industrial training in basic skills in smithing, carpentry, agriculture and even typing had started in many schools. Although the third way in which the colonial government got involved in educational development failed disastrously in its experimental schools at Kitui in 1909 for sons of chiefs and headmen, in 1913 the first official government African school was set up in Machakos. This was a central technical/teacher training school around which a system of village schools developed. The latter served as feeder schools to the former. With the progress of time, into the last half of the 2nd decade of the 20th Century, the government found it imperative to constitute an educational commission. This commission was to collect and collate the various views of the stakeholders on African education. Under the chairmanship of J. W. Barth, the Education commission of East Africa Protectorate of 1918 was required to, among other terms, â€Å"inquire into and report o the extent to which education should immediately be introduced among the native population throughout the protectorate. The report of the 1919 on African education did not offer anything to be applauded by Africans. It was observed that African education continue to emphasize technical/industrial training. This education had also to be religious/Christian but significantly, missionaries were to continue as the main providers of African education. Settler opinion was strongly opposed to the use of English in African schools. On the whole, these recommendations by the Report having been accepted by the colonial government clearly demonstrated where its learning was on the direction that African educations to follow. In general, we can observe, by the close of 1920, the colonial government had become yet another match-maker in the game of African education. Through the Department of Education and subsequently the outcome of the Education commission of 1918, the administration had begun to lay down policy guidelines on which future developments were to be aligned. Note that, this commission was the very first official organ that sought comprehensive information from people on the development of western education in colonial Kenya since 1895. Together with the Frazer Report of 1909, they formed the basis of education until 1949 when the Beecher Report was issued. AFRICAN INITIATIVES IN EDUCATIONAL DEVELOPMENT IN COLONIAL KENYA Indigenous Kenyans were actively involved in the development of their education during the colonial period. This participation was inevitable given the racial differentiation in educational development recommended by the Fraser Report of 1909. Although Africans began their own initiatives in the development of education as early as 1910, large scale developments were noticeable from the 1930s onwards. African initiatives in the development of their education can be distinguished in two separate approaches. There was the African independent schools movement and the Local Native Councils school movement. Though, by Kenya’s independence, the independent schools had been closed down for political reasons. As part of the African initiatives in the development of education, they had proved a notable success. In many ways, African initiatives in educational development had compelled the colonial administrative to give African education substantial attention. Independent School Movement The origins of the AIS movement began in 1910. This followed the breakaway by African Christians from missionary control. John Owalo, an adherent of various missionary groups in Nyanza and an experienced CMS school teacher, formed the LUO NOMIYA MISSION in 1910. Later on, this mission built churches and schools free from European missionary control. African independent schools movement was more pronounced in Central Kenya. This movement took root in the 1930s. An association KISA was formed in 1934 to run schools. A splinter group, KKEA, emerged soon thereafter and was more conservative and did not favour links with the colonial government. In essence, the AIS movement in this region spread fast resulting in the establishment of many schools. By 1939 these schools had a pupil population of 29, 964. In fact, by 1952 when the AIS were all closed down, their number was about 200 with a learner population of over 40,000. The epitome of the African independent school movement can be discerned in the establishment of Githunguri Teachers College in 1939. This shows that the movement had itself well entrenched that it was able to train its own teachers among other concerns. It is important to note that, the AIS movement was motivated largely by African aspirations on what type of education they thought appropriate. Africans also clamoured for freedom of choice and preservation of their cultural value. European missionary education was largely religious and vocational. Yet Africans wanted academic education. European missionaries wanted Africans to discard their traditions and this was unacceptable rightfully, to traditional African elders despite the fact that some had been converted to Christianity. Note also that, the African Independent Schools did not necessarily abandon the curriculum existing in the other schools. From 1936 these schools accepted to follow government curriculum. They only tried to fill in gaps. In fact the Government allowed AIS teachers to train at missions and government training institutions. Local Native Councils Schools African initiatives in educational development also received a boost with the establishment of the Local Native Councils in 1924. These councils were empowered among other activities to vote funds for educational purposes at elementary and primary school levels. A door had therefore been opened, so it seemed, for Africans to direct the course of their development in education. The colonial administration guided the LNCs in their endeavour to promote African educational opportunities. The LNCs were required to collect up-to 200,000/= to put up a school and have a further 26,000/= for the institution’s annual maintenance. The LNCs were also advised to refer to the intended institutions as Government African Schools (GAS). The 1930s saw many of the LNCs establish their schools. Kakamega GAS enrolled its first pupils in 1932. Kagumo GAS followed in 1933 and Kisii GAS in 1935. Note that these schools were intended to offer primary ‘C’ level of education i. e. standard IV to VI when they started. However, they had to lower their requirements due to unavailability of candidates. Although the Government desired that the curriculum for these schools emphasize industrial/vocational education, Africans generally supported literary and higher education for their children. Indeed, given the power of the African voice, the 1935 African Primary School syllabus de-emphasized technical/vocational education. African’s seriousness in the development of these schools is clearly seen in the fact that the three K schools were full primary institutions by 1938 i. e.offered PS Exam at end of standard VI. In 1946 they had grown into junior secondary schools. Before 1963, Kakamega and Kisii were preparing students for the Higher School Certificate Examination i. e. the basic university entry requirement at the time. The role of the LNCs in the advancement of African education during the colonial epoch was very prominent. Statistics show that these schools quickly outpaced the mission schools in examination results. For example, in the 1939 PS Examination, Kakamega alone had 8 passes compared to 4 from all mission primary schools in North Nyanza. Kagumo had 15 passes compared to 10 from all mission schools in the region. Many LNCs got encouraged and established their own schools. By 1945 LNC schools were 66. These schools had better terms of service for teachers than most mission schools. Conclusion From these two examples of African initiatives in the development of education in colonial Kenya, we can appropriately claim that Africans played an important role in promoting education. Africans, in the context of political, social and economic imperatives of that period, knew what type of education was necessary. Essentially it is their effort that compelled the colonial administration to institute appropriate regulations for the education sector. By the time of independence, indigenous Kenyans had vividly known the role of western education in their progress. They had also seen what results emerged from collective effort. Indeed through the AIS and LNC schools, the roots of the ‘Harambee movement’ in the development of the nation had found their depth. TECHNICAL/VOCATIONAL EDUCATION IN COLONIAL KENYA Introduction Technical or vocational education can be defined in various ways. UNESCO (1984) defines this education as one that involves, â€Å"in addition to general education, the study of technologies and related sciences and the acquisition of practice, skills and the knowledge relating to occupations in various sectors of economic and social life†. Omulando and Shiundu (1992) define technical education as â€Å"instruction in any subject which leads to production in industry, agriculture, trade and commerce†. Whatever definition, any reference to this type of education essentially connotes instruction in subjects that are largely practice/manual, outdoor, equipment-intensive, etc. In Kenya’s main-stream, education today includes subjects such as – Art and Crafts, Home Science, Agriculture, Business Education and Industrial Education. In the classification of the present 8-4-4 education system for the secondary school cycle, these subjects are in groups IV and V. In group IV are Home Science, Art, Agriculture, Electricity, Woodwork, Metal work, Building and Construction, Power Mechanics and Drawing and Design. Group V subjects include: Music, French, German, Arabic, Accounting, Commerce, Typing and Economics. Origins From the onset of Western education in Kenya, technical education was conceived and designed as the most suitable education for the indigenous people. A manual-based education for Africans was deemed appropriate due to a number of reasons. Among these reasons were the following: 1. Africans were of a low human species with a level of learning remarkably different from and inferior to that of the average European. In this case, Africans were well suited to menial and tedious occupations such as farming and unskilled labour provided that they could be taught to overcome their natural laziness. 2. Technical education as seen by the European Settlers would go along way in getting a critical mass of indigenous people with appropriate artisan skills that would render the hiring of the expensive Asian artisans redundant. On the part of Christian Missionaries, such an education for the Africans would lead to their self-sufficiency at the mission centres. 3. Non-academic education for Africans was found most suitable for it would make them passive and thereby being non-rebellious. Literary education offered elsewhere in British colonies had resulted in ‘unfortunate’ experiences for the colonists and this did not need to be repeated. Development Concerted effort by the colonial government to entrench technical education in African schools was begun shortly after 1911. Experimental grants were offered to some mission schools for the teaching of technical/vocational subjects. These grants-in-aid were given on the basis of student results. Through this effort by 1912, industrial training in basic skills such as smithing, carpentry, agriculture and typing had begun to take shape. The colonial government in 1913 set up her first African school at Machakos to offer both industrial and teacher training. The emphasis on technical/industrial education for indigenous people in Kenya received a major boost from the Phelps-Stokes Commission of 1924. This was an education commission set forth by the Colonial Office in London. Although largely reiterating the recommendations of the 1919 Education Commission of the East African Protectorate, the Phelps-Stokes Commission urged that education be adapted to the needs of the individual and the community. It believed that industrial training must provide the basis of African education in Kenya. For a people who were primarily land cultivators and animal keepers, agricultural education was considered an integral component of industrial/ vocational/ technical education. The colonial government found it prudent to establish more schools for Africans with an industrial/technical/vocational bias in this period. Some of the schools established included the Native Industrial Depot – Kabete (1924), Jeanes School – Kabete (1925), Coast Technical School – Waa (1921), Government School – Kapsabet (1925) and Maasai School – Kajiado (1926). Apart from the Jeanes School and Native Industrial Depot both at Kabete, the rest of the schools offered industrial education suited to their location. For example, the Maasai school at Narok emphasized more of animal husbandry and animal skin curing. More-so, the Kabete educational institutions offered technical education to people/learners who already had had exposure to technical education elsewhere. These institutions offered training on a national level. The curriculum of technical education in colonial Kenya, for Africans, was very simplistic. This was largely for reasons alluded to earlier. At the Jeanes school for instance, male teachers were taught songs, Swahili, Physical training and games, Religious and moral education, simple hygiene and sanitation, first-aid on fractures, cuts, burns, dysentery, pneumonia, plague and malaria, simple agriculture including ploughing, curing of animal skins and hides, the silk industry, black-smithing and tin-smithing. In essence, these courses were deemed basic for Africans’ sustenance. No provision was made for thorough in-depth study of the subjects. Although steps were put in place to emphasize technical education in African schools, by 1940 no commendable large-scale progress was in sight. In the case of Agriculture education, for example, whereas a committee in 1928 is on record to have recommended that agriculture be made compulsory and examinable in all rural schools of all grades, nothing was put to practice in this regard by 1940. Instead of Agriculture, Nature study took over as a school subject. This take-over meant that agricultural skills were only to be demonstrated in the school garden. Agriculture thus became non-compulsory in African schools. The Beecher Report (1949), otherwise referred to as the African Education Commission, decried/lambasted the minimal developments realized in technical education. One of the weaknesses noted was teachers’ lack of conviction and knowledge or training to facilitate the inculcation of the right attitude in students towards technical education. Most significant about the Report was its recommendation that, at primary school level due to the tender ages of the learners, no formal agricultural education be taught. Instead, schools were to encourage in learners a correct attitude towards agricultural labour and an appreciation of the significance of land. In order for technical education to thrive, the Report recommended, inter alia, constant supervision of the teachers’ attitude and encouragement of resolute partnership between schools and the relevant administrative departments. Although graduates of this education made an impact in their communities, on the whole, African did not receive this type of education with open arms. Political, educational and socio-economic reasons contributed to this cold  reception. Africans felt that it was a European ploy to teach them practical subjects so that they could remain inferior and their subordinates. This education as seen as mediocre and it hampered African political advancement. It is important to note that, in Asian and European schools in the colony no kind of technical education offered in African schools was taught. This difference concretized the African suspicion of the type of education given to them. Educationally, technical education failed since the syllabus lacked flexibility. More often, the syllabi made little provision for regional variations and thereby some programmes virtually failed. The co-operation sought between departments of Agriculture, Veterinary and Education was inadequate and sometimes contradictory. For example, visits by Agricultural Officers to schools hardly materialized. School calendar was sometimes not in consonance with peak times of agricultural activity. Education officers on their part sometimes lacked the necessary knowledge and even for the specialists they had little or no interest. Teachers often used extra work on the farm or in the workshop as a form of punishment. Some subjects, particularly Agriculture and Carpentry were not examinable at primary school level. This did not motivate learners to show seriousness. Furthermore, in cases where technical subjects failed to feature at secondary school level, learners hardly wanted to study them at the lower level. Technical education also failed due to what African viewed as proper education. Basically, Africans only saw academic education as the epitome of their children going to school. This meant that, nobody was enthusiastic about the success of technical education. Schooling was only meaningful if learners gained literary academic education. Socio-economic problems also hampered the success of technical education. It was not easy to acquire funds for purchase of farm and workshop equipment, leave alone acquiring farming land for schools. Since many schools did not receive government grants, they had to rely on local communities for their day-to-day running. However, the envisaged assistance was hard to come by particularly when the projects were for technical education. Parents decried the inclusion of this education in the curriculum and therefore could hardly contribute money to schools for their development. The colonial government’s policy on the growing of cash crops also served as an impediment to the flourishing of vocational education. Africans were not allowed to grow cash crops. Being allowed to grow subsistence crops alone could not easily lead to the much-needed economic empowerment for Africans. In such a situation, Africans saw no need of giving agricultural educational any seriousness. The lack of demand for people with industrial education skills in the labour market also went along way in curtailing the success of technical education. At this moment, white-collar jobs were more appealing. To secure such opportunities one needed to have had academic education. This scenario quickly reflected itself in learners’ choices of schools subjects. Technical subjects were rarely their priority. From the foregoing, technical/vocational education had very minimal chances for success. As political independence drew nearer in the early 1960s, more emphasis in education shifted towards academic education. Technical and vocational education only got prominence sometime into the independence era. This was mainly after 1970. Post-primary and secondary school and technical institutions sprouted in various parts of the country. Among these institutions were Village Youth Polytechnics and Institutes of Science and Technology. Technical/vocational education today is offered in a myriad of institutions ranging from those in mainstream education system to those organized by government ministries, churches and other NGOs. Conclusion Technical/vocational/industrial education in Kenya was originally conceived as an education of the social inferiors. This conception for a long time guided the development of this education. Policy stipulations for this education were founded on misconceptions. Besides, there was an unrealistic design for this education’s development. Out of this disposition, learners as well as teachers hardly gave the subject serious attention. This scenario meant that even after fifty years or more in operation, little meaningful results had been realized by 1963. The climax of this failure neglect can be discerned in the fact that, technical education was almost entirely disregarded in the education system conceived of immediately after Kenya’s independence.

