Arieff on Liu Essay Example | Topics and Well Written Essays - 500 words

Arieff on Liu - Essay Example It should be noted that Liu has used her artistic skills not merely to exhibit them as an artist but to expose the evils of the Chinese traditions. After immigrating to United States she enjoyed the freedom of expressing herself freely through murals, which otherwise wouldn't have been possible if she had been in China. She has used her art as a weapon to rebel against the oppressive patriarchal system of China. Her paintings deal with the intricate issues like foot binding and Western art historical tradition. The most remarkable style of her painting is the reproduction of female characters from the photographs she got from Chinese books. One such book was 'The Face of China', which was published in United States and had photographs taken by foreign tourists in China between 1860 and 1912. She manipulated the images in the photographs and painted them on canvas by using Western style. She incorporated photographs in her paintings, which was otherwise discouraged in China. And a fin e example of this is 'Resident Alien', which is essentially a Self-portrait constructed on Green Card, which belonged to an immigrant "Fortune Cookie" alias Hung Lieu. In this she uses her own identification card photo.

Demand for personal guns as fear of crime increases Essay

Demand for personal guns as fear of crime increases - Essay Example Tourists or travellers cannot walk alone during night time in Bahamas because of the possibility of robbery and other massacres. Sexual assaults are one of the major criminal activities in the streets of Bahamas in general and in the beaches in particular. â€Å"Crimes ranging from theft of lawn furniture to home invasions occur, even within gated communities† (The Bahamas 2008 Crime & Safety Report, 2008). Governments failed to give enough protection to the life and properties of Bahamian people or the tourists and the need for a personal gun for self defence is important in the Bahamian society. This paper briefly analyses the need for the possession of personal gun and the trends in gun market with special emphasize to Bahamas. The current trends in gun market are not good for the gun manufacturers, especially in US. The 9/11 incident has created immense demand for the personal guns for the self defence purpose. The trend continued till 2008. But the election of anti-gun liberal Obama as the American president has created concerns among the gun users and manufacturers about stiff laws and the gun sales has come down drastically at present in America. The chart given below shows the US handgun market from 1990 onwards. It is evident from the chart given above that the demand for personal gun has picked up from 2001 onwards. It is because of the fact that the US public were aware of the needs of personal guns after the 9/11 incident. People have realized that their protection and safety cannot be guaranteed by the governments and it is wise to keep some self defending measures all the time. The demand for personal gun has shown an upward trend till 2008. But after that the serious financial crisis forced the public to rethink about the expenditure for personal protection and the sales statistics given below shows that the the economic crisis combined with the

Do Ethical Theories Help Journalists do Their Job Essay

Do Ethical Theories Help Journalists do Their Job - Essay Example 101). In the conduct of their profession, journalists are practically confronted with various ethical dilemmas that it would be better for them to be armed with ethical theories than not. Furthermore, ethical theory becomes more important to journalists given the impact they can create to their readership (public opinion) and the society (public values) as a whole – which according to Iggers (1998, p. 15) makes journalism ethics unique – especially in this era of corporate journalism wherein the interest of capital often clashes with that of the public, putting in jeopardy journalism’s long-held principles as defined by the Society of Professional Journalists (1973): â€Å"Seek truth and report it; minimize harm; act independently; and be accountable† (Friend & Singer 2007, p. xix; Boeyink & Sandra 2010, p. 17; Black & Roberts 2011, p. 51). Hanlin (1992, p. 28) is perfectly understandable to say that â€Å"many critics might agree with the suggestion that any man rich enough to buy a newspaper should not be allowed to own one.† This statement simply illustrates how the situation and the organisation in which journalists perform their profession today make journalism ethically challenging. It is easy to criticise journalists in fulfilling their profession. But the very condition in which journalists perform their profession oftentimes puts them in situations that test their ethical principles. For example, while journalists are committed to reporting the truth – which is believed to be the core of journalism – finding the truth, especially the dangerous ones, is actually something not easy to achieve in legal and even ethical ways. So, what course of action should journalists take if the only way to find the truth is either by stealing the information or by using deceptive strategies? (Jackson 1992, p. 69) Would it be unethical to go into stealing, lying and deceiving in the name of truth? But what would happen wi th journalism if it defaults in finding out and reporting the truth? The answer to this question will surely vary depending on the ethical theory that journalists hold onto. For example, one may find the task to bring out the truth by any means more important than observing the law. Anyway, it is often argued that not all that is legal is ethical and not all that is ethical may be legal. It may also be argued that the end justify the means. Added to this ethical dilemma is the issue of confidentiality in journalism. The News Manual defines the centrality of confidentiality of sources in the ethics of journalism on the basis of trust. Meaning, journalists may divulge information given in confidence, but must protect the identity of their sources not unless the sources permit journalists to name them. Any breach on this agreement might jeopardize the whole profession, because in the future sources may no longer give sensitive information in confidence. (Ingram & Henshall, 2008) In rel ation to acquiring information through illegal means, journalists can deny it by opting to invoke this confidentiality clause. But to resort to such trick only worsens the ethical dilemma because aside from lying, this clause that is meant to protect sources is maliciously used. Though the confidentiality clause can be misused by journalists to get away with the law, this same clause can also put journalists into an extremely difficult situation. In

