The Concerns of Internet Censorship Essays -- Censoring Internet Right

The Concerns of Internet Censorship As a professional Internet publisher and avid user of the Internet, I have become concerned with laws like the Communications Decency Act of 1996 (CDA) that censor free speech on the Internet. By approving the CDA, Congress has established a precedent which condones censorship regulations for the Internet similar to those that exist for traditional broadcast media. Treating the Internet like broadcast media is a grave mistake because the Internet is unlike any information medium that has been created. My concerns about Internet censorship prompted me to write "Internet Censorship is Absurd and Unconstitutional." In the essay, I outline why I believe that the Internet should not be censored in any way for two reasons. First, any law advocating censorship of the Internet is too broad and unenforceable on this global information medium. Second, Internet censorship is a breach of First Amendment rights for those users residing in the United States. The essay will provide insight into why self regulation is the only viable solution to the problems that have and will be presented to the Internet. Should it be illegal to publish literature with "indecent" content on the Internet but perfectly legal to publish that same work in print? This question has spawned the debate over Internet censorship, which is currently raging in the United States Congress as well as in other political forums around the world. The question as to whether the Internet should be censored will continue to be debated for many years to come. As with any political topic, the debate over Internet censorship has its extremes. Many proponents of Internet censorship want strict control over this new information medium. Proponents of Internet censorship such as Senator Jim Exon (D-NE), co-author of the Communications Decency Act (CDA), are in favor of putting strict laws into place regulating the Internet in order to protect children: "The Decency Act stands for the premise that it is wrong to provide pornography to children on computers just as it is wrong to do it on a street corner or anywhere else" (Exon). These proponents suggest creating laws for the Internet similar to those now in place for television and radio. Those strongly opposing Internet regulations, such as the Citizens Internet Empowerment Coalition (CIEC), assert that the Internet is not li... ...1997): n. pag. Online. Internet. 19 Mar. 1997. Available: http://pathfinder.com/@@sAbDXgQAlb0upRm2/time/daily/1997/970319/970319-1.html. [Time magazine report on the Supreme Court appeal of the CDA case.] Net Nanny Software International. Untitled. n. pag. Online. Internet. 3 Jun. 1997. Available: http://www.netnanny.com/. [Home page for the Net Nanny Software company which describes the software’s purpose and appropriate usage.] Plummer, James C. "Decent Information?" Consumers’ Research Magazine Aug. 1996: 33. [An editorial on the CDA questioning it’s premise.] Recreational Software Advisory Council Web Site. Online. Internet. 3 Jun. 1997. Available: http://www.rsac.org/. [Web site for the RSACi rating system which explains the system’s purpose and appropriate usage.] Sirico, Robert A. "Don’t Censor the Internet." Forbes 29 July 1996: 48. [Editorial outlining concerns about governmental control of the Internet and alternatives.] Whitmer, Clair. "Man Gets 5 Years for Online Child Porn." CNet, Inc. (23 Feb. 1996): n. pag. Online. Internet. http://www.news.com/News/Item/0,4,787,00.html. [Report of a man sentenced for sending child pornography via the Internet.]