Genetic Engineering Tutorial

Chapter 14 Genetic Engineering Choose the best answer for each question. 1. Using this key, put the phrases in the correct order to form a plasmid carrying the recombinant DNA. Key: 1) use restriction enzymes 2) Use DNA ligase 3) Remove plasmid from parent bacterium 4) Introduce plasmid into new host bacterium. A. 1, 2, 3, 4C. 3, 1, 2, 4 B. 4, 3, 2,1 D. 2, 3, 1, 4 2. Which is not a clone? A. a colony of identical bacterial cells B. identical quintuplets C. a forest of identical trees D. eggs produced by oogenesis E. copies of a gene through PCR 3.Restriction enzymes found in bacterial cells are ordinarily used A. during DNA replication B. to degrade the bacterial cell’s DNA C. to degrade viral DNA that enters the cell D. to attach pieces of DNA together 4. Recombinant DNA technology is used A. for gene therapy B. to clone a gene C. to make a particular protein D. to clone a specific piece of DNA E. All of these are correct 5. In order for bacterial cells to express human genes , A. the recombinant DNA must not contain introns. B. reverse transcriptase is sometimes used to make complementary DNA from an mRNA molecule.C. bacterial regulatory genes must be included. D. All of these are correct. 6. The polymerase chain reaction A. utilizes RNA polymerase B. takes place in huge bioreactors C. utilizes temperature insensitive enzyme D. makes lots of nonidentical copies of DNA E. All of these are correct 7. DNA fingerprinting can be used for which of these? A. identifying human remains B. identifying infectious diseases C. finding evolutionary links between organisms D. solving crimes E. All of these are correct 8. DNA amplified by PCR and then used for fingerprinting could come from A. ny diploid or haploid cell B. only white blood cells that have been karyotyped C. only skin cells after they are dead D. only purified animal cells E. both B and D are correct 9. Which of these pairs is incorrectly matched? A. DNA ligase – DNA fingerprint B. Restriction en zymes – Cloning C. DNA fragments – DNA fingerprinting D. DNA polymerase – PCR 10. Which of these is an incorrect statement? A. bacteria secrete the biotechnology product into the medium B. plants are being engineered to have human proteins in their seeds. C. nimals are engineered to have a human protein in their milk. D. animals can be cloned, but plants and bacteria cannot. 11. Which of these is not needed in order to clone an animal? A. sperm from a donor animal B. nucleus from an adult animal cell C. enucleated egg from a donor animal D. host female to develop the embryo E. All of these are needed 12. Because the human genome Project, we know or will know the A. sequence of the base pairs of our DNA B. sequence of genes along the human chromosomes C. mutations that lead to genetic disorders D.All of these are correct 13. The restriction enzyme called EcoRI has cut double stranded DNA in the following manner. The piece of foreign DNA to be inserted has what ba ses from the left and from the right? 14. Which of these is a true statement? A. Plasmids can serve as vectors B. Plasmids are linear DNA found in viruses C. Plasmids can replicate in the host cell D. Both A and C are correct 15. Which of these is a benefit of having insulin produced by biotechnology? A. It is just as effective B. It can be mass produced C. It is less expensive D. All of the above

