Therapeutic polysacchraides Essay Example | Topics and Well Written Essays - 2250 words

Therapeutic polysacchraides - Essay Example Apart from the fact that carbohydrates are energy bundles in the form of glucose, recent studies have identified several therapeutic benefits especially among the higher polysaccharides. This paper presents an overview of carbohydrate chemistry, chemical structures of different types of carbohydrates, benefits and some of the major functions. Therapeutic functions of polysaccharides are also a brief subject that is described in this paper. Simple sugars or the monosaccharides are the basic carbohydrates. These simple sugars combine to form disaccharides (2 simple sugars), oligosaccharides (2-10 simple sugars) and polysaccharides (more than ten simple sugars). All carbohydrates are either simple sugars or monosaccharides that join with each other to form more complex carbohydrates. Monosaccharides and Classification Monosaccharides are classified based on three categories. First classification is based of the number of carbon atoms present in the compound. Table 1: Monosaccharide clas sifications based on the number of carbons No. of Carbon Classification Example 3 Triose Dihydroxyacetone 4 Tetrose Erythrose 5 Pentose Ribose 6 Hexose Fructose 7 Heptose Sedoheptulose Monosaccharides are also classified based on the location of the carbonyl group and also based on the chirality of the carbohydrate (Zamora, 2011). Disaccharides These are sugars that contain two simple sugars. Some of the common disaccharides are sucrose, maltose and lactose. Sucrose Lactose Maltose The sugar that we use on a day-to-day basis is Sucrose and is made from sugarcane or sugar beets. It is also one of the main ingredients in turbinado sugar, brown sugar, and confectioner's sugar. Lactose is a combination of one molecule each of galactose and glucose. It is a main ingredient in milk. The result of consuming milk and other dairy products in the absence of lactase enzyme which is necessary for the absorption and digestion of lactose is that the undigested lactose moves into the large intesti ne and is acted up on by bacteria leading to gas formation and further diarrhoea (The Chemistry of Carbohydrates Found in Food, n.d.). In some people due to the lack of the enzyme lactase, a condition known as lactose intolerance occur and these people are allergic to milk and milk products. Maltose consists of two ?-D-glucose molecules with the alpha bond at carbon  1 of one molecule attached to the oxygen at carbon  4 of the second molecule. It is also possible that ?-D-glucose molecules connected through carbon number one in a 1?>1 linkage resulting in Trehalose on the other hand Cellobiose which is a tasteless disaccharide consisting of two ?-D-glucose molecules that have a 1?>4 linkage as in cellulose (Zamora, 2011). Oligosaccharides When two to the molecules of simple sugar combine, it forms oligosaccharide. Raffinose or melitose is one of the common oligosaccharide naturally found in legumes and cruciferous vegetables such as beans, peas, cabbage, brussels sprouts, and br occoli. It consists of galactose connected to sucrose via a 1?>6 glycosidic linkage. Raffinose The digestion of raffinose by human system is not possible and as a result, there can be problems such as gas trouble and bloating (Zamora, 2011). Polysaccharides Most of the vegetarian diet consist of polysaccharides and these are large group of complex carbohydrates with undetermined numbers of sugar molecules. In general most of the polysaccharides are insoluble in water but in the