Physica Lab

Suellen Fonseca Physics 151 April 3, 2013 Questions and Answers: 1. Define uniform circular motion. ? A. Is an object in uniform circular motion accelerating? ? B. Define centripetal acceleration, and state its magnitude and direction. (2. 0 points) Ans: An object moving at a constant velocity around a circular path is performing a uniform circular motion. The object’s path is considered to be tangent to the circle due to the fact that it is constantly changing position as it goes around the circle.Therefore the velocity would also be tangent to the circle. [A] The object in uniform circular motion is experiencing acceleration due to the fact that is it changing direction constantly. [B] This is the centripetal acceleration. It’s directed towards the center of rotation. Is magnitude is calculated by V2r where v is the tangential velocity and r is the radius of rotation 2. A car is driven around a circular track. Which would have a greater effect on the magnitude of its acceleration, doubling the speed or moving to a track with half the radius?Please show your proof or calculations. (1. 0 point) A. Define centripetal force (F c) ? B. Which object is providing the centripetal force in this experiment? Ans: Cense acceleration is given by V2r doubling the velocity has a greater effect then dividing the radius by 2. [A] The force the supply the acceleration is called centripetal force. This force is also always directed towards the center of rotation. [B] The object providing the centrifugal force in this experiment is the tention in the rope. 3.When you go around a corner in a car, do you feel centripetal or centrifugal (Fg) force ? acting upon you? (1. 5 points) Ans: The car is experiencing centripetal force thus it does not â€Å"fly of â€Å" the streat. 4. Explain why ? F=mg? =? Fc=4? 2 M f 2 r? in our experiment. (0. 5 point) Ans: It worked because the balancing force is the tetion In the string which allows the wheight to move in a circle. 5. List the data and sample calculations obtained in lab. (0. 5 point) | r (meter) | m (kg)| f (sec^-1)| a_c = 4(? ^2)(f^2)r (m/s^2)| F_c = mg (N)| 1| 0. 49| 0. 4| 1. 271| 9. 502| 3. 92| 2| 0. 16| 0. 45| 1. 348| 11. 478| 4. 41| 3| 0. 175| 0. 55| 1. 416| 13. 852| 5. 39| 4| 0. 197| 0. 79| 1. 608| 20. 109| 7. 742| 6. Plot the graph of Fc vs. ac . A. What is the expected slope of the line graphed (and explain why you expect this result)? B. Calculate the actual slope of best fit line. Also calculate the percent error for the slope, and ? state and explain the sources of error. (4. 5 points) [A] the expected slope id 0. 4 [B] the actual slope from the best fit line is 0. 106. One sores of errow would be the timing of the number of revolutions. An erro on the radius mesurament | Uncertainty| Slope|  ±0. 01522| y-intercept|  ±0. 2177| 7. What do you expect the y-intercept of the line from question 6 to be? Find the actual y-intercept for your best fit line. (show calculations) (1. 0 point ) 8. Imagine that a much harder spring (spring with higher spring constant k) is used in the experiment. Explain how the centripetal force F c and the period f of the hanging mass will change. i. e. if they will increase or decrease) (1. 0 point) Ans: If we had a harder spring the frequency would be bigger therefore the centripetal force would also be bigger. Conclusion: In this lab we were trying to prove that fc=mg. according to my calculations the results were close but not perfect. This can be because of lost of energy due to friction or simply error in calculations. As predicted every time there was a change in radius or the frequency the centripetal force changed.

Why People Attend College Or University?

While some people prefer to find a job right away after graduation from school, others make a decision to continue their education at college or university. This way is not easy because it requires some sacrifices – financial and personal. But people choose this road in spite of high expenses and other obstacles. For many people, attending educational institutions such as college or university is a path to obtain knowledge, skills, and contacts for realizing (in order to realize) their professional dreams and ambitious.First of all, by taking courses or program at college, students gain strong knowledge in their fields of professional interest. They comprehensively study subjects including theories, laws, regulations, and practical exercises. Also, practically, all colleges and university organize workshops and seminars where recognized experts from particular field share their experience with participants. In addition, all students have an access to a wide range of learning r esources such as libraries, special internal databases, additional courses, experiential classes and much more.Beyond knowledge, students should learn several important skills which allow transferring well-built theoretical knowledge into the professional life. One of such skills is ability to present ideas clearly, and every college and university train students to make a presentation and speak on public. Another essential skill is ability to communicate with different people properly. That is why during educational process students have a lot of discussions and do several group projects. Besides, working together, students encounter some problems which take place in a real workplace and learn to solve them.Undoubtedly, one of the most significant reason for attending college or university is an opportunity to build professional network and get a job in the future. Because educational institutions organize many events with professionals and often offer a placement, students have a chance to demonstrate their abilities and get in touch with potential employer. This is the one sure way to find a job. Moreover, student who has already found a job might recommend his or her former classmate if his or her company needs to hire one more.Thus, contacts made at college or university help students to enter into the professional field. It might take a lot of time and efforts to become a professional and achieve career goals. However, college or university can make this road significantly easier and smoother. By getting a fundamental theoretical and practical basis, training communication skills, and establishing a professional network, future professionals obtain an excellent start which makes their dreams closer.