Bank of America Research Paper Example | Topics and Well Written Essays - 1500 words

Bank of America - Research Paper Example It trades across various asset categories to companies, governments, organizations, and people in the globe and it company more than 150 countries of the globe. This essay seeks to analyze the talent management program that leads to the organizations success, the strengths of the program. It will analyze how they lead to achievement and opportunities for improvement. In addition, the essay will also create two effective approaches to meet the talent management challenges in the future. The talent management program used for the bank’s success was the use executive on-boarding approach. The bank accommodates international and local executives every year. This program is designed to help new executives learn to be facile in navigating the bank’s large matrixes organization. It also helps them in building and leveraging networks of relationships for career success and implementing the company initiatives. The bank utilized a multifaceted approach to establish at the execut ive level and the managements support to the development program of leadership. The development of the bank leadership executive activities include management, selection, on-boarding, performance, executive talent upgrading process, process of experiences development and compensation. The organizations culture promoted by Lewis encourages conduct, trust, teamwork, and accountability at all management levels. The company deeply emphasizes individual performance and believes that today’s performer is not necessarily tomorrow’s performer. To develop an effective on-board program, the firm has created a program that is categorized in to four phases, which includes the selection phase of the program. The company does not only use expertise and experience to select executives but also leadership ability and cultural fit. An executive lacking leadership and interpersonal skills as well as cultural sensitivity is perceived to cause derailments, (Bank of America, 1994). To elim inate this, the company uses partnerships with executive search firms to get the ideal candidates for the positions. The people in the recruitment position must have an understanding of culture and leadership requirement of the bank when called upon to do an executive level research. Job design is also another consideration made in the selection phase, whereby the stakeholders are given clear job specifications before they are given a mandate to conduct the executive research. This allows the hiring executive not to make a blind selection of the new employees. Additionally, the LD partner is vital to the selection phase as he serves as the main talent officer in the process of recruiting and on-boarding. This individual usually has between ten to fifteen years of experience and with a leadership or organizational development background. This experience gives them an increased level of credibility in the eyes of the executive and the stakeholders. After executives have been selected, this is the entry phase and the most critical weeks on a job are the initial weeks on hiring. The new executive is expected to accomplish dour vital outcomes; develop business acumen, learn organizational culture, master the roles of leadership demands and build critical organization relationships. The new executive must be able to learn customer and financial information in regards to his/her new roles. He /he must also set realistic goals

Trading System Research Paper Example | Topics and Well Written Essays - 2500 words

Trading System - Research Paper Example Similarly the fund would not wait for the market to bottom out before taking a decision on going long and that it would go long once market moves down somewhere between the peak and the bottom. Either strategies would imply that the fund is not looking for excessive and speculative gains; nevertheless it does maintain inherent profit booking targets. The trading system explained below is based on trading rules that were tested for profits results based on this risk philosophy. Financial theory, taught in finance textbooks the globe over, normally exposes a student of finance to the concepts like the efficient market hypothesis and the economically rational individual. Bubbles and crashes seem to defy these two seminal concepts with an awkwardness equivalent to the awkwardness one would attach to those things on earth that defy gravity. Nevertheless such extreme stock market movements are a reality. Bubbles make investing decisions arduous as stock prices tend to deviate by substantial margins from their fundamental valuations. Investors relying on past company results and technical analysis are equally defeated in such situations as is the EMH.In fact, investors always act on the basis that they have an applicable construct to explain stock price movements and tend to input all available information collected under such constructs in their investment decisions (Poole 2000). Finance research has also held varying opinions on this issue. For instance, Bierm ann (1995) supports the idea that market prices are determined from backward looking investors than by those that indulge in predictions of all sorts. Others have, for example elaborated on the use of price to earnings ratios to determine excess market valuations. Some technical work has set to rest in a convincing manner the phenomenon of bubbles and bursts. For instance, Graham (1973) describes in details why markets fluctuate and how to deal with the violent fluctuations .Graham discusses five basic points to read into cross sectional view of market bubbles. Most of these points concern factors like growth and earnings and their impact on price movements and price levels. Graham (1973), in fact, provides a much better viewpoint on gauging market bubbles through an adaptive expectations model.The Efficient Markets Hypothesis (EMH) states that current prices always 'fully reflect' available information, so that the only reason prices change between time t and time t+1 is the arriva l of new information. The EMH requires that only two necessary conditions be met. First, the market must be aware of all available information .The type of information available is determined by the strength of the EMH being tested. In a Weak Form EMH, current prices entirely reflect all that can be known from the study of historical prices and trading volumes. If the Weak Form is valid, technical analysis becomes ineffective. Any information contained in past prices has been analyzed and acted on by the market, so that shares are neither under-valued nor over-valued. In a Semi- Strong EMH, current prices efficiently adjust to information that is publicly available. If this form of the hypothesis holds true,

Choose the topic from given list Research Paper

Choose the topic from given list - Research Paper Example There seems to be a growing clamor for school uniforms in the public schools for some matter. One of the reasons presented by those supporting the unforms in public schools has to do with the cost of school clothing. One of the largest expenses that parents face in terms of the day to day needs of their high school aged children has to do with the clothes that they wear to school everyday. The increasing cost of ready to wear clothes and the desire of children to wear unique get-ups to school cost the parents a tidy sum of money every school year. By imposing a mandatory school uniform policy in our schools, the cost of education can be brought down for parents. This paper aims to present three reasons as to why we should support the clamor for uniforms in public schools , including the savings on cost of clothing that can be passed on to the parents, while also presentingsome of the reasons that some parents and students oppose the school uniform policy. One of the reasons that high school students give when asked why the support the school uniform policy is that they find it easier to simply wear the same clothes to school everyday. Although teenagers love to dress up and match their outfits for a day out, having to do that on a daily basis for school clothing becomes a nuisance for them. Thus school uniforms can actually help the kids get to school on time and the parents also get a few extra minutes everyday with which they can do other things in the process. Contrary to public belief, high school students do not enjoy being late for class. They also prefer to not have to think about what they will be wearing the next day to school. The reasoning is simple: It saves them from having to go out and buy clothes because a uniform can be sent to you. Decisions don’t have to be made because you wear the same outfit every day. All kids have to do is grab their uniform and you don’t have to worry if it matches or if it doesn’t match. (Whelan, B rittany â€Å"School Uniforms Save Money, Avoid Problems†) As anybody who ever attended high school knows, these students are judged by their peers at this level primary through first impressions. Those first impressions are first created by the clothes that a student wears to school. This need to dress in what a student believes to be an acceptable manner to his peers then ends up causing the student undue stress. Not everyone can afford to buy the latest trend in clothing and designer duds so in the case of such students, a school uniform will work best. School uniforms are also viewed as the great equalizer in many cases. Since students dress alike on campus, this can actually help to reduce the cases of bullying, intimidation, clothes thefts, and the like. The reason that uniforms work very well in lessening the violence students experience on campus is that when it becomes hard to look unique, the students tend to treat each other fairly. It is said that uniforms are the great equalizer because; â€Å"Schools are for students to learn and not for students to be threatened because of what they wear or are not wearing. Uniforms will help protect each student from crime and violence when at school.† (â€Å"Yes for School Uniforms†). Civilian school clothes that high school students wear to school can cost parents as much as over a thousand dollars in a year due to the constant need to change the clothes with

Morocco Analysis Research Paper Example | Topics and Well Written Essays - 1750 words