Goal Setting Theory in the Workplace

Goal Setting Theory in the Workplace Goal setting theory has become one of the most popular theories in organizational physiology (Goal Setting Theory 2006). It has been around since the early 1800s for the purpose of achievement (Goal Setting Theory has Become One of the Most Popular Theories in Organizational Physiology n.d.). However, Edwin A. Locke further examined goal setting theory in the mid-1960s for over 30 years and came out with some researches on his on regarding the impact that goals have on individual as well as on the companies that practice it (Goal Setting Theory has Become One of the Most Popular Theories in Organizational Physiology n.d.). Goal setting is basically a set of skills that involves in using goals in a particular ways to achieve variety of results (Goal Setting 1996). As goal setting theory has received a lot of feedback on its effectiveness application, the purpose of this essay is to critically examine the effective application of goal setting theory towards individual as well as toward the companies who practice it. Employee motivation is a crucial task for upper level management team. In order for  Ã‚   employees to value-add their company, they must be first, highly motivated and proactive too. In a number of researches, it is to believe that by implementing goal setting theory in a company can lead to the increase of motivation of an employee. Goal setting can be a very powerful way to motivate people (Lockes Goal Setting Theory 2000) and according to Burton, Weinberg and Yukelson (1998), in order to increase motivation in a company, goal setting can be the technique recommended. This is because it is believed that by implementing goal setting in a company can shape a persons behavior to be more motivated in achieving goals (Locke and Latham 1990). When employees are assigned by their upper level management team in achieving certain goals or targets, they will be motivated to achieve them because this is the time that they can prove themselves to the company that they can be relied upon. Un der the Lockes Goal Setting Theory, Locke believed that there are 5 principles of goal setting and in order to be motivated, goals must be taken into consideration the degree of clarity, challenge, commitment, feedback and task complexity (Lockes Goal Setting Theory 2000). Goal setting theory claimed to be one of the most powerful ways to motivate people because the value of goal setting is so well recognized that the entire management systems have goal setting basics incorporated into them (Santhosh 2008). As a matter of facts, goal setting theory has been generally accepted to be the most valid and useful motivation theory regardless of what type of industry it is currently doing (Santhosh 2008). However, although goal setting theory is believed to be a very powerful tool to motivate employees, it is claimed that by setting up goals, the reason for goal must be given to the employees in order for them to be motivated (London, Edward and John 2004). This is because only when employee knows why and what the reason behind achieving those goals, than the chances of accomplishing that particular goal is high. Latham, Erez and Locke (1988) further explained that goals that are assigned without any prior explanation will lead to lower performances. Although there are many ways like performing essential works only, spending smarter and more uninterrupted time on tasks and using good project management skills to increase productivity, setting up appropriate goals are important in increasing companys productivity (Dawn, 2004). Likewise, un-appropriate goals are detrimental to companys productivity. Thus, in determining appropriate goals for a company is very important and by doing so, company must firstly determine what type of goals employees are called to achieve and then, monitor them from time to time without fail. Besides that, when a company determines her most important goals for their employees, the employees themselves will not be reluctant to develop specific skills in order to attain those goals set by the company (Borchardt 2009). This will result in better performances especially in terms of productivity.   Goal setting theory seems to play a major role in making things work. However, according to Latham and Saari (1979), setting specific and challenging goals by individuals themselves will result in higher quality performances than by just urging the employees to performing their best. This is because when employees set their own goals in achieving a particular task, the quality of that particular task will be much better than a task which is given by their upper level management team themselves. When employees set their own targets towards their jobs, they feel fully responsible in and out in accomplishing them including providing the best quality of works. In short, employees need to be goal setters themselves in order to perform better. Thus in this case, in conjunction with the companys goals, missions and visions, employees should be given a chance to set their own goals and achieve them in their own ways in line with companys guidelines. A research done by Latham and Saari (1979) claims that individual with goals has more impact towards their jobs rather than individuals in the non-assigned condition. By practicing goal setting, individuals could increase the chances for a task that need to be done a success (Goldberg 2009). This is because when the goals are clearly stated and are very specific, individuals or employees will get to focus on what they are supposed to do in order to achieve and will find solutions or ways to make it happen. To make this happen, US Fed News Service, Including US State News (September 19, 2009) reported that firstly, goals must be attainable. A goal can be set as