Fertilizers: Potassium and Compounds

Creating a liquid fertilizer Experiment Chemistry 1065 10/09/2012 Introduction The aim of this experiment was to create a liquid fertilizer containing Nitrogen, potassium and phosphorus; each element had to have 8% mass percentage. We were also required to add an additional element, magnesium and it mass percentage had to be 1. 5%. At the end of the experiment, the pH of our aqueous solution had to be between 6. 0 and 7. 0.As a group we predicted that we could not successfully create the liquid fertilizer with the compounds we were provided with, because some of the compounds would create a precipitate if mixed. As a result we decided that it would be take further experimentation of trying different combination of these compounds on small scale to help us successfully create the required fertilizer. This experiment is important because it is necessary to make a plant fertilizer that is environment friendly and that provides various plants with the nutrients they need to grow.This exp eriment was interesting because gave us the chance to see get in the perspective of the scientists who constantly keep working towards making the best possible fertilizers for plants. Recent attempts by scientists of making the ‘ideal fertilizer have failed because either the fertilizer is not environment friendly or it increases the birth-rate of agricultural pests. In this lab, we created several compound combinations to try and match the compounds in the required fertilizer.Some of our combinations worked, but some failed. We made adjustments to the original information provided to us in order to meet the standards of the required liquid fertilizer, and as a group we tried our best to indicate such adjustments throughout our lab reports so that the reader can be more informed about the experiment we did. . Experimental Because our prediction was that some of the provided compounds would not for an aqueous solution, we decided to try out some combinations on small scale to s ee how they reacted.The compounds we needed for these combinations were: Potassium carbonate, trisodium phosphate, potassium nitrate, ammonium carbonate, sodium phosphate, and sodium nitrate. We also needed some water to dissolve these compounds in. In order to perform a solubility test on the provided compounds we obtained a well plate, a spatula to add the solid compounds into the well plate, a beaker full of distilled water, a pipette to add water into the well plates containing two different compounds, and a stirring rod to stir the mixture.First using a spatula we took a small amount of K2CO3 and put in one of the wells on the well plate. Then we took a small sample of Na3PO4 and put it in the same well. Using a pipette we took 3ml of distilled water from the beaker and added it into the well containing K2CO3 and Na3PO4. The using a stirring rod, we continuously stirred the solution for 1 minute and we observed. Then we took small samples of K2Co3 and NH4Co3 and put them in a s econd well on the well plate. Then we added 3ml of water using a pipette. Using a stirring rod, we mixed the solution continuously for about a minute.Next we took small samples of NaNO3 and NaPO3 and put them in a third well on the well plate. We added some water using a pipette and stirred up the solution. Then we took samples of NaPO3 and KNO3 and put them in a fourth well in the well plate. We added 3 ml of water, stirred the solution and observed. Next we took samples of Na2PO3, K2CO3 and NaNO3 and put them in a fifth well. We added 3ml of water, constantly stirred the solution and observed. We then took samples of Na2PO3, K2CO3 and NaNO3 and put them in a sixth well plate.Then we added 3ml of water and constantly stirred the solution for a minute and observed. Through eliminating solutions that formed a precipitate we chose the solution containing, Na2PO3, K2CO3 and NaNO3 as the solution that could potentially be our liquid fertilizer because it contained nitrogen, phosphorus a nd potassium ions. Because we needed nitrogen, phosphorus and potassium to each have an 8% mass percentage in relation to the total solution, we calculated how much of each compound we needed so that the three required elements could have 8% mass percentage each in 10g of H2O.We calculate the amount of each compound needed by first figuring it in moles and then we converted it to grams. We replaced Na2PO3 with Na3PO4 because Na2PO3 was unavailable. After calculating how much of each compound we needed to make our fertilizer, we decided that we needed a beaker, a scale, weighing paper, pH probe, graduated cylinder, stirring rod, Magnesium and H2SO4 to neutralize our solution at the end. We started by weighing out 4. 