Cyber Security Research Paper Essay Example for Free

Cyber Security Research Paper Essay 1. Preface This security profile of the Department of Veterans Affairs (VA) is based on two documents of public record. The first is the published VA Handbook 6500 (VAH 6500) which defined policy and procedures for systems within the purview of the VA (Department of Veterans Affairs, 2007). The second document is the Federal Information Security Management Act Assessment for FY 20011 commissioned by the VA Office of Inspector General (OIG) and performed by Ernst Young in accordance with Federal Information Security Management Act (FISMA) guidelines (VA Office of Inspector General, 2012, p. i). 2. Identification of Controls This security profile presents one control function from three primary policy and procedure controls. These controls are â€Å"System/New Technology Development Life Cycle† from Management Controls, â€Å"Security Training, Education, and Awareness† from Operational Controls, and â€Å"Remote Access† from Technical Controls. These controls are selected based on the lack of resolution based on information provided fiscal year 2006, 2010 (VA Office of Inspector General, 2011) and 2011 (VA Office of Inspector General, 2012) FISMA audits. 3. Management Controls The protection of systems via risk mitigation techniques are referred to as management controls. Management controls are designed to minimize risk associated with development process and systems implementation. 4.1. VAH6500 Section 6.a.(7) System/New Technology Development Life Cycle VAH6500 requires that any new technology undergo a systems development life cycle (SDLC) specific to the VA. The cycle consists of Initiation, Development / Acquisition, Implementation, Operation / Maintenance and Disposal. Systems must be able to encrypt/decrypt data. Systems not capable of this must receive a waiver from the OIG. 4.2. Implementation Assessment The SDLC program provided does not provide the necessary information for an effective program. No supporting material or references to NIST SP 800-64 Rev2 Security Considerations in the System Development Life Cycle or VAH 6500.5 Incorporating Security and Privacy into the System Development Life Cycle is made. 4.3. Implementation Impact The OIG 2011 FISAM Assessment indicates that â€Å"FISMA Section 3544 requires establishing policies and procedures to ensure information security is addressed throughout the life cycle of each agency information system† (VA Office of Inspector General, 2012, p. 9). Based on the lack of consistency in use of SDLC and change control, major security risks may go unnoticed. 4. Operational Controls Operational controls focus on techniques and procedures put in place by Information Technology staff or systems managers. The purpose is to increase security and provide deterrence via system controls. 5.4. VAH6500 Section 6.b.(11) Security Training, Education, and Awareness VAH6500 provides a concise policy which states any individuals that access sensitive information or systems must complete annual security training. Key persons with â€Å"significant† roles must attend additional training. All training is monitored for completeness. Policy indicates before employees can use systems security training must be completed. 5.5. Implementation Assessment Policy indicates that fourteen key pieces of information must be covered before an individual is allowed to begin work. This training must also be refreshed annually. The tracking of this information is the responsibility of the local ISO (Department of Veterans Affairs, 2007, p. 57). 5.6. Implementation Impact The distributed manner of training management is not conducive to consistent security training. The OIG 2011 FISAM Assessment findings indicate a centrally managed training database be used to ensure personnel receive the proper training needed for their job function (VA Office of Inspector General, 2012, p. 15). 5. Technical Controls The technical control area focuses on minimizing and/or preventing access to a system(s) by unauthorized individuals via technical measures. The measures are designed to ensure the confidentiality, integrity and availability of a system(s) (VA Office of Inspector General, 2012, p. 54). 6.7. VAH6500 Section 6.c.