China Oil Security Issue In the New Map of Global Oil Geography Term Paper

China Oil Security Issue In the New Map of Global Oil Geography - Term Paper Example This article focuses on that the immerging rivalry among the G8 nations has come about to high utilization of oil. This depends on the way that industrialization and mechanization has occurred along these lines expanding vehicle proprietorship and other force machines that are utilized by people to disentangle their work. The interest for oil utilization has been expanding making created and creating nations to rely upon locales, for example, Middle East, North Africa and Central China among others. This has radiated business exchanges and strategic ties among the makers and customers. For instance China conducts business exchange with Sudan dependent on the way that China needs oil from Sudan. Then again Sudan imports different items which they require expanding attaches with devouring nations. This paper makes an end that the development of exchanging square, for example, Organization of the Petroleum Exporting Countries (OPEC) has made the makers to have capacity to manage the customers who utilize their monetary capacity to stifle them. With the expanded instances of fear based oppression, it is fundamental for US as a team with UN to set up feasible safety efforts in oil delivering nations. Along these lines, the oil investigation procedure will be embraced in a made sure about way. While the created nations can think of other vitality choices, third world states are significantly influenced by value augmentation of oil items. Ii is remarkable that China has enthusiasm for the creating nations for instance in the African locale.

Human Resource Management at Work Essay Example | Topics and Well Written Essays - 2750 words

Human Resource Management at Work - Essay Example In this circumstance, it is basic that representatives see consistent hierarchical help and are spurred to improve their work environment execution. HR initiative and the board methodologies will assume the imperative job in getting associations the recreation business toward their key objectives. That HRM choices produce a large number of impacts on the nature of execution in associations is a verifiable truth. Brendon Jones, Ltd is no special case. In its present circumstance, the organization has a few vital alternatives to browse. While the organization is losing its market position and encounters a fast decrease in purchaser fulfillment, its chief assignment is to improve its steadiness and position in the relaxation business and hold its buyers. Additionally, the organization must guarantee that the quantity of new customers continually increments and, in particular, that new and existing shoppers are happy with the nature of its diversion administrations. Publicizing seems as though the essential and the most encouraging answer for the client issues: while Brendon Jones, Ltd is losing its purchasers, a very much created promoting effort could assist it with reviving its image and fame and pull in new clients. Alluring as it might look, publicizing and brand recovery won 't resolve the company’s hierarchical issues from inside. Promoting is only an instrument of ubiquity and seriousness in a transient point of view. Not the slightest bit does publicizing help to raise the productivity of business tasks at Brendon Jones, Ltd. In this way, the association could attempt to rethink its spending plan and budgetary costs, to open new stops or grow new, modern attractions. Clearly, the accomplishment of the recreation business associations is in whether they can astonish their shoppers. The all the more astounding and refined attractions are the more intrigued

How to Complain about Problems at a TOEFL Test Center

How to Complain about Problems at a TOEFL Test Center Updated January 8, 2020Sadly, a lot of students have technical problems when taking the TOEFL. If you feel that problems with the test center affected your ability to take the test, you should make a complaint directly to ETS. Heres what you should know about that process.What is the Deadline for Complaining about a TOEFL Test Center?According to the 2019-2020 TOEFL Bulletin (page 8), you must make a complaintwithin five days of taking the test. This means you must complainbefore your results are reported.How Can I Submit a Complaint?The best way is to submit a complaint via e-mail: toefl@ets.orgYou can also also submit a complaint via fax: +1-609-771-7710Or by regular mail:ETS TOEFL iBT Complaints MS 16-Z Rosedale Road Princeton, NJ 08541-6163 USAI dont recommend using regular mail, as ETS will depend on the visibility of the postmark to ensure that your complaint has been sent before the deadline.Should I Cancel My Scores at the End of the Test?Yes, probably. At the end of the test you are given the option of cancelling or reporting your scores. If you have a technical problem at the test center you should probably choose to cancel the scores. When ETS rejects student complaints, they often do so because students chose to accept the scores at the end of the test. They often say that students who accept the scores also accept the conditions of the test center.Note that if you cancel the scores you can later pay a fee ($20) to reinstate them.What Will Happen After I Complain?ETS will probably do one of the following:Permanently cancel your scores for the TOEFL sitting you complained about and let you take the test for free in the future. You will be given a choice to accept or reject this offer.Reject your complaint and do nothing.What Can I Complain About?Anything, I guess. But note that you can only realistically complain about things that ETS has some control over (the technology and the staff of the test center). The most common complaints I hear are:Comput ers that turn off during the testHeadsets that stop working during the test (including the microphone)Interruptions by test center staffKeyboards that dont work properly (but note that ETS is not obligated to provide a QWERTY keyboard)You probably cant complain about noise from the other people in the test center.What Should I Write in My Complaint?Describe the problem as specifically as possible. Be direct and concise. Dont write too much. Dont be emotional or rude. Proofread your English to ensure it is easy to understand. In addition, make sure that you also include the following information:NameAddress (include your country)Date of birthDaytime telephone number (if you are in the USA)Email addressTest date and locationRegistration numberHow About a Sample?I am writing to complain about a problem with a TOEFL test center that affected my ability to take the TOEFL.I took the test on [DATE OF TEST, 20XX] at the test center located at [LOCATION OF TEST CENTER] in [CITY, COUNTRY]. Du ring the test, [DESCRIBE THE PROBLEM HERE IN A FEW SENTENCES. INCLUDE SPECIFIC DETAILS].In my opinion, this problem prevented me from completing the TOEFL. I do not believe that the conditions at the test center followed your established procedures and standards. Moreover, I feel that I was not granted an equal opportunity to demonstrate my abilities.For the record, my personal information is as follows:Full Name:Address:Date of birth:Daytime telephone number:Email address:Registration number:Thank you for your time,[NAME]

System For Creating, Controlling And Processing a Medical Prescription - Free Essay Example