23481g of Na3PO4, 0. 707g of K2CO3, and 5. 8221g NaNO3. Then we poured the weighed compounds into a beaker.We then measured 10ml of distilled water using a graduated cylinder. We then poured the 10ml water into the beaker containing our three compounds. Using a stirring r od we stirred the mixture for about three minutes. The compounds did not dissolve in water because the ratio of the compounds to the water could not allow the compounds to completely dissolve in the water. With instructions from our T. A we decided to divide the amount of all the compounds by 10. The new amounts of the compounds were: 0. 423481g of Na3PO4, 0. 0707g of K2CO3, and 0. 58221g NaNO3. We then weighed out these new amounts of compounds.We poured them into a new beaker and added 10 ml water. Using a stirring rod, we continuously stirred the solution until the compounds were completely dissolved. Next we got a pH probe to measure the pH of our solution. The pH of our solution needed to be between 6. 0 and 7. 0. We connected the loggerpro software to a laptop and we the pH collected was 12. 43. Since our fertilizer solution was a base we decided to neutralize it using an acid. The acid we chose to use was H2SO4. Using a pipette we added drops of H2SO4 to our fertilizer soluti on as we monitored the pH of our solution.It took 2. 4ml of H2SO4 to bring the pH of our liquid fertilizer to 6. 75. To make our liquid fertilizer complete we were required to add an additional element, magnesium such that it had a 5% mass percentage. We chose to use the compound magnesium nitrate because it contains a magnesium ion. We calculated that in order for magnesium to have a 5% mass percentage in the solution we needed 3. 05g of Mg (NO3)2. But because we had divided the other compounds in the solution by ten earlier, we had to divide the amount of Mg (NO3)2 paste to keep the same ratio.So after dividing the amount of magnesium needed by 10 we resulted with 0. 305g of Mg. We then weighed 0. 305g of Mg (NO3)2 on a scale and the poured it into the beaker containing our aqueous solution. Using a stirring rod we stirred up the solution until the Mg (NO3)2 was completely dissolved. We then finished the experiment by measuring the final pH of our solution which was 6. 7. Results Data 1 Compounds added to 10ml of water| Observations| KNO3 & NaPO3| When we mixed these two compounds in water, they formed a cloudy solution which turned clear after a while.There was some compound left at the bottom of the beaker and this was due to experimental error. | K2CO3 & NH4CO3| When we mixed these two compounds, they formed a cloudy mixture. One of the compounds looked suspended which meant it did not dissolve. | NaNO3 & K2CO3| When we mixed these two compounds, they both dissolved in the water although there was some compound particles left at the bottom of the beaker which was due to experimental error. | NaNO3 & NaPO3| When we mixed these two compounds, they formed a precipitate. NaPO3 & KNO3| When we mixed these two compounds, they did not dissolve in water, they formed a precipitate| Na2PO3, K2CO3 & NaNO3| When we mixed these three compounds in water, the completely dissolved| Data 2 Substance added to 10 ml of water| Observation| 4. 234g Na3PO4, 0. 707g K2CO3, and 5. 8221g NaNO3| Did not dissolve in water. The amount ratio of compounds was too big to dissolve. | 0. 423481g Na3PO4, 0. 0707g K2CO3, and 0. 58221g NaNO3| Completely dissolved in water and the pH of the resulting solution was 12. 3| 1 ml H2SO4| pH of solution dropped to 11. 14| 2ml H2SO4| pH of solution dropped to 7. 45| 2. 4ml H2SO4| pH dropped to 6. 7| 0. 03052 g Mg(NO3)2| Completely dissolved in water and the pH stayed at 6. 7| Calculations Amount of compounds needed. Note: We divided the final amount of the compound needed by 10 so that it would dissolve in water. What we need: 10g ? 8%= 0. 8 g N, 0. 8g P, 0. 8g K Element| Calculations| Amount of compound so that element has 8% mass percentage| Amount of compound so that element has 0. 8% mass percentage| Nitrogen| 0. g N3- ? (1 mol N2 / 14. 01g/mol N2)= 0. 057mol N20. 57mol N3- ? (101. 96 g/mol NaNO3) | 5. 8221g NaNo3| 0. 5221g NaNo3 | Potassium| 0. 4g K2+ ? (1 mol K2+ / 78. 2g/mol K)= 0. 005115 mol K2+0. 005115 mol K2+ ? (138 . 21 g/mol K2CO3) | . 707 g K2CO3 | 0. 0707g K2CO3| Phosphorus| 0. 8g P3- ? (1 mol P3-/30. 97g/mol P)= 0. 02583mol P3-0. 02583mol P3- ? (163. 94g/mol Na3PO4)| 4. 23481g Na3Po4| 0. 0423481g Na3Po4| Note: We used 0. 4g of Potassium because there are 2 potassium ions in K2CO3