Morocco Analysis - Research Paper Example Although the entire period between 1980 and 2000 is marked by periodic high and low swings, and a number of years of negative growth, the new millennium have brought in a positive outlook on its growth pattern. Figure 1 captures Morocco's violent growth waves in a succinct manner. The year 1992 is a significant one in Morocco's demographic profile, as during that year half of its population lived in the countryside while the other half preferred the urban cities. However, what was predominantly a rural economy, three decades ago, has become an urban economy in recent years with 60:40 ratios in favor of cities. As can be observed from Figure 2, the rate of growth of migration from villages towards the cities has remained on an even path. This indicates a potential transition from the focus of primary agricultural production to industrial and service sector, in the coming years. In addition, as can be observed from Figure 3, net migration to other countries is also on the rise, from a little over 80000 persons in 1980 to over 330000 persons in 2004. Although the workers' remittances receipts remained more or less stable till the end of the previous decade, it exhibits a significant improvement during the first half of the new millennium, touching a net inflow o f over US$ 4 billion during 2004. Morocco's population profile, as can be seen in Table 1, presents a sound improvement with a considerable decline in its birth, death, fertility and infant mortality rates, and a significant progress in its life expectancy and literacy rates. Table 1: Trend in Morocco's Population Profile 1980 1985 1990 1995 2000 2004 Birth rate (per 1,000 people) 37.9 33.7 29.0 25.4 23.6 22.8 Death rate (per 1,000 people) 11.7 9.6 7.8 6.6 6.0 5.7 Fertility rate (births per woman) 5.6 4.8 4.0 3.3 2.6 2.5 Infant Mortality rate (per 1,000 live births) 99.0 83.0 69.0 56.0 45.0 38.2 Life expectancy at birth (years) 57.9 61.2 64.3 66.9 68.8 70.1 Literacy rate (% of people 15 & above) NA NA 38.7 NA NA 52.3 Source: World Development Indicators, World Bank, Washington DC, 2006. Employment: Figure 4: Trend in Morocco's unemployment as a percentage of total labor force: The highest level of unemployment of about 23 per cent in 1995 remained a cause of concern for Morocco. Although unemployment as a percentage of the total labor force peaked once again during 1998, it has significantly declined since then reaching an all time low unemployment rate of around 11 percent during 2004. Source: World Development Indicators, World Bank, Washington DC, 2006. Together with the growing number of migrants towards the developed countries, there is a general optimism that the fast growing domestic manufacturing sector will absorb a significant number of unemployed persons, and consequently unemployment can be brought down to a manageable level in the near future. Performance of Major Sectors: Traditionally, agriculture played the central role in Moroccan economy, with a sustained growth and export performance of vegetables, citrus fruits, olives, wheat, barley,

Social Web Research Paper Example | Topics and Well Written Essays - 2250 words - 1

Social Web - Research Paper Example †. A question comes to mind, what is social networking meant for? Its purpose is to enable people for creating a virtual social network to exchange ideas and thoughts with class mates, old friends, lost friends, relatives, and new friends. Social networking sites have advantages as well as disadvantages later to be discussed. The factors impacting on the society are interrelated to each other. The severity of the impact of these sites may vary from severity level 1 to severity level 3. Social networking sites facilitate people to create a public or private profile to share it with a group of people within an isolated system. Likewise, these ‘web based’ services offer opportunities to create a new relation. The first social network site was launched in 1997 that was named as SixDegrees.com. Since then, these sites offered innovation in relationship performances, impression management, privacy management, online and offline status of friends. However, study shows tha t there is no research on cultural disparity (VitkauskaitÄâ€", 2011). Social Networking Sites Statistics Over 700 billion minutes are spent by each user on ‘Facebook’ per month. More than 500 million active users are registered on face book. 50% of massive 500 million contributes to the log of active users on to ‘Facebook’ in every single day.... ite ‘www.facebook.com’ statistics also includes the activity of users is â€Å"above 30 billion pieces of content (web links, news stories, blog posts, notes, photo albums, etc.) shared each month. The Global Reach is in more than 70 translations available on the site About 70% of Facebook users are outside the United States and Over 300,000 users helped translate the site through the translations application. Moreover, Fig 1.1, 1.2 and 1.3 illustrated below, demonstrate the participation of genders, privacy and beliefs and behavioral tracking on ‘Facebook’. Fig 1.1(Retreived from (Hoy & Milne, 2010) Fig 1.2(Retreived from (Hoy & Milne, 2010) Fig 1.3(Retreived from (Hoy & Milne, 2010) These figures are incomparable to other social networking sites such as twitter has 175 million registered users and 95 million tweets are written each day (Roberts, 2011). Positive Impact of Social Networking Sites (SNS) Social networking sites (SNS) facilitate users to creat e new relationships. Continuous communication online strengthens relationships and gives opportunities for creative expressions in a collaborative way. The social networking sites provide free photo storage, blogging, games, invitations for participating friends and various services. The social networking sites provide common interest between people and proffer revelation to innovative ideas publishing around the globe and provide freedom of expression. Those people who have stammering problem while speaking can express their emotions and feeling to share with others in full confidence. Social networking sites also contributed people to make crucial decisions in their life. 60 million Americans are facilitated by the Internet for making one of the most crucial life decisions ("The Strength of Internet Ties,

Australian Wine Exports to the Market of the USA Assignment

Australian Wine Exports to the Market of the USA - Assignment Example In this market, when the supply of one currency decreases, the demand for the other currency simultaneously falls. When the Australian exports of wine to the US market decrease, this indicates that US citizens are supplying less US dollars to buy less of Australian dollars in exchange which are required to buy a smaller quantity of exports. This, in turn, will lead to a depreciation in the foreign exchange value of the Australian dollar. (Jackson, McIver, Wilson 2011) (2) A strong Australian dollar indicates a high value of the currency with respect to the other currencies of its partner trading nations. When the Government maintains a strong currency, it prevents the currency from evaluating. Under the Aggregate Expenditure Model: If Australia maintains a strong currency, its trading partners will be discouraged to buy Australian exports. Therefore, the value of the country’s exports will fall. Thus in equation (1), X falls. Since X is an important determinant in the Aggregate Expenditure of an economy, a decrease in X causes the AE of Australia to fall. The AE, in turn, determines the GDP of the country. With a decrease in AE, the GDP of the nation will decrease. A decrease in the GDP cannot be a healthy sign for an economy. Thus, if Australia maintains a strong currency this might prove to be a threat to the overall economy of the nation. In the short run, this will have a positive effect on the Balance of Payments (BOP). The advertisement campaign will make Australia’s regional wines more attractive to the US customers and they will buy more of this wine. Thus Australia’s export of wine rises, i.e X rises. In the short run, exports will increase in Australia’s Balance of Payments and the exchange value of the Australian dollar will appreciate. In the long run, the effect of an increase in investment will be ambiguous.  

Health and Wellness Essay Example | Topics and Well Written Essays - 750 words

Health and Wellness - Essay Example The cost of cancer, the dreaded disease, is about half that amount. In the past few decades, obesity has increased by 100 percent among children and adolescents (Stevens, 2003). Overweight is not just about looks but it also encompasses a wide array of medical as well as emotional problems. The major risks related to overweight are poor quality of life and the reduction of life span due to diseases. Some of the medical consequences include diabetes, hypertension, heart problems, arthritis and cancer. The psychological consequences of overweight include disrupted self image, depression and lack of confidence. Hence, it is essential to creatively think how a physical exercise and nutrition wellness lifestyle would improve life Before we get into the details of physical and nutritional aspects of lifestyle it is essential to think what are the important lifestyle factors that play a large role in maintaining good health Positive health habits include: 7 to 8 hours of good sleep each night; healthy eating habits; maintaining a healthy weight; regular physical exercise; avoiding alcohol, smoking and drug abuse; performing self-examinations frequently; and 6 to 8 glasses of water each day (Assess Nutrition and Wellness, N.D.). Physical activity and nutrition have been identifi... Research conducted around the world has demonstrated the benefits of an active lifestyle and sound nutritional practices. The first major benefit that greatly influence an individual is the prevention of chronic diseases as obesity, cardiovascular disease, diabetes, osteoporosis, as well as several forms of cancer (Nutrition Exercise & Wellness, 2005). Secondly, it is not only a benefit to individual but it is an economic gain for the entire nation as healthy people means healthy nation. 2. Two specific daily/weekly actions you can take toward your goal Unhealthy eating habits can cause long-term health consequences. Poor habits, lack of accurate information, and peer pressure can cause many individuals to jeopardize their health. Accurate information about nutrition and good decision-making skills will help them to improve their health now and for the future. It would be easier to ensure a healthful diet by relying on food supplements such as pills, liquids, or powders that contain purified nutrients in specific amounts. However, common man may find it difficult to buy expensive supplements. Hence, planning an appropriate diet with sufficient quantities of proteins, vitamins, minerals and fiber is essential. One can sit with a dietitian to find out the specific need and plan accordingly. Physical exercise is an important step for having a healthy life. Regular exercise will help individuals to reduce weight and have a good physic. Health professionals advise to lose weight gradually i.e. approximately two pounds per week in weight loss is maximum recommended (Assess Nutrition and Wellness, N.D.). This can be achieved through proper exercise and planned diet. 3. Time lines for implementing your action