(3) Remote Access Control VAH6500 relies on nineteen policy requirements to enforce technical control. VA policy states that no sensitive information may be transmitted via internet or intranet without proper security mechanisms that meet NIST FIPS 140-2 criteria (Department of Veterans Affairs, 2007, p. 61). Each department within the Agency is responsible for monitoring remote access and privilege functions. Access can be revoked by a supervisor or superior at any time. The remaining requirements cover contractor access, PKI certificate distribution and termination of accounts. System protection is the responsibility of the ISO for each area of access. 6.8. Implementation Assessment VAH6500 does not utilize NIST SP 800-46 Guide to Enterprise Telework and Remote Access Security. The OIG 2011 FISAM Assessment also indicates some remote access systems do not provide Network Access Control (NAC) to block systems that do not meet predefined security requirements (VA Office of Inspector General, 2012, p. 6). 6.9. Implementation Impact The diversity of ISO management practices coupled with a lack of specific procedures for management, auditing and access creates opportunity for security breaches. 6. Summary The three controls outlined in this document show the disparity between written policy, procedure, and implementation. In order for the VA to be successful in meeting the standards of future FISMA assessments, a fundamental change in operations within the VA is required. 7. Comments The multifaceted nature of operations within the VA requires guidelines that meet the needs of multiple departments within the Agency. All three controls discussed in this document have very broad definitions to accommodate the extensive variety of services the VA provides. This flexibility coupled with a drop in training acceptance, legacy systems (VA Office of Inspector General, 2012, p. 7) and the lack of an â€Å"implemented components of its agency-wide information security risk management program† (VA Office of Inspector General, 2012, p. 3) will continue to limit future progress. These delay factors provide an understanding of why twelve recommendations from prior FISAM assessments remain open. Of the twelve recommendations listed in the VA FISMA FY 2011 report, only three have been closed, while three other recommendations have been superseded by new recommendations (VA Office of Inspector General, 2012, p. 19). The recent announcement of the Continuous, Readiness in Information Security Program (CRISP) seems to indicate a fundamental shift in the way the VA views security issues (United States Department of Veterans Affairs). In order for this program to be successful, this message must be understood and acted upon by all persons under the VA umbrella. 8.References Department of Veterans Affairs. (2007). VA Handbook 6500. Washington, DC: US Government Printing Office. Retrieved February 20, 2013, from http://www.va.gov/vapubs/viewPublication.asp?Pub_ID=56 Department of Veterans Affairs. (2010). Strategic Plan FY 2010-2014. Washington, DC: US Government Printing Office. Retrieved February 20, 2013, from http://www.va.gov/op3/Docs/StrategicPlanning/VA_2010_2014_Strategic_Plan.pdf National Institute of Standards and Technology. (2010). Guide for Assessing the Security Controls in Federal Information System (NIST 800-53a). Washington, D.C.: US Government Printing Office. http://csrc.nist.gov/publications/nistpubs/800-53-Rev3/sp800-53-rev3-final_updated-errata_05-01-2010.pdf United States Department of Veterans Affairs. (n.d.). CRISP. Retrieved February 21, 2013, from United States Department of Veterans Affairs: http://www.saltlakecity.va.gov/features/CRISP.asp VA Office of Inspector General. (2011). Department of Veterans Affairs Federal Informati on Security Management Act Assessment for FY 2010 (10-01916-165). Washington, D.C.: US Government Publishing Office. Retrieved from http://www.va.gov/oig/52/reports/2011/VAOIG-10-01916-165.pdf VA Office of Inspector General. (2012). Department of Veterans Affairs Federal Information Security Management Act Assessment for FY 2011 (11-00320-138). Washington, D.C.: US Government Printing Office. Retrieved February 20, 2013,from http://www.va.gov/oig/pubs/VAOIG-11-00320-138.pdf