high as the sky but if it could not be attained, it will only demoralize oneself. Secondly, goals must be written down (Goldberg 2009). The purpose of this is to make sure that those who are involved are aware of what they are supposed to achieve. Besides that, by writing down the target goals can help in making those who are involved to remember what to achieve and how to achieve them and monitor them from time to time. Thirdly, goals must be specific and clear (Sawyer 2010). This is crucia l and if they are not, people who are involved could be confused and might get a total different outcome. Lastly, after setting up goals, the persons involved in making it a success must make sure that they are motivated to make it a success (Goldberg 2009). If goals have been set but the persons involved are not willing to accomplish them, then the very purpose of having them in the first place will be futile. A person can set his personal goal at any level he wants but to fulfill or to accomplish those goals set is very hard to determine. S.M.A.R.T. goal setting method is not foreign to people who are used to set goals in their personal life. According to goal setting expert Eade (2008), whether it is for personal or for business use, the most effective goals is to be S.M.A.R.T which represents, specific, measureable, attainable, realistic and tangible with a target date. For example, taking the difference between these two goals i.e. 1) Reduce unnecessary expenses; or 2) Reduce personal desire of online shopping to RM200 by May 1, 2010. Considering both perceptions, the second goal sets a more specific target and with it, a persons mind will now be more focused and monitor the total amount of money spent during online shopping. Goal setting theory can boost up a persons confidence and self-esteem with every goal that they have achieved (Oechsli 1991). Whenever a person is pursuing a particular task, with the direction from goal setting theory can make that particular person become more focused and hence, they will tend to be more committed to do their goals and further, accomplishing it. As mentioned, goals that are specific are easier to accomplish (Eade 2008). This is because with goal setting theory, there will be guidelines of what to achieve from time to time and what are the steps they should acquire in order to move forward. With these back-up guides, people can be more confident in carrying out their tasks in which case will not only benefit the employees themselves but will also benefit the company in terms of productivity. According to Oechsli (1991), with peoples confident and high self-esteem, the job performance will improve and their attitudes will change for better which will lead to increase of productivity. According to Then (2008), setting up goals either for the company or for personal use can enable a person to accomplish their task in a timely and organized manner. This is because through goal setting theory, a person can organize his time to accomplish a particular task and whenever a person sets his personal goal in managing a particular task, he will divide his time and build strategies in making his goals a success. Taking student as an example, if a student sets his target to complete his assignment by the next day at 5pm, in order to meet that time frame, this particular student will put away everything that could stop him to complete his obligation as a student and strive to meet the time set as committed. Sometimes, we humans feel stressed-out because we are not achieving what are important to us and by goal setting theory, it can be one of the best ways to relief or lessen our stress level (Scott 2009). Humans tend or love to have a lot going on in their daily life but due to time constraints, most of their plans are being disrupted. Each person can have up to 10 or even more obligations a day and without goal setting theory, life can be in chaotic situation due to limited time at the end.   However, when a person knows precisely what he wanted to achieve in a day, he will know where he has to focus his efforts (Reduce Stress with Personal Goal Setting 2010). Thus it is important that a person should know what he wanted to achieve and to plan how and when to achieve them. In this case, a person should manage his time properly and organize everything he wanted to do in an orderly manner so that he could manage his task without affecting other plans. Moreover, by practicing goal sett ing theory in our personal life can always make sure that we are on track no matter what may occur which will make our life much more easier to manage (Then 2008).   In conclusion, it is generally agreed that goal setting theory is an effective theoretical framework in where it can best predict and boost up individual or employees work motivation as well as to better manage their time. However, in order to make it work, every individual must have a clear and specific as well as attainable goal. Without this, even how high a goal is set and it is not specific, that particular goal could be futile. Besides that, in order to make it happen, a person must show full commitment towards that particular task that he needs to achieve in certain time frame. In short, individuals that are involved play important role in making things happen. As mentioned, goal setting theory can lessen a persons stress and will lead to more organized ways of completing certain tasks and through goal setting theory can motivate a person as well as it can change a persons behavior. However, consistency is also important in making it a success nonetheless. In my own personal opinion, I personally feel that goal setting theory is a very important tool in making things work. Besides just making life less complicated and more objective, it actually helps in shaping our life in a more purposeful way.