Bank Reserves and its Role on Money Supply Research Paper

Bank Reserves and its Role on Money Supply - Research Paper Example Ignoring this function is like assigning financial intermediaries merely a passive role in the financial system (FRBSF, 2001). In recent days, in the midst of the economical crisis, it has become more and more apparent that such a passive perception of banks is unwarranted. Also, the volume of broad funds in the financial system is due to the interaction of the banking system (counting the central bank) with the money-holding segment, comprising of non-financial organizations, households, the general government instead of the central government and non-monetary financial institutions (Gerali et al., 2010). Broad funds include currency in circulation, along with close substitutes, like bank deposits, and are instructive for aggregate spending and inflation (Lipsey & Chrystal, 2011). It, therefore, goes past those assets, which are mainly recognized means of payment to incorporate instruments, which work mainly as a store of value (FRBSF, 2001). Before we move forward, it is vital to u nderstand the concept of bank reverses, and then after that we will learn the importance of these reserves in money supply. This paper is divided into two sections, one which centers on the operations of commercial banks and their banking reserves and that other which dwells on the bank reserves and their roles on money supply. Bank Reserves Bank reserves refer to currency deposits that are not loaned out to banks’ customers. A small portion of the entire deposit is held within the bank or deposited to the Federal Reserve (central bank) (Gerali et al., 2010). Minimum reserve obligations are dictated by the central bank so as to make sure that banks and other financial institutions are able to offer clients cash upon their request (Levin & Wieland, 2005). The main goal of banking reserves, also known as holding reserves, is to avoid bank runs and mainly appear solvent (Schwartz, 2008). The Federal Reserve and central banks of other nations place such restrictions on banking in stitutions since they can earn a much greater return on their capital through loaning out money to customers instead of holding cash in their deposits or depositing it to other financial institutions or the Federal Reserve. Bank reserves drop during times of economy expansion and enhance during recessions (Gerali et al., 2010). The amount of funds kept in bank reserves or the Federal Reserve is dictated by the Reserve Requirement. This is the amount of funds, which a depository institution (bank) should hold in their reserve against specific deposit liabilities (Levin & Wieland, 2005). The obligatory reserve ratio is, at times, utilized as a tool in monetary principles, influencing a nation’s interest, as well as borrowing rates, through amending the amount of money available for banking institutions to offer as loans (White, 2008). Western central banks hardly alter the reserve requirements since it would lead to instant liquidity issues for banking institutions with small e xcess reserves (Gerali et al., 2010). They mainly opt to use open market operations such as buying and selling government-granted bonds in order to execute their monetary policy (Lipsey & Chrystal, 2011). In the U.S., their reserve requirement, which they also refer to as liquidity ratio, is the least amount value, determined by the Federal Reser