Sample details Pages: 6 Words: 1911 Downloads: 7 Date added: 2017/06/26 Category IT Essay Type Essay any type Level High school Did you like this example? Issue Prescription Scenario ID IPv1 Actors Health Practitioner, Prescription Database Triggering event Patient is diagnosed and in need of a prescription Assumptions Prescriptions are only issued through electronic transfer; Scenario is for one prescription Normal Course Health Practitioner starts System System initiates Health Practitioner chooses to create a prescription DO INCLUDES Create Prescription Health Practitioner choose to save the created prescription System stores the prescription in the Prescription Database Health Practitioner chooses to send the prescription DO INCLUDES Send prescription Health Practitioner chooses to exit the System. Create Prescription Scenario ID CPv1 Actors Health Practitioner, Patient Database, ADR Database Triggering event Health Practitioner chooses to create a prescription Assumptions Health Practitioner has a local database for patient details. Patients details must exist on database. Normal Course DO UNTIL patient details found 1.1 Health Practitioner enters patients full name 1.2 System searches Patient Database for patients details 1.2.1 IF System finds patient details then patients Full Name, Address, DOB and other details are automatically entered into a new prescription. END UNTIL 1.2.2 ELSE System prompts Health Practitioner to re-enter patients full name . Don’t waste time! Our writers will create an original "System For Creating, Controlling And Processing a Medical Prescription" essay for you Create order FOR EACH medication to be prescribed 2.1 Health Practitioner enters medication name 2.2 System searches ADR Database for record of medication 2.2.1 IF ADR record is found then System reports ADR contraindications to Health Practitioner 2.3 Health Practitioner confirms medication to be added 2.4 System adds medication to the prescription 2.5 Health Practitioner writes the dosage and/or notes for the medication 2.6 System adds notes to the prescription END FOR Health Practitioner confirms prescription is completed Send Prescription Scenario ID SPv1 Actors Health Practitioner, Associate Pharmacy Database Triggering event Health Practitioner chooses to send a prescription Assumptions There is no pre-determined set of pharmacies to send the prescription to. Normal Course System displays associate pharmacies to chose Health Practitioner chooses pharmacies to send to System includes chosen pharmacies in destinations list Health Practitioner chooses send System sends prescription 5.1 IF successful then System confirms prescription was sent to all pharmacies 5.2 ELSE DO EXTEND Retry Send Retry Send Scenario ID RSv1 Actors Health Practitioner Triggering event System could not send to all pharmacies Assumptions Pharmacy systems are operational Normal Course DO UNTIL Health Practitioner decides otherwise or send is successful 1.1 System reports failure to send to all pharmacies, specifying particular pharmacies that have not been sent to 1.2 System prompts Health Practitioner to chose whether to try to resend now or chose a time duration to retry or not to try again 1.3 IF Health Practitioner chooses to try again now or later then System sends prescription at the chosen time 1.4.1 IF successful then System confirms prescription was sent to all pharmacies 1.4.2 ELSE Retry Send 1.4 ELSE END UNTIL Place Prescription Order Scenario ID PPOv1 Actors Patient, Patient Account Database, Prescription Database, Prescription Order Database, Billing System, Drug Delivery System Triggering event Patient decides to place an order for medication prescribed Assumptions Prescription has already been issued by Health Practitioner; Patient wants one prescription only Normal Course Patient starts System System initiates System requests patients account ID and password Patient enters account details System verifies account details with Patient Account Database Patient requests unordered prescriptions System shows unordered prescriptions Patient selects a prescription to order System sends prescription order to Billing System Patient chooses to set collection/delivery options System communicates with Drug Deliver System System sends Patient a receipt to print System stores new prescription order in the Prescription Order Database. System marks prescription as ordered in the Prescription Database. Process Prescription Order Scenario ID PRPOv1 Actors Pharmacist, Prescription Order Database, Supplies Management System, Prescription Database Triggering event Pharmacist decides to process a prescription order Assumptions Overall system is only accessible by Pharmacist and already verified; Prescription issue already verified when order was placed Normal Course Pharmacist requests new prescription orders System searches Prescription Order Database System shows new prescription orders Pharmacist chooses earliest new prescription order System shows prescription information for chosen order Pharmacist chooses to print prescription items DO INCLUDES Print Prescription Items Pharmacist obtains medication(s) and attaches printed label(s) Pharmacist marks prescription order as processed System sets order as processed in Prescription Order Database System informs Supplies Management System of medications allocated Print Prescription Items Scenario ID PPIv1 Actors Pharmacist, Printer Triggering event Pharmacist chooses to print prescription items Assumptions Printer is available and prepared to print; Printer handles both label and receipt Normal Course Pharmacist confirms print instruction FOR EACH medication 2.1 System sends label to printer END FOR System sends receipt to printer System confirms print instructions sent to printer Process ADR Report Scenario ID PADRRv1 Actors User Triggering event Patient decides to report an adverse reaction to a medication Assumptions Not all patients are able to use the System directly, in which case they report to their Health Practitioner who becomes the User; all network services are operation and other systems are active Normal Course User starts System System initiates User chooses to create an ADR Report DO INCLUDES Create ADR Report DO INCLUDES New ADR Report Alert Create ADR Report Scenario ID CADRRv1 Actors User, ADR Database Triggering event User chooses to create ADR Report Assumptions User creates one ADR Report per medication Normal Course User enters patient details User enters medication name, dosage and other usage information User enters description of adverse reaction(s) User confirms details are completed System sends details to ADR Database System confirms report completed successfully. New ADR Report Alert Scenario ID NADRRAv1 Actors Health Practitioner, Health Authority Triggering event System stores ADR details in ADR Database Assumptions Health Practitioner of patient has the highest priority to receive the ADR Report Normal Course System sends new ADR Report alert to associated Health Practitioner System shows Health Practitioner the report System sends new ADR Report alert to registered Health Authority System shows Health Authority the report Boundaries The system offers several independent user interface classes that need not be loaded from the same host as where their controller is loaded. There are user interface classes to issue, create and send a prescription, retry sending a prescription, place a prescription order online, process a prescription order in the pharmacy, print prescription items and to process and create an ADR report. There is a delivery interface for sending an ADR report alert to the patients Health Practitioner and one for sending to any Health Authority. The system collaborates with a number of distributed and localised databases that are accessible through corresponding interface classes. Distributed databases include the Prescription Database, ADR Database and Prescription Order Database. Localised databases include the Patient Database, Associate Pharmacy Database and Patient Account Database. The system offers communication with external systems for delivering drugs to patients through the Drug D elivery System Interface class, for managing the billing system through the Billing System Interface class and for managing supplies through the Supplies Management System Interface class. Controls The system includes a number of control and transactional classes, that process the external requests and inputs from actors, generate results and entities and makes responses and requests to the external actors. These control classes correspond to the observable flows described originally. Entities The system generates and uses certain of entity classes that correspond to the persistent health care system artefacts. These include Prescription, PrescriptionOrder and ADRReport. The artefacts of label for a medication and receipt for a prescription order do not persist in the system and are not made into entity classes. 3) Its possible to define a standard format for sending human legible data throughout the system for the exchange of Prescriptions and ADR Report Alerts, using XML documents containing attributes and data and are validated using a standard, agreed XML Schema at either end. To exchange system-to-system data, such as to communicate prescription order data to the Billing System, Drug Delivery System and medication allocations to the Supplies Management System, the more succinct and efficient EDI standard can be used, although it isnt very legible. 4) This system can be implemented using J2EE, with its default Web Server, and with JAXP and JAXM APIs used to develop components on an Application Server. MySQL or Orcale RDBMS can be used to manage the databases on a Database Server through JDBC APIs. JSP, Servlets and EJBs should be used to implement the boundaries, controls and entities of the system. The system should be networked with standard TCP/IP and HTTP protocols supported over which XML and EDI can encapsulate communications. 5) The system is designed with a J2EE 3-tier architecture using the Model-View-Controller paradigm. There is a tier of Presentation (View) components which are encapsulated from a layer of Business Logic (controller) components that are decoupled from a Data Access (model) layer. The presentation layer is packaged into J2EE Web Archive files (WAR) of JSP and Servlets for deployment and the Business Logic and Data Access layers are packaged into SessionEJBArchive (JAR) and EntityEJBArchive (JAR) files, respectively. The use of a tiered architecture partitions the system into highly manageable pac kages that can be independently modified without affecting other packages providing that the interface contract is retained. This provides great flexibility to, for example, change or add presentation components without having to interfere with code within the business logic layer. 6 a) The follow JSP pages are part of the web component deployment: IssuePrescription JSP, CreatePrescription JSP, SendPrescription JSP, RetrySend JS, PlacePrescriptionOrder JSP, Print PrescriptionItems JSP, Process ADRReport JSP and Create ADRReport JSP. b) There are a number of lightweight interface coordination processes that certain Session Bean or JSP components would otherwise undertake while interacting with each other, that instead are shifted to Servlets. The following Servlets are deployed within the web component: PatientDetailsFinder: to process the (re) entry of the patients full name from CreatePrescription JSP until the patient record is found. MedicationConfirmer: to pro cess the choice of medication entered to CreatePrescription JSP by searching for an ADR record and get confirmation. PrescriptionFiller: to collect and check patient details and medication details entered to CreatePrescription JSP. DestinationPharmaciesNegotiator: to request and receive the list of pharmacies to send to/from SendPrescription JSP. RetryDecider: to request and find out from RetrySend JSP whether to retry sending the prescription and at what time. NewOrderFinder: to receive the request to obtain unprocessed PrescriptionOrders from ProcessPrescriptionOrder JSP and find out which order to process. ADRReportDetailsCollector: to check all ADR report details are entered to CreateADRReport JSP. c) Stateless Session Beans deployed are as follows: RetryController: to resend prescription if and at the time given by the result forwarded RetryDecider. PrintItemsProcessor: to send print label and print receipt instructions to PrinterInterface. ADRReportPro cessor: handing over to CreateADRReport stateful session bean and send ADRReport to ADRReportAlerter. NewADRReporter: to send ADR report to HealthPractitionerInterface and any Health Authority interface. ADRReportCreator: to create ADR Report from entered details forwarded by ADRReportDetailsCollector. d) Stateful Session Beans across multiple client requests: IssuePrescriptionProcessor: this session bean retains the prescription state until the Health Practitioner requests to save it and send it. PrescriptionCreator: this session bean retains each medication to add to the prescription until the Health Practitioner confirms to add it. PrescriptionSender: this season bean retains the prescription until the Health Practitioner instructs to send it. PrescriptionOrderPlacer: this session bean retains the state of the prescription selected for order until it is marked as processed and retains the prescription order until it is sent to the database. PrescriptionOrder Processor: this session bean retains the prescription order state until it is marked as processed and the prescription until it used to communicate with the SuppliesManagementSystemInterface. e) Entity beans deployed are as follows: Prescription, PrescriptionOrder, ADRReport, Patient, PatientAccount and AssociatePharmacy.