Venus :: essays research papers

The Planet Venus Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The planet we know as Venus is the second planet from the Sun in our solar system. The Planet is also the brightest if we were looking at it from earth. According to a some information I have found it â€Å"is the third brightest celestial object in the sky (after the Sun and Moon)†¦[And] is also one of the few bodies in our Solar System that rotates east to west (retrograde) (http://www.geocities.com/CapeCanaveral/Hanger/9188/venu.html).† It takes Venus around two hundred and twenty-four days on Earth for it to complete one full rotation. This makes Venus the planet with the slowest rotation in our Solar System. Venus’s year is shorter than its day being only two hundred and twenty-five days on Earth. Venus is also the Planet that comes the closest to our planet Earth. Venus comes about twenty-five million miles or fifteen million kilometers from the Earth’s surface. â€Å"Venus has a thick atmosphere and extreme atmospheric pressure, 9 2 times the Earth’s pressure. The clouds are composed primarily of sulfur compounds, most notably sulfuric acid (Http://www.geocities.com/CapeCanaveral/Hanger/9188/venu.html).† The Surface   Ã‚  Ã‚  Ã‚  Ã‚  We gathered data from a satellite we sent to Venus showing us that Venus is a highly Volcanically active planet. With more and more satellite images being produced we see that the surface of the planet is changing. We have found that some Volcanoes that were on Venus some odd years ago have become dormant and new Volcanoes have been made, Thus proving the Plates under Venus’s surface are still moving and the planet is not dead; actually, it is very alive! Venus has many Mountains and Volcanoes on its surface. â€Å"There are also several board depressions: Atlanta Planitia, Guinevere Planitia, Lavinia Planitia. There two large highland areas: Istar Terra in the northern hemisphere (about the size of Australia) and Aphrodite Terra along the equator (about the size of South America). The interior of Ishtar consists mainly of a high plateau, Lakshmi Planum, which is surrounded by the highest mountains on Venus including the enormous Maxwell Montes (Http://sed s.lpl.arizona.edu/nineplanets/nineplanets/venus.html).† The Atmosphere   Ã‚  Ã‚  Ã‚  Ã‚  I copied the following chart to show the comparison of the atmosphere between Earth and Venus. (Davison E. Soper, Institute of Theoretical Science, University of Oregon, Eugene OR 97403 USA soper@bovine.uoregon.edu) Earth Venus N_2 0.79 3 O_2 0.20 < 0.002 Ar 0.01 small CO_2 0.0003 86 H_2O ~ 0.02 ~ 0.01 Total 1.00 90 -------------------------- H_2O 3 km 30 cm liquid + vapor Clouds (50 to 70 km above surface) H_2SO_4 (sulfuric acid). (http://zebu.uoregon.edu/~soper/Venus/atmosphere.html) Because of all the gasses in Venus’s atmosphere it has been named one of the most poisonous planets in our solar system.