Report on order entry points in the spectrum of supply management Coursework

Report on order entry points in the spectrum of supply management - Coursework Example Review of all the references quoted in my report and eliminated those which obstructed the flow of the report 5. I have also reviewed the relevancy of the case studies and made improvement over them. 6. At the end I would like to say big thanks to Dr. Rob Dekkers who help me and made me to produce such a model report. Table of contents Summary5 Introduction...6 Evolution of the Concept of Order Entry Point ........8 Research Methodology and Scope of the Report ..............................................9 Customer Order Decoupling Points - Concept and the Basics ..10 Customer Order Entry Point as Distinguished From Customer Order Decoupling point 16 Order Entry Point and Its Control Capability for Logistics ......17 O.E.P. and its effects on Supply Chain Management ..........20 Case Study23 Order Entry Point and Engineering Management ..25 Case Study27 Production Management Perspective in Order Entry Point ......28 Case Study29 Logistics Control and Physical Distribution 30 Case Study31 Conclusion ...33 10.0 References ...34 11.0 Glossary ..38 LIST OF FIGURS Figure # Description Page # 1 Order Entry Matrix. 13 2 Manufacturing Process and CODP 15 3 Representation of material Decoupling Point 22 4 Comparison of Material and Information Decoupling points within a Supply Chain 22 5 Changes that can be expected by a firm by implementing the Modular Design 26 SUMMARY: A firm to be successful in the global environment should manage its supply chain in such a way that the problems caused by distance, language, time ones, business practices, tariffs and other impediments to an efficient flow materials are eliminated or minimized to the maximum possible extent. Irrespective of... Report on order entry points in the spectrum of supply management Case studies enlightening the excellence and achievements in various fields of management are also included to make the report more interesting to the reader. Unlike the earlier reports, this one encompasses the relationship of order entry point to different fields of management like supply management, engineering management, production management and logistics and distribution which makes the report unique. A firm to be successful in the global environment should manage its supply chain in such a way that the problems caused by distance, language, time ones, business practices, tariffs and other impediments to an efficient flow materials are eliminated or minimized to the maximum possible extent. Irrespective of the time of placing the order or providing complete details with respect to his expectations, the customer always wants his delivery in the appointed time and date. The delivery date for the final product or service appears to be a strong concrete wall which will never move and every person and process walking towards this wall has to adjust their course of movements such that there is no direct hit against wall. An efficient distribution management has resulted in a higher sales turnover for ‘Timberland’ from $ 293 million in 1992 to $862 million in 1998. Based on the increase in the demand for boots and other products, the company made a reengineering of inventory management and distribution processes. With this reengineering process the company reduced the number of distribution centers to three from the unwieldy state of having thirteen distribution centers spread allover the country.