The Great Gatsby By F. Scott Fitzgerald - 850 Words

Great Gatsby Journal The novel The Great Gatsby by F. Scott Fitzgerald is written in the 1920 s during the prohibition, and the characters values and goals really shaped the theme. The book was written about how people lived and acted during the 1920 s. This paper will cover; how the values and goals of the characters were shaped by the values and goals of people in the 1920 s, how the values and goals of the characters shaped the setting of the novel, and lastly the overall theme of the novel. The values of the people in the 1920 s shaped the characters in the book The Great Gatsby. Some might ask how people in General could shape the characters of the book, well F. Scott Fitzgerald based the characters off people he observed in the 1920 s and even off his own lifestyle. His characters like Gatsby that throw parties for people all the time show the lifestyle of how people partied, and really didn t care if alcohol was against the law. Even though Gatsby wasn t the one doing the partying he still broke the laws of the 1920 s by having alcohol. Characters like Tom, and Myrtle broke the law of consuming alcohol enough for everybody. The author shows how much Tom drinks by including this sentence in the book, Meanwhile Tom brought out a bottle of whiskey from a locked bureau door(33). The quote states that Tom drinks alcohol and shows us that he already planned to have a gathering in advance. In the book, religion is never really mentioned, and this isShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. 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NCMMOD2CA Free Essays