Concrete Operations Stage

Concrete operations are the third stage of Piagetian cognitive development, during which children develop logical but not abstract thinking (Papalia p. 351). The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event. This stage is also characterized by a loss of egocentric thinking. Egocentrism is Piaget’s term for inability to consider another person’s point of view; a characteristic of young children’s thought (Papalia p. G-3). During this stage, the child has the ability to master most types of conservation experiments, and begins to understand reversibility. Conservation is the realization that quantity or amount does not change when nothing has been added or taken away from an object or a collection of objects, despite changes in form or spatial arrangement. The concrete operational stage is also characterized by the child’s ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, and transpose differences between items in a series. The child is capable of concrete problem-solving. Categorical labels such as â€Å"number† or â€Å"animal† are now available to the child. The first, and most discussed, of these limitations is egocentrism. The pre-operational child has a â€Å"'self-centred' view of the world† (Smith, Cowie and Blades, 2003, p. 399), meaning that she has difficulty understanding that other people may see things differently, and hence hold a differing point of view. Piaget's classic test for egocentrism is the three mountains task (Piaget and Inhelder, 1956), which concrete operational thinkers can complete successfully. A second limitation which is overcome in the concrete operational stage is the perceptual domination of one aspect of a situation. Before the stage begins, the child's perception of any situation or problem will be dominated by one aspect; this is best illustrated by the failure of pre-operational children to pass Piaget's conservation tasks (Piaget and Inhelder, 1974). Perhaps the most important limitation, yet the most difficult to describe and measure, is that of the turn to logical operators. A pre-operational child will use mostly simple, heuristic strategies in problem solving. Once a child reaches the concrete operational stage, they will be in possession of a completely new set of strategies, allowing problem solving using logical rules. This new ability manifests itself most clearly in children's justifications for their answers. Concrete operational thinkers will explicitly state their use of logical rules in problem solving (Harris and Butterworth, 2002). This area also indicates the way in which the concrete operational stage can be negatively defined; although children can now use logical strategies, these can only be applied to concrete, immediately present objects. Thinking has become logical, but is not yet abstract. These shifts in the child's thinking lead to a number of new abilities which are also major, positively defined characteristics of the concrete operational stage. The most frequently cited ability is conservation. Now that children are no longer perceptually dominated by one aspect of a situation, they can track changes much more easily and recognize that some properties of an object will persevere through change. Conservation is always gained in the same order, firstly with respect to number, followed secondly by weight, and thirdly by volume. A second new ability gained in the concrete operational stage is reversibility. This refers to the ability to mentally trace backwards, and is of enormous help to the child in both their problem solving and the knowledge they have of their own problem solving. For the former this is because they can see that in a conservation task, for example, the change made could be reversed to regain the original properties. With respect to knowledge of their own problem solving, they become able to retrace their mental steps, allowing an entirely new level of reflection. Concrete operational children also gain the ability to structure objects hierarchically, known as classification. This includes the notion of class inclusion, e. g. understanding an object being part of a subset included within a parent set, and is shown on Piaget's inclusion task, asking children to identify, out of a number of brown and white wooden beads, whether there were more brown beads or wooden beads (Piaget, 1965). Seriation is another new ability gained during this stage, and refers to the child's ability to order objects with respect to a common property. A simple example of this would be placing a number of sticks in order of height. An important new ability which develops from the interplay of both seriation and classification is that of numeration. Whilst pre-operational children are obviously capable of counting, it is only during the concrete operational stage that they become able to apply mathematical operators, thanks to their abilities to order things in terms of number (seriation) and to split numbers into sets and subsets (classification), enabling more complex multiplication, division and so on. Finally, and also following the development of seriation, is transitive inference. This is the name given to children's ability to compare two objects via an intermediate object. So for instance, one stick could be deemed to be longer than another by both being individually compared to another (third) stick. Concrete operational stage (Elementary and early adolescence). This stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.