Threat of Information Technology to Law Enforcement Essay Example for Free

Threat of Information Technology to Law Enforcement Essay Information technology can be defined as â€Å"Any equipment or interconnected system or subsystem of equipment that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. The term information technology includes computers, ancillary equipment, software, firmware and similar procedures, services (including support services), and related resources†. (Section 508 Definitions) In present days, the use of information technology has become a life blood for every organization. In this regard, the internet has greatly effect on the world of business transactions, and the fast price declines of telecommunications bandwidth and computing power are having a dramatic impact on the financial world. All banks and financial institutions have connected their network by using IT and hence made it possible that user can withdraw and send payment from one place to another in no time. It becomes very easy to make an online debit or credit card payment. Electronic commerce has been rapidly increasing not only in B2B business to business transactions but also in B2C business to consumer transactions. Simultaneously, the fast expansion of electronic-commerce has brought about important changes in the territory of settlement, which is inevitably incidental to transactions. Paper-based payment by check, which is a normally conventional method of settlement, has been used in fewer cases due to a altering connection between sales transactions and settlement with the development of IT and the expansion of Internet-based financial transactions. However, some new ideas have emerged in terms of legal constitutions, legal theories, legal concepts, and concerning conventional settlement. Use of IT unable the development of procedures financial markets, and instruments that economist in the past could only theorize about. Financial transactions can be settled in real time although the contracting parties may be hundreds of miles apart. As technology has progressed, Electronic-money is being introduced as the newest method of exchanging value. Obviously, the electronic exchange of money is by no means a new invention. Financial institutions and Banks have been using computers to deal with one another for quite some time. Alone in the United States, in terms of the volume of dollars exchanged, the computer-based Fed-wire and Clearing House Inter-bank Payments System (or CHIPS) together account for 90 percent of all transactions. Besides, 90 percent of individual transactions are still made by check and cash. With the huge advancement in information technology several payments and collections methods have been developed and used successfully. â€Å"The rise of the Internet and the speed of financial transactions facilitated by computers have expanded money laundering opportunities and activities in the latter half of the 1990s. There are increasing numbers of Webs sites that solicit money for transfer offshore, the rise of internet gambling and of virtual banking have made it possible to launder money without any infrastructure to run or regulate international banking operations. Instead, the rise of information technology and the growth of uncrackable encryption have provided the possibility of laundering money with greater facility and with almost perfect anonymity. All that is needed is a computer†. (Shelley, n.p.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The rise of the new IT has helped an incredible communications revolution, also it has led to the growth of money laundering in some of the most remote areas in the world. Some important locations include Nauru, Vanuatu and the Marshall Islands through whose banks millions have been laundered in the last couple of decades. â€Å"Facilitating the rise of virtual banking in offshore locations has been the willingness of major banks to receive funds that have been routed through these locales. While well-written software could screen these transactions and prevent the absorption of these funds into mainstream banking centers, this has not occurred†. (Shelley, n.p.) What is Money Laundering?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Electronic Money Laundering covers the ABCs of money laundering and its connection to drug trafficking, terrorism and the global underground economy.   It traces the relevant statutory history from the Bank Secrecy Act of 1970 onward†. (Farber, n.p.) How Money is Laundered Typically, by moving it from one state to another electronically or physically and obscuring its origin through complicated financial transactions. Financial Action Task Force (FATF), calculates of the amount of money laundered yearly worldwide from the illicit drug trade alone range between $US 300 billion and $US 500 billion. Usually money laundering has three stages: placement, where illicit cash is converted into monetary instruments or deposited into financial system accounts; layering, where the funds are moved to other financial Institutions; and integration, where these funds are used to acquire assets or fund further activities. The credit card industry includes: (1)   â€Å"Credit card associations (associations), such as VISA and MasterCard, which license their member banks to issue bankcards, or authorize merchants to accept those cards, or both; (2)   Issuing banks, which solicit potential customers and issue the credit cards; acquiring banks, which process transactions for merchants that accept credit cards; and (3)   third-party processors, which contract with issuing or acquiring banks to provide transaction processing and other credit card–related services for the banks†.( Money Laundering Extent of Money Laundering through Credit Cards is Unknown, pg, 1, 2) According to Assistant Director James E. Finch, of the FBI’s Cyber Division â€Å"The advent of new electronic currency systems increases the risk that criminals, and possibly terrorists, will exploit these systems to launder money and transfer funds globally to avoid law enforcement scrutiny and circumvent banking regulations and reporting.†   (Digital Currency Business E-Gold) Representatives of regulatory bodies, law enforcement agencies and gaming and credit card industries expressed mixed views concerning the vulnerability of Internet gambling to money laundering. According to law enforcement officials gambling on internet could be used as a primary motive for laundering criminal proceeds at the comparatively obscure layering stage of money laundering. Moreover, officials admitted the lack of adjudicated cases involving money laundering via internet gambling sites but referred what they believe to be leading factors, including the deficiency of any industry regulations or oversight. Regulatory gaming and banking officials did not consider internet gambling as being especially susceptible to money laundering. Particularly, when credit cards, which make a transaction record and are subject to comparatively low transaction limits, are employed for payment. Similarly, officials of gaming industry and credit card did not believe Internet gambling posed any peculiar risks in terms of money laundering. According to gaming industry officials Internet gambling was any more or less vulnerable to money laundering than other types of E-commerce, in their view, the financial industry, which is primary responsible for the payments system, is suited to monitoring for doubtful activity in the area than the gaming industry itself. Money Laundering Methods Electronic Funds Transfer Also known as wire transfer or telegraphic transfer, this method of money laundering consists of sending funds electronically from one nation to another in order to avoid the need to physically transport the currency. Postal Money Orders The purchase of money orders for cash provides opportunities to money launderers to send these financial instruments out of the state for deposit into overseas or offshore account. Credit Cards Overpaying credit cards and keeping a high balance in credit cards gives money launderers right of entry to these funds to purchase high value items or to change the credit balance into checks. Casinos In this method cash may be taken to a casino to buy chips which can then be redeemed for a casino check. Refining In this method the money launderer exchange small denomination bills for larger ones and can be carried out by a person who change the bills at a number of different banks in order not to raise suspicion. Structuring Smurfing Smurfing is perhaps the most used money laundering method. In this method many peoples who deposit cash into bank accounts or purchase bank drafts in amounts under $10,000 value to avoid the reporting threshold. Currency Exchanges and Money Services   Currency exchanges and Money services render a service that enables peoples to exchange overseas currency that can then be transported out of the city or country. Money can also be wired to accounts in other states. Other services provided by these businesses include the traveler’s checks, sale of money orders, and cashiers cheques. Asset Purchases with Bulk Cash In method of money laundering a money launderer may but high value items like cars, boats or other luxury items like electronics and jewelry. Money launderers will use these items but will distance themselves by having them registered or bought in a company’s name. Legitimate Business Individuals or criminal groups may invest or take over in businesses that usually handle a high cash transaction volume in order to mix the illicit moves with those of the legitimate business. Criminals may also buy businesses that receive cash payments, including bars; currency exchange shops restaurants, night clubs, and vending machine corporations.  Money launderer will then insert criminal funds as false income mixed with revenue that would not otherwise be adequate to maintain a legitimate business. Value Tampering â€Å"Money launderers may look for property owners who agree to sell their property, on paper, at a price below its actual value and then accept the difference of the purchase price under the table. In this way, the launderer can, for example, purchase a $2 million dollar property for $1 million, while secretly passing the balance to the seller. After holding the property for a period of time, the launderer then sells it for its true value of $2 million†. (Money Laundering A Preventive Guide) Loan Back In this money laundering method a criminal furnishes an associate with a sum of illegitimate money and the associate makes the paperwork for mortgage or a loan back to the criminal for the same amount, including all of the essential documentation.  This makes a false impression that the criminals funds are legitimate about our national security†. (Electronic Money Laundering An Environmental Scan) Effects of Money Laundering â€Å"Money laundering has far-reaching consequences: It makes crime pay; it allows drug traffickers, smugglers and other criminals to expand their operations. This drives up the cost of law enforcement and health care (e.g., treatment of drug addictions). It has the potential to undermine the financial community because of the sheer magnitude of the sums involved. The potential for corruption increases with the vast amounts of illegally obtained money in circulation. Laundering diminishes government tax revenue and therefore indirectly harms honest taxpayers and reduces legitimate job opportunities. Perceived ease of entry to our country attracts an undesirable element across our borders, degrading our quality of life and raising concerns â€Å"The key to control of international crime may depend on cutting off the flow of illegal profits to criminal organizations. It is estimated that $300 billion of dirty money may be laundered each year, its origin and ownership obscured as it passes through financial institutions and across national boundaries in an effort to hide and protect it from law enforcement authorities. Criminal organizations, like legitimate businesses, enjoy a swift and nearly risk free conduit for moving money between countries wire transfer systems. Illicit wire transfers are easily hidden among the 700,000 mostly legitimate wire transfers that occur daily in the United States, moving well over $2 trillion†. (Information Technologies for the Control of Money Laundering) The OTA was asked by the Permanent Subcommittee on Investigations of the Senate Committee on Governmental Affairs to evaluate the proposed use of techniques derived from AI research to monitor wire transfer traffic and realize doubtful transfers. Furthermore, fully automated computer screening of wire transfers was found to be almost impossible for some technical reasons. Nevertheless, OTA analysts developed and assessed a number of alternative configurations of technology that, combined with obvious legal and institutional innovations, could greatly improve the capability of law enforcement agencies to discover and prosecute money launders seeking to exploit United States. In addition, wire transfer systems and financial institutions all of these suggested configurations entail some social costs and economic, including some possible diminution of financial privacy, strategies are proposed for minimizing these costs while improving the possible usefulness of IT in control of money laundering.          Future of Money Laundering Cyber payments â€Å"The term cyber payments is just one of many used to describe systems which facilitate the transfer of financial value (i.e., digital currency, e-money). In fact, these developments may alter the means by which all types of financial transactions are conducted and financial payment systems are operated. Such transactions may occur via the Internet or through the use of smart cards which unlike debit or credit cards actually contain a microchip, which stores value on the card. Some Cyber payments systems use both. E-Cash There are several systems of e-money. There are stored value cards such as MONDEX which is a rechargeable card (charged by putting it in a special slot in an ATM), and is both an access device and a self contained store of value. Further to this is Internet-based payment systems that use the Internet’s telecommunications capability to facilitate financial transactions with other users. The personal computer which serves as the user’s interface with the Internet payment system can also store value and is therefore, also an access device and self contained store of value. Morris-Cotterill (How Not To Be a Money Launderer, 1996) describes the Internet as being one of the greatest opportunities for laundering because of the total lack of traceable transactions, the use of encryption software will further make transactions totally secure. With the Internet, being connected to anywhere in the world is no problem and this will allow cross border movements of capital to take place. It remains to be seen whether money laundering managers take advantage of these new technologies to circumvent any legislation on other traditional laundering techniques (smurfing, wire transfers, bank drafts for example). It is however, a worry to the authorities†. (International Money Laundering Information Bureau) Conclusion Money laundering may have shocking social consequences. Laundered funds furnish financial support for arms dealers, drug traffickers and other criminals to operate and expand their operations. Investigations disclose that criminals manipulate financial systems in Canada and other countries to support a broad range of illicit activities. For instance, drug trafficking alone generates millions of dollars in illicit funds for criminal organizations annually. Businesses backed by the proceeds from crime produce unfair competition and can insolvent legitimate competition in the market. Works Cited Digital Currency Business E-Gold Indicted for Money Laundering and Illegal Money http://www.usdoj.gov/opa/pr/2007/April/07_crm_301.html Accessed, June 14, 2007 Electronic Money Laundering An Environmental Scan http://ww2.ps-sp.gc.ca/publications/crim_jus/money_laundering_e.asp Accessed, June 14, 2007 Farber Dave, (08 Dec 1995), IP: Information Technology for Control of Money Laundering Information Technologies for the Control of Money Laundering http://stinet.dtic.mil/oai/oai?verb=getRecordmetadataPrefix=htmlidentifier=ADA336940 Accessed, June 14, 2007 International Money Laundering Information Bureau http://www.imlib.org/page13_future.html Accessed, June 14, 2007 Money Laundering A Preventive Guide http://www.rcmp-grc.gc.ca/poc/launder_e.htm Accessed, June 14, 2007 Money Laundering Extent of Money Laundering through Credit Cards is Unknown (July, 2002 ) Report to the Chairman, Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate, (page 1,2) Section 508 Definitions http://www.grc.nasa.gov/WWW/Purchase/Section_508_def.htm Accessed, June 14, 2007 Shelley Louise (n.d.), Money Laundering, Organized Crime and Corruption

Personal Moral Essay Example for Free

Personal Moral Essay The personal moral that has the most impact on how I go about living my life is self-respect. Self-respect impacts my life in such a way that has guided me in the right direction and will continue to assist me in the positive direction as I go through life. Establishing self-respect resulted in creating my own identity that has been a foundation for my lifestyle. When I established that strong foundation of self-respect, I began to carry myself as a leader amongst my peers and not give in to common mistakes that come through acts of peer pressure. A sense of self-respect has also resulted in me effectively using my common sense and avoiding preventable and unnecessary errors. By valuing my self-respect, I can respect others and treat them with a sense of worth, as I would expect people to treat me. In order to be successful as a FBI agent, I must respect the multitude of diverse people, opinions, and circumstances that are present in the world. My self-respect has directed me to choose to surround myself with like-minded people who also have positive genuine attitudes, positive traits, and are working to establish and achieve their goals. Self-respect has assisted in my decision-making and problem solving processes. Because I value my self-respect, I have pride and dignity in everything I do. Self-respect is needed in my lifes journey towards independence. Self-respect is not an option for me but is a mandatory principle of my life. It allows me to be open to accepting various viewpoints and constructive criticism from others so that I can become mentally and morally secure and empowered. The enhancements that self-respect adds to the overall outcome of my lifes lessons are the significant influences that increase the gained benefits of my lifes experiences.