The question of the respective interests of the two sides in the Hollywood conflict is ultimately a valid question in light of the article. However, perhaps before embarking on an exploration of what their respective interests might be, it would be wise to first clearly define what we are referring to when we reference the two sides of the debate. The clearest separation between the two sides shown in the article is that of the guilds versus the producers or movie houses. We will write a custom essay sample on NCMMOD2CA or any similar topic only for you Order Now However, perhaps equally interesting is the gray area, which falls in between the two – for example, those members of a guild who are also producers. The point in this respect is to determine where those people lie on the scale of either being more biased toward the guild members (actors and writers) or toward the producers. If we take our two sides as defined, the producers versus the guild members then we are in a sufficient position to examine the respective interests of each side. It is immediately clear that this is a long-standing debate as we begin to examine the article, â€Å"On the morning of October 8, 1945, thousands of picketing film workers, some wearing white-painted civil defense helmets, were confronted by truckloads of scabs who attacked with lead pipes, monkey wrenches and nightsticks† (Cooper, 2001,  ¶ 1). From this inauspicious opening, we can already start to summon some idea of what the central debate might be. The principal concern of both sides of this debate is money – whether that money should be residual compensation for work performed on a completed product (for the actors and writers), or ongoing revenue from the marketing and sale of that product (for the producers).   While the article details the previous compensation rates for guild members, â€Å"When a consumer plops down $25 for a new DVD, for example, the credited screenwriter receives only 4 cents†   (Cooper, 2001,  ¶ 10) it also clearly indicates the desire of the guild members – for additional compensation in this regard. Therefore, we can clearly define the interest of the guild members as being that of what they might regard as adequate compensation for their work. However, this is not the only interest at work in the guild members, as we look deeper into the article and examine the strikes that have taken place previously. â€Å"After last year’s costly six-month SAG-AFTRA walkout in the commercials sector, during which thousands of actors went without paychecks, there’s little rank-and-file enthusiasm for another season without work† (Cooper, 2001,  ¶ 33). Clearly, given the fact that the previous strike had damaged lives and caused hardship to guild members, the guild members themselves would indicate among their interests the fastest possible resolution to any conflict between the guild and the producers. As mentioned in the article by one IATSE official, â€Å"You don’t go on strike for six months to get what you could have gotten in the first week† (Cooper, 2001,  ¶ 15). Perhaps then, we have more than simply two sides at work in the conflict: the guilds, the guild members, and the producers. The producers, by contrast, clearly are eager to maintain the status quo. In one negotiation, specific figures are named, with the WGA scaling back its demands to a meager 25% increase, and being met with â€Å"an offer of a zero percent increase† (Cooper, 2001,  ¶ 13). It is worthwhile at this point to note that both sides have expressed interests and not positions. To clarify, the interest on the guild member’s side might be increased compensation, while a possible position for that interest would be the actual renegotiation of contractual agreements between the guilds and the producers. Similarly, on the producer’s side, the interest is maintaining the status quo, while the position would be the maintenance of existing contracts. To examine points, we should again discuss how those points affect both sides of the debate. The points are clear enough that they can be listed one by one. Due to the mild bias of the article toward the guilds, and guild members there are considerably more points presented from this side of the argument than the other. The first and simplest point is the sheer mass of guild members demanding better working conditions: â€Å"pent-up demand has reached a boiling point† (Cooper, 2001,  ¶ 5) mentions WGA vice president, Dan Petrie, Jr. Whether this demand and pressure is due to poor contracts with producers, or poor negotiations of the same is subject to debate, but is beyond the scope of this essay. Second, there are the many sides of the financial coin. Artists are concerned primarily with fair pay for the use of their work in both the original and recreated mediums. As mentioned in the articles, â€Å"artists are paid little or nothing in residuals for such reuse and resale of their work† (Cooper, 2001,  ¶ 9). This perhaps was less of a problem before the emergence of the Internet, and the growth of the International market. In fact, it is clearly stated that writers had previously accepted lower pay, however they â€Å"did so with the understanding that talent would eventually receive a fair share as those markets matured† (Cooper, 2001,  ¶ 10). According to the article, this is something, which has now happened. An additional aspect to the financial issues is the matter of what the article refers to as â€Å"transfer pricing† abuse – the maneuvering of intellectual property among subsidiary partners of a corporate owner at less than fair market value to reduce the required amount of residuals, which are eligible to be paid. Just as these points are the primary ones discussed in the article, there are none mentioned for the producers – other than their interest in maintaining the status quo, as discussed earlier in the essay. The primary conflict of money for the two sides is, according to the article, a major threat to the movie industry as a whole. As this conflict approaches resolution, the successful negotiation by the unions to a deal which will allow for substantial enough earnings to appease their member base while still allowing for enough profit for the producers, will prove to determine if the actor and writer guilds can escape their status â€Å"as pampered poodles.† (Cooper, 2001) References Cooper, M. (2001). Residual Anger. Retrieved February 11, 2007 from, http://www.thenation.com/doc/20010402/cooper How to cite NCMMOD2CA, Essay examples

The Unethical Behavior of Enron free essay sample

The Unethical Behavior of Enron Enron, once the countries seventh-largest company according to the Fortune 500, is a good example of how greed and the desire for success can transform into unethical behavior. Good ethics in business would be to compete fairly and honestly, to communicate truthfully and to not cause harm to others. These are things that Enron did not seem to display, which led to Enron’s operations file for bankruptcy in 2001. Enron’s scandal has become one of the most talked about forms of unethical business behaviors. The company’s collapse resulted from the disclosure that it had reported false profits, used accounting methods that failed to follow generally accepted procedures. Both internal and external controls failed to detect the financial losses disguised as profits for a number of years. Enron’s managers and executives retired or sold their company stock before its price went down. Enron employees lost their jobs and most of their retirement savings invested in Enron stock. We will write a custom essay sample on The Unethical Behavior of Enron or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Enron’s dishonesty and misleading business ethics unfolded when a Fortune article made people wonder whether Enron’s stock was overpriced. Enron’s executives were later charged with fraud, money laundering and conspiracy. Other companies, such as Arthur Anderson, Citigroup, and Merrill Lynch, also played roles in Enron’s scandal. To make a long story short, even though a business main goal is to make money, it pays to practice good ethics. Making money is not wrong in itself. It is the manner in which some businesses conduct themselves that brings up the question of ethical behavior.