Family-Oriented Pre-Trial Intervention Essay

Pre-trial intervention (PTI) has been shown to be more effective when the family is involved in the process.   Most PTI programs focus on the treatment given before release from confinement.   Family-oriented PTI programs look beyond the prison set-up and attempt to establish a community for the accused to return to (Dembo, 2003). The reality is that the social stigma against persons released from prison facilities poses a strong hindrance against re-integration into the community efforts towards rehabilitation (Tate, Reppucci, & Mulvey, 1995).   By conducting regular and in-depth discussions with the family regarding rehabilitation, the basic social support system of the accused is assured (Dembo, 2003). The present study will replicate a family-intervention system conducted by Dembo, Schmeidler, and Wothke (2003) wherein families were trained to address the rehabilitative process a family-member was undergoing with the end goal of improving PTI.   However, in the study conducted by Dembo et al., the dependent variable was measured through self-report data. The present research will use indicators of reintegration into society along with repeated delinquent acts to assess whether or not family-intervention is indeed a rehabilitative process.   The succeeding sections will reflect the design and method of the research.   The research questions to be answered by the present study will also be clarified in order to show a clear direction of the research being conducted. Research Questions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The present research will attempt to answer the question as to whether or not family-oriented pre-trial intervention programs improve rehabilitative efforts by increasing the incidence of community participation and integration as well as decreasing the incidence of delinquent behavior.   This question may be answered by looking into the activities engaged in by the offender upon release and with the introduction of family PTI.   The research has several hypotheses: 1.  Ã‚  Ã‚  Ã‚  Ã‚   That family PTI will increase community involvement; 2.  Ã‚  Ã‚  Ã‚  Ã‚   That family PTI will decrease delinquent behavior; and 3.  Ã‚  Ã‚  Ã‚  Ã‚   That family-oriented PTI programs are more effective in fostering rehabilitation than offender-centered PTI. Evaluation Population The main thrust of the research is to assess the efficacy of a proposed pre-trial intervention program.   A family-oriented program will thus be administered to one experimental group while a non-family-oriented program will be applied to another group.   These programs will be administered to one group of individuals and their families. By doing so, there will be greater parallelism in the comparison of the two programs.     Ã‚  Ã‚   Considering that the family set-up is most relevant in the case of minors, the present study will limit its population to juvenile delinquents (Alexander & Parsons, 1973). In particular, this research will limit its population to minors still living with their parents.   In order to obtain a sufficient number of participants, several penal facilities will be asked for consent for the participation of their detained juvenile delinquents who have not yet started with their PTI programs.   This will control for confounding effects of other PTI programs which may be administered by the penal facility. Evaluation Design The design to be used in the present research is the experimental design.   The experimental design has been lauded as the most rigorous design.   It is essentially the gold standard of research designs because of its ability to isolate the independent variables being studied and their relationship with the dependent variables (Creswell, 2009). This is the most appropriate design for the research to be conducted because the juvenile delinquents who will give consent to participation in the experiment will be randomly assigned into two groups.   These two groups are the experimental and control groups.   Moreover, previous research has shown that rigorous methods provide the best results with respect to reduced recidivism in studies of juvenile delinquents (Latimer, 1999). The experimental and control groups will be identical in all regards except for the presence of family-intervention in the experimental group.   In both groups, the juvenile delinquent will undergo identical PTI processes wherein they will receive treatment and training regarding rehabilitative practices. However, in the first group there will be an added intervention wherein the researchers will actively foster a dialogue with the family of the juvenile delinquent in order to help them understand and cope with their child’s rehabilitation.   In order to assess whether changes have truly resulted, a pre-intervention assessment will be administered to the participants and their families.   After a period of six months the assessment will be administered again in order to track any changes in disposition and placement of the juvenile delinquents. Population and Sample The study will limit the number of participants to forty due to the longitudinal nature of the study and due to the need for in-depth counseling to be undertaken with the families involved.   Time and resource constraints would not support a study involving an experimental group of more than twenty families. The participants will be chosen primarily based on their prior reception of PTI treatment and the fact of residence with family members.   Demographic factors such age, gender, social status and family situation will be recorded and assessed but will not serve as criteria for acceptance into participation.   By doing so, the experiment retains a higher external validity.   However, the recording of these factors will broaden the discussion and interpretation of results as the effect these factors play on the rehabilitation of participants may emerge as serendipitous findings.