Developing an Organ Transplant Market Essay -- Medicine Medical Essays

Developing an Organ Transplant Market According to a new book, The U.S. Organ Procurement System, written by economists David Kaserman and A. H. Barnett, there are 80,000 Americans on the organ transplant waiting list. Twenty of them die each day as a direct result of organ shortages; that's over 7,000 each year. These lost lives are not so much an act of God as they are an act of Congress because of its 1984 National Organ Transplant Act, that prohibits payment to organ donors. Reliance on voluntary donations, has been an abject policy failure. It's noteworthy that everyone else involved in the organ transplant business is rewarded handsomely - that includes surgeons, nurses and organ procurement workers. How might an organ transplant market work? Lloyd Cohen, a law professor at George Mason University, envisions letting people contract in advance to permit the harvesting of any usable organs when they die. The money earned would become a part of their estate. Many people are offended by the notion of human body parts becoming commodities for sale. There's at least a tiny bit of inconsistency because there is a market for human blood, semen and hair. How many vital things in our lives do we depend on altruism or voluntary donations to provide? Food is vital, water is vital; so are clothing and housing. We don't depend on altruism and voluntary donations to provide these goods. And for good reason - there'd be massive shortages. Why should we depend on altruism or voluntary donations to provide what we may one day need more urgently than food, water, clothing or housing? All objections to organ sales reduce to either nonsense, ignorance or arrogance. Let's look at some of them. One concern is that if organs are sol... ...r more criminal activity associated with alcohol manufacture, distribution and consumption than there is now. To the extent that prohibition of organ sales reduces their supply, holding all else equal there's greater incentive for illegal activities involving organ transplants, including murder. The medical profession has traditionally been opposed to organ sales. Their opposition would seem to be in violation of Hippocrates' admonition - primum non nocere. But they've recently taken steps, all be they timid, towards ending the day to day deaths due to organ shortages. At their July 2002 meeting, the American Medical Association voted agreement to commence trials in which payments will be made to organ donors or their families as a means to encourage cadaveric organ collections. Work Cited David Kaserman and A. H. Barnett, The U.S. Organ Procurement System