5 New Reasons To Love CoSchedule [Feature Updates] - CoSchedule Blog

5 New Reasons To Love [Feature Updates] Blog It’s been a busy few months at . We’ve been pushing out features and updates like a beast! Here’s the big list from January, February, March, and April so you can easily stay in the loop with what’s new and awesome at ! 5 New Reasons To Love Your #1 most requested integration, Pinterest, was added to the social queue. We added a sleek new feature to the social queue to help gauge the health of your message schedule. developers worked their magic on the app to make your calendar run even faster and even developed two insanely smart features- Best Time Scheduling and Social Templates- to save you endless hours and make your social messages robust and wicked smart. 1. Schedule Your Pins On Pinterest Your #1 most requested integration is now officially part of the editorial calendar! Save tons of time, with our Pinterest integration, and schedule your Pins directly from . Share visual content from any posts or piece of content to help Pinners discover your blog. You can now save a ton of time by scheduling Pins to #Pinterest with .Use to plan out all your Pins so you can share with your audience at the right time.  And even schedule Pins from around the web to share with your audience with the Chrome Extension social curation tool! Recommended Read:  The Ultimate Guide On How To Use Pinterest For Marketing 2. Gauge The Health Of Your Social Media Schedule Next on our list of updates is the Gas Gauge! Scheduling social media can be slow and tedious. Even more, it can be hard to know if you have the right balance of social messages for your content. To solve  that challenge, we built the Social Queue, and now, its got an even sleeker design to track the health of your social media schedule. With this sleek NEW design, the gas gauge will: Give you a quick snapshot of the total number of unsent messages (no more guessing). Tell you when you need to add more to your social queue. Gauge the health of your social schedule with red, yellow, and green indicators, ensuring you get the most traffic for your effort. Make your life A LOT  easier. 3. Is Better, Faster, Stronger ’s app is better, FASTER, stronger. The calendar is your bread and butter, and we want to make sure that the calendar you use every day gets better and better- even if all the magic takes place under the hood where no one sees it. So while this isn’t the coolest announcement, ’s Ember.js updates will make your life a lot easier. Your editorial calendar is faster than ever!4. Schedule Dozens Of Social Media Messages In Bulk Not only is getting faster, it’s getting smarter. Many of you  have a love-hate relationship with social scheduling- it’s repetitive and tedious- and yet you  know it’s extremely important to your content marketing strategy. As of April though, that love-hate relationship has turned into a love-love relationship. :) Yep, no joke.

How to Conjugate the Verb Dare in Italian

How to Conjugate the Verb Dare in Italian The word dare† in Italian has the following meanings in English: to hand over, to pay, to entrust, to charge, to give up, and to let have. Considerations When Using the Verb Dare It’s an irregular first-conjugation verb, so it doesn’t follow the typical -are verb ending pattern.It can be both a transitive an intransitive verb the former taking a direct object and the latter not taking a direct object when conjugated with â€Å"avere.†The infinito is â€Å"dare.†The participio passato is â€Å"dato.†The gerund form is â€Å"dando.†The past gerund form is â€Å"avendo dato.† INDICATIVO/INDICATIVE Il presente io do, d noi diamo tu dai voi date lui, lei, Lei d essi, Loro danno Ad esempio: Ti do il mio numero di telefono, va bene? - I’ll give you my phone number, okay? Il passato prossimo io ho dato noi abbiamo dato tu hai dato voi avete dato lui, lei, Lei, ha dato essi, Loro hanno dato Ad esempio: Le ho dato un bicchiere di vino rosso. - I gave her a glass of red wine.Vi ho dato la mia fiducia! - I gave you my trust!/I trusted you! L’imperfetto io davo noi davamo tu davi voi davate lui, lei, Lei dava essi, Loro davano Ad esempio: Ogni mese mi dava cinquecento euro. - Each month, he gave me 500 euros.La mamma mi dava sempre un piccolo compito da fare. - My mom used to entrust me with a little task. Il trapassato prossimo io avevo dato noi avevamo dato tu avevi dato voi avevate dato lui, lei, Lei aveva dato essi, Loro avevano dato Ad esempio: Le avevo dato la camera migliore dell’hotel, ma si à ¨ comunque lamentata. - I had given her the best room in the hotel, but she still complained. Il passato remoto io diedi/detti noi demmo tu desti voi deste lui, lei, Lei diede/dette essi, Loro diedero/dettero Ad esempio: Mi diedero il mio primo premio vent’anni fa! - They gave me my first award twenty years ago. Il trapassato remoto io ebbi dato noi avemmo dato tu avesti dato voi aveste dato lui, lei, Lei ebbe dato essi, Loro ebbero dato TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io dar noi daremo tu darai voi darete lui, lei, Lei dar essi, Loro daranno Ad esempio: Quando ci vediamo, ti darà ² una bella notizia! - When we see each other, I’m going to give you good news!Non credo che i proprietari daranno le redini dell’azienda ai figli. - I don’t think the proprietor will hand over the reins of the company to their sons. Il futuro anteriore io avr dato noi avremo dato tu avrai dato voi avrete dato lui, lei, Lei avr dato essi, Loro avranno dato Ad esempio: Le avranno dato una mano. - They must have given her a hand. CONGIUNTIVO/SUBJUNCTIVE Il presente che io dia che noi diamo che tu dia che voi diate che lui, lei, Lei dia che essi, Loro diano Ad esempio: Non voglio che il mio capo mi dia la promozione, voglio rinunciare! - I don’t want my boss to give me the promotion, I want to quit! Il passato io abbia dato noi abbiamo dato tu abbia dato voi abbiate dato lui, lei, egli abbia dato essi, Loro abbiano dato Ad esempio: Oh, penso che ti abbia gi dato le informazioni per il corso di Italiano. - Oh, I thought he had already given you the information about the Italian class. L’imperfetto io dessi noi dessimo tu dessi voi deste lui, lei, egli desse essi, Loro dessero Ad esempio: Non desiderava che gli dessi soldi, ma so che ha bisogno dell’aiuto. - He didn’t want me to give him money, but I know he needs the help. Il trapassato prossimo io avessi dato noi avessimo dato tu avessi dato voi aveste dato lui, lei, Lei avesse dato essi, Loro avessero dato Ad esempio: Se mi avesse dato un giorno in pià ¹, avrei finito i compiti! - If he had given me one more day, I would have finished the homework. CONDIZIONALE/CONDITIONAL In the condizionale/conditional: Il presente io darei noi daremmo tu daresti voi dareste lui, lei, Lei darebbe essi, Loro darebbero Ad esempio: Ti darei questa bottiglia d’acqua, ma anche io ho sete. - I would give you this bottle of water, but I’m thirsty, too.Vi daremmo pià ¹ soldi se foste pià ¹ coscienziosi! - We would give you more money if you were more diligent! Il passato io avrei dato noi avremmo dato tu avresti dato voi avreste dato lui, lei, egli avrebbe dato essi, Loro avrebbero dato Ad esempio: Ti avrei dato pià ¹ tempo da passare insieme, ma ero molto impegnato in quel periodo. - I would have given you more time to spend together, but I was really busy during that time.