Role of Disk Formatting in IT Security

Role of Disk Formatting in IT Security Jay Kybert Security is becoming increasingly more important as the internet allows for data to be shared and received instantly, this is why lots of operating systems have pre-installed security software. A utility program, like Windows Defender, provides a good level of security against potential threats from the network. Windows Defender acts as a barrier between the computer and the network its connected to. These types of security programs have user customization which allows people to allow or block access to/from the network. This is important for many people who use the internet frequently as there may be lots of viruses which the defender can block. Although, sometimes security programs can block access to data that isnt a threat but the user can manually give access. Security utility programs are needed by everyone to protect their computer from harm via networks. An image of Windows Defender can be seen below. Anti-Virus software is another security program similar to defenders that stops viruses accessing the computer. They work by scanning a database with all known signatures of viruses, these signatures are essentially their names found within their source code. The reason why anti-virus programs are updated often is because new viruses are found every day so anti-virus software needs to add this into the database so the viruses can be blocked. Polymorphic viruses can essentially hide in files and alter their code to avoid detection. Once they have passed through anti-virus detections, they can infect the computer. Heuristic settings are designed to find hidden viruses by searching the entirety of the computer for any strange data. Even though some viruses may be harmless and can simply be deleted without anything bad happening, there are lots of dangerous viruses which can cost millions to patch. One famous type of virus known as Cryptolocker is a type of ransomware. This uncommon virus can encrypt all files on the computer it infects. The user is prompted to send money to the hackers in return for a decrypting key. There are a variety of Clean-up tools either available for download or pre-installed with a computer. One of the most important clean-up tools is Disk Defragmentation. When files are deleted from a hard disk, they cant simply disappear, they are still technically there, saved onto the disk. However, the hard disk marks the location as free meaning, if other files are within the size of the deleted item, they will be written over it. However, constant installing/deleting can cause gaps on the platter; this leads to longer load times than necessary. Disk defragmenting rearranges the location of files so that there arent any spaces in-between. Because solid state drives dont rely on magnetism, they are affected from defragmentation differently. Although it does work and data can be moved around, it severely reduces the lifespan of the drive as they only have a few thousand read/write cycles. The image below shows the before and after of a disk that ran a disk defragmentation utility pro gram. The blue lines are installed data and the red lines are defragmented data. Â   Disk formatting is a technique used to completely wipe and initialise a disk, it works with both magnetic disks and solid-state disks. All installed data will be erased in the process which means it is only typically done when using the disk for another purpose or installing a new operating system. Also, disk formatting is used when adding additional storage to a computer system as all drives should be clear. While clearing the drive, the disk formatting program checks for any errors that have occurred on the drive, usually being bad sectors. The program can attempt to fix the problems but it isnt certain it will work. Disk formatting is made up for low level formatting, high level formatting and partitioning. The low level formatting focuses on the physical drive, making sure the structure of the drive is correct and ready for storage. The high level formatting part focuses on the file system management, the software that allows users to interact and manage data on the hard drive. F inally, the partitioning splits the drive into logical sections (partitions) that allow data to be stored on. The image below displays the disk management utility program which displays all drives and their partitions. The program can be opened by typing diskmgmt.msc into the run box (Windows Key + R). Furthermore, the computer can be scheduled to automatically carry out any of the functions above, whether formatting disks, defragging disks or a security scan. The schedule can be adjusted to have them carried out outside of working hours or how frequently they do them. However, if something was to go wrong, it could affect the entire system. This is where restore points can be useful. A restore point can be created which holds all current system settings at the time it is created. Therefore, if a problem was to occur, the user can simply reload the reload to the restore point. Although this can help if there was a failure, it does restore the computer to the date the restore point was made meaning there may be a loss of data. Utility programs are intended to keep the computer running healthy, this is why using utility programs frequently can lead to a better performing computer. Security programs constantly (but indirectly) help the performance of a computer. Having them installed doesnt mean that a computer will suddenly run faster or play games at a higher framerate but their job is to prevent any threats accessing the computer. If the computer doesnt have any security programs and a virus manages to gain access, this can negatively affect the computer, slowing it down by mass replicating, stealing data (keylogging) etc. Therefore, installing security software prevents possible problems that can occur via networks, giving the computer better performance than if there was no firewall/defender. Using a clean-up utility tool such as disk defragmentation can improve the performance of the computer. Although, in order to see noticeable differences, the user must have lots of data stored on the hard drive(s). After using disk defragmentation, all files are physically closer together on the platter. This means that the actuator and the read/write head have to travel less distance and check less sectors in order to find the data. This leads to programs loading up faster as they are closer together on the hard drive. This primarily affects software/programs that contain lots of data because their large file size typically results in a long loading time. Having a file like this closer to all of data on the drive means that the load times will be significantly reduced, improving the performance of the computer. Disk formatting does improve the performance of a computer similarly to disk defragmentation. If the entire drive is wiped (except for the operating system) there may be a visible increase in performance, especially if the drives had little to no free space. Having more space on the drive improves performance because files can be accessed and read/written faster because the actuator doesnt have to travel to the far parts of the platter in order to find data. Therefore, formatting a drive allows for quick loading much like disk defragmentation. Unlike disk defragmentation, formatting programs can fix any physical problems with the drive like faulty sectors. Fixing these problems may result in a little boost in performance as the fixed sector may have a faster access time than one currently read/writing to. Partitioning a hard drive may increase performance as it allows a drive to be split up into separate drives with each one hosting different data. For instance, one partition could h ave the operating system installed while another partition has documents/music etc. This increases the overall efficiency of the drive as everything is grouped together which may result in a boost in performance. Sources: https://www.microsoft.com/en-us/safety/pc-security/windows-defender.aspx http://threadwheel.com/disk-defragmenter/ http://www.disk-partition.com/windows-8/format-hard-drive-windows-8.html

The Life of Jane Addams Essay -- essays research papers fc

Jane Addams, a pioneering social worker, helped bring attention to the possibility of revolutionizing America’s attitude toward the poor. Not only does she remain a rich source of provocative social theory to this day, her accomplishments affected the philosophical, sociological, and political thought. Addams was an activist of courage and a thinker of originality. Jane Addams embodied the purest moral standards of society which were best demonstrated by her founding of the Hull-House and her societal contributions, culminating with the winning of the 1931 Nobel Peace Prize.   Ã‚  Ã‚  Ã‚  Ã‚  Jane Addams was born on September 6, 1860, the eighth child of a prominent family in the small town of Cedarville, Illinois. Of the nine children born to her parents, John and Sarah Addams, only four would reach maturity. Pregnant with her ninth child at the age of forty-nine, Sarah Addams died in 1863, leaving two-year-old Jane, ten-year-old James Weber and three older daughters—Mary, Martha, and Alice.   Ã‚  Ã‚  Ã‚  Ã‚  Five years after Sarah’s death, John Addams married Anna Haldeman, a widow from nearby Freeport who had two sons, eighteen-year-old Henry and seven-year-old George. Jane welcomed the arrival of George, who was almost the same age as she, but she resented her new stepmother at first. The little girl was used to being pampered by her older siblings and the family servants, and she was taken aback by Anna Addams’s unfamiliar habits. The new Mrs. Addams was determined to enforce order in the somewhat unruly household, and she had a quick temper. When she arrived in her new home, she began at once to reorganize it, insisting on formal mealtime behavior, scrupulously orderly rooms, and strict discipline among the children.   Ã‚  Ã‚  Ã‚  Ã‚  Anna Addams was, however, intelligent, cultivated, and basically kind. An avid reader and a talented musician, she often entertained the youngsters by reading plays and novels aloud to them, playing the guitar, and singing folk songs. The children soon became accustomed to her ways, and after a few months she won the hearts of both Jane and her siblings. Although Jane grew found of â€Å"Ma,† as she began to call her stepmother, she continued to look to her father and sister Martha for advice and approval. When Martha suddenly died of typhoid fever at the age of sixteen, five-year-old Jan... ...d remedy some of society’s ills. Largely through Addams’s efforts, people became aware not only of poor people’s needs, but of what they could do to improve living conditions. Still standing on Halsted Street, the original mansion that contained Hull House looks as gracious and dignified as ever—as if Jane Addams herself stands within its courtyard reminding us to bring help and hope to those less fortunate. Bibliography Addams, Jane. Democracy and Social Ethics. 1902. Reprint. Urbana: University of Illinois Press, 2002. Addams, Jane. The Second Twenty Years at Hull-House. New York: Macmillan Co., 1930. Addams, Jane. Twenty Years at Hull-House. 1910. Reprint. Prairie State Books. Urbana: University of Illinois Press, 1990. Berson, Robin. Jane Addams: A Biography. Connecticut: Greenwood Press, 2004. Elshtain, Jean Bethke. Jane Addams and the Dream of American Democracy: A Life. New York: Basic Books, 2002. Lasch, Christopher, ed. The Social Thought of Jane Addams. American Heritage Series. Indianapolis: Bobbs-Merrill Co., 1965. The Official Web Site of the Nobel Foundation. Nobelprize.org. 2005.   Ã‚  Ã‚  Ã‚  Ã‚  http://nobelprize.org/peace/laureates/1931/addams.html