Bullying: Victim and Researchers Essay

I. Introduction Bullying is one of the major problems that our students are facing. In CIC’s Guidance Office and even in the Office of the Student’s Affairs (OSA) many of the students have reported different cases of bullying. Some students do not go in the said offices but instead they would prefer to relay such incidents to their teachers. Some go directly to the Principal’s Office along with their parents or guardians. One good attestation and observation, a high school student who feels superior tends to bully students in the lower years. This student asks some students from lower years to do his assignment. Sometimes he drives the student’s confidence down. The freshmen and some students of different year levels are afraid of this student. In order for this student to succeed in his studies or get high grade he would force others to do his projects. Hence, he looks for weaker student that he may over power in order for him to be famous or be regarded as someone influ ential. The victim loses his focus in school because of the threat brought by this bully. Sometimes he would not attend his classes and increase tendency of failing his academic subjects. Such scenario has been a recurring phenomenon in the school environment. Numerous studies have been made in the past as part of a continuous attempt to understand human behavior in its entirety. At present, however, bullying has been regarded a typical happening in schools and less attention is given to it or none at all. Although bullying may seem a minor concern in the research locale of this study, which is the school, it undermines most students who are simply afraid to speak up about it. According to Encarta Dictionary, bullying is the process of intimidating or mistreating somebody weaker or in a vulnerable situation. Cases of physical, sexual, emotional, even spiritual abuse may be considered as bullying (Ouimet, 2011). Bullying may also be described as Rankism or discriminatory towards others because of their rank in a particular hierarchy. (Fuller, 2003) Bullying is an action which uses negative words against someone which causes distress to the one who is being bullied. Moreover, the victim may lead to anxiety, low self-esteem, hopelessness and worst develop suicidal tendencies (Oliver et al., 2003). Bullying may also cause students’ absenteeism or particularly their less engagement in school. In one scenario, a higher year student has a project in one of his subjects. For this student to accomplish the project, he threatens a lower year student verbally to do it for him and finish it as soon as possible. If the victim would not comply with the oppressor’s demand, the oppressor will beat up the lower year student ruthlessly. However, the victim is also busy with his studies and it’s difficult for the victim to do the oppressor’s demand at the same time. Since, he could not do the oppressor’s demand; the victim will not go to school because he is afraid to be beaten up. These findings have encouraged the researchers to conduct a further study in a specific place where such cases are often occurring, the school. In relation to our study, Ken Seeley, EdD et al. (2009) of the National Center for School Engagement conducted a research on peer victimization or also known as Bullying. Their study tells that bullying is not direct cause of students’ absenteeism or low school achievement. However, Bullying results in the victim becoming less engaged in school and cease attending classes. Seeley et.al focused on the effects and ultimate outcomes of bullying not just whether raw bullying numbers decrease, but whether the ever-present victims of bullying go on to college or to crime. Their research was also designed to assess the role of victimization frequency and intensity in determining how much school a student misses. Additionally, their study reveals a connection between bullying and school engagement. Bullying had a negative impact with school engagement, so the more a student was victimized, the less the student was engaged at school. The authors concluded that bullying greatly influences the student’s engagement in school that the more occurrence of peer victimization the less the student attend his/her class. Statement of the Problem: What does bullying really give? Does it really give happiness to the oppressor? How about the victims? Do they feel the same way too? These are the questions raised by the researchers upon seeing the rampant cases of bullying. In this study, the researchers come up with a major question in their research: * How can we lessen the rampant cases of bullying in CIC High school Department? In addition, the researchers have minor questions in the said topic: * What are the major causes of bullying in CIC High School Department? * In what way can bullying threaten CIC High School Students’ lives? Significance of the Study: The purpose of this paper is to lessen the influence of bullying not only in CIC High School Department but also in other departments and other schools where cases of bullying are rampant. Information regarding bullying will help students to cope up with it accordingly. This paper will help those students who experience bullying to regain their self-esteem and to have a better social life. It will also serve as an eye-opener for students who are unaware of their actions which may be considered as bullying towards their fellow students. This work will give knowledge to the readers about what bullying really is and a clear vision about the effects of bullying in every individual’s life. Subsequently, this study will be beneficial to the oppressors of bullying that they may use the knowledge to avert the intensifying cases of bullying. It will give victims of bullying understanding and awareness on what they need to do if they are facing this problem. Scope and Delimitation: One aspect covered by this research is the social life of the high school students in the school environment in relation to the various effects brought by bullying. This, in particular, includes how victims of bullying as well as the oppressors relate and interact with fellow students, peers and their teachers. In addition, the study focuses on the academic life of the high school students on how they perform in class and in different activities in the school. This refers to the grades of the students who have experienced acts of bullying and also of the oppressors. II. METHOD Method of Research: In this section, the study presents the computations concerning the population of the respondents using the Slovin’s Formula as well as the study’s data and the process of how it was gathered. For the questionnaires used in the survey, the researchers adapt the instrument known as Likert Scale. Moreover, the researchers discuss the statistical treatment on how the students respond in the survey questionnaires. Since Bullying involves