The Forced Marriage Legislation in the UK Research Paper - 1

The Forced Marriage Legislation in the UK - Research Paper Example â€Å"Marriage, whether civil or religious, is a contract, formally entered into. It confers on the parties the status of husband and wife, the essence of the contract being an agreement between a man and a woman to live together, and to love one another as husband and wife, to the exclusion of all others†. This is the universal and perhaps most comprehensive characterization of marriage. Among the most controversial aspects of this is the element of consent. This is encapsulated in the concept of a contract. In a contract consent that is not tainted by force or coercion is essential to its validity. Consequently, it is also a major of controversy for marriage. This is compounded by the fact that marriages as a social phenomenon are diverse and multi-faceted.The forces governing present society in the present have imposed significant challenges upon marriage. These adverse forces have given rise to a wide array of problems. The government today struggle tot to protect and uphold family and marriages by finding means to deal with the various problems that undermine them.This also challenges the state to uphold society’s many concepts of marriage while also containing negative elements attributed to it. Furthermore, it has to strike the balance between its power to regulate societ y, society’s right to culture and the welfare of its citizens. This is not a mundane task given the complexity involved and the magnitude of the harms involved society today.Among the malign realities faced by society today are â€Å"forced marriages.† This kind of marriage â€Å"is a marriage conducted without the valid consent of both parties, where duress is a factor. Duress can range from emotional pressure from family members to threatening behavior, abduction or imprisonment, and physical violence†.

An Evaluation of the Economy of the United Kingdom Based On the Dissertation

An Evaluation of the Economy of the United Kingdom Based On the Consequences ofthe Credit Crunch - Dissertation Example In the summer of 2011, the financial crisis that shook the global economy knocked the doors by jolting the economy of the United States and other European Nations (Oxlade (2011). The global markets were miffed by the possibility of another financial setback and probably another recession to deal with (Franklin, Douglas, 2007). The research highlights the current credit crunch scenario prevailing in the United Kingdom through a thorough analysis of past and present literature along with understanding and analysing the key reasons behind the rise of recession in different parts of the world (Lowery (2011). The information collected from different sources and resources helped in developing aims and objectives of the research along with understanding the present financial crisis rising from the ashes of the past crisis that once thwarted the financial progress and stablisation in different parts of the world. The research methodology helped in analysing the primary and secondary data in an analytical manner through logical research methods, approaches and ideologies. Findings of the research were compared with the analysis of literature in order to identify a common trend or relationship in a logical manner. Primary reasons behind the credit crunch have been highlighted well to support the proposed aims and objectives of the research. The research also discusses ethical issues and logical considerations that helped in presenting the research in an ethical and honest manner. The conclusion part is based on the overall analysis of the data and information collected from different sources along with relating with the literature in a significant manner TABLE OF CONTENTS Section 1.Introduction 1.1 Background of the Topic 6 1.2 Research Aim 7 1.3... The paper tells that the financial crisis of the 2007 strongly affected the economics of the global world in a negative manner. The financial crisis of the 2007; often considered as one of the worst credit crunches after the Great Depression of the 1930s changed the financial structure and image of the global economy. It resulted in the collapse of few of the financial institutions across the globe with the likes of Lehman Brothers and Northern Rock falling prey to the financial turmoil. The bailout of banks by the governments across the globe did not revamp the financial health of the financial institutions and the whole world suffered with the loss of money, investments and jobs. The financial crisis was triggered by the liquidity crunch faced by the banks of the United States because of the housing bubble that raised issues and questions over the sub-prime crisis. Investors across the world were skeptical in terms of investing their money and banks were facing credit crunch that b locked the equilibrium between the inflow and outflow of funds driven by the demand and supply of funds. A number of measures including governments’ initiatives to bail out financial institutions and improvement in the liquidity position of banks played an important role in stablising the credit crunch but the impact and influence was too hard that up to some extent changed the financial position of the global economy.

Censorship - We Must Not Restrict Speech -- Argumentative Persuasive E

We Must Not Restrict Speech      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Racism, sexism and homophobia is growing on college campuses around the country.   In response, many universities have adopted policies that address bigotry by placing restrictions on speech. The alternative to such restrictions, many administrators argue, is to allow bigots to run rampant and to subject their targets to a loss of equal educational opportunity. The power of a university to eliminate bias on campus ultimately depends not on its ability to punish a racist speaker, but instead on the depth of its commitment to the principles of equality and education.   Many universities, under pressure to respond to the concerns of those who are the objects of hate, have adopted codes or policies prohibiting speech that offends any group based on race, gender, ethnicity, religion or sexual orientation.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That's the wrong response, well-meaning or not.&nb...