Lord of The Rings :: essays research papers

J.R.R. Tolkien's concept of too much power is summed up by Lord Acton when he once said, "Power corrupts, but absolute power corrupts absolutely." In Tolkien's first book of his fantasy based trilogy, Lord of the Rings, the Fellowship of the Rings tells a story of a quest to destroy a powerful ring throughout Tolkien's created "Middle Earth". This quest was headed by a "Hobbit" named Frodo Baggins who, in the end, becomes corrupted by power himself. This corruption begins when Frodo uses his ring to become invisible over and over again to escape certain situations. The quest to destroy the powerful "Ruling Ring" forms the basis for this story. The book begins with Bilbo Baggins celebrating his one hundred and eleventh birthday. Many "Hobbits" show up at his party including his third cousin, Frodo, which is the main character of the novel and a powerful wizard named Gandalf. Biblo possed a powerful ring known as the "Ruling Ring" which gives "Supreme Power" to whoever has possession of it. At the end of the party, Bilbo uses his magical ring to turn invisible and stun his guests. Gandalf, the powerful wizard, then meets up with Biblo at his house and takes the ring from Bilbo, which is corrupting him. Gandalf examines it, realizing that the ring Bilbo has is the powerful "Ruling Ring". Knowing that the forces of evil are in search of the ring, Gandalf sends Frodo, a relative of Biblo, to destroy the ring in the only place it can be destroyed, "Mt. Doom". Overhearing the talk between Gandalf and Frodo, Sam, a "Hobbit", that is good friends with Frodo is forced on the quest to aid Frodo. The two Hobbits set off on a journey in which they meet up with others that join them on their journey such as Gimli the "Dwarf", Legolas the "Elven" archer, Boromir a "Human" tracker, Aragorn the heir to the "Human" throne, two more "Hobbits" Merry, Pippin and the powerful "Wizard" Gandalf. They travel across "Middle Earth" fighting off many "Orcs" and "Black Riders" which are in search of the ring by the orders of the powerful evil "Wizard" Sauron. During their quest, they encounter many ambushes by the "Orcs" which they overcome and usually slay. In some of the ambushes, Frodo uses his ring to become invisible to escape from the "Orcs" and "Black Riders". Boromir asks to see Frodo's ring because he has a yearning for power and authority and then tries to take it from him.

Autism :: Psychology, Mental Health

Autism   Ã‚  Ã‚  Ã‚  Ã‚  Autism is one of the mental, emotional, and behavior disorders that appears in early childhood. Autism, or autistic disorder, almost always develops within the first 3 years of a child's life. Children and adolescents with autism cannot interact normally with other people. Autism thus affects many aspects of their development.   Ã‚  Ã‚  Ã‚  Ã‚  Children with and adolescents with autism typically: -have a difficult time communicating with others -exhibit very repetitious behaviors (like rocking back and forth, head banging, or touching or twirling objects); -have a limited range of interests and activities; and -may became upset at a small change in their environment or daily routine.   Ã‚  Ã‚  Ã‚  Ã‚  Although symptoms of autistic disorder sometimes can be seen in early infancy, the condition can appear after months of normal development. In most cases, it is not possible to identify any specific event that triggers autistic disorder. About 7 in every 10 children and adolescents with autistic disorder also have mental retardation or other problems with their brain function or structure.   Ã‚  Ã‚  Ã‚  Ã‚  Recent studies estimate that as many as 14 children out of 10,000 may have autism or a related condition. About 125,000 Americans are affected by these disorders, and nearly 4,000 families across the country have two or more children with autism. Three times as many boys as girls have autism.   Ã‚  Ã‚  Ã‚  Ã‚  Researchers are still unsure about what causes autism. Several studies suggest that autistic disorder might be caused by a combination of biological factors, including exposure to a virus before birth, a problem with the immune system, or genetics.   Ã‚  Ã‚  Ã‚  Ã‚  Scientists also have identified chemicals in the brain and the immune

Informal Writing Essay

I’ve always enjoyed writing. Since childhood I am fond of reading and writing based on the things I love to read. When I heard a child saying something about the solar system, I started writing imaginary things about outer space. It was a matter of jotting down what interests me at that moment. I also love writing about my daily experiences and keeping a diary made writing more enjoyable for me and made it a big part of my life. In school, students were also encouraged to write creatively and analytically. During literature class I love composing stories about different topics but I started despising writing essays that meant to answer specific questions. I don’t really like technical and objective writing. What I enjoy best is creative and subjective writing because I really want to pour out my own opinion and let my mind soar for new ideas. It is a way of escaping reality and sometimes even reflecting about it. Writing is a very important means of communication. Even though we are at an advanced technological age, writing is still an effective way of letting another person know what you feel and what you intend to say. For example, many people find it easier and enjoyable to communicate with others through the internet and email. The digital way of writing still needs the person’s proper writing knowledge or skills in order to properly send out his message to another person. In my own experience, writing emails, blogs and other messages are enjoyable and at the same time provide an easier means of communicating with other people especially those from far places. I also enjoy writing poems and short stories when I have free time. In this course, I am hoping that I learn more about writing as an every day activity and probably gain more experiences about writing. I think that I need to improve more on the technical part of writing. I am sure that I can get into this course more because of its subjective nature which I think is one of my strengths in writing.

Quality Customer Service and IT

In times because(prenominal) quality go was not consequential to managers and staff that worked for the County of San Bernardino. However due to the proliferation of rotting and mismanagement taxpayers are demanding more for their dollar. It is a known fact that when local anaesthetic organization is run efficiently more multitude can be frame in to work. The gold saved from this can in let go be used to benefit the local cities. Civic improvements can be make instead of paying for people to seat at home. To create this quality portion in variationation technology needed to be implemented. This where the BAS or ( line of descent Applications and Support) division enters the picture. The mission of BAS is to deliver the goods quality reckoner software substantiate through and through a customer process oriented methodology.A while back, beforehand ITSD, there were ASU (Automated remainss Unit) analysts who lead and coordinated mechanization projects. They would gat her up the requests from the different SSG divisions/departments, do a preliminary analysis, write a work order stating the request and/or job that was to be solved through automation. The work order would then sense its way to ISD ( discipline Services Department) where it would be delegate to a programmer analyst who would do an in-depth analysis with the help of the ASU analyst and settle the requirements for the automation project. The programming would begin and shortly, a new program was created and deployed. The requests and problems soon began to work out and expand until it was like a practical(prenominal) snowstorm of requests, too many for angiotensin-converting enzyme small unit to keep down the stairs control.Help arrived around 1990 in the form of the Automation Project Administrator the freshman of the Automation Coordination Specialists gathered together to excuse some of the burden falling on ASU. The Automation Project Administrator soon gathered in a ha ndful of Automation Coordination Specialists who took on much of the speculate of the initial analysis of automation requests and problem definition. They met with the users, defined the problem, wrote the initial work order, which then went to ASU to forward to ISD, and often worked with the ISD programmers. The two units, ASU and ACU, order themselves still unable to keep up with the many automation requests, particularly since ASU had eld before branched out into computer hardware requisition and maintenance.Then came Information Technology and Support Division (ITSD). ASU and ACU unite into one entity, a small (but growing) and justly automation division. ASU became Systems Operations and Support (SOS) and ACU became BAS Business Applications and Support.The BAS Analysts do in-depth analyses of computer software requests, workings with the users and their management, write detailed functionality and design glasses and work with the programmers to make sure that the net product is what the user requested and pass on meet the needs of the department. Support around all software applications within SSG, including the tone Mainframe Benefit Issuance System GAPPS, CWS/CMS and a myriad of PC base applications as well as intranet/internet.A change in technology has occurred in the past, and forget continue at increase rate. What ordain we use in phoebe bird short eld, in ten years. the future of office automation will be achieved by all of us working together. This is important in this daytime and age when quality customer service is the buzzword for all branches of civil service. The abandoned chart shows what the long-term plan is for the County of San Bernardino. These improvements will enable the line worker to put more people to work and less(prenominal) people on the public dole.