human behavior which needs psychological explanation, the researchers employ Descriptive-Status Method in tackling this topic. This method will help the researchers to easily obtain answers and solutions to the problem. Moreover, the method will help the researchers to make a more understandable and manageable approach to the topic as it will provide clearer explanations to the target aspects of the study. This method will aid the readers to easily comprehend the data and information discussed in the study. Samples and Sampling Procedures The researchers employ Purposive Sampling design since it is most suitable with the research. Purposive Sampling design, also known as judgmental, selective or subjective sampling, is a type of non-probability sampling technique. Non-probability sampling focuses on sampling techniques where the units that are investigated are based on the judgment of the researcher. Moreover, the researchers used the Slovin’s Formula to get the Number of Respondents allotted in each year level. Table 1: The Total Population of Different levels of the High School Students of the College of the Immaculate Conception and the Number of Respondents computed using Slovin’s Formula. Year Level| Total Population(Number of Students) Data Gathering Procedures: The researchers composed questionnaires whereby the respondents are asked to answer a set of questions by means of rating depending on their level of agreement or disagreement. The questions concern the effects of bullying in every student’s studies. The researchers enquire answers to come up with a conclusion regarding to the study. The questionnaires are distributed to the different year levels of respondents. Description of the Instrument: In this study, the researchers used the questionnaire made of a Likert Scale to gather necessary data and information. The scale is named after its inventor, a psychologist named Rensis Likert. Likert Scale is also known as rating scale that the respondents specify their level of agreement or disagreement on a symmetric agree-disagree scale for a series of statements. Thus, the scale captures the intensity of the student’s feeling for a given item. Construction and Validation of the Instruments: The researchers have undergone brainstorming and revisions in order to have a final survey. The researchers used a survey as the instrument of the study .Suggestions and comments were raised by the English critics and Statistician upon seeing the draft of the survey. However the instrument undergone a lot of revisions and the researchers took the suggestions of the English critics for the researchers to have an official instrument. The instrument was finalized and polished by the researchers thus; the researchers reproduce the instrument and distributed upon the signal of the Research Adviser. Administration of the Instrument After the instrument has been approved by the experts, the researchers went through the reproduction of the questionnaires. Conclusions: In light of the above summary and findings, the following conclusions were drawn: 1. According to the respondents of this study, most of them are victims of bullying. Almost all of them are suffering from bullying and didn’t have the confidence to face the bullies. Based on the data gathered by the researchers, 69% respondents attest that they sometimes experience bullying in the school. As a result they almost lose all of their confidence in themselves but luckily there was God and their family to support them. 2. It only showed that most of the respondents moved on and the bullying was just a challenge, trial and inspiration to realize something more about life. It gave them a lesson in protecting and maintaining their bravery within themselves because it was a gift from God. And we must be ready at all times for such obstacles in life that might happen in the future. 3. We Filipinos still carry the good attitude of our ancestors which is shown a lot of times throughout our history. So instead of bullying others, how about we use this attitude to be united again not only within our city but also in the whole country. 4. The victims used a lot of strength to move on from the challenging event happened in their lives. For them, it was very hard to move on and to forget the tragedy they experienced because it almost destroyed their future but with the help of God, most of the victims realized that they still need to move on and face the reality to continue their lives and be thankful for surviving such event and their faith in God was strongly developed. 5. The lessons given by this research was to open the eyes of the victims who are suffering from this and to learn the different things to do to protect themselves. We must be prepared and be aware enough to such things as bullying. Some victims said that they realized the importance of not only themselves but also their family because they are the only ones left and served as inspiration to move on from the trials in life. 6. The victims have learned a lot and they have some suggestions to the school, to the community and to others. To the school, they should voice out the needs of the victims of the bullying. For the community and to others, they wanted to emphasize the importance of the family, to be strong, and faced the trials in life and do not give up. The victims did not lose hope to survive the battle because they believe in God and they pray to God. We must never forget God and ask for His goodness to guide and gives us strength in the trails we are facing. 7. No matter what end of the bullying we are on, we need to make sure that we are doing our part to prevent and stop this. Bullying is a serious matter, whether we like it or not. If we do not think that we can handle the situation on our own, there is no harm in asking for help. We can find help in a variety of places, even within our own family. Recommendations: These are some of the researchers’ recommendations after the findings and conclusions were made: 1. Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment. 2. Do not be a coward and try to face the challenges in our life. 3. Love ourselves and show the bullies that we have the strength to face them before it’s too late. 4. Instead of getting a revenge on the bully, try to show them that you’re not affected by this because the real weaklings here are the bullies. 5. Always be prepared through learning the different things to do when such difficulties happen in the future. 6. The guidance counselor and the Office of the Student Affairs must take action immediately when such event happens. 7. Through trials we face in life, do not forget to have faith in God and ask for His guidance, for our family to be always safe and secure. Lastly, be thankful for the life that He gave us. 8. The Government should take action to this problem by promoting an anti-bullying program not only to schools but also to our fellow countrymen.