Constructivist Theory as the Framework for Student Strategies

This chapter provides a reappraisal of the literature used to inform the little research undertaking described in this study. To roll up literature for my thesis, I accessed the web sites for Zunia, ERIC, UNICEF, MoEYS, UNESCO, and the e-journal aggregation at James Cook University. There were troubles in deriving entree to some beginnings because many were password protected. Besides a challenge was turn uping articles written for the Kampuchean context, which has limited the range of the literature reappraisal for the local Cambodian context. Furthermore, many of the articles I searched were secondary informations beginnings, so it was sometimes hard to mention or cite because some secondary beginnings did non supply elaborate information. At times it was a description of a survey written by person other than the individual who conducted it. I besides had problem in finding which articles were related straight to my subject to be included ( Gay, Mills, & A ; Airasian, 2009 ) . Besi des utilizing assorted databases, I besides read books about the student-centered theory and old surveies conducted by UNICEF ( United Nation Children ‘s Fund ) every bit good the Cambodian-based undertaking rating written by VVOB. The cardinal words used to turn up literature were: student-centered, learner-centered, constructivism, societal constructivism, the zone of proximal development, scaffolding, student-centered instruction, and student-centered schoolroom. The mention subdivisions of relevant articles were besides used for placing other surveies that would be relevant to this reappraisal. The chapter has been structured following several subjects that emerged as literature was reviewed. It will depict the relevant literature focused on the issues environing the research aim. This chapter has been classified into several sub subdivisions based on the subjects that emerged during reading.2. 1 Constructivist Theory as the Framework for Student-Centered SchemesWithin the past two decennaries, the construct of â€Å" constructivism † A has been pulling attending from pedagogues ( Airasian & A ; Walsh, 1997 ) . Since constructivist theory is an epistemology and doctrine and non a theory of acquisition, constructivist teaching method has been developed by pedagogues influenced by the thoughts of cognition building found within constructivist theory ( Yilmaz, 2008 ) . â€Å" Constructivist teaching method is informed by the thoughts of John Dewey and William James ; the latter work of Jean Piaget ; and the sociohistorical work of Lew Vygotsky, Jerome Bruner, and Ernst von Glasersfeld † ( p. 165 ) . Harmonizing to Dewey, the relationship of the person to his or her environment and the edifice of experience through action are really of import. This importance has besides been recognized by constructivism, particularly societal constructivism ( Brush & A ; Saye, 2000 ) . Piaget ‘s work dealt with the phases of development which people go through and the importance of find in acquisition ( Alexander, 2006 ) . Vygotsky ‘s work focused on societal interaction as an agent of acquisition every bit good as the importance of a pupil ‘s bing experience and cognition ( Alexander, 2006 ; Yilmaz, 2008 ) . Among constructivism ‘s three foundational bookmans, Dewey, Piaget, and Vygotsky, Vygotsky ‘s work has had a clear influence on the construct of societal constructivism and played an of import function in modern constructivist idea because two of his four key rules are ; collaborative acquisition and student-centeredness ( Yilmaz, 2008 ) . His first cardinal co nstruct focuses on the societal nature of larning hence the term ‘social constructivism ‘ and the 2nd is that kids learn best the constructs that are within their zone of proximal development ( ZPD ) . The ZPD is a construct used to depict how a kid ‘s acquisition and kid ‘s cognitive development degrees develop together in societal state of affairss ( Vygotsky, 1978 ) . The ZPD is considered among the most utile both theoretically and practically ; of all the constructs that are created by Vygotsky ( Chenyne & A ; Tarulli, 1999 ) . The construct of ZPD, which focuses on the relation between human larning and development, is the 2nd foundation for scaffolding schoolroom direction ( Stuyf, 2002 ) . The ZPD is defined as â€Å" the distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † ( Vygotsky, 1978, p. 86 ) . Alexander ( 2006 ) , Shear ( 2007 ) , and Stuyf ( 2002 ) depict the ZPD as the country between what a scholar can carry through mentally and make independently by themselves, an d what the scholar can carry through with the aid or the support of a more knowing other grownup or equal. The peer portions knowledge with the scholar to construct the spread between what is known and what is non known ( Shear, 2007 ) . The construct of ZPD is now widely applied in instruction and larning in many subject-matter countries ( Willis, 1996 ) . The thought of the ZPD informs teacher staging of larning to make effectual learning environments. It means effectual larning takes topographic point within the kid ‘s ZPD. Vygotsky stated that: A Learning awakens a assortment of internal developmental procedures that are able to run merely when the kid is interacting with people in his environment and in cooperation with his equals. When these procedures are internalized, they become portion of the kid ‘s independent developmental accomplishment. ( Vygotsky, 1978, p. 90 ) . Similarly, Wilhelm, Baker & A ; Dube ( 2001 ) argued that the ZPD is the cognitive country in which effectual direction and acquisition can go on. Teacher, equals, and instructional environment are the aid and support which pupils can larn with and this lies within the ZPD. â€Å" A kid ‘s new capacities can merely be developed in the ZPD through coaction in existent, concrete, located activities with an grownup or more capable equal † ( Wilhelm, Baker & A ; Dube, 2001, p. 3 ) For constructivist oriented instructors, the importance of planing an instructional activity is to place a job and supply pupils with resources to assist to work out the jobs thereby supplying chances for pupils to see jobs from a assortment of positions, leting pupils to join forces and negociate solutions to jobs and prove those solutions in a existent universe context ( Bednar et al, Duffy & A ; Jonassen, Brown, Collins & A ; Duguid as cited in Brush & A ; Saye, 2000 ) . Similarly harmonizing to UNESCO ( as cited in Mtika & A ; Gates, 2010 ) , student-centered instruction helps to fix pupils to run into society ‘s outlooks, to plan educational experiences to progress pupils ‘ acquisition, and supply chances for pupils to show their success in accomplishing social outlooks.2. 2 What is Constructivism?Constructivism is non a theory about instruction, but it is a theory about cognition and acquisition ( Haney & A ; McArthur, 2001 ) . Harmonizing to Airasian & A ; Walsh ( 1997 ) , constructivism is non an instructional attack ; it is a theory about how scholars come to cognize or how people learn. Brady ( 2006 ) & A ; Staver ( 1997 ) stated that constructivism comes from traditional epistemology, which offers a philosophical account about the nature of cognition. Constructivists believe that cognition is created from the interaction between bing experiences or cognition of people and new thoughts or state of affairss they encounter. In the constructivist schoolroom, scholars are encouraged to do connexions between their bing cognition and new experience ; this is the procedure of building cognition ( Airasian & A ; Walsh, 1997 ) . Furthermore, over the last decennary, constructivism has significantly influenced scientific discipline pedagogues because it links pupils ‘ bing thoughts to new experience and new information ( Haney & A ; McArthur, 2001 ; Staver, 1997 ; Yilmaz, 2008 ) . Similarly, Driver, Asoko, Leach, Mortimer, and Scott ( as cited in Hand et al. , 1997 ) stated that societal constructivist attacks in scientific discipline instruction are non new. The execution of constructivist larning theory has helped to develop the interaction between pupils and instructor and supply chances to build scientific discipline cognition in the schoolroom. Similarly, Mtika and Gates ( 2010 ) argued that this pedagogical theory helps to promote pupils ‘ interaction with the topic ‘s contents and with one another while the instructor facilitates the acquisition procedure. Constructivism has been divided by some theoreticians into three classs ( Alexander, 2006 ; Yilmaz, 2008 ) . They are Cognitive constructivism, Extremist constructivism, and Social constructivism. These three classs emphasize that cognition and significance are constructed by the human head ( Yilmaz, 2008 ) , nevertheless there are differentiations between them ( Hirumi, 2002 ) . Cognitive constructivism focuses on person ‘s interactions with the environment. Extremist constructivism emphasizes the person ‘s cognition building which is based on old cognition and experiences, and societal constructivism dressed ores on persons within groups and their sociocultural contexts ( Alexander, 2006 ; Yilmaz, 2008 ) . Though constructivism has been categorized into three, harmonizing to Staver ( 1997 ) , the two most comprehensive and celebrated classs of constructivism are extremist and societal constructivism. The two trade names have much in common. First, cognition is created by the thought of a individual and a community. Second, societal interactions between and among scholars are cardinal to constructing cognition. Knowledge is built by persons within their communities, societies, and civilizations. Furthermore, the agencies of societal interaction is chiefly linguistic communication because linguistic communication is a manner that worlds communicate and understand each other. Third, the character of knowledge is functional and adaptative, that it is in an active procedure ( Staver, 1997 ; Yilmaz, 2008 ) . Finally, the intent of knowledge is to function the persons ‘ organisation of his or her experiential universe. However, the two trade names are chiefly different. Extremist constr uctivism focuses on knowledge and the person, whereas societal constructivism focuses on linguistic communication and the group.2. 3 Constructivism in the ClassroomAirasian & A ; Walsh ( 1997 ) argued that constructivism is accepted in many instruction systems because it helps to advance higher order believing accomplishments of pupils. Similarly, harmonizing to the survey of Hand et al. , ( 1997 ) , engagement of pupils ‘ thoughts or thought is the most of import factor that influences pupils ‘ acquisition. In the survey of a group of junior secondary college pupils in Australia, pupils reported that they enjoyed larning through little group work, category treatment, developing their ain thoughts, less note pickings, and they developed a greater apprehension of constructs. These are all larning schemes that reflect the usage of societal constructivism in the formal acquisition context. Among the classs of constructivism, societal constructivism attacks are utile for pup ils because pupils can be required to work in a group or separately and make non necessitate to wait for a instructor to direct their acquisition. â€Å" The vision of the constructivist pupil is one of activity, engagement, creativeness, and the edifice of personal cognition and apprehension † ( Airasian & A ; Walsh, 1997, p. 446 ) . Whether societal constructivists emphasize cognitive development or societal interactions, there are several specific things that instructors can make to assist scholars to build their apprehension, structural staging is one of these things ( Killen, 2003 ) . Literally, scaffolding is a structural support that is set up around a edifice under building. In instruction in a metaphorical sense, stagings are the support structures that are provided by others such as parents, equals, and instructors to pupils to enable them to finish a undertaking and experience accomplishment in their acquisition ( Yang & A ; Wilson, 2006 ) . Harmonizing to Hammond & A ; Gibbons ( as cited in Yang & A ; Wilson, 2006 ) , effectual staging is both high challenge and high support. â€Å" Vygotsky stressed that pupils need to prosecute in disputing undertakings that they can successfully finish with appropriate aid † ( Wilhelm, Baker, & A ; Dube, 2001, p. 4 ) . Scaffolding is a procedure whereby a instructor or peer gives assistance or support to the pupils in their ZPD as it is necessary and removes this assistance when unneeded ( Killen, 2003 ) . â€Å" Scaffolding must get down from what is close to the pupils ‘ experience and construct to what is farther from their experience † ( Wilhelm, Baker, & A ; Dube, 2001, p. 4 ) . Similarly, at the beginning of a new acquisition undertaking, the staging should be fix to be concrete, seeable, and external, so learning can get down from the concrete to the abstract. The construct of staging is closely related to the ZPD because staging was developed by other socio-cultural theoreticians using Vygotsky ‘s construct of ZPD to educational contexts ( Yang & A ; Wilson, 2006 ) . In other words, the thought of scaffolding originally came from Vygotsky ‘s socio-cultural theory ( Stuyf, 2002 ) . Mitchell and Myles ( as cited in Yang & A ; Wilson, 2006 ) stated that societal constructivism focuses on larning that occurs in socio-cultural environments and scholars become active builders of their ain acquisition environment. Vygotsky ‘s socio-cultural theory proposes that societal interaction plays a cardinal function in the development of knowledge. Learners are non hence stray persons ; they are active scholars because of societal interactions ( Stuyf, 2002 ; Yang & A ; Wilson, 2006 ) .