Computer Crimes Essays - Hacker, Identity Theft, Free Essays

Computer Crimes Essays - Hacker, Identity Theft, Free Essays Computer Crimes Computer crime started in the early 1970?s and has become more and more prevalent. Some computer crime are committed by outside individuals that hack into a computer system. These are the people that usually steal data and cause data loss by vandalism. The most common kind of computer crime is espionage committed by people who work for a company, but this is also the one that you rarely hear about. They usually enter false data that will end up making money for them. Hackers are the world?s new bread of criminals and will soon pose a major threat to the U.S. Because America has become largely a computer society everyone is at risk, experts say, and should protect information about themselves, such as credit card numbers (Bowers 54:G14). Armed with a computer rather than a gun hackers, who say they?re doing the world a favor by pointing out security loopholes, have a slew of ways to break the law (White 67:c11). Computer crime becomes a larger and more prevalent issue as there is more value to criminally gain and the stakes raise in the hacker?s ego game. Only seventy five computer crime prosecutions were reported in the United States in 1986, according to the National Center for Computer Crime Data in Santa Cruz, Calif. By 1989, that number jumped to 500 prosecutions. Computer crimes that year cost businesses and banks - and, ultimately, consumers - about $500 million. "As the use of computers has increased, so has their criminal misuse" (Bowers 54:g13). Computers are used to obtain credit card numbers, which are then used! to order thousands of dollars worth of whatever the hackers want. "In recent years, individual outlaws and entire "gangs" have broken into computers all over the U.S., using their wits and wiles to pilfer and destroy data"(Behar p62). In a case of a 14 year old high school freshman who was convicted of using stolen credit card numbers to order thousands of dollars of computer equipment, and then having it shipped to a vacant house. He obtained the stolen numbers through his computer, ordered many of the goods through his computer, and made an authentic looking purchase order on his computer when a company refused his order. This also shows that the computer can be used for more than just stealing but also in aiding in the illegal crimes (Bowers 54:G13). "Hackers charged $42,815 in telephone calls to taxpayers in one month last year, using computers to access telephone lines at Washington?s Department of Information Services in Olympia" (White 67:C11). About 6,000 U.S. Department of Defense terminals were jammed when a Cornell Universit! y graduate student unleashed a computer virus in 1989. A teenage hacker in Seattle was arrested in 1989 for charging $100,000 in telephone calls to credit card numbers he got by eavesdropping on ship-to-shore telephone calls. If people use credit, chances are a determined hacker can learn their financial secrets. All of this shows the different ways people can use computers to hack into other computers, steal information and then cost the tax payers money. Most of the people who do these things and then get caught say that it was easy to do, and this makes you think what else they could do if they tried. "Out on the electronic ether, the bad guys are perfecting a new series of swindles, including cyberspace chain letters, computer Ponzi scams and high tech pyramid schemes (Underwood 76:B14). These scams are basically the same scams that have been going on for years, but the have now been upped to a new level by computers. Some people believe that if it is on the computer it is true. A worldwide telephone "lottery" was pitched on one on-line service, drawing in 20,000 investors who put in $200 each. Investors were told they would make big bucks by signing up others. It was later broken up and banded as a pyramid scheme by The Securities and Exchange Commission. Securities frauds such as "pump and dump" and phony "hot stock" schemes also have been detected. In one case, a promoter was able to get investors to bid shares in a shell company from 38 cents to $7.50 in just five

How to Adjust Standard Book Review Formats to Nonfiction Entries

How to Adjust Standard Book Review Formats to Nonfiction Entries How to Adjust Standard Book Review Formats to Nonfiction Entries It sometimes seems that writing a book review is a piece of cake. That’s because you often mix it up with a book report which is just a record of events that happened in a certain literary work. Students usually get such an assignment in secondary or high schools maximum (because the task doesn’t require a great deal of analysis or critical thinking). But it’s not the same with book reviews which are common homework at colleges and universities. You’ll have to make some efforts in order to comply with the regular academic standards and live up to your professor’s expectations, especially when you need to adapt book review formats to nonfiction entries. But don’t get rattled – we’ve compiled a list of guidelines on this topic that will help you to do your best while completing this assignment. Review the Author’s Previous Works and Interests Make sure you understand the style of the writer and can follow his/her thread of thoughts. In novels or poems, there is usually a story, but a scientific work or news article can be devoid of the obvious plot, and it may be hard for you to perceive the main idea. So, read about author’s background and have a perfunctory look at his/her previous works. Carefully Consider the Audience While reviewing a fiction story, it’s easy to imagine who the readers are. But when it comes, let’s say, to social sciences, you can’t predict who is interested in the subject. That’s why the target audience in your head has to be pretty wide – if you want to have a more specific image, go to such websites like Amazon and read reviews on the work you are going to describe. There, you’ll certainly gain some useful insights. Do the Research for the Evaluation While writing a book review on a nonfiction work, you need to have some solid knowledge about the subject matter it deals with. Otherwise, you won’t be able to assess the statements of the author and provide any kind of analytical evaluation in your assignment. And this is the most important part of nonfiction book reviews. Dwell upon the Importance of the Topic Does the writer cover some burning issues or creates useless articles on pasta types that already have been described dozens of times? Be sure that you estimate the importance of the subject matter and hit it over the fence for your audience. Don’t Play with Over- or Underestimation Your professor wants to see an adequate review with constructive criticism or worthy praise. Don’t say that someone’s arguments are not reliable enough just to fill in the space in your writing assignment. Include only your real assumptions without any exaggerations. This way, your book review will be authentic and original. Writing a nonfiction book review is complicated exactly because it is easy – every supervisor expects that you will be able to do it, so they want to see something more than just following the standard set of regulations. Consider out tips and create a paper that stands out from the crowd. All in all, you can easily buy book review online from our agency.