Humanity Definition Essay

Many have debates on whether humans are naturally humane or if they become more or less because of their society and vice versa. In other words, people are a function of their society. Human beings tend to group themselves in to multiple groups with various likes and differences. These groups can affect society and society can have an impact on these groups. Therefore, society can affect certain groups over time. As societies evolve, they are subjected to social changes which include factors that may or may not affect the species. For example, the external factors of society (including war, immigration, natural disasters and technology), seize of human population, and governments are key elements that cause social changes that are relevant to cause changes in humanity over time. Science for All American Online states that, â€Å"The condition of one generation limit and shape the range of possibilities open to the next. On the one hand, each new generation learns the society’ cultural forms and thus does not have to reinvent strategies for producing food, handling conflict, educating people, governing, and so forth. It also learns aspirations for how society can be maintained and improved. On the other hand tensions way lead to war, wide-scale drug abuse, poverty and deprivation, racism. And a multitude of private group advances† (â€Å"Chapter†). In this quote, it describes how certain social changes change society and the groups that form society. Therefore, people are more or less because of society and there is no such this as human nature. Many socialists suggest, â€Å"Human beings are so great that there is no such thing as human nature – that we are simply a reflection of social surroundings with no inherit behavior, no core or ‘essence’ or special qualities that makes us human†¦if we can somehow perfect our social surroundings, we can perfect the human beings† (Le Blanc). In this quotation, it explains how some believe there is not human nature and that people are products of their social surroundings. Societies afflict social changes which may or may not affect the species of human beings. Social changes can afflict, any social conflicts which demands society to regulate the conflict in order to avoid competition between groups. When society undergoes changes for the good or bad, conflict can evolve. This may cause groups in society or fight, argue and get in disputes. The people can face internal conflict or external conflict in their groups of interest. Science for All Americans Online describes, â€Å"There is social conflict between all human societies†¦Conflict between people or groups often arise from competition for resources power, and status. Family members fight for attention. Individuals fight to compete for jobs and wealth. Nations compete for territory and prestige. Different interest groups compete for influence and the power to make rules. Often the competition is not for resources but for ideas – one person or group wants to have ideas or behavior of another group suppressed, punished, or declared illegal† (â€Å"Chapter†). The source that provided this quote describes house the conflict in society arises from the demand for ideas; not from resources. The groups that argue and cause disputes change society and change themselves out of these disputes. The ideas that come out of these arguments may cause change in many things. Paul Le Blanc explains â€Å"There would be opportunity for a much higher level of individual satisfaction with life; conflict and violence would be reduced is alternative social moans would negate the currently felt need for self-help would readily be accessible; and in any case there would be a greater degree of equality and a greater sense of security in the social system† (Le Blanc). To achieve what the quote explains, society would have to change. Therefore the people in society that have been affected would also change. The selflessness, struggle, and abuse would all change. All of the bitter dynamics of social struggle that demonstrate our nature would seek change. The social conflict that evolves in society demands that people fix the conflict, in order to avoid the competition of the social gro ups with similar interests. Throughout human beings’ life society impacts your life in many ways. People are a product of society and social groups that evolve overtime and there is no such this as human nature. Social changes can afflict conflict which demands competition and change in society and as society’s progress, they face social changes. Society changes social groups over time. Works Cited â€Å"Chapter 7: Human Society.† Science For All Americans Online. American Association for the Advancement of Science, 1990. Web. 21 Oct. 2012. http://www.project2061,org/publications/sfaa/online/chap7.htm. Le Blanc, Paul. â€Å"Human Nature.† Human Nature and How it Changes. Vol.i, No.2.Web. 21Oct. 2012. http://www.laborstandard.org/Vol1No2/Human_Nature.htm.