White Collar Crime Theories, Laws, and Processes - 785 Words

White Collar Crime Theories, Laws, and Processes Name Tutor Course Title Date Submitted White Collar Crime Theories, Laws, and Processes: The term white collar crime was first introduced by Edwin Sutherland, a criminologist and sociologist, in 1939. The criminologist defined the term as offenses committed by individuals of respectability and high social status while in their different occupations. He also included criminal offenses carried out by corporations and other lawful organizations in the description. The criminologists perspective of white collar crime was fueled by the perception that criminology had wrongly focused on the social and economic factors of crime. Therefore, one of the major theories behind white collar crime is that criminal activities are carried out at all levels in the society and by people of broadly divergent socio-economic backgrounds. However, the definition of white collar crime by this criminologist has become relatively obsolete for many students of criminal law. This is largely because the activities are not only conduct ed by people of high social status but also those from divergent backgrounds. The other theory behind this type of criminal activities is that deception is used as the means for conducting the activities. For the purposes of legal theory, white collar crime appears to be better approached as a family resemblance instead of type category (Green, 2005). This is mainly because this type of crime primarily refers toShow MoreRelatedOrganizational Issues In Criminal Justice1009 Words   |  5 Pagesconsciousness evoking the notion of progress and continuity with new ideas in the field of administration of justice is truly a remarkable phenomenon (Taylor, 2013). Overtime numerous theories have been posited regarding the causes of crime and deterring criminal behavior. 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Sociological theories are very useful in the study of criminal behavior because unlike psychological and biological theories they are mostly macro level theories which attempt to explain rates of crime for a group or an area rather than explainingRead MoreCRJ 110 Final Exam3676 Words   |  15 Pagespsychological. 2. What is the definition of crime that the authors of your textbook have chosen to use? A) Crime is human conduct in violation of the criminal laws of a state, the federal government, or a local jurisdiction that has the power to make such laws. 3. What is the difference between crime and deviance? A) Crime violates a law and deviance violates social norms. 4. What is the legalistic approach to the study of crime? A) The legalistic approach to crime yields the moral high ground to powerful