Speech Class Essay Example | Topics and Well Written Essays - 500 words

Speech Class - Essay Example Each of these kinds of friends has a different aspect and meaning for our lives. There are many traits that a best friend has, for example, which are not the same as a formal friend. These types of friends also differ in numbers: a person might have only a few close friends, and at the same time, they will likely have any number of informal friends from day to day. Friends are important, and we would not be able to get by in life without them. But we have to know which category our friend fits into, as a process of reflecting on relationships. Informal friends are persons whom we accidentally meet: maybe while traveling, in school, or on official duty. They are the type of friend who we can feel free to say hello and with whom we may have a chat. We may not have much information about them, like their whereabouts, job or family. Such friends may not have much influence in our life. We deal with them casually. They are more like acquaintances than friends. This type of friend will not have much of an impact on your life. You do not miss them when they are away from you. You generally do not object to their company, and would like to have a cup of tea or coffee with them. But if you are in the midst of some work, you do not mind parting with their company. One may know this type of friend throughout their school career, but they might never talk to each other outside their school. This type of friend comes and goes, and many people have many informal friends throughout their life, even numbering into the hundreds. Informal friends are nice to talk to, but you never intend to have anything more in your relationship with them. They are casual friends and there is no deep relationship that is planned. You just talk with them and then go on your merry way. You talk with them about common topics like hobbies or classes. But you can not talk with them about yours or their personal life and

Prepare a SOSE unit of work with rationale Essay

Prepare a SOSE unit of work with rationale - Essay Example In this case, they build up their capacity for participating in the community and provide meaningful rejoinder to environmental and social matters. Through this curriculum, learners get to understand global ideas of Torres Strait Islanders and Aboriginal people with their connectivity to other groups and places. They are able to apply their understanding to their connections to places and people in the world. Students are able to use essential ways of working to create and demonstrate their understanding of knowledge. Inquiry in this process is very important. It offers an opportunity to students to investigate a range issues locally and globally. They converse by use of different kinds of texts for precise purposes and audiences. This makes them participate actively in groups or individually in their villages in making enterprises while responding to issues creatively. Students have the ability to select precise tools and technologies to use which involves ICTs to carry out inquirie s and communicate within environmental and social context (Stage & Quiroz, 2008). There are different methods used in teaching. They are categorized into two groups. Teacher-centred and learner-cantered. Teacher-centred methods take the teacher to be the creator of all learning practices and procedures. An example is the lecture method. On the other hand, learner-centred methods identify the learner as the core creator of the learning process while the instructor or the teacher becomes controller of the learning procedure according to piagates theory of learning (Suai & Homer, 2006). It is the view of this paper that the lessons prepared will guide learners to acquire the desired skills, attitudes and knowledge to exist in the current globe. The methods also provide the chance for the society to learn new ideas from one another. The paper substantiates learner-centred methods through broad examination of environment as a topic in teaching of science. The method applied in this paper is Constructionism. It enables the learners to participate fully in the lessons investigating new ideas while the teacher guides through the process. The paper has singled out environment as a topic to examine different aspects of teaching and learning process. It is an interesting topic in a school setting. This will enable learners to participate fully in their classrooms during the lesson (Siebert, 2005). Some of the skills needed in a science lesson are supposed to help the learner with literally skills for writing reading and communicating orally about science principles and concepts. All these skills are incorporated into the topic â€Å"environment† Reasons for choosing the topic Environment is what surrounds an organism. There are two types of organisms, living and non-living organisms. Learners being one of the organisms in the environment require understanding how to live in it. This is important to help them acquire knowledge and skills to deal with different situ ations in life. Learning about environment is quite interesting and maintains learners’ interest to desire to know more about their surroundings. In this unit, learners undergo different real life experiences. This is important since they can easily relate what they are learning in class to what is happening out of their classrooms. For instance recycling of plastic is carried out by several industries (Siebert, 2005). It is possible for the